Train of the Trainer (TOT)

Level 1

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Objective
Give trainees a range of knowledge and skills about the concept and the main
pillars of the training process and the key steps to building a training
program. As well as equip them with positive attitudes towards the need to
build a safe training and education environment, to help achieve the
objectives of the training. Provide them with the knowledge and skills of
effective communication with the trainees and how to choose the appropriate
training methods and dealing with emergency situations and different
patterns of trainees taking into account their learning styles.

Detailed objectives
By the end of this program the trainee will be able to:

Determines the foundations and principles of the pillars of the training

process
Lists the key steps to building a training program
Acquire the necessary important competencies for required by the
trainer, and enabling him to recognize his commitment and
responsibilities towards the training process
Provide a safe learning and training environment
Choose a proper action in emergency situations of training
Master the selection and usage of different training methods
Shows a positive attitude towards the training career and all trainees
styles

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Content
Wednesday
21 Jan

Thursday 22
Jan

Training
process

The
Trainer

Presentat
ion Skills

Training
environme
nt

The
difficult
Trainee

evaluatio
n&
assessme
nt

Training
tools &
techniques

Microtrain
ing
sessions

Tuesday 20
Jan

Training Activities
Workshops
Role Play
Debate
Think pair share

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Discussion
Brainstorming
Presentations
Group discussions

The first day

o The training process
o Training concept and its benefits for individuals and institutions
o The training principles and foundations
o Pillars of the training process and the its key steps
o training environment
o Dealing with emergency situations

The overall objective

The aim of this training day is to give participants the knowledge, skills
and positive attitudes of the training process and its various stages
starting by planning for the program and ending by the assessment of the
training and measuring return on the program.

By the end of the day will be the trainee able to:

o Recognize the concept of training
o Identifies the pillars of training
o Differentiate between different types of training
o Recognize the stages of the training programs design
o Analyzes and identifies training needs (Training Needs Assessment TNA)
o Formulate the training objectives
o Choose the good quality of the environment of the training program
o Show a positive trend towards the training process
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Definition of training
There are several definitions of training including:
1. The planned activity that aims to bring about changes in the behavior of
the trainees by providing them with knowledge and information, skills
and experience, attitudes, and improve their work performance.
2. Planned efforts to provide manpower with certain knowledge, and to
improve and develop their skills and competencies, changing behaviors
and attitudes in a positive and constructive.way
3. Provide the trainees with knowledge and skills and develop their
abilities and enable them to complete the work in a better manner, in
addition to modify their behavior and provide them with positive
attitude in order to improve their performance.

And thus the training includes 3 major components:

1. Knowledge (K)
2. Skills (S)
3. Attitude (A)
Summarized in (KSA)

Principles of Training
In order for the training to be suitable it must be characterized by the
following:
has a specific purpose and objective viable and beneficial to the trainees.
graded from easy to difficult.
matching and coping with modern technology.
continuous and comprehensive for all sectors of employment and different
functions.
realistic in addressing the problems that hinder the workflow.

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The importance of training

raise the standard of knowledge and skills

increase an individual's ability to cope with difficulties
perpetuate the information and skills
develop the knowledge and performance capabilities
strengthen the creative abilities of the individual
support the process of self-development

Sometimes they are describing the importance of training as "training

objectives" as follows:
1. Raise the level of performance of the trainee and improve both the
quantity and quality
2. Adapt to changes in the areas of work and life
3. Use it as a method of stimulation and promotion
4. Develop a sense of belonging to the trainee toward the institution or
organization
5. Give trainees the ability to search for new and not rely on management
control and censorship (i.e., stimulate self-censorship))

The difference between education and training:

There are clear differences between the processes of training and education,
although both are designed for teaching and learning, these might be
summarized in the following table:
Education
Focuses on the cognitive side
age specific
Indirect results and consequences
Show results after a long time
Individual Centered
Traditional methods (lectures, etc)
General
With long-range goals
Aims to rehabilitation and
qualification

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Training
Focuses on skills and Application
Not age specific
Direct results and consequences
Show results after a short period
Based on the work done by the
individual
Based on interactive participation
Specified
Precisely defined objectives and
serve a specific training needs
Aims at development

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Elements or pillars of training

1 . The trainer is responsible for the leading the learning process within the
training environment. He needs to have knowledge, skills and specific
behaviors in order to manage and run a successful training session . The
trainer is the most important element for the success of the training
(training process ) and shall:
a.
b.
c.
d.
e.

