1. Sinaia, 18-25 of May 20031 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Train the Trainers

2. Sinaia, 18-25 of May 20032 Session objectives Sharing experience Understanding what the trainer is Understanding adult learning principles Improving presentation skills Improving interviewing skills Have some fun...

3. Sinaia, 18-25 of May 20033 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings The Trainer

4. Sinaia, 18-25 of May 20034 INTEREST for: S elf - development People Understanding immediate requests

5. Sinaia, 18-25 of May 20035 Trainers characteristics Physical presence and good knowledge on: Physical presence and good knowledge on: – Own area of expertise – Economical environment – General knowledge – Pedagogical and psychological

6. Sinaia, 18-25 of May 20036 Skills and features: Verbal and writing fluency Creative and imaginative thinking Flexibility Analytical thinking Inteligent Openness Drawing skills Skills and features: Verbal and writing fluency Creative and imaginative thinking Flexibility Analytical thinking Inteligent Openness Drawing skills

7. Sinaia, 18-25 of May 20037 Behavior: Self confidence Equilibrium Patience Solicitude Sense of Humor Tolerance Setting high standards for self and the others Punctuality Mobility Enthuziasm

8. Sinaia, 18-25 of May 20038 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings The Student

9. Sinaia, 18-25 of May 20039 TRAINING & LEARNING Learning a relatively permanent change in behaviour that occurs as a result of practice or experience (Bass & Vaughan 1967) no one can develop anyone else except himself. The door to development is locked from the inside (Argyris, 1962)

10. Sinaia, 18-25 of May 200310 TRAINING & LEARNING knowledge comprehension analysis synthesis evaluation Cognitive Affective Psychomotor feelings attitudes Responding valuing judging skills abilities techniques competences (Bloom 1964)

11. Sinaia, 18-25 of May 200311 Principles of Learning The individual must be motivated to learn Standards of performance should be set for the learner The learner should be given guidance The learner must gain satisfaction from the learning Learning is an active, not a passive process

12. Sinaia, 18-25 of May 200312 Principles of Learning (2) Appropriate learning techniques should be used Methods should be varied (to suit different styles & ages etc..) Time must be allowed to absorb & transfer the learning The learner must receive reinforcement There are different levels of learning requiring different methods & lengths of time

13. Sinaia, 18-25 of May 200313 Experiential Learning Theory (Kolb 1985) Concrete experience experiencing noticing Reflective observation interpreting reflecting Abstract conceptualisation generalising judging Active experimentation applying testing

14. Sinaia, 18-25 of May 200314 TRAINING & LEARNING Learning Styles – Activist - Concrete experience (Whats new? Im game for anything!) – Reflector - Reflective Observation (Id like time to think about this) – Theorist - Abstract conceptualisation (How does this relate to that?) – Pragmatist - Active experimentation (How can I apply this in practice?) (Honey & Mumford 1986, 1992)

15. Sinaia, 18-25 of May 200315

16. Sinaia, 18-25 of May 200316 ?

17. Sinaia, 18-25 of May 200317

18. Sinaia, 18-25 of May 200318

19. Sinaia, 18-25 of May 200319 The Virtuous learning Cycle (Mumford 1997) Effectiveness focus Perceived relevance Immediate application Rewards from application Enthusiasm for further learning

20. Sinaia, 18-25 of May 200320 The Vicious learning Sequence Generalised knowledge/skills Transfer to own situation Difficulty in application Absence of rewards for learned processes Full stop (Mumford 1997)

21. Sinaia, 18-25 of May 200321 Learning barriers Communication Personal issues Inadequate methodology Difficult students Difficult groups

22. Sinaia, 18-25 of May 200322 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Methods of delivery

23. Sinaia, 18-25 of May 200323 Choosing the training method - depends on objective factors (objectives, content etc.) - depends on subjective factors (trainers personality, trainee psychology) - there are not good or bad training methods only appropriate or inappropriate for a certain situation - based on trainers creativity.

24. Sinaia, 18-25 of May 200324 EXPLANATION: expositive methods to clarify concepts, principles, laws etc. Addressed to the thinking process, emphasize on analysis and synthesis, induction and deduction. Ways: - Concept, principle, law analysis eexample - Example compare results deduction of concept, principle, law. EXPLANATION: expositive methods to clarify concepts, principles, laws etc. Addressed to the thinking process, emphasize on analysis and synthesis, induction and deduction. Ways: - Concept, principle, law analysis eexample - Example compare results deduction of concept, principle, law.

25. Sinaia, 18-25 of May 200325 LECTURE: generous expositive method that logically and chronologically introduce new or less known information. LECTURE: generous expositive method that logically and chronologically introduce new or less known information.

26. Sinaia, 18-25 of May 200326 INTEROGATIVE methods DIALOGUE: ensures exchange of ideas process between trainer and trainee. It stimulates and activates the learning process.

