Training of Trainers

04/08/2023 R.K.Maiti, Joint Secretary,P&RD Deptt, WB.

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TRAINING OF

TRAINERSFOR

PANCHAYATS AND

RURAL DEVELOPMENT


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Good training is an art, not of putting ideas into people’s heads, but of drawing ideas out.

Learning is a change of behavior occurring from the process of

internalising knowledge, skills and attitudes.


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Training, Learning, Education and Development

Training is the process of effecting change in an individual human behaviour often applied to the acquisition of limited job- related skills.

Education is learning or acquiring orderly logical systems for processing new information.

Development is the process of change from the present condition to a better one. It is enhancement of capabilities and creating opportunities.

Learning is the process of gaining and using knowledge, understanding or skills through experience, practice and exercise.

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When you stop learning you stop growing

Learning must be a continuous phenomenon. Every day and every time, learn something. The day you stop learning you fail to acquire the competence you need to face the present moment challenge.


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Four ways of learning

Imitation Being told—learning event for

a reproductive task Trial and error Thinking --- learning event for

a productive task


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Why training? FOR More rapid development Increased output Improved quality of

products and services Less waste of time, money,

materials,and people Better utilisation of

resources


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When Training?

Training is necessary when:- Policy changes. Technology changes. People are to take up new

jobs/challenges. Organisation takes up new

ventures. Induction/Refresher


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Definition of training

Training is “ A planned process To modify attitude, knowledge or skill Through learning experience To achieve effective performance In an activity or range of activities

…… To satisfy Needs of organisation.”


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Behavioural changes through training

Knowledge- Knowing what and how to do it. Facts and procedures Standards Working environment

Skills Having the ability to do it Physical Interpersonal., social Intellectual

Attitude Of being prepared to do it To people, quality, safety Of willingness to change.


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Performance Problem and Training Intervention

A performance problem is a situation of concern to the organisation where there is a difference or deviation between what was planned or expected to happen and what in fact happened.

To bridge such Gap , training intervention is required.

But there are other factors in life which may be obstacles to performance enhancements.

These non-training factors should also be dealt with properly and simultaneously.

Generic principles in adult learning• Participants are not empty receptacles into whom

knowledge is to be poured

• Conversely, Resource Persons are not the repositories of all knowledge and wisdom

• Pre-knowledge of participants should form the basis of further learning

• Every participant, irrespective of his/her gender, caste, community has infinite capacity to learn

• Mutual learning can be achieved through non-hierarchical and informal mode

• No training is complete unless it shares the warmth of the human touch.


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How Adults learn?• “I like to learn, but hate to be taught”—Winston Churchill “I never teach my pupils. I only attempt to provide the conditions in

which they can learn.” Albert Einstein

Adults learn in an enabling environment . Adult Learning principle Adults learn when they develop a sense of self worth. Adults learn as much from acting and thinking– when it becomes an

emotional experience for them. Adults learn by their choice. Adults learn what they think is relevant to their lives and struggle. Adults learn from their experience—when the new information or

skill is related to what they already know or can do. Adults respond best to an atmosphere of acceptance, respect and

encouragement. Adults should feel free to ask questions and contribute to

discussions. Adults learn better when the trainees and trainers discuss and solve

problems as a team.

Training environment

• Learning occurs best in an environment which:

– Is non-threatening and encourages people to be active

– Facilitates the individual’s discovery of personal potential and capabilities

– Recognizes people’s right to make mistakes

– Accepts differences

– Encourages openness, self and mutual respect

– Promotes togetherness among learners.


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Training needs Analysis Performance is influenced by three common factors:- Lack of knowledge or skill. Lack of environmental support. (Non training

needs) Lack of motivation. Commonly performance of a task needs Knowledge,

Skill and Attitude. Because Knowledge and Attitude form a necessary

background to the performance of any task, we can call these categories as “Enabling Factors”

But the actual performance of a task requires more than knowledge and attitude.

It will need one or more of the other three skills, namely Communication skills, Decision- making skills and Manual skills. We can call them as “Performance skills”


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Aspects of a Task Analysis

Examine the context or situation in which it is performed. Divide the task into sub- tasks or components. Define the Enabling factors. Define the Performance skills needed. When the task is described accurately and task analysis has

been done, the knowledge relevant to the task should become clear.

This will help the trainer to define the Minimum and Necessary knowledge required. But it will not of itself answer the question “ How much?”. This depends upon the level of responsibility attached to the task etc. This idea is expressed as the target concepts. This divides knowledge into three categories– Must know, Helpful to know and Nice to know.

The outcome of the Task analysis is a complete list of what the trainees should learn and a complete list of what should be assessed.


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What is Participatory training? Participatory training is an educational

strategy based on the alternative training approach ,where

Learners are active participants in the learning process.

Their needs, questions, reflection, analysis and their strategies for change carry the process forward.

It is a learning through sharing and doing activity.

It is discovering one’s needs and sharing knowledge – while developing interpersonal skills.

