Training the trainers course

2. TOP 20 BLOOPERS OF
TRAINING
• Not being prepared.
• Inadequate contents.
• Not delivering the goods.
• Constantly boring the trainees.
• Overload of information.
• Misleading the group.
• Poor pacing.
• Omission of practice
• Odd or distracting visuals
• Poor handling of questions
NINCOMPOOP ( Foolish person)

3. THE SECOND 10 BLOOPERS
• Poorly planned visuals
• Offensive or inappropriate humour
• Over-under dressing
• Running overtime
• Running late for the start
• Eye contact missing
• Showing your back too often
• Under utilising the media available
• Lack of enthusiasm
• Total lack of conclusion (POOR-RESULT)

4. Reason for Training
Why bother about training? Why not rely on people simple
learning for themselves? Some of reasons for training are given
below:-
(a) People may never learn how to perform the task properly.
(b) If they do learn, they will do so much more slowly without
training.
(c) They are likely to learn a way that is wrong.
(d) Consequences of poor performance results in poor quality,
customer complaints etc.
(e) Once they learn the task wrongly it is very difficult to
‘unclean’ and then relearn correctly.
(f) The high hidden costs to the organisation.

5. Benefits of Systematic Training
(a) More rapid development to full job/duties/performance
(b) Increased out put
(c) Improved quality
(d) Better utilization of time, material, equipment and money
(e) Better use of personnel
(f) Fewer breakdowns or errors
(g) Reduced cost
(h) Better identification of employee potential
(i) Boosts morale of personnel

6. Reasons for training and development
• Technological change
• Different areas to be handled
• Requirement of changing behaviour
• Entry of ST/SC/OBC into various services.
• Job requirement
• Wrong selection of people

7. INSTRUCTOR LIKE QUALITIES
• Personal:-
• Thorough knowledge
• Power of expression
• Turn out
• Cheerful disposition
• Patience
• Confidence
• Good health
• Exemplary

8. • Towards class;-
• Democratic
• Sense of humors
• Flexible and resourceful
• Comes down to the level of the class
• Motivation of class
• Unbiased
• Empathetic
• Attitude towards profession:-
• Planning of instructions
• Logical presentation of subject
• Stimulates activities
• Diagnostic
• Communication skills

9. THE OBJECTIVES OF TOT
• After attending this programme the trainers
should be able to:-
– Understand why training and Development?
– Explain importance of TNA/TNI
– Design training programme based on TNI
– Appreciate various issues required to be checked
before starting a training programme
– Know what methods to be used for conducting a
particular programme?
– Know what are the methods of training evaluation?
– Understand what is goal setting and action planning?

10. HUMAN RESOURCES PORTFOLIO
Page No. 28
Work
Horses
Stars
Problem
Children
Deadwood
Potential HIGH
HIGH
LOW
Job
Performance

11. Difference between Education and Training
SL
NO
EDUCATION TRAINING
(a) Gives students the knowledge of
theories, principles, facts and
figures that may generally be
useful in day-to-day life.
Brings abut change in behaviour in the
trainees, which help them in
performing some tasks.
(b) It is broad based and general in
nature
It is specific to knowledge, skill and
attitude required for a particular tasks
(c) It enable students to control their
environment and fulfill their
possibilities / desires
It enables trainees to perform
satisfactorily in their profession.
(d) Education is a continuous process.
We get educated even as adults.
Training can be terminated or stopped,
once a person achieves satisfactory
performance of task/task
11

12. Teaching
Teaching is a process of imparting
Knowledge, motivating and guiding
students to learn through their own
activities.
Learning
Learning is a relatively Permanent
Change in Behaviour of the trainees
brought about as a result of repeated
practice.

13. Operations in Teaching
(a) Pre-active stage : This is the planning stage
of teaching.
(b) Inter-active stage : This is the stage in which
the instructor interacts with the trainees.
(c) Post-active stage : In this stage, the
instructor analyses the performance of the
trainees and identifies weak areas for
correction.

14. (a) Pre-active stage :
(i) Setting or Preparing of Objectives.
(ii) Deciding the subject matter – What to
teach, How much to teach.
(iii) Arranging the ideas/subject matter
logically – from easy to difficult, simple
to complex etc.
(iv) Selecting the Methods of instruction –
Whether lecture/ discussion/ exercises /
practical etc.

