READ ME          Thank you for your download.     The following are several chapters from your requested     sample. Pleas...
What You Will Receive    Each course title in the Velsoft suite of customizable courseware titles comes complete with addi...
 Velsoft Courseware offers training material as a customizable product and does so in a way that differentiates it in the ...
                                                                                           This page left intentionally bl...
E     PL  Train‐the‐Trainer  ‐ Inspire, Motivate, and Educate                                     A One Day Primer   M    ...
CopyrightCourseware Release Version 2.1© 1998-2009 by Velsoft International Inc.Notice of RightsNo part of this publicatio...
How to Use This BookThis book contains several modules, each with the following elements: Module Overview         This bul...
Table of ContentsModule 1: Essential Skills _____________________________________________________________________2   Being...
Visual Aids _______________________________________________________________________________33 Presentation Tips __________...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerAgenda 8:30-10:00              Module 1: Essential Sk...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerModule 1: Essential SkillsIn this Module, we will:   ...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primer    •    Your body posture affects your emotions and ...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerThink about a presentation (training or otherwise) th...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerHere are some options:    • Chronological order for s...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerWhich pattern would you use in each of the following ...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerSummaryIn this Module we learned that there are four ...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerModule 2: Understanding Adult LearningIn this Module,...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerFour Basic Steps in Learning (The Learning Cycle)Revi...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerDesign TipsIn designing activities, a trainer must co...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primerthe missing information into your lesson. This method...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerEstablishing a Learning ClimateWe have discussed some...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primerthe result of frustration, boredom, or personality ch...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primer Talker                  Disrupts by interjecting com...
Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerSummaryIn this Module, we focused on understanding th...
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Train the trainer: inspire,motivate,and educate

  1. 1. READ ME    Thank you for your download.  The following are several chapters from your requested  sample. Please keep in mind that while this sample is in PDF  the full version is in Word format and you have the complete  rights to make any changes you wish.     
  2. 2. What You Will Receive  Each course title in the Velsoft suite of customizable courseware titles comes complete with additional  teaching resources such as detailed Instructor Guide, Student Manual, Icebreakers & Classroom  Activities, Lesson Plans, Quick Reference Guides, pre‐made PowerPoint slides, and more.    Instructor Guide      Student Training    Manual   PowerPoint Slides    Course Outline      Pre‐Assignment      Quick Reference Guides  Icebreakers &   Classroom Activities   1  Instructor Guide  Customizable. Offers additional instructor information.  2  Student Training Manual  Customizable. Can be opened in Word and you can make any    change you like.  3  Course Outline  Customizable. Detailed course outlines help you stay on track.  4  Quick Reference Guides  Customizable. Similar to the laminated style quick reference  guides.  5  Icebreakers & Classroom  Customizable. Choose from a folder filled with activities to use in  Activities  the classroom.  6  Pre‐Assignment  Customizable. Evaluate your participants prior to the training and    gain valuable insight to their expectations, needs and current  understanding of the subject matter.  7  PowerPoint Slides  Customizable. We’ve even done your presentation slides for you.   
  3. 3.  Velsoft Courseware offers training material as a customizable product and does so in a way that differentiates it in the workplace learning and performance market. Velsoft sells ‘courseware’. The term courseware has been around for years but, because of the Internet, courseware as a product has become a growing, preferred method of purchasing instructor‐led training material. Courseware (short for course material in a software format) is considered software. In particular, it is software designed to eliminate prep time by providing proven, pre‐written courses in an electronic format. The electronic aspect offers several key advantages such as instant access and customizable flexibility so the trainer can ‘localize’ the content.  As an instructor, you simply open your course material in Microsoft Word (or any word processing program). You have the rights (for your location) to edit the content to suite you or your students’ needs. Instantly you have your course… we have saved you hundreds of hours, thousands of dollars and given you the confidence to walk into the classroom. All you do is simply print‐on‐demand as many course workbooks as you need – when you need them.  You Also Receive 1  Customizable  Rights are given on a per site location to edit the content to suit the  training needs or corporate environment. 2  Print‐on‐demand  Instructors only print what they need, when they need it. 3  Unlimited number of users  Rights are sold on a per location basis. Each location is permitted to    use the material with as many staff at the location as they like  (including future training). 4  Proven  Velsoft courses are used every day by thousands of trainers in    countries all over the world. Before release, each Velsoft course is  tested in the classroom and sent to beta testers.  5  No annual renewal fees  Organizations are not required to pay renewal fees. 6  Unlimited re‐printing rights  Ongoing use means organizations are not limited to the number of    times they can reprint the course material. 7  Instantly Available  Courses are instantly available as a download or can be shipped on  CD. 8  Easy to Use  All courses and materials are easily opened in Microsoft Word or    any word processing program. 9  Flexible  Instructors can easily remove sections, combine courses, ‘localize’    examples, add new content, etc.       
