platform skills training - vats...
TRANSCRIPT
Platform Skills Training
Train the Trainer ToT
Psyche Panacea
www.psypan.com, [email protected] +91 9810319292
A Message from Vikas Vats CEO – Psyche Panacea
Dear Fellow Trainer,
Hope you are reading this message in pink of your health.
I am sure my colleagues have been able to help you carve yourself
in a wonderful trainer. Let me tell you from my experience that it’s a
continuous journey and an ideal trainer always needs to enhance
his skills. Please keep your quest for excellence and hunger for
knowledge always on.
I shall try to contribute in this endeavour of yours by posting some
videos on my YouTube Channel. You can subscribe to it here.
All the Best
Vikas Vats, CEO – Psyche Panacea
www.vikasvats.com
Connect at Linkedin | Like Facebook Page
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Program Objectives
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Program Objectives
• Identify the characteristics of an exceptional trainer.
• Explain how adults differ from children in the way they
learn.
• Understand and identify different behavioral styles and
adapt training as necessary.
• Explain what a solid training program looks like.
• Describe a needs analysis and why it is a necessary step in any training program.
• Explain various methods for making lecture-based
programs active.
• Develop strategies for handling classroom disruptions.
• Point out the highlights and pitfalls of various visual aid
options and classroom seating arrangements.
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Program Objectives
• Present information in a clear, concise, engaging manner. Participants will demonstrate successful understanding of key concepts during a practice presentation.
• Recognize the importance of considering the participants and their training needs, including the different learning styles and adult learning principles.
• Write objectives and evaluate whether these objectives have been met at the end of a training session.
• Develop an effective training program using appropriate training aids and techniques.
• Understand the importance of an instruction guide to help a trainer prepare and deliver effectively and consistently.
• Conduct group training sessions that incorporates these training concepts
• Devise an Action Plan on how they may take back their new found skills back into the workplace.
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Operating Agreements
• Talk only front to back
• Be on time
• Do all exercises to the best of your ability
• Only TOT
• This is an intensive training (so act like an athlete)
• Keep distractions to a minimum
• If you have a problem about something or with someone in
this training talk only to someone who can do something about it
• Clean language
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Policies
• Bring notebook, textbook, planner, and
appropriate writing tools to class.
• Ask questions at any time.
• Listen to all ideas and opinions.
• Leave for restroom when needed.
• Please be back from lunch and breaks on time.
• Let us know if the day is not working for you.
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Introduction of Participants
• Who are you?
• Why are you here?
• What moment in your life would you like to replay?
• What are five strengths you bring to this class?
• What would you like to take away from this session?
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Welcome: Day 1
The process of developing new skills should include the following:
• Identify a needed skill area.
• Agree on a learning method for improvement.
• Practice and receive feedback.
• Increase awareness of the effects of performance on others.
• Measure change within a well-defined timeframe.
• Recognize and reward skill enhancement.
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Show Respect
• Value yourself. Be honest and ethical, and
practice strong moral values.
• Treat all members with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible for keeping an open mind.
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Promote Lifelong Learning
You can develop lifelong learning traits:
By showing curiosity about human nature and
how the world works.
By seeking and valuing diversity.
By persisting in seeking out new solutions.
By using your unique talents and intelligence to promote positive change.
By learning and applying technology tools to
solve problems.
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Basic Framework
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Ministry of Skill Development & Entrepreneurship
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National Skill Development Corporation (NSDC) is the
implementation agency for the project.
Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is the
flagship scheme of the Ministry of Skill Development & Entrepreneurship (MSDE)
The National Skills Qualifications Framework (NSQF) is a
competency-based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude.
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Abbreviations
• QP ( Qualification Pack) :- is a set of NOS
together with Educational , Training, and other criteria required to perform a job role.
• Recognition Of prior (RPL) Learning:- An
assessment of individuals to Prior learning.
• NOS (National Operating Standards) :- specify
the standard of performance an individual must
achieve when carrying out a function in the
workplace.
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Abbreviations
• TVET (Training and Vocational Educational
Training Trainer) :-TVET Trainers deliver accredited training services in the training and
vocational education and training (TVET)
sector.
