1. TRAINING
FOR
TRAINERS

2. TOP 20 BLOOPERS OF TRAINING
Not being prepared.
Inadequate contents.
Not delivering the goods.
Constantly boring the trainees.
Overload of information.
Misleading the group.
Poor pacing.
Omission of practice
Odd or distracting visuals
Poor handling of questions NINCOMPOOP ( Foolish person)

3. THE SECOND 10 BLOOPERS Poorly planned visuals
Offensive or inappropriate humour
Over-under dressing
Running overtime
Running late for the start
Eye contact missing
Showing your back too often
Under utilising the media available
Lack of enthusiasm
Total lack of conclusion (POOR-RESULT)

4. Reason for Training
Why bother about training? Why not rely on people simple learning for themselves? Some of reasons for training are given below:-
People may never learn how to perform the task properly.
If they do learn, they will do so much more slowly without training.
They are likely to learn a way that is wrong.
Consequences of poor performance results in poor quality, customer complaints etc.
Once they learn the task wrongly it is very difficult to ‘unclean’ and then relearn correctly.
The high hidden costs to the organisation.

5. Benefits of Systematic Training
More rapid development to full job/duties/performance
Increased out put
Improved quality
Better utilization of time, material, equipment and money
Better use of personnel
Fewer breakdowns or errors
Reduced cost
Better identification of employee potential
Boosts morale of personnel

6. Reasons for training and development
Technological change
Different areas to be handled
Requirement of changing behaviour
Entry of ST/SC/OBC into various services.
Job requirement
Wrong selection of people

7. INSTRUCTOR LIKE QUALITIES
Personal:-
Thorough knowledge
Power of expression
Turn out
Cheerful disposition
Patience
Confidence
Good health
Exemplary

8. Attitude towards profession:-
Towards class;-
Democratic
Sense of humors
Flexible and resourceful
Comes down to the level of the class
Motivation of class
Unbiased
Empathetic
Attitude towards profession:-
Planning of instructions
Logical presentation of subject
Stimulates activities
Diagnostic
Communication skills

9. THE OBJECTIVES OF TOT
After attending this programme the trainers should be able to:-
Understand why training and Development?
Explain importance of TNA/TNI
Design training programme based on TNI
Appreciate various issues required to be checked before starting a training programme
Know what methods to be used for conducting a particular programme?
Know what are the methods of training evaluation?
Understand what is goal setting and action planning?

10. HUMAN RESOURCES PORTFOLIO
Page No. 28
HUMAN RESOURCES PORTFOLIO
Work Horses
Stars
Problem Children
Deadwood
Potential
HIGH
LOW
Job Performance

11. 11 Difference between Education and Training SL NO EDUCATION TRAINING
Gives students the knowledge of theories, principles, facts and figures that may generally be useful in day-to-day life.
Brings abut change in behaviour in the trainees, which help them in performing some tasks.
(b)
It is broad based and general in nature
It is specific to knowledge, skill and attitude required for a particular tasks
(c)
It enable students to control their environment and fulfill their possibilities / desires
It enables trainees to perform satisfactorily in their profession.
(d)
Education is a continuous process. We get educated even as adults.
Training can be terminated or stopped, once a person achieves satisfactory performance of task/task

12. Teaching
Teaching is a process of imparting Knowledge, motivating and guiding students to learn through their own activities.
Learning
Learning is a relatively Permanent Change in Behaviour of the trainees brought about as a result of repeated practice.

13. Operations in Teaching
Pre-active stage : This is the planning stage of teaching.
Inter-active stage : This is the stage in which the instructor interacts with the trainees.
Post-active stage : In this stage, the instructor analyses the performance of the trainees and identifies weak areas for correction.

14. Pre-active stage :
Setting or Preparing of Objectives.
Deciding the subject matter – What to teach, How much to teach.
Arranging the ideas/subject matter logically – from easy to difficult, simple to complex etc.
Selecting the Methods of instruction – Whether lecture/ discussion/ exercises / practical etc.