Principles of participatory training

• Participant centred, rather than Trainer centred

• Focus on awareness, knowledge and skills• Learning through experience of

participants• Creation of suitable learning environment• Including time and space for unlearning• Applicability and utility in day to day life

and living • Trainer’s behaviour is an important

element in participatory training.


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Traditional and Alternative training approaches

Traditional approach Learning is a product. Trainer controlled. Transfer of knowledge

& expertise. Trainer as expert.

Assumptions Learners know

nothing. Learners are passive,

receptive. Encourages

conforming and coping.

Alternative approach Learning as a process. Trainee-centred. Discovery of principles. Trainer as facilitator/

Resource person.

Assumptions Learner is full of

capacities having knowledge of reality.

Learner is active, discovering.

Stimulates independent thought, creativity.


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Social Change and participatory Training

Social change implies improvements in the lives of the vast majority of weak, unorganised, underprivileged people(labourers, marginal and small farmers, artisans, tribal, workers, women etc) in the direction they consider appropriate for themselves.

It entails informing, mobilising, and organising this vast majority so that they can identify , articulate and struggle for their common interests.

Participatory training is a process for Enhancement of Capabilities.

It is a form of creating social opportunity for the participants.


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Participatory Training in Rural Development

It aims at creating an experience of personal and collective change, then strengthening people’s understanding that change is possible, within one’s self and at the level of the group.

It encourages people to question what they have always accepted, to critically examine their own experiences, to derive insights through analysis thus releasing their latent powers.

It recognises and validates authentic people’s knowledge –leading to a powerful sense of ownership and willingness to transform the reality.

Learners then become prepared for action.

Participatory training is not putting ideas into people’s heads, but of drawing ideas out.


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Participatory Training as a process of Empowerment

For “Power” in Empowerment to be in permanent supply, it must be:-

P—Participative (Involve everyone) O--Open ( to ideas & questions) W–Willingness to let go (let others learn from

mistakes) E– Enabling environment ( helping to clear barriers) R--- Results driven ( concentrated on SMART

objectives) I want to do + I can do = I will do. ( Motivation + Enabling = Empowerment )

Belief leads to Attitude, Attitude leads to Behaviour, Behaviour leads to Action.

Authority= Right to command and Power= capacity to command

Feeling of Empowerment:- “I can do it” “We can bring about change” “ I can change”


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Limitations of Participatory training process

Structures and systems of society do not change within the training situations. Individuals can understand social dynamics and social change, their potential role in the change process, assess their strengths and weakness, acquire relevant skills to play a meaningful role .

Group can learn how to function as an effective unit of action, the possibilities of democratic functioning .

While working towards change with the poor, illiterates, women and unorganised people there is a great temptation to define or dictate change for them.

We the educated and privileged can skillfully manipulate our own thinking so that the people start believing it as their cause. In this process we become equally guilty of mind- control as another oppressive power.

Four basic learning steps in a training workshop

Starting with experience Deepen understanding Move to theory Move to Action

GROUP DYNAMICS

Problem solving by Groups


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Direct Trainer’s Skills Primary duties of Direct Trainers

include:- Using appropriate training methods and

instructional skills to help people learn. These may include, for example:-

Conducting training sessions “on” or “off” the job.

Coaching individual trainees. Delivering lectures or leading discussions. Using less traditional, learner- centred

training methods– such as Group exercises, Case studies, Role plays etc.

Using instructional materials. Helping individuals or groups with their

performance problems.


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Direct Trainer’s skill (contd)

Secondary role of trainer Identifying training needs—of

individuals and organisation. Planning and designing learning units. Assessing results:- The quality of training provided. Whether this resulted in improved

performance. Whether the training was worth doing.


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Three Phases in Training process

Pre-training phase :-determination of what kind of training is required and preparation for it.

In- Training Phase:-individuals undergoing structured learning experience.

Post-training phase:- ensuring that what is learnt is transferred to the actual job situation.


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Plan and design training Identification of Performance

problems.

Identify training needs.

Plan and Design training

Implement training.

Assess results.


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Aim of Training

Aim is a statement of intent. It provides a general link

between training need and the provision of training.

The purpose of aim is to draw attention to the training being provided and to communicate this intention to learners, Management, Line Managers , etc.


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Objectives in training function Performance objectives The standard of performance that the client

organisation would like to be achieved so that when trainees return to work, they perform their task to the specified standards.

Training objectives A clear, precise and unambiguous statement of what

the learners will be able to do at the end of training.

Enabling objectives The discrete elements of knowledge and skill the

learner will need to acquire. The cumulative effect of completing all enabling objectives would enable a person to achieve training objectives.


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Training Design definition

The process of converting training objectives in a well thought-out and purposefully integrated pattern of the contents to enable the participants to acquire learning as effectively as possible.


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Training Design- Parameters

Design Brief Aim Objectives Assessment Formative Summative Validation Internal External Place Time Methods Trainers Entry Behaviour Constraints


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Questions that need answering for a DOT

Who are the participants? How many of them? What is their seniority? Why are they coming? What do they hope to get out of the

programme? Where is it to be held? What are the facilities? What visual aids etc are available? What body of knowledge– Must I

cover?/Should I cover?/ Could I cover? What skills are they hoping to acquire? To what level of competency? Why is the organisation sending them?