Train by showing (illustrative)

Repeats to ascertain until comfortable
Asks and raises questions
Simulates and Imitates work conditions
Note and observe the good performance and encourages it

2 . Trainee is the most important element of the trainee process. In order to

achieve the objectives of the training the trainee should be committed to the
following:
a. The conviction of the importance of training in the development of
his/her knowledge and skills.
b. Interacts positively during the training.
c. Participates in achieving the training objectives successfully.
d. Constructive criticism of the training program to enhance the
strengths and avoid the weaknesses .
e. Application of the acquired skills in the workplace.
3 . Content (The training material) and express it by the training program
components
The basic components of the training program can be summarized as follows:

Training Program Title (The Title)

The overall objective of the training program (Goal or Main Objective)
Detailed objectives (Objectives)
Training content (Content)
Training methods (Methods and Techniques)

4 . Training methods (It will be discussed in details)

5 . Training environment : the trainer needs to take into account the
natural environment of the training place, its components, characteristics,
limitations and constraints. This includes the training room with all its
equipment. In addition to, provide a space to rest and wash with easy access.

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It also includes seating arrangement of trainees and the facilities provided to

them in order for the training to be delivered safely and comfortably.

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Types of training
There are multiple categories of training, according to its nature or objective
or the time and place of execution or by its way of implementation.
1. Classification by field (management or business - technical - military
Athletic)
2. Classification by its nature
3. Classification according to the numbers of trainees (individual group)
4. Classification depending on where it takes place (in the workplace outside the workplace)
5. Classification based on the time of its implementation
a. Before appointment (preparative training)
b. After appointment
c. During the service (refresher or to raise the level) with the aim of
improving and developing workers skills and improving their
performance.
6. Classification based on the way of implementation (distributed or
condensed)

Training courses
Definition of training courses
Is a process-based planning, design, implementation, and evaluation of a
particular field of training in order to make the necessary changes in the field
of work and make sure they happen, as any process-based training a good
training program
Steps and stages of preparing a training course:
1.
2.
3.
4.
5.
6.

Study and identify training needs (TNA)

put the Goals
set the Objectives
Design
Implementation (Delivery)
Assessment Evaluate

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Training Courses Design

Training courses design obeys three basic steps, which are:
1. Planning stage
2. Implementation phase
3. Course evaluation and assessment
First: the planning stage
1. Analyze and identify training needs
a. Training needs (Training Needs) are a set of knowledge, skills and
attitudes needed by the trainee to acquire to meet the efficient work
requirements.
b. Gap is a shortfall in the performance of the trainee for the positive
performance of the work compared with the actual performance
required for the efficient work
Thus, the training needs is the gap between the current level of
competence and the expected or required level of competence
(Training Need = Required Potential of the person - the current potential
of the person)
The importance of identifying training needs :
Design the training plan of the institution
It is the true criterion for the efficiency of the training courses
It is the fundamental criterion in the planning, implementation and
evaluation of training courses
Considered as a significant indicator to measure the effectiveness of the
training
Key factor in raising the efficiency of performance
Not to identify the training needs in advance leads to the loss of money
and effort without achieving the goal.
training needs should precede any training activity, then the program is
designed accordingly and on its basis.
Sources to identify training needs :
1. performance evaluation forms (PDR)
2. job analysis and job description
3. questionnaire form
4. assess the technical performance
5. observation and monitoring
6. standard tests
7. opinions of experts in training
8. views of work heads
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9. developments in the administrative structure

2. Formulate the general and detailed objectives of the course
It is basically means how to define the general objectives of the course
and the objectives of each training session and the detailed objectives
of each training activity. It should be characterized by the so-called
SMART Objectives
a. Specific (S)
b. Measurable (M)
c. Achievable (A) Attainable
d. Realistic (R)
e. Time-bound (T) Time-framed
3. Define the content and curriculum of the training Course
Simply it defines the basic criteria for the training course content design
and the conditions to be met in that content as well as the fields of
knowledge that the content should address. Those conditions are
summarized in the following :
compatibility and coherence with the objectives
balance in providing information
continue to relay information in
integration of knowledge and skills
focus on the idea of self-learning and self-training
text clarity and good style
4. Select the training resources and needs (identify the human
resources, equipments and material (
a. Selection of lecturers and trainers
b. Determining the duration of the training course and sessions
c. Determine daily schedule of sessions
d. Identify the venues
e. Determine the training requirements (equipment, stationary, etc)
Second, the implementation phase
activities and events before the start of training course
activities and events during the training course
activities and events after the completion of the course
Third, the evaluation and assessment phase
Assessment of the trainee
Achievement of the target evaluation
the training course evaluation

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Training Environment
Components of the training environment
The training environment components have a great psychological impact
on the trainees, so the trainer and the training administration team have to
ensure the availability of appropriate conditions for these components to
provide safe and comfortable training environment
These components have 3 key attribute:
1. Physical
training site
hall size
the trainer and trainees spaces and positions
lighting, ventilation and other
2. Intellectual and mental
intellectual capacity of the trainees
appropriateness of the program for the mental capabilities of the
trainees
3. Social and emotional
formation of a good relationship with the trainees
building mutual trust

Forms of classroom training

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Emergency
environment

situations related to the

It is those situations that threaten the security and safety of the

environment and are related to its previously mentioned characteristics. The
trainer must take caution and prepare for the occurrence of such situations
and take appropriate measures to either prevent their occurrence or to
confront them and deal with them if necessary. In all cases, alternative plans
must be prepared to ensure completion of the course, as it should be. Those
situations are endless, but generally could be classified as follows:
Situations related to the physical environment
Situations related to the intellectual environment
Situations related to social environment

Facing Emergency Problems

Most of the problems that occur during training can be overcome if the
following is available:
Good preparation and training with the training content.
You kept smiling and is confident of yourself .
Get to know to the public (trainees) in advance.
Pre-testing the training environment
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Common situations and solutions

1) What

do you do if you find your presentation file is not working?

