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Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
Train The Trainer For Sharing
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Train The Trainer For Sharing

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A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both …

A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.

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  • 1. SCRIBBLE PAD Train the Trainer Workshop Author: Tina Arora Date: 3 October 2009
  • 2. Objectives <ul><li>The purpose of this workshop is to provide basic training skills to “non-trainers”, i.e , people who, as part of their work assignment, train on occasional basis. </li></ul><ul><li>At the end of this workshop, you will be able to: </li></ul><ul><li>Develop a training lesson geared to the learning needs of adults </li></ul><ul><li>Make your trainings more energetic and involving </li></ul><ul><li>Conduct the training in more professional manner </li></ul><ul><li>Learn how to measure the effectiveness of the training delivered </li></ul>
  • 3. Schedule of lessons <ul><li>Training method: </li></ul><ul><li>A variety of training methods are used in thie workshop. They include: </li></ul><ul><li>Demonstrations </li></ul><ul><li>Group discussions </li></ul><ul><li>Reading </li></ul><ul><li>Structured exercises </li></ul><ul><li>Trainer presentations </li></ul>
  • 4. Characteristics of Adult Learners <ul><li>Adults are autonomous and self directed. Involving them in the learning process and showing how their learning will help them achieve their personal goals is a must </li></ul><ul><li>Adults have a varied experience and they are quick in grasping things which establish a relevance in their personal lives </li></ul><ul><li>Adults like to work with Objectives and goals clearly defined </li></ul><ul><li>Adults are practical, focusing on aspects of lesson that is useful to them in their work </li></ul>
  • 5. Lesson I: Day 1 Before Commencing the Training
  • 6. I. Before Commencing Training <ul><li>Know your audience </li></ul><ul><li>Space Requirement </li></ul><ul><li>Workshop Material </li></ul><ul><li>Preparing to conduct the training </li></ul><ul><li>Equipment and Supplies </li></ul><ul><li>Intimation to participants </li></ul>
  • 7. 1. Know your audience <ul><li>Find out details from HR in terms of joining date and background of trainees </li></ul><ul><li>Understand the group distribution and modify training material accordingly </li></ul><ul><li>Make sure a class size should be of not more than 15 participants </li></ul><ul><li>Be confident to serve as a Positive Trainer Model for learners </li></ul>
  • 8. 2. Space Requirement <ul><li>The training room should be booked in advance and should have the following : </li></ul><ul><li>U- shaped table arrangement to facilitate discussion with 15 chairs for trainees </li></ul><ul><li>A Flipchart in front of the room </li></ul><ul><li>An overhead projector </li></ul><ul><li>A table at the side of the room for training material and supplies </li></ul>
  • 9. 3. Workshop Material <ul><li>There should be two binders – a course book for the </li></ul><ul><li>trainees and an Instructor’s Guide for the Trainer </li></ul><ul><li>An Instructor's Guide (covered in Lesson 2): </li></ul><ul><li>An overview for each lesson, which includes: </li></ul><ul><li>Schedule of training </li></ul><ul><li>The lesson objectives </li></ul><ul><li>The estimated time </li></ul><ul><li>Method of instruction </li></ul><ul><li>Learner materials </li></ul><ul><li>Training aids </li></ul><ul><li>Equipment and supplies </li></ul><ul><li>Notes to instructor </li></ul>
  • 10. 4. Equipment and Supplies <ul><li>Remember to arrange for the following: </li></ul><ul><li>16 Training binded material </li></ul><ul><li>1 Overhead Projector </li></ul><ul><li>1 Screen (as needed) </li></ul><ul><li>4 Board Markers </li></ul><ul><li>16 Name cards </li></ul><ul><li>12 sheets of Chart Paper </li></ul><ul><li>2 pairs of Scissors </li></ul><ul><li>1 Stapler </li></ul><ul><li>2 Rulers </li></ul><ul><li>4 boxes of sketch pens </li></ul><ul><li>16 writing pads </li></ul>
  • 11. 5. Preparing to Conduct the training <ul><li>Familiarize yourself with the Instructor’s Guide format and content </li></ul><ul><li>Review the instructor notes at the beginning of each lesson for special requirements for that lesson </li></ul><ul><li>Review the Course book, paying close attention to the information where emphasis is needed </li></ul><ul><li>Consider additional examples, drawn from your own experience, thay you can use to illustrate and clarify information during group discussions </li></ul>