15. (b) Inter-active stage :
Sizing up the of the class. The instructor should make the trainees sit according to their heights and he may also make the weak trainees sit in front or sit with another intelligent trainee (if he knows).
Identifying the levels of the trainees and know their entry behaviour.
Presenting the subject matter using various methods of instruction and training aids.
Get a feed back from the trainees on their understanding by asking questions and summarizing the important points.

16. (c) Post-active stage :
The progress of the trainees.
The change in behaviour of the trainees – newly learnt knowledge and skill.
The change in attitude and interest amongst trainees
The Instructor also plans and design testing tools like tests and exercise.
Any change in methods of instruction is also examined at this stage.

17. GENERAL PRINCIPLES OF LEARNING
People learn better:-
when they know why they have to learn.
When new ideas are explained in terms of knowledge already learnt.
If the result of performance are told.
Understanding the problem leads to better learning.
If task by trainer is done correctly
When surrounding is pleasant.

18. Learning Outcomes. The visible outcome of Learning is a change in behaviour observed in the trainees. These changes in behaviour as a result of learning can be listed as ‘Learning Outcomes’ as follows:-
(a) Knowledge : Learning of facts, figures and experiences.
(b) Skill : Performance of a job or task with a set standard.
(c) Understanding : Gaining insight into the subject.
(d) Concept : Trainees perceive new ideas, theories and generalisation.
(e) Activities : Trainees begin to get involved in new activities.
(f) Aptitude : New abilities and talent are generated amongst trainees.
(f) Interest : Trainee acquire new interests, habits, hobbies etc.
(g) Adjustment : Trainees learn to change depending on situations and be accommodative.

19. MODELS OF TEACHING Pedagogy( paid+Agogos) Andragogy(Andra +Agogos)
It is the art and science of teaching Children
Andragogy(Andra +Agogos)
It is the art and science of helping Adults to learn.
Synergogy (Synergy+Agogos)
It is art and science of teaching Students themselves.

20. Comparison of Pedagogy & Andragogy.
Teaching Children
Transmission of knowledge what & why
Transmitting what is known unknown
Trainer centered
Responsibility of the Teacher
Learner is comparatively passive
Formal assessment by teacher
Helping adults to learn
Knowledge and skill, what, why, how, when and where what & why
Discovering what is
Learner centered
Joint responsibility of the trainer & the learner
Learner is active and participative
More of self assessment

21. Comparison of Pedagogy & Andragogy.
Passive
Dependence
Behave in a few ways
Erratic shallow interests
Short time perspective
Subordinate position
Lack of awareness of self
Active
Independence
Capable of behaving in a many ways
Deeper and stronger interest
Long time perspective (past & future)
Equal or super ordinate position
Awareness & control over self

22. THE SEQUENCE OF TRAINING ACTIVITIES
Page No. 37
THE SEQUENCE OF TRAINING ACTIVITIES
ORGANISATIONAL DEFICIENCIES IDENTIFIED
POTENTIAL TRAINING NEED
TASK/DATA ANALYSIS
REPORTING RESULTS
ESTABLISH TRAINING OBJECTIVES
EVALUATION ACTIVITIES
TRAINING PLANNING
EVALUATING THE TRAINING SRAFF
INFORMATION BREAKDOWN
LEARNING OUTLINES
EVALUATING THE TRAINING PROGRAMME
SELECTION/DESIGN OF EVALUATION METHOD
DOING THE TRAINING
EVALUATING THE LEARNERS
SCHEDULE TRAINING

23. TRAINING LOOP Page No. 14 IDENTIFICATION OF TRAINING NEEDS
DEVELOP TRAINING OBJECTIVES
MEASURE TRAINING RESULTS
DESIGN TRAINING CURRICULLUM
CONDUCT TRAINING PROGRAMME
DESIGN /SELECT TRAINING METHODS
DESIGN TRAINING EVALUATIONS METHODOLOGY

24. Systematic Approach to Training
IDENTIFY TRG NEEDS
ASSESSMENT
OF RESULTS
PLAN AND DESIGN
PERFORMANCE PROBLEM
IMPLEMENT TRAINING

25. FOUR TRAINING MYTHS Lots of trainers do not have to practice.
I am so nervous they can tell.
Excellent trainers are born, not made.
Super trainers never get nervous

26. CONSIDERATION FOR TRAINERS BEFORE STARTING ANY TRAINING
Perception
Context
Chunks
Sequencing
Amount

27. Perceptions
What do you see?

28. Context
The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity of this task in the immediate future, but then one can never tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will have to be repeated. However, this is part of life.

