The document provides guidance on conducting effective training. It discusses: 1. Defining training and outlining why training is important for organizations, employees, guests and supervisors. 2. Explaining different training methods like on-the-job training, off-the-job training and the benefits of different training techniques like lectures, demonstrations and group-based activities. 3. Detailing the steps to effective training including identifying needs, designing objectives, selecting methods, conducting training, evaluating effectiveness and providing feedback.

1. 1
Master Train The Trainer

2. 2
The Objective…..
By the end of this session, you will understand
the mechanics of a training intervention allowing
you to independently construct and deliver
training modules.

3. 3
CONDUCTING
ORIENTATION
AND TRAINING

4. TRAINING Definition:
A planned process to modify attitude,
knowledge or skill behaviour through
learning experiences to achieve effective
performance in an activity or range of
activities
4

5. WHY TRAINING ?
• Achieving the highest levels of performance requires continuous
improvement and learning
• Better products and services
• More responsive, adaptive and efficient staff giving the
organization additional market place and performance advantage
5

6. 6
IMPART
KNOWLEDGE
DEVELOP
SKILLS
IMPROVE
ATTITUDES

7.  What I hear, I forget
 What I see, I remember
 What I do, I understand
7

8. BENEFITS OF TRAINING
• SUPERVISOR
• Has more time for other tasks
• Can take more responsibility
• Improves Career potential
• Builds a strong department team
• Decreases absenteeism
• Reduces turnover
• Builds trust and respect
• Promotes good relationships
8

9. BENEFITS OF TRAINING
• UNIT
• Increases productivity
• Reduces costs
• Improves career potential
• Creates a better image
• Reduces safety hazards
• Increases referrals
• Builds repeat business
• Attracts potential employees
9

10. BENEFITS OF TRAINING
• GUESTS
• Provides high-quality products
• Provides high quality services
• Makes their visit more pleasant
• Prepares for promotion
• Value for money
10

11. BENEFITS OF TRAINING
• EMPLOYEE
• Improves self-confidence
• Increases motivation levels
• Improve morale
• Prepares for Promotion
• Reduces tension & stress
11

12. What employees expect from training?
• Professional growth------- Not grades.
• Training to be practical.
• Training to be job related.
• Their past experiences to be appreciated.
• Training to be comfortable and relaxed.
• To participate.
12

13. TRAINEES REMEMBER
• 10% of what they READ
• 20% of what they HEAR
• 30% of what they SEE
• 50% of what they SEE and HEAR
• 70% of what they TALK OVER with others
• 80% of what they USE and DO
• 95% of what they TEACH others
13

14. IDENTYFYING TRAINING NEEDS
• OBJECTIVES
• Identify who the customer is when you’re preparing your TNA
• express clearly what different parties expect to get from your TNA.
• Design an effective TNA program.
• Obtain and analyze all relevant data.
• Prepare and write an effective report with recommendations to best
meet the needs of the customer.
14

15. A Systematic Approach to Training
Assess the Effectiveness of the Training
Conduct the Training
Design and Plan Training to Meet the Needs
Identify Training Need
15
Type of Skills Training
Interpersonal Skills - Telephone Handling, Handling Complaints, etc.
Physical/Practical Skills - Opening Wine Bottles, Making a bed, etc.
Procedural Skills - Writing a KOT, Maintaining AD register, etc.

16. Training Need Analysis Process
7. Optimum training design
6. Training objectives
5. Analysis of training needs
4. Training need identification
3. Performance objectives
2. Performance concerns
1. General alertness for performance problems
16
Other needs
Discard

17. Selecting Training Methods
1. Describe accurately the areas in which the key questions relating to our
choice of method arise.
2. Put together a specification for the training methods which would be most
effective in your organization.
3. Describe the methodology, organizational framework, resource requirements,
support structure and target audience involved in group training, side-by-side
training, text- based open learning, technology-based training and discovery
learning.
4. Undertake a critical evaluation of the methods listed above in the context of
your organization.
5. Apply the needs-methods matrices to the selection of training methods in
your organization.
6. Describe the aids and techniques necessary to make effective use of the
training methods.
17