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Questions to be answered for a DOT(contd)

What are the objectives of the programme?– Individual objectives/ Organisational objectives.

What methods should I employ? What resource materials will I need to deliver

the programme? Will I be on my own? Will others be helping me/ Who are they? How will I know the course has met its

objectives? DOT is Demand based and not Supply based. DOT has three distinct areas :- Training

programme, Training course and Learning units.


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Design- Brief It is the outcome of TNA and provides broad

training specifications which form the basis for designing training courses. The training specifications will include:-

Performance problem Training need Overall context of the training needs Total number and level of people to be trained Constraints within which trainings is to be

designed Aim of training Outcome /Benefit


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Designing a Learning Event Select Content from training objectives

( from Known to unknown/ concrete to abstract/ General to particular/ Simple to complex)

Sequence ( what after what) Select method (lecture, brain storming, case

study, role play, group discussion, group exercise ,etc )

Select media (audio/ audio- visual/visual etc ) Select trainer( Internal/ External ) Review timings Assess results Improve upon


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Writing “SMART” Training Objectives

S– Specific M– Measurable A– Attainable R– Relevant T– Time-Bound A training objective states what a person is,

or will be able to do – a statement of performance expressed in terms that are SMART.

When writing training objectives we should remember not to provide more what we can deliver.

An objective uses behavioural terms to describe a learner’s performance by means of Action verbs linked with KNOWLEDGE, SKILLS,ATTITUDES.


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Typical Action Verbs for writingTraining Objectives

For Knowledge

For Skills For Attitudes

Define Adjust Agree

Describe Inspect Distinguish

Explain Calculate Help

Identify Check Recognise

List Maintain Negotiate

Select Operate Indicate

State Repair Practise


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WRITING TRAINING OBJECTIVES Verbs which are not observable and not

measurable should not be used in training objective such as:-

Appreciate Realise Perceive Understand Aware Know The trainer should set training objectives for

the benefit of learners rather than himself or herself.

Example:- (1)The participants will be able to calculate the amount of tax.(2) He/ she will be able to use an OHP,(3) She will be able to explain the basic tenets of the 73rd Constitutional Amendment.


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Design of a training proposal Writing proposal:- Design Brief– for meeting organisational requirement Organise your proposal;- Purpose statement Problem statement Solution statement Implementation statement Follow up statement

TIPS Organise your ideas according to client’s interest. Use single theme paragraphs. Don’t become slave to any approach. Keep short as possible.


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Design of training Planning:-- Job analysis What? Why? How/ How well? Trainee Analysis Who? Where? Level of Knowledge/ Skill/ Experience TNA Weakness Ways to overcome Determine Training objective What to be done? Under what conditions/ Upto what standard/ How to evaluate?


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Design of Training Preparation Select and organise content ( Must, Should,

Could) Knowledge Fact Procedure Concept Principle Skill Thinking Acting Reacting Interaction Sequence


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Design of training Preparation (contd) Select training techniques, Methods, aids. Being told Imitation Trial and error Thinking

Prepare lesson plan Decide each lesson presentation Set out step by step Allocate time Evaluation When? Methods? Questionnaire?


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Design of Training(contd ) Presentation Conduct training Keep to your lesson plan Use variety of methods Encourage participation Use demonstrations, models, visual aids. Consolidate learning (SLATE:- Summary/ Link/ Ask questions/

Test understanding/Extend learning) Evaluate Training Conduct planned evaluation Summarize results Write evaluation reports Review and revise Summarize training Review in the light of evaluation Discuss with other trainers Improve design


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Example of a training design proposal Project

Context (performance problems/people/ organisational imperatives etc)

Aim of project design Training needs (K/S/A) with an indication of non-

training needs to be tackled by the organisation itself ) People ( Who/Where/Experience ) Objective (SMART) Enabling objectives/ Training Objectives( Action Verbs) Entry Behaviour Learning events ( session plan/ training methods/

media) Performance assessment Validation measures ( internal/ external ) Duration Faculty Design Constraints (trainees/ their availability/ budget/

materials/ timings /trainers/ time/ equipment/ location etc)

Budget for training.


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Planning a Training Course/Programme

“Course” refers to distinct topic ( a group of tasks) arranged by a trainer/trainers over a definite length of time. What each individual course contains will depend upon the grouping of the task list and on the task analysis.

“Programme” means when and where different tasks will be taught. The teaching of tasks takes place during class periods, practical sessions, field visits, self study and assessment periods.


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Importance of planning a course/ programme

It is the only way in which time given to various sessions of the course can be balanced. “Failure to plan is planning to fail”

It is easier to learn topics in a logical sequence.

Performance skills of a task need to be practised as soon as the enabling factors have been absorbed.A course programme helps a trainer to arrange practical which relate to knowledge learnt.

Field visits should fit into the training programme.

If continuous assessment needs to be part of the course this also needs to be planned in advance.

