Adoption and Children Act 2002 Briefing Workshop Programme Trainer Tips.
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Transcript of Adoption and Children Act 2002 Briefing Workshop Programme Trainer Tips.
Adoption and Children Act 2002
Briefing Workshop Programme
Trainer Tips
Page 2
Trainer Tips
Focusing on the Learner
Making an Impression
Making it Memorable
Facilitating Discussions
Facilitating Activities
Handling Challenging Situations
Other Useful Advice
Contents
Learning StylesBrain BridgesSensesThe 4 T’s
PresentingVerbal CommunicationTop tipsStructure
TechniquesFROLL!
StructureGetting the right blend between roles
Set-upMonitoringDebriefing
PreventionCoping Strategies
Feedback frameworksCreating a positive learning environmentUsing musicTips for using Trainer notesUsing visual aids: Flip TipsRole-Play: Do’s / Don’ts / Debriefing
Page 3
Activists:TRY first, then analyse later if they have to!
“I hate too much sitting around listening”
Pragmatists:How RELEVANT is this? How can I use this?
“Why can’t trainers debrief activities properly?”
Reflectors:Understand WHY first. How does this all fit together?
“There’s never any time to stop and think”
Theorists:Understand HOW first, then try it out to prove it!
“I hate rushing into stupid activities”
Focusing on the learner: Learning Styles
We all learn in different ways
Everyone has a preferred style of learning. This does not mean we only use that style in every situation. Nevertheless, for any individual, the messages in one particular style are likely to be more effective than those from the other styles.
Find out about your learners. Make sure your training appeals to their preferences
Trainers have preferences too!
WATCH OUT – don’t train just using your own preference!
Best of all – use all 4 styles and link them together – see the 4T’s for more details
Trainer Tips
Page 4
Two sides to the story
LEFT BRAIN
Linear and logical
Verbal
Analytical
Mathematical
Detailed
Sequential
Words of a song
RIGHT BRAIN
Creative and intuitive
Non-verbal
Emotional
Musical
Artistic
Creative
Tune of a song
Bridging the two sides is vital!
Focusing on the learner: Brain-Bridges
Learners have brains!
Research has shown that we retain more and can recall more if we get ‘whole brain’ messages.
Think of news stories you remember – you’re probably thinking of both pictures AND words
What happens when ‘that song’ comes on the radio? Suddenly you’re 16 again! And you’re thinking, seeing and feeling things you haven’t thought about for years!
Make strong messages for learners by building bridges between left and right brain. Link logical concepts to things they will remember, such as activities, music, demonstrations
Trainer Tips
Page 5
Appeal to all senses
Visual
Hearing
Feeling
Focusing on the learner: Senses
Visual : Hearing : FeelingVHF signals! Very High Frequency!
There is an old saying “I hear and I forget, I see and I understand, I try and I remember”
Every learner is different – find out whether your learners prefer visual things or some other channel? But whichever preference they have, the best approach is to deploy training techniques that cover all 3 main senses.
For example:• A trainer giving a ‘lecture’ is appealing almost exclusively to the hearing channel• If the trainer shows some diagrams and matches what they say to the pictures, they are adding the visual channel• If the trainer then asks learners ‘what would you do in this situation?’ the feeling or experiential channel is added
Trainer Tips
Page 6
Things
Theory
Try
Take-off!
Unassembled parts or data
Forming a structure or model
Have a go – see what works
Mastery
Focusing on the learner: The 4 T’s
Learning has 4 parts
Remember learning to ride a bike?• Before you became experienced, you knew that a
bike had pedals, wheels, a chain, and so on. These are raw data: ‘Things’
• It also helped you to understand that the pedals moved the chain round, which then made the wheel go round. This was your model: ‘Theory’
• When you started to ride you also learned about balance and speed: ‘Try’.
• Gradually you noticed more things about the bike, and you refined your model. ‘Take-off’ You could ride in different conditions because you knew how the bike would respond, all because of your combination of
T(hings): Knowing the bikeT(heory): Understanding how it worksT(ry): Experience and feedback
Next time you’re training and your participants do badly in an exercise (TRY), they will probably need to return to either the THEORY or the underlying concepts (THINGS) before they can become expert practitioners (TAKE-OFF)
Trainer Tips
Page 7
Content -what you say
First impressions in a presentation will be:
Physical impact - actions and how you speak
Appearance and visual impact
Making an impression: Presenting
Believe in what you say!And show your audience that you
care!
• Think of the times in bars or the office where you know exactly what people are talking about even when you cannot hear them. This is because their body language makes it clear, through
• Gestures• Facial expressions• Movement• Posture
• As trainers, it is VITAL that we believe in what we say and that we show our audience that we care. Otherwise
• Why should learners listen if we don’t seem interested?