• SSC (Sector Skills Council) :- National bodies
contracted by the NSDC to develop and
maintain NOS and QPs specific to the industry
area(s)
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NOS 01: Work effectively within Indian TVET sector
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Key points
• Work within the Indian skills system
• Work within the organization's quality framework
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• Work ethically 1. Upholding client rights 2. Upholding workers’ rights
3. Upholding respect and dignity of each life
4. Maintaining confidentiality
5. Ethical decision making
6. Preventing unethical conduct
7. Maintaining individual time respect
Key points
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• Apply a client focused approach
• Manage work and work relationships and work
effectively in the workplace
1. Appreciate others
2. Avoid gossiping
3. Develop your people skills
• Apply Health, Safety and Environment (HSE)
practices in a training / assessment environment
Key points
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Key skills required
• Reading, writing and oral communication skills
• Technology skills
• Decision making
• Planning and implementation skills
• Problem solving skills
• Analytical and critical thinking
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Organization's Quality Assurance Policies, such as…
Enrolment and induction/orientation
Complaints, grievances and appeals
assessment, including skills recognition, pre-
assessment and appeals
Training support requirements, for example,
language, literacy, numeracy and disability needs
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Access and equity
Welfare and guidance
Risk management
Continuous improvement
Health Safety and Environment (HSE)
Staff disciplinary procedures
Organization's Quality Assurance Policies, such as…
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Technical knowledge required
• Key principles of the National Skills Qualification
Framework (NSQF) and National Skills
Development Policy 2009
• Principles of team work 1. Define Success Criteria
2. Lead by Example 3. Value All Contributions
4. Reward Group Success
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• Equity, social inclusion and anti-
discrimination policy
• Ethical practices
• Health Safety and Environment
practices
Technical knowledge required
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NOS 03: Maintain and Enhance Professional Practice and Technical
Competency
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Key points
• High standards of performance
• Personal and Professional development
targets
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• Plan and participate in professional
development and up skilling activities.
• Reflect on and evaluate professional
practice
Key points
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Promote Lifelong Learning [Revisited]
You can develop lifelong learning traits:
• By showing curiosity about human nature and how
the world works.
• By seeking and valuing diversity.
• By persisting in seeking out new solutions.
• By using your unique talents and intelligence to
promote positive change.
• By learning and applying technology tools to solve
problems.
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• Consistency and accuracy in assessment
judgments and evaluations
• maintain currency of professional practice
• Continue seeking feedback
Key Focus Areas
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• Identify career goals
• Utilize formal and informal professional networks
to support continuous learning.
• Contribute to continuous improvement of
systems and processes in the workplace.
Key Focus Areas
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• Self-motivation techniques
• Promoting active participation
• Have exemplary behavior
1. Honest
2. Respectful
3. Non-judgemental
4. Positive
Key Focus Areas
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• Exercise excellent verbal and non-verbal
communication:
Be soft-spoken
Warm-hearted and hope-filled dialogues
Body language (gestures and posture)
Eye contact
Voice modulation
Body movement
Facial expression
Attributes required
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• Setting and maintaining boundaries between
trainer/assessor and learner
• Continuous personal reflection
• Fostering a culture of inclusiveness
• Identify and participate in skill gap training
Attributes required
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Platforms Available
• Undertaking further higher education/TVET
qualifications
• Participating in skills gap training
• Industry attachment
• Relevant conferences, seminars and workshops
• Reading relevant journals and literature
• Networking with internal/external colleagues
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Skills Required
Core Skills
• Writing skills
• Reading skills
• Oral communication
• Technology skills
Professional skills
• Decision making
• Plan and organize
• Analytical thinking
NOS 06: deliver competency based training
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Planning Effective Training
• Identify your training goals
• Identify your target audience
• Identify learning objectives
• Identify training content
• Identify training methods/resources/activities
• Identify learning evaluation strategies
• Develop a course outline
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Rules for a Successful Training Program
• Be Concise
• Be Focused
• Keep Schedule
• Use Experts
• Use Visuals
• Encourage Questions
• Create Reading
Materials
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Exercise: The Worst Training I Ever Had
The Worst Training I Ever Had
Think of the worst training you have ever attended. What were some of the features or factors that went into making it a bad training activity for you:
Together in a small group, discuss your individual experiences and rank order a list of the top ten factors that your group thinks makes for a poor training experience. Select a spokesperson to share observations with the class.