29. Chunks A group dog gas pants animals silk coal oil cotton cat
table cloth fuels
wool baseball hammer
cow knife basketball
fruit tennis bomb
pan chair yellow
green colour profession
sofa dentist screwdriver
doctor shoes football
furniture teacher rifle
horse blue apple
rayon utensils sports
saw orange weapons
wood tools clothing
nails spoon lawyer
gun shirt pear
socks fork banana
red bed dagger

30. Chunks B group animals cloths fuels dog cotton oil cat wool gas
horse silk coal
cow rayon wood
fruit colours profession
apple blue doctor
orange red lawyer
pear green teacher
banana yellow dentist
furniture utensils sports
chair knife football
table spoon baseball
bed fork basketball
sofa pan tennis
weapons tools clothing
dagger hammer shirts
gun saw socks
rifle nails pants
bomb screwdriver shoes

31. Sequencing
The way we sequence the delivery of information as trainers can also have a huge impact on the results. Try this exercise. 10
1000 20 30
It is not the trainees fault that they fail, it’s the trainer’s fault

32. Now ask the same person to add this list up, using the same method
Now ask the same person to add this list up, using the same method. The numbers are the same, but this time they are in a different sequence. 10 20 30
1000

33. SEQUENCE OF SESSION ON INERPERSONAL RELATIONS(EXAMPLE)
Importance of IR
What is Interpersonal competence?
What are the determinants of IR?
Stages of interpersonal relationship
Skills required to develop IR
How to give feedback in IR
How to resolve IR problem

34. Amount You are driving a bus which has 50 people on board.
The bus makes a stop, 10 people get off, and 3 get on.
At the next stop 8 people get off, and 2 people get on.
There are 2 more stops, at each of which 4 people get off.
3 fares get on at one stop, and none at the other.
At this point the bus has to stop because of mechanical problems.
Some of the passengers are in hurry, so they decide to walk.
So 7 people get off the bus.
When the mechanical problem is fixed, the bus goes directly to the last stop, and the rest of the people get off.

35. THE NINE PRINCEPLES OF LEARNING
Recency R
Appropriateness A
Motivation M
Primacy P
2- way communication 2
Feed back F
Active learning A
Multi-sense learning M
Exercise E

36. RECENCY For better recency:-
Keep a session to a relatively short time, no longer than 20 minutes if possible.
If sessions are longer recap.
The end of every session is important. Recap the whole session.
Keep the participants fully aware of the direction and progress of their learning.

37. Factors to consider about Appropriateness:
Everything should be appropriate to trainees needs
Clearly identify a need for the participants to be taking part in the training. With this need identified, make sure that everything connected with the session is appropriate to that need.
Use descriptions, examples or illustrations that the participants are familiar with.

38. Factors to consider about Motivation
The material must be meaningful and worthwhile not only to you but also to the participant.
Not only must the participants be motivated, so must you. If you aren’t motivated, learning probably won’t take place.
As mentioned in the law of Appropriateness, you should identify a need for the participants to be there. You can usually create motivation by telling the participants that the session will fulfill their need of learning.
Move from the known to the unknown. Start the session at a point the participants are familiar with. Gradually build up and link points together so that everyone knows where they are expected to go in the learning process. Always build new information on known information.

39. Factors to consider about Primacy are:
Again keep sessions to a relatively short period of time;
The beginning of your session will be important as you know that most of the participants will be listening, so make it interesting and put lots of important information into it.
Keep the participants fully aware of the direction and progress of their learning.
Ensure that participants get things right the first time you require them to do something.

40. Factors to consider about 2-way communication are:
Training process involves communication with the participants, not at them.
Your body language is also included in 2-way communication; make sure it matches what you’re saying.
Design into your session plan interactions with the participants.