18. TYPES OF TRAINING
• On-the-job training
(a) One-to-one instructions- Helping a trainee to acquire knowledge and skills
(b) Coaching- Developing the ability and experience of trainees by giving them
systematically planned and progressively more “stretching” tasks to perform
coupled with continuous appraisal and counselling
(c) On-the-job instruction- Used when the trainee is naïve and new to the job.
Coaching on the other hand is about helping the trainee to extend, improve or
develop already acquired basic skills.
18

19. • Off-the-job Training-
Courses/training given by the training department or outside consultants, or
personal learning packages etc. or group training by members
• Supporting-
is not actually training. The support role is more pastoral by nature. Support
trainers by discussing problems and progress, giving encouragement ( specially
for those working on an individual personal learning programme).
19

20. Preparing to Train
WHO
WHY + WHERE = HOW
WHAT WHEN
What will the training consist of?
CHECK- LISTS
Listing of the tasks and sub tasks carried out by the job holder and arranged in the
sequence in which they are performed.
PROCEDURAL GUIDELINES -
When a job involves decision making which would result in any of a number of options
being taken
INTERPERSONAL SKILLS LIST-
Demonstrating the appropriate behavior.
20

21. EXAMPLE
Interpersonal Skills List
Greeting
• Greet and welcome the guest in a warm and professional manner.
• Radiate cheer while greeting the guest.
• Remember “eye contact” is vital.
• Treat every guest as a separate entity.
• Show interest and willingness to help when the guest approaches.
21

22. EXAMPLE : PROCEDURAL GUIDES.
22
Avail
Turnaway Service
Denial
Booking
Check in guest
as walk in and
record walk in
Avail
Turnaway Service
Denial
No Booking
CheCk for guest reservation
Give the guest your
undivided attention
Complete Key Folder Details
Check in Guest
on the Computer System
Assist Guest to Fill
in Registration Card
Present Registration Card
in a leather folder to guest

23. TRAINING METHOD
1.Lesson Plan
I-Introduction- How to get interest.
N-Need-Why does the trainee need to learn.
T-Title-What is being taught in this session.
R-Range-How much is being taught in this session- link back - to
previous knowledge, link forward to next session.
O- Objective- By the end of this session trainee will be able to…..
23
1.Plan 2.Prepare
3.Present

24. TRAINING METHOD Contd….
2.Lesson Preparation
WHAT? HOW? WHY?
Standards Standards
Prepare the environment and teaching material.
Prepare the learner.
3.Presentation
(I)Demonstrate to trainee.
(ii)Slowly do the task together - Step by Step
(iii) Allow trainee to do the task alone.
24

25. There are Five wise men
I know!
25
What, When, Where,
Why & How !

26. QUESTIONING TECHNIQUE
 NEED
 Trainers need to know and use questioning technique, for
effective learning.
 RANGE
 We shall discuss ‘Questions’ that can be used for
training sessions.
 OBJECTIVE
 At the end of the session, the participants will be able to
questions in training sessions and handle the responses.
26

27. What is a question?
27
• Phrase that seeks a reply

28. Why do we ask questions?
28
• To get feedback
• To collect information

29. Why do we ask questions in training
sessions?
29
• To gauge the ability of the trainee
• To ensure right level of learning
• To maintain interest and involvement
• To lead towards logical answers
• To determine level of understanding

30. QUESTION TECHNIQUE
Question Technique is one of the most powerful tools a trainer can use.
Reasons for asking questions :
• Establishing existing knowledge
• Recap on previous sessions
• Gain interest
• Maintain interest
• Check progress - keep trainees interested and alert
• Encourage trainees to reason things out for themselves
30
Framing Questions
Whenever possible, use “OPEN” questions, which should
begin with : WHO WHY WHERE WHEN WHAT
WHICH HOW

31. Always try to encourage questions from trainees
Questions to avoid :
• Questions which give yes/no answers
• Vague Questions
• Questions which end with the question word
• Questions which allow the trainee to guess
Answers
Correct Answer: praise trainee
Wrong Answer: Re-phrase questions-try to reason why
Partially Correct: Say which part is correct and help the trainee to
reason out the answer to the incorrect part
I don’t know : Prompt or re-phrase the question
31