Prepare alternative copies on other storage medium (CD or USB Flash)
It is also preferred to have your presentations on transparencies.
It may be useful sometimes to have your files on your site or email.
It is important that you have a hard copy printout of the file, so you can
speed photographed and distribute it on the attendees.
Pre-test the hardware and software to be used
If you are delivering in a lecture form, you can explain it from your
paperwork and then send them a copy by e mail. It is important not to
lose the interaction with the audience.
Go to the interaction with the audience using discussion and
brainstorming.
You may be able to offer alternative activities to serve the aim to use
the time and know what drop in the original presentation to serve the
same purpose smoothly without problems.
2) Blackouts and electricity shut down during the session
Keep calm and comment with cheerful smile using your sense of
humor. Allow the curtains to be opened to let the light to shine the
hall .
If you are presenting in front of a limited number, it is important that
you have a hard copy printout of the file, so you can distribute it quickly
amonge groups of them .
As mentioned above you can still explain using of paperwork and keep
the interaction with the audience through discussion and brainstorming.
Again, it is most important not to lose the interaction with the
audience .
If period of interruption lasts for long and it was important to see the
presentation you can ask permission from your audience to send the file
by mail or postpone the show.
3) Going out of the training topic in debate
Reasons:
Weak control of the session
Disorganized dialogue and no ground rules
The topic is not interesting
Treatment:
Hold the reins back
Put ground rules and post it on the walls and reminded them
whenever necessary.
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Ask about what is the relationship of the going discussion with

the topic.
Rephrase the idea and lead again toward the desired goal .

4) Side talks
Reasons:
The presentation is not good or the topic is not attractive
Unstructured dialogue and there were no prior agreement on
ground rules.
Prior relationships between the presence might be a reason as
well
Treatment:
Pause for a while to draw attention
If you are in a workshop move in the direction of the talking
pair.
Remind with the ground rule that was agreed upon.
Direct some questions to the attendees observing their
reactions.
Use their names during in an appropriate example during your
talk.
5) Some members have control over the group
Reasons:
cultural or career heterogeneity among the group
The lack of discussion opportunities and unified style activities
Weakness in visual communication (eye contact) during the
session
Treatment:
Protect the weak, encouraged them to express their views and
enforce it, and control the participation of the powerful ones
Ask for a general survey of the views and select what you can
use and expand.
Change the tasks and roles distribution or the attendees
seating.

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The Second day

Training methods
(both inside and outside the training room)

Lecture
Brainstorm
Role-play
Discussion
Debate
Workshop
Symposium
Simulation
Case Study

The overall objective

The aim of this training day is to introduce participants to various
training methods and the advantages and limitations of each of them.
In addition to, train them on how to use and apply these methods
optimally depending upon the training situation.

Specific objectives:
By the end of the day the trainee will be able to:
Know the training methods.
Compare between the different usages of these methods in the
training field.
Select the appropriate training method during the implementation
of the training program.
Show a positive attitude towards the importance of the training
methods diversity in accordance with the training situation

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Training activities (Tools & Techniques)

It is the way or the methodology used by the trainer to deliver training
content in order to achieve the desired training goals.

Training
Activities
Presentations

Lectures
PPT
presentation

Disscussion
s

Projects

Role Play
Homework
Brainstormi
ng
Microtrainin Field Trips
g sessions
Workshop
Case study
Simulation
Debate

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Outside
Training
Room

Determinants of training methods

The selection of the training methods depends on certain determinants
as these methods vary in terms of usability and suitability for the training
situation.
Factors determining the appropriate training methods
1 . Trainees
Scientific disciplines and background
The educational level
Age group
Previous experience
Type and gender
The objective of attending training

o
o
o
o
o
o

2 . Training content
Selection of the training method should be commensurate with the portion of
the content to be trained on.
3 . Training environment
o
o
o
o
o

Training place and environment

The timing of training
The training duration
The number of trainees
Available aids such as computer and data show

4 . Trainer
Trainer quality and traits and his ability to use different styles and methods

First: Lecture
It is a training method that uses words and phrases to deliver of a set of
ideas, information, scientific facts, theories and concepts. The trainer has the
main role in this method as he explains the information and illustrates it using
verbal symbol. The trainees have limited participation in general as they are
required to listen and listen.