41. Factors to consider about Feedback.
Test trainees frequently for your feedback.
After you have tested trainees, provide them with feedback on their performance as soon as possible.
Testing can also include the trainer asking frequent questions to the group.
All feedback doesn’t have to be positive, as some people believe. Positive feedback is only half of it; it is almost useless without negative feedback.
When a participant does or says something right, acknowledge it (in front of the group if possible).
Prepare your presentations so that there is positive reinforcement built into them at the very beginning.
Look for those participants doing it right as well as always looking for those doing it wrong.

42. Factors to consider about Active learning are:
Use practical exercise during the instruction.
Use plenty of questions during the instruction.
You can use a quick quiz to keep the participants active.
If at all possible get the participants to actually do what they are being instructed in.
If you keep the participants sitting for long periods without asking them any questions or without any participation, it’s possible that they may nod off or lose interest in the session.

43. Factors to consider about Multi-sense learning are:
If you tell participants about something, try to show them as well.
Use as many of the participants senses as necessary for them to learn, but don’t get carried away.
When using Multi-sense learning make sure that the senses you select can be used. Ensure that it’s not difficult for the group to hear, see and touch whatever it is you want them to.
I hear and I forgot,
I see and I remember,
I do and I understand. (Confucius 450 BC)

44. Factors to consider about Exercise are:
The more we get trainees to repeat something the more likely they are to retain the information,
By asking frequent questions, we are encouraging exercise or overlearning.
The participants must perform the exercise themselves- taking notes doesn’t count.
Summarise frequently, as this is another form of exercise. Always summarise at the conclusion of a session.
Get the participants to recall frequently what has been covered so far in the presentation.
Give participants exercise to carry out.

45. Application example page 12

46. TRAINING NEED ANALYSIS
Definition:+-
A training need exists when there is a gap between what is required of a person to perform their duties competently and what actually they know, which enables them to do so.TNA is the method of determining whether a training need exists and if it is, what training is required to fill the gap.

47. Training need=Gap
Photograph of page 15

48. A MODEL OF 3-TIER TRAINING NEEDS SURVEY
Page No. 22
A MODEL OF 3-TIER TRAINING NEEDS SURVEY
Views Through Questionnaire
Line Managers (150 Nos.)
TIER - I
Prioritizing the Needs Through the List of Programmes
Sr. Managers/Head of Departments (66 Nos.)
Human Resource Group in Training & Development Department
TIER - II
Interviews (Feedback)
Dy. General Managers/ Gen. Managers (7 Nos.)
TIER - III
To Submit the Plan for Approval
Executive Director
Implementation of the Plan

49. INDICATORS OF TRAINING NEEDS
Complaints from staff
Complaints from customers/clients
Poor quality of work
Frequent errors
Inadequate recruiting process
Large staff turnover
Performance dates not met
Conflict among staff
New equipment/ systems

50. OTHER ISSUES THAT MAY ASSIST IN TNA
Accident report
Company plan, policy or projection
Exit interviews/ Questionnaire
Error rate
Complaints
Absenteeism
Quality control report
Performance appraisals
Observation, testing
Job analysis

51. Data collection
Distribute the sample questionnaire to each participant. All must fill their questionnaire.
Make a group of 4to 6 participants. Ask them to make pie chart and graphs of their responses.
The leader to present the analysis in front of rest of the class.

52. ANALYSIS OF DATA
Data collected from various resources must be processed.
The results are looked at closely to ensure that training is the appropriate answer to the problem.
Analyze the data to find number of people having similar need so that a class can be formed for in-house training
If strength is less people could be deputed to outside Institute.

53. STEPS A CONSULTANT TAKES FOR TNA
Become familiar with the structure of the co
Become familiar with the finances of the co
Become familiar with the staff of the co
Design a suitable questionnaire to establish train needs
Follow up questionnaire with personal interview
Establish whether the needs shown were training needs or management needs.
Design Training to fill the gaps indicated
Conduct training
Evaluate training by observing behavioural and attitudinal changes

54. SURVEY METHODS AND TECNIQUES

55. WHAT IS SURVEY?
Survey in this context is the process of gathering information to determine whether or not there is a training need.
There are other types of surveys but they are generally not of interest to the trainer.
If survey is conducted satisfactorily it makes trainer’s job easier.

