TRAINING FOR TRAINERS

“A profession is
shaped by its tools’’
AGENDA

 Introduction to Training Processes

 Designing Training
 Training Delivery
 Play back and review
 Training Evaluation
 Summing up and feedback
4
 TNS PROCESS AT JSL
 Identification of Need ( Annual Appraisal,
TNS Survey)

 Annual Training Calendar

 Monthly training Calendar

 TNS..
Types:

 Technical ( Industrial Hydraulics)

 Behavioral ( Team Building)
 Operational Excellence ( IMS,SAP,TPM)

Sources :
 Organisation
 Departments/Sections
 Individual
 Training Need Survey

Date of Survey : Form No : HRD / /

Name :Jagannath Panda Department :CGS Designation :Assistant Engineer Date Of Birth :03.05.1986

Employee Code :90002354 Section :Operation Qualification : D M E Date Of Joining :12.05.2008

Functional Need
Sl. No. Function / Job Description Organizational Need Behavioural Need
Level(0-4) Level
Knowledge Required Skill Required
Desired Actual Gap Desired Actual Gap
Interpreting processes involved in execution of the "work pieces" received from customer Knowledge of various manufacturing processes. Work permit System Supervisory Skills
departments based on drawings and allocating jobs to respective Operators. Knowledge of use of the components in the plant. Use of PPEs. - Team Building
Thorough knowledge of Engineering Drawing.

1 4 4 0NA      

2Planning and communicating manufacturing process sequence to Operators. Knowledge of operations of all types of machine tools and fabrication. 4 3 1NA          

3Supervising and providing technical guidance to Operators in various machine operation. Knowledge of operations of all types of machine tools. 4 4 0NA          

Supervising and providing technical guidance to Operators in tool re sharpening. Carrying out
4 tool re-sharpening, if required. Knowledge of tool geometry parameters to be controlled while resharpening. 4 3 1Ability to re-sharpen tools 4 2 2   

Efficient uses of standard clamps.Capable

Knowledge of Pre-machining job precision setting. Innovating clamping of various to do safe and rigid clamping of inticate
5Supervising and providing technical guidance to Operators in job setting and clamping. intricate shapes. Knowledge of using standard available clamps. 4 4 0 jobs.          

Knowledge of various standard tools, their geometry and uses. Knowledge of

Supervising and providing technical guidance to Operators in selection of tools, process and process parameters required for various combination of job material, tool material Capablity to use standard tools with
6 parameters. Using standard tools, if required. and process. 4 4 0 controlling the process parameters 4 3 1   

Supervising and using measuring instruments like bore gauge, vernier calliper, micrometer Knowledge of the theory of measuring instrument manufacturing. Knowledge of its Capability of using the measuring
7 etc. least count, range and their error finding. 4 4 0 instruments 4 4 0   

8Working on Autocad. Should have knowledge of engineering drawing. Thorough knowledge of Autocad. 3 1 2Capability to use Autocad 3 1 2   

Using SAP PM Module to record data about jobs performed in his shift, creating notification of Computer Operation Skill
9 abnormalities and closing the same. Knowledge about the PM Module of SAP 3 3 0 MIS and Data Mangement 3 3 0   

Ability to inspect finished jobs conforming

10Inspecting quality of finished jobs Knowledge about quality parameters and measuring instrument required for it. 4 4 0 to customers' specifications. 4 4 0   

11Preparing shift report on jobs performed in the prescribed format to immediate superior Knowledge about the format and writing reports 4 4 0Ability to write reports 4 4 0   

12Supervise house-keeping and proper upkeep of the machine and the workplace. Knowledge of 2S 3 2 1Ability to supervise house-keeping.          