15. (b) Inter-active stage :
(i) Sizing up the of the class. The instructor should
make the trainees sit according to their heights
and he may also make the weak trainees sit in
front or sit with another intelligent trainee (if he
knows).
(ii) Identifying the levels of the trainees and know
their entry behaviour.
(iii) Presenting the subject matter using various
methods of instruction and training aids.
(iv) Get a feed back from the trainees on their
understanding by asking questions and
summarizing the important points.

16. (c) Post-active stage :
(i) The progress of the trainees.
(ii) The change in behaviour of the trainees
– newly learnt knowledge and skill.
(iii) The change in attitude and interest
amongst trainees
(iv) The Instructor also plans and design
testing tools like tests and exercise.
(v) Any change in methods of instruction is
also examined at this stage.

17. GENERAL PRINCIPLES OF LEARNING
• People learn better:-
– when they know why they have to learn.
– When new ideas are explained in terms of
knowledge already learnt.
– If the result of performance are told.
– Understanding the problem leads to better
learning.
– If task by trainer is done correctly
– When surrounding is pleasant.

18. Learning Outcomes. The visible outcome of Learning is a
change in behaviour observed in the trainees. These changes in
behaviour as a result of learning can be listed as ‘Learning
Outcomes’ as follows:-
(a) Knowledge : Learning of facts, figures and experiences.
(b) Skill : Performance of a job or task with a set standard.
(c) Understanding : Gaining insight into the subject.
(d) Concept : Trainees perceive new ideas, theories and
generalisation.
(e) Activities : Trainees begin to get involved in new activities.
(f) Aptitude : New abilities and talent are generated amongst
trainees.
(f) Interest : Trainee acquire new interests, habits, hobbies etc.
(g) Adjustment : Trainees learn to change depending on situations
and be accommodative.

19. MODELS OF TEACHING
• Pedagogy( paid+Agogos)
– It is the art and science of teaching Children
• Andragogy(Andra +Agogos)
– It is the art and science of helping Adults to learn.
• Synergogy (Synergy+Agogos)
– It is art and science of teaching Students themselves.

20. Comparison of Pedagogy & Andragogy.
(a) Teaching Children
(b) Transmission of knowledge what
& why
(c) Transmitting what is known
unknown
(d) Trainer centered
(e) Responsibility of the Teacher
(f) Learner is comparatively passive
(g) Formal assessment by teacher
Pedagogy Andragogy
(a) Helping adults to learn
(b) Knowledge and skill, what, why,
how, when and where what &
why
(c) Discovering what is
(d) Learner centered
(e) Joint responsibility of the trainer
& the learner
(f) Learner is active and
participative
(g) More of self assessment

21. Comparison of Pedagogy & Andragogy.
(a) Passive
(b) Dependence
(c) Behave in a few ways
(d) Erratic shallow interests
(e) Short time perspective
(f) Subordinate position
(g) Lack of awareness of self
Pedagogy Andragogy
(a) Active
(b) Independence
(c) Capable of behaving in a many
ways
(d) Deeper and stronger interest
(e) Long time perspective (past &
future)
(f) Equal or super ordinate position
(g) Awareness & control over self

22. Page No. 37
REPORTING
RESULTS
THE SEQUENCE OF TRAINING ACTIVITIES
SELECTION/DESIGN OF
EVALUATION METHOD
INFORMATION
BREAKDOWN
TRAINING PLANNING
ESTABLISH TRAINING
OBJECTIVES
ORGANISATIONAL
DEFICIENCIES
IDENTIFIED
TASK/DATA ANALYSIS
POTENTIAL
TRAINING NEED
EVALUATION ACTIVITIES
EVALUATING THE
TRAINING SRAFF
EVALUATING THE
TRAINING PROGRAMME
EVALUATING THE
LEARNERS
DOING THE
TRAINING
LEARNING OUTLINES
SCHEDULE TRAINING

23. TRAINING LOOP
Page No. 14
IDENTIFICATION OF
TRAINING NEEDS
DEVELOP TRAINING
OBJECTIVES
DESIGN TRAINING
CURRICULLUM
DESIGN /SELECT
TRAINING METHODS
CONDUCT TRAINING
PROGRAMME
DESIGN TRAINING
EVALUATIONS
METHODOLOGY
MEASURE TRAINING
RESULTS

24. Systematic Approach to Training
PERFORMANCE
PROBLEM
IDENTIFY TRG
NEEDS
IMPLEMENT
TRAINING
ASSESSMENT
OF RESULTS
PLAN AND
DESIGN

