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• Gaining attention
• Informing participants of objectives
• Retrieval
• Presenting new material
• Providing learning guidance
• Eliciting performance
• Providing feedback
• Assessing performance
• Retention and transfer
• Active Listening is the ability to hear not only what a person is stating, but also
what his or her underlying feelings are about the subject.
• Peripheral vision is the ability to sense the group process and to make a fairly
accurate assessment of what you imagine each group member is experiencing
• Empathy is the quality of a good trainer that refers to the ability to put yourself in
the other person’s shoes, to see the world as he or she sees it.
• Sense of timing knows when to intervene and when to remain silent.
• Clarity is an important characteristic of an effective trainer.
• Differentiation is the ability of the trainer to separate him/her self from the
participants, so that the trainer is able to facilitate the group process. Variability
means the ability to be confrontational and supportive, serious or light, depending
on the circumstances.
• Sensitivity is the ability to reach each participant, to touch each member
emotionally, intellectually, or physically
• Self-disclosure is a willingness to share one’s feelings, thoughts, reactions, and
appropriate personal information with participants in the training.
• Flexibility is the willingness of the trainer to give up pre-conceptions.
• Be Direct
• Share Leadership
• Be A Role Model
• Be Yourself
• Be Prepared
• Be Clear
• Be Positive
• Be Sensitive
• Be Energetic
• Use Humor
TO BE AN EFFECTIVE TRAINER
MANAGER AS A TRAINER
Effective management is
• Encouraging your staff to develop
• To add more value to the productivity of the team.
• Success depends upon having well motivated and competent staff.
What are the behaviors one expects to see in a manager who thinks creatively about
the development of his/her staff?
COACHING:
• Listening skills
• Facilitation skills
• Instructional skills
• Challenging skills
• Feedback skills
• Assessing skills
DELEGATION:
• Provides structured learning for the staffs.
• Makes a statement about the level of trust that exists in the organization.
• Should be done in a considered and consistent way.
Skills required
• Task assessment
• Person assessment
• Contracting
• Giving feedback
• Assessing.
Manager needs to decide the extent and the limits of delegation.
MENTORING
• Learning objective.
• Issues of confidentiality
• What help the mentor is able to offer.
• What will the mentee do as part of the contract.
• Frequency of meetings
• Measures of attainment of objectives.
• Review dates
• Closure of contracts.
WORK SHADOWING
• Broadening of staff experience and vision by putting them in touch with practice
in other parts of the organization or outside.
• Leads to change in career plans.
• Managers need to take care of the entry and exit of the secondees.
• Interactive
• Focused
• Short presentations
• New work practice.
Project works has it own
• Specified goals
• Momentum
• Energy
• Working deadlines.
Extremely satisfying for small groups.
Managers need to
1. Clarity
• Can the learners hear what you say and read what you write?
• Do you use simple language?
• Do you use visual aids?
• Do you summarize the main points?
2. Meaningful
• Do you relate what you are talking about to the learner’s lives?
• Do you give a lot of examples?
• Do you relate what you are talking about to the work the students will be doing?
3. Active Learning
• Do you ask learners to answer questions?
• Do you ask learners to apply information in solving problems?
• Do you arrange for learners to practical thinking and practical skills?
4. Feedback
• Do you tell learners how well they are doing?
• Do you point out any errors or faults?
• Do you explain how learners could do better work?
5. Mastery
• Do you check that all your learners understand each point?
• Do you frequently check whether every learner has learned the necessary skills
and knowledge?
6. Individualize
• Do you allow learners to work at different speeds?
• Do you encourage learners to learn in their own way?
• Do you sue several teaching methods?
7. Caring
• Do you show the learners that you care whether they do well?
• Do you prepare thoroughly for teaching sessions?
• Do you listen to learners comments about your teaching?
8. Joyful Learning
• Do you make learning a fun?
• Do your participants enjoy learning?
• Do you enjoy teaching / training?
1. CLARITY
• Speak louder and slower
• Use simpler words which the learners can understand
• Allow learners to seek clarification
• Be friendly to learners so that there is no atmosphere of fear in the classroom
2. MEANINGFUL LEARNING
• Explain in advance what you are going to say
• Try to relate what you teach to students’ lives
• Explain new words
• Use examples
• Relate the teaching to the work that the students will be doing
3. ACTIVE LEARNING
• Remember the principle – “hear and forget” …. “See and remember” ….. “do and
understand”
• It means as a teacher, you must enable the learners to “see” and “do” certain
activities in the classroom.
