TRAINING COURSES

1. TRAINING COURSES WHY and HOW?

2. Learner-centred ethos Empowerment KEY ELEMENTS Valorisation of the participants experiences Emotional and intellectual involvement (hand, heart and head) Action-oriented process

3. TRAINER: who is he or she? • The trainer is a person who is involved in an educational process where the trainees learn something; • The trainer is a “reference person” for trainees; • The trainers need to think through their roles in relation to each other; • The trainer may be called to occupy several roles within the program and the trainer always has to balance these roles with his/her meta-role as a trainer, without making arise confusion over the questions of power

4. TRAINER ROLES “In our life we play many roles, depending on the situation in which we are acting” • The trainer role can be very complex because it includes many different responsibilities toward the actors involved and there are several sub-roles the trainer can “perform”; • The trainer role involve a certain degree of power; • The trainer is not just responsible for the functioning of the training, for the learning process and the well-being of participants; • BUT also has to take care of him/herself and his/her energy level, to maintain the same (and try to improve) quality of the work NOTE: not to forget that the trainer is a human being!!!!

5. THE “ETHICAL” TRAINER • Being a trainer, can be a very demanding role. Placing ourselves in the training situations means developing our awareness of what we stand for, what we can offer, what we can learn, what are the limits (ours and of the others) and how we dial with the expectations of the others; • To run trainings demand an high level of self-awareness, the capability to put ourselves “in the shoes” of the others, the capability to analyse our behaves and ways of acting (and to change them, according to the situation), the involvement in ongoing trainings and a variety of knowledge in relation to the realities where we work NOTE: trainer has to avid the “burning out”!!!

6. When I’m working as a trainer, which is my favourite role? Am I emphatic with people? Why am I a trainer? Which are my personal values? SELF-QUESTIONS FOR TRAINERS In my organization, what are the values that we transmit in our trainings? What I’m able to transmit (learning, and not only …) to the trainees in each training? Which are my emotions during the training and am I able to control them? What I learn from each training experience?

7. LEARNING • We all learn in different ways, at different times, depending on the situations, consequences and stimulus. • We learn different things, depending on the environment where we are • We learn according to different motivations NOTE: learning is a complex process!!!

8. LEARNING OUTCOMES • What does a trainer really want the participants to achieve by the end of the training? • What the trainer was able to “transmit” to the trainees? • What participants have really learnt?

9. SIX LEVEL OF KNOWLEDGE

10. DEFINING LEARNING OBJECTIVES S P I R OS M A R T P E N E B I E C E I E R V A S M A H A M C F O L E P S I L I I O L I R L U E I N F R V S V E R V S G Y M E M A A A T A M B B B I N E L L L C C N E E E E T

11. METHOD is an activity which you plan, it gives a framework to a certain part of the program; the methods has to be related to the vision and the purpose of the training, to its values and objectives METHODOLOGY is the educational logic of the method chosen; the methodology is closely related to the training strategy METHODS AND METHODOLOGY

12. STEPS FOR ORGANIZING TRAININGS: let create your To Do List! BEFORE …… DURING …… AFTER ……..

13. THINGS TO KEEP IN MIND DURING TRAININGS 1 Comfort zone Stretching zone Crisis zone Panic zone • CONFORT ZONE: no specific challenges are encountered; • STRETCHING ZONE: we are reacting about others’ attitudes and behaves. Questions are raised, participants change their perceptions and become more vulnerable • CRISIS ZONE: particular sensitive points are touched and participants become very vulnerable ---- potential crises • PANIC ZONE: participants fell themselves blocked, undergo emotional processes and learning become impossible

14. THINGS TO KEEP IN MIND DURING TRAININGS 2 • Participants' needs and expectations; • Recognition of the participants’ prior knowledge; • Responsibility for the learning process; • Group size and development; • Structure and flexibility in the programme preparation and in it’s implementation; • Time planning and time keeping; • Use of the environment, space and resources of the group; • Valorisation of the individual competences and creation of new ones

15. THINGS TO KEEP IN MIND DURING TRAININGS 3PROGRAMME FLOW Welcome, ice breakings and getting to know each others Team building activities and introduction M Sharing experiences and projects O Analysis and reflection N New knowledge, information and competences I How to transfer them ….? T Follow Up: how and when? O Conclusion and closure R Final evaluation I N G BEGINNING END

16. THINGS TO KEEP IN MIND DURING TRAININGS 4ATTENTION LEVEL A T T E N T I O N 10 20 30 40 50 60

17. THINGS TO KEEP IN MIND DURING TRAININGS 5“ADAPTATION” CURVE Happy + Feeling good/fulfilment Unhappy - Feeling bad/deception • STAGE 1-Arrival, Defreeze and Orientation-FORMING: participants are nervous and curious , arrive as individuals, carrying expectations in their “personal luggage”; • STAGE 2-Definition and rules-STORMING and NORMING: individuals start to know each other, the training frame and the PoT, The roles become more defined and sometimes explicit behavioural and communication rules have to be fixed; • STAGE 3-Learning, working and motivation-PERFORMING: group start to work on the training subjects, the motivation raise, but also conflicts can become manifested; • STAGE 4-Departure and transfer-SHAPING: participants are aware of their learning process, as individuals and as group and they have to decide how to transmit their knowledge. From this point many “direction” can be taken …..

18. THINGS TO KEEP IN MIND DURING TRAININGS 5DECISION WITHIN THE GROUP • MAJORITY DECISION MAKING: a vote is taken and the majority choice becomes the decision; • CONSENSUS DECISION MAKING: there is the agreement of the group in joining the final agreement. This mode is very participatory and the decisions are taken on the base of the 100% agreement of all the subjects in the group; • INDIVIDUAL DECISION MAKING: one person decide on behalf of the whole group; • SUB-GROUP DECISION MAKING: decisions are made in sub-groups by key people designated to do it

19. DEALING WITH …. CONFLICTS! TYPES OF CONFLICTS • INTRA-PERSONAL: a conflict with “ourselves”; • INTER-PERSONAL: between two different personalities; • INTER-ROLE: in trainings people play different roles in relation to each others. This can cause frictions; • INTER-GROUP: between groups and their representatives NOTE: no two conflicts are ever the same. Conflicts arise from people’s needs and desires and explode when they become incompatible and unmanageable

20. DYNAMICS IN THE CONFLICTS EXPLOSION Conflicts extension to other fields EXPLOSION AND CONFLICT DISPLAY What is really the origin of conflict LOOSE OF CONTROL NEW MOTIVATIONS CONFLICT GROWING PRIMARY MOTIVATIONS Anger explosion The real reasons of the conflict/s have to be understood To correctly intervene

21. DIFFERENT WAYS OF ACTING … CONFLICTS There are 4 different modalities of the SELF, that means how the “self” react in front of the situations DANGEROPPORTUNITY FULNESS OF THE SELF ASSERTIVNESS EMPATHY NON VIOLENCE EXCESS OF THE SELF SCARCITY OF THE SELF VIOLENCE AGGRESSIVITY PASSIVITY ABSENCE OF THE SELF