  • 12. 6. Intimation to Participants <ul><li>An email intimation should be sent to all trainees, two days in advance of the training commencement. </li></ul><ul><li>Attached below is a template: </li></ul>
  • 13. Recall <ul><li>Let’s understand your learning through a demonstration: </li></ul><ul><li>Dolly works in the HR department of XYZ company and Molly works as a trainer in the same company in the customer services department. Dolly has recently hired a team of 10 new joinees for the CS team. Molly’s boss calls her to inform her about the same and wants to know what preliminary steps will Molly take to welcome the new joinees on board? </li></ul>
  • 14. Lesson 2: Five Star Introduction
  • 15. 5 Star Introductions <ul><li>Interest: Right at the start, grab the attention of the crowd. This can be done by some kind of game, or music playing or sweets on the table </li></ul><ul><li>Greeting and Introduction: Always greet the participants as they enter the room. Introduce yourself first and if the crowd doesn’t know each other get them to introduce </li></ul><ul><li>Objectives: What will be covered, how it will be covered and how will they benefit from it </li></ul><ul><li>Set Expectations: Let the group know when would you want them to participate, questions should be asked in the beginning, as and when or in the end </li></ul><ul><li>Positive Body Language and Tone of Voice: ‘Make the first impression count’. A customer makes up his mind about a service provider in the first 5 seconds and the last 10 seconds. </li></ul>
  • 16. Lesson 3: Instructor Notes
  • 17. What are Instructor Notes? <ul><li>Instructor Notes is a tool to facilitate mind-mapping which sets the path for your audience to follow while you are delivering the training </li></ul><ul><li>The attached will explain the same in details the instructors notes to be used at: </li></ul><ul><li>At the beginning of the training </li></ul><ul><li>At the beginning of any chapter </li></ul>
  • 18. Recall Demonstration: Now that Molly has sent out the intimation letter to the trainees, she is all set to welcome her new batch of trainees. The new batch is a good mix of from various backgrounds. Molly is now set to begin with her introduction……….
  • 19. Lesson 4: Questioning
  • 20. Questioning <ul><li>Questioning is an invaluable technique of instruction and involving participation: </li></ul><ul><li>Types of Questions </li></ul><ul><li>Feedback Question: Whether or not knowledge has been acquired and understood </li></ul><ul><li>Teaching question: Enables a lesson to be built up whilst involving the full attention of the participants through maximum activity </li></ul><ul><li>Activity question: To regain the lost attention of a trainee, a </li></ul><ul><li>question is pointed at him </li></ul>
  • 21. Questions to avoid <ul><li>The 50 / 50 question : the answer to which could be yes and/or no </li></ul><ul><li>Question testing power of expression : Describe how liquid flows through a water-pump. This could be best explained by drawing on board </li></ul><ul><li>Vague questions: If due consideration is not given to a question before asking it, it will be left unanswered by the audience. You must know the answer before asking a question </li></ul><ul><li>Tricky questions: Questions like ‘what does a kilo of a cotton weigh’ should be avoided especially while training adults </li></ul>
  • 22. How to deal with Questions from trainees <ul><li>These could be categorized as: </li></ul><ul><li>Relevant : If the questions is based on the aspect already covered then it should be passed to the group, otherwise should be answered </li></ul><ul><li>Irrelevant: This depends on genuineness. If it indicates thirst for more knowledge it could be answered there or later. If not, the irrelevance to the learning should be pointed out </li></ul><ul><li>Answer Not Known: Accept that you don't know the answer, create a parking lot and come back with answer later </li></ul>
  • 23. Recall Demonstration: Molly has to cover a small topic on Basics of Stock Market. She asks questions to the group to keep them engaged and also answers queries raised. Lets practice what we just learnt.
