Train the Trainer Workshop

Introduction

The Objective of Training

A train-the-trainer model will be used to assist participants to develop and/or expand their skills to conduct effective trainings 

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Training Outline Adult Learning Techniques Kolb’s Cycle Personality Types – Carl Jung Participants Planning and Facilitation Questions Practice Session .

Four Phases of Learning .

direct. Largely cognitive in nature 2. easily evaluated 4. Deals on three levels Head .Facts What do you know? Conveyed by facts Heart . Still valuable but not enough to ensure success 1..Change of Behavior How do you act? Conveyed through involvement . “What are the dates and steps to success? 7. 5. Simple. “Do they know the facts?” 6..Focused on changed behavior 2. Quickest solution to a problem.Emotions What do you feel? Conveyed by stories Hand .Teaching Vs Training 1. Focused on transference of information 3.

Adult Learner .

Pedagogy    Learn best from a teacher Motivated to learn if the teacher says the information is important Knowledge Transfer .

Andragogy    Learn from Experience Learn from Peers Motivated to learn when learning satisfies an individual need or solves an immediate problem .

. Encourage participants to be resources to the trainers and to one another. Allow debate and challenge of ideas. Emphasize how the learning can be applied. Treat participants like adults. Relate the materials to the past experiences of the participant. Listen to and respect the opinions of participants. Relate the learning to the goals of the participant.8 Principles for Conducting Sessions for Adult Participants Focus on “real world” problems.

How to Teach Adults “Tell me. and I may remember.” . Show me. and I will forget. Involve me. and I will understand.David Kolb .

2. Then. 3. 2.Activity 2.1: Applying Adult Learning Principles to Past Experiences Ineffective Training Effective Training Think of a training session you attended in the past that was ineffective for you as an adult learner. Use the right column below to list the number of the principle that you think was being followed. 3. Jot down the ineffective elements in the left column below. Jot down the effective elements in the left column below. try to associate the effective elements you identified with the 8 adult learning principles just discussed. 2. Then. 1. . Ineffective Elements Principles Ignored Effective Elements Principles Followed 1. 3. Use the right column below to list the number of the principle that you think was being ignored. 2. 3. try to associate the ineffective elements you identified with the 8 adult learning principles just discussed. 1. Think of a training session you attended in the past that was effective for you as an adult learner. 1.

2. Use the space below to describe your goals. . please continue to add to your lists throughout this train-thetrainer workshop. since others may be areas that you can identify as a result of this session. or to solicit feedback in terms of needed training knowledge and skills.Training-Related Strengths & Resources and Personal Training Goals Training-Related Strengths & Resources Spend a few minutes self-assessing the training-related strengths and resources that you already have. 3. target your personal training goals. to refine. Some of these may be based on strengths and resources that you would like to build upon. However. and to expand. Strengths 1. As needed. Some of these may be areas that you have thought about before. 2. Personal Training Goals Based on the strengths and resources listed above. 1. 1. to explore. please continue to add to your list throughout this train-the-trainer workshop. 3. 3. Resources 2. while others may be based on areas that you need to develop. List your information in the appropriate columns below.

Training Competency Categories Training can’t change physical attributes What does training change?  Knowledge  Skills  Attitudes  .

Personality Differences  Sensors  Intuitors  Feelers  Thinkers  .

Personality & Thinking Style  Sensors      Prefer a “hands-on” learning environment Enjoy competitive activities Want to move quickly Want immediate results  Practical     Tend to be Sensors Don’t want to get bogged down with information Want to learn the content without wasting time Will want relevant information  .

Personality Differences  Intuitors  Prefer a “free-thinking” environment  Enjoy experimentation  Do not want to be confined by rules or paradigms Creative  Intuitors  Will ask “What if…?” questions to create new concepts. they will immediately try to identify an alternative  Like to play  Thrive on change   .  If told there is only one way to do something.

concerned with how they feel about the new information Relate new information to past experience Often ask “Why?” as they try to associate new information with existing knowledge  .Personality Differences  Feelers Concerned about people Sensitive to their feelings and other’s feelings Prefer an environment where everyone is comfortable and enjoying themselves  Reflective  Often Feelers.