27. Sinaia, 18-25 of May 200327 INTRODUCTORY DIALOGUE DISCUSSION DIALOGUE IDEEA IDEEA

28. Sinaia, 18-25 of May 200328 DEBATE Advantages: Offer the opportunity to express ideas, arguments, attitudes, to evaluate; Offer the opportunity to develop reflections and opinions; ensures divergent thinking development; enhance group life, favour a sincere climate and commitment. DEBATE Advantages: Offer the opportunity to express ideas, arguments, attitudes, to evaluate; Offer the opportunity to develop reflections and opinions; ensures divergent thinking development; enhance group life, favour a sincere climate and commitment.

29. Sinaia, 18-25 of May 200329 OPERATIONAL methods (based on action) ACTIVITY constant and repeated operations aiming: -aplication of concepts -forming different skills -developing intellectual and physical skills -stimulating creative potential. OPERATIONAL methods (based on action) ACTIVITY constant and repeated operations aiming: -aplication of concepts -forming different skills -developing intellectual and physical skills -stimulating creative potential.

30. Sinaia, 18-25 of May 200330 CASE SCENARIO (case study) allow direct confrontation with a real situation, authentic and relevant that will be analyzed by the students from different perspectives in order to deeply understand the problem, being capable to develop and choose the optimal options and make proposals for viable decisions that are correctly argument. CASE SCENARIO (case study) allow direct confrontation with a real situation, authentic and relevant that will be analyzed by the students from different perspectives in order to deeply understand the problem, being capable to develop and choose the optimal options and make proposals for viable decisions that are correctly argument.

31. Sinaia, 18-25 of May 200331 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Skills for delivery

32. Sinaia, 18-25 of May 200332 Training is about communication

33. Sinaia, 18-25 of May 200333 What is Communication? Communication is the clear and accurate sending and receiving of information, instructions, or requests, and providing useful feed back

34. Sinaia, 18-25 of May 200334 Process of Communication Sender conveys ideas or information to others Receiver hears or takes in information and provides feedback

35. Sinaia, 18-25 of May 200335

36. Sinaia, 18-25 of May 200336 Types of Communication Verbal Tone Volume Inflections Pace Speaking Writing Non-Verbal Gestures Voice Intonation Attire Facial Expressions Posture Movement Eye Contact Confidence

37. 37 Only the first time you can make a first good impression

38. Sinaia, 18-25 of May 200338 When sending information… Communicate in appropriate ways Use verbal versus non-verbal means Convey information concisely and accurately Provide information at the right time Request feedback or verification

39. Sinaia, 18-25 of May 200339 When receiving information… Actively listen Take active versus passive role Seek Clarification Take action as a result of communication Answer or respond to message

40. Sinaia, 18-25 of May 200340 Getting the message across DO – be clear (define jargon, be explicit, be fluent, use pauses) – provide emphasis (verbal & non verbal markers, mnemonics, repetition, summaries) DONT fidget speak too fast um and err ignore feedback (lack of understanding, boredom, over- excitement)

41. Sinaia, 18-25 of May 200341 Noise Perceptions Technical noise Educational noise Social noise

42. Sinaia, 18-25 of May 200342 Feedback Gibbs (1988) Description What happened? Feelings What were you thinking and feeling? Action plan If it arose again what would you do? Evaluation What was good and bad about the experience? Analysis What sense can you make of the situation? Conclusion What else could you have done?

43. Sinaia, 18-25 of May 200343 Feedback Behavior Impact Suggestion

44. Sinaia, 18-25 of May 200344 The actual presentation

45. Sinaia, 18-25 of May 200345 Preparation Purpose REsearch Psychology Assess audience Rehearsal Environment

46. Sinaia, 18-25 of May 200346 Research the subject expertise impresses thorough knowledge of subject gives presenter confidence allow time to think allow time to select

47. Sinaia, 18-25 of May 200347 Presentation - Define the content decide what you want to include cut it ruthlessly! and again! prioritize think of a good opening and ending

48. Sinaia, 18-25 of May 200348 Structure introduction positive arguments address negative arguments (optional) conclusion Questions See Presentation Templates in Microsoft Office

49. Sinaia, 18-25 of May 200349 Know Your Audience Knowledge of the subject Opinions regarding the subject Personal Objectives for attending Experience and skills Receptivity to the subject What worked/did not work previously

50. Sinaia, 18-25 of May 200350 Research the audience Audience size – 2-3 people = structured discussion – 4-25 = presentation with some discussion – 25-45 = presentation – 45 upwards = big hall, projector, voice aids Audience psychology – status – background – experience

51. Sinaia, 18-25 of May 200351 Always Have Q & A Session Take questions from around the room Repeat the question Paraphrase Break down complex questions Answer the whole question Be Concise Keep it Real

52. Sinaia, 18-25 of May 200352 Holding attention motivate the audience – establish empathy, relate to audience needs attention span – dips after 10-15 minutes, rises again near end voice control – vary volume, pitch, rate, rhythm, inflection memory aids – cards

53. Sinaia, 18-25 of May 200353 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Setting the environment

54. Sinaia, 18-25 of May 200354 Environment size of room position of chairs windows & doors check noise levels speakers desk/notes test equipment bring back-up material computer – PowerPoint acetates slides flipcharts videos demonstrations

55. Sinaia, 18-25 of May 200355 Arranging seats Facilitates participation Energizes the group Communicates the philosophy of the training session Communicates the training method.