  • 24. Lesson 5: Day 2 Communication
  • 25. Objectives of Good Communication <ul><li>To make participants understand clearly the objectives </li></ul><ul><li>To create and maintain an atmosphere of cooperation and inter-personal relationship </li></ul><ul><li>To increase efficiency and understanding </li></ul><ul><li>To motivate participants to willingly participate </li></ul>
  • 26. Major Handicaps <ul><li>Inability to properly transmit information </li></ul><ul><li>Inadequate and stereotyped delivery </li></ul><ul><li>Semantics (words are misunderstood) </li></ul><ul><li>Fear, suspicion, prejudice and jealousy </li></ul><ul><li>Perception and assumption problems </li></ul><ul><li>Inappropriate choice of media </li></ul>
  • 27. Overcome Barriers <ul><li>Develop a cordial atmosphere for free exchange of ideas </li></ul><ul><li>Use simple, lucid language </li></ul><ul><li>Plan communication and its channels in advance </li></ul><ul><li>Explaining ‘why’ to everything </li></ul><ul><li>Allowing no room for misinterpretation </li></ul><ul><li>Listening is important </li></ul>
  • 28. Recall Demonstration: Molly has just announced a break and trainee walks upto her for a casual chat and the conversation dwells on further discussion of stock markets. Molly fosters her communication skills with her
  • 29. Lesson 6: Features and Responsibility as a Speaker
  • 30. Features <ul><li>As a speaker only limited time is available </li></ul><ul><li>Amount of material required needs to be considered </li></ul><ul><li>The audience has limited patience </li></ul><ul><li>They should see the contribution of idea and fact – logical sequence ensured </li></ul><ul><li>Language should be simple, pictorial with expressions making the words live </li></ul>
  • 31. Responsibility <ul><li>Let the thoughts govern language and not vice-versa </li></ul><ul><li>Be absolutely sure of facts </li></ul><ul><li>The method could be narrative, educative, supportive, discussion, etc </li></ul><ul><li>Attention to elocution – poise, breath control, etc </li></ul><ul><li>Rehearse if required </li></ul>
  • 32. Recall Demonstration: Trainees are now back from the break and a trainee asks Molly to tell them how is Molly as a person Molly combines her communication skills and takes the stage as a speaker
  • 33. Lesson 7: Presentation Aspects
  • 34. A. Set the Scene <ul><li>Check all arrangement in advance </li></ul><ul><li>Reach the venue before time </li></ul><ul><li>Have a look at layout of room and where to put notes </li></ul><ul><li>Ensure the training aids you need are working properly </li></ul><ul><li>Try to estimate the mood of audience </li></ul>
  • 35. B. Manage Time <ul><li>Start punctually </li></ul><ul><li>Cover the material skillfully in time </li></ul><ul><li>A little done well is better than much done badly </li></ul><ul><li>Use pauses to let them catch up, or stop occasionally to summarize </li></ul><ul><li>First impressions are important. Do not apologize. Speak clearly and audibly </li></ul><ul><li>Speak to all audience and not to one corner </li></ul>
  • 36. C. Posture <ul><li>Speak from a comfortable position </li></ul><ul><li>If something is to be read, hold the book or paper low and speak over it to the group </li></ul><ul><li>Try not to speak too much to a chart, white board, notes </li></ul><ul><li>While using charts, stand to one side and use a pointer </li></ul><ul><li>Do not talk to the aids, ceiling, floor, walls or someone outside the door </li></ul>
  • 37. D. Appearance <ul><li>Be dressed formally on all days </li></ul><ul><li>Men should be dressed in light formal shirts and a tie is preferred; Women should be dressed in formal shirts and pants, Indian light shaded dress with a dupatta or sarees </li></ul><ul><li>Do not wear jewellery which distracts attention </li></ul><ul><li>Do not appear gaudy </li></ul><ul><li>Proper shoes to match the outfit is a must; hair should be combed and set well </li></ul>
  • 38. E. Gesture, Voice and Vocabulary <ul><li>Gesture should be – Natural, Spontaneous and Purposeful </li></ul><ul><li>Tone: Should be – </li></ul><ul><li>Controlled and Altered to convey confidence and emphasis </li></ul><ul><li>Pauses and silence could be used effectively </li></ul><ul><li>Use everyday language of the organization </li></ul><ul><li>Avoid slang </li></ul><ul><li>Use short sentences </li></ul>
  • 39. F. Manners <ul><li>Display Poise, confidence, courtesy and sincerity </li></ul><ul><li>Be yourself and do not try to put on an act </li></ul><ul><li>Show enthusiasm, topic may be old for you but it is new for the audience </li></ul><ul><li>Avoid too many ‘ums’ and ‘ahs’ </li></ul><ul><li>Prowling to and fro like a caged panther </li></ul><ul><li>Avoid maintaining awkward postures </li></ul><ul><li>Do not juggle with the pen, board marker or jingle coins in pocket </li></ul><ul><li>Do not fiddle with notes </li></ul><ul><li>Avoid putting hands in pocket </li></ul><ul><li>Establish eye contact when a question is being raised </li></ul>