25. FOUR TRAINING MYTHS
• Lots of trainers do not have to practice.
• I am so nervous they can tell.
• Excellent trainers are born, not made.
• Super trainers never get nervous

26. CONSIDERATION FOR TRAINERS
BEFORE STARTING ANY TRAINING
• Perception
• Context
• Chunks
• Sequencing
• Amount

27. Perceptions
What do you see?

28. Context
The procedure is actually quite simple. First you arrange things
into different groups. Of course, one pile may be sufficient
depending on how much there is to do. If you have to go
somewhere else due to lack of facilities, that is the next step,
otherwise you are pretty well set. It is important not to overdo
things. That is, it is better to do too few things at once than too
many. In the short run this may not seem important but
complications can easily arise. A mistake can be expensive as
well. At first the whole procedure will seem complicated. Soon,
however, it will become just another facet of life. It is difficult to
foresee any end to the necessity of this task in the immediate
future, but then one can never tell. After the procedure is
completed one arranges the materials into different groups
again. Then they can be put into their appropriate places.
Eventually they will be used once more and the whole cycle will
have to be repeated. However, this is part of life.

29. Chunks
A group
dog gas pants
animals silk coal
oil cotton cat
table cloth fuels
wool baseball hammer
cow knife basketball
fruit tennis bomb
pan chair yellow
green colour profession
sofa dentist screwdriver
doctor shoes football
furniture teacher rifle
horse blue apple
rayon utensils sports
saw orange weapons
wood tools clothing
nails spoon lawyer
gun shirt pear
socks fork banana
red bed dagger

30. Chunks
B group
animals cloths fuels
dog cotton oil
cat wool gas
horse silk coal
cow rayon wood
fruit colours profession
apple blue doctor
orange red lawyer
pear green teacher
banana yellow dentist
furniture utensils sports
chair knife football
table spoon baseball
bed fork basketball
sofa pan tennis
weapons tools clothing
dagger hammer shirts
gun saw socks
rifle nails pants
bomb screwdriver shoes

31. Sequencing
The way we sequence the
delivery of information as
trainers can also have a huge
impact on the results. Try this
exercise.
10
1000
20
1000
30
1000
30
1000
10
It is not the trainees
fault that they fail,
it’s the trainer’s fault

32. Now ask the same person to add
this list up, using the same
method. The numbers are the
same, but this time they are in a
different sequence.
10
20
30
30
10
1000
1000
1000
1000

33. SEQUENCE OF SESSION ON
INERPERSONAL RELATIONS(EXAMPLE)
• Importance of IR
• What is Interpersonal competence?
• What are the determinants of IR?
• Stages of interpersonal relationship
• Skills required to develop IR
• How to give feedback in IR
• How to resolve IR problem

34. Amount
You are driving a bus which has 50 people on board.
The bus makes a stop, 10 people get off, and 3 get on.
At the next stop 8 people get off, and 2 people get on.
There are 2 more stops, at each of which 4 people get off.
3 fares get on at one stop, and none at the other.
At this point the bus has to stop because of mechanical
problems.
Some of the passengers are in hurry, so they decide to walk.
So 7 people get off the bus.
When the mechanical problem is fixed, the bus goes directly
to the last stop, and the rest of the people get off.

35. THE NINE PRINCEPLES OF
LEARNING
• Recency R
• Appropriateness A
• Motivation M
• Primacy P
• 2- way communication 2
• Feed back F
• Active learning A
• Multi-sense learning M
• Exercise E

36. RECENCY
• For better recency:-
– Keep a session to a relatively short time, no
longer than 20 minutes if possible.
– If sessions are longer recap.
– The end of every session is important. Recap
the whole session.
– Keep the participants fully aware of the
direction and progress of their learning.

37. Factors to consider about Appropriateness:
Everything should be appropriate to trainees
needs
Clearly identify a need for the participants to
be taking part in the training. With this need
identified, make sure that everything
connected with the session is appropriate to
that need.
Use descriptions, examples or illustrations that
the participants are familiar with.

38. Factors to consider about Motivation
 The material must be meaningful and worthwhile not
only to you but also to the participant.
 Not only must the participants be motivated, so must
you. If you aren’t motivated, learning probably won’t
take place.
 As mentioned in the law of Appropriateness, you should
identify a need for the participants to be there. You can
usually create motivation by telling the participants that
the session will fulfill their need of learning.
 Move from the known to the unknown. Start the session
at a point the participants are familiar with. Gradually
build up and link points together so that everyone knows
where they are expected to go in the learning process.
Always build new information on known information.

