Training of Trainers_TOT

Training Programs in Energy Efficiency and Renewable EnergyApplications for the Industrial Sector Training of Trainers UNIDO Prepared by: Econoler 1

Why are we here ? -1• UNIDO/GEF project.• Objective: • Promote the adoption of RE and EE technologies and services in industries. • The ultimate goal of this UNIDO/GEF project is to reduce GHG emissions by developing and promoting a market environment that will stimulate investments in RE and EE which, in turn, will drive economic growth and support industrial development in Pakistan.• Industry consumes 43% of Pakistan’s total final energy consumption.• ENERCON estimates potential for 25% in energy savings within industry. 2

Why are we here ? -2• Like a coin, training has two sides:• Technical knowledge is important – if you do not know EMS, you cannot offer training on it.• If you do not know how to train effectively, you cannot train people. 3

Your TrainerErik Gudbjerg• UNIDO International Expert in Energy Efficiency and Energy Management since 2012.• Certified Energy Consultant by the Danish Energy Agency.• ISO 50001 Lead Auditor.• Trained in Change Management of Organisations and Personal Culture. 4

What about you?• Name• Company• Role in the company 5

Training Agenda Day 1Hour Session09:30 Introduction to the 3 days10:00 Basic training principles11:00 Why do you want to be a national trainer?12:00 Review of the EnMS concept12:30 Lunch13:30 Review continued14:30 Individual presentations16:30 End of day and wrap up 6

What does a great training day – program meanto you?•-•-•-•-•-•-•-•-•-•- 7

Basic Training Principles 8

Key Adult Learning Principles – Malcolm Knowles • Adults are internally motivated and self-directed. • Adults bring life experiences and knowledge to learning experiences. • Adults are goal-oriented. • Adults are relevancy-oriented. • Adults are practical. • Adult learners like to be respected. 9

Why Adult Training is Different• Andragogy (Adult Training) • Adults are usually knowledgeable about various areas of life. • They compare new concepts to their own: • Experience • Concepts • Knowledge • Any new ideas that are contrary to their inner beliefs are difficult to accept. 10 10

Why Adult Training is Different • Andragogy (Adult Training) • If adults have a problem with a concept that they cannot express or discuss, their listening ability is severely reduced. • Therefore, it is essential for adult learners to ask questions, work in groups, as well as share views and opinions with other adults. 11 11

Why Adult Training is Different• Eureka! • At the end of a learning cycle, we often hear reactions from the audience. • This is a good indication that a connection has been established. • New knowledge has just been assimilated. 12 12

Logistics• Finding the Right Venue • You want to encourage all trainees to participate. • You want them to interact. • A traditional classroom setup is not the best choice. 13 13

Logistics • Optimum - U Shape • Teacher should have space to move • Ensure visibility - screen position 14 14

Logistics• Flexibility – Work Groups 15 15

Equipment• Use various kinds of equipment/methods as often as possible depending on the type of training session: • Computer screens • Slides • Lectures without support • Black/white boards • Graph sheets 16 16

Key Components of Effective Communication 17

Gestures Help Communication• Use gestures to draw attention to your visuals and emphasize a point.• Gestures should be natural.• Use gestures so that everyone can see them.• Use arms and hands.• Stand upright and do not pace too much. 18

Eye Contact DO DO NOTMaintain steady eye contact with audience. Glance around in the room. Look out the window. Pay attention to various participants. Read straight from the notes. 19

The Importance of Your Voice 20

How Do You Become an Olympic Champion? 21

Preparation for Training• Prepare yourself: • Know the task • Rehearse • Check notes from train the trainer • Who will be trained/how many• Organize your resources: • Training aids • Secure equipment • Evaluation• Prepare support personnel: • Servings, etc. 22

On the Day of Training• Arrive early• Talk to support staff• Check equipment• Organize yourself• Check that everyone can see• Greet participants 23

Time Management• If a trainer does not control timing, trainees might not have time to see all the needed material.• If you spend too much time on a topic or one person, you risk losing the interest of some trainees. 24

