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Lets know each other Skill Ecosystem in India Key Bodies - Policy Makers Enablers Implementing Bodies Beneficiaries Skills Eco-System in India Key Bodies Enablers Impleme...

Lets know each other Skill Ecosystem in India Key Bodies - Policy Makers Enablers Implementing Bodies Beneficiaries Skills Eco-System in India Key Bodies Enablers Implementing Beneficiaries - Ministry of Skill - NSDA Bodies - Unemployed Development - NSDC a. Training Youth - Other Central - NCVT & SCVT - ITI (Govt and Pvt) - Low Income Groups Government - SSDM - VTPs/ IE - Marginalized Ministries - SSCs - Univ/ Colleges/ Societies - Others (Financial Schools - College Students Institutions etc.) - Captive Training - School Students Institutes of - Working Employees Employers (for up-skilling) b. Assessment Agencies National Skills Qualification Framework (NSQF) Sector Skill Councils IPA NIPER BDMA Pharm excil LSSSDC IDMA ACRO CIPI ABLE 11 of 138 Objective of Sector Skill Councils Industry Research Identification of skill gaps to develop skill inventory Determining standards and qualification Standardization of affiliation and accreditation process Accreditation, assessment and certification Training of Trainers Promotion of academies of excellence Labour Market Information System (LMIS) 12 of 138 Section 2.2 :Training as a Career Choice Unit 1: Emerging India and The Skills Eco-System Unit 2: Training as a Career Choice Unit 3: Basics of Training Unit 4: The Training Approach Unit 5: Understanding the NOS and QPs Unit 6: NOS based Assessments 13 of 138 Employment Opportunities in the Indian Skills-Eco System Trainers Admin and Assessors Support Staff Career in Skill Developmen t Content Training Developer Center s Managers Outreach Executives 14 of 138 Training as a Profession Reasons for choosing ‘training as a profession’ : Social Respect Self Esteem Gaining Work Experience Comfortable Environment Good Salaries Contribution in building someone else's career 15 of 138 Career Path of a Trainer Assessment Manager Business Training Instructional Head Head Designer Assessment Coordinator Business Training Content Manager Manager Development Assessor Trainer Assistant Trainer 16 of 138 Role of a Trainer Facilitator of the Learning process Subject matter Manager specialist Leader of Developer of the Group an Individual 17 of 138 Subject Matter Specialist Planning and making presentations In-depth knowledge of his subject Transfer of knowledge from trainer to trainee 18 of 138 Facilitator of the Learning Process Using various training methods including: Communication Making presentations Motivating participation Using group processes for facilitating participating Interpersonal relations Receiving and giving feedback 19 of 138 Manager Coordinating work Decision-making Mobilization of resources and financial management Public relations General administration 20 of 138 Developer of an Individual Learn to understand human behaviour Motivate participant Enhance knowledge of an individual Guiding Using group process for individual development Coaching 21 of 138 Leader of the Group Handling difficult situations in the programme Communication Crisis intervention/ Conflict resolution Interpersonal relations 22 of 138  Personal Attributes of a Good Trainer Demonstrates Enjoys working with Communicates clearly professionalism and self- people and expressively confidence Makes concise points and Maintains objectivity displays appropriate level of energy Willing and able to commit to the Listens Actively— And is preparation and delivery attentive time for the successful implementation of any training Is authentic and demonstrates personal Respond non-defensively Nonjudgmental integrity to challenge 23 of 138 Section 2.3 : Basics of Training Unit 1: Emerging India and The Skills Eco-System Unit 2: Training as a Career Choice Unit 3: Basics of Training Unit 4: The Training Approach Unit 5: Understanding the NOS and QPs Unit 6: NOS based Assessments 24 of 138 ASK of Training Skills How to Steps Attitudes Knowledge Ethics/ Values Critical Thinking Behaviour Decision Making Training 25 of 138 Training Aids OHP and Transparen Power MindM cies Point aps Presentati ons White LCD Training Board Projector Video Clips Aids Multimed ia Games Handouts Trainer & Trainee Flip Chart Workboo ks 26 of 138 Training Aids Mind-Map: A diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. It is used to: - generate, visualize, structure, and classify ideas - as an aid in study, organization, problem solving, decision making and writing. 