Training of trainers manual ppt
About project SlidePlayer Terms of Service. Writing objectives can be confusing at first for the new trainer. Simple to complex Divide an exercise into different parts and start with the simplest one, as a yes question or a quiz. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution. What to Do With Disruptive Participants? A climate of respect and trust allows people to share their views and feel their experience is valued the participants and trainer learn from one another. Sources Who people, organisation, etc.❿
You will pptt this presentation to conduct a ToT for the Caring for Volunteers training. The training manual was developed with the goal of better training and preparing volunteers in helping beneficiaries, and to help volunteers learn to recognize signs of stress and take better care triners themselves and each other.
Caring for Volunteers: Training Manual includes key concepts and definitions needed training of trainers manual ppt trainers in training of trainers manual ppt field. The training also includes читать полностью valuable session on making an action plan to follow up the work done in the training. Download French. Publication: Caring for off. Search by Theme Title Publication. Sort by Date Title Manua, first Older first.
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Useful during long or dry sessions to give learners time to recover. Most effective when relevant to content.
Example : Counting with your body2 Brainstorming Provides a quick way to generate ideas. A question is posed to the group and ideas are written on a chart. Success depends on everyone contributing. When creative solutions and ideas need to be generated. Example: What action could we take to in- crease our funds?
What can we do to impact the law reforms? How can we advocate more effectively? Primer Individual or group activity which pre-exposes the learner to key content before the session or course starts.
To become familiar with concepts and jargon; helps to allay fears for those new to the subject. Example: Pre-reading; Quiz on key termi- nology Role-play Learners are presented with a commonly encountered situation and asked to place themselves in the position of the parties involved the role. They act out the way in which the circumstances might reach an appropriate conclusion the play. Learning by doing. To give learners first- hand experience of a realistic situation. To practice or enhance skills which require interaction with others.
Ex: deciding on how to address a national authority Simulation An activity which creates an opportunity to experience a process or situation, close or similar to reality. The difference with the technique above is that in a simulation the person continues to be herself and does not adopt the role of someone else.
Example: You have to present something to media. Scenarios Similar to a case study, but shorter and focused on one issue with specific questions for response. To get learners to think about how to respond to a particular situation. Example: Group work on how to assess a project proposal. Buzz groups Intense discussion group usually involving up to 3 persons responding to a specific question or in search of very precise information.
Buzz groups are ideal mechanisms for dealing with very specific issues highly technical information, strategies, etc Serious gaming A serious game is the use of gaming for a primary purpose other than pure entertainment. Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Useful for addressing complex issues; as well as if you want to see how the group behaves facing a challenge.
Open space technology A method for convening groups around a specific question or task of importance and giving them responsibility for creating both their own agenda and experience. Community, team and network building – working together in small and large groups to help build relationships – secondary benefit. It is a creative process for leading collaborative dialogue, sharing knowledge and creating possibilities for action in groups of all sizes.
Pecha Kucha can be used to share techniques and best practices with colleagues. The brevity of Pecha Kucha presentations usually allows time afterward for other activities.
The detailed description of the training techniques and methodologies presented in the table above can be found in the next pages. It breaks down the formality of trainings and tends to bring shy participants out of their silence. Depending on your group you can choose the type of icebreaker you will conduct.
Below are some examples of icebreakers you can use in your trainings. There are many more icebreakers available and you can even create your own icebreakers. At the end of the allotted time, the trainer calls together the group and invites each member in turn to rise and introduce the member on his left.
For this icebreaker you will need to prepare a bingo sheet of characteristics see an example below. This can be customised per course. You will need one bingo sheet and one pen per person. Distribute one page per person and explain the game: people will try to fill all the boxes with the characteristics by talking and trying to discover things about others. To make it more welcoming you can also put some music on.
You can give a prize to the person who fills in the bingo sheet first. From thebingomaker. Coat of arms For this icebreaker you will need one flipchart for each group of 4 learners. Before people arrive prepare a coat of arms in each flipchart with the points you would like each group to reveal about themselves.
Each team will have a flipchart sheet and coloured markers and any other accessories you think might make their creativity pop and they have to design a colourful coat of arms, i. Allow 10 minutes for groups to work on their coat of arms and then each should present to the whole group 2 minutes max.
Speed dating The icebreaker starts from the same principle as speed dating itself, which is to get to know someone in only a few minutes. Ask people to stand up and circulate around the room you can also add music and ask them to dance while moving around the room. The facilitator then says stop or stops the music and people should face the closest person nearby. Learners have then 3 minutes to talk with each other the facilitator can also give them some topics to discuss and then music plays again.
And so on until you have had at least 15 minutes of discussion. This is a good technique for moving on to a new topic or subject. Number of years of combined experience Names of people in the group 5 things in common Be aware of cultural sensitivity when you present an energiser.
Never force someone to participate. Here are a few examples: Changing Chairs Put enough chairs for everyone in a circle before participants enter the room — e.
