AGENDA

• Purpose of Training
• Qualities of a Good trainer
• Needs Assessment and Objectives
• Designing & Developing Training
• Delivery
 WHY OFFER TRAINING

• Your training goals should support the

goals of your organization’s
• overall purpose(s)
• long range visions
PURPOSE OF TRAINING IS
TO PRODUCE CHANGE IN…
• Skills
• how to
• steps
• Knowledge
• critical thinking
• decision making
• Attitudes
• ethics/values
• behavior
 SKILLS REQUIRED TO BE A
TRAINER
• Subject matter expertise
• Design
• instructional design
• apply learning principles
• Material production
• graphics, layout, media creation
• computer experience
• Presentation
• voice, personality, technical expertise
PERSONAL QUALITIES TO LOOK
FOR IN A TRAINER

• Self-confidence • Ability to listen

• Awareness of • Sense of humor
environment • Communication &
• Ability to build theatrical skills
bridges—relate old • Flexibility
to new
• Patience
• Organizational skills
• Cool head & warm
• Desire to learn
heart
TRAINING OR TEACHING?

• Facilitator or Expert
• Real-Life or Theoretical
• Active or Passive
• You do it or Watch Me
• What would or Here’s how to use it. You do?
 TRAINING PROCESS: ADDIE
• Analysis
• formal/informal needs assessment
• determine goals & objectives
• Design
• determine the content
• determine delivery method
• Development
• create the materials
• Implement
• deliver the content
• Evaluation
• results based on objectives
 WHY DO A TRAINER NEEDS
ASSESSMENT?

1. Find the gap in SKA:

• SKA = Skills, Knowledge & Attitude
• Gap = what they know minus what they
need to know
2. Determine if training is the answer
3. Determine objectives of training
• What should they do better to improve
job performance or service to the public?
 ASSESSMENT METHODS
• Informal
• observation
• pre-class surveys
• group discussions
• Formal
• interviews
• task analysis
• focus groups
• surveys
NEEDS ASSESSMENT TIPS
• Interview key people:
• admin and staff
• use consistent questions
• be careful not to bias input

• Choose a subgroup if unable to survey all

• choose the middle of the pack,
not the best, not the worst

• Do mini needs assessment before each

training
 OBJECTIVES (SMART)

• Specific
• state desired results in detail
• Measurable ( or observable)
• use verbs that describe what trainees will learn
• Action
• describe an action that the trainee will perform
• Realistic
• achievable
• Time frame
• how long will it take the trainees to learn the
skill?
 EVALUATIONS

• Evaluate based on objectives

• Did the participants:

• learn what you had planned?
• implement what they learned?
• improve their job performance or
service to the public?
 “Cone of Experience”
People generally remember:
10% of what
they read
Read
20% of what Verbal
they hear Hear Words

30% of what
they see Watch still picture

50% of what they

Watch moving picture Visual
hear
and see Watch demonstration

70% of what
they
Do a site visit Kinesthetic
say or write Do a dramatic presentation
(Experiential)
Simulate a real experience
90% of what
they say as Do the real thing
they do a
thing
pted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
 CONSIDERATIONS FOR
TEACHING ADULTS
• Are they READY
• sufficient skills
• see a need to learn
• How will it effect their daily job life
• personal benefits
• Practical practice
• hands-on exercises, real-life scenarios
• Knowledge sharing/Participation
• ask questions
• encourage discussion
• Relate training to something they
know
DESIGN STARTS FROM YOUR
OBJECTIVES
• Brainstorm the topic
• Eliminate what isn’t necessary to match
your needs assessment and objectives
• what they already know
• more than they need to know now ;)
• Consider limitations due to
• facilities
• length of training
• delivery method
• how quickly the training needs to happen
 OPTIONS FOR SEQUENCING
MATERIALS
• Storyboard
• Outline
• Power Point
• Index cards
• Sticky notes
 ORGANIZING THE
PRESENTATION
• Set the stage
• introductions (you & them)
• agenda, breaks, bathrooms
• get “buy-in” by telling them what and why
• Content
• logically organize the main points (in chunks)
• add sub-points to each chunk
• include Visual Aids, Exercises, Handouts
• End
• summary
• questions
• other learning opportunities
 CHUNKING

• Long laundry list

• Put in order
• Chunk in to 3 to 5 main parts
• Main point
• subpoint
• subpoint
 HOW MUCH DETAIL IS NEEDED?

• It depends!
• Does the audience need to:
• have an idea of how to do it?
• be able to do it?
• be able to think about it
independently?
• come up with creative solutions?
 METHODS OF DELIVERING
TRAINING
• Instructor-led
• One-on-one
• Group
• Lecture
• Hands-on
• Self-paced
• Distance-Ed
• Web tutorial
• CD-ROM
 IT’S OK TO HAVE FUN!

• Humor
• Games
• training tool
• Icebreakers
• introductions
• questions
• Music
 REHEARSING & REVISING
• Two purposes of rehearsing
• logical order & transitions
• timing

• Revise
• learn from the rehearsal
• make modifications in:
• chunks & logical order
• transition statements
• timing
• opportunities for interaction
 DELIVERY TIPS
• Make no assumptions
• jargon
• ask don’t tell
• Ask questions you really want an answer to
• count to 7
• Vocal variety
• Non-verbals affect communication
• tone
• appearance appropriate for audience
DELIVERY TIPS
 MANAGING FEAR
• Be prepared
• know your presentation
• rehearse
• Calm yourself
• isometrics
• deep breathing
• Turn your nervousness into energy

You don’t have to know

everything. Adults like to share
what they know
 IT'S NOT
WHAT IS POURED INTO A
STUDENT, BUT
WHAT IS PLANTED

LINDA CONWAY
 “IT’S ALWAYS HELPFUL TO
LEARN FROM YOUR MISTAKES
BECAUSE THEN YOUR
MISTAKES ARE WORTHWHILE”
GARRY MARSHALL