Intended to engage master trainers in coaching new trainers that are less experienced with a particular topic or skill, or with training in general.

1. TRAINTHE TRAINERS
BY: MARIA JENNEZA C. MAGADIA, MBA

3. ➢What are the trainings I conduct?
➢What are my strengths in conducting
trainings?
➢What fears me most when conducting a
training?
➢What and when was the most memorable
training I ever attended and why?
➢Have you attended the same TOT before?

4. ABOUT THE TRAINING
 Time management;
 Method to be used;
 Program;
 Discussion of Objective

5. OBJECTIVES
 To know the adult learning principles;
 To standardize training design based
on ADDIE model;
 To discuss the training methods,
training aids;
 To equip trainers on establishing
training session plan; and
 To instil verbal and non-verbal
facilitation skills to SPL trainers.

6. INTRODUCTION
PUBLIC SPEAKING
- Process of communicating to an audience. It is
usually done before a large audience, like in school,
the workplace and even in our personal lives.

7. INTRODUCTION
LEARNING
TEACHING
DOING
- Finding out what you already know
- Reminding yourself that you know it
- Demonstrating to others you know it

8. ORIENTATION vs TRAINING
- Orientation is an
introduction;
- Training is the detail on
the subject;
- Brief the common
topics all employees
need to know
- Contain specific
information relating to the
area
- You become a speaker - You become a trainer
- The audience can
select what he wants to
learn
- Information that
audience actually be
need

10. SPEAKERS TRAINERS
PURPOSE
STYLE
METHOD
➢Inform
➢Persuade
➢Entertain
Change participant’s behavior
through interaction
One way communication Two way communication
Tell them what you are
going to tell them
Determine what they
already know and what
they need to know

11. SPEAKERS TRAINERS
TOOLS
➢Humor
➢Anecdotes
➢Vocabulary
➢Lectures
➢Role-plays
➢Exercises
➢Case Studies
➢Demonstrations
➢Visual Aids
➢Questions

12. SPEAKERS TRAINERS
TALKING vs.
LISTENING
EVALUATION
80% talking
20% listening
50% talking
50% listening
Applause Behavioral Change

13. TRAINING
- is an organized activity aimed at imparting
information and/or instructions to improve the
recipient’s performance or to help him or her
attain a required level of knowledge or skill.

15. DIFFERENCES BETWEEN CHILDREN AND ADULT LEARNERS
- Children rely on others to decide
what is important to be learned.
- Adults decide for themselves what is
important to be learned.

16. DIFFERENCES BETWEEN CHILDREN AND ADULT LEARNERS
- Children accept the information being
presented at face value.
- Adults need to validate information
based on their beliefs and experiences;
with fixed viewpoint

17. DIFFERENCES BETWEEN CHILDREN AND ADULT LEARNERS
- Children expect what they learn can
be useful in their long term future.
- Adults expect what they are learning to
be immediately useful.

18. DIFFERENCES BETWEEN CHILDREN AND ADULT LEARNERS
- Children has little ability to serve as
knowledgeable resource to teacher or
fellow classmates.
- Adults have significant ability to serve
as knowledgeable resource to trainer as
fellow learners.

19. CHARACTERISTICS OF ADULT LEARNERS
1. Adults want to learn.
2. Adults will learn only what they feel a need to learn.
3. Adults learn by doing.
4. Adult-learning centers on realistic problems.

20. CHARACTERISTICS OF ADULT LEARNERS
5. Experience affects adult learning.
6. Adults learn best in an informal environment.
7. Vary learning methods in teaching adults.
8. Adult want guidance, not grades.

21. ADULT
LEARNING
STYLES

22. ADULT LEARNING STYLES
1. Take detailed notes rather than get
involved in discussions.
2. Tend to sit in front so they can see clearly
3. Benefit from illustrations and presentations and
especially those in color.
4. Can be easily distracted.

23. ADULT LEARNING STYLES
1. Enjoys discussions and talking things through and
listening to others.
2. Understand and process information by talking it through
3. Acquire knowledge by reading aloud
4. Hum and/or talk to themselves
5. Easily distracted by auditory stimuli.

24. ADULT LEARNING STYLES
1. Needs lots of break and will want to move around
2. Speak with their hands and gestures
3. Remember what was done, but have difficulty with
what was said or seen
4. Learn through doing activities

25. ADULT
LEARNING
STYLES

26. ➢ Plan for the TRAINING DESIGN
➢ Plan for the TRAINING
METHOD
➢ Effective TRAINING AIDS
➢ Create SESSION PLAN

27. ➢ Plan for the TRAINING DESIGN

28. The ADDIE
MODEL is a five
phase approach to
building effecting
learning solutions.

29. ❖ Who is the primary target audience
for the course?
❖ What are the learning goals you aim to
achieve?
❖ What are the physical and organizational
constraints?
❖ What are the technical requirements of the course?

30. ❖ Decide on the format of the course
❖ Develop the education strategy
**Preliminary Activities
**Presentation Material
**Practice
**Post Activity
❖ Evaluating Results

31. ❖ Creating a prototype
❖ Developing the course
❖ Conducting a test run

32. ❖ Putting the lesson into practice
➢ When it works
➢ When it doesn’t work

33. ❖ One to one evaluation
❖ Small group evaluation
❖ Field trial

34. ➢ Plan for the TRAINING DESIGN
➢ Plan for the TRAINING
METHOD

35. TRAINING METHODS
➢ In large group, where discussion involving the learner
is not practical
I - LECTURE
➢When topics are new to the learner and they have no
relevant personal experience
➢When the speaker is a recognized expert in the field
and people are coming to hear what he or she has to
say.