27 of 138 Training Methodologies Lectur Indust e Game ry s Visit Demo OJT nstrati Training ons Methods Group Case Discus Study sions Films Role and Plays Videos 28 of 138 Group Discussion Brainstorming — A group method for collecting ideas and suggestions from the participants. This technique is used to : - revision - problem solve - check learning - collect information 29 of 138 Communication Skills What is Communication Importance of Communication for a Trainer Process of Communication Components of Communication Mehrabian Communication Model Barriers to Communication 7 C’s of Effective Communication Communication Tips for Trainers 30 of 138 What is Communication? The process of sending and receiving or sharing information between people through a medium. 31 of 138 Importance of Communication for a Trainer A good trainer must : - deliver correct information - ensure that it is understood by the trainee - ensure learning is happening - communication is complete 32 of 138 The Communication Process Hello! How are Thanks, I am you ? fine. Encoding Decoding Medium 33 of 138 Components of Communication Verbally Sending Messages Non-verbally Effective Para-verbally communication Listening Receiving messages Understanding 34 of 138 Sending Messages 1. Verbal messages: These are spoken messages. Effective verbal messages : - are brief, succinct and organised - are free of jargon - do not create resistance in listening 2. Para Verbal Messages: The messages that we transmit through: - Tone - pitch - pacing of voices. 3. Non verbal-messages: Primary way through which emotions are communicated. 35 of 138 Mehrabian Communication Model Non-verbal messages comprises of 55 % of total communication. 36 of 138 Barriers to Communication Environ mental Types of Barriers Psycholo Physical gical 37 of 138 Understanding Barriers to Communication Environmental Barriers Noise Location of class Weather conditions Gender Physical Barriers Physical Distractions Channel Barriers Long Communication chain 38 of 138 Understanding Barriers to Communication (Contd.) Psychological Barriers Emotional Distractions Information overload Conflicting Messages Lack of Confidence 39 of 138 Overcoming Barriers to Communication Connectin g with the Summariz Audience ing Simple Conversat Words ions Effective Effective Body Communic Questions Language ation Skills Seeking Cultural Participati Checking Sensitivity on for Understa nding 40 of 138 7 C’s of Effective Communication 1. Completeness 2. Conciseness 3. Consideration 4. Clarity 5. Concreteness 6. Courtesy 7. Correctness 41 of 138 Hearing Vs. Listening Hearing is simply the act of perceiving sound by the ear. Hearing is involuntary and uncontrollable. – In hearing, vibrations are detected by the ear and then converted into nerve impulses and sent to the brain Listening is a voluntary act where we try to make sense out of the noise we hear. – Listening is a step further than hearing, where after the brain receives the nerve impulses and deciphers it, it then sends feedback. – Listening leads to learning. 42 of 138 Receiving Information: The Power of Listening Listening Absorption of the meanings of words and sentences by the brain. Leads to the understanding of facts and ideas Most powerful form of acknowledgement, A way of saying to the participants, “You are Important”. 43 of 138 Steps of Effective Listening 3 steps of effective Listening: 1. Listening – to words and feelings 2. Questioning – to gather information and obtain clarification 3. Reflecting – paraphrasing – to capture the essence of the communication and move towards problem solving 44 of 138 Barriers to Effective Listening Physical distractions Physiological distractions Psychological distractions Factual distractions Semantic distractions 45 of 138 Removing Barriers to Effective Communication Prerequisites to promote Better listening: Desire to listen Focus on the message Listen for main ideas Understand the speaker’s point of view Withhold judgment. Reinforce the message. Provide feedback. Listen with the body. Listen critically 46 of 138 Communication Skills for Trainers Use examples and illustrations Speak in a clear well modulated voice Pronounce words correctly and use suitable grammar and syntax Explain and clarify content points through inflection, emphasis and pauses Ensure verbal and non-verbal communication is free of bias Employ purposeful body language to enhance learning. Minimize distracting trainer behaviours 47 of 138 Presentation – Key Elements Nervousness Interaction Speech PowerPoint Body Notes and Language Handouts Presentation - Practice Structure Key Elements 48 of 138 Grooming Skills for Trainers Grooming plays a crucial role In enhancing one’s personality. It makes you feel: – Confident – comfortable – Professional 49 of 138 Grooming for Male Trainers For Male Trainers: Shave Daily/Trim moustache or beard regularly Comb hair properly Wear crisp, wrinkle free shirts preferably in subtle colours and well fit trousers Choose staple colours from: navy blue, charcoal gray, black, khaki, white, pastels Wear formal trousers Always wear socks and make sure they are high enough to cover skin when sitting down 50 of 138 Grooming for Male Trainers Wear polished leather shoes preferably dark colour Wear a mild perfume Trim his nails Belts should be in good condition and match the colour of your shoes. 