A Hands-on Workshop on

Basic Train the Trainers

Objectives
By the end of the Workshop, participants will be able to:
Effectively do training needs analysis Write behavioral training objectives, Design a training curriculum Choose and use appropriate training, methodology and visual aids Present a training module Discuss, describe and appreciate: a. adult learning principles, b. the communication and training cycle, c. their role and responsibilities as trainers, d. evaluation of training programs at the reaction and application levels

COMMUN

ICAT

I ON

THE EXCHANGE OF IDEAS, INFORMATION, AND / OR FEELINGS BETWEEN TWO PARTIES FOR MUTUAL UNDERSTANDING

Reasons why we need to communicate:

To provide information
To clarify and explain

To educate and train

To convince and persuade

Diagram Of The

COMMUNICATION PROCESS

FIL

TERS

Self-image Definition of the situation Expectations Image of other person(s) Motives, feelings, intentions, attitudes

Lend Me Your Ears

LISTENING
Receiving information through your ears (and eyes)
Giving meaning to that information

Deciding what you think (or feel) about that

information Responding to what you hear

FOUR

elements of

GOOD LISTENING
HEAR THE MESSAGE
INTERPRET THE MESSAGE

EVALUATE THE MESSAGE

RESPOND TO THE MESSAGE

HEAD
HEART

TO
TO

HEAD
HEART

CONTENT

FEELINGS UNDERLYING CONTENT

PERSON

TO

PERSON

COMPLETE MESSAGE

ACTIVE LISTENING = COMPLETE MESSAGE

 Rapport exists when two people develop a mutual feeling of harmony, well-being and security. This rapport (musical resonance) occurs between people when they work and live in an open, trusting, contented relationship. Rapport is also about meeting people on their own level and making them feel at home. Rapport is based on agreement and mutual respect. Concentration on similarities will help to overcome resistance, antagonism, distrust, doubt, fear and anger.

 A rapport situation exists when you are able to demonstrate your own one-ness with another person in what you say and in your body language. The sympathy and understanding that comes from rapport helps people to take criticsm, accept change and put more effort into a situation. Rapport is the finest situation that two people can have together, which is why the concept is so central to the service situation. People in a rapport situation, unconsciously pace each other.

When you relate to other people, you can choose one of two standpoints from which to start:

You can decide to concentrate on the differences between you. You can emphasize the similarities between you, i.e. the things you agree on, feel and think the same about and react the same way to.

Mirror Image
PACING is the best tool for achieving rapport.
It can be used consciously as a technique to achieve rapport where it does not easily, or naturally exist, e.g. when people do not know each other, are hesitant, reticent, nervous, frightened, frustated, defensive or aggressive. Literally, it is holding a mirror up to another person so that they see you in your actions and statements a duplicate of their own, i.e. they see what their knowledge and experience tells them right, real and genuine.

 It is entering another persons model of the world; meeting them on their own ground by mirroring their body language, voice, vocabulary and mood in such a way that they feel comfortably in unison with you.

Mirror Image

It is showing the other person those aspects of you that are most similar to his / hers. We communicate best with people who feel as we do, who see the world in the same way, who have the same likes, dislikes and beliefs. We choose our friends from amongst those who make us feel at ease with ourselves.

You can pace other people in different ways:

Body Language

Speech

Sitting position, movement and position of legs, Pitch, speed, tone, volume, choice arm movements, of words, overall posture, jargon, foreign and angle of the words, slang, head, walk, dress, professional facial expression, terms breathing and touch

Feelings / Moods
Attitude, conviction, belief, enthusiasm, tolerance, involvement, respect for the other persons skill, qualities and experience

DESIRE TO INSTRUCT ABILITY TO TEACH APPEARANCE SENSITIVITY PATIENCE ATTITUDE TACT

KNOWLEDGE OF YOUR SUBJECT COMMUNICATION ABILITY ENTHUSIASM FRIENDLINESS COURTESY SINCERITY

You can learn from others and profit from experience; you can, and will, grow professionally.
It can be stated that you will be a more effective instructor when you develop the desire to instruct. It is universally accepted that an individual does better job when he has the internal motivation (desire) to do the job.