• How will learners know what the ‘truth’ is if our words say one thing and our body language says something else?
Trainer Tips
Page 8
Making an impression: Verbal communication
Vary the tone
Tell anecdotes and ask questions
Use appropriate volume
Use appropriate language
Emphasise key points
Pause …….. and ask questions
There are some great speakers-just listen to the radio!
How do they do it?
• They involve the listener, and the listener builds pictures, voices, smells until they have a full technicolor image
• They don’t insult the listener by saying the obvious – they give the listener time to think and reach their own conclusions, which are exactly the ones you wanted them to reach
• They tell stories!
Trainer Tips
Page 9
Making an impression: Top tips
Show interest
Body Language
Don’t interrupt
Ensure participants can see you
Avoid distractions
Keep eye contact
Actively listen
Pause frequently and breathe
Seeing is believing
When you first stand up, take a moment to really look at your audience – notice who’s smiling, writing, etc. Then pause, collect your thoughts, and make yourself comfortable
Don’t worry about your hands or your feet. The most important thing is to concentrate on your audience’s needs. If you really think about them and not yourself, then your body will look after itself!
Other tips:• If there are pillars in the room
try and arrange things so these won’t block people’s view
• If you are using ‘props’, again make sure everyone can see.
Trainer Tips
Page 10
Structuring a presentation
Interest and impact
Need
Timings
Range
Objectives
Beginning c.10%
Middle c.70%
End c.20%
Participants have a right to know…- why they should listen to you- how long it’s going to last- what sorts of things will happen
INTRO example:- Imagine you’re at the client and you overhear the IT
Manager arguing with the Finance Director…..- Sooner or later we all face situations where clients strongly
disagree and we have to get all key stakeholders to accept our recommendations…..
- For the next 45 minutes we will look at ways to understand and manage stakeholders….
- After a brief presentation we’ll do an activity to bring the theory to life and get you to try managing a stakeholder from our case study, then gather your views on how it went….
- By the end of this session you should feel comfortable about how to analyse stakeholders and more confident about ways to manage them
When you finish a session- summarise what was covered- summarise the key learning points- where relevant, link to upcoming sessions
Trainer Tips
Page 11
Making it memorable: Techniques
RhymesLinkages
Frameworks and models
Mnemonics, eg
S.M.A.R.T.
Hand-outs and take-aways
Reviews
SummariseExamples
Recognise learning styles
Appeal to all senses
Illustrations
Involve people
Link to music
Use some simple techniques to help participants remember
Use Day 1 learning on Day
2
Link left and right brain• Music and words• Mnemonics• Rhymes
Remember VHF• Add pictures to your words• Use examples• Tell stories
Think of learner styles• Pragmatists: use the learning• Reflectors: links between sessions• Theorists: models and frameworks• Activists: Involve people
Stories and
parables
Recall will fade quickly unless things are reinforced – so do reviews!
People won’t recall everything – be realistic in your aims and provide handouts for further details
Trainer Tips
Page 12
Making it memorable: FROLL!
First
Reviewed
Outstanding
Linked
Last
People tend to remember:
• The FIRST things
• The LAST things
• Things that are REVIEWED and repeated and repeated and repeated
• Things that are LINKED, either to other sessions or to the workplace
• Things that are
OUTSTANDING in some way; different from everything else
The Finnish Troll, known as a FROLL, is a good memory aid
Trainer Tips
Page 13
Facilitating Discussions: Structure
Next - application of outcomes
Bang - create impact
About - frame the discussion
List - explore the subject under discussion
Listen - to the participants views and opinions
Organise - structure the discussion
Order - prioritise key points
• Start with a BANG – this doesn’t have to be loud, but needs to get people’s attention
• Frame the discussion. Explain what it is ABOUT
• Ask people their views, their experiences – we call this LIST and LISTEN
• When you think it’s time to draw some conclusions, try and get some structure into the discussion. What lessons can be learned? What patterns can we see? We call this ORGANISE and ORDER
• A good discussion should lead to people agreeing what to do NEXT to apply the outcomes
Other tips• Be prepared to go backwards if you have to• Think carefully about the questions you will
ask to open discussion and move it to the next stage
Every discussion should have a flow and a shape
Trainer Tips
Page 14
Every
Discussion
has a POINT!
POse questions
ProvideINput
CheckTemperature
Facilitating Discussions: Getting the right blend
between roles
Example: Subject Matter Expert Example: Process Facilitator
Trainer Tips
POse questions • To discover people’s skills, knowledge,
attitude• To ask them to do something, such as an
activity
Provide INput• If the discussion is weak on content and
people need knowledge from a subject matter expert
• At its extreme, when there is almost no use of questions or monitoring, this stops being a discussion and becomes a lecture!