32. EXPLANATIONS
A Good Explanation Will Be:
• In a logical sequence
• clear and concise
• relevant
• accurate
• in digestible chunks
• delivered at an appropriate speed and with interest
A Good Explanation Will Avoid:
• jargon
• assumptions
• ambiguity
A Good Explanation Will Include:
• asking questions
• use of visual aids
• looking at the trainee
32

33. TASK ANALYSIS
 NEED
 Task analysis is the basis for skill training. Every trainer
needs to master the skill of task analysis
 RANGE
OBJECTIVE
 At the end of the session, the participants will be able to do
task analysis, and write standards for a task
33
–Job Description
–Tasks
–Standards
–Job
–Duties
–Task Analysis

34. 34
Tasks carried out by a
particular employee in the
completion of his allotted
duties within the setting of his
work environment

35. 35
A Statement which shows the
general purpose of a
particular job and an outline
of the main duties involved

36. 36
 Clarification of work
 Organization of work
 Selection
 Training

37. Instructional Objective
Performance (Goal)
What do I want the trainees to do?
Condition
Under what condition will the trainees do it?
Standard
How will I judge if the trainees do it correctly?
37

38. At the end of the session, the trainee will be able to:
 Typewrite 30 words per minute, using a computer
and without looking at the keyboard, without any
mistakes.
 Name 5 French white wines, without looking at the
wine list, with correct pronunciation
38

39. Given a Bordeaux, a Chardonnay, and Champagne,
the student will uncork three different wines. This
exercise must be completed according to the
methods demonstrated
39

40. Performance: Will uncork three different
wines
Condition: Given a Bordeaux, a
Chardonnay, and
a Champagne
Standard: According to the methods
demonstrated
40

41. Given a recipe that serves 50, a student will prepare
the item for 180 people yielding consistent 6 oz.
Portion sizes.
41

42. Performance: Prepare the item for 180
People
Condition: Given a recipe that serves 50
Standard: Yielding consistent 6 oz.
portion sizes
42

43. DEMONSTRATION
A good demonstration will be
• visible
• in stages
• used in conjunction with real material
• done at an appropriate speed
• accompanied by an explanation
IMITATION - practicing manual skills
• observing
• analyzing any errors
• intervening, prompting, reminding, stopping
• encouraging
43

44. GROUP-BASED TRAINING
Learning through spectating
• Lectures
• Videos & Films
• Demonstrations
Learning through Contributing
• Brainstorming - problem solving, exploring
attitudes
• Discussions - changing attitudes, comparing
experience, contrasting knowledge, exploring
application, developing commitment
• Role Play - Attitude, Interpersonal Skill
Development
44

45. GROUP BASED TRAINING Contd….
Learning Through Activity& Independently from each other
1.Case Studies :
A. Case Illustration - Describes decision made in a given situation,
learners task is to criticize decisions, identify faults and mistakes.
B. Case Problem - Learners analyze data, make decisions, defend
their reasons, solve problem.
2.Exercises : Learners do something (explore, discuss,answer,
complete, argue, compare, try) and review (analyze, self assess)
3.Simulations : Group simulations - trainees take roles, plan
strategies, enact meetings, put arguments.
Individual exercises through videos
45

46. Introducing the Training Program
• Establish or maintain rapport.
• Outline the structure of training program.
• Confirm details of pre-training sessions.
• Establish own credibility
• Clarify procedures for testing, appraising and reporting.
• Opportunity to ask questions.
46

47. Introducing a training session
• Introduce the topic.
• Confirm trainees’ level of knowledge or skill.
• State the objectives.
• Motivation by emphasizing on the benefits.
• Structure and time sessions
• Jargon and technical language.
• Emphasis on safety rules, procedure and policy.
47

