Which aspect of your work do you enjoy the most? Which aspect do you dislike the most? What do you think you are best at? What aspect of your work would you like to know more about? If you had a choice, which aspect of "Quality control" would you like to specialize in and why? Learning outcome The participants should be familiar with the essential elements of effective oral communication. The importance of being an effective oral communicator as a trainer much of your effectiveness is measured by your ability to speak thank with clarity and conviction in getting your messages across.
It is important that the for trainees identify the characteristics and convert them to elements by themselves. As each is identified it could be discussed in detail. The trainer can project transparencies showing the elements to reinforce them in the minds of trainees, but only after they have been identified by the trainees. Exercise each trainee is required to give a three- to four-minute impromptu talk. The following are examples of possible subjects: my reasons for attending the course the aspect of my work i enjoy the most Why i think haccp (or food control) is important In giving this talk the trainee will be expected to take into account the. A handout sheet may be helpful to assist the trainees with their short presentations. The following is an example: describe your work. Why is it important to you?
Examples are teaching food control procedures or haccp to people who have no experience in food safety or food processing, or transmitting detailed and profound scientific messages to a receiver without a scientific background. Receiver not receiving receiver turned off (gone to sleep!) tuned into another transmitter Transmission too weak strength of receiver diminished (lack of interest - boredom) receiver distracted by a competing focus of interest (an attractive person walks by) receiver fatigued Competing transmissions The receiver may. Overloading the message The receiver does not possess the capacity to retain all of the information contained in the message. This frequently leads to receiver confusion/fatigue and anxiety. Ways of avoiding interference speak up and out Speak slowly and deliberately use language that the receiver understands do not talk over the receiver's head Ensure you have the attention of the receiver Only transmit your message in suitable surroundings where there is no,. The presentation should commence with a discussion based on a series of questions carefully devised by the trainer, for example: What makes a good communicator? (This question is a link to module 1 and offers the opportunity for a few minutes revision of the previous module). What are the essential characteristics of effective oral communication?
Become a natural, presenter with this Simple, oral
Learning outcome participants should be aware of effective communication principles. Effective communication communication specialists compare the way people communicate to the way a radio transmission resume takes place. That is to say: Transmitter (Speaker/writer) message receiver (Listener/reader) Three types of transmission are identified: Spoken Written gesture/sometimes referred to as "body language" Transmission is in code: Spoken language written language gestures In spoken language the unit of code is the word, heavily supported. Some communication specialists believe that at least 40 percent of the full meaning of messages transmitted by speech is conveyed by body language (gestures). In written language the units of code are words and symbols (e.g. In the remainder of this module and the modules that follow reference to communication is to spoken communication only and assumes the transmitter can be seen by the receiver.
Successful communication depends on the message being received by the receiver intact and interpreted by the receiver to have the same meaning as when transmitted interference frequently the message suffers from interference. That is, something interferes with the message between its transmission and reception and distorts. The following are some types of interference. Weak transmission Speaking too softly speaking in a flat voice (monotone) without inflection not speaking in a direct line with the receiver Insufficient volume of transmission to prevail over competing transmissions and localized noise (static) Garbled transmission The transmitter (speaker) often scrambles the contents. Wrong language The transmitter may use words, terms and expressions unknown to the receiver. Pitching message at the wrong level The speaker may transmit information in a context beyond the experience of the receiver (this may involve the use of wrong language). This is sometimes called "transmitting or talking over the receiver's head".
Essentially, their contents are intended as memory joggers for those trained to train others. For this reason, and depending on the nature of the subject, some material is presented in point form while other material is covered by full text. The training segment of this programme provides only the supports of training theory and practice. This places a heavier than normal responsibility on the trainer, who must in the span of ten hours make the deepest possible impression on the trainees if they are to be turned out as proficient trainers. This means not only that the trainer must be familiar with and skilled in presenting the training information and related methods, but that he or she must be at least familiar with many other aspects of training not covered by the modules, for example, motivation. A knowledge of these subjects enables the trainer to weave appropriate strands from them into the presentations of the modules, thus broadening the trainees' experience.