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Add-ons For Trainers That Are A Class-apart
• Start with a bang
• Don’t be somebody, be SOMEBODY
• Raise by praise
• Become role
model
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Key Points
• Organize and check training facilities and aids
1. carry out a risk assessment of the learning
environment
2. catering learning styles and preferences
3. specifications of the session plan
• Assist learner to develop a strategy to address
their needs and interests
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Layout Of Session Plan
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• Conduct training session
1. Teaching
2. Talk (Presentation)
3. Demonstration
4. Training
5. Facilitation
6. Group Discussion
7. Role Playing
8. Coaching
Key Points
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• Collect and review learner feedback
Maintain learner confidentiality
Evaluate own planning and delivery skills
• Undertake post-training activities
Closely monitoring housekeeping activities
Respect for materials
Cleanliness
Workplace order
Keeping material ready for next day
Key Points
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• Ensure that training equipment and tools
are maintained
Hardware components
Software components
Support tools: furniture, electricity, backup
• Maintaining learners record as per
organization's policy
Assignments
Assessments
Projects
Key Points
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Key Points
• Undertake formative assessments
Maintaining assessment records
monitor learner progress against program and
session objectives
identify learner learning needs against required
curriculum
assess learning styles
assess learner soft skills
provide feedback to learners on progress
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Delivering the Content: Checkpoints
• Step By Step
• Clear And Concise
• Exercise Listening Skills
• Tell Them Why
• Stress Key Points
• Avoid Jargon And Buzz Words
• Speak At Moderate Speed
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Time Management Tips
• Start Punctually
• Cover The Material Skillfully In Time
• A Little Done Well Is Better Than Much Done Badly
• Use Pauses To Let Them Catch Up, Or Stop Occasionally To Summarize
• First Impressions Are Important. Do Not Apologize. Speak Clearly And Audibly
• Speak To All Audience And Not To One Corner
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Do’s and Don’ts
• Display Poise, confidence, courtesy and
sincerity
• Be yourself and do not try to put on an act
• Show enthusiasm, topic may be old for you but it is new for the audience
• Avoid too many ‘ums’ and ‘ahs’
• Prowling to and fro like a caged panther
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• Avoid Maintaining Awkward Postures
• Do Not Juggle With The Pen, Board Marker Or
Jingle Coins In Pocket
• Do Not Fiddle With Notes
• Avoid Putting Hands In Pocket
• Establish Eye Contact When A Question Is
Being Raised
Do’s and Don’ts
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Key Skills Required
• Ability to make reasonable adjustments to
delivery
• Maintain professional relationships with
learners and manage learner behavior
• In depth knowledge about training
organization's policies and procedures
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• Ability to conduct work area inspection
• Maintaining procedures for the recording,
reporting and maintenance of workplace equipment
• Theories adult learning and how to apply them
in training delivery such as:
Behavioral learning theory
Cognitive learning theory
Information processing theory
Andrgogy
Key Skills Required
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• Competency based curriculum documents and learning materials
• Understanding factors that affect learning
such as:
physical e.g. temperature, health, hunger,
personal concerns;
social, emotional e.g. attitude, motivation,
behavior, cognitive, environmental
Key Skills Required
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Voice
The volume of your voice should be louder than
normal
Keep varying it and the pitch
Speak softly to generate interest and loudly to
generate enthusiasm
Use delivery speed to manipulate the audience
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Gestures: • Using open hand
gestures • Consistency and
congruency:
Body Language
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Eye contact: The Lighthouse Technique Sweep the audience with your eyes, staying only 2-
3 seconds on each person - unless in dialogue.
Movement:
Keep your feet far enough apart, about eight
inches, to discourage the tendency to rock back and forth.
Body Language
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NOS 26 Support and coach learners
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Key Points
• Identify Support Needs Of Learners
• Provide Support To Learners To Meet
Identified Needs, Within Scope Of Role
• Support Individual Students With Additional
Needs In The Training Session
• Provide Coaching And Motivation
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Dialogues To Encourage Learners
• “Thank you so much for asking” • Thank you so much for sharing your concern” • “I am always by your side” • “We will work it out together” • “You can do it” • “I believe in you, even if you don’t” • “You have an important role to play” • “What an amazing idea”
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• Observe Learner To Identify Any Signs Of Emotional Stress
• Seek Additional Related Information From Family And/Or
Others As Required And With Consent Of The Learner
• Provide Information About Student Support Programs
• Debrief Issues That May Arise When Providing Support With
Colleagues To Care For Self
• Assisting The Learner To Set Personal Goals And Explore
Personal Change Strategies
Key Focus Areas
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• Identify common significant problems presented by learners and appropriate avenues of further assessment or action:
mental illness
depression
alcohol and other drug use
suicide risk
child abuse/sexual assault
• Identify student back ground that may impact on performance
Key Focus Areas
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Gestures And Their Meaning
Gesture / Posture Meaning
Rubbing hands briefly Confidence and logic
Chewing an object Nervousness
Leaning forward or facing speaker directly
Intensity of interest
Hands pushing forward Seriousness / Importance
Hands open at chest level, palms up Helplessness, pleas to be understood
Head Nodding Understanding
Hand or fingers in front of mouth Reluctance to talk
Deep sighing Impatience, boredom
Pointing Aggressiveness
Crossing arms Resistance – “I don’t agree” Psyche Panacea,
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Knowledge Base Required
• Scope of own work role in relation to student support
• Knowing when and how to ask for back-up
support
• Coaching session procedures including
planning, conducting and reviewing session
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Provide coaching by:
Explaining the purpose of coaching
Assisting the learner to set personal goals and
explore personal change strategies
Explaining and demonstrating skills to be coached
Communicating essential knowledge required
Checking the learner’s understanding
Providing opportunity for learner to practise the skill
and ask questions
Providing feedback in a constructive manner
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Active listening techniques
Appropriate brief encouragers which help the
learner relate their story and concerns
Reflection of feelings /thoughts, behaviours and
experience (content)
Hearing and understanding the learner’s concerns
Paraphrasing (reflection of content)
Using open and closed questions to expand or
clarify understanding
Recognising when higher levels of support may be
indicated
Summarising and closure
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Exercise: Golden Bridge
• Time To Conclude The Session. Let’s Prepare A Human Chain And Let Each Of Us Walk The
Bridge With Closed Eyes.
