1. Capacity Building of Trainers/ Facilitators -Some Tips
A Presentation by Dr. Bhagbanprakash

2. Why Training?
The right training can ensure your employees/managers are using equipment/materials/procedure correctly and legally
The right training gives employees the necessary skills and knowledge to carry out their work to the best of their ability, increasing productivity and quality of work
Whether it is training, methods of working or legislation – things continuously change in an organisation.
Regular training means objectives and goals of your organisation and your employees/managers don’t get left behind and they stay working at their best, both today and in the future
Training and development can give your employees an increased and more diverse skills set, meaning they can take on additional responsibilities while supporting their own career progression

3. Preparation for Training

4. Preparation for Training
Training Need Analysis
Organizational analysis,
Task analysis,
Individual analysis,
Material preparation
Preparatory meeting with facilitators

5. IMPLEMENTATION

6. IMPLEMENTATION Schedule classes, facilities .
Physical conditions and environment.
Seating arrangement for interface.
Schedule and note for trainers.

7. Checklist: Devil lies in details

8. Checklist: Devil lies in details
Projection screen, Audio system.
Television and video cassette player, computer/laptops, wherever available.
Black/White board and chalks or markers.
Display board.
Notebooks, Flipcharts.
Cello tape, scissors, chart papers, felt pens, stapler, Plain paper and other such stationery items.
Drinking water for trainees and trainers.
Volunteers, co-facilitators.

9. What a Trainer/Facilitator is not

10. What a Trainer/Facilitator is not
Not a Boss.
Not a lecturer/Speaker
Not more important than participants
Not the only centre of attention
Not a judge or an arbiter

11. Portrait of a Trainer/Facilitator

12. Portrait of a Trainer/Facilitator
Sensitive
Friendly, articulate
Sense of humour
Good listener
Tactful, Watchful
Good sense of timing
Flexible, open minded
Resourceful and creative
Motivating

13. DIFFERENT STYLES of DELIVERY

14. DIFFERENT STYLES of Delivery
Teacher
Student
Trainer
Trainee
Facilitator
Participant
Know when to use which style (teacher/trainer/facilitator)

15. What is a Facilitator?

16. Root word of facilitator is “facilis”, which means easy A Facilitator is someone who makes learning easy

17. A Facilitator’s role:

18. A Facilitator’s role:
Establishes a collaborative relationship with participants
Helps create an environment of trust and openness
Ensures everyone feels included and has a chance to participate
Provides a structure for learning
Maintains a focus on the task
Helps build consensus
Manages the process of decision making (involving a group)
Draws on the knowledge of participants to help achieve the learning outcome

19. Some Basic Presentation Tips for Facilitators

20. Some Basic Presentation Tips for Facilitators
Create a friendly environment, quickly introduce the subject,
Explain why it is Important,
Aware that s(he) is not giving a lecture, adults learn by participation
Frame your story to engage Participants. – Humans are wired to listen to real life stories and metaphors,
Start out by presenting a problem- and engage everyone in a search for solution - an “aha moment”
group work etc

21. use ice breakers, energiser, teasers to break monotony , push up energy level
Take participants on a journey – figure out where to start and end, don’t exceed your time.
Brainstorm; find out what participants already know, they are not empty containers.
Avoid jargons and too much technical terms.
Never warn or threaten participants, try to wear a smile , healthy humour and humility relaxes every one.

22. Include at least 2/3 activities during each session, i. e
Include at least 2/3 activities during each session, i.e. role play, case studies,
Make eye contact, find 5/6 friendly looking participants in different parts of the conference- look them in the eye.
Plan the multimedia –keep slide presentation to the minimum, show more visual.
Remember –each presentation is unique and each presenter is special.

23. Using PPTs:

24. Using PPT: Choose your style
choose one or mix all the three.
To Read it directly off a script or teleprompter (Risk is you may lose connection with participants).
To develop a set of bullet points that map out what you are going to say-(not scripting word for word, or informing the informed).
To memorise and internalise the talk/presentation.(considered more effective)
involve all team members in the presentations by allocating time for each

25. Time Management
Plan systematic delivery: up to 15 min for presenting key ideas,
30 min for activities,
15 min for interaction, question, answer,
10 min for session evaluation(process and content)
5 min for summing up

26. MANAGING TRAINEE BEHAVIOUR
The Monopoliser or Non-Stop Talker : Interrupt and ask for the view of others.
The Interrupter: Ask to hold opinion & allow the other trainee to complete.
The Rambler: Strays off subject. Ask questions to bring back to subject.
The Whisperer: Distracts group. Ask to share ideas with group and not with individual.
The Silent One: Provide opportunity and encourage to participate.
Personal Question: Tell to talk to you personally.

27. Trainer Behaviour . Use body language generously, make eye contact.
And find a few friendly looking participants from different corners of the training hall- look them in the eye.
Avoid sitting as a fixed figure, Keep moving, encouraging participants.
. Plan the multimedia, combining visual, auditory, talking and acting.
Keep slide presentation to the minimum, show more visuals including meaningful cartoons, avoid repetition.
. Remember –each presentation is unique and memorable, if done properly.

28. The quality or power of inspiring belief
Trainer Credibility
The quality or power of inspiring belief

29. Trainer Credibility Informed Experienced Skilled Qualified Just Kind
Competence
Dynamism
Trustworthiness
Informed
Experienced
Skilled
Qualified
Just
Kind
Friendly
Honest
Emphatic
Bold
Active
Energetic

30. How Trainees Learn

31. Learning
Visual
Auditory
Tactile

32. How People Learn Hear only = 20% See only = 30% Hear and See = 50%
Hear, See and Talk = 70%
Hear, See, Talk and Do = 90%
National Democratic Institute for International Affairs (NDI)

33. We Learn, We Remember We Learn: We Remember: 1% through taste
10% of what we read
1.5% through touch
20% of what we hear
3.5% through smell
30% of what we see
11% through hearing
50% of what we see and hear
83% through sight
80% of what we say
90% of what we say as we act

34. Alternative Research findings
75% by discussing things
85% by doing something yourself
95% by teaching someone else work

35. Emotions

36. Different Styles of Communication

51. SOME USEFUL TRAINING METHODS

52. SOME USEFUL TRAINING METHODS
Brainstorming : A technique for stimulating & eliciting a basketful of new ideas and angles on the given issue for debate and evaluation.
Free Group Discussions : A group discussion in which topics & direction are largely controlled by members, not facilitator, can be problem centered also.
Group Projects : A practical group exercise or individual activity involving investigation of a problem and often conducted in the field.

53. Brain Storming Video
Case Study Video

54. Focus Group Discussion: Provides excellent opportunity to study group dynamics and get feedback on perception, belief and behaviour.
Case Study : An in-depth analysis of problems, real or simulated, for trainees to identify problems or suggest solutions. Frequently used to indicate the description of a situation, which is used as a basis for study and discussion.
Role Play: It is a simulation where trainees act out roles in imaginary or real situation for deeper analysis.

55. Evaluation of Training / Refreshers course:
Each training programme needs to be evaluated in order to find out its impact , short comings , if any, for improvement and correction in future.
This can be done concurrently as well as at the end of the course.
The training coordinator should use the evaluation tools to find out whether the objective and the expected learning outcomes for each session and the course as a whole have been achieved .

56. "Live as if your were to die tomorrow
"Live as if your were to die tomorrow. Learn as if you were to live forever." Gandhi

57. "I never teach my pupils; I only attempt to provide the conditions in which they can learn." -Albert Einstein

58. "I cannot teach anybody anything,
I can only make them think." Socrates

59. Thank You