TRAIN

THE
TRAINER
INTRODUCING YOUR PARTNER
 Name & Age
 Qualifications & Experience

 Designation & Location

 Achievements/Successes

 Family Background

 Hobbies & Interests

 Likes/Dislikes

 Training Topic.
ICE-BREAKERS

 Become a “GOLAWALA”
 Break & Make Ice
 Create a Learning Environment
 Break Ice between: Participants; Trainer &
Participants; Participants & Subject
 Establishing “Credibility” of Trainer
 Timing: Before, Post-Lunch & Next day
morning.
OPENERS
Openers should:
 Focus on the topic (or lead into it)

 Create an opportunity to meet and

greet, and learn about learners
 Be fun

 Should get group participation.

HOW ADULTS LEARN?
 WIIFM? What’s in it for me?
 Needs to see that they will gain personal
benefit
 Learns best when the learning is linked to
real-life and problem situations
 Ask, “Why do you think it is important to
learn this?” “What would happen if you
didn’t learn this?”
 During the review stage at the end of the
course – Action Plan.
PERFORMANCE OBJECTIVE
 By the end of the program what will the
learner be able to do/perform & under what
conditions?

3 Components:
 Task: Competency
 Assessment Standard: Measurement
 Condition: Circumstances.
ASSESSMENT
 Collecting evidence of Performance
 2 Methods: Comparing with others OR
Comparing with Performance Objective
 Standard should be Reliable & Valid
 Assess Skill, Knowledge & Attitude
 Be Reasonable
 Don’t expect “Carbon Copy.”
CONTENT ANALYSIS
Four Steps:
2. Gathering Information

3. Creating Mind Map

4. Deciding Logical Sequence

5. Prioritizing Content.
CONTENT ANALYSIS
1. GATHERING INFORMATION
 Job Descriptions
 Questionnaires & Interviews
 Self Analysis by Participants
 Observations
 Experts, Seniors, Peers, etc
 Log Books
 Text Books
 Previous Programs.
CONTENT ANALYSIS
2. CREATING A MIND MAP
 Brainstorming, Note Making & Planning
 “See” the Whole Picture
 Tree OR Fish-Bone Style
 Flow Chart.
CONTENT ANALYSIS
3. DECIDING LOGICAL SEQUENCE

 Consider Pre-requisites
 Go from Simple to Complex
 Go from Known to Unknown
 Macro to Micro OR reverse
 Determine manageable chunks of
Learning.
CONTENT ANALYSIS
4. PRIORITIZING CONTENT
Consider Time Frame available & decide:
 Must Know: Cannot be omitted

 Should Know: Can be included in

Course Material as additional reading
 Could Know: Additional information;
not very relevant.
LEARNING STYLES
 VAK – Visual OR Auditory OR Kinesthetic
 Visual: Likes to “see”. Prefers demos,
handouts, charts, maps, TPs, videos/films
etc.
 Auditory: Likes to “hear/read”. Prefers
lectures, Q/A, audios, discussion, etc.
 Kinesthetic: Likes to “do/feel”. Prefers
practice, role plays, touching/manipulating,
exercises, etc.
LEARNING MODELS
 Conditioning
- Classical - Pavlov
- Operant

 Cognitive Learning.
TRAINING METHODOLOGIES
 Lecture  Practice: Apprentice, In
 Simulation plant, etc.
 Game  Exercises
 Case Study  Visualization
 Group Discussion  Fish Bowl
 Videos/Films  CBT/Self-learning
 Audios  Projects/Assignments
 Music  On-job
 Role Play  Cartoons
 Stories/Examples  In-basket
 Sensitivity  Combination.
SMALL GROUP ACTIVITIES
 An essential tool to make courses
more interesting, fun, participative
 To achieve acquisition of skills/attitude
change
 Games, Exercises, Simulations, GDs,
Visualization, Case Studies, Skills
Practices, etc.
TYPES OF GROUP ACTIVITIES
1. INTRODUCTION 2. ACQUISITION
Simulation/Game Demonstration

Case Study/Discussion Discussion

Trigger Video Video/Film

Role Play

3. PRACTICE 4. DEBRIEF
Practice Discussion

Feedback Visualization

Simulation

Exercise
SMALL GROUP ACTIVITIES
Consider
 Type of learning

 Target Group

 Timing

 Assessment

 Resources Available

 Your Personal choice/comfort.

TRAINING AIDS
 White Board  Computer
 Markers  Pointers
 OHP  Flip Charts
 Slide Projector  Ready Charts
 LCD Projector  Electronic Boards
 TV + VCP  Props/Samples
 Sound System  CC TV
 Samples/Models  Crayons, etc.
PHYSICAL ARRANGEMENTS
 Seating Styles: Classroom, Theatre, U
Shape, Inverted V, Cluster, L Shape, T
Shape, Box, Amphitheatre, etc
 Lighting
 Air/Ventilation, Room Temperature
 Boards, Screens, Equipments
 Water, Refreshments, etc.
SESSION PLAN
 Plan for each session of the course
 Flow of Learning + details of the activities,
their sequence and time guidelines
 Describe the trainer’s action
 Describe the learner’s action
 Decide on resources
 Develop time guidelines
 What comes before & after training?
SESSION PLAN – SAMPLE
 Topic
 VAK
 Main Points
 Methodology/Activities
 Aids/Arrangements
 Trainer’s Notes/Remarks
 Time Frame
 Assessment.
DELIVERING
 Reach before time to familiarize yourself
 Set-up & “Be Ready”
 Don’t Lecture or Teach; Train & Facilitate
 Don’t “Over Rehearse”
 Dressing & Confidence
 Body Language
 Voice Tones
 Choice of Words
 Manage Stage Fear.
EVALUATION
4 Levels:
2. Reaction: What did they like or not like
about the program? (Immediate
Feelings/Feedback)
3. Learning: What knowledge and skills did
they learn? What attitudes were changed?
4. Behavior: What changes in job behavior
resulted from the learning?
5. Results: What were the measurable
consequences, in terms of reduced costs,
improved quality etc.?
HAPPY TRAINING!!!
THANK-YOU