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Training 101

Overview of training as a career path and basics of training design

Duncan Cohen

on 1 November 2011

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Transcript of Training 101

Adriana Medina-López-Portillo Training 101 WHAT IS TRAINING? Training defined: Teaching: head/knowledge
Training: hands/skills
Facilitating: heart/process Corporate
Health industry
Services (Hospitality) Full-time

As a contractor for a firm (middle person) Who is the ideal person for these jobs? Hospitality and HR: International training for customer service/tourism
Public health and Peace Corps: Multicultural health care programs, such as Migrant Head Start
Teaching and language: International education projects with an NGOE Environment and education and Overseas: Eco-tourism programs with a consulting firm
Anthropology and market research: Social marketing with a PR firm
Technical and international relations: International marketing for a software firm

Examples provided by Marcella Simon Peralta; in Becoming an Intercultural Practitioner Re-location programs
Culture general
Culture specific
Topic specific: team building, conflict resolution, leadership, etc. Intrapersonal: self-awareness; curiosity; passion
Interpersonal: communication; relationship-building
Geographical/Linguistic: experience outside one’s own home culture Intercultural Competencies Theoretical: Formal or informal study
Functional: having the skills => bring proficient as a trainer, counselor, nurse, etc.
Technical: understanding the client’s needs, environment, etc.

*Kohls and Solomons, 2002 Profile Combinations Ways of Working Types of Training Teaching/Training/Facilitating... What's the difference? Why bother with IC training? Why is it important? Reasons for IC Training Intercultural Training The Trainer / Teacher Training Design I
Needs Assessment Resources & Apendicies Objectives/Overview II
Session Design III
Material Production & Collection IV
Delivery V
Evaluation & Follow-up FIVE STEPS
1) Needs Assessment
2) Session Design
3) Material Production/Collection
4) Workshop Delivery
5) Evaluation/Follow Up Profile of corporation/institution/group
Goal and expectations
Previous knowledge, experiences, and feelings of participants about topic/target culture Participants’ learning styles
Participants’ expectations
Other Participant Learning Styles:
Neo-Linguistic Programming

Visual: seeing words, written text, graphic, images, etc.
Auditory: hearing: speeches, presentations, etc.
Tactile/Kinesthetic: doing, touching, interacting, moving around Think of...

Difficult participants (saboteaur, passive aggressive, the one who doesn’t want to be there)
Risk factors
Age = adult learners, young learners What (content) & how (methods)
Subject areas
Processes and experiential learning
Pace and sequencing Example: Flower Model:

Creating a safe container
Skill building
Conclusion (time to put things back together) Material Production/Collection

Visuals: transparencies; power point
Participant’s Manual
Other Uses

Use as is, if collected
Modify according to task/goals
Create your own Media

Movies (segments)
Videos (training material; clips)
News paper
Publicity/marketing brochures, etc.
Other Think of...

Choosing the exercises and materials guided by your goals. The goals and objectives of the program dictate your choices.
Being innovative, taking risks.
Choosing the exercises to agree with your comfort level & skills. a) Pre-work
b) Welcoming/Introductions
c) Framing
d) Participants
e) Agreements
f) PAP (Personal Action Plan) ***Optional
g) CONTENT/EXERCISES/ACTIVITIES => Bulk of the workshop
h) PAP (Personal Action Plan) ***Necessary
i) Closure
j) Evaluation a) Pre-work

Is it really necessary? (people are busy)
How will I/the group use it?
Make sure to talk about it in your session b) Welcoming/Introductions

Facilitator(s) Think of...

Who starts?
Each introduces oneself
Each introduces the other
Show credibility and connection
Let your passion about your work come out! Say Three Things:

Who I am
How am I relevant to the topic
My connection to the group c) Framing

Set the context
Set the tone
Manage expectations State...

What the workshop is/is not
Agenda d) Participants

How much time can I afford?
What do you want to get out of it? Make Sure to Have...

An icebreaker
Introductions e) Agreements

Bring to workshop
Develop them with group
Bring some, make room for suggestions
Pros and cons for each? f) Personal Action Plan (PAP) *optional

If you want for participants to create goals for what they want out of the workshop
Helps focus the attention g) Content/Exercise/Activities

Bulk of the workshop! Think of...

Low, medium and high risk
Give clear instructions
Make sure participants hear each other When introducing an activity...

Make sure the instructions are clear
Do the exercise
Debrief! Debriefing Activities and Exercises

What happened?
How did you feel while doing the exercise?
What did you learn?
How does this relate to the real world?
What if… (Optional. Elaborate or bring some other elements to consider: “what if the instructions had said XXX,” or “what people had reacted this way?” It depends on the goals of the exercise and where you want to take the discussion).
What next? (This step is to facilitate action planning: participants use their insights to come up with appropriate changes in their behaviors) h) Personal Action Plan

START or CONTINUE actions that lead participants towards ______ (intercultural and conflict resolution competency),
STOP actions that refrain participants’ personal and professional growth towards ______ (intercultural and conflict resolution competency),
SHARE knowledge, skills, attitudes, and behaviors that will help others in their personal and professional growth towards ______ (intercultural and conflict resolution competency). Things to think about and include...

Team building activities

Sitting arrangements
Making sure that participants have what they need

Introduce late participants
Where the facilities are

Be aware of the energy level of participants
Be flexible and ready to move things around
Keep a conversation going or cut it off

Small readings

Parking lot Flower model

Creating a safe container
Skill building
Conclusion (time to put things back together) i) Closing

Exercise(s) that capture(s) the essence of the experience
Try to not leave anybody hanging j) Evaluation

For the session *mandatory
For your client (pre and post) *If asked for Evaluation and Feedback Form

(A) Please circle the appropriate number Very Poor Poor Good Excellent

1. How would you rate the session overall? 1 2 3 4

2. How would you rate the usefulness of the content? 1 2 3 4

3. How would you rate the activities in the session? 1 2 3 4

4. How would you rate XXXX as a facilitator? 1 2 3 4

5. How would you rate the materials handed out? 1 2 3 4

(B) Please answer the questions

Describe what were the most useful/helpful aspects of the session for you. Why?
Describe what were the least useful/helpful aspects of the session for you. Why?
What do you suggest to improve this session? Why?
What other topics do you suggest for future sessions?
Please, feel free to add here any other comments, suggestions or recommendations. Wait a second, a few more things to consider!

Body language and demeanor
Arriving ahead of time
Checking equipment
Posting flipcharts
Flexibility with agenda

Working with other facilitators
Use of appropriate language
Voice (tone, pace,volume)
Energy level (trainer’s/participants’)
Risk level of each exercise

Distracters (participants, food providers)
Focus is on participants, not on trainer
Readiness to be open & transparent (don’t ask participants to do what you wouldn’t do)
If working with a co-facilitator => transparency Now you are ready to facilitate a wonderful experience for your participants!!! May the Force be with you! Resources

Jeremy Solomons
Personal action plan adapted from Global Lead Management Consulting “Personal Action Plan: Start, Stop, Continue”
Kolb Kolb’s Experiential Learning Model Concrete Experience Testing in
New Situations Observation &
Reflection Forming Abstract Concepts Sensing/Feeling Thinking Doing Watching Act Explore Analyze Decide
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