How to conduct training nlp
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This document provides guidance on how to conduct effective training sessions using active learning techniques. It discusses the importance of introducing yourself and setting training goals and objectives at the beginning. It also covers how to effectively use PowerPoint presentations and encourages participation through activities like brainstorming, case studies, and reflection. A variety of icebreakers, energizers and other techniques used in ANLPI modules are presented, such as role-playing, gallery walks and group feedback. The document emphasizes that active learning requires participants to play an important role by applying their knowledge and skills.
How to conduct training nlp
- 1. How to Conduct Training SessionsHow to Conduct Training Sessions How to Conduct Training SessionsHow to Conduct Training Sessions
- 2. 2
- 3. 3 Icebreaker: Introduce yourselfIcebreaker: Introduce yourself Introduce yourself to the rest ofIntroduce yourself to the rest of the group and talk briefly about:the group and talk briefly about: Your nameYour name An interesting fact about your home countryAn interesting fact about your home country Why you are taking this trainingWhy you are taking this training What your interest is in the substance abuseWhat your interest is in the substance abuse fieldfield
- 4. 4 ANLPI Training goalANLPI Training goal The purpose of the trainingThe purpose of the training is to increase trainers’is to increase trainers’ knowledge and skillsknowledge and skills on theon the active learningactive learning strategiesstrategies needed to effectivelyneeded to effectively communicatecommunicate ANLPIANLPI trainingtraining sessions.sessions.
- 5. 5 Training objectivesTraining objectives At the end of this workshop, you will be able to:At the end of this workshop, you will be able to: Understand the concepts ofUnderstand the concepts of active learningactive learning 1.1. Demonstrate one training strategyDemonstrate one training strategy (in addition(in addition to lecturing using PowerPoint) that will work withto lecturing using PowerPoint) that will work with your participantsyour participants 2.2. AttractAttract participants andparticipants and encourageencourage theirtheir attendanceattendance 3.3. Create theCreate the proper environmentproper environment and selectand select materials for your trainingmaterials for your training
- 6. 6 ANLPI presentations frameworkANLPI presentations framework The organizing framework forThe organizing framework for TheThe AdarshAdarsh NLP I training sessionsNLP I training sessions is a set of Microsoftis a set of Microsoft PowerPointPowerPoint presentations.presentations. Other materials:Other materials: Trainer’s Guide or ManualTrainer’s Guide or Manual Participant’s WorkbookParticipant’s Workbook
- 7. 7 How many of you…How many of you… Are familiar with Microsoft PowerPoint?Are familiar with Microsoft PowerPoint? Have created presentations in PowerPoint?Have created presentations in PowerPoint? Have given lectures using PowerPoint?Have given lectures using PowerPoint?
- 8. 8 How to use PowerPoint presentationsHow to use PowerPoint presentations
- 9. 9 What is PowerPoint (PP)?What is PowerPoint (PP)? Microsoft computer software programMicrosoft computer software program Lecture and presentationsLecture and presentations A group of slidesA group of slides Laptop, projector, & screenLaptop, projector, & screen Printed slides, notes, & handoutsPrinted slides, notes, & handouts
- 10. 10 How to prepare presentations in PPHow to prepare presentations in PP Projector or paperProjector or paper Use the instructions in theUse the instructions in the Leader’s Guide or ManualLeader’s Guide or Manual Adapt and translate the slidesAdapt and translate the slides Rehearse several timesRehearse several times
- 11. 11 Tips for effectively presenting in PPTips for effectively presenting in PP (1)(1) Use participants’ namesUse participants’ names Face participantsFace participants Be aware of your timing: Stay onBe aware of your timing: Stay on scheduleschedule Use the power of your voiceUse the power of your voice Use nonUse non--verbal communicationverbal communication Use examples as much as you canUse examples as much as you can Continued
- 12. 12 Tips for effectively presenting in PP (2)Tips for effectively presenting in PP (2) Avoid simply reading the slidesAvoid simply reading the slides Establish continuous eye contactEstablish continuous eye contact Refer to the pictures, graphics, &Refer to the pictures, graphics, & figuresfigures Be aware of participants’Be aware of participants’ nonnon--verbal signsverbal signs Encourage participation:Encourage participation: questions, comments, examples,questions, comments, examples, feedback, etc.feedback, etc. Continued
- 13. 13 How to use the slides (3)How to use the slides (3) 1.1. Go straight to the pointGo straight to the point 2.2. Make it easyMake it easy 3.3. Connect with participants!Connect with participants!