51 of 138 Grooming for Male Trainers Don’t Do not wear very tight clothing or jeans Do not wear very loud colours with sparkles. Stay away from velvet, vinyl, spandex, shiny, furry, slinky materials. Don’t keep long hair Your hair should not look rough Avoid wearing sandals to the workplace Avoid high heels shoes. Don’t wear too many threads or bands in your hands 52 of 138 Grooming for Female Trainers Female Trainers need to: Hair should be clean, neat, tidy and elegantly styled. Tie hair in a neat ponytail or bun. Wear flats to work. Wear minimal make up Clean their hands, feet and take care of finger as well as toe nails. Preferably use a transparent nail paint. Jewellery should be keep minimal and conservative 53 of 138 Grooming for Female Trainers Don’t : Be cautious of wearing dangling earrings Also, do not wear multiple earrings. Avoid nose rings, eyebrow rings, lip rings and other piercing 54 of 138 Grooming Skills for Trainers Keep them away: Cell phones should be switched off Avoid excessive perfumes Avoid excessive jewellery Bad manners create a bad impression Negativity about people and places Don’t use inappropriate language at work 55 of 138 Sex and Gender Sex refers to a person’s biological status and is typically categorized as male, female, or intersex. "Gender" refers to the socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women. 56 of 138 Gender Sensitivity The ability to recognize gender issues and to recognize women's different perceptions and interests arising from their different social position and gender roles. 57 of 138 Gender Discrimination Gender discrimination is prejudice or discrimination based on a person's sex or gender. Gender discrimination may foster sexual harassment, rape and other forms of sexual violence. 58 of 138 Avoid Gender Discrimination During Training Beware of these behaviour during training which includes: Ignoring women students while recognizing men students, even when women volunteer to participate Calling directly on men but not on women Calling men by name more often than women Addressing the class as if no women were present, e.g., "When you were a boy..." "Coaching" men but not women in developing a fuller answer by probing for additional elaboration or explanation. 59 of 138 Avoid Gender Discrimination During Training Waiting longer for men than for women to answer a question before going on to another student. Interrupting women students (or allowing them to be disproportionately interrupted by peers). Asking women students questions that require factual answers (lower order questions) while asking men questions that demand personal evaluation and critical thinking (higher order questions). Responding more extensively to men's questions or comments than to those of women. 60 of 138 Avoid Gender Discrimination During Training Crediting men's comments to their author but not crediting women's comments Only hearing women's comments when they are repeated by a man. Making seemingly helpful comments that imply women are not as competent as men. Stereotyping character, roles, abilities, etc. Using the generic "he" or "man" to represent both men and women. 61 of 138 Section 2.4 :The Training Approach Unit 1: Emerging India and The Skills Eco-System Unit 2: Training as a Career Choice Unit 3: Basics of Training Unit 4: The Training Approach Unit 5: Understanding the QPs, NOS and NOS based Assessments 62 of 138 The Training Approach Adult Learning Principles Principle Practice of Active Learning Training Approach Subject Planning Matter Expertise 63 of 138 Adult Learning Principles Self-directing Learn from Motivated to experience learn Learning on need to know basis Immediacy of application Respond when internally Learns in a facilitative environment 64 of 138 Pedagogy and Andragogy Pedagogy Andragogy Pedagogy is art and science of teaching Andragogy is art and science of helping children adults learn Teachers control the learning process Adults learn naturally. Highly self directed Learners have a little or no experience that Learn largely from their experiences and serves resource for learning from the experience of others Learners have subject centered learning Task centered, problem centered or life orientation centred learning orientation Motivated by extrinsic pressures i.e. rewards