Personality Differences  Thinkers  Need to analyze  Want pros and cons  Will judge the validity of what they are being taught  Want to be able to challenge what the trainer is teaching  Want to test what they are learning  Conceptual  Most often Thinkers. tend to be analytical  Will frequently ask “What if…?” questions to understand the nuances and variables  Will want to understand the whole concept before they can accept parts of the concept   .

    Learning theory Training styles and methods Presentation and delivery Evaluation  .

Training Methods Training Methods .

Individual Differences   Personality Differences Thinking Styles  .

Training Methods          Interactive lecture Group discussion Experiential learning Readings Simulation and role play Games Panels Demonstration Case Study  .

Team Personality? .

 .Learning Styles   Each person has a preferred learning style. The preferred style is determined by experience.

Appealing to the Learning Styles .

The Five Senses and Retention People remember as much as:      10% 20% 50% 70% 90%  of of of of of what what what what what they they they they they see hear hear and see say say and do  Find an innovative method to remember this .

Realistic Simulations . “Kick-start” their minds with a riddle or brain     Law of Effect Law of Primacy .Replace Old Truths Law of Exercise Law of Intensity .Laws of Learning  Law of Readiness teaser.

Training Styles & Types Styles  Didactic  Participatory Types  Listeners  Directors  Interpreters  Coaches  .

Conduct feedback exercises. Introduce the session Present the content by topic. State the session title. State the session objectives.Seven Step Delivery Model Step Step Step Step Step Step Step 1: 2: 3: 4: 5: 6: 7: Gain attention.  . Summarize.

Principles of Communication Sender Message Receiver Communication Model 1 – 25 & Narration .

Listening   Hearing Listening  Active Listening  Empathic Listening .

Activities that hinder learning .

Linking – Trainer & Trainee     Watch Listen Solicit feedback Encourage participation  .

 “Las Vegas Rule”   Teaching methods and style. informal training environment. Relaxed. problem-solving activities Teach each other.  Equalize the participants.  . Participation. “have to know” vs “nice to know”.Tips for Dynamic Training      Simple to complex pattern Realistic.

Kirkpatrick’s Four Levels of Evaluation Level Level Level Level 1: 2: 3: 4: Evaluate Evaluate Evaluate Evaluate Reactions Learning Transfer Results  Results Transfer Learning Reactions .

Feedback
  Giving feedback Types of feedback

Train-the-Trainer
Conducting Classroom Training

Preparation Process
1. 2. 3. 4. 5. 6. Prepare the content & modules Consult with experts. Research. Experiment. Review Practice, practice, practice. 

Mirroring Verbal Run Desert Run Dry Run  . 2. 4.” Four-step process: 1.Four methods of Practice   “Perfect practice makes perfect. 3.

The Facility .

Classroom Configuration A B C D .

Creating a Comfortable Learning Environment  Empower the participants  Minimize anxiety  Minimize Trainer anxiety  Minimize Trainee anxiety .

Step 2: State the session title.  Provide motivation. Step 4: Introduce the session.  Preview the lesson. Step 3: State the objectives.Seven Step Delivery Model Setup Step 1: Gain attention.  .

Knowledge Training 1. 4. Help them. Present the training. Prove them. . 5. 3. 2. Task Training 1. Tell them 2. Assign reading and feedback. Let them. Show them. 3. 6.Seven Step Delivery Model Delivery Step 5: Present the content by topic. Document them. Summarize the topic.

Seven Step Delivery Model Follow-up Step 6: Conduct feedback exercises.  Oral exam  Written exam  Practical exercises Step 7: Summarize the session.  .

Tips for verbal communication .

Walk toward the participants as they respond Use a variety of visual aids. Facial Body language and gestures.Communication      Dress appropriately. .

Characteristics of Good Questions Good questions are:     Purposeful Limited to one idea Clear and concise In a language familiar to the trainees  .

Question Categories   Closed-ended Open-ended  .

Levels of Questions  Low-level (convergent thinking) (50%-90%)    Begin with what. and who Good early in the day Safe questions with clear right and wrong answers   What color did you use to paint this shape? What animals can you think of. when. where. that use color as camouflage?  High-level (divergent thinking)     Requires personal value judgment Promote divergent thought Begin with how and why Require at least a low-level understanding of the topic to answer   What ideas did you have when you painted these shapes? If the lion had a darker colored coat. what do you predict would have happened to the lion in the wild? .

