Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
We Learn - A Continuous Learning Forum from Welingkar's Distance Learning Program., profile picture
Uploaded byWe Learn - A Continuous Learning Forum from Welingkar's Distance Learning Program.
PPTX, PDF33,208 views

Effective Corporate Trainer Skills PPT - Training and Development

The document discusses essential skills for effective trainers, including communication, facilitation, and performance feedback techniques. It highlights the distinction between knowledge, skills, and attitudes necessary for training, as well as the importance of adapting training styles to participant needs. Additionally, it emphasizes the role of body language and interpersonal skills in enhancing the training experience.

Education◦
Related topics:
Corporate Training Hub• Training and Development• Distance Education•
Downloaded 2,676 times
Welingkar’s Distance Learning Division CHAPTER-05 Skills of an Effective Trainer We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division INTRODUCTION • There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent • The problem is that a large proportion of trainers and of training is still traditional in nature • The role of the management trainer calls for change in the basic model because of the changing role of training and changes in the emphasis of activities of training We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division FACILITATION/COMMUNICATION SKILLS • Some of the important mechanisms, which provide for effective communication and facilitation are: • Use of various interpersonal communication skills to facilitate large and small group of learning • Analysis of group process activity in terms of task and maintenance functions; and • Giving and receiving appropriate performance feedback We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division INTERPERSONAL COMMUNICATION SKILLS Some of the very important skills that a facilitator can learn in a very short time are: • Paraphrasing • Summarizing • Question Asking • Extending and • Non-verbal Cues We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division GROUP PROCESS ACTIVITY SKILLS • Group Maintenance Functions • Gate keeping • Mediating • Listening • Encouraging • Relieving Tension • Group Task Functions • Clarifying Contd... We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Focusing • Seeking Useful Information • Reaching Task Agreement • Giving Useful Information • Moving Towards action We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division PERFORMANCE FEEDBACK SKILLS • Feedback is the process of receiving and evaluating information about our behaviour • It tells us how another person sees our actions; and gives us the choice to change our behaviour • It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective. We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division TRANSACTIONAL ANALYSIS (T.A.) • It is an important method of sensitivity training • The basic philosophy and approach to T.A. is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures • T.A. can help us to eradicate or minimize the dysfunctional aspect of our personality • The life script is a basic concept of T.A. We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division TASK OF THE TRAINER • The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the “here and now” situation • The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants • The trainer must have a specialist’s knowledge of the theory and practice of T.A. which must be clarified before he starts interpreting behaviour We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division GROUP TASK ROLES • Initiator • Information/Opinion seeker • Information/Opinion Giver • Clarifier • Co-ordinator • Orienter We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division GROUP BUILDING ROLES • Supporter • Harmonizer • Tension Reliever • • Encourager The Oxford approach We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division SELF-CENTERED ROLES • Blocker • Aggressor • Recognition Seeker • Clown • Dominator We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division TRAINERS KNOWLEDGE AND SKILLS • For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge, skill and attitude components Contd... We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Knowledge is defined “in the context of a training programme, that part which is concerned with imparting specific information needed in order to perform a task or a job. It is commonly linked with the development of skills and attitudes as the component parts of training objectives” We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Skill is defined as “An organized and coordinated pattern of mental and/or physical activity in relation to an object, person, event or display of information. Skills may be described as perceptual motor, manual, intellectual, social, etc. according to the context or the most important aspect of the skill pattern”. We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • The distinction between knowledge, skills and attitudes is important to the trainer because of the implications for designing a learning event. • Trainers have to do different things, may be different training methods, depending on whether they are trying to develop knowledge, skills or attitudes. We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division CATEGORIES OF KNOWLEDGE • The knowledge a person has can be of two types; facts that a person can remember, and ideas that a person understands • Based on above, four categories of knowledge can be identified • Facts • Procedures • Concepts • Principles We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division CATEGORIES OF SKILLS Skills can also be considered as falling into four categories: • Thinking • Acting • Reacting • Interacting We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division PRODUCTIVE AND REPRODUCTIVE SKILLS • This classification is also useful for the trainer • Reproductive Skills are the skills that are repetitive Productive skills are those that require a certain amount of planning, a strategy for decision-making and show substantial variations in the way they are done from one instance to another We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division SIGNIFICANCE OF THE CATEGORIES • The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories Knowledge of facts can be developed by training involving repetition, association of ideas and memorizing Contd... We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division Knowledge of procedures can be developed by repetition, by using a performance aid or by guided discovery Concepts can be learned by examples and non- examples or by guided discovery We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Principles