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Good Lecture properties

1. Previous preparation by the trainer.
2. Trainer should take into account the trainees backgrounds,
aptitudes and abilities.
3. The trainer, during the lecture, should use some motivation
strategies for the trainees to follow the lecture.
4. The trainer should allocate enough time for discussion and to
answer most of the questions and inquiries.
5. The trainer should use an easy language that is consistent with
the grammar with a high degree.
6. He should maintain an adequate speed in delivering the lecture to
allow taking notes and recording ideas .
7. The use of some teaching aids and audio- visual , or both during
the lecture delivery .
8. He should not read the lecturer word by word.
9. The lecturer should give examples in the lecture.
10.
He has to take care not to direct his speech to a single
trainee or two ignoring the others. In other words, he has to use
the eye contact efficiently.

Second: Demonstration

The trainer does something or offer steps to a certain skill in front of

a group of trainees.
The trainer is keen to divide the work into small pieces and tasks.
He should explain the each step and how to repeat it during
execution.
The trainees repeat the steps and the trainer should comment and
correct.

Third: Discussion
It is a training method that depends on the trainer who introduced
the topic for discussion in order to deliver or enhance certain ideas
or concepts for trainees through discussions.
The trainer selects the subject of the discussion, which he should be
quite familiar with. He should also ensure that the trainees have a

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good background about the topic so that they can participate

effectively.
For this method to be an effective one, the trainer should lead
manage the discussion by:
Illustrating and explaining the discussion mechanism for the trainees
.
Ensuring that the discussion is not going astray and focusing on the
heart of the topic.
Ensuring that all trainees are participating in the discussion
effectively.
Addressing all the questions and answers through clear analysis and
clarification and sharing that with the trainees .
Professionally directing the discussion to make sure that - at the end
of the discussions- has succeeded in delivering the concept or the
idea to the trainees .
Impediments to the effective use of the discussion
The trainer did not properly prepare for it (whether form
knowledge part of the topic, or management part, or the skill part
of asking and answering questions , or from the time
management of the discussion, etc) .
The greater the number of trainees, the more difficult to come up
with a positive outcomes.
The difficulty in controlling the course of discussion as a result of
strong contrast between the trainees behavior and their opinions
during the discussion (non- enthusiast, shy, and polemicist, and
bold, etc) .

Fourth: Role Play

This method is a practical method to train apprentices on the roles,
functions, responsibilities, and situations in the real environment.

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The following should be taken into account to implement effectively this

method:
Specify the role of each individual, and what is required of him
Explain briefly to the participants, the subject of the scene and
the roles that will be played
Specify to the participants what you want from them upon
completion of the scene, ( to answer specific questions or find
solutions or have attention and comment on different roles)
Specify the scene time duration, as well as the time needed to
answer questions or dialogue that follows that scene .
Make sure that the scene embodies a reality not fantasy
Ask each participant to play the role assigned to him honestly and
mastery, and to put himself in the same position of the character
he represents, and deeply imagines its expected behavior, and to
act in the same way .
It is advised to enhance the scene with some humor and
excitement.
Ask the viewers to remain calm and silent and not to comment .

Fifth: Brainstorming
It is a training method that relies on active participation in the center of a
free, open, secure, and encouraging creative thinking and innovation to
generate a wealth of ideas to address a topic or find solutions to a problem.
The trainer provides a topic or a problem for the trainees and ask them to
present their ideas to reach appropriate solutions or ideas .

How do you manage and run a brainstorming session ?

Arrange the trainees so that they can see each other.
Assign the task of recording ideas to one of the trainees.
Ideas can be written on the flipchart.

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 Introduce an ice breaker to remove tension and encourage all to

participate .
Alert that brief comments is needed and not to enter into the details of
implementation.
Do not limit creativity, by the necessity to have commitment to specific
ideas or point of time or a specific place .
Ensure a free dialogue that not controlled by an individual or group .
Collect as much ideas as possible.
Start to discuss ideas with everyone and work with them on:
o Integrate and develop ideas similar to each other
o Arrange and prioritize ideas by importance or realism in the
implementation or by cost or otherwise.
o Revise and re-formulate ideas until you reach the ideas that get
the consensus of the group.
o If the ideas flow stops, try to revive it again by throwing your own
idea.

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How to manage the brainstorming session

Dont

Do

Criticize or ridicule their

ideas

Encourage all to participate

Judge ideas

Welcome all ideas, even if strange,

silly or unusual

Restrict ideas

Collect as much as possible of ideas

Put a certain number of

ideas

Record all ideas

Encourage to build on ideas that put

forward by the former
Make your own thoughts as a period
of reflection and moving when ideas
cease

Sixth: Micro-Training Session

It is small training session that should be accomplished in a short time
(about -10 minutes on average) and involving a small number of trainees
(usually between 5-10 ). The trainer, in which, introduces a specific concept
of or train the participants on a specific skill .