48. The Four - Step Training Method
Step One : Prepare to Train
Write Training Objective.
• Develop step- by- step plans.
• Decide on Training Method.
• Make a schedule for training.
• Select the Training Location.
• Get Training Materials/ equipment.
• Set up of the work stations.
Step Two : Conduct the Training
• Prepare the trainee.
• Begin the Training session.
• Demonstrate the steps.
• Avoid jargons
• Take enough time.
• Repeat the steps.
48

49. Step Three: Coach Trial Performance
• Let the trainees practice.
• Coach the trainees.
Step Four : Follow through
• Coach a few tasks each day.
• Continue positive support.
• Give constant feedback.
• Evaluate Trainee Progress.
• Get the Trainees Feedback.
49
The Four - Step Training Method

50. Public Speaking
DON’Ts
• Don’t panic. Always remember that your audience wants you to succeed.
• Don’t read a speech word for word. Even if you must use a
script, just glance at key words you’ve marked. Look up at the audience most of the
time.
• Don’t be afraid to repeat your main thoughts several times.
• Don’t put your hands in your pockets. Use them for at least a few simple gestures.
• Don’t stand immobile. Move around a bit. Look energetic.
• Don’t try to be funny unless you’re really good at it.
• Don’t apologize.
• Don’t run on too long. Say what you have to say, and then quit.
50

51. Public Speaking
Dos
• Talk to people in the audience before the program starts. It will warm
them up.
• Start off with a Grabber.
• Slow down, slow down, slow down when you speak. Take a few deep
breaths before you begin.
• Be as natural as possible.Eye ball your audience. Talk to a person at a time.
• Pause for emphasis from time to time.
• Vary your tone of voice, tempo and tactics.
• Tell stories - About yourself and others. People like to hear about people.
• Get personal. Use personal pronouns.
• Be lively and energetic.
• Keep coming back to Central Theme.
51

52. EVALUATIVE TECHNIQUES
• STAGE 1: Development test
Informal group discussion.
Personal feedback.
Single postal questionnaire.
• Stage 2: Pilot test:
Questionnaires.
Interviews.
Behavioral analysis.
52

53. EVALUATIVE TECHNIQUES
• Stage 3:Validation.
Interviews with sponsoring managers/staff.
Follow-up checks
Exercises and observation.
Questionnaires.
Administrative checks.
• Stage 4: Formative.
Informal technique of instinct, observation and questioning.
Formal technique of session review, individual assessment, analysis of
performance record & follow-up visits.
53

54. • Stage 5: Summative:
Final learner assessment.
Group discussions.
Individual questionnaires.
54
EVALUATIVE TECHNIQUES

55. MAKING TRAINING FEEDBACK EFFECTIVE.
1. Invite trainees to comment on their own performance first.
2. Focus on what actually happened rather than what should have happened.
3. Ask questions to draw out relevant comments.
4. Ensure that strengths as well as development areas are discussed.
5. Do not get involved in arguments.
6. Do not overload the trainee with too much of information.
55

56. 7. Ensure that feedback is clear, factual and constructive.
8. Avoid comparisons with other trainees.
9. Encourage trainees to identify those areas which would result in improvement.
10. Draw up an action plan with the trainee and keep a copy.
11. Finish on a high note of things well done.
56

57. How to conduct a successful
meeting
Before
• Plan step by step what should be covered.
• Meeting room-comfortable, informal, well lighted.
• Tell in advance, date, time place, purpose.
• Prepare meeting materials ahead of time.
57

58. During.
• Start on time.
• Respect opinions expressed by others.
• Speak clearly and loud enough for all to hear.
• Ask open ended questions.
• Encourage to participate.
• Restate or clarify participant’s ideas if unclear.
• Do not get one person/group to do all the talking.
• Be positive and enthusiastic.
• Stay on schedule.
• Have a sense of humor.
• End on time.
58
After:
 Follow up on things you promised.
 Evaluate the meeting.

59. You as a trainer
Supervisor-Trainer checklist.
• Know and can perform job skills and procedures.
• Have self confidence and show they enjoy training.
• Encourage trainees to think how the training affects their job.
• Persuade trainees to set goals.
• Encourage trainees to find better ways to do things.
• Listens-Praises progress-Encourages-Supports.
• Invites trainees to ask questions.
59
 Share their experiences and even their mistakes.
 Have a good sense of humor and use it as a training
tool.
 Spend the time necessary to properly train employees.
 Reward trainees for training achievements.