If the course programme is given to the trainees they will experience a sense of progress as they learn.

Most training workshops should have the following sessions

Welcome and introduction Finding out the participants' expectations and what they hope to learn Aims and objectives Start with own experience Give people new information, understanding or skills. Apply what was learntPlanning the next step Do an evaluation of the session

How to use common training methods

It is divided into the following parts:Inputs and presentationsParticipation Discussion Skills practice sessions Team-building Ice breakers


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Planning a lesson After a trainer has made an outline of his/ her

programme he/ she can start to plan each lesson in detail.

The lesson is the focus where the trainer’s skill is applied.

The trainer’s understanding of what helps people learn and his /her skill in using techniques suited to particular types of learning is given practical expression in the lesson.

The educational circle (Objective– method– assessment– evaluation) applies to every lesson, as well as to the training programme as a whole.

By preparation of a lesson plan we mean collecting and making the resources needed by the plan which has been outlined. For example, hand outs, models, visual aids, tests and exercises.

Planning and preparing lessons takes a great amount of a trainer’s time.

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How to plan a course programme

Date/ day/ time

Learning objective

Content division

Methods Aids Trainer/Facilitator

Assessment

Day-1

Day-n


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Evaluation of training Definition:- Evaluation is the assessment of the total

value of a training system, training course or training programmes.

It attempts to measure the overall cost –benefit of the course or programme and not just achievement of laid- down objective.

It has the key role of quality control by assessing:- The effectiveness of methods being used. The achievement of objectives set ( both by trainees

and trainers) Whether the needs originally identified have been met. Control of training costs. Credibility for training function. Link between training and organisational strategy. Staff morale.

Purpose of evaluation Feed back Control Research


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Evaluation of training (contd) Validation is a process of measuring the extent to

which objectives of a training programme have been achieved. Generally it is done in two steps.

Internal validation:-a structured questionnaire designed to ascertain trainees’ reaction on whether the training has achieved the objectives which were specified in the design.

External validation:-a series of tasks and assessment

designed to ascertain whether the behavioural objectives of an internally valid programme were realistically based on accurate identification of training needs.


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Four Levels of Evaluation

Level one:- The trainee reaction. Level two:- Change in the

trainee- learning. Level three:- Behavioural change

on the job. Level four:- The results to the

organisation.


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Role of Feed back in Evaluation of Training

Feedback increases the speed of learning. When information is actively recalled or used by the

learner.

The process by which a trainer informs a learner that she/ he is right or wrong is called feedback.

Trainers give feedback to learners in many ways:- When they comment on the quality of learners’

answers to questions. When they observe learners doing tasks. When they advise the learners about— What is being done well and what is being done badly.

Feedback is most helpful when:- It is immediate. It states the standard of performance. It guides improvement.

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Development Of Training Materials (DOTM)

Development of training materials refers to the activities undertaken after design of training and prior to implementation of training.

DOTM– a sample list of activities:-

Course material–Hand outs, Course guide, Course brochure.

Assessment measures– Formative, Summative. Performance aids– Check lists, Flow charts, Tip

sheets. Exercises. Case studies along with methodology to run

them. Visual aids– Transparencies, Flip charts, Power

point slides. Measures for transfer of learning projects,

action plans. Course documentation.


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DOTM- Training documentation

A complete set of training material including the methodology for running the course.

Training Manual –a self contained guide for trainers/ training managers– assembling linkages between course material , methodology, training techniques and training aids.

Lesson plans-a document that sets forth the objectives to be attained in a single lesson, the content to be learnt and the means by which the objectives are to be attained.


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Visual Aids Visual Aids provide An appeal to a variety of senses. A focus of attention. A change of pace. A simplified explanation to help understand. A more vivid and lasting impression. A consolidation of learning. Help to transfer learning (TOL) AVOID Talking to them. Reading them word by word. Waving pointer. Putting too many words on visuals. Unwanted light on screen Obstructions.

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VISUAL AIDS (CONTD) Use of colour in visual aids Visibility Contrast Interest Legibility Types of visual aids (Mechanical) OHP Slide projector Computers/ LCD projectors CD players Video Visual aids (Non mechanical type) Chalk board/ White board Flip chart Chart/ Poster/Map/Graph Photograph Manual Hand out/ Text books


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Role of Five sense organs in learning

HEARING— 13 % TASTE-- 3% SMELL-- 3% TOUCH---- 6% SIGHT--- 75%


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Structuring the Content of Lesson Plan

Beginning:- Where a trainee is prepared for instruction.

Middle:- Where instruction is carried out and a trainee learns.

End:- Where instruction is consolidated and objective achieved.


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INTRODUCTION

Interest– Arouse the trainee’s interest in learning.

Need-- Explain the need for learning. Title--- State the title, subject, or purpose or

aim.

Range--- State how far, how deep, what aids.

Objective- Observable, achievable, testable. Tell them what you are going to

tell them. Tell them. Then tell them what you have told them.


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How we remember?

10% of what we read. 20% of what we hear. 30% of what we see 50% of what we see and hear. 80% of what we do


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Speed of thinking and speech

We can think a lot faster than we can talk.