  4. 4.            This page left intentionally blank. 
  5. 5. E PL Train‐the‐Trainer  ‐ Inspire, Motivate, and Educate  A One Day Primer M Instructor GuideSA
  6. 6. CopyrightCourseware Release Version 2.1© 1998-2009 by Velsoft International Inc.Notice of RightsNo part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computerlanguage, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the prior writtenpermission of Velsoft International Inc. except under the terms of a courseware site license agreement.Trademark Notice PowerPoint, Windows, Word, Microsoft, etc. are trademarks of Microsoft, Inc. Throughout this courseware title, trademark names are used.Rather than just put a trademark symbol in each occurrence of a trademarked name, we state we are using the names only in an editorial fashionand to the benefit of the trademark owner with no intention of infringement of the trademark.Notice of Liability  EThe information in this courseware title is distributed on an ‘as is’ basis, without warranty. While every precaution has been taken in thepreparation of this course, neither the authors nor Velsoft International Inc. shall have any liability to any person or entity with respect to any lossor damage caused or alleged to be caused directly or indirectly by the instructions contained in this book or by the computer software andhardware products described in it.Disclaimer Terms and conditions  PLWe make a sincere effort to ensure the accuracy of the material described herein; however, Velsoft International Inc. makes no warranty,expressed or implied, with respect to the quality, correctness, reliability, accuracy, or freedom from error of this document or the products itdescribes. Data used in examples and sample data files are intended to be fictional. Any resemblance to real persons or companies is entirelycoincidental.Sample versions: If the version of courseware that you are viewing is marked as NOT FOR TRAINING, SAMPLE, or similar, then it is madeavailable for content and style review only and cannot be used in any part of a training course. Sample versions may be shared but cannot be re-sold to a third party. For licensed users: This document may only be used under the terms of the license agreement from Velsoft InternationalInc. Velsoft International Inc. reserves the right to alter the licensing conditions at any time, without prior notice. All derivative works must retainthis copyright to maintain licensing conditions. MSA
  7. 7. How to Use This BookThis book contains several modules, each with the following elements: Module Overview This bulleted list outlines the topics to be covered in the module. Topics Each module contains a number of topics. Each topic contains theory and/or an exercise. Module Summary This summary provides a brief overview of the information covered in the Module. Review questions are provided for the activity.You will note that some text appears in Times New Roman. This indicates information for reference purposes. ESome text appears in Arial Bold. This indicates that the student is supposed to perform thataction, answer that question, or complete that task.This book can be used in one of two ways. If you are an instructor, you can use this book as a guide for teaching. PLYou can also offer the book as a reference manual and/or a workbook for students. PowerPoint slides are alsoavailable to assist you. If you are a student, you can use this book as a self-study guide. We have included theanswers to the review questions in the Activity Files. MSA
  8. 8. Table of ContentsModule 1: Essential Skills _____________________________________________________________________2  Being Genuine _____________________________________________________________________________2  Communication Skills _______________________________________________________________________2  Presentation Skills __________________________________________________________________________3  Being Humble _____________________________________________________________________________6  Nurturing a Readiness to Learn________________________________________________________________6  Summary _________________________________________________________________________________7  E Break (15 minutes)__________________________________________________________________________7 Module 2: Understanding Adult Learning ________________________________________________________8  Principles of Adult Learning __________________________________________________________________8  PL Learning Methods __________________________________________________________________________9  Establishing a Learning Climate ______________________________________________________________12  Dealing with the Difficult____________________________________________________________________12  Summary ________________________________________________________________________________15  Lunch (60 minutes) ________________________________________________________________________15 Module 3: Developing a Training Session _______________________________________________________16  M Identifying Your Audience ___________________________________________________________________16  Performing a Needs Analysis_________________________________________________________________18  Writing Objectives _________________________________________________________________________19  Outlining the Program______________________________________________________________________21 SA Researching and Writing the Program _________________________________________________________22  Testing the Program _______________________________________________________________________23  Summary ________________________________________________________________________________24  Break (15 minutes)_________________________________________________________________________24 Module 4: Adding Fun and Games _____________________________________________________________25  Types of Activities _________________________________________________________________________25  Getting Buy-In ____________________________________________________________________________26  Using Humor _____________________________________________________________________________27  Quick and Easy Games _____________________________________________________________________28  Troubleshooting Games_____________________________________________________________________30  Summary ________________________________________________________________________________32 Module 5: Delivering the Course_______________________________________________________________33 