Monitor the group’s state (check Temperature)• Observation helps trainers decide when or
whether to ask more questions or provide more input
• A process facilitator would ask questions and monitor but would rarely provide content
The style of facilitation should change to suit each discussion – decide the POINT of your session!
Page 15
Purpose
Process
Participants
Product
Facilitating activities: Set-up
Trainer TipsActivities can be great fun, but many learners see them as a waste of time unless they can see the purpose- Why am I doing this?- How will it help me?
Many activities fail to yield learning points because people don’t know how to carry them out. The process needs to be clear- Where do you want me to go?- After I get there, what happens next?
Quite often, teams will have very different experiences. Sometimes this is fine, but sometimes it lessens the learning. Think about participants- Who will work together?- Does the group need to be reorganised before you start?
Check that you explain what you want by the end of the activity – the product- How prescriptive do you need to be?- Do you have an example ready?
Page 16
Watch
Availability
Timing
Check
Help?
Facilitating Activities: Monitoring
Trainer TipsThis is NOT the time for trainers to do Lotus Notes!Watch• Depending on the activity, you may need to observe to
capture evidence to use during the debrief. If you don’t watch you won’t have any evidence!
• Beware of getting too close and disrupting the activity
Be available• For clarification or if the unexpected happens
Timing• You may wish to alert people about how much time is
left
Check that the exercise is going OK. If not:• You may wish to intervene to clarify what you require• You may decide that the outcome will still meet the
learning needs
A team is doing ‘badly’. Should you help?• You may not need to intervene. Consider which is
more important - the process or the product. How important is it to get the ‘right’ answer?
Page 17
Facilitating Activities: Debriefing
What? What did you do?
What did you learn?
So what? What can you take
away from the activity?
What next? How are you
going to apply the learning?
Trainer TipsAre you going to insult your participants? Trainers often do! Here’s how…Don’t debrief at all• Participants will ask ‘So what was the last
hour all about?’, especially if the activity was a game or some other metaphor
Do a superficial debrief• Reach trivial conclusions which patronise
participants and insult their intelligence• Keep on one learning point for too long
Do a thin debrief• This happens when you have not observed
enough. You have nothing to say and no points to bring out
Alternatively, if you would like to do a great debrief that has your participants saying “A-HA!”, then use ‘What / So What / What Next’, taking care to:• Draw out the learning from the participants so that they ‘own’ it• Have the evidence to open new discussions and bring out the points• Relate the learning back to the workplace and to the purpose of the activity
Page 18
Handling challenging situations: Prevention
Stay tuned to learner needs
Ask questionsCheck understanding
Do not single people outListen activelyBe observant
Check group dynamicsBe attentiveBuild rapport
Stay tuned to learner needs
Ask questionsCheck understanding
Do not single people outListen activelyBe observant
Check group dynamicsBe attentiveBuild rapport
Create a contract
and honour itAgree ground rules up
front
Keep to timing
Act as a role model
Leave personal baggage
outside
Create a contract
and honour itAgree ground rules up
front
Keep to timing
Act as a role model
Leave personal baggage
outside
Use basic learning principlesDefine the scope and objectives
Link sessions, topics and the
workplace
Vary styles and media
Focus on the outcome
Use basic learning principlesDefine the scope and objectives
Link sessions, topics and the
workplace
Vary styles and media
Focus on the outcome
Trainer Tips
The best way to avoid challenging situations is to do such a great job that they never arise!
Contracting and recontracting about how to run the event
Watching group dynamics and acting early
Watching energy levels
Seeking regular feedback and responding to it
Informal conversations over lunch and during breaks to get to know your participants
Being learner centred – their agenda not yours
Page 19
Handling challenging situations: Coping Strategies
99%
of t
he tim
e
•It’s
not
per
sona
l
•The
re’s
a re
ason
Trainer TipsRemember that the challenge is rarely personal
Clarify
Acknowledge and Apply
When a situation arises with an individualDon’t jump to conclusions; find out whyThink about the effect this is having on the rest of the group and on
youBe aware of some coping strategies ClarifyBy asking questions you may get to the real problem, which may be
a much smaller issue which is easier to deal with
Use the groupJust because one person doesn’t like something, it doesn’t
necessarily mean something’s wrong. Try checking how the rest of the group feels
This has risks! If the rest of the group agrees with the challenge you have got to deal with it. If they disagree with their colleague, that person could be humiliated
Acknowledge and ApplyThe challenge may be a good one. Be prepared to agree and
change your approachThe person may have wishes that you can accommodate. For
example, if they have good knowledge why not use them as a subject matter expert. Or if they are bored, see if they will agree to be the group’s energy monitor!