The average person can speak at about 200 words per minute.

Tests show we can think at 600 words per minute


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Role of Body language in communication

Body language research reveals that, in face-to-face communications the impact of the message accounts for

60-80% on non-verbal signals, 20-30% on vocal sounds, 7-10% on words.


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Body Language for an effective trainer

Listening Skills Eye contact Posture Gestures Para phrasing

A useful Mnemonic (SOLER)

S—Stand or sit straight, turn your face squarely and smile.

O—Have an open body position -no crossed legs/folded arms.

L– Lean towards the person slightly.

E – Maintain eye contact ( but do not stare) and make encouraging noises.

R– Relax and be comfortable ( but stay alert)


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A synoptic frame of SAT for the trainers

Identification of training needs (ITN/AOTN) DOT --it is a contract between the client and the

designer– it is creative –unit by unit– it is objective driven.

Learning Unit Objectives ( SMART) Entry Behaviour (EB)—Expectation & Competence/

Motivation/Existing skills/How many of them/How best learnt

Learning Event– Content(Must/Should/Could)/Sequence/Time/ Methods/ Media/ Trainer/ Assess results/

Transfer of learning/ Action plan Assessment and Validation -- Formative/ Summative

Assessment, Internal/ External validation.


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Transfer of learning (TOL) What is TOL ? It is the application of new learning off the job to job or

work situation. It is a structured intervention for building opportunities

to use of learning in an on the job situation. It helps in rearranging and reassigning work on the

basis of new learning.

Why TOL? To provide opportunities for application. For retention of Knowledge and Skill learnt in the

training situation. For better organisational performance.

Presumption in TOL. Most learning situation off- the job are different from

the job situation.


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Building TOL in a training programme Building TOL Obtain management support for training. Discuss with both the learners and the supervisors;

their role in the learning process and in TOL. Design TOL mechanism on consultation. Activities to help TOL Action plans Individual projects Group projects. Individual guidance & coaching. Formal review sessions. Seminars and guest speakers. Workshops. Training and development plan


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Transfer of learning Trainer’s role in TOL Minimise all external factors inhibiting TOL. Provide resources for TOL. Build TOL mechanism at the design stage. Involve learners’ supervisors in training design. Minimise internal factors and build job related issues in

design. Encourage learners to assume responsibility for use

and development of learning. Organise and help for implementation of TOL. Monitor the whole process. Difficulties in implementing TOL Physical environment is different- so also attitudes,

feelings and motivation of learners. Rigid mindset of supervisors and peers. Supervisors may feel threatened.


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MANAGING TRAINING Registration of participants Development of Reading material. Distribution of works among trainers and support

staff. Preparation of the Training programme. Selection of place for the training. Fund management. Food arrangement for trainees and guests. Reception. Accommodation (male/female) of participants and

External Resource persons. Transport arrangement. Training Kit/ Writing pad/ pen etc. Class room arrangement. Drinking water.


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Managing training (Contd) Audio visual aids (PA systems/ OHP/

Board/Computer/ Projectors Resource persons(internal/ external). Moderator/ Facilitator. Evaluation. Certificate. Payment of actual fare/ DA etc. Support staff. Thanks giving. Inauguration/ Valediction. Report on training (Introduction, Objectives,

Content, Running of training sessions, Major points pointed out by participants and trainers for consideration in future, Evaluation, training module and list of participants.


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Role of trainers--- Pre-training phase

Identification of performance problem. Analysis of performance problem. Identification of training needs. Selection of target group. Lay down performance/ training objectives. Lay down evaluation criteria. Preparing training specifications. Development of training material. Drawing up plans for implementation.


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Role of trainers – In training phase

Planning and preparation. Organising training resources. Assessment of Entry behaviour. Presentation of structured learning

experiences. Formative/ summative assessment. Internal validation. Presentation and practice of audio- visual

aids/ performance aids. Preparation and presentation of Action plans. Agreement on Transfer Of Learning (TOL)

strategy.

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Real communication happens when people feel safe

Encourage people to give feedback.

Make them comfortable when the communicate with you.

Listen, don’t argue.

Actively participate when one communicates.

Above all compliment communication.

Thank the communicator if appropriate.

Don’t let one down, by inappropriately quoting one.

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Feedback is the breakfast of the Champions

-Rick Tate

It is important to give proper feedback on performance of your people, for them to know where they did well and where they went wrong. It must be a matter of routine.

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Your game is only as good as your practice

Even the very famous Film actor, rehearses umpteen number of times, before he acts in front of the film camera. Learning, Practice, trial runs are all very helpful for one to be exemplary in one’s work performance.


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Role of trainers –Post training phase

Preparation for Transfer Of Learning (TOL) Seeking organisational and line managers’

support for continued practice of acquired skills.

Facilitation of individual / group activities and projects envisaged in Action Plans.

External Validation of training. Evaluation of training . Analysis of validation ( internal/ external ) and

evaluation of data and providing Feedback to trainees, training system and organisation.