39. Factors to consider about Primacy are:
 Again keep sessions to a relatively short period of time;
 The beginning of your session will be important as you
know that most of the participants will be listening, so
make it interesting and put lots of important
information into it.
 Keep the participants fully aware of the direction and
progress of their learning.
 Ensure that participants get things right the first time
you require them to do something.

40. Factors to consider about 2-way
communication are:
Training process involves communication with the
participants, not at them.
Your body language is also included in 2-way
communication; make sure it matches what you’re
saying.
Design into your session plan interactions with the
participants.

41. Factors to consider about Feedback.
 Test trainees frequently for your feedback.
 After you have tested trainees, provide them with
feedback on their performance as soon as possible.
 Testing can also include the trainer asking frequent
questions to the group.
 All feedback doesn’t have to be positive, as some
people believe. Positive feedback is only half of it; it is
almost useless without negative feedback.
 When a participant does or says something right,
acknowledge it (in front of the group if possible).
 Prepare your presentations so that there is positive
reinforcement built into them at the very beginning.
 Look for those participants doing it right as well as
always looking for those doing it wrong.

42. Factors to consider about Active learning are:
Use practical exercise during the instruction.
Use plenty of questions during the instruction.
You can use a quick quiz to keep the participants
active.
If at all possible get the participants to actually do
what they are being instructed in.
If you keep the participants sitting for long periods
without asking them any questions or without any
participation, it’s possible that they may nod off or lose
interest in the session.

43. Factors to consider about Multi-sense learning are:
If you tell participants about something, try to show
them as well.
Use as many of the participants senses as necessary for
them to learn, but don’t get carried away.
When using Multi-sense learning make sure that the
senses you select can be used. Ensure that it’s not
difficult for the group to hear, see and touch whatever
it is you want them to.
 I hear and I forgot,
 I see and I remember,
 I do and I understand. (Confucius 450 BC)

44. Factors to consider about Exercise are:
The more we get trainees to repeat something the more
likely they are to retain the information,
By asking frequent questions, we are encouraging
exercise or overlearning.
The participants must perform the exercise themselves-
taking notes doesn’t count.
Summarise frequently, as this is another form of
exercise. Always summarise at the conclusion of a
session.
Get the participants to recall frequently what has been
covered so far in the presentation.
Give participants exercise to carry out.

45. • Application example page 12

46. TRAINING NEED ANALYSIS
• Definition:+-
• A training need exists when there is a gap
between what is required of a person to
perform their duties competently and what
actually they know, which enables them to
do so.TNA is the method of determining
whether a training need exists and if it is,
what training is required to fill the gap.

47. Training need=Gap
• Photograph of page 15

48. A MODEL OF 3-TIER TRAINING NEEDS SURVEY
Page No. 22
Views Through Questionnaire
Prioritizing the Needs Through
the List of Programmes
Interviews (Feedback)
To Submit the Plan for Approval
Implementation of the Plan
Line Managers
(150 Nos.)
Sr. Managers/Head of
Departments (66 Nos.)
Dy. General Managers/
Gen. Managers (7 Nos.)
Executive Director
Human
Resource
Group
in
Training
&
Development
Department
TIER
-
III
TIER
-
II
TIER
-
I

49. INDICATORS OF TRAINING
NEEDS
• Complaints from staff
• Complaints from customers/clients
• Poor quality of work
• Frequent errors
• Inadequate recruiting process
• Large staff turnover
• Performance dates not met
• Conflict among staff
• New equipment/ systems

50. OTHER ISSUES THAT MAY
ASSIST IN TNA
• Accident report
• Company plan, policy or projection
• Exit interviews/ Questionnaire
• Error rate
• Complaints
• Absenteeism
• Quality control report
• Performance appraisals
• Observation, testing
• Job analysis

51. Data collection
• Distribute the sample questionnaire to each
participant. All must fill their questionnaire.
• Make a group of 4to 6 participants. Ask
them to make pie chart and graphs of their
responses.
• The leader to present the analysis in front of
rest of the class.

52. ANALYSIS OF DATA
• Data collected from various resources must
be processed.
• The results are looked at closely to ensure
that training is the appropriate answer to the
problem.
• Analyze the data to find number of people
having similar need so that a class can be
formed for in-house training
• If strength is less people could be deputed
to outside Institute.