  • 40. Recall Demonstration: Molly has been asked to repeat the training on a particular complex topic which entertains a lot many questions every time. Molly will not combine all the traits learnt today and tries addressing the crowd
  • 41. Lesson 8: Dealing with Problem Persons
  • 42. Who is a Problem Person? <ul><li>One who is a doubting master </li></ul><ul><li>Not sure of himself </li></ul><ul><li>Workaholics </li></ul><ul><li>Lecturing type </li></ul><ul><li>Does not understand why training </li></ul><ul><li>Negative thinker </li></ul><ul><li>Likes his own voice </li></ul><ul><li>Digressing Person </li></ul><ul><li>Silent Spectator </li></ul><ul><li>Power seeker </li></ul><ul><li>Non Thinker </li></ul><ul><li>Out of Touch </li></ul>
  • 43. How to handle each of these? <ul><li>Negative Thinker: This person is a pessimistic person who feels he cannot improve. He should be asked to solve and overcome the problem raised, explaining him what is going on by duly quoting examples </li></ul><ul><li>Liker of own voice: Such a type of person would like to be heard always. He is a source of disturbance to others. He can be tackled by picking up a point raised by him and asking the audience to answer. After the comment is over, thank him for his contribution and let him know that others should also be given a chance to contribute </li></ul>
  • 44. How to handle each of these? <ul><li>Digressing Person: This person always tries to divert the attention of the group or trainer to some issue not relevant to the topic. The person should be told that the issue would be discussed separately such that other’s time is not wasted or the person may be told to confine himself to the topic </li></ul><ul><li>The Silent Spectator: The person does not involve himself either because of the shy nature or wandering thoughts or day dreaming or detouring. Such a person should be involved by asking him questions related to the topic and encouraging him to ask questions </li></ul>
  • 45. How to handle each of these? <ul><li>Power Seeker: The dominating person, he would like to show his prowess to others. This person should be given extra duties that arise during the session like data collection, follow up action; etc.. Remember when you are conducting the training you are the boss </li></ul><ul><li>Non Thinker: A bland person unconcerned with what is going on around him. This person should be asked to give a reason for his behaviour separately. He should be told specifically how he could improve by quoting examples and case studies </li></ul>
  • 46. How to handle each of these? <ul><li>Not in touch: Such a person has no idea about the topic at all and seems completely disintegrated in training. Such a person should be given some reference material or website references and tell him that it would be nice to share his learning the next day </li></ul><ul><li>Talking to the side: Such a person loves talking to people sitting next to them when a training is being conducted. You must directly ask the person to raise the question to you as you would be in the best position to answer any questions that he may have. The person could also be kept more involved by asking questions intermittently </li></ul>
  • 47. Recall Demonstration: Molly is conducting a small topic and tackles each of this behavior being displayed by the class. Groups are made to identify a trainer and a role assigned to each participant to act as problem persons
  • 48. Lesson 9: Words and Phrases for specific situations
  • 49. Co-operating and Compromising in a Conflict <ul><li>“ I gather you don’t agree. What’s the reason for your objection?” </li></ul><ul><li>“ Why won’t this work?” </li></ul><ul><li>“ Let’s talk over this. When is a good time for you?” </li></ul><ul><li>“ Let’s see how we can reach our mutual goal” </li></ul><ul><li>“ It’s in our common interest to reach an agreement” </li></ul><ul><li>“ How can I help you meet your needs?” </li></ul>
  • 50. Giving and receiving criticism <ul><li>“ It’s important for our relationship that I tell you about an issue that is making it hard for me to work with you” </li></ul><ul><li>“ I’m not blaming you for my feelings. I’m just describing how I feel” </li></ul><ul><li>“ I am not attacking you as a person; I want to focus on your behaviors that is preventing you from moving ahead” </li></ul><ul><li>“ That never occurred to me, but I’ll give it some thought” </li></ul><ul><li>“ I’ll consider that and get back to you” </li></ul><ul><li>“ Let me think over what you said and then discuss a different approach” </li></ul>