36. TRAINING METHODS
➢ When teaching a skill
II - DEMONSTRATION
➢When plenty of time is available, or when the skill being
taught does not take much time for learners to master the
practice
➢When the group is small, or when instructors are
available to work with small groups

37. TRAINING METHODS
➢When the ideas and experiences of the group will help
them to discover the point they are learning;
III - DISCUSSION
➢When there is a trained and experienced discussion leader
whose experience and knowledge enable him to guide the
discussion and keep it on tract

38. TRAINING METHODS
➢When real-life situations make your point more
effectively than other methods;
IV – CASE STUDY
➢When no clear-cut or easy solution to a problem is evident.
➢ When multiple points of view will help learners understand
important concepts.

39. TRAINING METHODS
➢Commonly used in situations dealing with attitudes and
feelings.
V – ROLE PLAYING

40. TRAINING METHODS
➢At the beginning of the session to assess existing levels
of knowledge and skills;
V – QUESTIONING
➢Throughout the session to check that learning is taking
place;
➢To recap at the end to consolidate learning and confirm
that learning objectives have been achieved.

41. ➢ Plan for the TRAINING DESIGN
➢ Plan for the TRAINING
METHOD
➢ Effective TRAINING AIDS

42. EFFECTIVETRAINING AIDS
MOST COMMON TRAINING AIDS
➢Videos
➢Power point presentation
➢Overhead projector
➢Whiteboard
➢Charts and diagrams
➢Flipchart
➢Handouts

43. HANDOUTS
➢ It provide a record of important information
➢It supply data to reflect the presentation
➢It can be studied at the reader’s own pace
➢ It convey with certainty the same data to a number of people

44. HANDOUTS
1. Should be brief, accurate and complete
2. Be designed clearly and attractively, with good use of
white space, include diagrams if appropriate
3. Have title
4. Be planned
5. Of standard size
6. Be presented in logical order
7. Be pitched at level appropriate to the audience

45. POWERPOINT PRESENTATION
1. Consider time
and effort in
preparing a PPT
presentation.
Give yourself
plenty of lead
time to design
and develop

46. POWERPOINT PRESENTATION
1. Do not over design
2. Avoid text dense
3. Use brief points, no long sentences
4. Use notes pages feature to add content, only you can see
5. Relate powerpoint material to course objective

47. POWERPOINT PRESENTATION
6. Add motion and sounds only when
necessary
7. Avoid excessive movement
8. Always proof read your slides to avoid embarrassment

48. POWERPOINT PRESENTATION
1. Avoid reading the material
5. Give yourself enough time to finish the presentation
2. Avoid rapidly moving the pointer
3. Stand to one side and face the audience
4. Have a back-up plan in case of technical failure

49. ➢ Plan for the TRAINING DESIGN
➢ Plan for the TRAINING
METHOD
➢ Effective TRAINING AIDS
➢ Create SESSION PLAN

51. CREATING SESSION PLAN
A session plan is a document
that outlines the intended
structure for a session. It
includes a list of learning
outcomes, activities and
resources and details of
assessment.

52. SESSION PLAN CAN BE USEDTO:
➢Structure the session
➢Enable other person to cover in case of absence
➢Guide for future developments
➢Provides evidence in support of quality
assurance procedures

53. STEPS IN CREATINGTRAINING SESSION
PLAN
➢Define learning objective
➢Classify key topics and related concepts
➢Organize material
➢Mandatory programs
➢Include evaluation
➢Focus on timing

55. FACILITATION SKILLS
✓humble
✓generous
✓patient
✓understanding
✓An encourager
✓Affirming of everyone’s knowledge
✓sensitive
✓A learner
✓Good listener
✓Can summarize
ideas
✓confident
✓Good communicator

56. NON-VERBAL FACILITATION SKILLS
✓Maintain eye contact
✓Stand up when you speak
✓Move around
✓Use gestures and actions
✓Use open body language
✓Use signal to convey positive responses
✓Can manage challenges

57. VERBAL FACILITATION SKILLS
✓Speak clearly, listen if needed
✓Use positive tone of the voice to convey
enthusiasm
✓Help the participants do most of the talking
✓paraphase
✓Bring out quiet participants
✓Able to establish ground rules

58. ❖ Eye contact
❖ Encouraging signals
❖ Asking and responding to questions
❖ Listening and taking interest to others
❖ Enthusiasm
❖ Shared vocabulary

60. WHY EVALUATE?
✓To determine the effectiveness of training
program in order to improve future
programs.
HOW?
✓Questionnaire
✓Q & A
✓Pre-test and post -test

61. ✓Establish a training session plan
based on topics that you conduct
in SPL;
✓Prepare a 5 minute self
introduction, present to the class
having the verbal and non-verbal
facilitation skills of a good trainer.
✓Discuss your training session
plan to the class.

63. THANKYOU
MARIA JENNEZA CLANZA-MAGADIA
SANSYU PRECISION LIPA INC.