Trainer Type Inventory (TTI) Mardy Wheeler and Jeanie Marshall Instructions: There are twelve sets of four

words or phrases listed below. Rank order the words or phrases in each set by assigning 4 to the word that most closely applies to your training style, 3 to the word or phrase that next best applies to your training style, a 2 to the one that next applies to your training style, and a 1 to the word or phrase that is least descriptive of your training style. Be sure to assign a different ranking number to each of the four choices in each set. Be assured that there are no right or wrong answers; the purpose of the inventory is to describe the style in which you train most often, not how effectively you train. Chemistry 1. a. _____ Subgroups / b. _____ Lectures c. _____ Readings d. _____ Lecture-discussions 2. a. _____ Showing b. _____ Perceiving c. _____ Helping d. _____ Hearing 3. a. _____ Symbols b. _____ Actions c. _____ People d. _____ Instructions 4. a. _____ Small-group discussion b. _____ Free expression c. _____ Little participation d. _____ Time to think 5. a. _____ Immediate personal feedback b. _____ Objective tests c. _____ Subjective tests d. _____ Personal evaluation 6. a. _____ Expert / b. _____ Scholar /

Inc. William Pfeiffer and Leonard D. _____ Interpreter 9. a. _____ It's ours c. a.c. CA. _____ Director d. a. _____ Telling how c. San Diego. a. _____ Processing b. _____ New ways of seeing things 8. July 2001.V. Goldstein. Reprinted with permission of John Wiley and Sons. B. _____ Publishing 11. _____ It's yours b. _____ Generalising c. _____ Coach b. University Associates. _____ Seeing who b. 1986. Editors. _____ It's theirs Reproduced from The 1986 Annual: Developing Human Resources. _____ It's mine d. a. Trainer Type Inventory Scoring Sheet (TTI) Transfer your rankings to the score table below compute your scores. _____ Leave them to do it c. _____ Doing d. _____ Practice Skills c. _____ Leave them to enjoy it d. _____ Listener c. _____ Lead them to understand it b. Copyright ©1986 by International authors. 1 L a ______ D b ______ I c ______ C d ______ . _____ Friend / 7. a. _____ Theory b. J. _____ Asking what 10. _____ Application to real life d. _____ Advisor / d. _____ Finding why d. _____ Get them to think about it 12.

etc. • Trains the 'Reflective Observer' most effectively. Goldstein. William Pfeiffer and Leonard D. way of presenting content. • Ensures that everyone is heard. • Gives directions. Inc. and relationship between the trainer and the trainees. music.) • Does not seem to worry about the training. • Feels comfortable with all types of expression (words. J. • Encourages learners to express personal needs freely. Trainer Type Inventory Interpretation Sheet Each of the four training styles identified by the TTI is characterised by a certain training approach. gestures. Director (D) • Creates a perceptual learning environment. July 2001. art.2 3 4 5 6 7 8 9 10 11 12 d c b a d c b a d c b ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ a d c b a d c b a d c ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ d ______ c ______ b ______ a ______ ______ Total: ______ (toplam) Reproduced from The 1986 Annual: Developing Human Resources. • Prefers that trainees talk more than the trainer. The following are the primary characteristics of the trainer for each of the four training types. • Trains the 'Concrete Experiencer' most effectively. • Shows empathy. hugs. Editors. 1986. • Takes charge. San Diego. • Is practical (goes with the flow) • Appears relaxed and unhurried. • Wants learners to be self-directed and autonomous. • Exposes own emotions and experiences. Copyright ©1986 by International authors.V. University Associates. CA. B. Reprinted with permission of John Wiley and Sons. • Stays in the here and now. Listener (L) • Creates an effective learning environment. • Reads non-verbal behaviour. . • Shows awareness of individual group members.

Interpreter (I) • Creates a symbolic learning environment. • Uses trainees as resources. • Shares ideas but not feelings. • Is clearly in charge. Coach (C) • Creates a behavioural learning environment • Trains the 'Active Experimenter' most effectively. • Allows learners to evaluate their own progress. • Uses case studies. • Involves trainees in activities. Develops contingency plans. Limits and controls participation. observes. • Encourages experimentation with practical application. • Wants trainees to have a thorough understanding of facts. • Provides information based on objective data. Appears self-confident. terminology. and problems based on real life. • Encourages generalisations. • Encourages active participation. Provides examples. • Encourages learners to memorise and master terms and rules. Tells participants what to do. • Integrates theories and events. is concerned with the flow of the training design). Is well organised. • Presents well-constructed interpretations. • Acknowledges others' interpretations as well as own. • Separates self from learners. discussions. lectures and readings. . Is the final judge of what is learned. Uses lectures. often overlooks emotions. Evaluates with objective criteria. • Encourages learners to think independently. projects. • Trains the 'Abstract Conceptualizer' most effectively. • Uses theory as a foundation.• • • • • • • • • • • • • Prepares notes and outlines. • Makes connections (ties past to present. Is conscientious (he/she sticks to the announced agenda). • Listens for thoughts. • Helps trainees to verbalise what they already know. • Draws on the strength of the group. Is conscious of time. Concentrates on a single item at a time. • Puts trainees in touch with one another. • Uses activities. • Acts as a facilitator to make the experience more comfortable and meaningful.

University Associates. 1986.V. Editors. Goldstein. July 2001. CA. . William Pfeiffer and Leonard D. San Diego. B. Copyright ©1986 by International authors. Inc. J. Reprinted with permission of John Wiley and Sons.Reproduced from The 1986 Annual: Developing Human Resources.