How to Control Timing• Stay on track by getting organized before the training.• Start the sessions on time.• Avoid explaining “too much”.• When planning, take into account time for questions and the unexpected.• Start the sessions with a lively pace and positive attitude. 25

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Questions Three categories of questions:Now? Soon? Later? 27

How to Answer Questions – to foster a positive training environment• Be honest• Provide support• Be clear• Be open to challenge• Use knowledge of trainers 28

You do not know everything, so what to do:• Be trustworthy, admit it and say you will find out.• You can ask for help in the class.• Use the flip chart to park questions and return later.• Some political or structural questions might arise that are out of the scope of the training. You will have to state that - and move on. 29

Questions Off-topic questions Questions to which youQuedsotionnost hyoavuedaonns’wt hearsve the answers to Parking Lot QuestionsAction items – Get answers Issues to be recorded and and send to participants forwarded to project team after session Questions you know will be covered later in the session 30

Training Approach• Not just formal lectures• Practical applications of the theories and vice versa• Interactive training• Audience participation is essential! Mixed approach works best 31

Disturbing Trainees• This rarely occurs, but if trainees repeatedly disturb the training session with questions or remarks that are beyond its scope: • Take them aside during the coffee break and inform them that their behaviour is disturbing the group. • If they continue, tell them publicly, “As I explained to you during the break, please stop asking questions that take time to answer, but are not interesting to other trainees.” 32 32

Roadblocking• The group is resisting: • Try to find the underlying cause. • Request a clear explanation of the problem. • Identify the leader and have a more in-depth discussion with him/her.• This is more often encountered when trainees are from the same organization. 33 33

Passivity• The group is not participating: • Ask more questions directed to individuals. • Use visual material to get their attention. • Point out that trainee participation is essential for the success of the activity. • Encourage subgroup activities. • If nothing works: have an open discussion with the group, mentioning the problems you perceive, and find a solution together. 34 34

Too Much Activity• The group is undisciplined: • Ask people to raise their hands and be called upon before jumping into the conversation. • Do not repeat what was said. • Encourage trainees to speak one at a time and in turn. • Make longer breaks. • If nothing works: give them feedback on the perceived problem that is reducing training efficiency and try to re-establish the working rules. 35 35

Attention Curve – Justifies taking breaks StimulusAttention Level Attention curve with interaction etc. 4 min 4 min 4 min Time 4 min 36

ATTENTION IS LIMITED• What is the trainer's role with regard to learner attention? • Maintain their attention by: • Asking questions regularly. • Encouraging participants to be active. • Varying strategies and tools. • Draw their attention to the important points. 37

PERCEPTION• What is the trainer’s role with regard to perception? • Vary ways of explaining things. • See things from the learner’s perspective. • Ask questions to regularly check comprehension. • Be patient. 38

Closing• Review of the day.• Discuss what comes after the training.• Make sure everyone has filled out evaluation forms.• Thank everyone for attending the training and being active.• Small talk with the trainees. 39

After training review• What went well?• What would we like to avoid or have less of.• What actions do we take now. 40

Why do you want to be a national trainer ? 41

Exercise No. 1• You have 10 min. to prepare a 7 min presentation.• Subject: • Why do you want to be a national EMS trainer? • What can you bring to the UNIDO project as a national trainer? • Why should project management select you? 42

Review of the 1½-day EMS training 43

Exercise• Form groups of 4, select a presenter, support the presenter in preparing a presentation on the assigned topic: • Management commitment • Planning • Cultural change • ENPIs • Implementation and operation • Management review 44

End of day 1 and wrap up 45

Day 2 46

Training Agenda Day 2Hour Session09:30 Cultural change in organizations11:30 Leadership and personality12:30 Lunch13:30 Leadership and personality continued14:30 Energy review16:30 End of day and wrap up 47

Cultural change in organisations 48

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What allows energy management to deliver savings?Management commitment, Balance of all 3 for Resources and planning successful Energy Management Understanding your Develop an energyenergy usage and how efficiency culture to control it 50 50