- 14. 14 What is in the slides? (1)What is in the slides? (1) Structure of the presentations:Structure of the presentations: Introductory slidesIntroductory slides PrePre--assessmentassessment Training goalsTraining goals Workshop objectivesWorkshop objectives Content with examples, pictures,Content with examples, pictures, graphics, & figuresgraphics, & figures Continued
- 15. 15 What is in the slides? (2)What is in the slides? (2) Structure of the presentations:Structure of the presentations: Case studiesCase studies Learning activitiesLearning activities Questions and commentsQuestions and comments PostPost--assessmentassessment Thank you for your time!Thank you for your time!
- 16. 16 Principles of Active LearningPrinciples of Active Learning
- 17. 17 Telling vs. teaching (I)Telling vs. teaching (I) Telling onlyTelling only Does not require anDoes not require an active audience.active audience. TeachingTeaching Requires an activeRequires an active role by the personrole by the person who learns.who learns.
- 18. 18 Telling vs. teaching (II)Telling vs. teaching (II) Telling onlyTelling only UnidirectionalUnidirectional TeachingTeaching BidirectionalBidirectional Zz z ? Blah blah blah…and more blah blah… Can somebody tell me what addiction is? Addiction is a brain disease Why? Let’s use some examples
- 19. 19 What is active learning?What is active learning? Active processActive process of information and/or skillsof information and/or skills exchangeexchange from the trainer to thefrom the trainer to the participants, and theparticipants, and the Processing, understandingProcessing, understanding, and, and connectingconnecting of the new information/skills with previousof the new information/skills with previous knowledge by participants.knowledge by participants. Active learning requires mental andActive learning requires mental and physical participation!physical participation!
- 20. 20 Activity 1: ReflectionActivity 1: Reflection Think about theThink about the WORSTWORST presentation that youpresentation that you have attended.have attended. Share with the rest of the group why thatShare with the rest of the group why that presentation didn’t work.presentation didn’t work. Zzzz
- 21. 21 Activity 2: BrainstormingActivity 2: Brainstorming Having that “poor” presentation in mind:Having that “poor” presentation in mind: What kind of things would you do differently?What kind of things would you do differently? Remember there are no good or badRemember there are no good or bad answers!answers!
- 22. 22 Activity 3: ReflectionActivity 3: Reflection Think about theThink about the BESTBEST presentation that youpresentation that you have attendedhave attended Why was it such a good presentation?Why was it such a good presentation? I have an Idea!
- 23. 23 Active learning requires that…Active learning requires that… Participants have an important roleParticipants have an important role Content shouldContent should make sensemake sense and activate priorand activate prior knowledgeknowledge Content shouldContent should be usefulbe useful Training should beTraining should be fun, supportive, & engagingfun, supportive, & engaging
- 24. 24 Active learning: Participants’ roleActive learning: Participants’ role Active learning requires that participants:Active learning requires that participants: Acquire new knowledge and skillsAcquire new knowledge and skills Solve problems during the trainingSolve problems during the training Demonstrate their understandingDemonstrate their understanding Apply their knowledge and skillsApply their knowledge and skills
- 25. 25 UnderstandingUnderstanding ““People are more likely to understandPeople are more likely to understand what they figure out for themselveswhat they figure out for themselves than what you figure out for them”than what you figure out for them”
- 26. 26 How to produce active learning (1)How to produce active learning (1) Include content that connects with yourInclude content that connects with your participants’ previous knowledgeparticipants’ previous knowledge Include content / activities that areInclude content / activities that are applicableapplicable Explain content with examples, images,Explain content with examples, images, situations, etc.situations, etc.