• Members In The Human Chain Praise The
Participant As The Walk Through The Aisle.
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Analyzing the Need for Training
• The analysis phase is the building block of a
training program. The basis for who must be
trained, what must be trained, when training will occur, and where the training will take place are
accomplished in this phase.
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Analyzing the Need for Training
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7 Rules for a Successful Training Program
• Be Concise
• Be Focused
• Keep Schedule
• Use Experts
• Use Visuals
• Encourage Questions
• Create Reading Materials
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Training Methods
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Identify Training Methods/ Resources/Activities
• When selecting a training method, answer the following questions:
Is this method appropriate for the objectives?
Are there sufficient trainers available to use this
training method?
Are there resources available to use this training
method?
What is the projected size of the group to be trained?
Is a special classroom arrangement required?
Is this method appropriate for group training,
individualized training, or both?
What times are available for training?
What is the background of the participants?
Will the methods selected stimulate interest and provide variety?
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THE LECTURE METHOD
WHAT IS A LECTURE?
• When one person conveys information to a group by talking to them, with or
without the use of visual aids, this is called a lecture.
• A formal lecture does not allow participation by the audience, and there is little
or no interaction (or feedback) between the speaker and listeners.
WHEN SHOULD LECTURES BE USED?
• A lecture is suitable for large groups where interaction is not practical.
• Lectures are appropriate when the material has little relevance to personal
experiences (e.g. technical theory).
• When a speaker is a recognized expert in a field of study, lectures are used
because the audience is primarily there to hear what is being said.
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THE LECTURE METHOD PROS & CONS
ADVANTAGES: • Lectures are an efficient use of time.
• Lectures allow experts to share information with large groups.
• The material in a lecture is consistent, and listeners are not sidetracked
by comments/questions from the audience.
DRAWBACKS: • The lecturer cannot be sure their message was correctly received by the
audience, unless a separate discussion period is used for follow up.
• Often the overall depth of learning will be relatively low because there is
limited interaction, but the lecture method is very popular in universities and
many professional situations.
• The successful transfer of information is completely dependent upon the
skills of the lecturer (essentially it is one way communication).
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THE TALK (PRESENTATION) METHOD
WHAT IS A TALK (PRESENTATION)?
• A talk (presentation) is similar to a lecture, however the audience has
greater involvement and interaction with the speaker.
• During a talk, the audience is often allowed to briefly interrupt the speaker
with questions, comments, or short discussions.
WHEN SHOULD TALKS BE USED?
• A talk or presentation is suitable when the material is less technical or
familiar to the audience, but still contains new concepts or ideas.
• A talk is appropriate when time constraints are not critical, and the
atmosphere is less formal.
• Talks are often used for small to moderate size groups where the objective is
to exchange information.
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THE TALK METHOD PROS & CONS
ADVANTAGES: • A talk is less formal and more comfortable for everyone.
• A talk allows the audience to ask relevant questions and become fully
engaged in the learning process.
DRAWBACKS: • The speaker must have a wide knowledge of the subject matter, and be willing and able to answer questions “off the cuff”.
• The speaker must be able to control the audience so that questions and
comments do not sidetrack the entire presentation. The speaker must also
carefully monitor the time and pace of a talk.
• In many cases it is more difficult to prepare a talk/presentation than a lecture because of uncertainties associated with questions or topics that may be
raised by the audience.
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THE DEMONSTRATION METHOD
WHAT IS A DEMONSTRATION? • When a trainer has the audience actually perform a task by showing and
explaining how to do it, this is called a demonstration.
• During a demonstration, the audience is encouraged to ask questions and
request assistance as they try to do the task by themselves.
WHEN SHOULD DEMONSTRATIONS BE USED?
• The demonstration method is effective when teaching skills.
• Demonstrations are appropriate when there is plenty of time for interaction
because practice is necessary to master most skills.
• Demonstrations are best for small groups, or when adequate staff is available
to work with a large group.
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DEMONSTRATION METHOD PROS & CONS
ADVANTAGES: • Demonstrations provide a hands-on experience (hear, see, do).
• Participants have plenty of interaction with trainers, and everyone is allowed
to progress at their own pace as they master the skill.
DRAWBACKS: • Demonstrations require a lot of preparation, time, materials, and patience. The time allotted for demonstrations must be flexible.
• It is important to insure every participant has an opportunity to master the
skill being taught.
• Hands-on activities can be a potential source of frustration, especially in the
case of complex skills. It may be necessary to offer supplementary help (e.g. a follow-up session) for participants having difficulty.
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THE DISCUSSION METHOD
WHAT IS A DISCUSSION? • When a trainer guides an open conversation (an organized exchange of ideas or viewpoints) on a selected topic, this is called a discussion.
• A formal discussion (sometimes called a panel) follows a set procedure that
is used to keep the discussion on track, and allows everyone to express their
opinion.
WHEN SHOULD DISCUSSIONS BE USED? • Discussions can help stimulate ideas as members of a group share
experiences through a process called “guided discovery”.
