Train The Trainer

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Train the trainer course slides with added activities to check learning

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Train The Trainer

  1. 1. Train the Trainer<br />
  2. 2. Ice breaker<br />What is your background?<br />What are your expectations from the course?<br />What has been your greatest achievement to date, and why?<br />
  3. 3. Aims & Objectives<br />At the end of this programme you should:<br />Understand how people learn<br />Understand how to create your own training<br />Understand how to adapt your style for different groups<br />Understand the types of training aids<br />Have the self confidence to train / present<br />Have fun! <br />
  4. 4. Aims & Objectives<br />At the end of this session you should:<br />Understand why we train<br />Understand the qualities of a successful trainer<br />Understand a training model<br />Appreciate the limitations of training<br />
  5. 5. Why do we train?<br />Recruitment & retention<br />Employees need to know the job<br />Consistency<br />Safety<br />Multi-skilling<br />Adapt to change<br />Technology<br />Economy<br />Legislation<br />
  6. 6. What are the qualities of a successful trainer?<br />Focused on performance improvement<br />Ability to see when training is not the solution<br />Ability to relate to different cultures and situations<br />A willingness to learn<br />Ability to create a safe learning environment<br />Ability to motivate<br />Willingness to use a variety of styles<br />Willingness to shift focus as needs change<br />
  7. 7. Exercise 1<br />What issues might a new trainer be faced with, and how can they be addressed/eliminated? (10 mins)<br />
  8. 8. The Trainer<br />Training is a skill just like any other, there are factors that can combine to reduce your self confidence and being aware of them can help you manage them:<br />Personal<br />Lack of knowledge<br />Skill<br />Situation<br />
  9. 9. Personal<br />Personal factors can be:<br />Lack of confidence<br />Low self-esteem<br />Feeling inferior<br />Being tongue-tied<br />Making a msitake<br />Inability to take criticism<br />Lack of control<br />Appearance<br />
  10. 10. Knowledge<br />Knowledge factors could include:<br />Inability to explain your knowledge in a way the group understands<br />Feeling that you don’t know enough<br />Not being up-to-date<br />Poor memory for facts or figures<br />Fear of making errors<br />Concern about being challenged<br />“Subject expert” in the crowd!<br />
  11. 11. Skill<br />Skill factors are those which affect our ability to put the message across:<br />Speech & delivery<br />Accent<br />Dialect<br />Vocabulary<br />Clarity<br />Tone, pace & pitch<br />Power of voice<br />
  12. 12. Situation<br />Situation factors generally concern the setting or the audience:<br />Size of the group<br />Levels of knowledge / background<br />Support / opposition<br />Lighting, heating & ventilation<br />Seating and equipment<br />Disturbances & noise<br />
  13. 13. Managing yourself<br />The key to undertaking any training is<br />Prior Preparation Prevents Pretty Poor Performance!<br />Oh, and….<br />Practice makes perfect!<br />
  14. 14. Systematic Training model<br />Identify the <br />Training Needs (TNA)<br />Evaluate the<br />training<br />Design the <br />training<br />Carry out the<br />training<br />
  15. 15. HASAWA 1974<br />This piece of legislation gave a model that is used in law to recognise competency at work:<br />Information<br />Instruction<br />Training<br />Supervision<br />
  16. 16. What makes training effective?<br />Think of a training experience you have had that<br />was effective.<br />What was the context of the learning experience? <br />How was the material presented that made this experience so different? <br />What was the mood of the teacher and students? <br />What impressed you the most? <br />Do you remember what you learned, or the excitement of the learning? <br />
  17. 17. Aims & Objectives<br />At the end of this session you should:<br />Understand the principles of adult learning<br />Understand how to judge your target audience <br />Be able to adapt your style to reflect your audience type(s)<br />Be able to deal with difficult situations<br />
  18. 18. Principles of Adult Learning <br />Adults learn best when<br />The trainer seeks input from the trainee<br />The training is recognized by the trainee as being needed to improve a skill<br />The training is perceived to be practical and providing real life solutions <br />The training builds on the life experiences of the trainee <br />
  19. 19. Did you know?<br />Of what we learn we retain approximately:<br />10% of what we read<br />20% of what we hear<br />30% of what we see<br />50% of what we hear and see<br />70% of what we say<br />90% of what we say and do<br />
