Practical Training Skills

Syed Saeed Hasan

Instructor Management Training Unit

Expectations
Write 5 expectations individuals on postits
Every representative explains and sticks
post-its on the flipchart
Post-its are clustered into themes

11 topic modules
1. Designing a course
2. Lesson Plan
3. Adult Learning
4. Instructional Approaches
5. Role of the Instructor

6. Instructor Attributes
7. Classroom Management
8. Presentation Skills
9. Questioning Techniques
10. Evaluation
11. Close

Practical Training Skills

Agenda
Day 1
08.30-1.30
Welcome, icebreaker
Individual expectations
Groundrules
Training Why, who, what
Worst fears of trainers
The excellent learning facilitator profile
The golden rules of training
Practice training and feedback
Building trust and safety energizers, icebreakers

Day 3
08.30-1.30
Energizer
How adults learn
Brains and recall
Different learning styles - exercise
Key activities of learning facilitators
Using roleplays and simulations
Visual aids beamer, flip chart, pin boards
Practice training with feedback

Day 2
08.00-1.30
Icebreaker
Self-awareness JOHARI window
Trainer impact - Words, Music, Dance
Clear presentations, instructions
Listening and feedback - roleplays
Using simple process tools effectively
Evaluation of training methodologies
Training session design
Brainstorming, SWOT, Gap Analysis, exercises

Day 4
08:30-1:30
Energizer
Good Questioning techniques
Stages of group growth affecting training style
Roles played in a group
Techniques to mix groups, engage everyone
Handling problem participants, difficult situations
Practice and feedback
Recap key learning points
Close

Day 5
08:30-12:30
Final Presentation 5 minutes

Deliver part of a training course Introduction, one module, closing, an

energizer, an evaluation method

The presentation should demonstrate good

presentation skills,
variety of training methodologies
new concepts from the course

How to begin!
1. Ice-breaker or Warm-up
2. Restate purpose of training
3. Clarify expectations and desired
outcomes
4. Ground rules
5. Housekeeping

Ground rules
for a high-value workshop
Being fully present
Taking ownership
Respecting
Listening
Sharing
Risking
Laughing
Participating
Being on time

What is Training?
To transfer knowledge and skills that
enable participants to carry out their work focus on job skills and awareness-raising.

What is Facilitation?
It is using processes to
make it easy for the group
members to achieve their
objectives in a
collaborative and timely
manner

Facilitated Learning
Training characterized by students having a
high degree of involvement in all aspects of
their learning. The teachers role is facilitator
and organiser providing resources and support.
Participants learn with and from each other and
set their own objectives.

10

Evaluation of Facilitation
Task achieved?
Process effective?
Instructions clear?
Energy high?
Group climate positive?
Everyone involved?
Facilitator stayed neutral?
Start and finish on time?

11

ADDIE means...

12

Analysis
Design
Development
Implementation
Evaluation

12

Benefits of an ID framework
Meet the business objectives;
Meets real and required training needs;
Match learning styles of the participants;
Training logistics are under control;
Balanced and smooth content delivery;
Confidence and trust from stakeholders,
instructors and participants;
Continuously improvement of training material;
13

13

Why What Who of training

What is the purpose of the
training/meeting/presentation?
What are the objectives of the session?
What is the profile of the participants?

14

Who are they?

What do they know?
Why do they care?
How will they benefit?

ADDIE phases...
Analysis

Analysis of the training requirements Uncover all

objectives, needs and contextual requirements

Design

Specification of the training requirements and the

structure of the training course

Development

Creation of all the training content, material and

systems that have been specified

Implementation

The execution phase: deployment, delivery and

maintenance of the training course

Evaluation

Improvement of the training design during its

development and delivery

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15

A systematic approach

Clarify Purpose of Training related to business performance gap

Identify Training Objectives
Conduct Training Analysis
Analyze Learners and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Training Strategy
Develop Training Materials
Design and Conduct Evaluation of Training for participants
Design and Conduct Summary Evaluation of Training course

16

16

Session Design
Title of training
Purpose of training
Objectives of training

topic

process

Icebreaker, warm-up
Module 1
Exercise
Module 2
Exercise
Module 3
Exercise
lunch
Energizer
Module 4
Exercise
Module 5
Exercise
Summary, wrap-up

18

materials

Learner Assessment

Pre-testing
Objective
Assessment
Subjective
Assessment
Self-Assessment

19

Practice exams
Group projects
Peer review
Participation
Non-participation

19

Down time
Latecomers, settling,
housekeeping

10

breaks

40

lunch

75

moving into exercises and misc. 25

total down time

2h30

20

Worst Fears!
What do you worry might
happen at your training
session?

21

What do people want from training?

Whats in it for me?

To learn something useful

To contribute
To be heard
To achieve
To connect
To feel valued!