• Discussions are most effective when a trained (experienced) leader
controls the overall process in an organized manner.
• Discussions are appropriate if only a few major (simple) topics are being
covered, and when it is acceptable to have several outcomes (i.e. it is not
necessary to reach consensus or derive a single conclusion).
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DISCUSSION METHOD PROS & CONS
ADVANTAGES: • Discussions allow multiple views and opinions to be expressed.
• Discussions provide an informal atmosphere, and allow everyone to express
and listen to opinions that are presented with equal weight.
DRAWBACKS: • Discussions can get bogged-down or begin to taper-off if the leader is not experienced in controlling the group.
• Discussions can be dominated by a strong member of the group, unless the
leader controls the overall process to insure everyone is given equal time and
the same level of respect.
• Formal discussions require a well-defined purpose or objective, a reasonable
time limit, and a well-trained leader. It is not just a bunch of people sitting
around a table gabbing with each other.
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THE CASE STUDY METHOD
WHAT IS A CASE STUDY?
• When the opposing viewpoints of a realistic situation (or event) are
presented to a group, and a logical analysis involving a “judgment call” must be conducted to arrive at a conclusion, this is called a case study .
• A case study can be presented orally or as a written document, but
the process of analyzing and evaluating opposing viewpoints to reach a reasonable conclusion is the same.
WHEN SHOULD A CASE STUDY BE USED? • A case study is a useful method when there is no clear-cut or easy
solution to a problem.
• Case studies are useful when real-life situations can be used as
examples to highlight the training topic(s) being covered.
• In situations when multiple viewpoints must be considered, case
studies can help participants evaluate the merits of different
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CASE STUDY PROS & CONS
ADVANTAGES: • A well chosen case study will be relevant to all participants.
• Everyone is actively engaged in the case study process.
• Individuals are forced to make a decision, and then defend it.
DRAWBACKS: • The case study must be relevant, realistic, and appropriate.
• The case study scenario must be carefully worded to avoid bias, or
imply that one position is stronger than the other.
• Although the final outcome of a case study analysis forces each
individual to draw a conclusion and make a decision, it should be
recognized that it is not necessary to reach consensus (i.e. it is not a
mock trial), and participants should be reminded it is a training exercise.
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THE ROLE PLAYING METHOD
WHAT IS ROLE PLAYING? • When participants and/or trainers act out parts in an open-ended
story intended to highlight conflicting viewpoints, this is called role playing.
• Role playing is different from stage drama because the lines
(scripts) are not pre-determined, the players originate their dialogue in real time, and as the scenario unfolds they interact to develop an
outcome.
WHEN SHOULD ROLE PLAYING BE USED?
• Role playing is effective when the topic involves person-to-person
communication and/or interaction.
• Role playing can allow everyone to participate.
• The overall mood a training session can be improved by the
excitement that role playing provides.
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ROLE PLAYING PROS & CONS
ADVANTAGES: • Role playing is an excellent forum for exploring the topics of ethics and conflict resolution.
• Participants can “feel a new viewpoint” through dynamic role playing.
• Individuals are often inclined to express true feelings when role
playing.
• The group listens better and learns more because they are seeing
and hearing the subject matter as it is acted out.
DRAWBACKS: • Role playing requires careful selection of situations to be effective.
• Role playing impedes free expression if participants are not
volunteers.
• The themes for role playing exercises must avoid potential conflicts
with the principles of the Scout Oath/Law, religious teaching, or other groups. Psyche Panacea,
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THE SIMULATION METHOD
WHAT IS A SIMULATION?
• A training exercise that recreates an event which could actually
happen, so that participants experience the situations, is called a simulation.
• Simulation is a more complex form of role playing that is often used for hands-on training (e.g. simulation of a first aid emergency, etc.) .
WHEN SHOULD SIMULATION BE USED?
• Simulations can be effective when an elaborate demonstration is the
best method of training a moderate to large size group.
• The simulation method is appropriate for disaster, rescue, or other
crisis management training exercises.
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SIMULATION PROS & CONS
ADVANTAGES: • Simulations are realistic hands-on events in which participants “feel, see, hear, and do”.
• A simulation experience provides a high level of knowledge transfer.
• Simulations are an intense form of experiential learning.
DRAWBACKS: • Simulations require lots of careful planning, materials, preparation,
and equipment/props.
• Simulations require staging, practice, and adjustment to eliminate
the possibility of actual injury or safety hazards.
• A realistic simulation is often expensive, and should be followed up
with additional training to remedy any problems identified during the event.
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THE BRAINSTORMING METHOD
WHAT IS A BRAINSTORMING?
• A problem solving exercise that involves the rapid-fire recording of ideas
without criticism or ranking is called brainstorming.
• Brainstorming is an effective method for collecting ideas, but it requires
follow up activities focused on analyzing and evaluating the ideas.
WHEN SHOULD BRAINSTORMING BE USED?
• Brainstorming is helpful during the planning phase of an activity.