Factors to Consider Consider these factors when formulating a question:     Trainee knowledge and experience Formality of the environment Participation level of the learners Purpose of the question  Gauge understanding  Promote thought  Draw from learner experience  .

Asking Questions Follow this format when asking questions. Call on someone to answer the question.  . 3. Ask an overhead question. Pause to give participants a moment to formulate their answers. 1. 2.

can his team attend the next program? Pumping Oversize  . What do you think. I told him I would check with you.Types of Bad Questions     Leading  You were at the bar last night. weren’t you? Catch / trick    If John’s peacock laid an egg in James’ garden. he told me that the deal flow had increased. so I asked him about the people he had nominated. he asked me if he could send them for the next batch. who does the egg belong to? Husband & Wife Yesterday I spoke to the Manager about the program.

Handling Trainee Responses       Wait at least nine seconds for an answer. there is a gap in learning  . Give credit for responding. Praise when you get a correct response. ask trainee to elaborate. Reword the question if necessary. If no one can answer the question. If response is not quite right.

Responding to Participants’ Questions    Restate the question to ensure you understand.  Designate a “parking lot”  . Ask if your response answered the question If you are unsure of the answer  Redirect the question to them (relay).  Ask the person who asked to research an answer.  Say you don’t know and offer to research it.

Managing Participants Three types of people in a class:  Learners  Vacationers  Prisoners  .

Difficult Participants        Dominator Debater Rambler Side-conversationalist Storyteller Clam Pessimist  .

Dominator      Break in Round robin Avoid eye contact Direct questions Private confrontation  .

Debater    Cite the sources Acknowledge the merit Ask the class  .

Rambler    Break in Emphasize the schedule Record  .

Side Conversationalist       The silent drift Bogus concern Share with the class Whole group message Direct question Private confrontation  .

Storyteller    Dismiss it Seek clarification Redirect  .

Clam    Encourage Direct question Special assignment  .

Ask the Pessimist to offer alternatives Call timeout Answer the question and move on.  .Pessimist        Empathize Address the issues Maintain self control Ask the class to share their opinions.

not the person. Focus on behavior.  . not aggressive.Dealing with Difficult Participants      Never put down the participant. Deal with the problem early. Stay positive. Be assertive.

Train-the-Trainer Developing Training Material .

Visual Appeal      Format Font Color Graphics Layout  .

Program Plan Program plan …          The training events in sequential order Who will conduct the training The target audience Where the training will occur When the course should be held The type of training How the training will be delivered What will be taught Why the training should be conducted .

Instructor Guide An instructor guide includes:           The program plan Course description Overview of the training methods Time required to deliver the training Trainee level and course prerequisites Training objectives Evaluation methods Special facilities and equipment Instructions for class activities Optional materials used to clarify or manage the pace .

I’m sure your please too no. Its letter perfect in it’s weigh. My checker tolled me sew. It came with my PC. I’ve run this poem threw it.Chek Yer Spellin Spellbound I have a spelling checker. (Reader’s Digest) . It plainly marks four my revue Mistakes I cannot sea.

”      .” “Cheese should be said.The Passive Voice Should Be Avoided Professional writers write about 75% of their sentences in the active voice. my day could be made.”  “Go ahead.” “A box of chocolates is what life is like.  Others write about 25% in the active voice Examples  “My heart was left in San Francisco.” “Nothing should be feared by us but fear itself.

everyday language. not impress. Use simple.  . You want to communicate.Vernacular Extravagance    Drop the big words.

________ of a flower. What synonyms for the word “smell” would be most effective in the following examples?      The The The The The ______ of rotting flesh. _____ of roast beef. . _____ of her perfume.Use the Right Words Use synonyms that most effectively convey your message. ____ of gas.

scent of her perfume.Use the Right Words      The The The The The stench of rotting flesh. aroma of roast beef. . fragrance of a flower. odor of gas.

Congratulations! Final Discussion Plan of Action & Review! .

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