• Allow them to summarize the learning exercise.
4. FEEDBACK
• Give as much information as possible to learners about the standard of their work
• Praise the good things
• Show how they can eliminate errors
• Give both written and verbal feedback
• Give awards / rewards if you can
5. MASTERY
• Make sure than all the learners know the facts and skills that they need at each
stage.
• Provide opportunities for repetition.
• Pay attention to those who have learning disabilities.
• Check / verify how much the learners have learnt at the end of the session /
course.
6. INDIVIDUALISATION
• Accept that different students learn in different ways.
• Make sure that there is enough time for students to learn on their own.
• Add variety to teaching methods
• Provide opportunities for individual project work.
• Talk to learners individually.
• Use self-instruction methods if possible.
7. CARING
• Let the learners believe that you care about them, not only in the classroom but
also in other places.
• Remember the learners are the future agents of change. All that they learn will
make them agents of change. What they learn and how they learn depend on how
much you care for them.
• Whereas evaluation deals with how satisfactorily the training materials, methods,
approaches work; timing and sequencing of the activities, advantages and
disadvantages of the methods and approaches and finally deal with the
acceptability factor of the proposed design by the audience.
Training Needs
• Need is neither a Want nor a Desire
• Desired Performance-Actual Performance=Problem
• Problems are not Training problems
• Training need is a condition where there is a difference between ‘what is’ and
‘what should be’
• Three reasons why people don’t behave as they are expected
- They don’t know how or when to perform (knowledge and skills)
- They aren’t motivated (Motivation)
- They are prevented by the organization or the environment (Organization
and environment)
• Knowledge and skills are usually addressed by training
Improve (Level 2)
• Mode 4. Experiencing: Learning to make one’s own meaning from experiences,
from things that happen, creating or discovering one’s own understanding.
• Mode 5. Experimenting: Learning to find out, in a systematic way, more about
something by hypothesizing, carrying out carefully planned experiments or pilot
projects, and analyzing and reviewing the results of these.
Innovate (Level 3)
• Mode 6. Connecting: Learning to see systematically-wholes, connections,
patterns, interdependencies- hence to empathize, identify with others, and
acknowledge value diversity.
• Mode 7: Dedicating: Learning to recognize and commit oneself to one’s purpose
in life in the sense of joining with others to do something in and for the external
world.
1. Process skills: Setting goals, making plans, reviewing and evaluating TNA
2. Relationship skills: Building and maintaining a helpful relationship with the person or
group whose needs are being identified
3. Content skills: Getting information and analyzing and making sense of it.
o Task Analysis
TRAINING CYCLE
• Pre Training
• Training
• Post Training
Pre Training
• TNA
• Design
• Announcement/communication
• Selection of Participants
• Resource Persons
• Logistics
• Materials
• Evaluation/Feedback format
• Any other
Training
• Registration
• Expectations sharing
• Reviewing the design if needed
• Coordination
• Continuous evaluation
• Feedback/ Final Evaluation
• Any other
Post Training
• Follow up on assignments/action plans
• Report (compilation and analysis of the feedback)
• Transfer of learning
• Review/revision of design
• Sharing the feedback with the resource persons
• E-group
Purpose:
• To explore the range of opinions/views on a topic of interest.
• To collect a wide variety of local terms and expressions used to describe a disease
(e.g., diarrhea) or an act (e.g., defecation)
• To explore meanings of survey findings that cannot be explained statistically.
Definition:
• Lobs describe in the clearest terms possible, exactly what a participant of training
programmed think, act or feel at the end of learning experience.
• Lobs are written according to what a learner must be able to do, not what the
trainer/teacher intends to teach.
Purpose of Lobs
Inform the participants concerning:
• What they will learn during the course or during the session and,
• The level of performance expected of them at the end of learning experience
Analysis: Ability to break materials into component parts to understand its organizational
structure. Examples: Breakdown, differentiates, discriminate, illustrate, analyze
Synthesize: Ability to put parts together to form a new whole. Examples: Categorize,
create, compose, combine, device, design, generate, reconstruct.
Affective: Contains behaviors which have emotional overtones and includes such
behaviors such as showing awareness, sensibility, enjoying and appreciating etc.
