Train the trainer

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Train theTrain the
TrainerTrainer
Active TrainingActive Training
Techniques:Techniques:
Promoting Learning byPromoting Learning by
Doing.Doing.
Presented by:Presented by:
Robere & Associates (Thailand)Robere & Associates (Thailand)
Ltd.Ltd.

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Robere & Associates (Thailand) Ltd. 1998
WhatWhat I Hear, II Hear, I forget.forget.
What I hear andWhat I hear and see, Isee, I rememberremember
a little.a little.
What I hear, see, andWhat I hear, see, and askask
questions about,questions about, oror discussdiscuss withwith
someone else, I begin tosomeone else, I begin to
understandunderstand..
What I hear, see, discuss, andWhat I hear, see, discuss, and
do,do, allows me toallows me to acquireacquire
knowledge and skill.knowledge and skill.
WhatWhat I teachI teach to another,to another, II
master.master.

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This is aThis is a differentdifferent typetype
of program...of program...
♦ Participation is the keyParticipation is the key
♦ Interaction is mandatoryInteraction is mandatory
♦ Questions a must..Questions a must..
♦ YouYou learnlearn what you do..what you do..
– take notestake notes
– be a part of the teambe a part of the team
– talk to the instructor at thetalk to the instructor at the
breakbreak

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Morning AgendaMorning Agenda
♦ Opening ActivitiesOpening Activities
– Telling is not TeachingTelling is not Teaching
– What Makes Training activeWhat Makes Training active
– Obstacles to Active TrainingObstacles to Active Training
♦ Conducting IcebreakersConducting Icebreakers
– Icebreakers You KnowIcebreakers You Know
– Three Kinds of IcebreakersThree Kinds of Icebreakers
– Ten ways to Obtain ParticipationTen ways to Obtain Participation
– ApplicationApplication
♦ Effective TeachingEffective Teaching
– A Poor Example of TeachingA Poor Example of Teaching
– Four Steps to Effective TeachingFour Steps to Effective Teaching
– Reviewing the four stepsReviewing the four steps
– ApplicationApplication

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Afternoon AgendaAfternoon Agenda
♦ Promoting Active LearningPromoting Active Learning
– Learning begins with a questionLearning begins with a question
– Jigsaw LearningJigsaw Learning
– Learning TournamentsLearning Tournaments
– Learning through experiential activityLearning through experiential activity
– Processing Experiential ActivityProcessing Experiential Activity
– Alternatives in Role PlayingAlternatives in Role Playing
♦ Sequencing Training ActivitiesSequencing Training Activities
– Basic GuidelinesBasic Guidelines
– Sequencing DecisionsSequencing Decisions
– Building an Active Training ModuleBuilding an Active Training Module
♦ Closing ActivitiesClosing Activities
– Review TechniquesReview Techniques
– Contacting and Action PlanningContacting and Action Planning
– Group PhotoGroup Photo

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Objectives..Objectives..
♦ To explore the theory behindTo explore the theory behind
active trainingactive training
♦ To learn different options forTo learn different options for
obtaining immediateobtaining immediate
participationparticipation
♦ To apply four steps forTo apply four steps for
improving instructionimproving instruction
♦ To develop skill in promotingTo develop skill in promoting
active learningactive learning

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I. Opening Activities..I. Opening Activities..
♦ TellingTelling is notis not Teaching..Teaching..
– Form AForm A
♦ What Makes Training Active?What Makes Training Active?
♦ Obstacles to Active trainingObstacles to Active training
TellingTelling someonesomeone what to dowhat to do is notis not
teachingteaching themthem how to do it...how to do it...

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II. ConductingII. Conducting
IcebreakersIcebreakers
♦ Icebreakers you Know..Icebreakers you Know..
♦ Three Kinds of Ice breakersThree Kinds of Ice breakers
– Form BForm B
♦ Ten Ways to ObtainTen Ways to Obtain
ParticipationParticipation
– Form CForm C
♦ ApplicationApplication

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III. Effective TeachingIII. Effective Teaching
♦ A poor example of teaching.A poor example of teaching.
– Reference Form D.Reference Form D.
♦ Four Steps to EffectiveFour Steps to Effective
Teaching.Teaching.
– Reference Form DReference Form D
♦ Reviewing the four StepsReviewing the four Steps
♦ ApplicationApplication

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IV. Promoting ActiveIV. Promoting Active
LearningLearning
♦ Learning Begins with a QuestionLearning Begins with a Question
– Reference Form E.Reference Form E.
♦ Jigsaw Learning..Jigsaw Learning..
– Reference Form F.Reference Form F.
♦ Learning TournamentsLearning Tournaments
– How do we “remember” whatHow do we “remember” what
we’ve learned.we’ve learned.
♦ Learning through experientialLearning through experiential
ActivityActivity
♦ Processing Experiential ActivityProcessing Experiential Activity
– What?What?
– So What?So What?
– Now What?Now What?
♦ Alternatives in Role PlayingAlternatives in Role Playing
– Reference Form HReference Form H