• When a group cannot decide what to do, brainstorming can be used to
initiate the “idea sharing” process.
•Brainstorming can be used to stimulate creativity, especially when a “fresh
approach” is needed.
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BRAINSTORMING PROS & CONS
ADVANTAGES: • All ideas are heard, and no one is ignored.
• All ideas are initially accepted as valid and having equal importance.
• Lots of ideas are gathered, and patterns may begin to emerge.
DRAWBACKS: • The true value of the brainstorming process occurs during a follow up
activity when all the ideas are honestly evaluated to assess feasibility.
• A large number of spontaneous ideas is collected, and there is the
possibility of missing a reasonable (probably simple) solution.
• The recorder during the brainstorming session must be careful not to
misinterpret or impose bias on any of the ideas that are proposed.
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THE BUZZ GROUP METHOD
WHAT IS A BUZZ GROUP? • When a group is given a short time in which to derive an answer to
a simple question/problem by recording ideas, this is called a buzz group.
• The output of buzz groups, like brainstorming sessions, needs to
be followed up with further evaluation and analysis of ideas.
WHEN SHOULD BUZZ GROUPS BE USED?
• When there are too many people to hold a brainstorming session, dividing into smaller buzz groups is a good method for collecting
ideas.
• Buzz groups can help teams discover solutions by themselves,
without the need for external assistance.
• If individuals are reluctant to participate in large open discussions,
smaller buzz groups may encourage them to their share ideas.
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BUZZ GROUP PROS & CONS
ADVANTAGES: • Buzz groups can be assembled quickly, on short notice.
• All members of a buzz group participate, and they share leadership.
•Buzz groups tend to move teams towards consensus building, and
encourage team spirit.
DRAWBACKS: • Buzz groups can easily get off-track or bogged-down.
• Buzz groups can produce “pooled ignorance”, invalid assumptions,
and cannot be relied upon to reach viable conclusions.
• To be most effective, buzz groups should have experienced leaders
and “idea recorders” to produce accurate, unbiased reports.
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THE QUESTION & ANSWER METHOD
WHAT IS A Q&A SESSION?
• When an expert provides specific knowledge by responding to direct
questions from a group, this is called a question and answer session.
• Q&A sessions are often conducted as informal events in which the speaker provides candid responses (e.g. a press conference).
WHEN SHOULD Q &A SESSIONS BE USED?
• Q&A sessions are usually most effective when held near the end of a
training course, because participants are best prepared to ask questions.
• In situations when an expert is available and willing to participate, a Q&A session can promote an open exchange of information.
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Q&A SESSION PROS & CONS
ADVANTAGES: • Q&A sessions provide immediate (candid) responses from experts.
• Q&A sessions allow interaction with experts that might otherwise be inaccessible.
DRAWBACKS: • In a Q&A session the expert has no control over the content, topic, or
focus of questions.
•The Q&A session must be carefully controlled to allow everyone to
ask questions, while also preventing anyone from dominating the
session.
• Questions could be phrased in an accusatory tone, thereby putting
experts in a defensive position, but this can be avoided by setting ground rules at the beginning of the session.
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THE REFLECTION METHOD WHAT IS REFLECTION? • In a training course when individuals respond to a series of questions
by collecting their personal feelings and thoughts to form a conclusion,
this is called reflection.
• During a reflection period, trainers create an atmosphere in which
participants feel free to think and express what ever is on their mind.
WHEN SHOULD REFLECTION BE USED? • Reflection is usually conducted at the end of a training session, as a
means of reviewing and evaluating the overall experience.
• Reflection can also be used for reinforcing the connections between
several disjoint activities, and helping participants understand the “big
picture”.
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REFLECTION PROS & CONS
ADVANTAGES: • Reflection allows the trainer to provide structure, but the solution
comes from individuals and/or the group.
• Reflection emphasizes the overall benefits derived from an
experience.
DRAWBACKS: • Reflection is usually a time consuming process, and may not yield results.
•Some individuals may feel uncomfortable, especially if they dislike being “put on the spot” to provide a response.
• The overall technique is somewhat difficult for participants to understand, and for trainers to utilize successfully.
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Principles of Adult Learning
Adults Prefer Situations Which:
• Are Practical and Problem Centered
• Promote Their Positive Self-Esteem
• Integrate New Ideas with Existing Knowledge
• Maintain Respect for the Learner
• Capitalize on Their Experience
• Allow Choice and Self-Direction
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Eight Adult Learning Principles
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Eight Adult Learning Principles
1. Principle of Active Learning
• Active participation through discussion, feedback
and activities creates more learning than passive listening or reading. As a presenter, find ways to
reduce the amount of content covered and allow the participants to discuss the content with each
other.
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Eight Adult Learning Principles
2. Principle of Problem Centric
• Adults come to your presentation expecting to get
their problems solved. They are not there just to get more information. If your presentation does
not help them solve their pressing issues, it will be forgotten. Adults are problem centric, not content
centric.
