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  1. 1. TRAINING FOR DUMMIES By ELAINE BIECH Slides Prepared By Indranil Bhaduri Freelance Sales Trainer Contact for Content Writing Sales and Soft Skills Training BUYINDRANIL@GMAIL.COM
  2. 2. Big Question What is training ? Training is about CHANGE. It is about TRANSFORMATION. It is all about LEARNING Training is a PROCESS designed to assist an individual to learn new skills,knowledge, or attitudes.
  3. 3. Do you have what it takes to be a trainer?
  4. 4. Role of a Trainer Career coach Facilitator Chief learning officer Instructional designer Computer-based training Designer Instructor Corporate trainer Courseware designer Curriculum development Specialist Executive coach Organization development Specialist Technical trainer
  5. 5. What do Trainers Do? Two roles (DESIGN and DELIVERY ) Whether you design, deliver, or do a bit of both, you have two aspects to master: CONTENT PROCESS
  6. 6. Do You Have What It Takes to be A TRAINER? • Are you willing to work longer than an 8- hour day? • Are you also willing to stay later than your official “ending” time? • Can you stand on your feet all day? • Can you perform even when you feel lousy? • Are you prepared to constantly give of yourself without expecting to receive anything in return?
  7. 7. Do You Have What It Takes to be A TRAINER?Contd……. • Can you be the perfect role model all the time? • Can you cope with constant logistic problems? • Are you prepared to encourage your participants even when there is a lack of management commitment? • Can you deliver hard feedback?
  8. 8. Why Adults Learn • Think back to the past 60 days. What is ONE thing you learned?
  9. 9. Adult Learning Theory: Malcolm Knowles • Malcolm Knowles’ 6 assumptions • Adults have a need to know why they should learn something before investing time in a learning event • Adults enter any learning situation with an image of themselves as self directing, responsible grown-ups.
  10. 10. Contd… Adults come to a learning opportunity with a wealth of experience and a great deal to contribute. Adults have a strong readiness to learn those things that help them cope with daily life effectively.
  11. 11. Contd.. • Adults are willing to devote energy to learning those things that they believe help them perform a task or solve a problem. • Adults are more responsive to internal motivators such as increased self esteem than external motivators such as higher salaries.
  12. 12. Bloom’s Taxonomy KSA knowledge (cognitive), skills (psychomotor) attitude (affective) Trainers address three types of learning: knowledge (K), skills (S), and influencing attitude (A).
  13. 13. Who’s who? • Trainer Title given to adults who are the learning catalysts so other adults may learn new skills and knowledge.
  14. 14. Facilitators • Facilitators: Title given to adults who ensure learners’ participation; sometimes interchangeable with trainers but more often used when little knowledge or skill is dispensed
  15. 15. Presenter Title given to adults who deliver speeches at conferences or to larger groups
  16. 16. Instructor Title used for teachers in academia.
  17. 17. Teacher Title most often given those who are instructing children; pedagogical
  18. 18. How about those who are receiving the training? • Learners: A neutral term that can be used for anyone gaining information. • Participants: A general term used by trainers to refer to anyone in a learning or intervention session • Trainees: Synonymous with participants; most recently has been replaced by “learners” or “participants.” • Students: Used for young children; pedagogical.
  19. 19. The Training Cycle • Analysis • Design • Development • Implementation • Evaluation • acronym ADDIE
  20. 20. Training Jargon ADDIE/Andragogy /Assessment/Asynchronous Training/Learning/Audiovisuals/Blended learning/Bloom’s Taxonomy/CBT/Chunking Criterion-referenced instruction/Delivery method/Design/Development/Evaluation Hard skills/Icebreaker/ISD/Job aid/KSA/ Learning objective/Learning style/SME/ Soft skills/Task analysis
  21. 21. Training Design :Stages 1.Assess and analyze needs 2.Develop learning objectives
  22. 22. STEPS of conducting a needs assessment • ASK • Why? • How? • What? • who? • and when?
  23. 23. IMPORTANT 1.Identify a need or data to investigate a problem 2.Determine a plan for gathering data 3.Gather the data (talk to people, read books). 4.Analyze the data you collected 5.Make a decision (decide to go or not)
  24. 24. TIP • No matter how extensive and complete your assessment and analysis are, it is always a good idea to conduct a mini needs assessment at the beginning of each session.
  25. 25. Blooms Cognitive Domain Knowledge Comprehension Application Analysis Synthesis Evaluation
  26. 26. GOOD objective must be SMART • Specific • Measurable • Attainable, yet a stretch • Relevant • Time-bound
  27. 27. FORMULA • ABCDs • Audience (who) • Behavior (will do what) • Condition (by when or some other condition, such as with assistance) • Degree (how well, if not 100 percent of the time) • Template: • _______ will _______, by _______, ________.
  28. 28. How Do I Begin? STEP ! List all the learning objectives for the session.This is the basis for the content. STEP !! If you need to break the objectives down to smaller, more manageable units, do so now.