Ask people to take a seat and explain the exercise. In the rush of the change take away one chair, which will mean there will be one person standing.
The person standing should call out the next criterion to try to get people changing again to get a seat. And so on. Ask the group to follow you as you count and stretch. The stretches should follow the counting! If you are feeling energetic, do it all again, this time more quickly! Seven-Up Ask participants to form a circle. This second person then indicates another person in the same way as the first person did. The game will continue until it reaches the sixth person.
The game starts again. Participants will play the game quickly and start paying more attention as you play it. Find Someone Wearing… Ask participants to walk around loosely shaking their limbs and generally relaxing. The participants have to rush to stand close to the person described. Repeat this exercise several times using different types of clothing. It is a technique of attacking — literally storming — a problem to achieve the maximum number of ideas in the shortest possible time.
It is essential that the ideas produced go unchallenged in terms of their practicability — ideas first, criticism later. Brainstorming improves communication between people. Its informality is conducive to friendliness. Brainstorming is a method in which the most reticent member has an opportunity to make a contribution.
Members remain seated and call out ideas as fast as possible to the trainer. Criticism is forbidden at this stage, and free-wheeling is encouraged.
These tips outline a few strategies that might help when you want to use this undoubtedly powerful learning tool. How to run the role-play: 1. Be prepared Make sure you know what learning outcomes you want participants to experience from their activity and that you have everything prepared flip charts, pens, props, hand-outs, roles, time. Prepare your participants Participants need to be prepared for participation.
This also means before they arrive on the training day, so include a note about the style of the training in the welcome letter.
Make sure that from the moment participants arrive they are not sitting passively listening to you. Ensure that the first 30 minutes are active, with participants moving, connecting to other participants, and connecting to content. They are already in the groove of being spoon fed and silent. Facilitating Once you have designed the learning experience and prepared the way for this to successfully take place, you need to do one more thing.
Make sure that every participant has a part to play, i. Let participants set their own boundaries for participation — provide only the framework. Stand back and let the learning take place. All you need to do at this point is observe and answer any questions that might arise. Your role is finished for now until the debriefing.
Nobody is on show. Ensure you set aside enough time to facilitate the learning debrief fully. Some suggested questions you might ask are: How do you feel? How does this relate to the real world? What happened? What if? What did you learn? What next? Keep this in mind when designing your simulations. Yes, this might be useful for pilots to learn to fly an airplane but sometimes it is better to keep simulations as simple as possible.
Simulations can never be said to be the finished product. Buzz group A buzz group is a small, intense discussion group usually involving up to 3 persons responding to a specific question or in search of very precise information.
The full plenary group is subdivided into the small groups. It is an extremely useful technique in training to enhance exchange between participants, as these small groups can be divided into participants with wide ranging experiences or those with highly specialised positions depending on the topic and the desired outcome. Obviously, a broadly experienced group will have a wider understanding of the problem, which is good for tackling different levels of problems.
Participants can add their own personal experience, making it a very good opportunity for sharing ideas. Observe the degree of involvement of each of the participants.
Collecting feedback: The participants will be sitting in groups of 2 or 3 people each. Ask the first person in the first group for the first response. Record it on the board. Ask the first person in the second group for their first response.
Continue with all the first members of each group. When finished with all the first members, commence with the second person in the first group and proceed as per the first round of responses. Continue until everybody has spoken.
Serious Gaming In the context of education, the primary goal of serious gaming would be to optimise the learning experience. It corresponds to the idea that children and adults learn best when playing.
Although serious gaming is nowadays mostly used with technology as learning software and software learning games , it started before the introduction of electronic devices in the shape of board and card games.
The advantage of serious gaming is that it can be adapted to many contexts regarding governance or CSOs. A good example of serious gaming is the well- known game Monopoly, which can be used to learn about financial management and investment. You are challenged as a trainer to visit and experiment with them as they may help you understand how games can be adapted for training purposes.
This keeps the presentations concise and lively. Because Pecha Kucha is a presentation philosophy which provides a concise and engaging presentation format, it can address some of the pitfalls of traditional presentations. Presenters narrate slides and emphasise strong images, with little or no text, to give an overview of a topic in an engaging and informal way.
A presenter might hold a question and answer session, allowing the audience to dig deeper into the topic or clarify unclear points. Or it might be possible to design a follow-up small group activity. The time constraints of Pecha Kucha allow a presenter to discuss only the main ideas of any given topic. Because it is short and concise, it is not the best choice for presentations that require a great amount of detail.
Open Space Technology OST Open Space also known as Open Space Technology or OST is a method for convening groups around a specific question or task of importance and giving them responsibility for creating both their own agenda and experience. It is best used when at least a half to two full days are available. The facilitator’s key task is to identify the question that brings people together, outline the process, then stand back and let participants do the work. When to use it How to use it – When the work to be done is complex – The people and ideas involved are diverse, or when the passion for resolution and potential for conflict is high – When action and application of the work accomplished are the main aims E.