Seventh: Simulation
Is a method of training works to simulate the situation in which the
participant exercises the work which he is trained to do, as well as other
situations that may arise during the exercise of this work in order to provide a
safe experience or inexpensive practical training .
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Eighth: Workshop
A practical way training in, based on a variety of methods exposed all
together at the same time, including: lecture, discussion, practical
presentation and experimentation, application, and conclusion.
The workshop leader plan it through practical activities emanating from
the previous experiences of the trainees and addressing training topic, in
order to give the trainees information , skills, and attitudes about the same
topic .

Trainer Procedures
workshop

for

the

success

of

the

training

1. Provide appropriate and comfortable places for the trainees to sit.

2. Announce the objectives of the workshop which depends on the
trainer ability to convince trainees with its importance.
3. State the mechanisms of action and facilitate its assimilation and
acceptance from the trainees .
4. Specify appropriate time for the activities of the workshop and stick
to it .
5.

Allow trainees to present their inquiries about the workshop and

answer them.

Ninth: Case study

Case study method focuses on the trainee in the training process. The
case is a problem (real or virtual), provided to the trainee written with
some details attached about the rationale and drawbacks of the problem
and its causes and statistics (and placed in the report) and the trainee is
required to read it in order to reach to suggestions to address this
problem.
This method aims at:
Development of the trainee abilities to read the information and
identify the problem in the form of questions that need answers.

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 Enable trainees to discern some important principles and concepts

on the problem topic by himself
Give the trainees some basic skills in solving problems according to
an objective scientific approach

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Tenth: Debate

The trainer divides the participants into three groups depending on

their opinion with respect to a realistic topic of interest to them
(Supporters - Opponents - Neutral (arbitrators).
The Supporters and Opponents groups sit in two rows facing one
another.
Trainer explains in detail the steps that should be followed.
The trainer does not interfere, except in certain situations.
Debate time duration should be respected and everyone should
commit to it. the arbitrators would announce the winning team with
justification and evidence.

The objectives of the use of the corresponding

1. The development of the ability to express opinions.
2. Accept the opinions of others
3. Changing attitudes.
4. Gain the ability to work within a team
5. Hone and acquire the debate skills, reflection and decision-making

Training methods appropriate to the position of

training
Activities and Training

Objective Field

Lecture - Discussion

Knowledge (K)

Discussion Role Play Problem

(S)
Solving Workshops Skills
Practical
Training - projects PPT
Role Play - Debate
31 | PDiscussion
age

Attitudes (A)

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The Trainer

Competencies and skills of the Trainer (KSA)

Trainer responsibilities (General ---- before, during and after training)
Difficult for trainees patterns and styles. How to handle them.

The overall objective

The aim of this training session is to give participants the knowledge,
skills and positive attitudes with regard to the trainer competencies that must
be met. In addition to, clarify the trainer responsibilities towards the training
process .

Specific objectives:
By the end of this session trainee will be able to:
o
o
o
o
o

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List the competencies that must be met in an effective trainer.

Apply these competencies during the training sessions.
Define the responsibilities of the effective trainer.
Excel the use of display devices and different training tools.
Show a positive attitude towards the commitment of your
responsibilities towards the training process.

Basic definitions
1. Competency
Competency is a set of knowledge, skills and positive attitudes that
follow certain specific standards. Effective trainer is a one who cares
about the development of his skills and abilities through training
practices in order to improve the function and development of the
trainees by increasing their knowledge and equips them with the
necessary skills and improves their behavior and attitudes.
2. Skill
Skill is the professional trait and craft in doing a particular work and the
mastery of this work according to specific criteria. It is usually gained by
experience, practice and training
3. Positive Attitude
Think positive towards the adoption of a specific work practice and
follow it, and make it an authentic habit in practice

Effective Trainer Skills

Human Skills
Conceptual Skills
Verbal Skills
Technical skills

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Human Skills
1. Participants motivation skill.
2. Effective communication skills.
3. Leadership skill.

Intellectual & Conceptual Skills

1. Innovation: the creation of new, innovative and unprecedented
ideas.
2. Analysis: The analysis of phenomena and inferred results and
linking ideas together.
3. Evaluation and assessment: measure performance and take
action to improve and develop performance based on the
result of the evaluation.
4. Prediction: prediction and guessing what will happen in the
future based on the extrapolation of the past.
5. Organized thinking

Language & Verbal Skills

These skills relate to the ability of the trainer to master speak the language
and abide by the rules and structures of language as well as grammar.
This skill is considered very important for the trainer because his main job
depends mainly on the message delivery to trainees through speaking to
them.
The effectiveness of the trainer verbal skill is realized through:
1. Stop talking between the moment and the other during the
dialogue (Pausing)
2. Select the appropriate voice tone and intonation for the training
situation.
3. Address the trainees using understandable language that fits their
culture.
4. Do not interrupt the trainees during their answering of trainer
questions.
5. Listen well to trainees comments.
6. Avoid the use of words that carry more than one meaning
7. Maintain his smile and control his temper during the conversation
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Technical skills Technical Skills

These skills are related to the degree of trainer mastery of the training
session management and the presentation and dealing with equipment and
training aids. Technical skills include the following:
1.
2.
3.
4.