56. TYPES OF SURVEYS Personal interview:-
Most common survey used by Trainers
It is flexible in its structure
Personal interviews are time consuming
They are also good networking exercises for the new Trainers.

57. MAIL QUESTIONNAIRES:-
Effective way of asking questions to a large group.
The design of questions in this case needs to be very explicit.
Mail questionnaires are relatively simple to design and conduct.
However these are impersonal and therefore the response live lot to be desired.

58. Telephone interview:-
It is probably best described as mix of personal interview and the mail questionnaires.
It has structured questionnaires but no flexibility.
Telephone interview is not commonly used for training need analysis.
Performance appraisal:-
This is another method of information collection for TNI.
This is very precise and accurate method of TNI.
As the immediate supervisor of employee can assess the reason for poor performance

59. CONDUCT OF SURVEY
Prepare questionnaires with close ended questions as well as open ended question.
Decide on population to whom questionnaires are to be administered.
Distribute to sample population.
Collect the questionnaires at the earliest possible.
Read through all the questionnaires to find lacunae for which personal interview needs to be conducted

60. MAIL QUESTIONNAIRES
Effective way of asking questions to large group of people.
Questions need to be very explicit and easy to understand.
These are simple to design and conduct.
However these are very impersonal and usually the response rate leaves lot to be desired

61. Selecting and piloting questions
The questions must be:-
Straightforward
Designed to extract the maximum amount of information
Meaningful to the respondents
In a language that every one understands
Avoid leading questions
Piloting exercise must be carried out before administering to all the respondents
Piloting is done to ensure that questions are understood as intended
Piloting must be done from target population

62. Exercise
Step-1:-You will be given one sample questionnaire to understand.
Step-2:-Make a group of 5to7 people from same department.
Step-3:-Individually make questionnaire for finding training needs of your supervisors.(induction, technical, Information technology, mid career training etc)
Step-4:-Discuss in your group and finalise the questionnaire.
Step-5:-Group leader of each group to make presentation in front of class.

63. LOCATION OF TRAINING
Training venue is of major importance to trainees and trainer.
Trainer should have flexibility of arranging it as a lecture theatre, discussion room as workstation area.
For adult learning there should be sufficient open space outside training hall to carryout out door activities

64. DETERMINANTS OF TRAINING LOCATION
Number of participants
Size of training room
Suitable chairs and tables
Lighting
Back ground noise
Access, Facilities, Acoustics
Air-conditioning, power outlets
Training aids
Public address system

65. CONDUCTING TRAINING
Nominate programme Director. For example for “working capital management”Financial controller could be made.
Nominate programme coordinator from training department.
The coordinator must ensure:
Suitable trainers for the programme
Nominate fairly homogenous group of trainees
The curriculum to be designed for optimum utilisation of resources
Availability of proper training material
Correct timing and sequencing of programme
Suitable location, physical facilities and training facilities

66. TRAINING METHOD I TRAINING IN THE FIELD, ON THE JOB: Apprenticeship
Page No. 33
TRAINING METHOD
I TRAINING IN THE FIELD, ON THE JOB:
Apprenticeship
In-Plant Training
Craftsmanship Training
II SIMULATING REAL LIFE SITUATIONS:
Role Playing
Business Games
In-Basket Training
III LABORATORY TRAINING:
Sensitivity Training -T- group and L - group
Transactional Analysis

67. Incidents, Case Methods/Case Studies
Page No. 33
IV SAMPLING REAL LIFE:
Incidents, Case Methods/Case Studies
V INDIVIDUALISED TRAINING or COUNSELLING:
Practicing Specific Skills
Reading and Written Assignments
Postal Tuition
Programmed Instruction
VI DISCUSSION METHODS:
Syndicate Method
Seminars, Conferences, Colloquium, Symposium
VII THE LECTURE METHODS:

68. LEARNING EFFECTIVENESS
Page No. 33
LEARNING EFFECTIVENESS By
Sensory organs
% Effectiveness
Hearing
Ears, Mouth
30%
Seeing
Eyes
40%
Hearing & Seeing
50%
Doing or Experiencing
Touching Having a feel Soiling the hands
Tasting
Smelling
Body
Mouth/Body
Nose
60%
Hearing, seeing and doing
/experience
80%

