Conducting an Effective Training

1. Conducting an Effective Training MABS Technical Resource Specialists Training and Accreditation Program

2. What is training? • Organized learning designed to change the performance of people in their jobs. • Intervention aimed at developing or enhancingknowledge, attitudes and skills (KAS) in a particular area. • Either instructional or experiential in nature.

3. Why train? • To close in on the gap between actual performance and the desired level of performance • To upgrade or enhance the skills/competencies of individuals so as to enable them to undertake new jobs effectively • To contribute to an individual’s personal growth We train because there is a deficiency or an expected deficiency due to changes in plans, personnel or policies & procedures.

4. How do we know if training is needed? • Strategic and Operational Plan • Annual/ Semestral Performance Evaluation • Weekly/ Monthly Performance Report - Performance Report by AO - Portfolio-at-Risk Aging Report by AO • Compliance with Policies

5. PAR Analysis by Branch/AO Example:

6. Analysis of Branch/AO’sCompliance with Policies

7. Evaluating Effectiveness of Training Course Evaluation of the training course/ program is necessary to yield information both for the trainor and the trainee. Trainee indicates that progress is being made or not help to diagnose strengths and difficulties helps distinguish relevant from irrelevant points gives knowledge of results Trainor indicates whether stated objectives are met or not highlights unclear points identifies trainees experiencing difficulty improves or enhances teaching strategy

8. Evaluating Effectiveness of Training Course Measures of Training Effectiveness Level 1: Satisfaction - measures how the participants liked the course content, method of training delivery, training materials, method of facilitation Level 2: Learnings - measures changes in core knowledge (improvement or deterioration as a result of undergoing the training course)

9. Evaluating Effectiveness of Training Course Measures of Training Effectiveness Level 3: Behavior - measures how the participants actually apply techniques learned during the training in actual operation Level 4: Return on Investment - measures return on training investment by the bank in the form of improved outreach and portfolio quality – ergo, increased profitability and sustainability of microfinance operations

10. Different Types of Training Methodologies • Lecture • Group Discussion • Lecture Discussion • Role Play • On-the-Job training/Coaching • Demonstration • Case study • Games and simulations

11. Effective Training Methods Advantages:  Easy to prepare & deliver Suitable to a large audience Convey info in a short-time Time-frame easy to determine Lecture Tip: Plan the opening, main body and closing sections of the lecture. Disadvantages: Minimal participation Trainer-centered than trainee- centered Tends to bore audiences Requires thorough planning Learning retention poor

12. Group Discussion Advantages: More participative than lecture Surface values and opinions well Democratic in approach Distribution of learning responsibility Disadvantages: Not effective for large group Requires good facilitator Time management may be a problem May engender conflict/dominance Tips: Be clear on what needs to be done from the start. Summarize towards the end.

13. Lecture-Discussion • Combine lecture with interactive discussion with trainees. • It improves the lecture by asking questions that make the audience think about ideas or concepts being presented. • Allows individual participation even with large training programs.

14. Role Play • Advantages: • Provides meaningful first-hand experience. • Develops understanding of opposing views • Fun, innovative, entertaining • Highly creative and imaginative • Elicits broad discussion during processing Disadvantages: Situations limited to simple ones Difficult to use properly Tip: Always use observers

15. On-the-Job Training/Coaching A one-on-one continuous mentoring approach Advantages: Developmental Individualized Readily applicable on the job Holistic and realistic Feedback process is continuous Disadvantages: Time-consuming and costly Needs skilled mentor Used only in limited circumstances Good rapport between mentor and understudy is essential Tips: Clarify expectations at the start. Provide structure, feedback and assessment

16. Demonstration A show-tell-follow-check approach to learning Advantages: Direct, easy,clear to follow Learning by example Realistic, readily applicable Suitable in skill or technical training Job-related Disadvantages: Not everyone can be accommodated in hands-on Tip : Follow the tell-do-ask-practice approach

17. Case Study Controlled Group Discussion Based on a Written Text Advantages: Suitable for right or wrong situations Maximum participation Applicable on the job Disadvantages: Needs effective case text More time needed to read, discuss, answer and report. Tips: Pre-test the case when possible Provide not only text but guide questions/ tasks Fit contents to trainees needs/ organizations

18. Games and Simulations Animated activities to generate fun in learning Disadvantages: Leanings may be sidetracked Learning outcomes vary in consistency Some are unparticipative Advantages: Fun and enjoyable Allows full participation Surfaces values and attitudes well

19. Which Training Methods Should You Use? To transfer knowledge: Group discussion Group or individual exercises Forums Panel Discussions Film, video, etc. To practice problem- solving: Case studies Brainstorming Discussion Groups Exercises, etc.

20. Which Training Methods Should You Use? To develop skills: demonstrations for manual skills role playing for interpersonal skills peer teaching programmed instructions, etc. To change attitudes: role playing individual exercises demonstrations campaigns, etc.

