Becoming an Effective Trainer January 23-24, 2016 Aaron J. Miller, MD, MPA Building Regional Alliances to Nurture Child Health branchpartners.org

How is Training of Trainers different? See one. Do one. Teach one.

Learning Objectives for Becoming an Effective Trainer Understand important aspects of how adults learn. Incorporate strategies for engaging your participants. Identify methods to improve knowledge and to change practices.

Training Methods Traditional Approach Learning as a product Teacher controls Transfer of knowledge Trainer = Expert Learner = knows nothing Learner = passive, receptive Encourages conforming, coping Participatory Approach Learning as a process Student-centred Discovery of principles Trainer = facilitator, resource person, partner Learner = full of capacities, knowledge of reality, active, discovering Stimulates independent thought, creativity Source: Singh, Y.P. (1999) Training of Trainers Manual, Haryana Forest Department

Values that will help us achieve change in our new role We will value: Struggle over prescription Questions over answers Tension over comfort Capacities over deficiencies Source: Block, P. (2010). Flawless Consulting

Methods which enhance the participatory approach Brain storming Interactive talk Illustrative talk Group discussion Panel discussion Case study Role play exercise Field practical Participatory evaluation of training

Methods which enhance the participatory approach Brain storming Interactive talk Illustrative talk Group discussion Panel discussion Case study Role play exercise Field practical Participatory evaluation of training

Conditions that facilitate learning Create an atmosphere that: Encourages people to be ACTIVE Emphasizes the PERSONAL nature of learning Accepts that DIFFERENCE IS DESIRABLE Recognizes people’s RIGHT to make mistakes Tolerates imperfection Encourages OPENNESS OF SELF and TRUST IN SELF Makes people feel RESPECTED AND ACCEPTED Puts emphasis on SELF EVALUATION in COOPERATION Permits CONFRONTATION Source: Singh, Y.P. (1999) Training of Trainers Manual, Haryana Forest Department

Knowledge of Learners Learners are not “taught.” They become motivated to seek new knowledge, skills and behaviors. Learners more readily accept and use concepts that have meaning to them and are relevant to their lives, their work needs and problems. Learning often requires giving up old, comfortable ways of believing, thinking and acting; thus, it may not necessarily be a pleasant experience for a learner. The learner’s background of experiences provides a wealthy resource for problem solving and learning.

Knowledge of Learners Learners have feelings as well as thoughts. Learning is maximized when learners understand and say both what they think and what they feel. Hence learning is both an emotional and an intellectual process. The ability to be understanding, accepting, trusting, comforting, sharing, helping and evaluating requires a developing, evolving process.

A good communicator Knows his/her audience, its wants and its needs Knows his/her message and to present it to that particular audience Knows the most effective channels of communication to reach the audience with his/her message Knows his/her own abilities and limitations, both in technical knowledge and as a communicator Is interested in his/her audience, its welfare, and how his/her message can help them

A good communicator Is interested in improving his/her skills in communication Prepares his/her message carefully using appropriate materials and aids to arouse interest and to ensure a successful reception Speaks clearly and uses terms and expressions the audience can easily understand Can listen and interact as well as speak Communicates with the whole class, not only the more active trainees who easily come forward

A good communicator Realizes that establishing a bond of mutual understanding between speaker and audience is mostly the speaker’s responsibility Is very conscious of the limitations of time and the attention span of the participants Does not involved the audience too long at any one time

Create an effective learning environment Arrange participants in a U-form seating arrangement. Protect learners from outside disturbance. Don’t make lessons longer than 50 minutes. Vary the teaching tools to break the monotonous effect. Arrange the course at a suitable time when the trainees are relatively free from their routine activities.

Eight Commandments of Being an Effective Trainer Share learning with the trainees, rather than imparting knowledge to them. Be creative yourself and also encourage the trainees to be creative. Supplement your talk with suitable illustrations. Make maximum use of two-way communication by inviting comments and questions from the trainees and sharing your views with them. Your role is not only to train, but also to inspire, encourage and enthuse the trainees to become facilitators of a self-sustaining growth process.

Eight Commandments of Being an Effective Trainer Assess the impact of your role as a committed and competent trainer, and do it as objectively as you can. Equip yourself with knowledge of recent developments in the field. Continue to think and act on developing new tools and techniques to further enrich the training.