Internal motivators i.e. self esteem, or punishments achievement Knowledge is with teacher and will be Knowledge is with the group and they will dispensed as necessary use it from experience Doctor Patient model : teacher diagnose the Learner knows the solution and gets to it problem and define s the solution with the help of facilitator 65 of 138 Active Learning Asking questions Assessme nt & Active Answering Evaluation Learning Questions Facilitating Discussion 66 of 138 1. Asking Questions Types of Questions : - Open-ended questions - Close-ended questions - Think back questions Ask clear and concise questions. Make sure your questions only cover one topic or issue at a time 67 of 138 2. Answering Questions As a Trainer, one of the most common questions you will ask trainees is, “Does anyone have any questions?” You’re asked a question that you can’t answer. - Don’t be defensive or fake it - Accept you don’t know - Ask others in the group for answer. - Tell you’ll research it and get back to them later 68 of 138 2. Answering Questions (Contd..) You’re asked a difficult question. - Break the question down into manageable parts - Keep your answer precise without omitting key details. You’re asked a question you don’t want to answer. - Be honest and say so. - Offer to meet with the person after the session to provide your response. 69 of 138 3. Facilitating Discussion Adult learners want their voice to be heard They have a reservoir of experiences as a primary learning resource Trainer should recognize this fact and build on contributions made by the adult learners in her workshop 70 of 138 3. Facilitating Strategies Asking Questions Provide Review Consistent Statements Feedback Facilitating Strategies Listen Foster Reflectivel Discussion y 71 of 138 4. Assessment & Evaluation Provide closure to ensure participants leave feeling positive. Information provided can be used to guide and inform future trainings. Evaluating is essential to get feedback from trainees on the effectiveness of the training. Beneficial for the Trainer who can use the feedback to improve 72 of 138  Subject Matter Expertise – Advance Preparation Learn the material Be well acquainted Take time with the material Highlight portions Use your own that you want to words focus on and stress Make your own notes 73 of 138 Advance Preparation and Instructional Delivery Incorporate experiential Inquire about the learning trainees experiences Remember, for the adult trainee life experiences add enrichment to the Personalize information learning process with your own anecdotes (stories) 74 of 138 Planning - Creating a Proper Learning Environment Are conducive to teaching and encouraging of learning Minimize conflict while encouraging constructive dialogue Create a setting that calls for fairness and sensitivity Physically and mentally comfortable Encourage peer learning 75 of 138 Planning - Creating a Proper Learning Environment For creating a proper learning environment: - Prepare Yourself - The Training Room - Know your Audience - Required Material - Recommended Material - Logistics 76 of 138 Preparing Yourself Wear comfortable clothes and shoes Ensure you are well groomed Become body aware – avoid ratting coins in pockets, scratching, playing with hair etc. Review all the content and key ideas. 77 of 138  The Training Room Assess all details of the venue : Room temperature, light, noise, etc. Sitting arrangements Audiovisual aids and their positioning Resources Materials Water, tea, coffee, & snacks W.C. locations 78 of 138 Know Your Audience You must know your audience well so as to customize your message and make it stick Ask Who are the participants? Level? Background? What do they already know about the subject? What is their mind set? (Prejudices, attitudes, beliefs etc.) 79 of 138 Know your Audience - Fleming's VARK model Reading and Writing Learner 80 of 138 Required Material Facilitator Manual Participant’s workbooks Presentation (audiovisual or paper) Sign-in sheets Pre-post assessments Training Aids: White Board, Markers, Projectors Water, Tea, Coffee Certificate of Completion 81 of 138 Logistics Take care of issues such as: Participants’ transportation needs Directions to the training center & room Posting signs for the training Getting your participants’ contact information to send certificates, follow-up forms, etc. 82 of 138 Practice-Actual Training Demonstrating your Credibility Minimize your Stage Fright Set the Tone 83 of 138 1. Demonstrating your Credibility Always be honest Make your presentation balanced and as free from bias as possible Raise questions about the information Support the information with your own facts and experiences Use your trainees as a resource to facilitate learning Cite authorities that are accepted Invite questions and discussion Teach from a place of empathy not a place of authority or power. 