60. STAGES OF THE INTERVIEW.
A. Job based appraisal section.
1. Opening
2. Appraisee presents self appraisal
3. Agree on what was actually done: appraiser and appraisee.
• First, discuss what you agree with in the self appraisal.
• Then, what you disagree.
4. Agree the performance characteristics necessary to carry out the work.
• Knowledge
• Skills
• Behaviour.
60

61. 5. Agree on action plan: together.
• Set goals.
• Agree on necessary training and,
• Means for achieving the goals.
B. Development appraisal section.
6. Agree a career and development plan.
• Appraisee presents own plans for development in work and future career.
• Appraiser discusses them in the light of organizational plans.
• A development and action plan is agreed upon.
Conclusion
Conclude and gain commitment.
61

62. • Guidelines for coping with stress
• Everyone suffers from stress
• Appreciating what causes stress can help to control it.
• Stress is subjective.
• Stress is both physical and physiological.
• Stress is the consequence of anticipation.
PROBLEM SOLUTION
• Drying up or Corpsing -Use notes
-Stay calm
-Pause and refer to notes
-Repeat last sentence
-Ask a question
• Lack of credibility -Check level of trainees’
knowledge in advance
-Read around the subject
-Anticipate problems and
questions
-Speak to experts
62

63. PROBLEM SOLUTION
Uhmmming & Ahhing -Know your material
-Accept the pauses
-Use breathing as a
substitute for uhmms
Distractions -Visualize important people in
ankle socks alone
Switching off -Think about group needs’ in
advance
-Include breaks and changes
in pace and style
-Add visual stimulation
-Provide interaction
Fear of appearing an idiot -Build confidence
-Eliminate foreseeable
difficulties
Missing out information -Divide up complex material
-Incorporate interim summaries
New faces -Meet group beforehand
63

64. Physical effects of stress :
• Shaking hands & knocking knees -Use natural
movements to diffuse
energy
-Use index cards
• Palpitations -Use breathing to slow
down
• Dizziness -Keep oxygen going to
brain
• Dry mouth -Bite edge of tongue
• Wet mouth -Slow down
presentation
64

65. MEDIUM ADVANTAGES DISADVANTAGES APPLICATIONS
65
Flip chart Easy to use
Economical
Instant visuals
Versatile
Capable of advance
preparation
Can be created by
group
Difficult to write at
speed
Canbe
cumbersome to use
Recording group’s
feedback
Providing a
summary
Highlighting key
points
Suitable for groups
of 30 or less
Whiteboards Easy to use
Easy to correct
Uses colour
Economic
Requires special
markers
Associated with
school
Non portable
Reflective surface
can be difficult to
read
No permanent
record once erased
As with flip charts,
Suitable for groups
of approx 30

66. MEDIUM ADVANTAGES DISADVANTAGES APPLICATIONS
OHP Used in normal
lighting conditions
Fairly simple to
operate
Can be transported
Transparencies can
be prepared in
advance and
carried easily
Economical
Can be distracting
Prone to
bulb/machine
failure
Needs screen/white
wall
Minimum
projection-distance
3-4 metres
Pictorial data
Small amounts of
text
Suitable for most
size of group
35mm
Slides
Stimulating
Adds
professionalism
Slides are portable
Requires dark
room
Not flexible
Cannot change
slide order during
presentation
Equipment can fail
Ideal for formal
training
Facts and figures
Suitable for any
size of group
66

67. MEDIUM ADVANTAGES DISADVANTAGES APPLICATIONS
Models Economical
Easy to use
Can be distracting
Time consuming to
make
Where concept is
difficult to grasp
Video
Training
Skills
Entertaining
Informative
Memorable
Not always
relevant
Expensive
Requires TV
Best for groups 10-
20 in size
Audio Adds novelty and
impact
Shows strengths
and weaknesses
Can be paused
Can be costly
Can be time
consuming
Public address
training
Evacuation
Broadcasting skills
Telephone
techniques
67

68. EVALUATING TRAINING OBJECTIVES
• Explain the meanings of the terms evaluation, summative evaluation and
formative evaluation.
• Describe those aspects of an organisation to which evaluation can make
measurable contribution.
• Apply various evaluation techniques at key stages in your training
development and impletation.
• Explain the importance of learning objectives to the evaluation process.
68
 Select the methods of evaluation most relevant to specific
circumstances.
 Recognise the point at which the training cycle is complete and a
new training cycle should start.