22

Learning domains
Knowledge

Knowledge refers to facts, concepts,

information, etc. the learner needs to know in
order to be able to do certain things.

Skills

These refer to the learners ability to do certain

things either mentally or physically.

Attitudes

Learners attitudes are the beliefs, feelings and

opinions that are part of their personality and
have been conditioned by parents, teachers,
co-workers and friends.

23

How we learn
4 stages of learning
our objective

Unconscious
incompetence

24

Conscious
incompetence

Conscious
competence

Unconscious
competence

Learning Stages

conscious

competence

incompetence

3 - conscious competence

2 - conscious incompetence

perform skill reliably at will

the person will need to concentrate and think in

the person becomes aware of the

4 - unconscious competence

1 - unconscious incompetence

order to perform the skill

the person can perform the skill without
assistance
the person will not reliably perform the skill
unless thinking about it - the skill is not yet
'second nature' or 'automatic'

the skill becomes so practised that it enters the

unconscious

unconscious parts of the brain - it becomes

'second nature'
common examples are driving, sports activities,
typing,
it becomes possible for certain skills to be
performed while doing something else, for
example, knitting while reading a book

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existence and relevance of the skill

the person is aware of their deficiency in
this area
the person realises that by improving their
skill or ability in this area their effectiveness
will improve

the person is not aware of the existence or

relevance of the skill area

the person is not aware that they have a
particular deficiency in the area concerned
the person might deny the relevance or
usefulness of the new skill

Motivation to learn
Adults only learn if they want to
Adults only learn if it is useful
Adults only learn if it is relevant
Adults only learn if it connects to their
interests and experience
Adults learn best when they are enjoying
it

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Learning Styles
Concrete
Experience

Feeling

Active
Experimentation

Doing

p
e
r
c
e
p
t
i
o
n

Reflective
Observation
Processing
How we do things

Abstract
Conceptualisation

Thinking

Watching

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Learning Styles

Honey &Mumford

Activists - who are hands-on learners and prefer to

have a go and learn through trial and error
Reflectors - who are tell me learners and prefer to be
thoroughly briefed before proceeding
Theorists - who are convince me learners and want
reassurance that a project makes sense
Pragmatists - who are show me learners and want a
demonstration from an acknowledged expert.

29

When you go to play a new computer game or use a new

program, do you:

1. Read the manual first

2. Just have a go
3. Watch someone else,
see what to do and then
have a go yourself
4. Ask someone to show
you what to do

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Preferred Learning Style

Styles
answers

Activist

Reflector

31

Theorist

Pragmatist

Adults learn best by doing

Case studies
Role plays
Games, simulations
Exercises
Questionnaires
Discussion groups
Task groups
Video with feedback
32

Facilitator exercise
What kinds of training sessions do you
facilitate?
Place on matrix

33

Facilitating task and emotion

Expert facilitation
High

Simple facilitation
Feelings
Task

Complex

34

Expert facilitator profile

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

35

Innovative
Self-confident
Knows tools, techniques, games, exercises
Interpersonal skills - listening, giving feedback,
Questioning, probing
Presentation skills words, voice, body language
Flexible
Open-minded
Observation skills
Patient
Enthusiastic
Makes people feel valued
Likes working with people

Feedback
Give student opportunity to answer feedback.
Be frank. State complaint fairly.
Dont publicize offences / treatment before class.
Avoid punishing whole class for faults of a few.
Dont display anger.
Dont force an apology.
Dont make an issue of something that is trivial.
When the case is settled, drop it.
Dont ridicule a student!

36

Giving Feedback
Step 1

Make the statement

The statement should be a summary of the message you are

trying to convey. It is your opinion and perspective on the
persons performance, which you will back up with evidence

Step 2

Give the evidence

The evidence should contain specific examples of observed

behaviour. It should be explicit and specific in nature.

Step 3

Explain the impact

The impact describes the consequences of the persons

behaviour on their work. If positive, it focuses on the benefits
to the individual and the organisation. If negative, it focuses on
the damage caused to both the individual and the organisation

37

Key attitudes & behaviour

Drive the process
use a variety of appropriate learning methods

Keep the focus

Keep the group focused on the task while constantly
observing how the group works together

Be positive
Act upbeat and optimistic setting the tone for the group

Encourage participation
Ensure that all members participate as equally as possible

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Three Basic Activities of the

Facilitator
Recognise
What is happening
Diagnose
The underlying cause
Intervene
By introducing a change in
the process

39

Show you care

They dont care how

much you know until
they know how much you
care

43

JOHARI WINDOW
FEEDBACK

DISCLOSURE

PUBLIC

BLIND

PRIVATE

UNKNOWN

44

Presentation Skills Self-assessment

Do you speak loud and clear
Do you speak with enthusiasm
Do you use pauses
Is your key message clearly understood
Do you convince people
Do you make eye contact with everyone
Do you use animated gestures
45