Training session management skill

Training technology skill.
Effective presentation skill
Training activities development skill (setting up and running the
activity)
5. Dialogue and discussion management skill.
6. Dealing with the participants questions skill.
7. Handling emergency situations skill.

The Characteristics of an Effective Trainer

Full knowledge of the training subject

Passion of training and its performance continuous improvement
Optimal use of training methods, activities and aids
Effective Communication
Patience and flexibility
Knowledge of trainees styles
Others Containment ability
Optimal use of the voice capabilities
Presents ideas using a clear and easy way to remember
Continuous improvement of his training capabilities
Time Management
Experience
Personal qualities and traits
Accepts feedback
Ability to understand trainees
Willingness to accept new ideas

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Effective Trainer Personal Traits &

Qualities
c
p
im
S
P
C
F
le
ty
b
x
d
n
E
a
s
u
h
rM
o
T

Responsibilities of the trainer

1.
2.
3.
4.

General Responsibilities
Responsibilities before training
Responsibilities during training
Responsibilities after training

38 | P a g e

Before Training
Design the
training
Responsibilities
TNA
program

handling
emergen
cy
situation

During Training
Responsibilities

Dealing
with
difficult
trainee

communica
tion

Presentat
ion &
delivery

Training
session
manage
ment

dealing
with
training
tools

break
psycholo
gical
barriers

After Training
Closure and getting
Responsibilities
Training Evaluation
feedback
Trainer Roles
Director
Achiever - Doer
Observer
Coordinator

Facilitator
Sponsor
Creative innovator
Negotiator

Trainer skills in accordance to his role

A- The focus of the training program's objectives
1- Director
Formulates the objectives of the training program
Designs the training program
Determines the course of events and the program

39 | P a g e

2- Achiever- doer
Motivates trainees
Builds a training environment to support achievement
Time management and dealing with the program the
pressures and stress.

B- Control training
1- Observer
Recording training activities and observe its quality
Analysis of training operations
Processing training information
2- Coordinator

Handling trainees patterns and difficult situations

Design and control the training activities

Trainees projects and assignments management

C- Focus on human relations

1- Facilitator

Conflict management
Build and manage work teams
Behavioral guidance

2- Sponsor

40 | P a g e

Effective Communication
Diagnose and resolve behavioral problems
Motivations

D- Innovative thinking
1- Creative - innovator

Risk Management
Creative -lateral thinking
Change Management

2- Negotiator
Presentation skills
Negotiate skills
Persuasion skills

The Competent Trainer

He is the person who has the training competencies (knowledge, skills,
personality traits ). He practices it professionally to facilitate the process of
acquiring competencies required by the the participants. This is done by
positive interaction between him and the participants as well as among
themselves to fulfill his training message.

Professional Trainer
1- He uses words and language that is understood by the trainee.
2- He gradually move from known and easy information to
difficult one.
3- Uses appropriate educational aid to suit the training situation.
4- Uses images, shapes and models as much as possible
5- Uses the blackboard, whiteboard and the Flip Chart effectively .
6- Takes into account the speech skills: Understood, clear,
reasonable pace.. etc.
7- Good listener to the participants

41 | P a g e

Trainer Styles
Model Blake and Mouton
Trainers are classified into five common patterns depending their main
interest whether:
1- Interested in content [Content-Oriented (C)] or
2- Interested trainees [Trainees-Oriented] (T)
High

Effectiv
e
Trainer

Social
Trainer
9-1

9-9

T
Trainee
s
Oriente
d

Normal
Trainer
9-1

Low

Low

42 | P a g e

Negativ
e
Trainer

Rigorou
s
Trainer

1-1

1-9
C

Content Oriented

High

Rules of professional training

o
o
o
o
o
o
o
o
o
o
o
o

o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

Allow for trainees what you allow for yourself

Do not allow interruptions that negatively affect the training conduct
Remember that you are a trainer not a lecturer.
Make sure to use exercises and applications
Do not comply fully with what you have prepared and respond to going
status. You are dealing with adults
Gradual training from simple to difficult.
Optimal training method is the one consistent with the training
situation.
Do not specify a particular participant to answer a question
Be careful to practice professionals modesty
Stimulate and motivate the participants and thank them for their
performance all the time
The trainer should protect the participants from each other
Follow the steps of asking the question (specify the target of the
question - prepare the question - Ask the question - wait a moment Choose willing participants and initiators Summarize responses)
Start the training session in time and try to finish in time
Be sure to come early before the start of the session
Achieve the target and deliver the message in a simple way
Professional trainer is a story teller (he has many stories)
Do not retaliate at participants or even one of them (not to take
revenge)
Use a positive self talk and build a positive feeling about yourself and
about the participants
Some trainees might need special care
Be always nice and do not be rude
Practice produces the professional
When you promise something you have to fulfill it
Do not use two demonstration means at the same time, this cause
distraction
You should remember that you are a facilitator and not a lecturer
Know your audience
listen well to the participants
Look at the eyes of the participants to check their impressions (eye
contact) and know their names
Do not engage in political or religious topics except to the extent that
serves the topic of training
Begin by greeting the audience and thank them for their attendance.