  29. 29. Step !!! • Arrange the learning objectives into a logical learning sequence. • • Chronological • • Procedural order • • Problem/solution • • Categories • • General to specific • • Simple to complex • • Less risky to more risky • • Known to unknown
  30. 30. Step !V • Determine content, ensuring that you have enough, but not too much. • What do your learners need to know? Need to do? • What specific knowledge and skills will help them achieve the learning objectives?
  31. 31. STEP V • Identify the BEST methodology • role play OR • Discussion OR • Practice
  32. 32. STEP VI • Develop or purchase the support material you need to go along with what will happen during the learning experience.
  33. 33. STEP VII • Conduct a pilot to determine what needs to be changed or improved to achieve success.
  34. 34. What else will your participants expect in your design? • Icebreaker: 15 minutes • Introductions: 20 minutes (1 minute per person) • Review agenda: 2 minutes • Mini needs assessment: 3 minutes • Introduce learning objectives: 10 minutes • Clarify their expectations: 10 minutes • Establish ground rules: 7 minutes • Housekeeping information: 1 minute
  35. 35. How do you know which type of activity to select? • Knowledge If you want people to gain knowledge about something, furnish them with information through these activities: • Articles • Literature • Diagrams • Audiotapes • Buzz group
  36. 36. Skills • If you want people to be able to do something and acquire a new skill, help them experiment by using these activities: • Case studies • Demonstrations • Role playing • Videos and practice • Exercises • Worksheets
  37. 37. ATTITUDE If you want people to change their values or priorities, assist them to inquire into and observe the old versus the new by using these: • Instruments • Role plays • Debates • Structured games • Exercises • Self-analysis
  38. 38. Training Design • Make or buy? That’s the question! • What should you know before you buy?
  39. 39. What should you know before you buy? • What’s the track record of the company? • What kind of support will you receive from the company? • Who is responsible for getting the work completed? • What’s the timeline for completing the project?
  40. 40. SOME MORE……… • What, exactly, are you purchasing? Participant materials? Trainer's guides? Media support? • What’s the quality of the materials? • Does the program include a trainer’s manual? • Do you know how much you’re paying? • How consistent are the objectives of the program with the needs of your organization?
  41. 41. FINALLY……… • Is the program rich in content? • How will your most critical participants view the program?
  42. 42. Showtime: Delivering a Dynamic Training Session
  43. 43. Facilitation and Presentation What’s the Difference? Are you a trainer or a facilitator?
  44. 44. Experiential learning activities (ELAs) • Step 1, Experiencing: Do something • Step 2,Publishing: Share observations • Step 3, Processing: Interpret dynamics or concepts
  45. 45. Experiential learning activities (ELAs) • Step 4, Generalizing: Connect to real life • Step 5, Applying: Plan effective change
  46. 46. REACTing • Relaxed and informal atmosphere • Encourage participation • Accept them where they are • Communication is open, friendly, and honest • Take control of their own learning
  47. 47. ShowTime • Opening with a bang!!!!!!!!!! • Creating a supportive learning environment!! • Getting to know your participants and their needs!! • Training and presenting like a pro!! • Encouraging questions!! • Using smooth transitions to move from one place to another!!! • Bringing closure to a training event!!!
  48. 48. What’s in a name: Five secrets to remembering names • Obtain a copy of the roster prior to your training session. Read it over and try to get a big-picture vision of how many people, men, women, and names. • Also look for names that may be difficult to pronounce so that you can take extra care to listen when they introduce themselves.
  49. 49. What’s in a name: Five secrets to remembering names • Work the introductions • Use name tents • Use small-group time • Play a game
  50. 50. Cheat……!!!!!!!!! • Finally, when all else fails, do what I do — cheat. Before the session starts I draw a sketch of the room and the table arrangement. As participants introduce themselves, I jot the person’s name at the corresponding place in the sketch. I can use that later as I practice everyone’s name. Participants feel good when you use their names. Work at remembering them.
  51. 51. What do they hear? The six Ps • Projection • Pitch • Pace • Pauses • Pronunciation • Phillers
  52. 52. What do they see? • Body stance is one of the first things participants notice • Gestures • Facial expression • Eye contact • Nervousness
  53. 53. NOTES: To USE or NOT to USE?…Answer IS YES………… • Use the trainer’s manual as your guide. • Use the participant manual/materials as your guide. • Develop your own notes.
  54. 54. Wrapping Up an Effective Training Session • Ensure that expectations were met • Summarize the accomplishments and gain commitment to action • Send them off with a final encouraging word — or two
  55. 55. Mastering Media and Other Visuals • Computer projection systems • Videos and DVDs • Overhead projectors • Flipcharts • Boards of all types (including electronic) • Props
  56. 56. Training with Style • Using Color to Evoke Emotions and Energize • Red says, “Pay attention!” • Evokes happiness, cheerfulness, and warmth. • Blue creates a feeling of reliability, trust, maturity, authority, peac e, and tranquility. Dark blue projects a masculine image, while light blue projects youth. Use blue early in a session to establish trust.