56. Sinaia, 18-25 of May 200356 Evaluating the training Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings

57. Sinaia, 18-25 of May 200357 EVALUATION TOOLS FOR TRAINERS Evaluating the trainer during a training session can be made under three different approaches: - applying a universally-accepted model for presentation skills - applying a personal pattern appropriate for the situation - applying a pattern or approach which has been developed within the organization or the respective cultural environment

58. Sinaia, 18-25 of May 200358 PRESENTATION SKILLS general behavior verbal communication body language VISUAL AIDS Slides Flipcharts Audio materials Video materials

59. Sinaia, 18-25 of May 200359 EVALUATION AND OVERVIEW METHODS The role of evaluation: diagnosis: points out the value of training methods optimization: with respect to the pace of the training process stimulation for learning: unbiased and documented assessment of the level of knowledge attained forming-educating role: by using questions and answers the whole group of trainees builds up critical thinking, reasoning, creative implementation of knowledge acquired.

60. Sinaia, 18-25 of May 200360 Evaluating trainees : Level of knowledge Degree of understanding System of applying Capacity to analyze facts, relations and principles Capacity to summarize, draw conclusions as underline and extrapolate Ability to evaluate, compare and judge Creativity

61. Sinaia, 18-25 of May 200361 EVALUATION : ORAL EVALUATION WRITTEN EVALUATION: precise, short questions/exercises that require short, precise answers; DOCIMOLOGICAL TESTS : questions aimed to test the understanding of the material.

62. Sinaia, 18-25 of May 200362 SELF EVALUATION Controlled self scoring peer group evaluation and scoring

63. Sinaia, 18-25 of May 200363

64. Sinaia, 18-25 of May 200364 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings The *.ppt presentation

65. Sinaia, 18-25 of May 200365 Use a Template Use a set font and color scheme. Different styles are disconcerting to the audience. You want the audience to focus on what you present, not the way you present. See Presentation Templates in Microsoft Office

66. Sinaia, 18-25 of May 200366 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Interviewing skills

67. Sinaia, 18-25 of May 200367 Preparation: content relevant – (time is precious) assessable – So that you can compare situations avoid overlap – Especially if more than one interviewer number of questions – too many - interview rushed or deadline missed – too few - ground not covered

68. Sinaia, 18-25 of May 200368 Formulation of questions open – allow interviewee to expand closed – require yes/no or factual answers multiple – confuse interviewee leading – conversational, simple, complex Probing – to test for clarification, explanation,justification, examples, expansion, accuracy, agreement

69. Sinaia, 18-25 of May 200369 Sequence of questions funnel – open questions narrowing to closed inverted funnel – closed than open questions tunnel – sequence of all closed or all open erratic – Used in courts, interrogations

70. Sinaia, 18-25 of May 200370 Use of language vocabulary – avoid using acronyms, exclusive jargon precision – lack of clarity is unfair to candidate frame of reference – make sure interviewee understands you frame of reference

71. Sinaia, 18-25 of May 200371 Interview management task/relationship balance drama/performance element induction/building rapport control of irrelevant information time management record keeping closure

72. Sinaia, 18-25 of May 200372 Listening skills (10 commandments) stop talking put speaker at ease show you want to listen remove distractions empathize with speaker be patient control your temper easy on argument & criticism ask questions stop talking

73. Sinaia, 18-25 of May 200373 Active listening It takes three years to learn to talk and a whole life to listen. André Malraux Passive Listening Social Listening Involvement degree of the listener Active Listening

74. Sinaia, 18-25 of May 200374 Interpretation: some common errors halo effect expectation effect stereotyping assuming intention assuming similarity to your own views ignoring other peoples frames of reference

75. Sinaia, 18-25 of May 200375 Perceptions What do you see?

76. Sinaia, 18-25 of May 200376 Understanding others Perception see and hear cues identify cues with attributes associate the attributes with other qualities decide on the cause - person or situation judge/evaluate – frame people and events detect deceptions

77. Sinaia, 18-25 of May 200377 Factors affecting perception motivational state – if we are hungry we notice food smells more habituation – we stop perceiving familiar things e.g. noise – we notice new things, and unusual things desire for closure – we make simple patterns from very little data cognitive consistency – We notice things which reinforce our existing attitudes

78. Sinaia, 18-25 of May 200378 Understanding the self self categorisation – perceiving others in relation to self social identity – perceiving self in relation to groups low self esteem – prevents people interacting well with others high self esteem, self delusion – can lead to foolish risk taking self efficacy or confidence – based on past success

79. Sinaia, 18-25 of May 200379 Counseling styles evaluative interpretative supportive probing understanding

80. Sinaia, 18-25 of May 200380 Counseling process Identify the problem Collect information Establish criteria for outcome Decide on solution Evaluate results

81. Sinaia, 18-25 of May 200381 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Thank you and success!