Examples: Choose, follow, assist, confirm, lead, initiate, share, comply, appreciate,
realize.
SESSION/LESSON PLAN
• Meaning: Formalized outline of a session one is going to teach
• Purpose: It forces/enables the trainer to conceptualize clearly what she/he is
going to do and how to do it
• It functions as a guide for the teacher/trainer during teaching of the session
• It serves as a tool for constructing tests (evaluation)
Components
Topic / Title
Determine the date of the session
Determine the duration of the session
Identify and clear about the type and number of participants
Prepare learning objectives
Prepare session content
Introduction: Who will introduce, R&R, interest raiser Main points, key
information and sequencing
Conclusion : Summary of what is to be done next, also decide who will
sum up and home assignment
o Objectives
o Content Outline
o Training Methods
o Time Estimates
o Needed Training Resources
o Participant assignments
o Evaluation Methods.
LESSON PLAN
• Provides a logical organization for the course.
• Completion of each of the segment of the plan is a record of the entire curriculum
and the course description.
• Prepared in advance of the course but it should be flexible so that when the
trainer discusses new ideas, or clarify any doubts of the participants the further
sessions can be well adjusted according to the time and need of the course.
OBJECTIVES
Training objectives at the session plan level should be more specific and contain the three
parts of an objective’s statement:
- Conditions
- Performance
- Standards
Such and objective statement will enable the trainer to observe and measure the
trainee’s performance. Thus the trainer will be able to evaluate the effectiveness of the
training.
Content outline
This is the most significant and also takes the greatest amount of space. It must contain
information that will be communicated during training sessions.
The content should be derived directly from the objectives. There are a few steps which
help in deriving the topics and sub topics for the training plan:
STEP-4: Organizing the knowledge, skill and attitude elements into a sequence
• This organization should be in the form of topics.
• Each topic can be subdivided where it seems appropriate to you as a trainer.
• The result is a topic outline for a training segment (A unit, lesson or a part of a
lesson). The subdivision sub points in the outline.
STEP-5: Record the topical outline onto the Lesson Plan Form
• This can be done in differing degree of detail according to the level of comfort of
trainer.
• It can be seen as guide to the trainer when he/she presents the lesson to the
participants.
• Those trainers who are well versed with the content write only the major points in
the outline while the newer ones give more emphasis on writing details.
TRAINING METHODS
• Once the content outline is prepared the appropriate methods should be selected
and identified to deliver these contents to the participants.
• Variety and appropriateness should be the focus while selecting the methods.
TIME ESTIMATES
• An estimated time should be determined for covering all the contents so that none
of them should be ignored or over emphasized.
• This estimate will be based upon the amount of the material that is subsumed by
each of the topic and the methods which has been selected.
EVALUATION METHOD
The last section of the session plan should describe the technique, procedure and
instrument for evaluating
a. The accomplishment of course objectives by the participants.
b. The performance of resource persons for each session
SUMMARY
• Understanding the learning principles and how they apply specifically to adult
learners will guide the development of curriculum. That will ensure a greater
degree of success in the training effort.
• The organization of course content is critical for the success of the programme.
EVALUATION OF TRAINING
What is evaluation?
• Def: - a systematic process to assess the effectiveness and/or efficiency of training
efforts.
• Goal is to provide feedback useful for a variety of business related objectives and
not to label training effort as good or bad
Why evaluate?
• Decide on program revisions
• Decide on whether to expand a program
• Decide on whether to keep a program
• Help make personnel decisions
• Assist in strategic planning
• Help with budget planning
Principal factors
Who is responsible for the validation and evaluation processes?
• Senior management
o Awareness of the need and value of training to the organization.
o The necessity of involving the Training Manager (or equivalent) in senior
management meetings where decisions are made about future changes
when training will be essential.
o Knowledge of and support of training plans.
o Active participation in events.
o Requirement for evaluation to be performed and require regular summary
report.
o Policy and strategic decisions based on results and ROI data.