- 27. 27 How to produce active learning (2)How to produce active learning (2) Include activities that are usefulInclude activities that are useful Make learning a fun experienceMake learning a fun experience Encourage participationEncourage participation Answer questionsAnswer questions
- 29. 29 Icebreakers (1)Icebreakers (1) Adult learners appreciate an open,Adult learners appreciate an open, comfortable learning environment.comfortable learning environment. Motivate participants at the beginning of aMotivate participants at the beginning of a training session by introducing atraining session by introducing a funfun exercise that requires them toexercise that requires them to interactinteract.. Do not spend too much time on icebreakers!Do not spend too much time on icebreakers! ((recommended time about 10 minutesrecommended time about 10 minutes))
- 30. Are you Professional ?Are you Professional ? •• Professional Manager with 30 + yearsProfessional Manager with 30 + years Experience in Management of LifeExperience in Management of Life Insurance Marketing and Operation.Insurance Marketing and Operation. ••Global Experience with People CapitalGlobal Experience with People Capital ••More then 200 Seminars on Mind Power.More then 200 Seminars on Mind Power. ••Mentored Messengers to ManagingMentored Messengers to Managing Directors. Of Corporate World.Directors. Of Corporate World. ••More then 100 Web PublishMore then 100 Web Publish ••T.V PresenterT.V Presenter •• NLP TrainerNLP Trainer •• Motivational SpeakerMotivational Speaker ••Visited UK ,USA, New Zealand, Australia,Visited UK ,USA, New Zealand, Australia, Canada & Other 11 countries by invitationCanada & Other 11 countries by invitation
- 31. 31 Icebreakers (2)Icebreakers (2) Introduce Myself:Introduce Myself: Participants introduce themselves and tell why theyParticipants introduce themselves and tell why they are taking this training. Participants may also say theirare taking this training. Participants may also say their occupation, home town, favorite televisionoccupation, home town, favorite television show or singer, or the best book theyshow or singer, or the best book they read lately.read lately. About My Name:About My Name: Trainees introduce themselves and explainTrainees introduce themselves and explain why they were given their name (they were born on awhy they were given their name (they were born on a particular day, their mother wanted to name them afterparticular day, their mother wanted to name them after her great grandmother, etc.).her great grandmother, etc.).
- 32. 32 Icebreakers (3)Icebreakers (3) Dream VacationDream Vacation:: Participants introduce themselves andParticipants introduce themselves and describe details of their perfect dreamdescribe details of their perfect dream vacation: the place, activities that they wouldvacation: the place, activities that they would do, who they would take with them, etc.do, who they would take with them, etc.
- 33. 33 Ice breakers (4)Ice breakers (4) If you had to move to an uninhabited island,If you had to move to an uninhabited island, whatwhat 33 thingsthings would you take with you and why?would you take with you and why? (food and water are provided)(food and water are provided)
- 34. 34 EnergisersEnergisers After lunch or late in the afternoon, participantsAfter lunch or late in the afternoon, participants may become lethargic and unmotivated.may become lethargic and unmotivated. Revitalise their energy with aRevitalise their energy with a brief fun activitybrief fun activity (either physical or not) that gets learning moving!(either physical or not) that gets learning moving!
- 35. 35 Activity 4:Activity 4: Now it is your turn!Now it is your turn! Working individually or in small group:Working individually or in small group: Select 2 icebreakers that may work for yourSelect 2 icebreakers that may work for your participantsparticipants Plan 1 “energiser” that may work for yourPlan 1 “energiser” that may work for your participantsparticipants Present 1 icebreaker or energiser to the groupPresent 1 icebreaker or energiser to the group (5 minutes)(5 minutes) 30 Min.
