1. Act 2.5 Training of trainers programme: first module 1 Bölgesel Rekabet Edebilirlik Operasyonel Programı’nın Uygulanması için Kurumsal Kapasitenin Oluşturulmasına Yönelik Teknik Yardım Technical Assistance on Institutional Building for the Implementation of RCOP in Turkey This project is co-financed by the European Union and the Republic of Turkey Gerbrand van Bork: TAT Key Expert 2 (IPA Expert and trainer) Gerbrand.vanBork@ecorys.com

2. 2 This project is co-financed by the European Union and the Republic of Turkey Act 2.5 Training of trainers programme: first module Your audience Just a good trainer..... Contents

3. Different participants……..I The “zoo” of participants

4. Different participants……..II Different approaches The dog: aggressive. Target, the trainer Intervention: ask (group ) questions. Involve in group assignments The horse: perfect participant. Presentator of assignments The monkey: knows everything, “expert”, wants attention. Time consuming, use input for group assignments The frog: like the monkey, no “expert”. No presenter! The lamb: nice, calm, needs success moments, ask easy questions. No discussions, but group assignments suitable! The hedgehog: knows everything already, training of no use. Use practical examples. Training will help solve problems. The hippo: most difficult participant, “hide”. Direct questions The giraffe: knows everything, superior, no criticism, no group work. The fox: uses training for intelligence, no contribution. Use group pressure to “open”

5. Wrap up: what makes a good trainer  A trainer is a leader  should radiate energy and enthusiasm  seduce the participants to the subject  When training trainers, the trainer is a role model, everything has a double meaning (“this is how you do it”)  The trainer can be challenged intellectually and admits mistakes.  The trainer is a good shepherd who takes care of his/her flock

6. And what else?

7. The good trainer is a designer  The good trainer makes a plan what he/she wants to bring, including ‘key messages’.  Then designs the programme in sessions, separated by milestones  For each chapter, choose appropriate teaching methods and tools, the way a composer chooses his instruments  Makes different class lay-outs to match the teaching methods  Makes a blackboard lay-out for the discussions, in order to arrive at the ‘messages’

8. How does he make it interesting?

9. The good trainer is a performer  Starts with high energy introduction  Then mixes high and low energy stretches, like going uphill and downhill  Creates reflective pauses, is not afraid of silence  Walks through the audience, like a gazelle, looks participants in the eye  After the round of feedback of participants at the end, gives a high energy conclusion to finalise the programme

10. But what about the training itself?

11. The good trainer is a communicator  Teaches two-dimensional by illustrating every statement with an practical example, picture, joke  Uses materials in a sophisticated but not overwhelming way  Sticks to a tight time schedule while giving the participants the idea they have all the time in the world  Can summarise/feed back questions of participants  Makes a couple of personal statements that “you can frame and hang above your bed”

12. Is that all?

13. A good trainer is a learner A good trainer is a learner  Realises that success indicates a need for innovation; training programmes have a product life cycle  The trainer can develop and stretch the material from self reflection, feedback from participants, peer review and adding or changing materials  After a while, there is a need for a completely new programme, depending on circumstances respectively the individual development of the trainer  Gradually, the trainer learns the most important “do”: don’t do too much  Always creates a harmonious design

14. Conclusion: the 5 by 5 model

15. Conclusions A good trainer has a variety of roles and competences Info should be “absorbed” by all participants in an identical manner Create a nice and open learning environment: do not offend or be too critical to participants