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Some Helpful Hints for Trainers Every training programme needs to be

planned and developed to suit the varied needs of the group members.

Start with a topic that is familiar to the group, but add something new to stimulate curiosity and to arouse awareness .

Move forward one step at a time adjusting the content and pace to the learner’s ability relating earlier experiences.

Make sure you provide opportunities for all members to practise their newly acquired skills.

Be flexible in all your methods.


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Try to put yourself in the other person’s shoes and to imagine how you would feel , react and behave if you were the person being trained.

A trainer should Encourage/Enthuse/Energize / Inspire the participants.

Enable but don’t dictate.

Enabling is a process by which a person not only gains certain abilities but also gains the confidence that he/she is indeed capable and can learn all other abilities needed.


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Some helpful hints for the trainers (Contd) Encouragement and praise are among the

cheapest and best of all training tools– they are also among the least used.

Remember that meanings are in people’s minds– not in the words themselves.

Keep your trainees hard at work for limited periods only. Allow enough time for creative thinking to produce worthwhile ideas.

Imagination can play an important role in learning(suppose you had been made Prime Minister, Bill Gates. What would you do?)

Try to make every member feel “Involved”, feel they can share experiences freely, without fear of “Losing face”.

Self respect + Self confidence = Positive self image.


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Some helpful hints for trainers (contd)

Exercises should be seen to be worthwhile and relevant– preferably ending with useful and practicable recommendations.

Develop a working climate that encourages constructive self- criticism ( How can I do better next time ?)

Regular evaluations will help to build great empathy .

Natural concentration peaks intensify in the late morning. It drops off sharply after lunch but there is another peak after the afternoon tea break. A good trainer exploits these concentrations.

Most people can not concentrate hard for more than about 20 minutes at a time.

Involve everyone in experience sharing, but make sure comments are concise so that every body has a chance to participate.


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Some helpful hints for trainers (contd)

What the listeners think the speaker said is more important than that the speaker thinks he said.

Don’t forget that the traditional lecture is probably the most ineffective way of all in trainings. Words are the least effective training aid.

Real experiences are the most effective . “Hearing is with the ears, but listening is

with the mind” Your ability to field questions effectively can

make or break your training session. Try to field open- ended questions.


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Repeat or rephrase questions ensuring all participants to hear it allowing additional time to think.

If don’t know the answer to question asked by trainee, please say “ I don’t know, but I’ll find out for you”

“ Good teaching is one- fourth preparation and three- fourths theatre”– Gail Godwin.

“There is nothing wrong with change if it is in the right direction”– Sir Winston Churchill.


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Role of a Facilitator Information provider Motivator Counselor Link worker Guide Trouble shooter Organiser The facilitator is a person who encourages the members to state their own view points and enables them to take informed decisions . The facilitator does not in any way take decisions for the group.


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Comparative chart for use of some training methods

Method Main use Advantage Disadvantage

Brain storming

Problem solving by stimulating

ideas

Very active participationUses experiences & ideas

Time consumingHigh trainer skill required

Case Study Problem solvingDeveloping analytical skillsModifying attitudesTeam work gaining Confidence in decision making

Provides concrete subjects for discussion

Time consumingDifficulty in validating when there is no qualifiable solutionDifference between two situations & real life world.


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Group Discussion

Problem solving exercisesForming/moulding attitudesStimulating interest & constructive thoughtSupplementing other methods.

Learner’s activity can be highInterest can be quickly assured

Time consumingHas to be well controlledLearners must know or have opinion about the topic.


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Group Exercise

Develop interactive/ interpersonal skills.Team building activities

Highly participativeLearners are usually highly motivated

High trainer skill is required to review & help transfer of learning.

Lecture For transmission of facts& information which learners not expected to remember in full.

A large material can be covered in short time for a large mass.Can be used with illiterates.

Learners are passive, Speaker dominates.No/little feedback, Attention distracted


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Method

Main Use Advantages Disadvantages

Role Play

For re-enactment of past experienceFor practising skills where criticism or expert advice of colleagues or trainers is available in training situation

Attractive (interesting)Participant involvement

Participants may not be able to do it. All participants are not involved.


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Field Visit

Taking participants to a real situation where past action has taken place to see the application of concepts and ask questions to clarify doubts

Exposes participants to real life situation.Can be highly inspiring and informative.Provides opportunity to clear doubts.

Often provides inputs only on impact.Difficult to learn about process.Socio- cultural milieu may be different to that of trainees.Time consuming and cost intensive.


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Monitoring of programmes• Monitoring means keeping a watchful eye.• It is an important management function directed towards

ensuring the successful execution of a work.• It involves review of progress of work at regular intervals till its

completion.• It requires systematic and continuous collection of information

about the progress of work and comparing them with the expected progress at different time periods.

• It is also about quality.• Monitoring helps to identify the shortcomings and weaknesses

of a programme and their causes.• It provides necessary signals for providing interventions to

ensure pace and quality.