Page 20
Feedback is a gift! We don’t get enough!
There are many ways to do it, and personal judgement and intuition are essential.
This page shows some possible frameworks to use after exercises, during training, or at other times.
Above all, good feedback should be specific – something that the receiver can do something with!
Feedback frameworks
Stop / Start / ContinueTraffic lights
Red
Amber
Green
4 / 8
Good / EBI (even better if….)
Informal feedbac
k
Wall charts x
x
x x x
x x x
Pace
Depth
Trainer Tips
Written on a postcard
• Trainers should welcome it• Participants should
welcome it
Page 21
Practice
Layout - Of training room
Audience - Know their experience/expectationsContent - Know your stuff
Extras - Create the right expectation through Joining Instructions/pre-course work
Timings - Keep to them and co-ordinate with co-trainersImpact - What can you do to make it memorable?Materials Equipment - Does it work?
Attention levels - Be aware of how participants are feelingNoise/heat/lightDomestics - Meals, drinks etc
Creating a positive learning environment
Trainer TipsThese won’t make a course great……but watch out if they go wrong!
Practice will help you check timings and logistics
Layout – what can you do to improve visibility?
What could you find out about your audience to help you serve them better?
What will you do if some people have not done pre-course work?
Be aware that your noise may annoy non-PwC people
Be aware that you’re warm because you are walking around, but everyone else is cold!
How flexible can you be with meals and breaks?
Are you on time?Have you considered a theme, choice of
music, etc to create impact?Do you know where your handouts are?Do you know how to work the litepro?
Page 22
Using Music
Label your selections
Ensure your equipment works
Check the volume
Remember your neighbours
Phase in and out
Lyrics may be distracting
Be careful with film soundtracks
Check licences and copyright
Trainer TipsMusic can really enhance learning It builds bridges in the brain It creates atmosphere
Some advice from experience!Make sure you know where your CD
is, and that you tell your co-trainers if you have set up a certain track
Check that it won’t be loud enough to annoy the people training next door
Baroque music is good at creating good atmospheres for thinking
Activities: As a general rule, if you wish to use music during activities, choose instrumental music. Also, music does not have to be loud – even when it is really soft it will cover an uncomfortable silence and people will feel more confident about speaking
Make sure that the venue has a licence for playing recorded music
Page 23
Tips for using trainer notes
Trainer Tips
Fewer is better
Be flexible
Try using flips or slides
Route map the session
Create pictures / mind maps
Focus on the 2 or 3 main learning points
It’s important to plan sessions -Some trainers use notesYou won’t have time to read detailed notesDon’t worry about participants knowing
you’re using them. It shows that you care about doing a good job
Think of the main learning points and your milestones for getting there. If it helps, draw this as a flowchart
Some trainers use pre-prepared flipcharts or slides as their prompts. They plan what they want to do or say with each one
If you are being learner centred the session will probably follow their needs rather than your plan, so be prepared to be flexible. Keep the really important points in your mind, meet participants’ needs and then steer the session towards them!
Page 24
Leave
Plenty
of white
space
Listing and bullet points: Bullets identify new points Alternate colours to separate and lift Change bullets sometimes Highlight key words Images help!
Keep text BRIEF
Use pictures and cartoons
Choose images you can draw
quickly
Colours: Don’t use red and green together
Use dark blue/black/brown for text
Use yellow/orange/light blue to highlight
USE HEADINGS
Size matters
Text should be readable
from 10m – this means
roughly 5cm high
Using visual aids: Flip Tips
5
Trainer Tips
Page 25
Role-play: Do’s / Don’ts / Debriefing
DOBe enthusiastic
Try to create an appropriate atmosphere
Stay alert to what is happening
Set and abide by ground rules
Stop the role play if it is losing direction or all learning points have been covered
Think about how you will gather evidence for use in debrief; perhaps use observers?
Focus on what you asked the participants to practice
DON’TStart too difficult
Do it for fun
Forget to make notes for later debrief
Communicate any apprehension
Forget the purpose of the role-play
Allow participants to have full control unless you’re very confident that they will stay ‘on track’
Trainer Tips
THE QUALITY OF THE DEBRIEF MUST REFLECT THE PERSONAL ‘RISK’ AND EFFORT THAT PEOPLE PUT INTO
THE EXERCISE
1. Allow sufficient time
2. Use a method to clearly signal the end of the role-play, such as rearranging the room
3. Ensure all players have opportunity to speak
4. Listen to views and feelings
5. Get all perspectives: Participants, Observers, Trainers
6. Be specific
7. Record any conclusions
8. Link the experiences to real life
REMEMBER: What – So What – What Next?
Adoption and Children Act 2002
www.dfes.gov.uk/adoption