Train The Trainer
Global roll-out with
• • • • An adjective First Name Repeat the names before Use memory: no note-taking!
• What do you hope to achieve from these three days?
Our norms for these 3 days
By the end of this course. you will have: • learned the value of training and how it helps individuals and organisations • found out about learning styles of individuals and various learning theories • known how to design a training course • learned the main do's and don'ts of delivering a successful course • practiced preparing and delivering short presentations on course • received feedback and advice from the trainer and peers • prepared an action plan for your continued improvement as a trainer
you will: • have thought about what makes a good training course • have considered just what training and learning are • have got to know other participants on the course • have thought about ways to open a training course
By the end of this session.
What makes a good training course?
• Case Study 1
What makes a good training course?
• Case Study 2
The 'perfect' training course
1. Trainer 2. Participants 3. Environment 4. Programme 5. Resources
What is learning? 2. What is training? 4. What is teaching? 3.So just what is training?
1. What is facilitating?
Can you match the descriptions with the definitions?
A B C D Someone explaining how to assemble a rifle. E Someone giving prepared lessons to a group of univ students. F Someone helping a student to prepare for a test. Someone preparing a group of athletes to run a marathon. Someone encouraging workers to find ways to increase their employability. Someone preparing a class of O Level children for their GCSEs. Lecturer Tutor --------Trainer Teacher --------Instructor Facilitator ---------
A trainer's various hats
Can you think of one or two situations when you may perform some other ‘roles’: • Motivator and inspirer • Mediator or referee • Mentor or coach • Quality controller • Chairperson • Presenter • Counsellor
and thought about how these can inform our training • have looked at various learning theories • have seen the importance of establishing need in the mind of the learner • have developed an understanding on how to identify training needs of your teams • have looked at some caricatures of typical participants • have discussed the pros and cons of learning in groups
By the end of this session. you will: • have considered what makes a good learner • have considered what contributes to a good and a poor learning experience • have identified different learning styles and sensory learning preferences.
Complete the questionnaire to determine your own attitude to learning.The Active Learner. the Reluctant Learner and the Passive Learner
Your attitude to learning: • People have different attitudes to learning.
• A good learning experience
• A poor learning experience
What contributes to a poor learning experience?
• Can you list some factors?
by listening. Consider all likely ways… • The emphasis here is on ‘quantity’…
.How people learn?
• Can you list the different ways people learn – for example.
What makes a good learner?
• Can you rank the strips into ‘top ten’ good learning habits?
I spend all my evenings at home brushing up on my IT skills. • Ather: I fell in the canal when I was walking home from school one day. I started to study English again. These learners illustrate the point that motivation is a crucial factor in successful learning.
.Establishing need in the mind of the learner
• Shaheen: I studied English for six years in school. By the time I left school I still couldn’t speak it. A few years later. when I followed my husband who had been sent to work in Karachi. I learned to swim in ten seconds. Within a few months I was becoming quite fluent. • Sami: Since I started this job I don’t have time to go to the movies.
This will give you a gap in their current skills. Identify the changes that are occurring in your market or industry or in your organisation. 2.
. Look at your team’s current and the required performance in future.How to do you identify the training needs of your teams?
Four possible ways: 1.
You can bet that particular organisations and teams at certain times need certain skills. 4.How to do you identify the training needs of your teams?
3. Finally. Another way could be involving your people. prioritise these
. another possibility: informed guesswork. Now. Ask them what areas they might like to have training in? This will give you a skill audit.
Bloom’s hierarchy of learning 4. Kolb’s learning cycle 3. Context-specific learning 5. Classical learning theory (PavlovSkinner et al) 2. Stages of learning 6.Let’s learn something about learning
1. Sensory learning preferences
. Multiple Intelligences (Gardner) 7.
Task: 2-minute presentation
1. How can we use learning from this theory in our next training back at our workplace? (through a visually appealing chart?)
. What does your chosen theory say about learning? 2.
facilities and other things.The ‘hard cases’
The Silent one. maybe a non-English speaker. a non-technical person on a technical course. Two or more participants clash over personalities. abilities. etc.
1. A participant doesn’t appear to want to contribute. A participant often complains about the tasks. The Griper. The Latecomer. The Know-all. A participant is hard to understand. dominating the session. A participant wants to display his/her knowledge. Difficult-to-understand. The Clash. Why they do what they do? 2. A participant consistently arrives late. facts. What to do with them?
. returns late after breaks.
If you regroup participants. would you ask the participants to regroup several times? 2.Handling groups
1. do you do it randomly or carefully choose the personnel of each group? 3. During a two-day workshop. There is pressure to conform in groups (groupthink). How can you counteract this pressure? 4. How can you deal with conflict within groups?
you will: • have discussed the importance of objectives and purpose • have shared different learning activities and techniques • have practised giving demonstrations • have considered ways of reviewing what is being learned • have discussed ways of getting information across • have practised some techniques and activities • have drawn up a list of dos and don’ts for trainers
By the end of this session.
There are several reasons why this is so: • they will be more motivated • they will be able to relate the activity more closely to their lives • they will be more focused
.‘Why are we doing this?’
• Learners will usually find an activity more rewarding if they know why they are doing it.
made more interesting or fun for the participants? How could the task be made more workplace-related. 4.Activities in the training room
1. 5. 7. 8. participants will be able to…) What might be the ultimate purpose (Why are they doing this?) How should the task be managed? In groups or individually? Should it be learner focused (ideas coming primarily from the learners themselves). 6. so that the participants see it as relevant to them?