Assemble the group of participants in a circle, with a large blank wall or blank flipcharts behind them. In the next hours, we are going to develop our best thoughts around this topic and the possible fields of actions that we can take. Ask people to identify the most pressing issues within the topic give them a deadline and write them down.
Ask people to select the 4 or 5 issues most pressing within the topic. Each person should then choose one of the topics to work on be part of the group. Groups self-organise and the trainer facilitates the discussions and supports people. It is a creative process for leading collaborative dialogue, sharing knowledge, and creating possibilities for action in groups of all sizes.
Seat four to maximum six people at small cafe-style tables. Prepare rounds of conversations of approximately minutes each and pre-define the questions. Encourage both table hosts and members to write, doodle and draw key ideas on their tablecloths or to note key ideas on large index cards or placemats in the centre of the group. Upon completing the initial round of conversation, ask one person to remain at the table as the host while the others serve as travellers.
The travellers carry key ideas, themes and questions into their new conversations. Ask the table host to welcome the new guests and briefly share the main ideas, themes and questions of the initial conversation. Encourage guests to link and connect ideas coming from their previous table conversations, listening carefully and building on each other’s contributions.
By providing opportunities for people to move in several rounds of conversation, ideas, questions, and themes begin to link and connect. We are best at giving live project for every trainer which will define your success in your interview and your professional life as well.
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Cookie policy Allow selected cookies Allow all cookies Necessary Statistical. Gradually build up and link points together so that everyone knows where they are expected to go in the learning process. Always build new information on known information. Ensure that participants get things right the first time you require them to do something. Design into your session plan interactions with the participants.
Test trainees frequently for your feedback. After you have tested trainees, provide them with feedback on their performance as soon as possible. Testing can also include the trainer asking frequent questions to the group.
Positive feedback is only half of it; it is almost useless without negative feedback. When a participant does or says something right, acknowledge it in front of the group if possible.
Prepare your presentations so that there is positive reinforcement built into them at the very beginning. Look for those participants doing it right as well as always looking for those doing it wrong.
Use plenty of questions during the instruction. You can use a quick quiz to keep the participants active. If at all possible get the participants to actually do what they are being instructed in. When using Multi-sense learning make sure that the senses you select can be used. Confucius BC. Summarise frequently, as this is another form of exercise. Always summarise at the conclusion of a session. Get the participants to recall frequently what has been covered so far in the presentation.
Give participants exercise to carry out. TNA is the method of determining whether a training need exists and if it is, what training is required to fill the gap. Managers 7 Nos. All must fill their questionnaire. Make a group of 4to 6 participants. Ask them to make pie chart and graphs of their responses. The leader to present the analysis in front of rest of the class. The results are looked at closely to ensure that training is the appropriate answer to the problem.
Analyze the data to find number of people having similar need so that a class can be formed for in-house training If strength is less people could be deputed to outside Institute. Design Training to fill the gaps indicated Conduct training Evaluate training by observing behavioural and attitudinal changes.
Survey in this context is the process of gathering information to determine whether or not there is a training need. There are other types of surveys but they are generally not of interest to the trainer. The design of questions in this case needs to be very explicit. Mail questionnaires are relatively simple to design and conduct. However these are impersonal and therefore the response live lot to be desired. It has structured questionnaires but no flexibility. Telephone interview is not commonly used for training need analysis.
Performance appraisal:- This is another method of information collection for TNI. This is very precise and accurate method of TNI. As the immediate supervisor of employee can assess the reason for poor performance. Decide on population to whom questionnaires are to be administered. Distribute to sample population. Collect the questionnaires at the earliest possible. Read through all the questionnaires to find lacunae for which personal interview needs to be conducted.
Questions need to be very explicit and easy to understand. These are simple to design and conduct. However these are very impersonal and usually the response rate leaves lot to be desired.
StepMake a group of 5to7 people from same department. StepIndividually make questionnaire for finding training needs of your supervisors. StepGroup leader of each group to make presentation in front of class. Trainer should have flexibility of arranging it as a lecture theatre, discussion room as workstation area.
For adult learning there should be sufficient open space outside training hall to carryout out door activities. Nominate programme coordinator from training department. The coordinator must ensure: Suitable trainers for the programme Nominate fairly homogenous group of trainees The curriculum to be designed for optimum utilisation of resources Availability of proper training material Correct timing and sequencing of programme Suitable location, physical facilities and training facilities.
Chairs and tables in circle for group discussion if in rows they expect the trainer will do the most job. For conducting a lecture keep enough space for yourself. Try to keep looking tidy. The temperature must be maintained between 20C to 23C. Remove irrelevant posters and paintings from the walls. Anything which is not required for the session must be removed from the room. Unusual colour painting on wall can distract participants.
Windows can have blinds to avoid distraction. The participants must be given correct and up to date information. Therefore a trainer must spend some time to up date himself. Participants will not listen to trainer if he is not prepared well.
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