1. Training of Trainers TRAINER’s STYLE AND TECHNIQUES (2)
By Senior Sort Term International Expert: Kyriakos DIMITRIOU
Place: UCCI Tashkent Training Centre
Ташкент - July 4, 2014

2. Our objectives Consolidate the importance of interactive training
Gain knowledge about enhanced learning strategies, monitoring and evaluation
Update skills in selecting methods and techniques
Be able to engage learners
Be able to react efficiently in difficulties

3. ……?……?…….
Roll play. Please I want to ask all of you starting from the back left, to teach me something in Uzbek language (this something can be anything) in order to identify my learning ability INTERACTIVE LEARNING Can you spasiba help me identify the term?

4. Interactive
Interactive is mutually or reciprocally active -involving the actions or input of a user
(the British online encyclopaedia)
Interactive learning is a more hands-on/ two parts/ real-world process of relaying information in a training room. The opposite is passive learning
Usually interactivity in learning is combined with all the techniques we mentioned already plus the use of computers.

5. On the job
In present bibliography interactivity is combined mainly with training techniques for virtual learning environments, online and hybrid courses and on the job training is a one-on-one training form taking place in a normal working situation.

6. on the job training (OJT)
is Employee training at the place of work while he or she is doing the actual job. Usually a professional trainer (or sometimes an experienced employee) serves as the course instructor using hands-on training often supported by formal classroom training (

7. Training requirements
Many standards promulgated by the related authorities in European and other countries (ie Ministries of Labor in E.U, OSHA - USA) require the employer to train employees in various periods (entry stage, fixed periodically continuous training, special on demand training etc). This is based on the assumption that even certified employees need to be trained according …

8. Training requirements take into account
Employers
demands
Safety Assurance
Quality Assurance

9. Purpose of Selecting Training Methods
Training methods serve two purposes: 1) They provide a means for the learner to learn the specific training content you have compiled for the training. 2) They keep the learner interested and involved in the training so learning is enhanced.

10. Selecting appropriately
of the training method/technique
Taking into account TNA
A variety of training methods is available. First it is necessary to realize that different methods are best for providing different learning experiences for
Acquiring skills
Forming attitudes
Enhancing knowledge

11. All together antecedent factor methods Acquiring skills
…………
Forming attitudes
Enhancing knowledge
………….

12. engagement
As we already know adults may face difficulties in participating or in learning. Some of these difficulties can be overcome through engagement strategies that
Do not force but understand
Involve
Facilitate to overcome kind of problems
Enhance learning procedure

13. Engagement strategies
The “learning contract”. It is a virtual contract between the two parts. Learners and the trainer. Usually comes out during the first hours of the session, as a result of techniques and strategies trainer has apply. It can be renewed occasionally, especially if trainer faces some difficulties with part of the group.
(We will come again in a few in this subject)

14. Parts of a training session
As a general rule in communication, repetition is valuable. In presentations during training, there is a golden rule about repetition:
Say what you are going to say,
say it,
then say what you have just said.
In other words, use the three parts of your presentation to reinforce your message

15. The 3 parts
Introduction: inform learners what and how and start “the learning contract” Body: deliver the training Conclusion: point out the main parts Opening (introduction) is the most crucial part. Is vitally important as sets the scene for the session and outlines the process. Also help to “break the ice” between all participating members

16. Opening
Usually in the opening hour there is a lot of confusion. Who, What, Why, How are some of everybody's sensations and thoughts.
Some times participants do not know each other and almost always they do not know their trainer.
Are you familiar with an opening technique?
So there are some techniques that help

17. Opening techniques
The traditional but less interactive technique is self presentation by the trainer, procedure announcement, and sort self presentations by participants
Other techniques are:
partner presentations
the name – chain
Voice recognition …

18. Any technique you choose
Must continue with “learning contract”. It comes after the group start feel efficiently and after using some group dynamic techniques that engage learners. Then we follow with words like
do you agree?
lets try we ……

