Towards Comprehensive Risk Management Planning: Health Canada’s Interim Implementation

1. Train-the-Trainer

2. Surprise!!!
 Introduce yourself in the most creative
way
 In 5 minutes, explain to the audience
how to make a paper airplane
 You have 5 minutes to do the
preparation

3. Let’s Recap…
 What had happened?
 How do you feel?
 How do you rate your training session?
 What you want to learn today?

4. Module Learning Objectives
At the end of the module, participants should be
able to;
 Understand and apply adult learning principle
 Do the necessary preparation for training
 Write lesson plan and organize training
contents
 Facilitate training session
 Deliver training effectively
 Interact well with audience

5. Learning Agenda
 Introduction to Training
& Development
 Adult Learning
 Preparing for Training
 Delivering Your
Training
 Q&A, Summary &
Conclusion

6. Life as a Trainer…
 Can you stand on your feet all day?
 Are you willing to work more than eight hour days
and 40 hour weeks?
 Can you stand on your feet and be on your toes all
day?
 Can you give and not receive?
 Are you the role model?
 Can you deal with the constant logistic issues?
 Can you cheer even without management support?
 Can you deliver hard feedback?
 Can you identify issues, document them, identify
solutions and make improvements?

7. Definition of Training
Training - improving the knowledge,
skills and attitudes of employees for
the short-term, particular to a specific
job or task.– e.g.,
 Employee orientation
 Skills & technical training
 Coaching
 Counseling

8. Definition of Development
•Development - planned program
preparing the employees for future
responsibilities, while increasing the
capacity to perform at a current job
 Management Training (DRM)
 Supervisor development (CRM)

9. Definition of Training & Development
 Planned programs to equip the
employees with necessary knowledge,
skills & attitude for them to perform
current job effectively and efficiently, as
well as to prepare them for future
responsibilities

10. Knowledge, Skill & Ability (KSA)
• Knowledge - information we place into memory
(i.e.: company rules, process & procedure,
management theory & practice, etc.)
• Skill - capacities needed to perform a set of
tasks that are developed as a result of training
and experience
• Ability - the quality of being able to perform; a
quality that permits or facilitates achievement
or accomplishment

11. Trainer, Coach & Facilitator
• Trainer - one who trains other persons
• Coach - Someone who assist others to
learn a skill or task. A person who gives
private instruction
• Facilitator - individual who enables
groups and organizations to work and
learn more effectively; to collaborate and
achieve synergy
WHICH IS YOU?

12. Roles & Competencies of Trainer
Roles Competencies
Analysis/Assessment
Role
Industry understanding; computer
competence; data analysis skill; research skill
Development
Role/Program Designer
Understanding of adult learning; skills in
feedback; writing, electronic systems, and
preparing objectives
Strategic/Change Agent
Role
Career development theory; business
understanding; delegation skills; managing
change
Instructor/Facilitator/
Coach
Role/Performance
Consultant
Adult learning principles; skills related to
coaching, feedback, electronic systems, and
group processes
Administrator/Program Computer competence; skills in selecting and
Based on a study conducted by ASTD (American Society for
Training & Development), trainers perform many other roles such
as;

13. Adult Learning

14. Adult Learning Principles
 Reasons to learn and re-learn
 Learning is by doing
 •Tell Them, Show Them, They Tell You,
They Show You (OJT)
 What, Why, How, Where & When

15. Types of Learner
Auditory Learner
 Learn best from listening and spoken words.
 Use spoken words, sound and discussions
 Work best by listening to instructions
Visual Learner –
 Learn best from seen and observed things.
 Use pictures, diagrams, demonstrations, displays,
flip-chart and handout
 Work best from lists and written directions and
instructions

16. Types of Learner
Kinesthetic Learner
 Learn best from physical experience
 Use touching, holding, doing, and feeling in
learning
 Work best when you allow them to try
something

17. How to Help Adult Learns?
 Learn by doing
 Learn by solving practical problems
 Learn through the application of past
experience
 Learn best in an informal environment
 Through a variety of training method

18. Teacher vs Trainer
• Teacher
 Tell them what you are going to tell
them
 Tell them what you are telling them
 Tell them what you’ve told them

19. Teacher vs Trainer
• Trainer
 Ask them what they’ve done
 Tell them what they are going to do
 Show them what they are going to do
 Let them do it
 Let them do it some more
 Ask them what they’ve just done

20. Preparing For Training

21. Preparation: Create a check list
 You will conduct Merchandising training for
your new stockers next week
 The training will be conducted in 1 day. First
half will be in the classroom, and second half
will be at the selling floor for practical session
 In pair, prepare the checklist for the training
 Write in the flipchart paper and present it
 Time given is 15 minutes

