Train the trainers General considerations R. Nahon For the benefit of business and people

Train the trainers

General considerations

R. NahonFor the benefit of business and people

2

Training Considerations

Teaching Methods

Teacher Teaching

Communication

Force Field Diagram

Room Seating Arrangements

Conclusions

1Training the

trainers

Colleges and Initiates

Yesterday : Knowledge Transmission

Ships in Service Training Material A-M CHAUVEL

A closed System

Today : Knowledge Management


Company and Personnel

An open SystemAn open System

http://www.corrosioncost.com/methods/education/image2.jpg

TRAINING PROGRAMTRAINING PROGRAM

RETURN OF EXPERIENCERETURN OF EXPERIENCE

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Feedback

Attestation

ExecutionDE

FIN

ED

EF

INE

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INNOVATIONINNOVATION

ExaminationEvaluation

Certification

Training Process Development


Must be providedMust be provided

to each employeeto each employee

with appropriatewith appropriate

method and toolsmethod and tools

to improveto improve

their performancestheir performances

and to participate inand to participate in

the prevention of risks. the prevention of risks.


Personnel Training

FormalFormal

ScheduledScheduled For everyoneFor everyone


Personnel Training


Training Program - STCW 95

Application to the Training Program

M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

The 5W-H of a Training Program


1- The designated person will prepare a recommended action plan .2- The recommended action plan will be approved by the executive committee.3- The designated person will co-ordinate the implementation of the plan in collaboration with the personnel department.

Seafarers on board ships must be qualified under the STCW Convention 95

and hold an appropriate certificate endorsed by the Flag State

before February 2002.

Training Program : WHY?


EXPECTED RESULT :All seafarers must be certified before February 2002.

M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Check the content of the actual certificates.2- Identify who needs training to comply with the standard of competence required by the STCW 95.3- Identify who could upgrade the qualification of the concerned personnel : Marine college,Training centres or in house training.

Who is concerned ?Masters, Officers

SeamanApprentices seaman

Other personnel

Who could do the training ?

Training Program : WHO?


M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Ensure that the content of the training meets the standard of competence required by STCW 95.2- Plan in-house training if the means are available and the trainers qualified for the training they give.3- Ensure that the personnel in charge of the evaluation is qualified.4- Have appropriate certificates and training recognised by the Administration.

How to obtain therequired competencies ?

How to obtain the recognitionof the certificates ?

How to start?

Training Program : HOW?


M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Ensure that the material and/or equipment used for the training and the demonstration of competencies meet the requirements .2- Implement a quality assurance plan for training and qualification.3- Plan a periodical evaluation of the training programme by an independent organisation.4- Retain evidences of all training and certificates of the personnel.

What material, support and /orequipment will be needed

for the training?

What methods are required for demonstrating competencies ?

Training Program : WHAT?


M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Ensure that the personnel and the trainer will be available.2- Inform the personnel in due time3- Ensure that the personnel understand the reason for the training.4- Take appropriate dispositions and/or accommodations to conduct training in good conditions.

Where and when are we goingto do the training ?

When could we obtain the recognition of the certificates of

competencies ?

Training Program : WHERE & WHEN?


M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM


Training Program - STCW 95

Application to the Certificationof the Training Program

EXPECTED RESULT :

Each Party shall ensure that all training & assessment of seafarers

for certification under the Convention is :

1- Structured in accordance with written program,

2- Conducted, monitored, evaluated & supported by

qualified persons.

Seafarers on board ships must be qualified under the STCW Convention 95

and hold an appropriate certificate endorsed by the Flag State

before February 2002.

Training Program Certification : WHY?


M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Ensure that the qualifications & experience of instructors,

supervisors & assessors are covered in the application of the

quality standard provisions of section A-I / 8 of the STCW Code

2- Ensure that such qualification & experience incorporate

appropriate training in instructional techniques.

Instructors, SupervisorsAssessors

inMaritime Academies

Training centresSimulator centres

In service training company.


Training Program Certification : WHO & WHERE?

M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Revise the pedagogical material & procedures in order to obtain the Administration's approval for the training courses & training program.2- Revise instructions & directives regarding the delivery of certificates during the transitional period.3- Obtain the approval of the Administration for the content of the training program.

Training courses Course material

SimulatorsExaminations

Competency assessmentCertification policy


Training Program Certification : WHAT?

M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Determine the date in which the new training program will take into account the requirements of STCW 19952- Determine the date from which awards certificates to deliver will meet with the requirements of STCW 19953- Provide the Administration with the information required as per rule I / 7 of the STCW Code.

By 1 August 1998Party should report to IMOa concise summary of the

courses, training programsexamination & assessmentsprovided for each certificate.


Training Program Certification : WHEN?

M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM

ACTION :

1- Clearly define the training policy & objectives.2- Define responsibilities & authority and implement the policy.3- Ensure that the personnel is qualified.4- Monitor the training program through a quality system.5- Plan independent evaluation of the system, and take appropriate correctives actions when needed.

Quality standards shall cover :administration of thecertification system,

all training courses & program,examinations & assessments,

qualifications & experienceof instructors & assessors.