. 3. 2. What is the objective? (After this task. or trainer focused? How could feedback be given? How will the participants know whether they have done well or not? How long would the task take? How could the task be ‘spiced up’.
4. Courtesy towards customers Trust among team members Efficiency in processes Leadership readiness
. 2. 3.Designing a short session
Design a short session on one of these topics by considering 8 questions: 1.
Training methods… 1
Method Lectures/ presentations Written exercises Group discussions Pros • • • • • • • • • • • allows the trainer to convey information quickly to a large group persuasive allows for individualised learning adjustable to different levels involves everyone can explore new ideas flexible realistic and work-related great for problem-solving provides environment for practice allows for testing ideas Cons
Case studies Role plays
Training methods… 2
Method Games and simulations Questionnaires Project work with presentation Videotaped simulations with playback Brainstorming Pros •high level of involvement and interest •memorable and fun •self-awareness •allows time for reflection •useful for knowledge and skills practice •effective for recall of knowledge •useful for self assessment •provides medium for peer feedback •energisers and fun •great for stimulating ideas Cons
Training methods… 3
Method Movies (feature films) Training videos Pros •Visual appeal •Lasting memory •Entertaining •Specially produced with clear key messages •Can reuse for all •Fun •Help with creativity •Help in bonding/teambuilding •Real-life •Credible •Lasting impact Cons
Outdoor physical activity Storytelling
What we retain…
A good demonstration should serve these purposes: • to show visually (and simply) how things work • to show cause and effect • to explain a sequence of events needed to use the equipment • to allay doubts or worries about using the equipment • to encourage the learner to use the equipment • to discover the learner’s needs • to show the capabilities of the equipment
A demonstration is useful when showing a group or a person how to use new technology.
Use: • clear voice • simple steps • check understanding • call to action
the ‘refreshers’ will involve physical movement or animated communication. which help to keep everyone awake.
.Energisers and refreshers
• Most training courses include short lively activities that refresh the participants. • Often.
which touches the listener on a very personal level. An abstract concept can be made more memorable by a real-life example.
.Anecdotes. or stories we have heard. or stories
• When we communicate on a ‘human’ level we like to talk about things that happened to us. a brief anecdote.
‘Does it make sense?’
A person’s sensory learning preference determines how he/she will best receive information. and take part in discussions. bodies or movement. repeat things in their head. Kinaesthetic: These learners like to get information through their hands. They like to touch. They like to listen to the trainer. move things around and write things down. read books. Auditory: These learners like to get information through their ears.
. look at pictures and diagrams and take notes. • Visual: These learners like to take in information through the eyes. They like to see things written down.
• Mini Quiz
Do’s and don’ts of delivery
• Divide the strips into dos and don’ts.
By the end of this session. you will: • have looked at some different types of trainer • have learned some tips for giving positive and negative feedback to learners • have discussed how to pick up on signs from the class • have looked at the principles of presenting • have considered how to evaluate your own courses
to perform before the audience. A great entertainer. Often jokes and tells stories. Perhaps mixes socially with them.
.What type of trainer are you?
• The ‘guru’ An expert. Likes to push the participants hard and exert strong control over the group. preferring the participants to do all the work. • The quiet one Tends to keep a low profile. Has a deep knowledge of her subject and loves to share it. Likes to stand back and let them get on with it. • ‘Showman’ A would-be actor. • ‘One of the boys’ (‘one of the girls’) Communicates on a very friendly level with the participants. Loves to be ‘on stage’. • Disciplinarian Strict.
Good & bad points of trainer
Type of trainer The guru The showman One of the boys The quiet one The disciplinarian Good points Bad points
• Learners get feedback both from the trainer and from their peers. This feedback can take many forms.
then think of positive ones to ease the pain.
. Feedback on things it is possible to change • Don’t expect people to be superhuman. ask people how they might improve.Feedback skills
Balanced Feedback • Try to make positive comments. an appreciative nod or applause can act as positive feedback. Non-verbal feedback • Remember that feedback doesn’t have to be verbal. People have certain personal characteristics that are hard to change. If you have to make negative ones. Other gestures or facial expressions can give important feedback. Ask questions • Rather than tell. A smile.
Giving negative feedback
• Any phrases that do this effectively. without much pain?
Picking up on signs from learners
• How can we deal with this? • A Signs of inattentiveness • B Signs of confusion or noncomprehension
observers The situation after the course: via a follow-up inquiry seeking to measure improved performance or behaviour in the work situation. learners. updating? The whole course: self.
. Self: via self-analysis. observers Individual parts of the course: self. revising. How effective has the transfer of learning been to the real world? The stage ceases only when the course is no longer relevant. evaluation forms and feedback from colleagues in the training team. Could you have done better? Are there areas for improvement? The course materials: do they need replacing. 5.
2. 4.Evaluating your training
1. 3. learners.
you will: • have designed your ideal training room • have discussed training room dynamics • have considered creating a safe learning environment • have discussed the pros and cons of various training room resources and tips for using them
.Environment and Resources
By the end of this session.
lighting. shape.My dream training room
• • • • • • • Room – size. chairs Music Walls Refreshments Anything else? Heating or cooling?
. etc Windows Tables.
How do you create a safe learning environment?
• Can you suggest some specific steps?
Videotaping with playback
Reflect/deflect challenges 10. Divide it into 3 4. Perform .Ten Training Tips video
1. Take a flip tip 5.don't act 9. Start with a bang! 3. AMPlify your message 8. Tell me Why 2.Finish with a bang!
. FLICK your transparencies 6. Use sound ideas 7.
Good things about being a trainer
• Can you think of five reasons training is a great job?
Your Personal Action Plan
And now… Evaluations. and goodbye