53. STEPS A CONSULTANT TAKES
FOR TNA
• Become familiar with the structure of the co
• Become familiar with the finances of the co
• Become familiar with the staff of the co
• Design a suitable questionnaire to establish train needs
• Follow up questionnaire with personal interview
• Establish whether the needs shown were training needs or
management needs.
• Design Training to fill the gaps indicated
• Conduct training
• Evaluate training by observing behavioural and attitudinal
changes

54. SURVEY METHODS
AND TECNIQUES

55. WHAT IS SURVEY?
• Survey in this context is the process of
gathering information to determine
whether or not there is a training need.
• There are other types of surveys but
they are generally not of interest to the
trainer.
• If survey is conducted satisfactorily it
makes trainer’s job easier.

56. TYPES OF SURVEYS
• Personal interview:-
»Most common survey used by
Trainers
»It is flexible in its structure
»Personal interviews are time
consuming
»They are also good networking
exercises for the new Trainers.

57. MAIL QUESTIONNAIRES:-
• Effective way of asking questions to a large
group.
• The design of questions in this case needs to
be very explicit.
• Mail questionnaires are relatively simple to
design and conduct.
• However these are impersonal and therefore
the response live lot to be desired.

58. • Telephone interview:-
» It is probably best described as mix of
personal interview and the mail
questionnaires.
» It has structured questionnaires but no
flexibility.
» Telephone interview is not commonly used
for training need analysis.
• Performance appraisal:-
» This is another method of information
collection for TNI.
» This is very precise and accurate method of
TNI.
» As the immediate supervisor of employee
can assess the reason for poor performance

59. CONDUCT OF SURVEY
• Prepare questionnaires with close ended
questions as well as open ended question.
• Decide on population to whom
questionnaires are to be administered.
• Distribute to sample population.
• Collect the questionnaires at the earliest
possible.
• Read through all the questionnaires to find
lacunae for which personal interview needs
to be conducted

60. MAIL QUESTIONNAIRES
• Effective way of asking questions to large
group of people.
• Questions need to be very explicit and easy
to understand.
• These are simple to design and conduct.
• However these are very impersonal and
usually the response rate leaves lot to be
desired

61. Selecting and piloting questions
• The questions must be:-
– Straightforward
– Designed to extract the maximum amount of
information
– Meaningful to the respondents
– In a language that every one understands
– Avoid leading questions
– Piloting exercise must be carried out before
administering to all the respondents
– Piloting is done to ensure that questions are
understood as intended
– Piloting must be done from target population

62. Exercise
• Step-1:-You will be given one sample
questionnaire to understand.
• Step-2:-Make a group of 5to7 people from same
department.
• Step-3:-Individually make questionnaire for
finding training needs of your
supervisors.(induction, technical, Information
technology, mid career training etc)
• Step-4:-Discuss in your group and finalise the
questionnaire.
• Step-5:-Group leader of each group to make
presentation in front of class.

63. LOCATION OF TRAINING
• Training venue is of major importance to
trainees and trainer.
• Trainer should have flexibility of arranging
it as a lecture theatre, discussion room as
workstation area.
• For adult learning there should be sufficient
open space outside training hall to carryout
out door activities

64. DETERMINANTS OF TRAINING
LOCATION
• Number of participants
• Size of training room
• Suitable chairs and tables
• Lighting
• Back ground noise
• Access, Facilities, Acoustics
• Air-conditioning, power outlets
• Training aids
• Public address system

65. CONDUCTING TRAINING
• Nominate programme Director. For example for
“working capital management”Financial controller
could be made.
• Nominate programme coordinator from training
department.
• The coordinator must ensure:
– Suitable trainers for the programme
– Nominate fairly homogenous group of trainees
– The curriculum to be designed for optimum utilisation of
resources
– Availability of proper training material
– Correct timing and sequencing of programme
– Suitable location, physical facilities and training facilities

66. TRAINING METHOD
Page No. 33
I TRAINING IN THE FIELD, ON THE JOB:
 Apprenticeship
 In-Plant Training
 Craftsmanship Training
II SIMULATING REAL LIFE SITUATIONS:
 Role Playing
 Business Games
 In-Basket Training
 Sensitivity Training -T- group and L - group
 Transactional Analysis
III LABORATORY TRAINING:

67. IV SAMPLING REAL LIFE:
 Incidents, Case Methods/Case Studies
V INDIVIDUALISED TRAINING or
COUNSELLING:
 Practicing Specific Skills
 Reading and Written Assignments
 Postal Tuition
 Programmed Instruction
Page No. 33
VI DISCUSSION METHODS:
 Syndicate Method
 Seminars, Conferences, Colloquium,
Symposium
VII THE LECTURE METHODS:

68. Page No. 33
LEARNING EFFECTIVENESS
By Sensory organs % Effectiveness
Hearing Ears, Mouth 30%
Seeing Eyes 40%
Hearing & Seeing 50%
Doing or Experiencing
 Touching Having a feel
Soiling the hands
 Tasting
 Smelling
Body
Mouth/Body
Nose
60%
Hearing, seeing and doing
/experience
80%

69. SETTING THE SCENE
• The arrangement of chairs and Tables
generally sets the scene for the participants.
• Chairs and tables in circle for group
discussion if in rows they expect the trainer
will do the most job.
• For conducting a lecture keep enough space
for yourself.
• Try to keep looking tidy.
• The temperature must be maintained
between 20C to 23C

70. • Smoking must be banned in any class room
situation.
• Remove irrelevant posters and paintings
from the walls.
• Anything which is not required for the
session must be removed from the room.
• Unusual colour painting on wall can distract
participants.
• Windows can have blinds to avoid
distraction

71. RESEARCHING A TOPIC
• Why?
– The participants must be given correct and up
to date information.
– Therefore a trainer must spend some time to up
date himself.
– Participants will not listen to trainer if he is not
prepared well.
– You need not be walking encyclopedia but
must certainly know more than what you are
presenting.
– As the rate of change in every subject is very
high we need to update always.

72. APPLICATION EXAMPLE
• Let us say you have been given the job of
researching a presentation on safety
practices in a cement plant.
• Make groups of five people and discuss
what all you will consider to carry out this
research? and the leader of the group is to
make presentation in front of the of the rest
of the class

73. SESSION OBJECTIVES
• Very important aspect of any training session.
• Without this the trainer and trainees both will
have no idea where they are heading.
• The objectives gives us target or learning goals.
• Objectives are normally designed after TNA,
TNI.
• The objectives should be quite clearly described
like, At the end of this session the participants
must be able to label, with 100% accuracy, a
diagram showing component of a video recorder

74. HOW DO WE WRITE OBJECTIVES
• It is quite difficult to formulate course
objectives.
• Stated in terms of observable behaviour or
performance.
• It should be measurable in some form.
• Achieving the session objective will eventually
lead to achieving desired Behavioural change
or attitude change.
• Writing objectives can be confusing at first for
the new trainer.

75. SESSION PLAN
• What is session plan?
– A session plan is a set of notes in a logical
order for the instructor to follow, to ensure that
the objectives of session are met.
– The session plan also includes training aids ,
references used, and identify problem areas.
– It enables the instructor to check in advance
that the sequencing of lesson is correct.
– A separate lesson plan must be used for each
session

76. WHY USE SESSION PLAN?
• This is similar to a road map which has
starting and finishing point.
• It also gives logical list of information to be
covered.
• It allows the trainer to revise the material
prior to lesson.

77. WHAT SHOULD THE LESSON
PLAN CONTAIN?
• A session title
• Session objectives, clearly stated
• Total session time
• Participants details
• Potential faults to be aware of
• Review notes of previous session
• A reason why students need to learn
• Methods of presentation

78. • Contents of lesson
• List of new terms
• Key questions to be asked
• Resources required for the lesson,
• Timing of the lesson
• Students activity
• A link forward to the next session

79. METHODS OF INSTRUCTION
• Lecture:-
• It is simply addressing passive audience.
• The lecturer needs to be on top of things all the times
• He should use correct language in a logical sequence.
• In this method participants can not contribute to the learning
process.
• The lecturer’s voice is particularly important, both in level and
tone.
• Its lacks two way communication, which is very important for
adult learning.
• Good for delivering information to large audience
• Some institutes have started following modified Lecture
method.

80. Page No. 41
PLANNING THE LECTURE
1) Who is your audience?
2) What is the purpose?
3) What is the time available?
4) What is the subject matter?

81. Page No. 42
PURPOSE OF THE TALK
 Give general information on a subject
 Gain acceptance for a new point of view
 Change basic attitudes
 Give detailed information
 Teach a particular skill

82. Page No. 43
DELIVERING THE LECTURE
 Setting the scene
 Posture
 Appearance
 Manner
 Gesture
 Vocabulary

83. Page No. 107
HOW TO USE THE BLACKBOARD
WHAT TO DO WHY
Erase old material
Avoid talking to
blackboard
Don’t stand in
front of blackboard
Draw or write
quickly
Write, print or draw
legibly
It is likely to distract the group’s attention
A bad habit which makes it difficult for group
to hear; limits effectiveness of blackboard
work.
Obviously, much of what you have written on
the blackboard will be lost if participants have
to crane their necks to see it. When referring
to old or complicated material, use a pointer.
Group interest will lag if too much time issued
in putting material on board. Free use should
be made of standard abbreviations.
The place of hieroglyphics is a museum not a
training room. A little practice will improve the
quality of handwriting capital letters are
advisable.

