This document provides an overview of the topics and activities covered in Day 2 of a Train the Trainer program. The session aims to teach trainers different training techniques and how to apply them appropriately. The day will cover types of training like skills training and refresher training. It will also review various training techniques including on-the-job training, coaching, mentoring, and lectures. Leadership topics such as developmental leadership, motivational leadership, and effective communication will also be discussed. The overall goal is for trainees to learn to distinguish different training techniques and apply the right one for each situation.

1. Train The Trainer
Day 2

4. DAY 2
 WHY THIS SESSION
Trainers need to know the different training techniques available & apply the
appropriate technique creating an effective training environment.
 WHAT ARE WE GOING TO DO
• Learn the different Training Techniques.
• Know the different types of training.
• Know what makes a Leader.
 WHAT DO WE WANT TO ACHIEVE
• At the end of the session trainees will be able to distinguish the different
training techniques and apply appropriate technique based on the situation.

5. TYPES OF TRAINING
SKILLS
TRAINING
REFRESHER
TRAINING

6. SKILLS TRAINING :
Training in basic skills such as writing, computing,
speaking, listening, problem solving, working as a part
of team, leading others.
Such training can be given through lectures, on the job,
coaching etc.
Before employing these methods manager should

7. Before employing these methods manager should
explain:-
• How training will help in their jobs.
• Relate the training to trainee’s goals
• Respect participant responses
• Encourage trainees to learn by doing
• Give feedback on progress.

8. REFRESHER TRAINING :
The reason for taking such training is the rapid
changes in technology.
Such training can be given by short term courses
to make its employees up to date with latest
developments through consultants who
specialize in a particular area.

9. CROSS-FUNCTIONAL :
Such training is given to perform operations in
areas other than the assigned jobs . It includes :
• Job rotation
• Exchange personnel for a certain period.

10. TEAM TRAINING :
• Content tasks specifies the team goals
• Group processes reflect the way member
function as a team

11. CREATIVITY TRAINING :
• Breaking away
• Generate new ideas
• Delaying judgment

12. DIVERSITY TRAINING :
It considers all diverse dimensions in the workplace
like race, gender, age, disabilities, education, ideas and
backgrounds while designing a training programme.

13. LITERACY TRAINING :
Such training focus on the basic skills required to
perform a job adequately.
To improve the literacy levels of employees with
weak reading, writing and arithmetic skills by
providing them tutorials, home assignments, reading
and writing exercises, simple mathematical tests.

14. TRAINING TECHNIQUES

15. ON-THE-JOB TRAINING (OJT)
 This method of training uses more knowledgeable, experienced
and skilled employees, such as mangers, supervisors to give training to less
knowledgeable, skilled, and experienced employees.
 This type of training often takes place at the work place in informal manner.
 Characterized
 It is done on ad-hoc manner with no formal procedure, or content
 At the start of training, or during the training, no specific goals or objectives
are developed
 Trainers usually have no formal qualification or training experience for
training

16. ON-THE-
JOB
TRAINING
(OJT)
COACHING
MENTORING
JOB ROTATION
JOB INSTRUCTION
TECHNIQUE (JIT)

17. COACHING
 It is one-to-one interaction
 It can be done on phone, meetings, through e-mails, chat
 It provides an opportunity to receive feedback from an expert
 It helps in identifying weaknesses and focus on the area that needs
improvement

18. MENTORING
 Mentoring focus on attitude development
 Conducted for management-level employees
 Mentoring is done by someone inside the company
 It is one-to-one interaction
 It helps in identifying weaknesses and focus on the area that needs improvement

19. JOB ROTATION
• It is the process of preparing employees at a lower level to replace someone at the next
higher level.
Benefits of Job Rotation
 It provides the employees with opportunities to broaden the horizon of knowledge, skills,
and abilities by working in different departments, business units, functions, and countries
 Identification of Knowledge, skills, and attitudes (KSAs) required
 It determines the areas where improvement is required
 Assessment of the employees who have the potential and caliber for filling the position

20. JOB INSTRUCTION TECHNIQUE (JIT)
• Job Instruction Technique (JIT) uses a strategy with
focus on knowledge, skills and attitudes development.
Procedure of Job Instruction Technique (JIT)

21. OFF THE JOB TRAINING
• In off the job training a employee take the training outside the working area
so that can minimize the risk which can happen on the place of work.
• It is a training given to employee for the extra knowledge , skills in other place
off work.

22. OFF THE
JOB
TRAINING
SENSITIVITY TRAINING
TRANSACTIONAL
ANALYSIS
LECTURES
SIMULATION EXERCISES

23. SENSITIVITY TRAINING
• Sensitivity training is about making people understand
about themselves and others reasonably, which is done by
developing in them social sensitivity and behavioral
flexibility.
 Social sensitivity in one word is empathy. It is ability of an
individual to sense what others feel and think from their own
point of view.
 Behavioral flexibility is ability to behave suitably in light of
understanding.