  • 51. Acknowledging errors and mistakes <ul><li>“ I’m sorry, I was wrong” </li></ul><ul><li>“ I accept responsibility” </li></ul><ul><li>“ Yes, that happened and it was a mistake” </li></ul><ul><li>“ I don’t have an excuse. I have an explanation if you want to hear it” </li></ul><ul><li>“ You have the right to feel the way you do” </li></ul><ul><li>“ Here’s what I learned from the situation and what I’ll do differently in the future” </li></ul><ul><li>“ How would you like the problem resolved” </li></ul><ul><li>“ What do you think a fair solution would be” </li></ul><ul><li>“ Here’s what we can do to move forward” </li></ul>
  • 52. Recall Demonstration: The entire class is divided in groups of 2 and a situation is given to each group. The group incorporates any 2 dialogues from each of the slides discussed now to reflect their level of understanding
  • 53. Lesson 10: Day 3 Using Verbal Buffers
  • 54. Verbal Buffers <ul><li>One of the ways you can communicate more effectively and create more powerful messages is to use Verbal buffers. </li></ul><ul><li>This will help: </li></ul><ul><li>In easing Confrontations </li></ul><ul><li>Creating more powerful messages </li></ul><ul><li>Convey a sense of urgency </li></ul><ul><li>Empathize with another view point </li></ul>
  • 55. Five Techniques to use Verbal Buffers <ul><li>Use the person’s name – People love to be called by their names </li></ul><ul><li>Instead of saying “No ” or “I don’t know” - use “Here’s what I can do” or “I’ll find out” </li></ul><ul><li>Use words that ease confrontations and conflicts. “I can see why you might think that the policy is unfair. Let me explain the reasons and research that went into it’s development” / “Lets talk over it” / “Lets see what we can do to remedy the situation” </li></ul><ul><li>Use words that convey a sense of urgency – “I’ll get right on it” / “Lets see what we can do to take care of that right now” </li></ul><ul><li>Take another person’s perspective – “I empathize with your position, so let’s try in this way” / “I respect your ideas on the project, but here’s why we need to do it this way” </li></ul>
  • 56. Lesson 11: Interpreting Body Language
  • 57. Gestures and their meaning Resistance – “I don’t agree” Crossing arms Aggressiveness Pointing Impatience, boredom Deep sighing Reluctance to talk Hand or fingers in front of mouth Understanding Head Nodding Helplessness, pleas to be understood Hands open at chest level, palms up Seriousness / Importance Hands pushing forward Intensity of interest Leaning forward or facing speaker directly Nervousness Chewing an object Confidence and logic Rubbing hands briefly Meaning Gesture / Posture
  • 58. Recall Demonstration: Molly is standing and delivering a speech when each trainee is given a role to perform from the table just covered. Molly identifies the behavior and tries tackling it with all the knowledge gained so far
  • 59. Lesson 12: Evaluating Training Success
  • 60. Assessing the Trainee’s success
  • 61. Pre and Post Course Evaluation A Pre-Course evaluation form helps to assess the current understanding level of training subject topics The form should be in the format which allows the participants to rank their understanding in a particular topic as shown below both pre and post training: Q.1 Brief understanding on Stock markets (1 lowest and 6 highest) Pre – Training – 1 2 3 4 5 6 Post – Training - 1 2 3 4 5 6
  • 62. Training Tests <ul><li>It is important that smaller tests of 20 marks are conducted on a daily basis to check understanding with a Final Evaluation of 100 marks conducted on the last day of the test. </li></ul><ul><li>Initial tests of 20 marks will help the trainer to identify trainees who would need special attention </li></ul><ul><li>Set clear thresholds for declaring a Pass in the test </li></ul><ul><li>At the end of training celebrating success is a must through certification </li></ul>
  • 63. Certification Template for Trainees
  • 64. Assessing the Trainer’s success
  • 65. Success Criteria of Training Delivered <ul><li>The success of the Training would depend on the following areas: </li></ul><ul><li>Feedback from the trainees in the attached format </li></ul><ul><li>Scores achieved by the class – define threshold </li></ul><ul><li>OJT scores of Compliance and Quality delivered </li></ul><ul><li>A pass in the regulatory exams as solicited by the organization </li></ul>
  • 66. Success Criteria for Achieving ‘Train the Trainer’ Certificate Right Here ! <ul><li>The assessment on the last day would be conducted by a senior representative of the organization </li></ul><ul><li>The minimum requirement for achieving the certificate is 50 points in the above assessment form </li></ul><ul><li>Certificate Template: </li></ul>
  • 67. Wish you All the best in your Training Endeavour ahead !

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