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V. SequencingV. Sequencing
Training ActivitiesTraining Activities
♦ Basic GuidelinesBasic Guidelines
– Reference Form IReference Form I
♦ Sequencing DecisionsSequencing Decisions
♦ Building an Active TrainingBuilding an Active Training
ModuleModule

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How would you train.How would you train.
♦ For “Introduction toFor “Introduction to
ISO/QS9000?ISO/QS9000?
– what method?what method?
– what examples?what examples?
– who is the audience?who is the audience?
– what type of “ice-breaker”?what type of “ice-breaker”?
– what role-play?what role-play?
– what sequence?what sequence?
– how would you evaluate thehow would you evaluate the
effectiveness of the course?effectiveness of the course?

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♦ For “ImplementingFor “Implementing
ISO/QS9000?ISO/QS9000?

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♦ For “Creating QualityFor “Creating Quality
Documentation?Documentation?

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♦ For “Internal Auditing forFor “Internal Auditing for
Quality Systems”?Quality Systems”?
– what sequencewhat sequence

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VI. Closing ActivitiesVI. Closing Activities
♦ Review TechniquesReview Techniques
♦ Contracting and ActionContracting and Action
PlanningPlanning
♦ Group PhotoGroup Photo

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AnyAny
Questions?Questions?

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FORM BFORM B
♦ Three Kinds of Icebreakers:Three Kinds of Icebreakers:
– Social:Social: Helping participants toHelping participants to
become acquainted with onebecome acquainted with one
another or creating a spirit ofanother or creating a spirit of
cooperation and interdependence.cooperation and interdependence.
– On-the-Spot Assessment:On-the-Spot Assessment: LearningLearning
about the attitudes, knowledge, andabout the attitudes, knowledge, and
experience of the participants.experience of the participants.
Questions Participants Have.Questions Participants Have.
– Immediate Learning Involvement:Immediate Learning Involvement:
Creating initial interest in theCreating initial interest in the
training topic.training topic.

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FORM CFORM C
10 Ways to Obtain Participation10 Ways to Obtain Participation
♦ Open SharingOpen Sharing
♦ Anonymous CardsAnonymous Cards
♦ PollingPolling
♦ Subgroup DiscussionSubgroup Discussion
♦ Seat PartnersSeat Partners
♦ WhipsWhips
♦ PanelsPanels
♦ FishbowlFishbowl
♦ GamesGames
♦ Calling on the NextCalling on the Next
SpeakerSpeaker

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FORM DFORM D
Four Ways to Better TeachingFour Ways to Better Teaching
♦ Build Interest FirstBuild Interest First
– Introductory ExerciseIntroductory Exercise
– Lead-Off Story or VisualLead-Off Story or Visual
– Initial Case ProblemInitial Case Problem
– Test Question:Test Question:
– Preview of Content.Preview of Content.
♦ Maximize Understanding andMaximize Understanding and
RetentionRetention
– Opening SummaryOpening Summary
– Key TermsKey Terms
– ExamplesExamples
– AnalogiesAnalogies
– Visual BackupVisual Backup

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FORM D (2)FORM D (2)
♦ Involve Participants while youInvolve Participants while you
teach.teach.
– Listener AssignmentListener Assignment
– Guided Note TakingGuided Note Taking
– Spot ChallengesSpot Challenges
– Synergetic LearningSynergetic Learning
– Illuminating ExercisesIlluminating Exercises
♦ Reinforce what you have taught.Reinforce what you have taught.
– Press ConferencePress Conference
– Group ProcessingGroup Processing
– Post-lesson Case ProblemPost-lesson Case Problem
– Participant ReviewParticipant Review
– Experiential Wrap-upExperiential Wrap-up

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FORM HFORM H
♦ Role-Play Scripting OptionsRole-Play Scripting Options
– Participants given scenarioParticipants given scenario
♦ Role-Play Formatting OptionsRole-Play Formatting Options
– Participants evolve scenarioParticipants evolve scenario

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FORM IFORM I
♦ Sequencing GuidelinesSequencing Guidelines
– Build interest and introduce newBuild interest and introduce new
content before you go furthercontent before you go further
– Have demanding activities followHave demanding activities follow
easy activitieseasy activities
– Maintain a good “mix” of activitiesMaintain a good “mix” of activities
– Teach easier concepts first beforeTeach easier concepts first before
teaching more difficult onesteaching more difficult ones
– Some skills need to be masteredSome skills need to be mastered
before othersbefore others
– Close training sequences with aClose training sequences with a
discussion of “so what?” or “nowdiscussion of “so what?” or “now
what?”what?”

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Workshop FormsWorkshop Forms
Section IISection II

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Examples ofExamples of
IcebreakersIcebreakers
Section IIISection III

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