- 36. 36 Techniques used in ANLPI ModulesTechniques used in ANLPI Modules BrainstormingBrainstorming Case StudyCase Study Comment CardsComment Cards DemonstrationDemonstration Drawing / illustrationDrawing / illustration EnergiserEnergiser Gallery walkGallery walk Group FeedbackGroup Feedback Observation & FeedbackObservation & Feedback ReflectionReflection RoleRole--playingplaying Rotating RolesRotating Roles Silent or OutSilent or Out--LoudLoud ReadingReading Story TellingStory Telling
- 37. 37 BrainstormingBrainstorming Give participants a topic or a question.Give participants a topic or a question. Ask them to think about as many items related to theAsk them to think about as many items related to the topic or question that they can.topic or question that they can. Write down all their responses (no wrong answers).Write down all their responses (no wrong answers). Guide learners to determine the best ideasGuide learners to determine the best ideas presented.presented.
- 38. 38 Case studyCase study This technique provides participants with aThis technique provides participants with a description of an event, incident, or situationdescription of an event, incident, or situation related to the subject under discussion.related to the subject under discussion. ParticipantsParticipants analyseanalyse the case andthe case and reportreport their findings to the entire group.their findings to the entire group.
- 39. 39 Comment cards for shy participantsComment cards for shy participants Hand out cards to all participants at the beginning ofHand out cards to all participants at the beginning of the session.the session. Participants can write comments on the cards andParticipants can write comments on the cards and hand them to the trainer at any time.hand them to the trainer at any time. Address the questions / concerns with the group orAddress the questions / concerns with the group or privately, if necessary.privately, if necessary.
- 40. 40 DemonstrationDemonstration Ask participants to practise a new skill byAsk participants to practise a new skill by showing what they have learnedshowing what they have learned to theto the rest of the group. Such demonstrationsrest of the group. Such demonstrations allow learners to “try out” new learning.allow learners to “try out” new learning.
- 41. 41 Drawing / illustrationDrawing / illustration Some participants learn best throughSome participants learn best through visual activities. Considervisual activities. Consider illustrating aillustrating a conceptconcept through a drawing rather thanthrough a drawing rather than explaining it in words, or ask participantsexplaining it in words, or ask participants for a volunteer who couldfor a volunteer who could illustrate what you haveillustrate what you have verbally taught in a drawing.verbally taught in a drawing.
- 42. 42 Gallery walkGallery walk Post items for participants to review around the trainingPost items for participants to review around the training room.room. Participants walk around the room reviewing the displayedParticipants walk around the room reviewing the displayed items or answering a question.items or answering a question. Ask participants to record their observations or answers forAsk participants to record their observations or answers for each item.each item. Have participants complete an activityHave participants complete an activity at each stop, or contribute to eachat each stop, or contribute to each item in some way.item in some way. Reconvene and discuss.Reconvene and discuss.
- 43. 43 Group FeedbackGroup Feedback After a demonstration or observation (roleAfter a demonstration or observation (role--playing,playing, video), ask for feedback.video), ask for feedback. FeedbackFeedback should not be judgementalshould not be judgemental or negativeor negative about other participants’ performances.about other participants’ performances. Feedback helps participants recognise theirFeedback helps participants recognise their strengthsstrengths as well asas well as areas needing improvementareas needing improvement..
- 44. 44 Profile Cards: Mini case studiesProfile Cards: Mini case studies Pass out the case studies to groups.Pass out the case studies to groups. Allow time for discussion and analysis.Allow time for discussion and analysis. Reconvene to discuss what they haveReconvene to discuss what they have found.found.
- 45. 45 ObservationObservation Participants observe an activity.Participants observe an activity. Once the activity is concluded, theyOnce the activity is concluded, they provide feedback on positive andprovide feedback on positive and negative behaviors.negative behaviors.
- 46. 46 Reflection (1)Reflection (1) Reflection allows participants to stop andReflection allows participants to stop and think about what they have experienced.think about what they have experienced. Reflection helpsReflection helps participants synthesiseparticipants synthesise new material andnew material and connect it to theirconnect it to their own experiences.own experiences.