There are many excellent texts on training as well as training manuals produced by training units in government ministries and departments, private companies and other organizations. Dedicated trainers make it an essential part of their continuing education as professionals to locate such publications in libraries or elsewhere, and by so doing keep abreast of theory and practice. Objective, to familiarize the participants with the elementary principles of successful oral communication of information and to heighten awareness of the factors that interfere with communication and reduce its effectiveness. Suggested method of instruction, lecture/discussion with maximum trainee participation through questioning and relating of personal experience. Aids overhead transparencies handouts Time frame one hour lecture/discussion Content Effective communication Interference ways of avoiding interference Presentation suggestions The foregoing module is easily adapted to discussion. The trainer should attempt to elicit from the trainees their experiences with transmission, interference and ways of avoiding interference, which are well within the purview of trainee experience. Trainees should be asked to tell the course participants about good communicators and poor communicators they have known, describing why they are memorable. The reasons they give should be related to the types of interference and ways in which interference was or could have been avoided. Such a discussion invariably brings out other indirectly related aspects of spoken communication which provide points of reference when subjects in later modules are being dealt with.
Oral presentation, learnEnglish teens - british council
Module 10: Organizing and managing a training course. The above arrangement is systematic. Modules 1 and 2 deal with training theory. Module 3 is transitional in that evernote it links the theory with the applied training methods covered by modules 4. Modules 8 and 9 cover the important aspect of measuring and assessing the effectiveness of the training and the trainer. Module 10 is related to the management of training or, in other words, creating a favourable environment in which to train. It is important that all members of a training team be familiar with the principles espoused in the training modules. This ensures that every presentation in a training course embodies the principles and in itself is a demonstration of the application of those principles: the trainees are not only told how to train, but see how it should be done. It is stressed that the modules are not intended to constitute a textbook on training.
In this situation the trainer is the motivator and the trainees are the motivated. It is intended that the modules that follow will be of assistance to those wishing to train and those already someone training. The modules have been arranged as follows: module 1: Principles of effective communication - "Getting the message across". Module 2: Effective oral communication, module 3: Why train? Module 4: Methods of training - the right method. Module 5: The art of questioning. Module 6: Types of training aids - how to make and use them. Module 7: Planning and delivering a presentation. Module 8: evaluating training, module 9: Testing trainee trainers - individual presentations.
trainer who lacks interest in training, who has little or no enthusiasm for the subject of the training and who merely goes through the motions of training is a failure. Such a trainer wastes not only his or her own time but also that of the trainees. The inept trainer is quickly identified by the trainees, who react with inattention, lassitude, undisciplined behaviour and absence from training sessions. Successful training - that which produces the desired result - lies almost entirely in the hands of the trainer. In the trainer's hands lies the heavy responsibility for ensuring that the trainees achieve the maximum possible from the training. A measure of the success of training is the relationship that develops between trainer and trainees. In a sound, productive training situation there is mutual respect and trust between them, with the trainer taking care to ensure that even the weakest trainee performs to the highest possible level, and the trainees feeling a desire within themselves to achieve.
Module 7 - planning and delivering a presentation. Module 8 - evaluating training, module 9 - testing trainee trainers - individual presentations. Module 10 - organizing and managing a training course. The objective of Section 1 is to address the basic elements necessary for the effective preparation, implementation and evaluation of training, with the aim of that training being "to get the message across". To achieve that objective, the modules that follow are intended to provide short guidance to trainers in the skills of conveying their message successfully and transferring related information. Training is essentially the instructing of others in information new to them and its application. It may, and often does, involve the teaching of new skills, methods and procedures. Very few people are born trainers, and most of those who wish to be trainers require training. Even those few who are born trainers benefit from training, and their effectiveness is enhanced as a result.
12 Steps to world Class
Section 1 - principles and methods of training. Introduction, module 1 - principles of effective communication - "Getting the message across". Module 2 - effective oral communication. Module 3 - why train? The trainer's role tree and responsibility. Module 4 - methods of training - the right method. Module 5 - the art of questioning. Module 6 - types of training aids - how to make and use them.