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Train the Trainer Introduction

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Designed to introduce Holland America's Environmental Officers to onboard ship training techniques.

Designed to introduce Holland America's Environmental Officers to onboard ship training techniques.

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Train the Trainer Introduction Train the Trainer Introduction Presentation Transcript

  • Train the Trainer - An Introduction Presented by: Jill F. Russell
  • Role of the Onboard Trainer
    • Lesson Preparation
    • Lesson Delivery
    • Evaluation of Trainees & Training Program
  • Ineffective Instructor Qualities INEFFECTIVE INSTRUCTOR BLUFFS WHEN UNSURE NOT ABLE TO STICK TO THE SUBJECT MATTER BULLIES POOR LEARNERS POORLY TIMED OR INAPPROPRIATE COMEDY SELF ABSORBED
  • Effective Instructor Qualities EFFECTIVE INSTRUCTOR WELL INTEGRATED PERSONALITY ABILITY TO COMMUNICATE IDEAS KNOWLEDGE OF SUBJECT MATTER UNDERSTANDING OF HOW PEOPLE LEARN CREATIVE IMAGINATION
  • This isn’t grade school… Motivated by positives Motivated by negatives Resistant to Change Accept Change Trainees Want to Contribute Students Don’t Want to Contribute Experienced Trainees Inexperienced Students Task Oriented Knowledge Oriented Adults Children
  • Bloom’s Taxonomy COGNITIVE PSYCHOMOTOR AFFECTIVE Attitude Skills Knowledge
  • How Do You Learn?
    • Visual
      • Student guides and ppt
      • Videos
    • Auditory
      • Lectures
      • Small group discussions
    • Hands On
      • Active sessions
  • Value of Training Aids 65% 85% Telling and Showing 20% 72% Showing alone 10% 70% Telling alone After 3 Days After 3 Hours Method of Communication Amount of Recall
  • Make Learning Easy
    • Provide WIIFM
    • Start at Level of Student Understanding
    • Emphasize & Support Teaching Points
    • Create & Maintain Student Interest
    • Provide a Sense of Success
    • Provide Meaningful Participation
    • Reinforce Learning
  • Effective Instructor Qualities EFFECTIVE INSTRUCTOR WELL INTEGRATED PERSONALITY ABILITY TO COMMUNICATE IDEAS KNOWLEDGE OF SUBJECT MATTER UNDERSTANDING OF HOW PEOPLE LEARN CREATIVE IMAGINATION
  • Effective Instructor Qualities EFFECTIVE INSTRUCTOR WELL INTEGRATED PERSONALITY ABILITY TO COMMUNICATE IDEAS KNOWLEDGE OF SUBJECT MATTER UNDERSTANDING OF HOW PEOPLE LEARN CREATIVE IMAGINATION
  • Managing Problems
    • Logistics
      • Space, people
      • Double check all prior to training
      • Be flexible
    • Equipment
      • Double Check
      • Have a Plan B
      • Be positive
  • Managing Problems
    • You
      • What was I saying?
      • Where were we?
      • I don’t feel well.
    • Them
      • Dominators
      • Deserters
      • Comedians
  • Effective Instructor Qualities EFFECTIVE INSTRUCTOR WELL INTEGRATED PERSONALITY ABILITY TO COMMUNICATE IDEAS KNOWLEDGE OF SUBJECT MATTER UNDERSTANDING OF HOW PEOPLE LEARN CREATIVE IMAGINATION
  • Effective Instructor Qualities EFFECTIVE INSTRUCTOR WELL INTEGRATED PERSONALITY ABILITY TO COMMUNICATE IDEAS KNOWLEDGE OF SUBJECT MATTER UNDERSTANDING OF HOW PEOPLE LEARN CREATIVE IMAGINATION
  • Communicating Ideas MESSAGE SENDER RECEIVER FEEDBACK
  • Presentation Skills - Sound
    • Projection
      • Vary as appropriate
    • Pitch
      • Avoid dull & flat
      • Kansas vs. Himalayas
    • Pace
      • Vary as appropriate
      • $50,000
  • Presentation Skills - Sound
    • Pauses
      • Add emphasis
      • Feedback
      • Time to think
    • Pronunciation
      • Articulation
    • Fillers
      • Um, ah, ok, like
      • How many so far?
  • Presentation Skills - Sight
    • Body Stance
      • Convey confidence
      • Move around
      • When to sit
    • Gestures
      • Keep natural
    • Eye Contact
      • Watch for social norms
      • Look at entire group
  • Nervousness
    • Pacing
    • Swaying
    • Fidgeting
    • Clearing throat
    • Saying, “I’m nervous”
  • Communicating with Questions
    • You should ask questions
      • Stimulate interaction & discussion
      • Assess the trainees
      • Emphasize & reinforce significant points
      • Encourage trainees to evaluate knowledge gaps
      • Encourage trainees to think
  • Communicating with Questions
    • When you ask questions
      • Plan some in advance
      • Early on, ask one that will get involvement by most participants
      • Keep questions short and clear
      • Ensure relevant to presentation
      • Ask open ended questions
      • Use pauses to create tension
      • Be prepared to rephrase
  • Communicating with Questions
    • Encourage trainees to ask questions
      • State at beginning of presentation that questions are welcome
      • Stop at natural points and ask for questions
      • Look for puzzled looks and ask if there is a question
      • If two trainees are talking, ask if there is something that needs to be clarified
      • Expect questions at the break from shy trainees
  • Active Learning
    • Lecturing alone is ineffective
    • Build interest
    • Maximize understanding & retention
    • Involve trainees
    • Reinforce learning
  • Post Training
    • Follow up with trainees
      • Ask if trainees can apply what they learned to job
      • Ask for suggestions to improve next training session
    • Follow up with managers
      • What was “word on the street” about session
      • What do they recommend for next session
  • Impromptu Presentation
  • How Did You Do?
    • WIIFM
    • Organization of Content
    • Did you ask questions?
    • Did you allow trainees to ask questions?
    • Presentation skills
      • Voice
      • Body