  20. 20. Exercise 2<br />True or false? – And why? (5 mins)<br />The older one is the less interested that person is in learning<br />Trainees cannot really tell how the Trainer feels about them<br />The trainee wants to know HOW the information received is necessary<br />Trainees learn best when they feel safe<br />
  21. 21. Training methods<br />Demonstration<br />Lecture<br />Team and individual exercises<br />Self-correction<br />
  22. 22. Exercise 3<br />Identify methods of training appropriate to each learning style: (20 mins)<br />Active / Reflective<br />Sensing / Intuitive<br />Visual / Verbal<br />Sequential / Global<br />
  23. 23. Difficult situations<br />There are times when a trainer can be confronted with a difficult situation:<br />“In-company” politics<br />Obstructive people<br />Personality clashes<br />Resistance to change<br />Aggression<br />
  24. 24. Aims & Objectives<br />At the end of this session you should:<br />Understand the importance of training needs analysis (TNA)<br />Be able to develop your own lesson plans<br />Be able to deliver high-impact training<br />Be able to deal with difficult situations<br />
  25. 25. Training Needs Analysis <br />Identify the problem <br />Gather information<br />Analyse the information <br />Develop recommendations<br />
  26. 26. Exercise 4<br />Information sources<br />In undertaking a TNA, how could you gather the necessary information? (5 mins)<br />
  27. 27. Information sources<br />Observing and Listening <br />Surveys <br />Interviews <br />Tests <br />Reviewing Company Records<br />
  28. 28. Recommendations<br />Some questions to ask<br />What specific skills or information should be taught? <br />Who should be involved in the training? <br />Who should do the training? <br />Is training the answer for this problem?<br />Remember IITS<br />
  29. 29. Sharing the outcome – 1<br />A summary of how the needs analysis was conducted<br />A description of how the information was analysed<br />An identification of the problem <br />A training recommendation to resolve the problem <br />
  30. 30. Sharing the outcome – 2<br />Why this recommendation is being made<br />How this course of action will benefit the company by moving closer to its stated goals<br />How the training will benefit employees <br />Limitation of training as a fix-all answer<br />
  31. 31. Exercise 5<br />Developing a training programme<br />What do you need to consider in order to develop a training programme or specific course? (10 mins)<br />Produce a bullet point list and short explanation for each item you choose<br />
  32. 32. Designing the Training<br />Learning objectives<br />Course outline<br />Assess current abilities<br />Assess available resources<br />Identify specific skills to be taught<br />Develop and sequence major topics<br />Learning environment<br />
  33. 33. Lesson plans – 1<br />Most lesson plans share 4 common elements<br />Objectives for that particular lesson<br />Important areas of information to be covered<br />Method of teaching to be used<br />Materials or training aids to be used in that lesson <br />
  34. 34. Lesson Plans – 2<br />Effective Lesson Plans<br />Encourage interest in the topic with the trainees<br />Ensure an interactive teaching methodology <br />Ensure that a variety of learning styles is used <br />Increase the likelihood of retention of the material being learned <br />
  35. 35. Lesson Plans – 3<br />Other factors to consider<br />Size of the training group<br />Cultural diversity within the group <br />Special needs individuals <br />Venue - room size, acoustics, comfortable chairs<br />Teaching aids<br />
  36. 36. Learning Environment<br />There are many ways of creating a learning environment:<br />Classroom based<br />Workshops<br />On the job<br />Work experience<br />Specialist<br />
  37. 37. Exercise 6<br />One of the key skills of a trainer is knowing what environment to create for the type of learning taking place.<br />Pick a subject of training that is needed in your workplace and decide what kind of environment would be most effective and why. (5 mins)<br />
  38. 38. Teaching Aids<br />There are a variety of training and visual aids that a trainer can use to be more effective:<br />Laptop (PowerPoint)<br />Flip charts<br />TV & video (CD-Roms / DVDs)<br />Props / Pictures<br />Skills practice (role play)<br />Exercises / games<br />Music<br />
  39. 39. Exercise 7<br />For the training session that you agreed on for exercise 6 (learning environment)<br />Decide a minimum of 3 different teaching aids that you would use to maximise the learning<br />What are the advantages and disadvantages of your chosen aid?<br />
