TRACECA Road Safety II Project (ENPI/2013/ ) This Project is funded by the European Union. Introduction to Training of Trainer (ToT)

Transcription

1 TRACECA Road Safety II Project (ENPI/2013/ ) This Project is funded by the European Union Introduction to Training of Trainer (ToT)

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3 Training vs Education Training usually involves the acquisition of behaviour, facts and ideas that are more easily defined in specific job context. It is more of job oriented than person oriented. It aims to provide knowledge and skills and to inculcate the attitude which are need to perform specific task. Education is on the other hand more person oriented. It had a broader process of change and its objectives are not focused to precise definition. It provides theoretical and conceptual framework designed to stimulate an individual's analytical and critical ability.

4 Active learning principles Motivation Social relationship Physical environment Structure or organize Clarity Speed Feedback Relevance to the future Relevance to the practical experience

5 Steps of training Planning - Analysis (needs analysis and assessment) - Design Preparation -Design (setting up objectives, designing course) -Development (development of materials) Presentation -Implementation Post training analysis -Evaluation -Records keeping -Review and revise

6 Objective set-up A training objective for a particular group is a target or an achievement. It should specify the type of change that is expected when it will occur and finally, how it will be measured to determine its level of success.

7 ABCD of Objective Writing A. Audience Whom are you going to train? Background information on trainees. B. Behaviour- What type of change do you expect? C. Condition- What are the conditions needed to change? D. Degree - How much do you expect?

8 Police teaching technique Before the course: Figure out the Basics Who are my students? In what context will my students engage with course information Take into account the "me, here, now." Establish the learning objectives

9 Preparation Decide what is essential, what is important, and what is helpful (what would be nice) Set objectives for each session Plan a lecture to cover less than the entire period Lecture from notes or an outline, rather than a complete text

10 Some tips on the training structure First Day Summarise most of that need-to-have information on paper or online and distribute it before the course begins. Then use the time to: Introduce content Clarify your objectives Establish tone and expectations Openings Stay away from the predictable, instead: Begin with a provocative question, anecdote, or current event Ask someone in the class to summarise what happened in the last session Use a question box Set up a problem Closings Plan to end slightly earlier Set aside a time for questions Frame/suggest an approach for assigned reading, etc.

11 Delivery Be conversational; speak naturally; be yourself (or your best self). Don t be something that you re not! Vary your pace of delivery and voice. Use gestures to emphasise points. Look at the audience. Use language to create pictures. Observe the techniques of others

12 Credibility & Commitment Credibility stems from someone we find trustworthy, believable, with good professional and practical knowledge / experience and engaging Commitment is enhanced by: relating your own experience, ideas, and feelings speak from the heart use the word I... sharing your "passion" for the subject. Establishing credibility: Verbal (words you say): 7%. Vocal (how you sound when you say them): 38%. Visual (how you look when you say them): 55%. Remember your own energy will be infectious!

13 Building Interaction Learning is not a spectator sport. Learning takes place best in an active, not a passive environment. Have you been understood? (self assess your progress) How to build interaction? Have questions prepared - begin with easy, accessible ones. Set up hypotheticals, problem-solving exercises, brainstorming. Work to get everyone involved, even in large classes. Move about the room.

14 Building Interaction Use the board (slides/overheads) to reinforce your points visually. Don't talk while you write Limit the amount of material you put on a slide or board at any one time Have a plan for your board work. Remember: All visuals are supplements or complements, not substitutes.

15 Handling Questions Request and encourage questions Careful - your behaviour and comments can set the atmosphere for questioning Make sure everyone hears the question / clarify if not heard correctly Answer questions as directly as possible

16 Getting Feedback Get regular feedback. Use eye contact as a tool for continuous feedback. Observe body language

17 General Advice Product / procedure knowledge Be precise, when necessary Examples Handouts Equipment and seating