Train The Trainer A2z
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Train The Trainer A2z Presentation Transcript

  • 1. Training A-Z Train the Trainer
  • 2. Agenda • Purpose of Training • Qualities of a good trainer • Needs Assessment and Objectives • Designing & Developing Training • Delivery
  • 3. Knot Tying as a Teaching Problem • Point of view • Complicated task at first • Skills require demonstration • If need to learn to do it quickly and independently, require practice – a diagram or illustration – need to know why
  • 4. Bends • Attach rope end to rope end – make a long piece out of 2 shorter pieces Fisherman’s Knots are Sheet Bends are used good for small rope or to attach different fishing line sizes of rope
  • 5. Why Offer Training • Your training goals should support the goals of your organization – overall purpose(s) – long range visions – broad
  • 6. Purpose of Training is to Produce Change In… • Skills – how to – steps • Knowledge – critical thinking – decision making • Attitudes – ethics/values – behavior
  • 7. Skills Required to be a Trainer • Subject matter expertise • Design – instructional design – apply learning principles • Material production – graphics, layout, media creation – computer experience • Presentation – voice, personality, technical expertise
  • 8. Personal Qualities to Look For in a Trainer • Self-confidence • Ability to listen • Awareness of • Sense of humor environment • Communication & • Ability to build theatrical skills bridges—relate old to • Flexibility new • Patience • Organizational skills • Cool head & warm • Desire to learn heart
  • 9. Training or Teaching? • Facilitator or Expert • Real-Life or Theoretical • Active or Passive • You do it or Watch Me • What would or Here’s how to use it. you do?
  • 10. Training Process: ADDIE • Analysis – formal/informal needs assessment – determine goals & objectives • Design – determine the content – determine delivery method • Development – create the materials • Implement – deliver the content • Evaluation – results based on objectives
  • 11. Why Do A Needs Assessment? 1. Find the gap in SKA: – SKA = Skills, Knowledge & Attitude – Gap = what they know minus what they need to know 2. Determine if training is the answer 3. Determine objectives of training – What should they do better to improve job performance or service to the public?
  • 12. Assessment Methods • Informal – observation – pre-class surveys – group discussions • Formal – interviews – task analysis – focus groups – surveys
  • 13. Needs Assessment Tips  Interview key people: – admin and staff – use consistent questions – be careful not to bias input  Choose a subgroup if unable to survey all – choose the middle of the pack, not the best, not the worst  Do mini needs assessment before each training
  • 14. Objectives (SMART) • Specific – state desired results in detail • Measurable ( or observable) – use verbs that describe what trainees will learn • Action – describe an action that the trainee will perform • Realistic – achievable • Time frame – how long will it take the trainees to learn the skill?
  • 15. Evaluations • Evaluate based on objectives • Did the participants: – learn what you had planned? – implement what they learned? – improve their job performance or service to the public?
  • 16. “Cone of Experience” People generally remember: Read 10% of what they read Verbal 20% of what they Hear Words hear Watch still picture Watch moving picture 30% of what they see Visual Watch demonstration 50% of what they hear and see 70% of what they Do a site visit say or write Do a dramatic presentation Kinesthetic 90% of what they say as Simulate a real experience (Experiential) they do a thing Do the real thing Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
  • 17. Considerations for Teaching Adults • Are they READY – sufficient skills – see a need to learn • How will it effect their daily job life – personal benefits • Practical practice – hands-on exercises, real-life scenarios • Knowledge sharing/Participation – ask questions – encourage discussion • Relate training to something they know
  • 18. Design Starts from Your Objectives Brainstorm the topic Eliminate what isn’t necessary to match your needs assessment and objectives – what they already know – more than they need to know now ;) Consider limitations due to – facilities – length of training – delivery method – how quickly the training needs to happen
  • 19. Designing- A Graphical Approach Objective Topics Main points Final content
  • 20. Options for Sequencing Materials • Storyboard • Outline • Powerpoint • Index cards • Sticky notes
  • 21. Organizing the Presentation  Set the stage – introductions (you & them) – agenda, breaks, bathrooms – get “buy-in” by telling them what and why  Content – logically organize the main points (in chunks) – add sub-points to each chunk – include Visual Aids, Exercises, Handouts  End – summary – questions – other learning opportunities
  • 22. Chunking • Long laundry list • Put in order • Chunk in to 3 to 5 main parts – Main point • subpoint • subpoint
  • 23. How Much Detail is Needed? • It depends! • Does the audience need to: – have an idea of how to do it? – be able to do it? – be able to think about it independently? – come up with creative solutions?
  • 24. Methods of Delivering Training • Instructor-led – One-on-one – Group – Lecture – Hands-on • Self-paced – Distance-Ed – Web tutorial – CD-ROM
  • 25. It’s Ok to Have Fun! • Humor • Games – training tool • Icebreakers – introductions – questions • Music
  • 26. Rehearsing & Revising • Two purposes of rehearsing – logical order & transitions – timing • Revise – learn from the rehearsal – make modifications in: • chunks & logical order • transition statements • timing • opportunities for interaction
  • 27. Delivery Tips • Make no assumptions – jargon – ask don’t tell • Ask questions you really want an answer to – count to 7 • Vocal variety • Non-verbals affect communication – tone – appearance appropriate for audience
  • 28. Managing Fear • Be prepared – know your presentation – rehearse • Calm yourself – isometrics – deep breathing • Turn your nervousness into energy You don’t have to know everything. Adults like to share what they know
  • 29. It's not what is poured into a student, but what is planted Linda Conway
  • 30. “It’s always helpful to learn from your mistakes because then your mistakes are worthwhile” Garry Marshall
  • 31. Check out more great forwards at vparakhiya@rediffmail.com