The document discusses various training techniques used to teach participants new skills or information. It describes techniques like brainstorming, group work, demonstrations, role plays, case studies, lectures, storytelling and study tours. It then explains different stages of group development that participants typically go through, including forming, storming, norming, performing, and adjourning. Lastly, it provides tips for trainers on skills like using enthusiasm, remembering names, facilitating discussions, and maintaining attention through their presentation skills, questioning techniques, listening skills and communication abilities.

1. 1

2. 2
What is training Techniques?

3. 
 Brainstorming
 Group Work
 Demonstration
 Role Play
 Case Study
 Lecture
 Study Tour
 Story Telling
3
Training Techniques
Source:ActionforResearchandDevelopment(ARD)

4. Brain Storming 4
Measurement Understanding
Not rejectthe idea

5. Group Work 5
Speak out more Forshy participants
Fully participation
Helping eachother

6. 6
Five Stages
Perhaps the most widely-used theory of group process was
described by BW Tuckman. He described groups as typically going
through four stages:
 forming
 storming
 norming
 performing
Later, Tuckman added a fifth stage, signifying the importance of
the way groups are ended:
 adjourning.

7. 7
When people come together for the first time, they may be
excited, wary, hopeful, shy, curious, anxious, and so on.
In the training context, the trainer usually tries to put
participants at ease by:
–giving them a chance to get to know one another (through
icebreaker activities);
–letting them know what they can expect of the course
(aims, objectives and the course schedule); and
–clarifying how they are expected to work together during
the course (ground rules).
Forming
 forming
 storming
 norming
 Performing
 adjourning.

8. 8
 During this stage, some participants may be a bit shy
and may be reluctant to put forward their points of
view, or even to call attention to themselves, in case
they 'get it wrong' and are criticized by the tutor or
other group members.
 Having frequent coffee breaks helps to facilitate the
forming stage, giving participants more informal
opportunities to explore what they have in common
with each other.
 During the forming stage, people may get together
into smaller subgroups. The trainer may be able to
facilitate or manipulate this, if appropriate.
 forming
 storming
 norming
 Performing
 adjourning.

9. 9
 As participants get to know the tutor and each other and the
tutor, and start to explore the course material, some of them
may find that they disagree as well as agree about various
things, including how they would like to work within the
course.
 As they feel more confident and bolder, they may argue for
their point of view, and may challenge the trainer or try to
attract their attention. They may even challenge one or more
of the ground rules set by the trainer or group.
 At this stage, people often take a particular role within a
group (we will look at group roles later in this module). This
role is likely to be similar to roles they have taken in other
group situations (such as family, school or workplace).
 forming
 storming
 norming
 Performing
 adjourning.

10. 10
Norming
Once participants have explored their roles, their
points of view, and perhaps their own different aims
within the course, they generally come to a
consensus of how they will work together towards
common goals.
 forming
 storming
 norming
 Performing
 adjourning.

11. 11
 forming
 storming
 norming
 Performing
 adjourning.
Once they have agreed on their negotiated
ground rules and their goals, and become
more familiar and comfortable with other group
members, they can focus on the learning
activities, rather than on the group itself.
 Performing

12. 12
 forming
 storming
 norming
 Performing
 adjourning
Adjourning
A training course group eventually comes to an end. At the end
of a course, it is useful to summaries or review the main
learning points, so that participants leave with a sense that
their time has been well spent. It is also helpful to assess what
they have learned, as individuals, so that they feel their
achievements have been recognized.
•A course ending also marks the transition to the next
people need to be clear about what comes next.
It can help to let them know about opportunities they may have
to get together in the future (eg at workers' meetings and/or at
social events, if your bureau has them).
You can also give them some free time during the last session
to exchange contact information, if they wish to do so.
You may also want to have a party or

13. Student Demonstration 13
Interested and easy to get knowledge
Demonstrate function of copier

14. Role Play
14
Usetheir imagination, knowledge,
experiences
Identify greatest strength and weakness
by feedback
Get experiences while facing real
situation

15. Case Study
15

16. Lecture
16

17. Story Telling
17

18. Study Tours 18

19. EFFECTIVENESS OF DIFFERENT METHODS
19

20. 20
Trainer pay attention !

21. TRAINER PAY ATTENTION !
 Name and faces
 Icebreakers
 Enthusiasm
 Nerves
 Behaviors
 Light house Techniques
 Discussion Going
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23. 
When faced with a room full of new trainees you will
need to remember their names
 Listen to name
 Spell it in your head
 Repeat name as often
as possible during training event
23
NAMES AND FACES

24. Professional trainers always start with an Icebreaker or Inclusion
Activity
WHY?
 When trainees arrive in a training room they are usually a loose
mix of individuals with different mind sets
 At the beginning of a course, trainees are usually not thinking
about the trainer or the course content but about their neighbor,
coffee time for phoning/messages, the
24
ICEBREAKERS

25. 
 If you’re not enthusiastic about your subject, how
can you expect the trainees to be!!
 Consciously use your eyes and eyebrows to
communicate enthusiasm
 Always keep a energy in your voice
 Fight boredom of repetitive sessions by introducing
new stories, examples, etc, or by changing lesson
structure
25
ENTHUSIASM
YOU GOTTA BELIEVE!

26. NERVES
26

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28. Sweep the audience with your eyes, staying
only 2-3 seconds on each person - unless in
dialogue.
28

29. DISCUSSION GOING
 Building
 Boosting
 Blocking
 Bantering
Build on lacking answers by adding own
comments and asking for agreement or
disagreement
Support shy participants’ contributions, boost
their confidence and ask for extra comment
Interrupt dominant/talkative/aggressive
participants by asking what others think
Establish non-threatening atmosphere by
engaging in friendly repartee with outgoing
participants
29

30. 30
What Skill Trainer should have ?

31. Skill Trainer
31
Trainer
Communication Skill
Listening Skill
Questioning Skill
Presentation Skill

32. 32
Presentation Skill
Aim
Who you
speak to ?
Main PointsTitle

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Summarize Confirmation
Rephrase
Paraphrase
Listening Express
Feeling

34. 34
General
Re-direct
Direct
Questioning

35. 35
Words Mind
Actions
Eyes
Communication

36. 
Greatest Motivational Principle:
People Do what People See
Step 1: I do it.
Step 2: I do it and you’re with me.
Step 3: You do it and I’m with you.
Step 4: You do it.
Step 5: You do it and someone is with you.
36Source: John C. Maxwell

37. 37
Thankfully!