- 47. 47 Reflection (2)Reflection (2) Ways to encourage reflection:Ways to encourage reflection: Give participants specific questions to consider, and haveGive participants specific questions to consider, and have them:them: Write down their thoughtsWrite down their thoughts Discuss what they have learned with other participantsDiscuss what they have learned with other participants Illustrate what they have learned in a drawingIllustrate what they have learned in a drawing Make a plan on how to apply the new skills or knowledgeMake a plan on how to apply the new skills or knowledge Reflection helps participantsReflection helps participants synthesise new material andsynthesise new material and connect it to their own experiences.connect it to their own experiences.
- 48. 48 Role Playing:Role Playing: One person plays the role of the clinicianOne person plays the role of the clinician and another person plays the role of theand another person plays the role of the client.client. The group observesThe group observes and providesand provides feedback on theirfeedback on their performance.performance.
- 49. 49 Silent or OutSilent or Out--Loud ReadingLoud Reading Some people can learn best bySome people can learn best by reading text.reading text. Consider incorporating brief periods ofConsider incorporating brief periods of silent or outsilent or out--loud reading into yourloud reading into your trainings.trainings. Make reading fun and encourage active reading byMake reading fun and encourage active reading by providing a means for participants to interact with theproviding a means for participants to interact with the text (e.g., graphic organizers, questions to answer, ortext (e.g., graphic organizers, questions to answer, or space for notespace for note--taking).taking).
- 50. 50 Storytelling (1)Storytelling (1) Narrate a story.Narrate a story. It could be personal, fictional, aIt could be personal, fictional, a parable, an allegory, a fable, etc.parable, an allegory, a fable, etc. Use the story as a way to openUse the story as a way to open a discussion,a discussion, engage participants, shareengage participants, share experiences, pose and / or solveexperiences, pose and / or solve problems, and aid understanding.problems, and aid understanding.
- 51. 51 Activity 5: Now it is your turn!Activity 5: Now it is your turn! Working in small groups:Working in small groups: Select a drugSelect a drug--related topic or idea (5 minutes)related topic or idea (5 minutes) Prepare a brief presentation using one trainingPrepare a brief presentation using one training strategy besides lecture and questionsstrategy besides lecture and questions--andand-- answers (5 minutes)answers (5 minutes) Present your mini training to the rest of the group (5Present your mini training to the rest of the group (5 minutes)minutes) 15 Min.
- 52. Create the ProperCreate the Proper EnvironmentEnvironment
- 53. 53 The training roomThe training room Room temperature, light, noise, etc.Room temperature, light, noise, etc. Sitting arrangementsSitting arrangements AudiovisualAudiovisual ResourcesResources MaterialsMaterials Water, tea, coffee, & snacksWater, tea, coffee, & snacks W.C. locationsW.C. locations
- 54. 54 The training room: SeatingThe training room: Seating arrangements for a lecturearrangements for a lecture 1 2 3 = Trainer = Participants
- 55. 55 The training room: SeatingThe training room: Seating arrangements for working groupsarrangements for working groups 4 5 6
- 56. 56 Know your materials!Know your materials! Review the module content and Leader’sReview the module content and Leader’s Guide or ManualGuide or Manual Resources needed for the trainingResources needed for the training LogisticsLogistics TimeframeTimeframe PrePre--post assessmentspost assessments
- 57. 57 Know your audience! (1)Know your audience! (1) Adapt the training activities to theAdapt the training activities to the number, knowledge/skills, and culturenumber, knowledge/skills, and culture of the training participants.of the training participants.
- 58. 58 Know your audience! (2)Know your audience! (2) How to assess participants’ previous knowledge:How to assess participants’ previous knowledge: PrePre--assessment onassessment on--thethe--spotspot Ask questionsAsk questions Reduce anxiety among participants!Reduce anxiety among participants! The assessment evaluates the effectiveness ofThe assessment evaluates the effectiveness of the training, not the individual’s knowledgethe training, not the individual’s knowledge Assessments are completely confidentialAssessments are completely confidential
- 59. 59 Required materialsRequired materials AgendaAgenda Leader’s guideLeader’s guide Participant’s workbooksParticipant’s workbooks Presentation (audiovisual or paper)Presentation (audiovisual or paper) SignSign--in sheetsin sheets PrePre--post assessmentspost assessments Training satisfaction surveyTraining satisfaction survey
- 60. 60 Recommended materialsRecommended materials White board and markersWhite board and markers ProjectorProjector Laptop or desktop computerLaptop or desktop computer Name tagsName tags Certificates of completionCertificates of completion Water, tea, coffee, snacks, etc.Water, tea, coffee, snacks, etc.