69. SETTING THE SCENE
The arrangement of chairs and Tables generally sets the scene for the participants.
Chairs and tables in circle for group discussion if in rows they expect the trainer will do the most job.
For conducting a lecture keep enough space for yourself.
Try to keep looking tidy.
The temperature must be maintained between 20C to 23C

70. Smoking must be banned in any class room situation.
Remove irrelevant posters and paintings from the walls.
Anything which is not required for the session must be removed from the room.
Unusual colour painting on wall can distract participants.
Windows can have blinds to avoid distraction

71. RESEARCHING A TOPIC Why?
The participants must be given correct and up to date information.
Therefore a trainer must spend some time to up date himself.
Participants will not listen to trainer if he is not prepared well.
You need not be walking encyclopedia but must certainly know more than what you are presenting.
As the rate of change in every subject is very high we need to update always.

72. APPLICATION EXAMPLE
Let us say you have been given the job of researching a presentation on safety practices in a cement plant.
Make groups of five people and discuss what all you will consider to carry out this research? and the leader of the group is to make presentation in front of the of the rest of the class

73. SESSION OBJECTIVES Very important aspect of any training session.
Without this the trainer and trainees both will have no idea where they are heading.
The objectives gives us target or learning goals.
Objectives are normally designed after TNA, TNI.
The objectives should be quite clearly described like, At the end of this session the participants must be able to label, with 100% accuracy, a diagram showing component of a video recorder

74. HOW DO WE WRITE OBJECTIVES
It is quite difficult to formulate course objectives.
Stated in terms of observable behaviour or performance.
It should be measurable in some form.
Achieving the session objective will eventually lead to achieving desired Behavioural change or attitude change.
Writing objectives can be confusing at first for the new trainer.

75. SESSION PLAN What is session plan?
A session plan is a set of notes in a logical order for the instructor to follow, to ensure that the objectives of session are met.
The session plan also includes training aids , references used, and identify problem areas.
It enables the instructor to check in advance that the sequencing of lesson is correct.
A separate lesson plan must be used for each session

76. WHY USE SESSION PLAN?
This is similar to a road map which has starting and finishing point.
It also gives logical list of information to be covered.
It allows the trainer to revise the material prior to lesson.

77. WHAT SHOULD THE LESSON PLAN CONTAIN?
A session title
Session objectives, clearly stated
Total session time
Participants details
Potential faults to be aware of
Review notes of previous session
A reason why students need to learn
Methods of presentation

78. Contents of lesson
List of new terms
Key questions to be asked
Resources required for the lesson,
Timing of the lesson
Students activity
A link forward to the next session

79. METHODS OF INSTRUCTION
Lecture:-
It is simply addressing passive audience.
The lecturer needs to be on top of things all the times
He should use correct language in a logical sequence.
In this method participants can not contribute to the learning process.
The lecturer’s voice is particularly important, both in level and tone.
Its lacks two way communication, which is very important for adult learning.
Good for delivering information to large audience
Some institutes have started following modified Lecture method.

80. What is the time available? What is the subject matter?
Page No. 41
PLANNING THE LECTURE
Who is your audience?
What is the purpose?
What is the time available?
What is the subject matter?

81. Give general information on a subject
Page No. 42
PURPOSE OF THE TALK
Give general information on a subject
Gain acceptance for a new point of view
Change basic attitudes
Give detailed information
Teach a particular skill

82. DELIVERING THE LECTURE
Page No. 43
DELIVERING THE LECTURE
Setting the scene
Posture
Appearance
Manner
Gesture
Vocabulary

83. HOW TO USE THE BLACKBOARD
Page No. 107
HOW TO USE THE BLACKBOARD
WHAT TO DO WHY
Erase old material
Avoid talking to blackboard
Don’t stand in front of blackboard
Draw or write quickly
Write, print or draw legibly
It is likely to distract the group’s attention
A bad habit which makes it difficult for group to hear; limits effectiveness of blackboard work.
Obviously, much of what you have written on the blackboard will be lost if participants have to crane their necks to see it. When referring to old or complicated material, use a pointer.
Group interest will lag if too much time issued in putting material on board. Free use should be made of standard abbreviations.
The place of hieroglyphics is a museum not a training room. A little practice will improve the quality of handwriting capital letters are advisable.