43 | P a g e

o Tell the story . anecdote ... talk about something else and not the
training program ... To break the tension (This is Ice Breaking) .
o Speak about the objectives of the program and why we are here .
o Explain the content whenever necessary.
o Smile ! ! !
o Be self confident by good preparation ... ( Train / Train / Train )
o Be natural, normal ... talk to them naturally and dont pretend or be
artificial.
o Be calm... If you are tense, you will cause stress to others
o Be proactive to help ... Because your job is to facilitate the topics.
o Be enthusiastic ... the trainer who let others who feel weary is
unsuccessful ..
o Keep good nice appearance .. Smile .. Good communication .. Stay away
from habits that distract. Try saving the names quickly. Take a long
breath before you speak

44 | P a g e

Difficult Trainees Styles

Exploder

Sniper

Bully

Indecisive

Superagreeable

Knows-itall expert

Complain
er

Negative

Unrespon
sive

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k
nSiperN

45 | P a g e

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46 | P a g e

Recognizing Difficult People

Some key characteristics

Theyre never satisfied

I pay to go here, I should get to do whatever I want.

I pay my activity fee! Do this program now!

They dont communicate easily with others

Because I said so.

They can be argumentative and unreasonable

They often use their power to obstruct

Do you know who my father is?

I will sue you.

Some examples
1- The Sherman Tank
Characteristics

47 | P a g e

Always on the attack

Abusive
Intimidating
Overpowering
Always right
Lack of caring and respect
for others

Dos and Donts

Dont worry about being
polite; Just get your point
across any way you can
Dont argue with what they
say
Dont try to cut them down
Do maintain eye contact
Do state your own opinions
and thoughts forcefully
without apology
Do be ready for negotiation

2- The Exploder
Characteristics
Temper tantrum behavior
Raging outbursts that are
out of control
Shout, throw things, and
often say regrettable
things
Behavior result of feeling
threatened and cannot
cope with the situation

Dos and Donts

Do give them time to wind
down
Do switch to a problemsolving mode of interaction
Do use active listening skills
to show that you take their
concerns seriously
Dont allow for them to
maintain behavior in a public
area (Move to a more private
area to calm down)
Dont initially force them to
calm down, let them try to
gain self control on their own

3- The Complainer
Characteristics
Dos and Donts
Finds fault with everything
Do listen attentively to their
complaints
Hold idea that someone
Do show them you hear
should be doing
them by using paraphrasing
something about their
or summarizing
problems
Do state the facts without
Will not engage in
comment
productive problem
Do ask the complainer How
solving discussion
Often feel powerless to
do you want this discussion
to end?
change the situations that
Dont agree or apologize
they complain about
Like to feel free from
about their complaints
Dont allow a accusationresponsibility with a
problem
defense-re-accusation
pattern develop

4- The Calm

48 | P a g e

Characteristics
Silent
Just yes and no
answers
Hard to open us
Maintain stance
Easily mask fear and
anger
Refuse to cooperate
Wont effectively
communicate

Dos and Donts

Do ask open ended
questions
Do wait for a response
Do be patient and plan to
spend extra time with them
Do comment on what is
happening during interaction
and discussion
Dont break silence while
waiting for a response
Dont hurry conversation
along by filling up
conversation with your own
talk and chatter

5- The Wet Blanket

Characteristics
Dos and Donts
Responds to anything with
Do know your own
a quick and negative
tendencies of pessimism
response
Do be optimistic and realistic
Has the it wont work,
in interaction
dont bother attitude
Do consider possible
Feel as though everything
negative outcomes of the
is out of their control
problem
Bitter about life
Do be prepared to take
action on your own
Negative and critical
Dont argue them out of their
pessimism
Dont offer solutions until the
problem has been thoroughly
discussed

6- The Know-It All

Characteristics
Expert on all matters
Feel others are stupid or
uninformed
49 | P a g e

Dos and Donts

Do be prepared and have all
information possible
Do listen carefully and

 Often react to others

knowledge with anger,
withdrawal, or irritation
Likes control of everything

paraphrase main points

Do be tentative in
disagreements
Do use questions to raise
problems
Dont act like a Know-It-All
back
Dont over-generalize and be
as specific as possible

7- The Indecisive
Characteristics
Indecisive
Lack follow-through
Leave others to do work
Undependable
Typical response is no
response
Cannot make up their
minds

50 | P a g e

Dos and Donts

Do be open to listening to
conflicts and difficulties
Stallers have in making
choices and decisions
Do listen for indirect cues for
underlying issues
Do use problem solving
techniques
Do concentrate on facts
Do support any decision
making the indecisive can
offer
Dont fully depend on an
indecisive to get something
done

