Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

How to Train

No description
by

Natali Kenkadze

on 26 February 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of How to Train

Role of Trainer?
Purpose of TRAINING is to Produce Change in "SKA"
4. Implementation:

Content is delivered
Materials distributed
3. Development

• Developing the content
• Create training materials
• Determine equipment needs
Opening of a training
• Objectives
• Stuff, stakeholders
• How this program will benefit the participants
• Outline of program
• Ground rules
• Expectations, fears & contributions
• Motivational points
Introduction -
Gain attention

• Open with high energy, animation and
enthusiasm
• Don’t apologize
• Give the audience an overview
• Be aware of your appearance
• Be aware of your voice – tone, speed,
word choice
What is a training?
Planning and delivering a training
DELIVERING A PRESENTATION
How to Train
Planned and systematic effort to develop knowledge, skill, attitude and to achieve effective performance
Our performance is an outcome of 90% of its which is under water
• Diagnosing the gap
• Identifying problem
• Build relationship of mutual trust and respect
• Expresses own feelings, co-learner - "Let’s
learn together!"
Pledge of Trainer:

• Begin with the end in mind
• Understand adult learning principles
• Develop the right training characteristics
• Connect with participants

Skills required to be a Trainer?
Personal Qualities of a Trainer
• Self-confidence
• Ability to build bridges - relate old to new
• Organizational skills
• Desire to learn
• Ability to listen
• Sense of humor
• Communication & theatrical skills
• Flexibility
• Patience
• Cool head & warm heart
• Fairness
• Giving good questions & answers
The most important part of the presentation is planing - preparation
2. Design

• Blueprint of the presentation
• Construct training, based on needs assessment
• Select the best methods
5. Evaluation

• In every element of the training
• Proper methods are selected
• Different aspects are evaluated
Delivering
Influence attitudes through your manner:

• Eye contact
• Engage the audience
• Observe audience reaction
• Relate to the audience - give only what they can consume
• Deliver presentation systematically
• Your appearance should be neat and acceptable
• Start calmly without fear and with confidence
• Use Body Language
• Smile
• Humor is important
• Timing
• Handle your Q & A Session gracefully
• Get the honest feedback
• Thank the audience
• Set ground rules
• Learn to wait before responding – count to 10
• Redirect questions to the group – Ping Pong
• Use the energy of the group – rest, humor, stretch break
• Avoid making judgment statements
• Listen attentively – look into their eyes
• Paraphrase to clarify
• Use good visual
• Flexibility - be ready to change the content & methodology
• Use flip chart – keep track of ideas
• Give reinforcement... thank you
• Check for understanding
• Ask participants to summarize
• Ask others for opinion
• Any suggestion?
Basic facilitation Skills
Ways to motivate & reinforce?
• Set goals and delegate – give responsibility
• Show respect and treat people as individuals
• Reward and recognition
• Involve people in decision-making
• Encourage ideas
• Celebrate success
• Offer support to complete tasks
• Keep people informed
General factors:

• Over confidence
• Mismatch of training requirements
• Monotony
• Not connecting with the audience
• Exceeding the time allotted
Situational Factors:

• Size of the group
• Levels of knowledge / background
• Support / opposition
• Lighting, heating & ventilation
• Seating and equipment
• Disturbances & noise
Guaranteed Distractions
How to overcome this?
Effective verbal & non-verbal
communication
• Posture – confidence, alert
• Hand gesture
• Body movement – step forward & backward
• Facial expression
• Eye contact
Nonverbal Delivery Skills:
INTERFERENCES:
Weak transmission
- Speaking too softly, monotonously, etc.
Garbled transmission
- no logical order
Wrong language
- use of unknown expressions to receiver
Pitching message at the wrong level
- transmitting information beyond the experience of the receiver
Receiver not receiving
- turned off
Competing transmissions
- too many people talking at once
Overloading the message
ESSENTIAL ELEMENTS IN TRANSMITTING A MESSAGE
State the
main point
of message
- "My purpose in speaking to you is.."