84. WHAT TO DO WHY Allow sufficient time for group to copy
Page No. 108
WHAT TO DO WHY
Allow sufficient time for group to copy
Try out blackboard work in advance
Plan logical relationship of material
Arrange group of blackboard for best visibility
Avoid using unnecessary words.
If blackboard notes are worth taking, they are worth a few extra minutes of time to be taken accurately. It is advisable to put standard definitions on the board.
By plotting layout in advance, the trainer can avoid crowding, or out of proportion sketches.
Participants will have trouble arranging information in proper sequence in their minds if it is not so arranged on the board.
The value of the blackboard is diminised if some participants have strain to see because of glare, distance or angle of the board.
A phrase is better than a sentence, a word better than a phrase. The fewer words used, the easier it is to grasp the meaning of a thought

85. GAMES Games can be simple or very complex.
Games are normally competitive and usually relate directly to the task involved.
Competition should not focus on winning and losing but to encourage variety of thoughts and ideas.
Experience trainer keep their games after breaks.
There are many proven games available on various subject.

86. ROLE- PLAYS
Role plays are conducted by trainers involving trainees to play to understand the management situation or concept.
Let the trainees do most of the work.
Trainer should not interfere once the role play is started.
Ensure that every one is involved.
Different group can play for the same situation.

87. SIMULATIONS
Simulations method is very useful for imparting hard skills training.
Simulator are very complex and costly hence used where high risks are involved like aircraft simulators and atomic reactor simulators.

88. CASE STUDY METHOD
Case study of an event, which has taken place in the past is taken to learn from it.
The whole class is divided into groups, each group having not more than 5or 6 people.
Every member reads the case study to understand the issue involved.
Each group discusses the case among themselves for most appropriate solutions.
The leaders of each group presents their opinion of issues involved.
Finally the trainer Summarises with the help of case notes available with him.

89. Applying the Case Study Method
Page No. 53
Applying the Case Study Method
What is going on here?
Is there a problem at all?
What precisely is the problem?
What has caused it?
Are we looking at causes or symptoms?
What are the main issues?
Why are the issues important?
Whose problem is it?
What precisely are his objective?
What should he try to do now?
What possible courses of action are open?
How realistic are the actions/solutions proposed?
What are their possible effects?

90. Writing a Business Case
Page No. 53
Writing a Business Case
Five steps are involved in writing a case
Select the type of problem and the enterprise from which the material will be obtained.
Observe & Collect data
Write the case
Clear the case
Confirm the usefulness of the case as teaching material

91. Merit of Case Study Method
Page No. 54
Merit of Case Study Method
It distributes knowledge and facts
It improves participants’ skills in problem analysis, communication and particularly brings home to the participant that nothing is absolutely “right” or “wrong” in the field of human behaviour or for that matter in management.

92. Page No. 81
Role Play
It requires the person to carry out a thought or decision he may have reached.
It permits the practice of carrying out an action and makes it clear that good human relations require skill in the same sense as playing of golf.
Attitudinal changes are effectively accomplished by placing person in specified roles.
It trains a person to be aware of, and sensitive to the feelings of others.
A fuller appreciation of the important part played by feelings in determining behaviour in social situations is developed
Each person is able to discover his own personal faults.
It permits training in the control of feelings and emotions.

93. TRAINER EFFECTIVENESS

94. THE TRAINER’S APPEARANCE
A trainer should look like a professional.
Dress according to type of instruction being given and audience.
If your teaching swimming in pool you could be in swimming suit.
If your to instruct the sr managers in resuscitation technique in board room you should be certainly in formal dress.
Ideally you should stand out from crowd.
A trainer should also look organized.
Do not carry what is not required.

95. WHERE SHOULD A TRAINER STAND?
Stand in front of the group.
Do not stand still, move around a little.
Do not try to hide behind a podium or OHP.
Do not stand in front of a training aid else your body has become a physical and mental barrier to learning.
If you are sitting in front of the group again let the whole group see you.