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Monitoring ( Contd)• Monitoring helps us to assess the actual or potential problems in

implementation.• It has three major components:_ Time Cost Quality While the task of assessment of the first two are easily tackled, the

third is rather complicated. And it is in this respect that the present system of monitoring is very

much lacking. It is in the third aspect that participation is crucial. Participation in monitoring empowers the people to intervene

effectively at the right time. It is not merely about quality of output or results, it is more about

change in such things as individual, community and organisational capacities.

It is about redefining people’s relationship with those who have power and authority.


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Participatory monitoring

• To identify the stakeholders, explain the objectives to them and enthuse them to get involved.

• Share all information relating to the programme with them.

• Tell them about the quality of the work being expected.

• Remember that monitoring is not about money and time only, but quality as well.

• Try to work out a consensus regarding the parameters or indicators which will guide the monitoring work including its periodicity.

• Results of the monitoring exercise are to be shared with the people and retained by them for future use.


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Participative evaluation• It means to take stock or to judge. • It is one of the most important components of

management functions.• Why do we need it?• We need it to know whether a particular intervention

has been executed properly, or in other words, whether it has been done as per specifications.

• The specifications may be of a quantitative or a qualitative nature.

• Three types of evaluation:- Evaluation of output. Evaluation of outcome Evaluation of impact


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Participative evaluation(Contd)• It has the following qualities It ensures economy It creates efficiency It ensures the process by which the voice of the

stakeholders gets precedence in evaluation of development interventions.

A sense of ownership is generated among the stakeholders.

It ensures sustainability of the programme With these feelings of ownership they feel

encouraged to play a more effective role in their development.

This generates new capabilities which in turn leads to Empowerment.


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Participative evaluation

• It is not mechanical and not determined by the Govt and the external agencies. It goes deeper.

• It not only helps to identify the mistakes but their rectification.

• The criteria are flexible and are evolved jointly with the target group.

• It is done in a collaborative manner.• Given the nature of constraints you may have to

innovate the method on the field.


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Proactive Attitudes

inRural

Development


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What are attitudes? Attitudes determine how a person tends to behave.

In a particular situation a person’s actions are the result of several attitudes, and these attitudes may be conflicting.

Attitudes are different from knowledge and three types of skills– manual, communication and decision making skills because attitudes are rather vague and difficult to specify or define.

As a result of this difficulty, it is very hard for trainers to know exactly what and how should be taught .

Attitudes are not completely stable. They may change over a period of time– although there must be some degree of stability.


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Belief leads to attitude.

Attitude leads to behaviour

Behaviour leads to action.


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Are attitudes important? Attitudes are very important.

In rural development works the attitudes of the workers are even more important than for those involved in office- oriented activities.

At the specific and practical level, they often work in greater isolation, with less supervision and fewer rewards of prestige and money than other workers.

Therefore the temptation not to maintain standards is much greater.

The rural development workers is to develop community’s or individual’s capacity to look after themselves.

This ability depends on his/ her sharing knowledge and skills. And to do this, he/she must have communication skills- but they must also have the attitude which makes them want to communicate their knowledge and skills.


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Can attitudes be taught? Some people believe that attitudes are established at a very early age and that established attitudes can not be changed. There are some truth in this idea.

Certainly young children change attitudes much more readily than middle aged adults. And attitudes learnt in early childhood do tend to continue into adult life.

Trainers working with groups over a period of time are able to see changes in the trainees’ attitudes. At the same time trainers are also able to remember how their own attitudes have changed over the years.

So changes in attitudes do take place- but can trainers cause this change of attitudes?

.


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Can attitudes be taught? Changes in attitudes are quite different to changes in knowledge. Example:-

A person who does not know how to make Oral Re- hydration fluid can be told the ingredients and how to mix them. The trainer can then test the person’s knowledge and can be reasonably confident that the person’s knowledge has changed .

On the other hand , a person who does not want to share his/ her knowledge with the community is quite a different problem for the trainer.

The trainer may tell the person that he should want to share knowledge . As a result the person may have changed his knowledge. But that person’s attitude is unlikely to change so easily.

Changing attitudes is much slower, less direct and less certain than changing knowledge or skills. But it is possible.


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What attitudes should be taught? The attitudes which are important in a particular situation will depend on that situation.

Following list is an example of attitudes to provide a stimulus to help trainers to think about which they would like their participants to have by the end of the course.

A desire to continue learning throughout life.

Respect for the convenience, comfort and beliefs of all concerned.

An eagerness to overcome difficulties.

A willingness to share in the whole range of community activities.

A desire to be of service to the community and to individuals within the community .

A desire to co-operate with other workers in the community.


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Methods of attitudinal trainings Training an attitude is quite different from training facts.

Attitude change is usually the result of a series of experiences.

The trainer’s job is to provide a whole series of experiences for the participants, which together will influence Beliefs and encourage positive attitude change.

One difficulty is that experiences which participants have may lead to unplanned attitude changes. Example:- If trainers often arrive late at sessions or if they take no action when participants are persistently late, then the trainer’s behaviour gives a conflicting message that promptness/ punctuality does not matter.

All experiences tend to shape attitudes– not just the experiences which were designed to influence beliefs and change attitudes.