84. Page No. 108
WHAT TO DO WHY
Allow sufficient time
for group to copy
Try out blackboard
work in advance
Plan logical
relationship of
material
Arrange group of
blackboard for best
visibility
Avoid using
unnecessary words.
If blackboard notes are worth taking, they are
worth a few extra minutes of time to be taken
accurately. It is advisable to put standard
definitions on the board.
By plotting layout in advance, the trainer can
avoid crowding, or out of proportion
sketches.
Participants will have trouble arranging
information in proper sequence in their minds
if it is not so arranged on the board.
The value of the blackboard is diminised if
some participants have strain to see because
of glare, distance or angle of the board.
A phrase is better than a sentence, a word
better than a phrase. The fewer words used,
the easier it is to grasp the meaning of a
thought

85. GAMES
• Games can be simple or very complex.
• Games are normally competitive and usually
relate directly to the task involved.
• Competition should not focus on winning
and losing but to encourage variety of
thoughts and ideas.
• Experience trainer keep their games after
breaks.
• There are many proven games available on
various subject.

86. ROLE- PLAYS
• Role plays are conducted by trainers
involving trainees to play to understand the
management situation or concept.
• Let the trainees do most of the work.
• Trainer should not interfere once the role
play is started.
• Ensure that every one is involved.
• Different group can play for the same
situation.

87. SIMULATIONS
• Simulations method is very useful for
imparting hard skills training.
• Simulator are very complex and costly
hence used where high risks are involved
like aircraft simulators and atomic reactor
simulators.

88. CASE STUDY METHOD
• Case study of an event, which has taken place in
the past is taken to learn from it.
• The whole class is divided into groups, each group
having not more than 5or 6 people.
• Every member reads the case study to understand
the issue involved.
• Each group discusses the case among themselves
for most appropriate solutions.
• The leaders of each group presents their opinion of
issues involved.
• Finally the trainer Summarises with the help of
case notes available with him.

89. Page No. 53
Applying the Case Study Method
 What is going on here?
 Is there a problem at all?
 What precisely is the problem?
 What has caused it?
 Are we looking at causes or symptoms?
 What are the main issues?
 Why are the issues important?
 Whose problem is it?
 What precisely are his objective?
 What should he try to do now?
 What possible courses of action are open?
 How realistic are the actions/solutions proposed?
 What are their possible effects?

90. Page No. 53
Writing a Business Case
Five steps are involved in writing a case
1. Select the type of problem and the
enterprise from which the material will
be obtained.
2. Observe & Collect data
3. Write the case
4. Clear the case
5. Confirm the usefulness of the case as
teaching material

91. Page No. 54
Merit of Case Study Method
 It distributes knowledge and facts
 It improves participants’ skills in
problem analysis, communication
and particularly brings home to the
participant that nothing is absolutely
“right” or “wrong” in the field of
human behaviour or for that matter
in management.

92. Page No. 81
Role Play
 It requires the person to carry out a thought or
decision he may have reached.
 It permits the practice of carrying out an action and
makes it clear that good human relations require
skill in the same sense as playing of golf.
 Attitudinal changes are effectively accomplished by
placing person in specified roles.
 It trains a person to be aware of, and sensitive to the
feelings of others.
 A fuller appreciation of the important part played by
feelings in determining behaviour in social
situations is developed
 Each person is able to discover his own personal
faults.
 It permits training in the control of feelings and
emotions.

93. TRAINER EFFECTIVENESS

94. THE TRAINER’S APPEARANCE
• A trainer should look like a professional.
• Dress according to type of instruction being given
and audience.
• If your teaching swimming in pool you could be in
swimming suit.
• If your to instruct the sr managers in resuscitation
technique in board room you should be certainly
in formal dress.
• Ideally you should stand out from crowd.
• A trainer should also look organized.
• Do not carry what is not required.