Preparing Service PR for various activities required for CGS and making Service entry sheet for Knowledge of terms and conditions to be applied for various activities. Knowledge
13 the same. of PM module of SAP 4 4 0           

Knowledge of functioning of EOT crane and Weighbridges and the jobs involved in
14Ensure maintenance of E O T cranes and Weigh bridges their maintenance. 4 3 1           

Liaisoning with Government Metrology department for certification and stamping of Knowledge of process of Certification of Weighment Systems and the Government
15 weighment systems available in the Company. Department responsible for doing it. 3 3 0           

Level: 1. Learner: Level-2: Can perform the task under guidance: Level3: Can perform the task independentlyLevel4: Can perform the task independently and guide others.
 Spider Chart
Magnetic Particle Inspection

SAP Ultrasonic Testing

Actual
Supervisory Skill 0 Spark-Spectral
Target

Application/ End Use Visual Inspection

Customers Requirements
TRAINER QUALITIES

 Domain Knowledge  Ability to articulate

 Energy  Accessibility

 Sense of humour  Self Discipline

 Mental agility  Empathy

 Mannerisms
 PROGRAMME DESIGN
 Participants’ profile
 Topic
 Sub-Topics
 Objective
 Deliverables
 Duration
 Session Planning
 Training Tools
 Faculty Selection
 Departmental Inputs
 Input from potential participants
 Evaluation Method
 PROGRAMME DELIVERY

 Effective Communication
 Influencing /Persuasion
 Listening Skill
 Handling questions
 Dealing with difficult participants
 Adult learning
 Familiarity with the gadgets
 Adapting to unforeseen situations
 Know your audience
 Creating conducive learning environment
PROGRAMME DELIVERY…
Creating a Conducive learning environment

 Establish ground rules and enforce the same

 Show interest
 Listen for content and feelings
 Look for non-verbal cues
 Use Humour as appropriate
 Control Distractions
 Involve Participants
 Maintain eye –contact with participants
 KNOW YOUR A-U-D-I-E-N-C-E
 Analysis - Who are they? How many will be there?
 Understanding - What is their prior knowledge?
 Demographics - What is their age, sex, background?
 Interest - Why are they there? Who asked them?
 Environment - Where will I stand? Can they all see?
 Needs - What are their needs? What are your needs?
 Customized - What specific needs to address?
 Expectations - What do they expect to learn or hear?
COMMUNICATION SUCCESS
 7% VERBAL
 55% VISUAL
 38% VOCAL

(Psychologist Albert Mehrabian)

PREPARE

9 P’s :- Prior Proper Preparation

Prevents Poor Performance of the
Person Putting on the Presentation.

 Presentation Skills
VARIETY

 Add excitement, enthusiasm by varying:

 Pitch - tone
 Adds impact and drama.
 Pace
 Pronunciation
 Pause
 Volume
 Change for significant information or new mood.
COMMON VOICE PROBLEMS

 Nervousness
 Swallowed voice - Mumbling
 Thinking Noises: Um, Ah, Er
 Lip smacking
 Shouting
 Speaking too fast or slow
 Monotone
BODY LANGUAGE SKILLS
Total body as a communication vehicle

Eye Contact
Facial expression

Dress
Gestures
Hands and Arms
EYE-TO-EYE COMMUNICATION
 Engages audience, gains attention, improves
impression, provides feedback.
 HOW?
 Connect with audience, one person at a time.
 Look directly.
 Move eyes after 3-5 seconds.
 Speak to everyone.
 Do not shift gaze - left to right.
 Talk to audience not screen, projector, ceiling.

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USING YOUR HANDS AND ARMS
PROGRAMME DELIVERY….

Listening Skills

 Nod your head

 Maintain eye contact
 Keep an open body position
 Make encouraging statements
 Repeat a sentence or part of one
 Paraphrasing
 Summarizing
 Questioning
 PROGRAMME DELIVERY….
Develop Participation

 Provide examples
 Ask open-ended question
 Ask participants to answer some questions
 Call on someone by name
 Give verbal reinforcement
 Give non-verbal reinforcement
 Prevent learner overload
PROGRAMME DELIVERY…
Interpreting Body Language

1. If you ask a participant whether he understands

what you are talking, and if he says “yes”;
make sure the head gesture (nodding)
matches the stated response.