  9. 9. Visual Aids _______________________________________________________________________________33 Presentation Tips __________________________________________________________________________34 Managing Questions and Answers_____________________________________________________________35 Scheduling Breaks _________________________________________________________________________36 Evaluations ______________________________________________________________________________37 Summary ________________________________________________________________________________41 Workshop Wrap-Up ________________________________________________________________________41  E PL MSA
  10. 10. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerAgenda 8:30-10:00 Module 1: Essential Skills Being Genuine Communication Skills Presentation Skills Being Humble Nurturing a Readiness to Learn Summary 10:00-10:15 Break 10:15-11:45 Module 2: Understanding Adult Learning Learning Methods Establishing a Learning Climate E Sealing with the Difficult Summary 12:00-1:00 Lunch 1:00-2:45 Module 3: Developing a Training Session 2:45-3:00 PL Identifying Your Audience Performing a Needs Analysis Writing Objectives Outlining the Program Researching and Writing the Program Testing the Program Summary Break M 3:00-4:15 Module 4: Adding Fun and Games Types of Activities Getting Buy-In Using Humor Quick and Easy Games Troubleshooting Games SummarySA 4:15-5:25 Module 5: Delivering the Course Visual Aids Presentation Tips Managing Questions and Answers Scheduling Breaks Evaluations Summary 5:25-5:40 Workshop Wrap-Up© 2009, Velsoft International Inc.    1
  11. 11. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerModule 1: Essential SkillsIn this Module, we will: • Explore the concept of being genuine • Discuss key communication skills • Learn the essentials of presentation skills • Explore the concept of being humble • Discover ways to nurture a readiness to learn in your participantsBeing Genuine EBeing genuine is one of the key aspects of a great trainer. Genuine is being real, being you, and not pretending to besomeone or something else. Being genuine, or authentic, means that we are who we are during training, just as weare in other areas of our life and work. If our goal is to share information that is new, or to encourage trainees tochange, they are far more likely to pay attention to and accept what we have to say if we are someone that they canrelate to.genuinely or not. Statement PLAs you read the following statements, check the box that reflects whether the trainer is behaving Jean usually wears glasses to work, but wears contacts on training days. They get irritating in the bright lights and dry air of the training room, but Jean wears them anyway. Genuine Not Genuine M Mark is a serious, introverted individual, but he has heard that training has to be fun in order for trainees to enjoy their experience. In order to develop his fun side, Mark is adding jokes and comedy to his training material. Tony forgot to photocopy the handouts for his session. He thoughtSA about making up an excuse and saying that the photocopier was broken, but then decided to be honest and say that he had forgotten to copy the handouts.Communication SkillsGood communicators are much more than good speakers. They use body language, listening, and questioningtechniques to enhance their message and to deliver it effectively. Here are some things to keep in mind about bodylanguage: • Eyes, eyebrows, and mouth send out the signals that can make a world of difference. • People who smile are happier than those who dont. Smiling releases a chemical in your brain that makes you feel good. Its a great way to establish a rapport with listeners. • Eye contact helps you carry your message to each person in the audience. It builds trust. • Learn to speak with your hands. Draw lines in the air, make a point, count on your fingers, and emphasize length and width. • Work on appearing sincere and comfortable. • Let your hands do what they want to do, as long as they dont get in your pockets, fiddle with an object, or make obscene gestures to your audience.© 2009, Velsoft International Inc.    2
  12. 12. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primer • Your body posture affects your emotions and how you feel determines your posture. If you are confident, happy and ready, your body will show it.When training in the workplace or providing public workshops, we have to be mindful of cultural ideas aboutcommunication too. Some cultures are not comfortable with asking questions or challenging a trainer, even if theystrongly disagree with you.Presentation SkillsIf you are a natural when it comes to training, people may have complimented you on your excellent speaking skills,your pacing, the quality of your materials and handouts, and the atmosphere and energy that permeates yourtraining. On the other hand, if you are a person who mumbles when tired, speaks in a monotone, or stands with yourfeet in the same place for hours at a time, perhaps you need to work on your presentation skills. EGood trainers develop their skills in many areas. People who want more experience with speaking in public can joina speaking group such as Toastmasters or an association of professional speakers. If you are not comfortable usingtechnology, then you can take courses that focus on your particular knowledge gap. For example, many trainingsessions take place in a room with a laptop connected to a projector, to show PowerPoint slides. If you like