General Tips and Strategies

Be proactive
o Have a plan
o Prepare for worst possible situation
Listen
o Look and sound like you are listening-Maintain eye contact, nod
your head and look interested

o If the other person senses that you care and that youre
interested, theyre likely to become more reasonable
Empathize
o This has to be a genuine response or the person will feel patronize
o The basic message is I understand that you feel ___.
o Empathy isnt an agreement but acceptance
o Dont use Im sorry. It is overused. Use I apologize. if you are
going to be apologetic

Dont overpromise or make threats that you cannot keep

o In difficult situations we are often tempted to make promises that
are difficult to keep. Be honest.
o If you add fuel to the fire (threats), the person will become more
angry and more difficult
o You will lose credibility if you cannot keep promises or follow
through with the threats

51 | P a g e

Presentation Skills
What is a presentation?
It is any opportunity to communicate your point of view or ideas to an
audience.
This can be
o Informal or formal
o Impromptu or prepared
o Individual or group
Learn how to be more

Powerful

Persuasive

Impressive

Confident
Planning Phase

o
o
o
o
o
o

52 | P a g e

Why? Objective of presentation

Who? Know your audience
What? Know your content (well)
How? Format of presentation
Where? Familiar with the venue
How much time is allowed

People judge your presentation based on how you present

7% on What you know and 93% on How you present
100%

90%

90%
80%

70%

70%
60%

50%

50%
40%

30%

30%
20%
10%

20%
10%

0%
Read

Hear

See

See and Hear

Say

Say and Do

Preparation Process
1. Data Collection
a. Need for reading
b. Finding material to read
c. Internet Search
d. Material Evaluation
e. Reading
f. Summarizing
2. Tools and Techniques to help the Effectiveness of the Presentation
a. Mnemonics
b. Acronyms
53 | P a g e

c.
d.
e.
f.
g.
h.

54 | P a g e

Stories
Anecdotes
Jokes
Audience participation
Collect evidence
Prepare charts and graphs

3. The Content
a. Title: Short and attention grabbing
b. Introduction: [20% of time] Set the scene & state the
main message
Answer questions like "What does it do?" "What is it for?
Try using a picture, quote or key question.
c. Body of presentation: [60% of time] Select small,
relevant parts
Describe each part of your topic.
Focus on what is most important to the audience..
d. Conclusion: [20% of time] A memorable summary!!!
Re-state the main message.
4. Practice (Rehearse Rehearse Rehearse.)
Tell them what you are going to tell them . . .
. . . then tell them . . .
. . . then tell them what you told them.
Planning a strong opening and Closing
o
o
o
o
o
o

Personalize your opener

Startling statements
Narration
Anecdote
Question
Quotation

Present main points

Main point Transition

Main point Transition
Main point Transition
Give supporting evidence
Give examples
Get feedback & questions from audience
Maintain focus on audience (listen!)

55 | P a g e

Things Not to Do

Use jargon
Overwhelm with detail
Go over time
Use text that cant be read
Stand in the way of your visuals
Distract (e.g., Gestures)
Say: Ummmmm, ahhhhhh
Stare at one point
Slouch

Top Ten Mistakes Made By Presenters!

No Presentation Objectives
Poor Visual Aids
Ineffective Close
Mediocre First Impression
No Preparation
Lack of Enthusiasm
Weak Eye Contact
No Audience Involvement
Lack of Facial Expressions
Sticky Floor Syndrome

Effective Slides
Keep slides simple Same slide
Make sure to keep your slides simple. With too much text on each
line, the audience will be trying to read what you write while you
are talking. This will be very distracting to both you and your
audience.
Maintain a consistent look and feel within each slide, and from
one slide to the next.
Create high contrast between background and text
Dont try to squeeze too many thoughts onto one slide

56 | P a g e

Colors
Keep them simple and consistent
Use no more than five colors for charts or graphs
Use no more than two colors for text
Use colors with high contrast
Be careful with red because the eye will naturally go there first
Fonts
Fonts are like colors, use sparingly
Minimize use of italics, bolding and shadows
Do NOT use all caps
Normal capitalization is easier to read
You should not have to ask: Can you see that in back
Titles should be 38-44 pt. font size
Text should be 28 pt font size
Spelling and Grammar
Important to be without errors or typos
looks Very unprofessional
People may not take you seriously.
Use diagrams to enhance:
Communication:
(easier to understand, more potent)
Spatial memory
Impact:
(less cognitive, more visceral)

Rules YOU MUST Follow

Keep them simple and consistent
Use no more than five colors for charts or graphs
Use no more than two colors for text
Use colors with high contrast
Be careful with red because the eye will naturally go there first
Fonts are like colors, use sparingly
Be consistent from slide to slide.
Dont overdo the use of italics, bolding and shadows and like e-mail
Do NOT use all caps.
Inform audience that youre about to close
Summarize main points
Something to remember or call-to-action
Answer questions

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