24. PROCEDURE OF SENSITIVITY TRAINING
UNFREEZING THE OLD VALUES
DEVELOPMENT OF NEW VALUES
REFREEZING THE NEW ONES

25. LECTURES
• Lecture is telling someone about something.
• Lecture is given to enhance the knowledge of listener or to give him the theoretical aspect
of a topic.
• When the trainer begins the training session by telling the aim, goal, agenda, processes, or
methods that will be used in training that means the trainer is using the lecture method.
• Main Features of Lecture Method :
 Less expensive
 Can be reached large number of people at once
 Knowledge building exercise
 Less effective because lectures require long periods of trainee inactivity

26. GAMES & SIMULATION EXERCISES
• A Training Game is defined as activity or exercise in which trainees compete
with each other according to the defined set of rules.
• Simulation is creating computer versions of real-life games. Simulation is
about imitating or making judgment or opinion how events might occur in a
real situation.

27. LEADERSHIP

28. Topics
 Challenges
 Understanding Leadership
 Attitudes, Expectations & Performance
 Developmental Leadership
 Motivational Leadership
 Emphasis on Communication
 Conflict Handling Skills

29. Challenges
• Managing the territories
• Budget pressures to “do more with less”
• Rapid promotion into leadership roles
• Being a leader, every day!

30. Understanding Leadership

31. What is leadership?
YOU
OTHERS
GOAL
influencing
to achieve a

32. Leadership can be…
YOU
OTHERS
GOAL
influencing
to achieve a
fully, carefully,
and well!

33. A more “self-aware” view
of leadership might be…
YOU
OTHERS
GOAL
care about
and believe they
can achieve a

34. Developmental Leadership
Identifying and nurturing potential

35. A developmental leader must consider…
• How to lead people in order to maximize their
performance on current tasks, plus…
• How to help them grow and develop so that they
can perform even better on this and other tasks in
the future

36. Developmental Leadership
“In my first meeting with Lt. Davanzo, he asked me
what my goals were, and he wrote them down on a
note card. Now, 18 months later, while submitting my
assignment data card to him for review, he pulled out
that same note card and compared my goals to my
career choices to ensure that I was going to meet them.
He keeps a card for every person on the boat.”
– From a nomination for the 2001 Witherspoon
Inspirational Leadership Award winner,
Lt. Michael Davanzo

37. Secrets of Stretching
• Visualize high expectations for employees
• Gradually reduce the level of supervision
• Gradually increase the complexity and importance
of the tasks
• Celebrate each stepping stone achievement to
maintain/improve morale

38. Motivational Leadership
Managing morale for high levels of self-motivation

39. Applying the Maslow Model:
What Turns a Member On?
• Self-actualization: A chance to learn a new skill.
More responsibility.
• Self-esteem: Recognition for successful results.
Advancement.
• Social/belonging: Chances to bond with a great
team of people.
• Safety/security and survival: Knowledge that risks
are being managed thoughtfully, and there is job
security. Care and support for self and family
members.

40. Examples of Motivation Factors
• Making the task more meaningful
• Treating members as individuals; being considerate
of them
• Encouraging participation in problem-solving and
decision-making

41. Examples of Motivation Factors
(continued)
• Recognizing good results
• Communicating more fully with members
• Training, mentoring and developing to enhance skills
and reveal potential

42. Examples of Motivation Factors
(concluded)
• Giving clear, helpful performance feedback often
• Teaching/encouraging members to measure, control
and improve their own work
• Organizing members into close groups, cells or teams
they can trust and bond with

43. Ken Thomas’ Categories of Motivation Factors
• Choice: Giving members more choices and control in
their own work
• Competence: Helping members increase their skills
• Meaningfulness: Showing members how their work
contributes and matters
• Progress: Setting milestones and marking progress, not
just end results

44. Emphasis on Communicating
With a focus on the practices of daily leadership
communications

45. The Communication Imperative
• Recognize that their impact flows from when, where,
what, and how they do or don’t communicate.
• Make an effort to communicate constantly.
• Be self-aware so as to manage these communications
well and continually learn and develop as great
communicators.
Leaders must…

46. Purposes of Effective Listening
• Encourages members to share information and
feelings
• Allows you to check your understanding of
information
• Helps build trust and positive relationships

47. Asking for Input
To encourage member involvement:
 Use an interested, considerate tone of voice
 Ask open-ended questions
Examples:
“What is your opinion of this format for the report?”
“How might that be done?”

48. Benefits of Asking for Input
• Improves communication channels
• Checks your understanding and knowledge before you
make a decision
• Involves members in decision-making, which helps them
develop

49. Performance Review Principles
• No surprises!
• Document leadership and performance
• Be reasonable
• Be open
• Encourage participation
• Schedule a mid-term counseling session
Does this make sense? When you review your team members’ performance ?

50. Constructive Feedback Tips
 Build a working relationship that facilitates open
communication (i.e., talk often)
 Prepare for the interaction (plan)
 Consider how to deal with the member’s reactions
 Balance with positive feedback
 Ensure privacy and a non-threatening setting

51. Earning the Right to Lead
• Today’s workforce does not respect positional
authority per se
• There is a lot of skepticism toward managers and
doubt about their wisdom and commitment
• However, people respond strongly to considerate
treatment and caring leadership

52. In the Eyes of the Beholder
• 85% of people say their manners are good to excellent
• But only 23% of other people agree with them
• Most people (approx. 75%) think their boss has poor
manners!
(Survey by ORC International)

53. It Is Respectful To…
• Speak with members regularly
• Use polite language: “please” and
“thank you”
• Take a genuine interest in how
they
are doing
• Apologize for any mistakes or
impoliteness (intentional or not)

54. People do their best work for a leader
who they believe
respects them!