the ideabut aren’t sure how to use PowerPoint, you could take a training course on this particular program. Other businesses PLhave older equipment like overhead projectors. Your ability to use all the equipment properly supports yourcredibility as a trainer. In addition, your skills at troubleshooting equipment problems will enhance your sessionrather than having people remember the equipment breakdown.No matter how brilliantly you speak, your audience will remember your points better when they are supported withappropriate pictures and stories. This is another place where you audience analysis will really pay off. In order foryour stories to support the presentation (and to avoid going off on a tangent) you need to practice which stories youwill use as examples, and be able to explain how they relate to your training objectives. MTake a moment to think about being professional and how that relates to being genuine. What aresome ways you can ensure that the professional image you project also reflects exactly who youare?A useful planning guide comes from the acronym "PAFEO." This nonsense word will help you focus on theessential ingredients for a successful presentation.SAP=PurposeWhat am I trying to accomplish? What is my objective in making this presentation? What will be the end result?A=AudienceFor whom am I presenting? (Notice that this is for whom and not to whom.)Filling out a profile form forces you to take the needs of your audience into account when youre developing yourpresentation. It may also alert you to a recycling point. That is, as you think about your audience and its attitudes,you may realize that your preliminary attempts to build consensus have been inadequate. If you discover thatmembers of your projected audience are locked in apparently irreconcilable conflict, you may decide to defer yourpresentation until you have a better chance for success.© 2009, Velsoft International Inc.    3
  13. 13. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerThink about a presentation (training or otherwise) that you have recently attended or presented, orthat you plan to attend or present. Fill out this sample audience profile.What is my objective in making this presentation?Who is the decision-maker or decision-makers?How much does the decision-maker(s) know about the situation?How does the decision-maker(s) view the situation? EHow will the decision-maker(s) react to the proposal?Who else will attend the presentation? PLWhat are their views of the presentation or proposal?Who else will be affected by this presentation?Whats the next step? MWhat is my revised objective or fallback position?F=FormatHow will I do it? In deciding which points to talk about first, keep in mind that: • People tend to trust those who agree with them.SA • People are more often persuaded by reasons important to them, rather than by reasons dear to the presenter. • People stop listening and start developing counter arguments when their deeply-rooted convictions are challenged or threatened.E =EvidenceWhat will convince my group?Although years of reading mystery stories sometimes lead people to save the main point for last, that tactic isdisastrous for adult learning experiences.First, training audiences are not interested in second-guessing you; they want answers quickly. Second, people willunderstand your argument better if they know the direction in which you are leading them. Third, you should takeadvantage of the fact that people remember best what they hear first and last. Tell them what you want them to knowat least twice--once when you start and once when you finish.O=OrganizationBased on your knowledge and analysis of your audience, and your objective for preparing training for this audience,choose an organizational plan that best meets your needs. Some material or presentations will work in severalorganizational patterns so you might want to consider more than one pattern before you make your final decision asto “fit.”© 2009, Velsoft International Inc.    4
  14. 14. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerHere are some options: • Chronological order for simple, ordered instructions or processes. • Problem (three parts) and solution (one part) for audiences with low knowledge of the issues. • Problem (one part) and solution (three parts) for audiences with high knowledge of the issues. • Current situation and proposed situations for many persuasive presentations. • Pros and cons (or compare and contrast) for simple analyses or evaluations. • Decision-making pattern for complex issues. • Bad-news pattern for information the audience doesn’t want to hear.Problem-Solution PatternFor most persuasive presentations, the problem-solution format is the easiest to prepare. If your audience is low onthe persuasive continuum—if they have little knowledge about the issue—you will want to spend some timeexplaining the specifics of the problem. If your audience knows all about the problem, you can spend the majority ofyour time considering a choice of solutions. EDecision-Making PatternThis outlining strategy reminds you to explain the criteria you used when determining how to solve your problem. Ifyou establish criteria first, then show how potential solutions measure up against those criteria, your decisiondevelops its own support as you move through your presentation.Here is the format for this pattern: • Define and limit problem • Establish checklist of criteria • Identify possible solutions PL • Evaluate solutions based on criteria • Select best solution • Discuss implementationBad News Pattern MWhen giving people information that they would rather not have, select the bad news pattern. This organizationalstrategy allows you to buffer the bad news with a neutral or mildly positive statement first. Be careful that thematerial you choose is appropriate for the message that is coming; you don’t want to compliment them on beingperfect employees and then tell them how bad they are at performing or completing certain tasks.Here is the format for this pattern: • Cushion audienceSA • Bridge with transition • Deliver bad news • Explain reasons • Suggest alternatives • Rebuild good willThe “deliver the bad news” and “explain reasons” steps are interchangeable. Some speakers would rather get the badnews over with and then explain while others would rather explain first. Whichever way you choose, it is mostimportant that you offer good reasons. The phrase, “It’s company policy,” is not enough.The bad news pattern includes alternatives—specific replacements for whatever it is they want but you cannot give.For example, an important client may have requested that certain products be delivered by specific dates. If you areunable to meet the request, your alternatives might be to deliver a slightly different product on the date requested, orto discount the price to offset late delivery. Offering alternatives almost always reduces the sting of bad news.Complete the bad news pattern by rebuilding good will with your audience, thus sandwiching the negativeinformation between audience-focused messages.© 2009, Velsoft International Inc.    5
  15. 15. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerWhich pattern would you use in each of the following situations when you were making apresentation?A presentation on the benefits of exercise:An argument in favor of starting your own small business:A presentation that suggests Canadians are too wasteful:The story of your life to this point:How to deal with procrastination:Being HumbleThe best teachers are humble about what they do. Humility is about understanding that the trainees that you servecan teach as much or more than what you can teach them. The humble trainer wants to serve their client. They are Ecomfortable with the knowledge that they have done the best work they could do, and that they have served theirclient well.A word on accentsThe more diverse our workplaces become, and the more trainers travel to different parts of the world to delivertraining, the larger the issue of accents can become. You can use your accent to enhance your training, so take PLadvantage of it. If you receive negative feedback about your accent because it is particularly heavy, find someoneyou trust like a colleague or a manager (not a good friend, since our friends love us and only tell us what we want tohear). Ask questions about your accent; in what ways might it interfere with your message? If it is a problem just asmumbling or poor projection can be, consider language classes focusing on what you need, or find a coach who canassist you in becoming better understood.Nurturing a Readiness to Learn MWhen trainees arrive at your session hungry to get started, you will have an easier time establishing your learningenvironment and getting the course started. The work that you do before training can make a big difference inparticipant motivation, and there are several ways that you can stimulate learning readiness.Establishing rapport with your training group can actually start well before the session is scheduled to take place.Having rapport will help to transition “cold” trainees (who may be attending your workshop because it is amandatory part of their job) to “warm” candidates who have some level of interest and motivation to learn.SAWhen the training is scheduled, send a questionnaire with a few key questions to all the registered participants ortheir managers. What do they want to learn about this subject? What struggles do they have at work that could bemade easier by some focused training? If you do not have time for a formal survey, you could also make some quickphone calls, introduce yourself, and ask the questions. These questions are crucial to developing your training plan.© 2009, Velsoft International Inc.    6
  16. 16. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerSummaryIn this Module we learned that there are four essential skills that trainers need in order to get participants involved inthe training process: communication skills, presentation skills, being genuine, and being humble. We learned thatbeing genuine is the most effective way to reach our trainees. We discussed how communication includes muchmore than what we say; our body language and the quality of our voice have a lot to do with what people will learnfrom us. We explored the different aspects of presentation skills, including where to learn more about being aneffective presenter. We learned about being humble and serving the needs of our participants instead of our ownagenda, and we also explored several ways to nurture a readiness to learn in our trainees, something that can startwell before the actual training session is scheduled.Review Questions EGood communicators do more than speak well. What other techniques do they use in order toenhance their message?What do the initials PAFEO mean?P:A:F:E:O: PL M________________ is an aspect of serving the people I train, rather than simply delivering content.At what time could a trainer start nurturing a readiness to learn? a) During the warm up exercises. b) As soon as training is scheduled, well before the session actually begins. c) Any time the chance presents itself.SA d) A and B.Describe what it means to be a genuine trainer.Break (15 minutes)© 2009, Velsoft International Inc.    7
  17. 17. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerModule 2: Understanding Adult LearningIn this Module, we will: • Explore the principles of adult learning • Discuss the learning cycle • Learn how to apply different learning methods • Learn how to establish a learning climate • Discuss ways to deal with difficult traineesPrinciples of Adult LearningThe basic principles of Adult Learning are: • We learn to do by doing. E • We have five senses. • We learn when we are ready to learn. • We make connections. • We learn one thing at a time. • We learn more rapidly when results are satisfying to us. PL • We need to understand what we learn. • We develop skill through practice. • We differ from one another in abilities and background.Choose four of these principles and brainstorm how you might incorporate each into a timemanagement workshop.Principle One: MPrinciple Two:Principle Three:Principle Four:SA© 2009, Velsoft International Inc.    8