  40. 40. Day 2 Activity<br />Working together in your group, undertake the following<br />Prepare a short training session, from the list below, to be delivered tomorrow;<br />Induction for a group of new staff<br />Implementing a new method of work<br />Improving customer care<br />Building team relations<br />
  41. 41. Activity - Rules<br />Prepare a short training session, of your choice, to be delivered tomorrow;<br />Evidence of your TNA<br />Lesson plan<br />Use of various teaching aids<br />Each member of the group has to present and equal amount of the training (20 mins)<br />Some form of evaluation during the session<br />An indication of how you would evaluate the effectiveness of your training afterwards<br />
  42. 42. Activity - Guidance<br />Prepare a short training session, of your choice, to be delivered tomorrow;<br />Set out the room as you see fit according to your lesson plan<br />Make use of all the aids available<br />Feel free to use others!!<br />We can act as advisors but will not alter content, style etc<br />Relax – this is not a pass or fail exercise, we all have to start somewhere!<br />
  43. 43. Aims & Objectives<br />At the end of this session you should:<br />Understand the importance of evaluating all training<br />Be able evaluate your training<br />Be able to give, and receive, constructive feedback<br />Be able to deal with difficult situations<br />
  44. 44. Evaluating Training<br />There are four standard levels of evaluation<br />Trainee reactions to the training<br />Trainee learning <br />Trainee on-the-job behavioural changes<br />Results of the training for the organisation <br />
  45. 45. Evaluating training<br />Evaluations may measure:<br />Results of the training <br />The Trainer’s effectiveness <br />The actual application of training to the job <br />The growth in skills and knowledge<br />The effectiveness of the design of the course<br />
  46. 46. Exercise 8<br />For the training session that you agreed on for exercise 6 (learning environment)<br />How would you measure the effectiveness?<br />What are the advantages and disadvantages of your chosen method?<br />
  47. 47. Types of evaluation<br />Allowing trainers to give feedback to the trainees.<br />Allowing trainees to give feedback to the trainers <br />Allowing monitoring of the material being taught for relevance and interest level<br />
  48. 48. Types of evaluation<br />Ongoing mini-evaluations help assess if the training is effective<br />Verbal quizzes, short written assignments, etc to ensure the teaching methodologies are effective and on target with the Learning Objectives<br />Anymore????<br />
  49. 49. Giving Feedback – 1<br />Providing students with feedback during the course of a training programme is an important way of reinforcing learning and correcting misunderstandings, but remember:<br />If the whole group misunderstand what have you done wrong???<br />Must be specific<br />Timely <br />Don’t publicly humiliate<br />Constructive<br />
  50. 50. Giving Feedback – 2<br />Giving feedback can be done through verbal and non-verbal means:<br />Supporting an idea made by a group member <br />Praise<br />Written information on assessment papers<br />Smiles <br />Eye contact<br />
  51. 51. Day 2 Activity<br />Working together in your group, undertake the following<br />Prepare a short training session, from the list below, to be delivered tomorrow;<br />Induction for a group of new staff<br />Implementing a new method of work<br />Improving customer care<br />Building team relations<br />
  52. 52. Activity - Rules<br />Prepare a short training session, of your choice, to be delivered tomorrow;<br />Evidence of your TNA<br />Lesson plan<br />Use of various teaching aids<br />Each member of the group has to present and equal amount of the training (20 mins)<br />Some form of evaluation during the session<br />An indication of how you would evaluate the effectiveness of your training afterwards<br />
  53. 53. Activity - Guidance<br />Prepare a short training session, of your choice, to be delivered tomorrow;<br />Set out the room as you see fit according to your lesson plan<br />Make use of all the aids available<br />Feel free to use others!!<br />We can act as advisors but will not alter content, style etc<br />Relax – this is not a pass or fail exercise, we all have to start somewhere!<br />
  54. 54. Activity - Feedback<br />After your group session;<br />Evaluate your own performance (Good / Could do better)<br />Prepare and give feedback to your audience<br />Welcome feedback from your audience<br />Relax – this is not a pass or fail exercise, we all have to start somewhere!<br />

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