• The trainer
o Provision of any necessary pre-programme work etc and programme
planning.
o Identification at the start of the programme of the knowledge and skills
level of the trainees/learners.
o Provision of training and learning resources to enable the learners to learn
within the objectives of the programme and the learners' own objectives.
o Monitoring the learning as the programme progresses.
o At the end of the programme, assessment of and receipt of reports from
the learners of the learning levels achieved.
o Ensuring the production by the learners of an action plan to reinforce,
practice and implement learning
• The trainee
o Involvement in the planning and design of the training programme where
possible
o Involvement in the planning and design of the evaluation process where
possible
o Obviously, to take interest and an active part in the training programme or
activity.
o To complete a personal action plan during and at the end of the training
for implementation on return to work, and to put this into practice, with
support from the line manager.
o Take interest and support the evaluation processes.
a. Will the training methods result in the employee’s learning the knowledge and
skills needed to perform the task or carry out the role? Have other employees used
the methods and been successful.
b. Consider applying methods to a highly skilled employee. Ask he employees of
their impressions of the methods.
c. Do the methods conform to the employees’ preferences and learning styles? Have
the employees briefly reviewed the methods? Do the employees experience
difficulties understanding the methods?
a. Find out from the trainees their reaction. Do they understand what is being said?
b. Periodically conduct a short test
c. Is the employee taking part in the activities enthusiastically? Give them an
opportunity to rate your training.
a. Give the trainee a test before and after, and compare results.
b. Interview before and after, and compare the results.
c. Watch the person perform the task or conduct the role.
d. Assign an expert evaluator to evaluate the learner’s knowledge and skills.
Training Audit
• Audit: Beyond the training or the event level
• Three levels: Organization, Function/Department and Event/Programme
DEFINITION
• Change management is an aspect of management focusing on ensuring that the
firm responds to the environment in which it operates.
• Change Management is a structured approach to transitioning individuals,
teams, and organizations from a current state to a desired future state. The current
definition of Change Management includes both organizational change
management processes and individual change management models, which
together are used to manage the people side of change.
Change agents
• Managers should be able to act as change agents:
• To identify need for change
• Be open to goods ideas for change
• To able to successfully implement change
PARADIGM SHIFT
We are what we repeatedly do. Excellence is not an act, but a habit. Aristotle
Definition
• 1. A radical change in thinking from an accepted point of view to a new one,
necessitated when new scientific discoveries produce anomalies in the current
paradigm.
• 2. (US) a radical change in thinking from an accepted point of view to a new
belief.
Stereotype
If you always do what you always did, you always get what you always got." If one life
with an open mind and believes in possibilities of what if...then new multi-dimensions are
open for one to experience. On the other hand, if one has a closed mind the possibilities
for what if will never come to be experienced. The perception is in the eye of the
beholder. It all begins with a thought...an idea.
Born to Win
We are all born to lead successful lives, but our conditioning leads us to failure.
Conditioning
GIGO Principal
Our subconscious mind does not discriminate. Whatever we choose to put into our mind,
our subconscious will accept and our behaviors will reflect accordingly
• Conscious incompetence
Though the individual does not understand or know how to do something, he or she
does recognize the deficit, without yet addressing it.
• Conscious competence
The individual understands or knows how to do something. However, demonstrating
the skill or knowledge requires a great deal of consciousness or concentration.
• Unconscious competence
The individual has had so much practice with a skill that it becomes "second nature"
and can be performed easily (often without concentrating too deeply). He or she may or
may not be able teach it to others, depending upon how and when it was learned.
• You must keep your self involved in positive activity otherwise you would be
attracted to the negative because nature abhors a vacuum.
• We can control our habits by exercise self discipline over our thoughts.
• Habits are matter of the pain and pleasure principle. We do things either to avoid
pain or to gain pleasure.
Resistance to change
When people recognize or become aware of their negative habits, why don’t they
change?
Following excuse are the most common for not changing negative habits:
• I have always done it that way
• I have never done it that way
• That is not my job
• I don’t think it will make any difference
• I am too busy
Auto suggestion
It’s a statement made in the present tense, of the kind of person you want to be. They
influence both your conscious and subconscious mind that in turn, influences attitude and
behavior.
Auto suggestion is a repetitive process through which we feed our subconscious with
positive statements that translate into reality. It is a way to program and condition our
mind to make a statement into a self fulfilling prophecy.
STRESS MANAGEMENT
What is STRESS?
• Stress is how our bodies react to some change in the environment.
• No meaningful job or workplace is, or should be expected to be, stress-free.
• Stress is good. But excessive stress can be harmful.