Highlighting

- "Now, what this means in effect is..."

Strengthen main point with
supporting points

Check if you got your
message across
- "What do you think about...?

Respond
to questions/ reactions

Make sure you
understand the question

- "Do you mean...?"

Never make fun
of a questioner - repeat message

Summarize
your main points
COMMUNICATION HAZARDS
Nervousness, forgetfulness and losing track


Fear

Criticism of your presentation
Adult learning methodology:
• Learn by doing
• Learn by solving practical problems
• Learn through the application of past
experience
• Learn best in informal environment
• Through a variety of training method
• Lecture
• Group discussion
• Skill lesson
• Field visit
• Simulation
• Seminars
• Contests
• Workshop
Different methods of training:
• Brainstorming
• Demonstration
• Debates
• Role play
• Assignment
• Case study
• Training games
• Group exercises
SELECTING THE RIGHT METHOD
• What is level of knowledge/ background of the group?
• Age
• Cultural aspects
• Size of the group
• Purpose of participants
• Timing
• Can you cover your topic fully?
• What aids do you require?
• Ask the question in a friendly and natural way

• Vary tempo with pauses

• Spread questions throughout the group at random

• Don't Interrogate, embarrass people

• Don't ask questions with a "yes" or "no" answer
HOW TO ASK QUESTIONS
QUESTIONS ASKED BY TRAINEES
- If you
can't answer
, say so.
Indicate that you will try to find out the answer

- If trainee is
trying to embarrass
you:
Ignore
the question
Reply negatively:
"Let's leave that. I don't think it's entirely relevant"
Relay
the question: "Would somebody in the group like to answer that?"
Reverse
to questioner: "What do you think the answer might be?"
Training aids
97 % of learning is achieved through simultaneous appeal to the eye and ear
CLASSIFICATION OF AIDS:
Projective
Non-projective
• Pictures
• Video
• Slides
• Overhead projector transparencies
• Computer pallet
• Presentation
• Charts and diagrams
• Models
• Handouts
• Tape recorder
• Board/ Flip Chart:
- write big and well
- use exact words
- face your audience
- use symbol, box and
bullet points
- reverse techniques
•Time for
preparation
• Make a file
copy
of your visuals


Check

worst seats,
extreme right and left
• Mount
screen high
enough for all to see

Remove attractions
• Keep proper
temperature
, oxygen

Check arrangements

before you go on

Maintain

contact
with your audience
• Keep your
visuals moving
• Use only the required number of
words
• Use only well-trained
assistants

who know the visuals also

Keep visuals,
they may be needed again
ToT
24 – 27 February, 2015
Beirut, Lebanon

By Nato Kenkadze
International Center for Peace and Integration (ICPI)

1. Analysis:

• Determining goals and objectives
• Need assessment
Needs Assessment Tips:

Interview key people: admin and staff
Choose a subgroup - middle of the pack
SMART objectives:

-
S
pecific
: focused on the specific results to be accomplished
-
M
easurable:
set indicators
-
A
chievable:
specify goals that are reachable
-
R
ealistic:
Unrealistic objectives create frustration
-
T
ime frame:
time frame you expect them to learn the skill

SUMMARY:
Write the definition...
• Subject expertise
• Designing the TC
• Material production - graphics, layout, media
creation & computer experience
• Presentation: voice, personality, technical expertise
"1 minute of Glory"
*BRAINSTORMING*
Share own experience...
• Rattling keys or coins in your pocket
• Continuing use of “uhs” and “ahs”
• Sucking the teeth
• Ring twisting
• Lip licking
• Lip biting
• Pushing the bridge of your glasses
• Playing with a watch
• Drumming the finger
• Playing with pencil
• Blowing hair out of your eyes
• Popping the top of a magic marker
• Twirling hair and playing with jewelry
*Volunteer*
- Use notes
- Presentation
- Be prepared
- Calm yourself (individual methods)
- Turn your nervousness into energy
- You don’t have to know everything, adults like to share
- Form of feedback
- "I'm glad you brought that up. It's an interesting question"
Full transcript