  18. 18. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerFour Basic Steps in Learning (The Learning Cycle)Review the information in the figure below. It outlines four basic steps that many adult learners go through in thelearning process. Note that the experiences build upon one another to create a richer background for the learner.Although the steps are simplistic, the idea is that learners take on new knowledge based on what they get involved inand what they think about. E PL MSALearning MethodsAlthough there may be times when a trainer must lecture, those times should be few and far between. Althoughlecturing may appear easier for the trainer, it really is not easier than other methods can be. Preparing a lecturerequires research, writing, media preparation (slides, video, or audio), advance preparation, and a certain comfortlevel with being the centre of attention.Lecturing is not the way that most people prefer to learn. We learn best by doing.A lecturette (a short lecture) can often be used as a way to introduce new information or complex content, but itmust be supplemented by a change of pace and activity to keep participants engaged in the subject.© 2009, Velsoft International Inc.    9
  19. 19. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerDesign TipsIn designing activities, a trainer must consider the applicability of the chosen method, and must always refer back tothe objectives when deciding on what to include. If you use the same approach and methods repeatedly you maynotice your trainees disengaging from learning.Here are some tips to make designing your workshop a bit easier. • Reuse a good design. When you have an excellent design, don’t limit it to one workshop. If you develop an excellent way to use case studies, for example, then continue to do so. Even the case studies themselves can be modified slightly and used in different situations rather than having to design them from scratch each time you need something new. • Research published designs that you can modify to suit your own training needs. There are excellent resources available that have been tested and successfully applied in particular situations. Using those resources is recommended so that you keep in touch with what other trainers are doing to bring material alive, and so that you do not have to always design an entire program. E • Network and read. There are many associations for trainers, coaches, speakers, and facilitators. There are also associations related to specific industries (such as IT, oil and gas, transportation, and agriculture). Keep yourself up to date and network with peers in other organizations so that you continue to bring fresh and interesting insights to your training program.Methodologiestraining program planning.Demonstration PLIn this course, we are including seven different methodologies that you can draw from in your training. This is notan exhaustive list, but more of a sample to get you started thinking about different ways to approach your ownTaking participants through an experience as it actually unfolds adds another element to training. If they can see,touch, feel, or smell then they become involved in the activity, rather than simply watching. Talking about applyinga paint finish to a piece of oak is not nearly as effective as demonstrating the process. Allowing the trainee time to Mpractice and then demonstrate their new skill back to the trainer makes lots of sense!In setting up a demonstration, always consider the objective that you are going to highlight. Choose a concept orprocedure that can be demonstrated. For example: • A purchase order procedure • A safe vehicle walk around procedure • A cleaning procedureSA • A document handling procedureHere are some possible methods for your demonstration: • Trainer demonstrates to the group • Participants demonstrate to the group • Trainer creates index cards with individual steps, gives them to participants, and has participants arrange themselves in the correct sequenceCase StudyCase studies are useful in several ways. You can take actual workplace events, remove the identifying information,and then use the examples in your training. When you write a case study, whether drawing from actual examples orcreating a situation that fits the training objectives, you can present abstract information in a concrete manner.Guided TeachingThis method can be particularly helpful when you have not had an opportunity to contact trainees before aworkshop, or if you do not know them well. Guided teaching asks a series of questions to assess the group’sbackground in the subject. It can also be used to get their thoughts or conclusions on a subject. If you record theiranswers and comments and then compare them to the learning objectives in your notes, then you only need to bring© 2009, Velsoft International Inc.    10
  20. 20. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primerthe missing information into your lesson. This method also encourages self discovery, which is a great way to helpparticipants realize that they often know more than they thought they did.For example, let’s say you’re teaching a workshop on recruiting and hiring. Questions that will get them thinkingand give you an idea of their knowledge about the subject could include: • What effective methods are you using to recruit new staff currently? • Are you using ineffective recruiting methods? If so, what are they? • How many recruiting methods have you tried in the past two years? • Where do most of the people that you would like to hire get their education? • Where do most of the people that you would like to hire hang out in their spare time? • Can you list the attractive areas of your company’s pay and benefits package? • What efforts does your organization make to provide education or training to their staff? • What are the key components of your health, safety, and wellness programs? • What is the turnover like in