  57. 57. Contd… • Indicates productivity, growth, youth, and health • Stimulates energy, enthusiasm, and positive thinking • Projects assertiveness, boldness, passion, and power. • Usually indicates cleanliness, honesty, innocence, or goodness. • Creates feelings of independence and solidarity
  58. 58. Contd.. • Indicates strength, support, solidly earthy, and a lack of superiority. • Light pink indicates femininity and fun. • project elegance and an image of status. May also suggest riches.
  59. 59. AUDIENCE :Managing disruptive types • Movie Stars • Movie Stars like attention and want to be the center of the action. • Deserters • Comedians Comedians, the class clowns, may also be looking for attention through humorous remarks.
  60. 60. AUDIENCE • Blockers • Blockers are the naysayers in the group. They are the ones who are negative and don’t believe anything will work. • Attackers • Attackers toss out barbs directed toward the trainer, other participants, or the content.
  61. 61. Dominators Dominators take up much air time by talking, sometimes repeating themselves,and sometimes speaking slowly and in great detail.
  62. 62. A 15-second relaxer Try this relaxation technique. It takes only 15 seconds and works in almost any situation when you need to reduce anxiety.
  63. 63. A 15-second relaxer 1. Lower your head so that you’re looking straight down. 2. Squeeze your thumb and index fingertips together on both hands. 3. While squeezing your thumb and finger, inhale deeply while silently affirming, “I am calm and relaxed.”
  64. 64. A 15-second relaxer 4. Exhale slowly, relax your fingers, and tell yourself, “I am prepared and confident.” 5. Repeat four times as you visualize a successful training session. 6.Lift your head and smile to whoever is in your eyesight.
  65. 65. Evaluation It’s Not Over Yet!
  66. 66. Evaluation • Level I: Reaction • Level II: Learning • Level III: Behavior • Level IV: Results • Level V: Return on investment
  67. 67. ROI: What’s All the Hype? In recent years a fifth level has been added to Kirkpatrick’s Four Levels of Evaluation: return on investment (ROI). Trainers face a persistent trend to be more accountable and to prove their worth!!!!
  68. 68. What’s the ROI process? • 1. Collect post-program data. • 2. Isolate the effects of training. • 3. Convert data to a monetary value. • 4. Tabulate program costs. • 5. Calculate the ROI
  69. 69. TRAINER…….DO IT YOURSELF • Become a Lifelong Learner • Consider certification • Attend conferences • Join an association or a group • Create mentoring opportunities • Train with a partner • Read • Go the Extra Mile: Stay on Top • of Your Game!
  70. 70. Ten core skills of a master trainer • 1. Make and keep commitments. This means that a “yes” is a “yes” and a “no” is a “no.” • 2. Face each day with a positiveattitude. • 3. Persist until you succeed. • 4. Have a clear positive self-image. • 5. Multiply your value 100-fold. • 6. Treat this day as if it were your last.
  71. 71. Ten core skills of a master trainer • 7. Master your emotions • 8. Laugh at the world and yourself • 9. See a need, take action. • 10. Seek guidance Read Og Mandino’s book, The Greatest Salesman in the World. This book is less about selling and more about developing the personal skills needed to succeed in any job.
  72. 72. What’s to know about e-learning? • Computer-based training (CBT) • CD-ROM courses • Web-based training (WBT) • Performance Support System (PSS) • Electronic Performance Support System (EPSS) • Distance learning • Distributed learning • Webinars
  73. 73. Tips to Start Off on the Right Foot • Establish a Climate Conducive to Learning • Clarify Participants’ Expectations • Introduce the Content • Surprise! • Introduce Participants • Learn About the Group
  74. 74. Tips to Start Off on the Right Foot • Establish Ground Rules • Confront Any Issues • Establish Your Credibility and Style • Take a Break!
  75. 75. Ten Ways to Increase Participation • Begin to Encourage Participation Right from the Start • Cards for the Shy and Faint of Heart • Give Your Role Away • Participation; Repeat, Participation • On Your Feet! • Say a Lot without a Word
  76. 76. Ten Ways to Increase Participation • Remove the Tables • Attention-Getting Answers • The Quietest • Participation Right to the End
  77. 77. Ways to Save Time in the Training Room • Consider the Relationship of Time to Small Groups • One Activity, Two (or More) Objectives • Different Pace for Different Folks • Cut Out the Fat • Use Timekeepers
  78. 78. Ways to Form Small Groups • Count Off • Go to Your Corners • Personal Data • Secret Codes • Code the participants’ materials in various ways. Purchase stickers and place them on the training materials
  79. 79. Adding Humor to Training • I’m Lost! • Don’t Be Original! • All of your humor does not need to be original. In fact, it may be better if someone else has tested it for you.
  80. 80. 10 Icebreakers That Work • Bingo • Expectations • Hopes and Fears • Introduce Me, I Introduce You • Go to Your Corners • Little White Lie • Personal Coat of Arms
  81. 81. TRAINING FOR DUMMIES By ELAINE BIECH Slides Prepared By Indranil Bhaduri Freelance Sales Trainer Contact for Content Writing Sales and Soft Skills Training BUYINDRANIL@GMAIL.COM