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Methods of attitudinal trainings Trainers must think what kind of attitudes might result from all aspects of the curriculum. They should consider among other things:-

The proportions of time spent in the field and the class room.

Whether the training should be based in a village or a town.

Whether consultants or in- house trainers do the training.

Whether the assessment is competitive.

Whether trainers are seen as the source of all information, or whether participants can rely on their own experience and on books,etc.


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Methods of attitudinal trainings

Within this context–trainers can do specific things which will help to shape attitudes. These are—

Telling the participants what attitudes are appropriate.

Encouraging them to discuss attitudes.

Providing information and experiences.

Providing “Role models” and examples.

Using Role play exercises.


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Telling participants about attitudes Telling participants what attitude they should adopt can not be expected to be enough.

However, it is sensible to talk to them about the importance of attitudes and to tell them what attitudes they should have.

Sometimes they will disagree with the trainer. Sometimes they will agree at an intellectual level, but not adopt the new attitude at an emotional level.

Sometimes they will agree with and adopt the attitude. This will be most likely when the trainer is respected, liked and admired by them.

It is least likely when the trainer is not respected and when the trainer clearly does not have that attitude himself/ herself.


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Encouraging participants to discuss attitudes

Discussion of attitudes should be done in groups which are small enough for everyone to express his/her ideas.

The aim of the discussion should be to put each participant in a situation where he has to:-

Explore what their own attitudes are;

Think about whether these attitudes are appropriate;

Consider alternative attitudes.

In all discussions with participants the role of the trainer is mainly to ask questions and to provoke them into thinking for themselves.


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Providing information and experience

Attitudes are partly based on logic and partly on emotions.

So if you wish to encourage participants to be more eager to communicate knowledge and skills, you can provide factual information which shows why this attitude is desirable.

Example:- You might tell about oral re hydration, how mothers can make up their own re -hydration mixtures and how they can give it to their own children. You can quote estimates of number of deaths in infants which could have been prevented.

Information and experience can be provided by the trainer sharing his/her own experience or data collected.


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Providing information and experience (contd)

But the participants should also have direct experience in the field by working in communities and meeting other workers.

In this way they can observe the attitudes of Rural development workers and they can also see the consequence of both effective and ineffective attitudes.

Another source of information is through films, pictures, posters, tape- slide programmes.

Sometimes the information or experience will be so dramatic that it will lead directly to attitude changes.


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Providing Role models and examples The attitudes of trainers and other RD workers are amongst the most powerful influence on participant’s attitudes.

The most common link is for participants to copy the attitudes and ways of working of trainers and RD workers they admire.

Therefore it is important for trainers to provide a “Role Model”

Does the trainer give the impression that he knows everything in this field?

Does the trainer treat participants, colleagues, people living in the community with friendliness and respect?

Does the trainer discourage poor quality of work?


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All the time, trainers display their attitudes– often unconsciously.

Trainers should also spend sometime in examining what their own attitudes are, and whether they are appropriate.

Trainers organising field work should also try to make sure that the participants come in contact with RD workers who will provide the best possible role models.


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Role Play exercises Role play exercises can and should be widely used

in training RD workers. They are useful in training communication and

decision- making skills as well as attitudes. To transform the role play from entertainment to

purposeful learning, the trainer must prepare the participants and follow the role play with a structured discussion.

At the end of the role play the trainer should lead the discussion and start saying like, “Well– what are your reaction to what you have seen?”, “What did you think of that?”, “Do you feel that this worker was sympathetic to the problems ?”, “Do you have the same attitudes as that worker?”

Finally, “What attitude should RD workers have towards--?”


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Assessing attitudes

It is difficult to find out what a person’s attitudes are.

So assessing attitudes is difficult .

Attitudes should be assessed during the training course.

The assessment should be used to give feedback to each individual trainee.

The result should be discussed to find out whether the trainee agrees with the assessment and whether a change in attitude is appropriate.

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You get from People what you expect

When you underestimate people’s capabilities, they conform to your wishes by adhering to your ‘underestimation’.

See people without any prejudice or judgment. Work with them, enable them, encourage them and compliment them - for whatever work they had done.

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Never punish a learner.

When a learner makes a mistake, help him by guiding him to do better - to do correctly.

If you punish him for his mistakes, he might stop learning the right things.

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Eagles flourish when they are free to fly.

When you identify a performer, give him more freedom to operate and he will reach greater heights.

Training team• No training is complete unless it shares the

warmth of the human touch• Training team should comprise a group of

like minded individuals, selected for their commitment to certain social values and principles

• Training team should be objective and non-judgemental in outlook, a group with whom the trainees can feel free to communicate without fear or ridicule

• Trainers are not Lecturers – but facilitators, friends and counselors, who can evoke and stimulate thinking – and accept criticism from the trainees.

On Leadership

LAAGAN LEADERSHIP

04/08/2023 R.K.Maiti, JS,PRDD,WB 120

Thank you

Towards responsive Governance with excellence & accountability

Training of Trainers

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Transcript of Training of Trainers