your company? In your industry? In the region(s) where you have staff? EStudy GroupA study group can be a good way to introduce new material without lecturing. It also requires participants to worktogether and get to know each other. Participants are provided with well-designed handouts of lecture material(including text, diagrams, charts, etc.) and then arranged in small groups to clarify the concepts. The results are bestRole Play PLif the material is of a moderate difficulty or open to wide interpretation.Structure from the trainer is needed to provide focus to the exercise. You will also need to ensure that the groupsreceive input from each member, since some participants hesitate at adding their voices to group conversation.Role play is a popular method of learning for trainers and trainees. It is a helpful way for participants to experiencecertain feelings and practice their skills in a non-threatening environment. Participants may object to participating inrole plays if they feel that they are being judged on their performance. The trainer’s role is to ensure that participantsfeel comfortable with the experience, which, as always, is helped along when participants understand the reason for Mthe exercise.Role play is ideal when you want to include dramatic, energetic, or awkward content since the participants (oractors) can pretend to be someone else rather than being themselves.Games and SimulationsGames and simulations can be enjoyable and effective ways to enhance the learning experience for participants.SAThey are also a way to inject some energy and humor into the training session or demonstrate a key instructionalconcept.Some trainers may hesitate to use games in their programs, especially if they are not comfortable with them. Gamesand simulations should always reflect an objective.One easy method of creating games is to modify well known games. Many trainers have adapted versions of thetelevision game shows Jeopardy or Wheel of Fortune. Board games can also be adapted depending on what youneed; for example, giant versions of Scrabble can lead to additional learning and much laughter.E-LearningFor organizations that have multiple sites or individuals wanting to learn while at home, e-learning is a viableoption. Although some e-learning options can be very complex and costly to set up, other options are quitereasonable. If you need to bring trainees together over long distances or want to have people work at their own pace,there are now trainers who specialize in electronic learning methods. Consider the capacity to communicate viavideo streaming, video conferencing, specially designed Internet applications, and telephone.© 2009, Velsoft International Inc.    11
  21. 21. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerEstablishing a Learning ClimateWe have discussed some of the elements of a learning climate in Module 1: Nurturing a Readiness to Learn. In thatsection we spoke about preparation that the trainer can do prior to beginning a training session. When we refer toclimate in this section, we are focusing on the look and feel in the environment where training is taking place: aclassroom, tailgate of a truck, computer lab, or anywhere else you can imagine.When the climate is right, participants engage and learn. A learning climate has the following attributes:Warmth and professionalismAdults need to feel as though they are in the right place and will be able to learn in the environment that youestablish. Be welcoming, professional, and accepting of all your trainees.Color and soundIf you are providing training somewhere that isn’t normally a classroom (perhaps a lunch room, hotel conference Eroom, open area of your office, or on a construction site), you can prepare your area just as you would aconventional classroom. Including some colorful signs, pictures, or a stereo to warm up your participants signals thatthere is something different happening here than when they normally work.Define the expectations PLTrainees will relax when they know what is expected of them. Many adults have had poor experiences when itcomes to learning; bullying, teasing, or being humiliated in front of peers are part of the experiences they bring totraining as adults. Your adult learners need to know immediately that they are in a positive, encouraging situationwhere they can feel free to take risks because the consequences will not follow them back to the workplace.Establish clear goalsSome adult learners love the opportunity to play plenty of games, laugh, and socialize during training. That is notthe case for all adults, however. Let them know ahead of time what the learning plan is so that they can prepareappropriately. When you have adults who do not wish to take part in activities that are way outside of their comfort Mzone, be encouraging but always respect their wishes to pass on some things.Use motivation and rewardsWithout being condescending or treating your adults as children, reward and motivate them. Use rewards that theycan relate to and reinforce the benefits of their learning. This could be explaining the rewards of training (“This isgoing to make your work easier because…”) in a positive way, or in certain circumstances negatively (“You willneed to complete this course to continue working for this company.”). Usually, detailing the rewards of training isSAmore productive. Remember, trainees must make a conscious decision to connect to the learning. They will not pickit up subconsciously.Some things have to be unlearnedIf you are teaching new processes and trainees have been doing something in the same way for a long period oftime, you should design activities and allow time so that they can let go of what they have been used to doing.Use group dynamicsAdults respond well to learning from one another even more than they do a trainer. A trainer can facilitate a learningsituation (create the environment, share common goals, and stimulate feedback) while participants actually learnfrom one another. The strengths of the individuals in a group truly enriches the learning that takes place, and whenstructured appropriately by you (so that one individual is not monopolizing a group), they can learn more materialand at a faster rate than you can provide as an individual trainer.Dealing with the DifficultSince training involves people, it makes sense to prepare for behavior that can derail your training plan. There aresome generally recognized categories of difficult behaviors that the trainer needs to manage. The behaviors often are© 2009, Velsoft International Inc.    12