Training Program Certification : HOW?

M RMEANS RESULT

RESPONSABILITIES

WHO ?

WHERE ? WHEN ?

WHAT ? HOW ? WHY ?

TRAINING

PROGRAM


You can give people a fishYou can give people a fishthey will eat for a daythey will eat for a day

Teaching Methods Basic Philosophy


You can teach people to fishYou can teach people to fishthey will eat for a life timethey will eat for a life time


Teaching Methods Basic Philosophy

Impact of Teaching Methods on Learning

Ships in Service Training Material WALTER DICK

Students Remember :

10 % of what they Read

However, to be an effective teacher we should not focus on any one method to the exclusion

or minimization of the others.

90 % of what they Say as they Do a thing

70 % of what they Say

50 % of what they Hear and See

30 % of what they See

20 % of what they Hear

Teaching and Learning through Pictures

Ships in Service Training Material



















A case where pictures do tell a story without a single word


What can we learn

from that unbelievable

experience ?


Evaluation of the SeminarSeminar : Accident Prevention

June 14th 2005

Please score from O to 100 : Zero2 : Very weak4: Weak6 : Good8 : Very good10 : Excellent Clarity of

explanationMethodology &training tools

Courseobjective

achievements

Use ofcourse inyour work

DocumentationCourse

organisation

10

O

6

4

2

8


PEDAGOGICAL APPROACH

TEACHER

STUDENTS

SKILLS MOTIVATION

Teaching Classical Framework


STUDENTS


TEACHER

SKILLS MOTIVATION

SKILLS MOTIVATION

Teaching New Framework


PARTICIPANTS ( Internal Seminar )


TEACHER

SKILLS MOTIVATION

SKILLS MOTIVATION



PARTICIPANTS ( External Seminar )


TEACHER

SKILLS MOTIVATION

SKILLS MOTIVATION



PedagogyApproach

Objectivist

Teacher Role

Facilitating the transfer of knowledge to the student

via presentation and

explanation

Student Role

PassiveIndependent of others,

each student is responsiblefor learning informationcontained in the body of

objective knowledge

Constructivist

Facilitating the transfer of knowledge to the student

via creating a learning environment conduciveto active and interactive

participation in thelearning process

ActiveDiscovering, constructing,practicing and validating

acquired knowledgevia active explorationand Interactive social

collaboration with others

Teaching and Learning Theories

Ships in Service Training Material N. CRUMPACKER

Teacher Skills

Ships in Service Training Material J.O’DONOGHUE

- Emphasis need to be placed on identifying effective teacher competencies along with the training needed to support organization development

- Identifying the amount and type of support or assistance teachers need

- Identifying resources required for various distance teaching approaches and course development, is important

Teacher Motivations & Obstacles

Ships in Service Training Material K.ROCKWELL

- Providing innovative instruction- Applying new teaching techniques- Self-gratification- Fulfilling a personal desire to teach- Recognition of his work- Peer recognition

Motivations

- Time requirement- Time taken from other activities- Training requirements- Developing effective skills- Assistance or support needs

Obstacles

http://cv.vacature.com/optiext/optiextension.dll?ID=PfRzRJdjjXPPPf

IsolatedLow Morale

No AchievementRecharging Battery

IndifferenceBoredom

High Challenge

Low Challenge

High Support Low Support

Cognitive Psychology : Motivations

Ships in Service Training Material J.O’DONOGHUE

Achievement




What is a

good teacher ?

What is a

bad teacher ?

What is a

good student ?

What is a

bad student ?

How effective am I as a teacher ?

Motivations : A trilogy


Issue

Teacher Student

Strengths &Weaknesses




Ships in Service Training Material A-M Chauvel

Knowledge

Academic

Social

Emotional

Skills Attitude

5 Rules for Training Success


1 - Develop a clear vision of the assignment and the objective of the training

2 - Link the vision closely as possible to the strategic objectives of the company

4 - Obtain a formal commitment of the operational staff

3 - Stress the practical aspects and issues of the training program

5 - Measure the results in terms of company performances improvement

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Reason for the claimReason for the claim

Biennial guaranteed

Walls Infiltration

Roof Infiltration

Others

Reserve

Paint

Foundation

7 89

7 - Water in cellar

8 - External canalization

9 - External protection

Performances Improvement



Barriers to CommunicationVerbal Barriers

A teacher who :

- Mumbles to a paper board

- Swallows words

- Speaks in monotone manner

- Says unexplained specialist terms and

abuse of Acronyms


The Triangle of Pascal is an useful tool in statistic

But … in communication ?


A teacher who :

- Mumbles to a paper board

- Swallows words

- Speaks in monotone manner

- Says unexplained specialist terms and

abuse of Acronyms

- Does not repeat points

- Speak too quickly


Is less effective

Higher Grade orAlcoholic Anonymous

Top Grade orAlcoholic Anonymous of America

American Association of AdvertisingAgencies orAssociation des AstronomesAmateurs d’ Auvergne

First Grade A orAlcoholicA

AA

A AA

A AA A

AA …….