21. SOME TIPS FOR INSTRUCTORS/ TRAINORS

22. Tips for Instructors Before the Session: 1. As instructor, dress appropriately (i.e. no slippers, shorts, revealing outfits) to command credibility. For clothing, very bright colors are not recommended as this may distract participants from the course material. 2. Arrive well in advance of the participants to check the following room conditions and equipment: • Table and chairs sufficient and set up as desired (consider a U-shape for maximum viewing and interaction). • Copies of training schedule and materials. • Ensure appropriate air circulation in the room. • Refreshments (i.e. drinks, snacks) • Test equipment. Overhead projector machine in place and working. (Be sure the cord is out of the way. Tape it down where people may walk.)

23. Tips for Instructors Before the Session: 3. Know your subject thoroughly • Write it out and reduce it to cards • Write opening and closing sentences 4. Be conscious of time. Your invitation to the participants should include course duration, as well as, what time the course will start and end. During the training, make sure you are within the time limits of each module.

24. Tips for Instructors During discussions: 1. Discussions are an important aspect of adult learning; they encourage involvement and reflection and result in better understanding and retention of information. 2. Give each participant an opportunity to express his or her views, but be sure to keep the discussion on tract. • Ask for ideas and offer suggestions - If there is a lull in the discussion, or nobody know what quite to add, you can provide an idea or example of your own. - There are always some people in a group who seem reluctant to participate. In such cases you might want to draw them out by calling on them by name, asking for their opinion and/or experience, or perhaps asking them to comment on what someone else has said.

25. Tips for Instructors During discussions: • Maintain or enhance self-esteem. Listen and respond with empathy - Example: After someone speaks up, you might want to add confidence by saying something like “that’s a good point,” or “good idea!” 3. Check for understanding. Clarify when questions may be asked (either during or after presentation.) 4. Manage time by presenting the agenda beforehand so participants know what to expect. Use a timer to remind or signal you to wind up each session.

26. Presentation Techniques Use of Overhead Projector 1. Once you focus the projector before participants arrive you should not have to adjust it again. When you think the machine is in focus, walk to the back of the room and look at the screen to check if the acetates can be seen clearly. 2. While you are teaching, do not stand directly in front of the screen, or the image will be projected on you as well. Stand to one side of it, and do not turn around to look at it. 3. If you wish to point out something on a particular overhead, do so by using a pen or other object to point to the appropriate area on the transparency itself, on the bed of the projector. This will keep you facing the participants, so that your voice can be heard and they are not staring at your back. It will allow you to look down at your Trainer’s Guide, which you should keep open right beside the projector.

27. Common Trainer ProblemsWhat’s wrong? No eye contact • Participants feel alone and neglected. • You look scared and uncomfortable. • Students lose trust in the trainer. • You lose credibility and appear dishonest. • No personal connection is made. They Can’t Hear You • Audiences withdraw when they can’t hear the trainer. • Listening to a trainer speaking too loudly conjures up uncomfortable childhood memories of being yelled at; it’s demeaning. • When you speak too loudly, you may spit on trainees. • Speaking too loudly or too softly is irritating and interferes with learning.

28. Common Trainer ProblemsWhat’s wrong? This is My Life • You run the risk of entering the Tangent Zone. • Participants perceive your ego to be bigger that Mt. Everest. • Program focus gets lost. • It feels like you’re wasting their time. • Or, may you just like to hear yourself to talk. Speech Tics • “Speech tics” are annoying to the audience. • Repetitive sounds get old and boring fast. • Trainees get easily distracted. • They will start counting your “speech tics.” • Some people will make fun of you. • You decrease your believability

29. Common Trainer ProblemsWhat’s wrong? “Yak Yak Yak” • It’s boring and is guaranteed to put people to sleep. • All the senses are not involved. • This is not interactive. • The learning process is impeded. • It’s unimaginative. Silly Screw-ups • Your credibility is shot. • You appear absent-minded. • Your organization skills are questioned. • Time is wasted fixing the mistakes. • If the video is wrong, you have to fill that time with something else.

30. Common Trainer ProblemsWhat’s wrong? Getting in their Faces • This behavior can be threatening/antagonistic. • Participants may become embarrassed. • It violates their comfort zones. • There is potential for starting fights. • It distracts from what is being said. • You might spit on others and swap germs. • It’s too intimate (and intimidating) for some. Cutting off Questions • You don’t listen to questions. • You begin to answer questions before askers are finished. • You disregard questions and keep going.

31. Common Trainer ProblemsWhat’s wrong? Cutting off Questions (con’t) • You say, “We’ll get to that later.” and hope you will. • You act like their questions are beneath the dignity of an answer. • You tell them to ask questions at the end, and then run out time. Slideswiping • The overhead projector, as a training tool, is abused. • Participants are likely to go sleep. • Swiping slides is a lazy way to present information. • Retention and application are reduced.

32. Common Trainer ProblemsWhat’s wrong? Entering the Tangent Zone • Participants get lost, too. • You appear unorganized. • Confusion reigns and lessons are skewed. • The audience wonders if you have enough material to fill the time. • Participants lose interest.

33. How to Overcome Stage Fright 1. Plan as if your life depended on it. 2. Get rid of last-minute butterflies. 3. Transform anxiety to excitement.

34. Other Tips • Mix your media • Correlate training with reality • Have data at your fingertips • Play-it-by ear • Keep your sense of humor