84 of 138 2. Minimize Your Stage Fright The following tips can help you overcome your stage fright. Remember, you know the materials. Remind yourself that you are well prepared and familiar with the training materials. Read through the materials Try activities if you are unfamiliar with them. Release the tension. Take deep breaths Rehearse until you feel comfortable. 85 of 138 2. Minimize Your Stage Fright (Cont.) Know the training room and your equipment. Test your audio and visual equipment in advance. Make sure that instructional aides such as paper, pencils, flip charts, tape, etc. are on hand and sufficient in number. Know the participants. Don’t, apologize for your nervousness or mistakes just keep moving through the material. Rest up and eat well. 86 of 138 3. Set the Tone It helps in is establishing a climate conductive to learning. This section covers the following areas that will help you establish an open and honest learning environment: a. Greeting b. Ice Breakers c. Management and Rules d. Teaching Strategies 87 of 138 a. Greeting Smile and introduce yourself Ask trainees to sign the class list. Helps in : - Setting positive psychological tone to the training - Creating a positive climate conducive for learning - Establishing the “trusting relationship” 88 of 138 b. Breaking the Ice Ice breakers are short activities that are often used to : - help trainees to feel energized - develop a feeling of comfort among each other - establish an enthusiastic tone for the training - help ensure that everyone is actively engaged. 89 of 138 c. Workshop Management Rules Sound management makes for an effective training session. Set rules at the start of the training : - To establish the way participants interact with you and each other during the training - To use them to defuse or redirect difficult participants and/or situations. 90 of 138  d. At the End 1. Make sure you answer all participants’ questions 2. Revise Key Concepts 3. Ask participants to complete the post-assessment 4. Collect post-assessment forms 5. Provide your contact information and a follow-up plan for questions 6. Thank participants for their time 91 of 138 Process for Nomenclature of NOS and QPs NOS –three capital letters followed by slash (/) N four numbers – Three letters –unique to each SSC –For e.g., retail –RET., Electronics – ELE, etc. – Four Numbers –can start with 0001 onwards. – So for retail first NOS can be RET/N 0001 QP – same capital letters (three capital letters) as above followed by slash (/) Q and four numbers E.g., RET/Q 0002 107 of 138 What is Assessment? A structured process of evidence collection of a person’s competencies and evaluated with respect to the occupational standards or learning objectives. 108 of 138 What are NOS based Assessments? Assessments mapped to the NOS and test the Learner on how well he/ she has mastered the NOS are called NOS based assessments In India NSDC has laid down certain guidelines on NOS based Assessments which have been shared in the following slides NOS based Assessments check the learner on his Knowledge and Skills Currently most of the SSCs have third party Assessment Agencies who are conducting assessment on behalf of the SSCs. Assessments include : – Theory Tests through Online/ Pen & Paper Test which largely have Multiple Choice Questions – Practical Tests/ Viva which is conducted by an Assessor 109 of 138 Steps for NOS based Assessments Empanelment of Assessment Agencies by SSCs Structuring of Theory and Practical's Questions by the Assessment Agency Sharing of Batch Commencement by Training Companies with SSCs SSC Nominate Assessment Agency Assessment Agency nominates Assessor 110 of 138 Steps for NOS based Assessments (Cont.) Training Center readies the Infrastructure required for Assessments Assessors visits the Training Center on the agreed Date and Time Theory Assessment : Online Test or Paper & Pen Test Practical / Viva Scores are consolidated and shared with the SSC/ uploaded on the NSDCs SDMS and approved by SSC SSC approves results and generates certificates which are forwarded to the Training Companies 111 of 138 Minimum requirements at the Training Center for Assessments Online Assessment Computers – 10 Computers for a Batch of 20 Trainees to be assessed Internet Connectivity Practical Equipment as per Job Role Offline/ Pen & Paper Assessment Tabs Or as specified by the respective SSCs 112 of 138 Code of Conduct for Fair Assessments Trainers should make sure all the Trainees take the Assessment in a Fair Manner They should not indulge in any malpractices such as cheating Trainers should not be over friendly with Assessor 113 of 138 