2. Watch the person asking a question, it is

sometimes easy to pick-up clues as to what he
really wants to know.
PROGRAMME DELIVERY…

3. If a participant covers his mouth while you

are speaking it may indicate that he doesn’t
believe you. It may be worthwhile checking
this before you proceed.

4. If your participants use both their hands to

support their heads it’s time to change your
tactics, boredom has set in.
PROGRAMME DELIVERY…

5. When the head is supported by one hand

and that hand has a finger pointing vertically, it
suggests that the person is evaluating the
information given by you.

6. A person who thinks he knows everything

may adopt a sitting back position with the hands
clasped behind the head.
PROGRAMME DELIVERY…

7. Folded arms indicate that the participant

has put up a barrier. However, when people sit
for long periods of time they tend to fold their
arms more often.

8. If someone presents you with open palms it

is safe to assume that they are being totally
honest with you.
PROGRAMME DELIVERY…
Dealing with difficult participants

1. The group remains silent: Check with the

participants. Either they don’t understand
what is being presented or there is repetition.

2. Things are moving too fast : Ask participants

for their responses, comments, sharing work-
place examples etc,.
PROGRAMME DELIVERY…

3. Things are moving too slowly: Try to build

on things they already know. Enthuse them to
seek more inputs. Don’t hurry-up.

4. A talkative participant: Before you step-in

use their peers to quieten them. Talk to
them during a break and ask them to slow
down a bit so that others may also
participate.
 PROGRAMME DELIVERY…

5. A silent participant : Tread cautiously to start

with by asking questions that can be answered
fairly easily. Request for more involvement.

6.The typical know –all: politely ignore them. If

distraction is higher let the group sort this problem
for you. Never get them offside, their peers may
feel for them.
PROGRAMME DELIVERY…

7. Sessions getting side-tracked: Ask the

group if this is relevant to the topic. Say that,
as interesting as it is, we only have enough
time to cover the real issues.

8. Personality problems: (between

participants) Ask them during a break to
keep their comments to themselves, or ask
both of them to leave.
PROGRAMME DELIVERY…

9. The arguer : Most of the time the group will

ask him to quieten down. Use your breaks to
talk to him. As a final step you may ask him to
leave the group.

10. Complaints about other issues: If you get

complaints about the organisation, let them
know that they can’t change policy.
PROGRAMME DELIVERY…
11. The definitely wrong response: Don’t
embarrass by telling them that they are
wrong. Acknowledge that they are entitled to
their point of view. Another way is to ask the
group to comment on the response.

12. The side conversation: Ask them to speak-up

so that the group can hear their comments on
the issue.
PROGRAMME DELIVERY…
Barrier to Adult learning

Physiological changes
Past experience
Fear of failure
Lack of motivation/confidence/interest
Feeling of insecurity
Unlearning
PROGRAMME DELIVERY…
Adult learning: How ?
 They have some control
 Their experience is valued and used
 At their own pace
 Examples are realistic
 Mistakes are viewed as learning opportunities
 The New Finish Line of Training
NEW FINISH
Conventional Finish LINE
Line

Training Application of learning Success

( Follow-Through) Criteria
Program / KPI

Participants On-the-Job
Feedback Result
 MAKING TRAINING EFFECTIVE

Pre-Training Preparation

Expectations from training

Follow through

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PROGRAMME EVALUATION

 Kirkpatrick Model

 John Phillip Model

 Case Study Method

 Factors which influence Training Outcomes

Trainee’s Motivation level Support of Superior

Prior Expectation
Experience Opportunity Reminders
to Use

Learning
Through Improved
Application
training KPI

Learning Personal Early Competing

Style Relevance Successes Priorities

Trainee’s Emotional State Recognition from Superior

 Thank You

Keep Facilitating!!