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Eight Adult Learning Principles
3. Principle of Previous Experience
• New information has to be linked to previous
knowledge and experience or it will not be remembered. Allow participants time to discuss
with each other how the new information connects with what they already know. As a
speaker, sometimes you may need to help them
see the connections.
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Eight Adult Learning Principles
4. Principle of Relevance
• If the information being presented is not relevant
to the listener’s life and work, it will not get their attention. As a speaker, your content must have
meaning and immediate relevance. If your concepts are complicated or difficult to
understand, the listeners will lose attention.
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Eight Adult Learning Principles
5. Principle of Emotional Connection
• Presentations that connect with a learner’s emotions are more likely to be remembered, recalled and learned. Fear is not a good motivating factor for learning as it causes the brain to react in a fight or flight syndrome. Fear actually hampers real learning. As a speaker, debrief participants after emotional stories or experiences so that they can reflect and learn from their feelings.
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Eight Adult Learning Principles
• 6. Principle of Self Learning
• Adult learners have some strong beliefs about
how they learn. These beliefs, whether accurate or not, can interfere or enhance their learning. As
a speaker, always explain why the audience should participate in specific activity and how the
process as well as content benefits their
learning.
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Eight Adult Learning Principles
7. Principle of Alignment
• Adults expect that a presenter’s content,
learning outcomes and activities be aligned together. If the learning outcomes do not match
the content, the learner feels disconnected and learning is hampered. If the learning activity
seems childish or forced, learning is lost.
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Eight Adult Learning Principles
8. Principle of Fun
• Learning should be fun! As a presenter, if you are
not having fun presenting your information and facilitating learning, then you should stop. By all
means, make learning fun, enjoyable and filled with laughter!
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Four Basic Stages in the Learning Process
• Unconscious Incompetence
• Conscious Incompetence
• Conscious Competence
• Unconscious Competence
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The Learning Style Inventory
• To gain a better understanding of yourself as a
learner, you need to evaluate the way you prefer to learn or process information.
• The questionnaire in your workbook will allow
you to determine how you best like to learn.
• Answer the 14 questions in your workbook and
complete the scoring as described.
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Film: TED Video on Creativity
• In this poignant, funny follow-up to his fabled
2006 talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to
personalized learning -- creating conditions
where kids' natural talents can flourish.
• http://www.ted.com/talks/sir_ken_robinson_brin
g_on_the_revolution.html
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The Trainer Type Inventory
• The manner in which a trainer handles the
participants’ queries and interactions during the training session has an immense effect on the
whole training. Trainers need to adapt their
approaches or styles depending on the situation
or the entry behavior of learners.
• Follow the instructions in your workbook on Completing the Trainer Type Inventory.
• Identify which training styles you prefer. Review
the comments for your preferred type. Circle
those which most fit your style.
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Planning Training
• A successful training program must be well
thought out in advance. The more complex the goals are for the training, the more important it
is to have a plan that addresses all the major
points needed to facilitate your learning
objectives.
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Planning Training
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Planning Training
• Identify your training goals
• Identify your target audience
• Identify learning objectives
• Identify training content
• Identify training methods/resources/activities
• Identify learning evaluation strategies
• Develop a course outline
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Identify Your Training Goals
• Many effective training programs will
incorporate multiple approaches. Designing a
training program that uses training approaches
that are appropriate for your organization will
work best when the goals of training are clearly articulated.
• For Instance: Is the goal to create educators with better leadership and management skills?
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Identify Your Target Audience
• Who needs the training in the Organization?
• What attitudes will the trainees likely hold
towards the training?
• What KSAs do the trainees already possess?
• What specific KSAs would you want the
trainees to obtain?
• How do you collect the above information?
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How to Write a Learning Objective
1. Identify when the knowledge or skill is to be
demonstrated
2. Identify who is going to be able to demonstrate
the KDA
3. Provide a description of the expected
performance
4. Describe how well the performance must be
demonstrated
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Identify Learning Objectives
• Learning objectives serve as the basis for the
design of the whole instructional plan, including
determining appropriate training content,
methodology, resources needed. They are
used in assessing training outcomes and they are used to facilitate active learning.
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How to Write a Learning Objective
Ideal Learning Objectives Include:
• A Measurable verb
• The Condition to be performed
• The Standard for acceptable performance
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Exercise: Learning Objectives
• Your workbook will have several examples of
learning objectives that are poorly written.
• Working in a small group, your task is to rewrite
the objectives so that they are accurate, clear
and concise.
• We will review all objectives when this activity is
completed.
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Identify Training Content
• Training Content comes in various forms and
can be delivered in various ways. Training
content is basically the knowledge or intellectual property behind a training program
or course you take.
• Leadership must be involved in the process of
identifying appropriate training content.
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Identify Training Content
• Do NOT abuse the attention span
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Identify Learning Evaluation Strategies
A learning evaluation is an evaluation of the skills,
knowledge, or abilities acquired as a result of the training program.
• Why do we evaluate?