Significance of Final Assessment Post completion of any Skilling Program: – Final Assessment by a Third Party Assessment Agency and get Certified by Sector Skill Council The fees for the Assessment is non-refundable and valid only for one chance. If the Trainees fails, he/she will again need to pay the assessment fees Final Assessment is carefully taken by the Trainees and the Trainer suitably prepares them for the same 119 of 138 Section 4: Preparing Trainees for Final Assessment Section 1: Introduction to the Program Section 2: Building Training Skills Section 3: The Medical Sales Representative Program Section 4: Preparing Trainees for Final Assessment Section 5: Administrative Requirements for a Trainer Section 6: Mocks and Assessment of Trainers Preparing Training for Final Assessment Final Assessment Theory Practical Pen and Online Mock Viva Paper True and True and MCQ MCQ False False Preparing Training for Final Assessment Ensure that you introduce Trainees to following Instructions in an Online/ Pen & Paper Assessments Get the Trainees to practice such Tests and do sufficient amount of Practical’s and practice for Viva before they take up their final Assessments Make sure your Trainees do not have any Test Fright when they take the Final Assessment Indicative Screen of an Online Test Preparing Students for Assessments 1. Review and Practice Hold review sessions Issue practice tests Teach test-taking skills a) Practice tests: – Well-designed and support learning – Serve as a review – Build students’ test-taking skills. Preparing Students for Assessments b) Periodic benchmark assessments – Can be a good predictor of student performance – Trainers can use the results of the benchmark assessments diagnostically to guide their instruction. Preparing Students for Assessments 2. Differentiating Instruction: Following programs are used to prepare trainees for testing: a) Small-group instruction: enables trainers to focus on the particular needs of the group. b) Peer tutoring: benefits both students because one student gets extra help while the tutor gets to develop skills that reinforce learning. c) Web-based learning: allow trainers to focus on specific content for a group or individuals to help prepare them for assessments. Preparing Students for Assessments 3. Engage and Motivate Interactive content, such as games and competition, helps engage and motivate students. Enabling students to monitor their own progress keeps them involved in their learning and makes them feel successful as they watch their individual results improve. Regularly motivate the Trainees so that they have no fear of the Third Party Assessment and can take their tests confidently Preparing Students for Assessments 4. Assessment Conversations with Trainees a) Between the Trainer and the trainees in order to evaluate their performance. b) Provides an opinion concerning the strengths and weaknesses of the trainees with a view to their further training and Assessment. c) Regularly discuss and communicate about the forthcoming Final Assessments till you can judge sufficient confidence in the Trainees. Administrative Roles of a Trainer 1. Administrator of training and support 2. Information coordinator for the event 3. Internal consultant to the management of the organisation providing the Training Administrative Roles of a Trainer Maintain Batch MIS Training and support Preparing and following Time Table Maintain Trainee Attendance Maintain Trainee Leave Record Maintain Discipline Trainee Progress Report Feedback Administrative Roles of a Trainer Industry Visits Information coordinator OJT/Placement Post Placement Tracking/Hand Holding/Support Third Party Assessments Visitor Protocol Administrative Roles of a Trainer Maintain Training Infrastructure Documentation Internal consultant Communicating with HO/Corporate Office Be Vigilant Attending Emergencies Major Administrative Requirements (Cont.) As you grow in your Career as a Trainer, you will either become a Master Trainer, Training Manager or Business Manger. Your progress will depend on how much more responsibilities you can take As you grow in your career, you will be required to take more and more administrative responsibilities. Section 6: Mocks and Assessment of Trainers Section 1: Introduction to the Program Section 2: Building Training Skills Section 3: The Medical Sales Representative Program Section 4: Preparing Trainees for Final Assessment Section 5: Administrative Requirements for a Trainer Section 6: Mocks and Assessment of Trainers Components of Mocks and Assessment 1. Mocks to conduct Training Sessions 2. Undertake Assessment Tests of Trainees 3. Undertake Trainers Test to check for Subject Matter Expertise and Training Delivery Capabilities Thank you