19. Closing Success is a journey not a destination…
Closing should summarize the hole session. We should try to keep enough time to summarize but also let feelings from both (learners and trainer) get out.
Both parts have spent together time, share feelings and emotions, agree or argue, share experiences.
Success is a journey not
a destination…

20. Icebreaking Icebreaking (in terms of group dynamics)
Is an activity that needs communication skills. Ice can be created any time during training (after the opening session when exist one way or another) caused in actions carried out by learners and or trainers reaction.
Then an icebreaker is needed. Sometimes brilliant learners feel it and decide to play the roll. When it happens is a gift. Otherwise trainer has to do it.

21. Icebreaking Usual techniques could be
A joke with respect to anybody (religion, sex, culture taking into account)
Discussion
Relaxing actions - games
Later on we will see more in this subject under a case study.

22. types of learner’s Initiator Harmonizer Coordinator Blocker
Ice-breaker
Avoider
Evaluator
Humorist
Mediator
Doubter
Gatekeeper
Performer

23. Understanding audience differences
Audience in a training activity can vary in many ways.
Qualification
Culture
Religion
All adults are individual personalities.
Sex
Ethnic (minorities)
Disadvantage persons
But we also may face a lot of differences such as in:
Language etc

24. Include them all
Also (as mentioned the first day) a great particularity comes after the fact that each one participates due to different goal.
All these people need to be included in the same training action. Under this circumstance trainer must use all his/her imagination and skills to create a group from these differences/ varieties. Any time he/she must respect individuality and persons preferences.

25. Dealing with difficult participants
Case study. The case I prepared is a real one I would like to ask you to create sub-groups Then please study the case and discuss it in your group. Then choose someone to announce your ideas. Then I will present you what happened

26. Tough questions: A challenge
During a training activity, there might be tough questions. Tough in 2 ways:
Tough as personal questions or
Tough under the scientific point of view
When a tough question is in personal matters, it depends on you to react in the appropriate way. It could happen any time in life not only in training (example)

27. Scientifically
When the question is in a scientific subject that you can not recall at the moment, or you are not 100% sure, or even you do not really know then…
Lets talk as a group…
In my opinion the only way is to be honest. Ask the learner the right to answer in a close future time in order to make your own research.

28. MONITORING …
Trainer’s role, is not only to be the intermediary between trainees and the learning goals, but to manage in a new way the hole training procedure

29. Trainer’s monitoring Observe the team as a hole
Observe each individual
Note all kind of observation in order to discuss at an appropriate time in team or individually
Feel his/her own reaction
Use his/her experience thoughts and feelings before and during the training
The assignments (of the team and sub-teams)

30. So, the trainer
Keep notes during training procedure (explaining why keeping these notes) in order to have references
Use any contribute by the learners during the training methods /training techniques he or she is going to use
Take feedback of group reactions
Is able to redefine methods/techniques and time schedule in benefit of the group

31. The trainer
Becomes a team member with relevant rights and responsibilities (with some minimal exceptions when appropriate) – example.
Share his/her own feelings about procedure

32. Evaluation
Generally speaking, evaluation is used to determine the degree to which program objectives are met through the procedures used.
If we want to define “evaluation in training” as a term, we could say that is a systematic procedure to give a “value” qualitative and quantitative in a training session, using concrete criteria and methodology.

33. Evaluation has a meaning when
Is a procedure to collect valid, reliable and useful information and data
Extend in explaining of the results
Is combined with feedback
Is not only quantitative
Its results are used by appropriate persons in terms of improvement
More about evaluation (as movie sequel) … shortly…

34. Summary Are there additional questions?
Will you help me to summarize our training action of the day?

35. Спасибо за ваше Внимание Вопросы, Комментарии и Предложения (до 17.30)
Спасибо за ваше Внимание Вопросы, Комментарии и Предложения (до 17.30)