• What do we evaluate?
• When do we evaluate?
• How can we evaluate? Psyche Panacea,
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Identify Training Content
o Subject matter experts (Try phoning or emailing them. Many will be happy to talk to you.) You can research book authors and college professors who have written about your training topic and then contact them via email, Facebook, LinkedIn or their websites.
o Books/tapes
o Industry or trade magazines
o Internet o Lots of free material (A good deal of free material exists on many subjects)
o Lots of proprietary materials (Much material is copyrighted and may only be available for sale or a licensing fee)
o Data bases available at libraries or universities
o Documentaries/films
o Surveys, questionnaires and reports
o Professional associations
o Trade associations o Other? o Other?
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Develop a Course Outline
• The course outline is a plan of the training to be
delivered
• The course outline is divided into four or more
columns.
Time
Objectives/Activities
Training/Learning Methods,
Resources/Materials.
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Develop a Course Outline
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Exercise: Developing a Course Outline
• Using your workbook, read the scenario on page 30.
• Working in small groups, you will need to
develop a course outline for the situation
described in the scenario. Be as specific as
you can.
• When you have completed the outline, be prepared to share your results with the class.
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Environmental Concerns
• The environment in which the training takes place can have a major impact on the success
of your training program.
• Many organizations conduct some or all of their
training offsite so as to take participants away from the distractions of their daily workplace.
• The environment can act as a facilitator or a
detractor to your training efforts.
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Common Errors in Training
• Accepting constraints on how you train
• Training the subject and not the student
• Not listening
• Hiding mistakes
• Proving yourself competent to train
• Answering every question
• Letting ego train
• Missing the other layers
• Keeping rigidly to a script
• Believing the role
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Mock Training Presentations
Mock Training Presentation
• Each student will present their training
presentation.
• Observers will be asked to evaluate the
presentation using the evaluation sheet handed out. A copy is also in your workbook for
reference.
• We will conduct round robins after all evaluations have been completed to identify pros and cons of
each presentation.
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Exercise: Characteristics of an Effective Trainer
• Refer to the participant workbook for this
activity.
• Review each of the “Characteristics” listed in the workbook chart.
• Circle the five areas where you think you are
strongest.
• Circle the five areas where you think you are
most in need of improvement.
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Facilitation Group Discussions
• Decide on group format in terms of size and
composition.
• Try to insure diversity in each group or team
• Stay neutral, let groups do their work
• Specify time limits for all activities
• Check periodically to see if groups will need
more time.
• Give groups a five minutes heads up before the
time allotted.
• Have groups provide feedback and comments
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Dealing with Difficult Trainees
Here are some quick tips for dealing with an annoying trainee:
• Don’t ignore it
• Empathize
• Let them be heard
• Include
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Making Training Fun
• Most lectures are not fun because they do not engage the
participants. Lectures and most didactic methods, this
includes panel discussions, readings, audio and even many video recordings are passive modes of instruction.
Such methods can be a great way of covering a lot of
material but it is hard to make them engaging and
interesting.
• By a wide margin, trainees seem to enjoy games and simulations much more than didactic training methods.
Most participants want to be engaged and interactive with the materials, ideas and contents of the course.
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Making Training Fun
Videos Keep them relevant: What is the main point you
want the video to make
Keep them short
Give students an assignment to do while watching the video, example: Notice if the actors
or video reflect a diverse population.
Debrief after the video in terms of what the
participants saw, heard and understood.
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Making Training Fun
Some General Rules for Using Games:
• Understand what a training game is
• Understand that games are metaphors
• Facilitate what happens in the game, not what you want
to happen
• Allow the game to work
• Have fun
• Draw out experiences
• Ask questions
• Honor the experience in the room
• Avoid making participants feel wrong
• Use clear verbal and written instructions and
demonstrate as needed.
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Making Training Fun
About Debriefing Games:
• Have each group summarize their group or game activity.
If specific worksheets are used, they can do it as a presentation or put up comments on flip-charts.
• Ask groups for feedback on what happened in the game.
How they participated? What the outcomes were?
• Ask groups what insights they gained from the activity
and how they relate to the class material
• It is always a good idea to have worksheets for trainees to complete both during and after the game or activity.
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Visual Aids
• Visual aids are visual representations which support presentations in the form of text, cartoons, graphs,
illustrations, photographs.
• These can be PowerPoint slides, handouts, flipcharts,
posters, objects etc. They help to break up the monotony,
providing a visual stimulant to reinforce what the learners
are hearing.
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Ice Breakers
• An icebreaker is a facilitation exercise intended to help a
group to begin the process of forming themselves into a
team.
• Icebreakers are commonly presented as a game to
"warm up" the group by helping the members to get to know each other
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Review and Action Plan
• It is always a good idea to get participants to
document what they are going to do differently
as a result of any training. This can be done as a group flipchart, individual action sheet or a
verbal commitment to a colleague or "buddy".
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Platform Skills Training
Train the Trainer ToT
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