69. REASONS FOR EVALUATION
• Effective use of resources.
• Doing better in future.
• Solving organization’s problems.
• Confirming hunches.
• Obtaining feedback.
• Justifying the existence of the training function.
69

70. FEATURES OF EVALUATION
• Validity
• Objectivity
• Involvement
• Feasibility
• Reliability
• Measurability
70

71. TRAINING EVALUATION
Levels of evaluation How to measure
Measure trainees reaction and
acceptance of materials
Questionnaires and Interviews
Measure the trainees learning of
skills and knowledge
Tests and checklists
Measures changes in behaviour
and on-the-job improvement.
Supervisory rating
Measure organisation results and
improved operational performance
Judgements
Companies record
Guest comments
71

72. WHEN TO ASK EVALUATIVE QUESTIONS
1. THE TRIAL PHASE
• Developmental test - A small-scale and quite informal trial of a sample
set of materials, exercises or activities. Enabling you to decide whether
to progress or not.
• Pilot test - Tells you whether the training being evaluated is suitable for
target population. It helps to sift out weaknesses, incongruities,
inconsistencies and missing links.
72

73. YOUR POST LUNCH PRESENTATION
• Explain your trainees the benefits of training.
• Select one open ended skills training and tell your trainees the
reasons for holding this topic and the objectives you wish to achieve.
73

74. SKILLS TRAINING
• Step 1
• Write down the various activities
• Break down those activities {what-how-why}
• Use it for your training content
• Step 2
• Write down 6 areas of performance improvement into skills-attitude-
knowledge
• For each of the above write specifically the present level and the desired level
74

75. SKILLS TRAINING
• Step 3
• take first three areas of improvement from each training type ie skills-
attitude-knowledge and prepare a departmental training plan for next six
months.
• Step 4
• Conduct the training
75
 Step 5
 Evaluate your training
What will you evaluate
How will you measure it
How often will you measure it
Is it reliable

76. PLANNING A TRAINING STRATEGY
OBJECTIVES
• Identify the business needs of an organization and their training implications.
• Categorize the people who use training and analyse their perception of the service
they receive.
• Identify the training methodology not only available but also acceptable to the
organisation.
• Analyse the organisation itself.
• Decide the resources necessary to provide an effective training function within it.
76

77. EVALUATING PERFORMANCE AND POTENTIAL
•To determine the talent, available-strengths
and weaknesses.
77

78. CAREER COUNSELLING
•TO DETERMINE EMPLOYEES OWN CAREER GOALS.
78

79. Individual Development Planning
• To Deal With the Needs of the Company and of the Individual
• Individual
• Training
• Education
• Job Assignments
• Coaching
• Visits
• Task Force
• Rotation Etc.
79

80. Filling the Gaps
• Promotions
• Transfers
• Internal Search
80

81. Then recruiting..
81

82. Whose responsibility
Each manager, supervisor and each employee
working
82

83. Structure of a
Training Session
• INTRODUCTION {INTRO}
• THE DEVELOPMENT
• THE CONSOLIDATION
83

84. INTRO Format
Interest
Need
Time
Range
Objectives
84

85. COACHING A NERVOUS TRAINEE
• Be sure that you are relaxed and patient
• Spend more time on familiar skills and procedures
• Compliment the Trainee immediately after he/she make a good
effort
• Let the Trainee work at his/her own pace
• Explain the steps – Why
• Remind the Trainee that skills develop only with practice
85

86.  Please arrange the following in two words
WOW DROTS
86

87. TWO WORDS
87

88. 88
Thank You
Go Forth and
Multiply…..
…..Knowledge