How you communicate

Words 10%
what you say
Music 30%
how it sounds
Dance 60%
how you look

46

MUSIC voice
Volume
Pace
Modulation
Enunciation
Emphasis
Pauses
Emotion
47

DANCE - Body language

Face
Eyes
Hands
Posture
Smile, frown
Gestures
Energy
48

truck

patient

cats
Sexy

dogs
30

blood

statistics war

hell

chocolat

moon

slow

turnover

peace

execution brother
Heaven

GOD

dream
green

house
analysis

competence

kiss

baby

google
tennis

bad
Texas
49

Seven Seconds
RECALL
People can only remember 7 things
ATTENTION SPAN
People can stay attentive for about 7
minutes
FIRST IMPRESSION
It takes 7 seconds to make a good first
impression
KISS
keep it short & simple
50

Slides less is more!

AVOID
heavy graphics
reading

too much text

51

Presentation skills
Present the purpose and benefits
of your training course
Opening bang
Features
Benefits
Closing Bang

52

Feedback on presentations
1.
2.
3.
4.
5.
6.
7.
8.

Eye contact
Body language
Voice
Pace
Clarity structure
Key message
Stories, metaphors, props, visuals
Opening Bang closing Bang
53

Golden Rules

54

Begin with an energizing process

Collect expectations
Use a variety of processes
Energize the group with interesting activities
Remain upbeat and energetic
Engage EVERYONE
Be strict on timing
Give clear instructions for exercises (write them on flipchart or slide)
Remember adults learn by doing and only if they see a concrete benefit
Avoid open questions to the group
Randomly select presenters (dont ask for volunteers)
Conclude with an exchange of key learning points
Stay neutral on content
Dont do any work! Involve the participants

Presentation Skills Self-assessment

Do I speak loud and clear?
Do I speak with enthusiasm?
Do I use pauses?
Is my key message clearly understood?
Do I convince people?
Do I make eye contact with everyone?
Do I use animated gestures?
Is my posture confident?
55

56

Barriers to Listening,Seeing

Culture beliefs, values

Gender
Age
Experience
Education
Mood
Clothes
Physical appearance
Assumptions
Prejudice
Expectations

57

Active Listening Model

1. Listen with eyes, ears and heart
2. Demonstrate listening with nonverbal behaviour
3. Restate both content and
emotion expressed by speaker
Do not advise, interpret or
judge

58

Classroom Problems
1. Environment
2. Distractions
3. Poor student preparation
4. Personality clashes
5. Lack of interest
6. Negative attitude
7. Differing ability levels
8. Power issues
9. Rivalry
10.Inadequate English comprehension
59

Problem participants
Handle by using the right intervention:

Late comers
Leavers
Dominators
Arguers
Passive
Whisperers
Negative

Direct request
Constructive feedback
Effective questions
Pairs, trios, small groups
Engage by assigning tasks
Recognize and include
Variety of methods
Active pace
Move people around

60

Questions
Listen carefully
Repeat complex questions
Answer precisely
Dont be afraid to confess ignorance
Agree to disagree
Ask for audience opinion

62

Good Questions
Elaborating questions
Would you like to say some more about that? Whats going on
there, do you think? and Can you amplify that a bit?.
Specification questions
When you say he upsets you, what precisely happens? or How
many times has the line stopped because of that?
Focusing on feelings questions
How does that make you feel? or Would you like to say how you
feel whenever that happens?
Personal responsibility questions
How do you see your own behaviour as contributing to this? or
Are there any skills you need to develop to face this? or Are
there ways you as a team could do more about this?

63

Poor Questions
Too probing
Too many
Too complex
Bad timing
Leading
Loaded
Inappropriate

64

Questions
DEFLECT :
Group : How does the rest of the group
feel? -- Has anyone else had a similar
problem?

Ricochet : (to one participant) Bill, youre

an expert on this?

Reverse : (back to questioner) Youve

obviously done some thinking on this,
whats your view?

65

Questions
Reformulate and enrich the question
Examples :
Q. I cant see this working in my section .
R. You would like to know how this could be applied in your section .
Q. You did the same thing 3 years ago and it didnt work then..
R. You want to know what we learnt from that experience and why it will
work now .

66

Stop Start Continue

Which activities or behaviour will we
Stop doing

Start doing

67

Continue doing

From Today to Tomorrow

today

Actions
needed
1.
2.
3.
4.
5.

68

tomorro
w

NAME
1 thing I
do well
1 criticism I
hear from
others

1 thing I
dont
like
A person I
admire

My
biggest
fear
My
favorite
hobby

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1 law I
would
change

My
professional
ambition