95. WHERE SHOULD A TRAINER
STAND?
• Stand in front of the group.
• Do not stand still, move around a little.
• Do not try to hide behind a podium or OHP.
• Do not stand in front of a training aid else
your body has become a physical and
mental barrier to learning.
• If you are sitting in front of the group again
let the whole group see you.

96. COMMUNICATION WITH
TRAINEES
• Verbal:-

97. NON-VERBAL OR BODY
LANGUAGE

98. What to avoid in body language

99. HOW SHOULD A TRAINER GAIN
ATTENTION?
• Appropriate humour may be used occasionally.
• The topic of the humour must be relevant to training.
• It should not be directed at a particular trainee or
religion or nationality or sex.
• Use appropriate training aids.
• Must vary the pitch of your voice occasionally also its
volume and pace.
• Use the technique of pose, pause and pounce method
of asking questions.

100. GOOD HABITS
• Start on time, stop on time.
• Clean up the board before you live.
• You should also be thoroughly prepared.
• Make them laugh.
• Keep letting them know what is next.
• Include tasks for them.
• Tie it all together.
• Use a strong close.
• Keep in mind WIIFM.

101. NINE TIPS FROM THE VERY BEST
TRAINERS
• Please do not take yourself too seriously.
• Remember to keep glass of water very handy.
• Always put your best voice forward.
• Check your posture, stand up straight.
• Take time to build relationship.
• Include vocal breaks for yourself.
• Change the pace as you go.
• Encourage a conversational style.
• P R A C T I C E

102. REASONS FOR ASKING
QUESTIONS
• To gain attention
• To encourage a line of thoughts
• To see what they know
• To keep them mentally alert
• To test
• To find out entry level of participants
• To involve participants
• To keep participant interest

103. TYPES OF QUESTION
• Direct questions
• Overhead questions
• Closed questions
• Leading questions
• Rhetorical questions
• Open ended questions

104. MAKING QUESTIONS EFFECTIVE
• It should be short
• It should have only one idea
• It should be relevant to topic
• It should create interest
• It should use language that every that every one
can understand
• It should require more than guess to answer
• It should be used to emphasize key point
• It should relate to previous knowledge
• It should be a check of understanding

105. DEALING WITH DIFFICULT SITUATIONS
1) The group remains silent
2) Things are moving too fast
3) Things are moving too slowly
4) A talkative participant
5) A silent participant
6) The typical know-all
7) Sessions getting sidetracked

106. 9) Personality problems between trainer and
participant
10) The Rambler
11) The Arguer
12) Complaints about other issues
13) The side conversation
14) The definitely response

107. Some of the problems new trainers face with
their first lesson are:
HOW TO DEAL WITH ANXIETY
 The mouth going dry
 Feeling like a stranger in ‘strangerland;
Social barriers (age, sex etc.)
The subject matter

108. HOW TO DEAL WITH ANXIETY
 Do provide an overview
 One practice is good but more is better
 Never get there late
 Take a brisk walk
 Convince yourself to relax
 Obtain information about the group in advance
 Check in advance the facilities and the equipment
 Know the material
 Use involvement techniques (names, eyes)
 Put yourself in the shoes of your audience

109. HOW TO DEAL WITH ANXIETY
(second group of tips)
 Be aware that the trainees are on your side
 Encourage an informal setting
 Prepare an outline and follow it
 Opera it’s not – but you must warm up
 See that the words you use are your own
 Imagine yourself as a good speaker
 Take a good luck charm
 Introduce yourself to the group in advance
 Visualise potential problems (and response)
 Ensure that you SMILE………..

110. Page No. 47 LECTURE RATING FORM
Speaker :
Subject : Date :
Items Very good Good Weak
Organization & Content
1. Clear purpose
2. Appropriate introduction
3. Clear main points
4. Development of points (use of examples)
5. Conclusion
6. Adaptation to group needs & interests
7. Interest or novelty of topic or approach
Presentation
8. Animation & directness
9. Use of voice (tone, expression)
10. Body of notes
11. Total speaking ability
Other Methods (where applicable)
12. Use of visual aids (Comment, if necessary)
13. Handing questions/discussion
14. Timing of session
Total handling of session
Remarks :
Signature : (Source : ILO)

111. Page No. 48
SESSION EVALUATION FORM
Date:
SESSION NUMBER RATING
Very
Good
Good Satisfactory Poor
Usefulness of session content to your
interest and needs
Quality of instruction (logic of
presentation, depth, clarity, use
of visual aids, etc.)
What would have made the session
more effective?
(Source : ILO)
Signature (optional)

112. Communication skills for
trainers