You grow mentally as you work to understand your subject and become more aware of the problems involved in it. Association with others trainees, fellow instructors, and supervisors furthers your mental growth. Technical skills grow as you practice and present demonstrations in the use of equipment.

Good instructors succeed primarily through study and hard work. Some possess in a greater degree than others do those traits which are desirable in an instructor, but this is only one factor in becoming a competent instructor. How successful you are depends on the desire you have to develop your abilities to the maximum degree.

A mental readiness for activity, your feelings towards things, what you stand for, and the responsibilities you willingly assume are forces which determine the quality of your work and how much satisfaction and enjoyment you get from it.
Tackle the instructional assignment determined to do the best possible job of teaching, and become engrossed in your work and find teaching a pleasure and do a fine job. Teaching others can be a source of much pride in personal achievement and prestige. We benefit from our mistakes.

Just as some electronic instruments have a control for sensitivity, you must also be sensitive to the constant changes in attitudes and behavior of your trainees. Spotting the various changes will become easier with patience, but dont become smug about it.

If you are deeply interested in a group of ideas, a set of facts or a type of work you are more likely to get others interested.
When you see the value of what you are teaching, you teach with enthusiasm that is, your enthusiasm shows in voice quality, facial expression, and in general bearing and outlook. Your trainees will almost certainly reflect a great deal of the same enthusiasm. Certainly, they are not going to get very steamed up about class work unless you act as though it is important.

You must realize that just as Rome was not built in a day, so you cannot do everything you plan to do for a trainee according to strict and unchanging schedule.
Delays, slow-paced learning often create morale and disciplinary problems which will tax your self-control severely. You must be patient and thus deal calmly with problems before they get too big for you to handle.

As a friendly person you like people, and are interested in them as persons. You should avoid the sort of extreme familiarity which would interfere with your control of the trainees and with your judgment of their progress.

Fortunately, an instructor can be friendly without being overfamiliar.

Without taking the attitude of some instructors who act as though they hate the trainees, you can make your trainees feel that you are interested in them, and tat you will be glad to give them help and guidance.

It isnt enough for you to understand the ides and processes that are to be taught. You must be able to get what you know across the trainees. You need to vitalize what you teach (make it alive and meaningful) by relating it to their experience, their needs and their interests. You must learn to get down where the trainees are at the start of each lesson, and then lead them gradually toward more complete understanding and skill.

You grow mentally as you work to understand your subject and become more aware of the problems involved in it. Association with others trainees, fellow instructors, and supervisors furthers your mental growth. Technical skills grow as you practice and present demonstrations in the use of equipment.

An instructors physical appearance gives the trainees their first impression of him. You should, therefore, be an example of neatness and cleanliness. Personal cleanliness in general is to be expected of all instructors.

He takes the easy way out even by cheating.

He doesnt really take care about developing real quality; he is satisfied to fool others if he can. The sincere person is anxious to grow. He takes his responsibility seriously. Being sincere does not mean that you do not make mistakes, or that you will achieve the encessary results without struggle.

The person who has it treats others politely and with consideration.
It is an indication of ones respect for the essential dignity of others. As an instructor, you should be just as courteous as you expect your trainees to be. The courteous instructor usually has courteous trainees.

SPEECH

Voice Language Emphasis

ACTIONS

Posture Position Body Language Eye Contact Response to Questions, etc.

LOOKS

Grooming
Clothing, Shoes, Accessories, Hair/Make-up

Facial Expression Eye Contact Self-Confidence THOUGHTS Posture Position Body Language Eye Contact Response to Questions, etc.

RAINOR / COACH

Should tell what/how to do things Observe and give feedback on performance Get the facts Present logically
Keep interest level high Dramatize key points

ESEARCHER / RECORDER CTOR / ENTERTAINER NSPIRATION / MODEL

Serve as example of correct behavior

AVIGATOR / GUIDE
VERSEER / SUPERVISOR

Set the right decision for participants

Manage the learning process Manage the time Manage the logistics

EINFORCER / REWARDER

Praise good performance Reinforce weak points