WELCOME Training the Trainers Course Iasi - December 10th - 11th 2001

Identifying Needs Of the Trainee

Reviewing The Training Experience

Review Training Experience 4 3 basic questions What happened in the exercise? Can we link this with general theory of behaviour? Does this happen at work? 4 An art & a science –science - general rules –art - when to apply 4 Don’t get too involved with stories about what was done, focus on why and whether these behaviours have parallels to work

Constructive Approaches 4 Always give 2 or 3 positives for each negative 4 Discourage cynicism and individuals being hard on self and others 4 Never scapegoat one person - criticise the behaviour not the person 4 Consider what the team may take forward 4 Don’t be dogmatic - no right or wrong answers

Pointers 4 Encourage everyone to contribute, involve everyone 4 Don’t be vague - be specific 4 Avoid open ended questions 4 Don’t just throw questions back at the questioner 4 Give facts not just interpretations 4 Get majority of the group to agree 4 Don’t assume to know what will be said 4 Ask questions, don’t give answers 4 Reviews are cumulative

Open Questions 4 In 3’s –one interviewer –one interviewee –one observer 4 Interviewer tries to review what the interviewee did last night 4 Observer listens to the questions 4 If a question can be answered with a one word answer then swop roles

Useful Tips 4 Watch how the team uses individual differences 4 Be aware of the objectives of the exercise at all times 4 Blaming is dis-empowering to the speaker 4 Talk through models –e.g. GISA, learning through experience model, team development, model of awareness, etc.

Questions 4 Best question - Why did that go well? 4 Who wasn’t content with the exercise? 4 What did the team achieve? 4 How did we achieve it? 4 What helped/hindered? 4 What would you do the same/ different next time? 4 How can we apply this learning back to the workplace? 4 What have you learnt from this? 4 Ask about - ownership, participation, feelings? 4 Focus on the reason behind the behaviours

More Questions 4 What particular parts of the exercise went well? 4 What concepts have been used productively in this exercise? 4 Would it have been reasonable to expect a better performance from the group and the individuals? 4 Where could communication have improved the exercise? N.B. LISTENING 4 Did you set out with clear objectives agreed by all? 4 What might you be going to do (differently) in the future? 4 How can we make sure that this concept becomes part of the way we work/live?

Feedback

Joharis’ Window KnownUnknown Known Unknown OTHERS ME PublicPrivate Potential

Why Bother? 4 Common complaint amongst staff is that they don’t get enough feedback, and when they do it’s negative. 4 A good way to get feedback at an appropriate time is to ask for it 4 Another good way to get more feedback is to give it yourself 4 Encourage others to continue to give feedback -take comments seriously, be gracious about praise, explore criticism, experiment with suggestions, thank them

Giving Feedback 4 Things that a person does well –positive feedback is energising –has to be sincere 4 Specific rather then general 4 Observations rather than interpretations 4 Descriptions rather than judgements 4 Leave it with a sense of direction

Receiving Feedback 4 Remember how hard it is for the giver 4 Listen quietly 4 Do not justify or defend 4 Ask for clarification 4 Thank the giver

Facilitating An Exercise

General Points 4 Do not be drawn into leadership unless motivation is low and destructive unless you wish to demonstrate a leadership point 4 Do not help with solutions unless motivation is low unless team ability is not high enough for the task 4 Enjoy the exercise/programme yourself be friendly and open 4 Always be aware of the objectives 4 Stay within earshot of the group

Pointers 4 Concentration –Don’t let personal thoughts distract you –if note taking keep it simple –observe the feel of the exercise not just the facts 4 Be and Accept Yourself –have to be happy with self in order to see good in others

Points 4 The “depth” of the exercise may be missed by the team 4 Avoid problems by recognising them early on 4 Make sure all are involved 4 Never force someone to do something they are uncomfortable with 4 Avoid back to back failures 4 Accept all solutions 4 Clear objectives

Pointers 4 Listen to the initial planning 4 Listen to what isn’t being said 4 Summarise the brief 4 Mix with the group - us not them & us 4 Take an interest in the group 4 Never presume how the group will act 4 Be open 4 Remain professional 4 Encourage a relaxed atmosphere

Useful Tips 4 Don’t give false praise 4 Be aware of any dangerous aspects of an exercise 4 Deal with conflicts promptly 4 Energy levels 4 Silence is powerful 4 Ask team members what they are doing - individually/ team 4 Mid-exercise reviews can help to re-focus 4 Avoid long briefs 4 Flexible rules

Intervention 4 Danger 4 Focus 4 Direction 4 Information/ clarify 4 Challenge perspectives - Devil’s Advocate 4 Self learning 4 Support/ motivation 4 Role Playing

Location 4 Stand so that you can see as much as possible 4 Stand close enough to hear without intruding 4 Stand close enough to encourage/ prompt 4 Stand close enough to field questions 4 Stand by danger spots

Exercise Design

Exercise Choice 4 Fun = motivated to learn 4 Allow creativity 4 Clear objectives 4 Difficulties –Time consuming –No guarantees –Cost –Creative effort

Pointers 4 Consider the type of delegate/ learner/ type of learning 4 Provide learning applications - vivid metaphors 4 Involve all delegates 4 Exercises should focus on process not content 4 Physical/ Intellectual/ Emotional limitations 4 Avoid long briefs - clear & concise 4 Time - energy levels - amount of activity 4 Set in a comfortable situation