Personality Stress
• Type A Competitive achievement-oriented, sense of time urgency, difficulty
relaxing, impatient, angry, hostile, outwardly confident but full of self-doubt
• Type B Relaxed, Easy going and unpressured
Job Stressors
A stressor is a stimulus or event that provokes a stress response in an organism.
• Specific work factors.
• Physical environment.
• Organizational practices.
• Workplace change.
• Interpersonal relationships.
2 Main Components
INDIVIDUAL
- Self Knowledge
- Identify Stressors
- Time Management
ORGANIZATION
- Work Environment
- Organizational Practices
- Interpersonal Relationships
What is personality?
• A dynamic concept
• Describing the growth and development of a person’s whole psychological system
• Personality looks at some aggregate whole that is greater than the sum of the
parts.
• Definition: The sum total of ways in which an individual reacts to and interacts
with others.
Measuring Personality
• A psychological test a structured technique used to generate a carefully selected
sample of behavior.
• Sample is used to make inferences about the psychological attributes of the people
who have been tested.
• Tests measure intelligence, abilities and interests to aspects of one’s personality
such as self-esteem and emotional stability.
• Personality Tests measure enduring and unique aspects of people.
• Tests are based on empirical research and theoretical background.
• They are valid, reliable and standardized.
• They help draw up a comprehensive behavioral profile of a person.
• Warn management of one’s weaknesses and strengths.
Self-report surveys
• Most common way to measure Completed by the individual
• Individual at times may lie or practice impression management.
• Concern about the accuracy
Observer-ratings surveys
• To provide independent assessment of personality.
• Coworker might help with the rating.
• Observer-ratings a better predictor
• Self-report and Observer-rating surveys tell us something unique about the
individual’s behavior in the work place.
Projective measures
• Rosrschach Inkblot Test:
- To state what inkblot seem to resemble.
PERSONALITY DETERMINANTS
• An age old debate of whether the personality was the result of heredity or of
environment.
• It is as a result of both hereditary and environmental factors.
• Research has tended to support the importance of hereditary over the
environment.
Heredity
• Factors determined at conception.
• Ultimate explanation of an individual’s personality is the molecular structure of
the genes, located in the chromosomes.
• We must recognize the power of heredity.
• Some personality traits may build into the same genetic code that affects factors
such as height and hair color.
• The most important contribution our parents have made to our personalities is
giving us their genes.
• Over periods of time personalities do change.
Meaning:
• This is a new approach to manage people.
• From the old traditional command and control approach to a new one that enable
the managers to manage effectively in different situations.
• Dictionary meaning of facilitator: ‘One who makes easier; one who assists the
progress of another’. It is not a soft approach rather a challenging one.
Emphasis
• Facilitation emphasizes collaboration and cooperation.
• Managers and trainers are attracted by this new approach to improve working
practices.
• It is in keeping with the objective of trainers and managers:
• To encourage others to learn and work together.
Principles of Facilitation:
• Help people be ‘self-directed’
• The old practice of telling people ‘what to do’ and ‘how to do’ has no place today.
• This requires managers to adapt a new style to help the person or the group
achieve its purpose.
• Be aware of the situation you are in. Are you a team leader, consultant or a
teacher?
2. Co-operation: The manager shares his power and manages from his knowledge
and experience. He works towards enabling people and teams to become self-
directing by conferring with them. Decisions are made together.
SPECIAL FEATURES:
- They meet to make decisions together.
- Everyone has an equal say.
- Responsibility is shared and owned by all team members.
This mode makes full use of manager’s and the team’s expertise.
3. Autonomy: Here one learns to respect the total autonomy of the individual or the
group. The manager does not do things for them but with them. In this mode the
manager gives authority and responsibility to the team to make decisions and
agrees to abide their decisions.
SPECIALITY:
- Makes full use of the expertise of the team.
- Implies a high level of trust.
- Demands maturity and responsibility from the manager and team.
EFFECTIVE FACILITATOR moves with ease between all three modes depending on
the needs of situation. THERE IS NO ONE RIGHT MODE.
Dimensions of facilitation
Planning: It is the goal-oriented aspect of facilitation where ‘what to do’ rather ‘how to
do’ is the concern.
- Hierarchical Mode: Manager imposes planning decisions without
consultation.
- Co-operative Mode: Facilitator negotiates with the individual or the group.
- Autonomous Mode: Facilitator defines with the group the goals and
objectives. After that all planning is done by the group members on their
own.