Acronyms Abuse

Association Amicale des Anciens d’Air Alpes

People with university degree may have a

vocabulary of20,000 to 30,000 words

Less educated peoplehave only a vocabulary

of 6,000 words

Some students haveEnglish language as

their second language




The teacher shall adjusts

for such difficulties:

- Larger font sizes on screen

- Larger font size on handouts

- Projecting more the voice

- Speaking more slowly and in

staccato-fashion


Barriers to CommunicationNon-Verbal Barriers

- A teacher needs to have the right physical appearance. But, today a more informal style is well accepted.

- Poor eye contact shows a lack of interest


- Sleepiness at the first session after lunch

- Late class & Non Happy hour after 5 PM

- The concentration from some on Friday afternoon

Fatigue

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2000

1000

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How to Improve Verbal Communication

- Grammatically simple presentation

- Appropriate language

- Avoid padding language

- Brevity, appeal and coverage

- Main points early unless building up

- Use analogy and metaphor

- Repeat

- Keep fluent

- Emphasize and pause

- Use visual aid, but only if they are readable



A tool &

an experie

nce

with te

achers

Forces Field DiagramForces Field Diagram

A visualisation ofA visualisation ofthe restraining forcesthe restraining forces

versus the driving forces versus the driving forces when facing a problem. when facing a problem.


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Forces Field Diagram Principles


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ROAD / HIGHWAYROAD / HIGHWAY

RE

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SR

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TR

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FO

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PR

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Forces Field Diagram Principles

MOTORS (ACTIONS)MOTORS (ACTIONS) BREAKS (CAUSES)BREAKS (CAUSES)

N° 2 N° 2 3 Points3 Points

N° 1 N° 1 6 Points6 Points

N° 5 1 PointN° 5 1 Point

N° 4N° 4 2 Points 2 Points

N° 3N° 3 3 Points 3 Points

AA

6 + 1 =6 + 1 =7 points7 points Im

pac

t o

nIm

pac

t o

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DD

1 + 3 =1 + 3 =4 Points4 Points

Imp

act

on

Imp

act

on

Lack of availability of the teachers


Priorities for actionPriorities for actionPriorities for actionPriorities for action

A1A1

77

A4A4

33

A2A2

44

A3A3

44

CausesCausesCausesCausesC2C2

C1C1

C5C5

C4C4

C3C3

33

66

11

22

33



Lack of time

Lack of motivation

Work recognition

Diminution of

the enthusiasm

Too many solicitations

Objectives of the N.E

Too many courses

Create a school project

( like an enterprise )

Grouped courses

Modify

pedagogical method

Learn how to

communicate

Priorities for action Causes



-1 -2 -3 -4+7 +6 +5 +4 +3 +2 +1



http://www.motivation-tools.com/

Room Seating Arrangements


The room seating arrangement isa contributing factor to communication

http://www.flodyne.com/img/company/Training%20Room.jpg

Classroom (1)


This arrangement inhibitsconversation between trainees.

It only suits the cognitive domainof teaching for individual feedbackas in a test.

Classroom (1)


This arrangement provides medium group involvement.

The interaction is between the trainer and the entire group, or the trainer and an individual within the group. Variations of this arrangement would be the perpendicular, the chevron and the herringbone.

Classroom (2)


Classroom (2)


Rows

This arrangement facilitatesinformal trainer movement


Semi-circle or Horse Shoe

This arrangement provides best view of the trainer andall the trainees.

It encourages individual participation.

Abandoning the chair, beyond the deskthe trainer are in a process of “ We are all learning together ”


This arrangement is a very effective method of involving participants.

It works well with audiovisual aids and physical activities, such as role plays.

The trainer has the option to sit or standto provide demonstrations.

In addition, the trainer has easy accessto individuals and is able to see all participants.

U - Shape



Semi-circle or Horse Shoe & U-Shape

This arrangement is designed for group interaction among participants and the trainer.

There is not a designated"head table" for the trainer.

Hollow Square


This arrangement has tables set in long rows perpendicular to the trainer's table.

It requires more space for the participants because they will need to turn their chairs slightly to see the trainer.

Perpendicular


This arrangement allows discussion among small groups of participants during or immediately after a larger group activity.

Chevron or V-Shape


http://www.waxaciviccenter.com/images/ClassRoomSet.jpg

This arrangement provides a podium and/or training table setup withindividual seats angled for maximum viewing by participants.

Herringbone


Syndicates Fashion or Ilots

This arrangement allows traineeswith similar projects to work together.

Trainees with similar levels ofmotivation can work together evenwhere their projects are different.

The trainer has easy accessto working teams and is ableto see all participants.


Syndicates Fashion or Islands


Syndicates Fashion or Islands


Committee Table

This arrangement emphasisthe group over individuals bybringing all people together.


Committee Table


This arrangement is designed for small groups of 10-12 participants.

It works well with group interaction of all participants.

Board of Directors


Board of Directors


http://www.waxaciviccenter.com/images/BoardRoom1.jpg

This arrangement providesa podium and/or training tablesetup with individual seatsarranged for large group participation.

Theatre


Theatre


To conclude this part


Documents

Train the trainers General considerations R. Nahon For the benefit of business and people