can be learned from explanation and non-examples or by guided discovery • All skills require practice if they are to be developed –initial training should follow the sequence of explanation –demonstration – practice –review –consolidation. For reproductive skills, usually all that is needed after initial training is further practice for the skill to develop to the required standard. We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE • Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place • Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd... We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Displaying impatience or intolerance when trainees fail to understand or are slow to learn • Lacking commitment to the subject being taught or to training as an important function in the organization • Lacking in verbal/oral skills • Trying to teach too much too quickly • Refusing to accept criticism or advice on teaching methods • Lacking in sociability and interest in the trainees • Having an untidy appearance We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED • Outside interests, particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others • Simulated exercises which resemble training situations • Informal judgments based on relationships within the work situation • Formal judgments based on performance appraisal, group meetings, developmental training We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division SKILLS OF A TRAINER We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Subject matter specialist • Planning and making presentations • Communication • Receiving and giving feedback Facilitator of the Learning process • Using various training method • Communication • Making presentations • Motivating participation • Using group processes for • facilitating participating
Welingkar’s Distance Learning Division SKILLS OF A TRAINER (Cont.) We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Facilitator of the Learning process • Interpersonal relations • Receiving and giving feedback Manager • Coordinating work of those associated with the programme delivery • Decision-making • Mobilization of resources and financial management • Public relations • General administration
Welingkar’s Distance Learning Division SKILLS OF A TRAINER (Cont.) We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Developer of an Individual • Communication • Interpersonal relations • Using group process for individual development • Coaching Leader of the group • Handling difficult situations in the programme • Communication • Crisis intervention • Conflict resolution
Welingkar’s Distance Learning Division SKILLS OF A TRAINER (Cont.) We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Leader of the group • Decision-making • Interpersonal relations Planner • Planning
Welingkar’s Distance Learning Division QUALITIES OF A TRAINER • Enthusiastic • Ability to work under pressure • Sincerity and Openness • Flexibility • A Good Sense of Humour • Willingness to Recognize Good Contribution • Willingness to Accept Mistake and Apologies For It We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division TRAINING STYLES OF A TRAINER • Corresponding to the learning styles of the participants, there exists the training style of a trainer and they can be grouped under following key heads: • Determinants of a training style • Constituents of a training style • Evolving a functional training style We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division EVOLVING A FUNCTIONAL TRAINING STYLE • A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy: • Step 1: To convince yourself of the need to be open and willing to adopt an approach that is varied. The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing, We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • the learning process, enhancing the faith of the participants in theprogramme, and increasing the credibility of the training team and the training agency • Step 2: You should assess the role of each of these constituents, including your personal needs in your endeavor to realize the programme objectives. To develop Contd… We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • a practical and effective training style, the pitfalls of emphasis on any the four constituents must be carefully considered • Step 3: Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme. On some occasions, the need to provide quality inputs override all other elements while during others the training process gets precedence. Contd…. We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Step 4: As the programme progresses and it passes through different stages, your style should also be suitably modified in accordance with the needs of the programme • Step 5: As a trainer, you should work to a position where you are able to adapt your style to conform to the requirements of the programme, with confidence and We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division ease. You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process • Step 6: The basic elements of a training style are evolved through a process of interaction, experience and experimentation We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division THE POWER OF BODY LANGUAGE • Besides communicating your feelings and attitudes, body language does several things: • It makes messages more meaningful and memorable • It punctuates your presentation • It relieves nervous tension • Posture • Gestures We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division MAIN ELEMENTS OF BODY LANGUAGE • Gestures • Gestures naturally according to what you think, feel, and say • Create the conditions for gesturing –not the gesture • Suit the gesture to the word or occasion • Make your gestures convincing • Make your gestures smooth and well-timed • Make natural, spontaneous gesturing a habit Contd…We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Body Movement • Facial Expression • Eye Contact • Know your material • Establish a personal bond with each listener • Monitor visual feedback Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious, nervous mannerisms We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division DESIGNERS AND PROVIDERS Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 􀂄 • Managers or their deputes, who provide or supervise on-job training, coaching or open and distance methods at the work place We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division • Full-time training staff, who give formal training at training centers or assist line managers in the design, provision and supervision of training at the work place • Managers, specialists and other members of staff who give occasional inputs to training on particular subjects We Learn – A Continuous Learning Forum