96. COMMUNICATION WITH TRAINEES
Verbal:-

97. NON-VERBAL OR BODY LANGUAGE

98. What to avoid in body language

99. HOW SHOULD A TRAINER GAIN ATTENTION?
Appropriate humour may be used occasionally.
The topic of the humour must be relevant to training.
It should not be directed at a particular trainee or religion or nationality or sex.
Use appropriate training aids.
Must vary the pitch of your voice occasionally also its volume and pace.
Use the technique of pose, pause and pounce method of asking questions.

100. GOOD HABITS Start on time, stop on time.
Clean up the board before you live.
You should also be thoroughly prepared.
Make them laugh.
Keep letting them know what is next.
Include tasks for them.
Tie it all together.
Use a strong close.
Keep in mind WIIFM.

101. NINE TIPS FROM THE VERY BEST TRAINERS
Please do not take yourself too seriously.
Remember to keep glass of water very handy.
Always put your best voice forward.
Check your posture, stand up straight.
Take time to build relationship.
Include vocal breaks for yourself.
Change the pace as you go.
Encourage a conversational style.
P R A C T I C E

102. REASONS FOR ASKING QUESTIONS
To gain attention
To encourage a line of thoughts
To see what they know
To keep them mentally alert
To test
To find out entry level of participants
To involve participants
To keep participant interest

103. TYPES OF QUESTION Direct questions Overhead questions Closed questions
Leading questions
Rhetorical questions
Open ended questions

104. MAKING QUESTIONS EFFECTIVE
It should be short
It should have only one idea
It should be relevant to topic
It should create interest
It should use language that every that every one can understand
It should require more than guess to answer
It should be used to emphasize key point
It should relate to previous knowledge
It should be a check of understanding

105. DEALING WITH DIFFICULT SITUATIONS
The group remains silent
Things are moving too fast
Things are moving too slowly
A talkative participant
A silent participant
The typical know-all
Sessions getting sidetracked

106. Personality problems between trainer and participant
The Rambler
The Arguer
Complaints about other issues
The side conversation
The definitely response

107. HOW TO DEAL WITH ANXIETY
Some of the problems new trainers face with their first lesson are:
The mouth going dry
Feeling like a stranger in ‘strangerland;
Social barriers (age, sex etc.)
The subject matter

108. HOW TO DEAL WITH ANXIETY
Do provide an overview
One practice is good but more is better
Never get there late
Take a brisk walk
Convince yourself to relax
Obtain information about the group in advance
Check in advance the facilities and the equipment
Know the material
Use involvement techniques (names, eyes)
Put yourself in the shoes of your audience

109. Be aware that the trainees are on your side
HOW TO DEAL WITH ANXIETY
(second group of tips)
Be aware that the trainees are on your side
Encourage an informal setting
Prepare an outline and follow it
Opera it’s not – but you must warm up
See that the words you use are your own
Imagine yourself as a good speaker
Take a good luck charm
Introduce yourself to the group in advance
Visualise potential problems (and response)
Ensure that you SMILE………..

110. Page No. 47 LECTURE RATING FORM Speaker : Subject : Date : Items
Very good
Good
Weak
Organization & Content
Clear purpose
Appropriate introduction
Clear main points
Development of points (use of examples)
Conclusion
Adaptation to group needs & interests
Interest or novelty of topic or approach
Presentation
Animation & directness
Use of voice (tone, expression)
Body of notes
Total speaking ability
Other Methods (where applicable)
Use of visual aids (Comment, if necessary)
Handing questions/discussion
Timing of session
Total handling of session
Remarks :
Signature : (Source : ILO)

111. SESSION EVALUATION FORM
Page No. 48
SESSION EVALUATION FORM
SESSION NUMBER
RATING
Very Good
Good
Satisfactory
Poor
Usefulness of session content to your interest and needs
Quality of instruction (logic of presentation, depth, clarity, use of visual aids, etc.)
What would have made the session more effective?
Date:
Signature (optional)
(Source : ILO)

112. Communication skills for trainers