Train The Trainer Power Point Presentation

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  • Train The Trainer Power Point Presentation

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

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