  22. 22. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primerthe result of frustration, boredom, or personality characteristics that are well beyond your scope of deliveringtraining.Disruptive behaviors can come from a variety of learners, whether they are: • Motivated and interested to learn what is being presented. • Hostages who must attend the course but have no interest whatsoever in being present. • Vacationing and looking forward only to being away from their usual work for the day.Two important things to keep in mind: • Not every disruptive behavior will be present in every course that you deliver. • It is the behavior that is disruptive, not the person. Don’t make it personal to them, and don’t take their poor behavior personally yourself.In dealing with unwanted behaviors, you must consider why the participant is behaving in this way as you also Edecide how you will respond. If a person feels insecure in front of their peers, they actually may turn to talkingincessantly or joking in order to hide their lack of confidence. If they are a senior staff person who has tried manyapproaches and then seen them fail, they may be hesitant to try anything new. When someone is not normallyconsulted as a part of the team at work, it is quite likely that they will not expect you to want their opinions in theopen either. Lack of understanding, difficulty hearing, or outright rudeness can all result in whispering. Jester Behavior PL Description The joker or class clown who, on the one hand can help reduce inhibitions and barriers by getting people laughing, but on the other hand may not recognize the limit to their behavior and can monopolize or derail a session. Responses Available Limit the number of times they intervene. Peer pressure may also inhibit interjections once the trainees understand your position. Coach the individual by offering that, “We appreciate your humor, but our time here is limited and we want to make sure that others also have a chance to contribute / get through M the material.” Cynic Could be a senior staff or negative Explain benefits to making changes and work person who has seen the efforts of on gaining commitment. trying hard result in failure. May have Listen to and acknowledge their doubts/fears so had trouble having ideas respected in that they are addressed through training.SA the past, or may feel that they are ill Allow them to explain the reason for their equipped to succeed at what you are doubt one time only, ask them for a solution, presenting. and then indicate that you are moving on. Indifferent Does not participate in discussions or Uncover the cause and find ways to involve the activities except at the bare minimum. individual, respecting and encouraging their Like the cynic, indifference can come involvement to build confidence. from having tried and failed, or having ideas ignored.© 2009, Velsoft International Inc.    13
  23. 23. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primer Talker Disrupts by interjecting comments or Use proximity to stand close to them and anecdotes, or chats about something silence them politely when they take a breath. similar that happened to them. In severe Example: “I appreciate your comment, Bob; display can be monopolizing and perhaps you can tell the full story at the break,” distracting. and then move on. Elicit their cooperation by directing their energies and comments. At a break explain that you have appreciated their input but you must ensure that the group all participates equally and ask for their support. Whisperer Starts side conversations that may or Check for understanding by asking if they E may not be related to the training. misunderstood or are having difficulty hearing. You may need to adjust your training approach. If they are having unrelated conversations, politely ask them to hold off until the break. Insert an energizer or activity that requires a PL rearrangement so that the whisperers are no longer seated together. Stop talking until they notice that they are distracting you. Ask one of them a question about what you have just covered, acting like you did not realize they were involved in another conversation. MSA© 2009, Velsoft International Inc.    14
  24. 24. Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day PrimerSummaryIn this Module, we focused on understanding the adult learner. We explored the principles of adult learning,considering that adults come to training with knowledge and a preferred style of learning new information. Weexplored the learning cycle and the process that an adult goes through as they relate new learning to theirexperiences and the type of learner that they are. This module also introduced several learning methods that can beapplied to a training session, in addition to how to establish a learning climate. Finally, we explored ways to identifyand respond to difficult behaviors in order to keep training focused and reflective of the needs of the trainees.Review QuestionsWhat are the four steps to the learning cycle? EDescribe two methods you might use to conduct a workshop in first aid, and explain why youwould use them over other methods. PLWhat are five behaviors that can disrupt a training session? MHow can you use group dynamics to establish a learning climate?SAWhat are two important factors when it comes to dealing with difficult behavior?Lunch (60 minutes)© 2009, Velsoft International Inc.    15
  25. 25. Continued in the full version… For more details, call 1‐800‐730‐7115 .   

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