- 61. 61 LogisticsLogistics Take care of issues such as:Take care of issues such as: Participants’ transportation needsParticipants’ transportation needs Directions to the training center & roomDirections to the training center & room Posting signs for the trainingPosting signs for the training Getting your participants’ contact informationGetting your participants’ contact information to send certificates, followto send certificates, follow--up forms, etc.up forms, etc. Getting directions to W.C. (toilets)Getting directions to W.C. (toilets)
- 62. 62 AgendaAgenda Have an agendaHave an agenda ready!ready!
- 63. 63 Sample AgendaSample Agenda Agenda: January 5, 2007 8:008:00 IntroductionsIntroductions 8:208:20 Workshop 1Workshop 1 10:0010:00 BreakBreak 10:1510:15 Workshop 1 (continuation)Workshop 1 (continuation) 11:0011:00 Workshop 2Workshop 2 12:3012:30 LunchLunch 1:151:15 Workshop 2 (continuation)Workshop 2 (continuation) 2:452:45 BreakBreak 3:003:00 Workshop 3Workshop 3 5:305:30 BreakBreak 5:465:46 Workshop 3 (continuation)Workshop 3 (continuation) 6:306:30 WrapWrap--up and followup and follow--up planup plan 6:406:40 Training Satisfaction Survey and PostTraining Satisfaction Survey and Post--assessmentassessment
- 64. During the TrainingDuring the Training
- 65. 65 Once participants are present (1)Once participants are present (1) 1.1. Welcome participants and introduceWelcome participants and introduce yourself.yourself. 2.2. Distribute name tags.Distribute name tags. 3.3. Ask participants to complete the preAsk participants to complete the pre-- assessment. Allow about 10assessment. Allow about 10--15 minutes15 minutes to complete this task.to complete this task. 4.4. Collect preCollect pre--assessments.assessments. Continued
- 66. 66 Once participants are present (2)Once participants are present (2) 4.4. Explain your role in this training andExplain your role in this training and your experience in substance abuseyour experience in substance abuse treatment.treatment. 5.5. Ask participants to introduceAsk participants to introduce themselves (if 20 participants or less)themselves (if 20 participants or less) 6.6. Present the agenda (handouts)Present the agenda (handouts) 7.7. Start the trainingStart the training
- 67. 67 Once the training is over (1)Once the training is over (1) 1.1. Make sure you answer all participants’Make sure you answer all participants’ questionsquestions 2.2. Ask participants to complete the TrainingAsk participants to complete the Training Satisfaction SurveySatisfaction Survey 3.3. Ask participants to complete the postAsk participants to complete the post-- assessmentassessment 4.4. Collect surveys and postCollect surveys and post--assessment formsassessment forms 5.5. Provide your contact information and a followProvide your contact information and a follow-- up plan for questionsup plan for questions 6.6. Thank participantsThank participants for their timefor their time
- 68. 68 Questions and Comments ?Questions and Comments ?
- 69. Thank you for your time!Thank you for your time!
- 70. rravindrakumar@gmail.comrravindrakumar@gmail.com R.R.R.R.R.R.R.R. RavindraRavindraRavindraRavindraRavindraRavindraRavindraRavindra KumarKumarKumarKumarKumarKumarKumarKumar Chief Mentor UTOPIA’S MASTER of POSSIBILITIES FIJI ISLANDS Just call on 0091 9726351246 Or send TEXT ON +919427960310 Email :: ME@ rravindrakumar@hotmail.com rravindrakumar@gmail.com rravindrakumar@yahoo.com rravindrakumar@rediffmail.com Join me @ http://www.ca.linkedin.com/pub/r-ravindra-kumar- chief-mentor/0/670/107 Tweet your comments on http://www.twitter.com/#!/rravindrakumar