22. Course Outline & Lesson Plan
 Introduction - Agenda, Objective,
Expectations
 Contents - What, Why, How, When & Where
 Conclusion - Recap & Wrap-up

23. Exercise
 Refer to the handout
 Arrange the slides accordingly
 Justify and share your answer
 Time given is 10 minutes

24. Introduction
General guidelines
 Write notes on index card
 Eye contact
 Drink water if you are thirsty. Not iced water
 Vary your voice – pitch, volume, short
dramatic pauses, speed of delivery
 Watch your language! Use everyday language,
friendly
 Mannerism - avoid adjust your clothes,
scratch your ear or nose, brush back your hair

25. Introduction: gain attention
 Open with high energy, animation and
enthusiasm
 Give the audience an overview - tell
them the big picture
 Be aware of your appearance
 Be aware of your voice - tone, accent,
pace and speed, choice of word

26. Take One, Ready & Action!!!
 Select one topic/subject you are familiar
with
 Visualize that you are going to conduct
the training on the topic/subject
 Prepare an introduction of the training
 Time given is 5 minutes
 Present your Introduction

27. Delivering Your Training

28. Delivery Skills
• Verbal
 Pleasant
 Natural
 Dynamic
 Expressive
 Easily heard

29. • Nonverbal Delivery Skills
 Posture, confidence, alert
 hand gesture
 body movement, step forward, a step
backward, lateral movement
 facial expression
 eye contact
Delivery Skills

30. • Delivery of Contents
 Step by step
 Clear and concise
 Tell them why
 Stress key points
 Avoid jargon and buzz words
 Speak at moderate speed
Delivery Skills

31. How to Make Your Delivery Interesting?
 Quotation
 Challenging questions
 Stories and description of incidents
 Activities
 Visuals props
 Motivate your audience

32. How to Motivate Your Audience?
 Tell a story
 Use natural humor
 Unusual statistics
 Know their level of knowledge
 Speak their language
 Variety in a presentation - consistent
& inconsistent

33.  Create a need - WIIFM
 Get yourself excited - eye contact and make
yourself available before session, at breaks
and after session
 Establish a long range objectives - see
bigger pictures like the overall presentation
 Apply contents to life - role play and action
plans
How to Motivate Your Audience?

34.  Know their level of knowledge
 Speak their language
 Variety in a presentation
How to do this?
 Observe & learn from good instructors
 Practice
How to Motivate Your Audience?

35. Take Two, Ready & Action!!!
 Refer to your handout
 Deliver the topic in 5 minutes
 Time given is 5 minutes
 Present the topic
 Observe and give feedback

36. Transition
 Physical movement
 Use of media
 Change of Media
 Mini-Summary
 Q&A
 Pause

37. Use of Multimedia
• Presentation Slides & Flip Chart
 Write big and well
 Use color - red for underline,
black/blue/green for main text
 Use exact words,
 Face your audience,
 Post them
 Use symbol, box and bullet points

38. Facilitation Skills
 Set ground rules
 Learn to wait before responding - count to
10
 Redirect questions to the group
 Use the energy of the group - rest, humor,
stretch break
 Avoid making judgment statements - How
can you do that?
 Listen attentively - look into their eyes

39.  Paraphrase to clarify
 Use flipchart - keep track of ideas. KISS
 Combine - don’t just record. Get comment
and build on each other’s thought
 Summarize periodically
 Park it - parking lot
 Give reinforcement – verbal and non
verbal – thank you and thumb up
Facilitation Skills

40.  Check for understanding
 Ask participants to summarize
 Ask others for opinion
 Summarize and move on
Facilitation Skills

41. Demo & Role Play
 Position the employee correctly
 Explain the objective and steps
 Demo first the overall process
 Demo each & next step slowly, explain
each step elaborately and verify
understanding
 Practice and feedback
 Summary

42. Verify the Trainees Understanding
• Ask for questions
 Any questions before we move on?
 Anything I need to clarify further?
 Wait for questions
• Have trainee repeat instructions
 Anyone can tell me the complete steps?
 Praise them if they do it well

43. •Test verbally for understanding
 keep question short and to the point
 usually 2 to 3 questions
 gain confidence and making progress
Example: What is GST? Why we should
practice GST? How to do GST?
Verify the Trainees Understanding

44. Summary and Closing
 Ask questions
 Check parking lot
 Summarize any follow up action items
required of you
 Summarize key points

45. Last Scene, Final Take, Ready & Action!!!

46. The Challenge
 Choose one topic in training module
The Roles of Manager
 Prepare for 5 minutes delivery and 2
minutes Q&A session
 Present the topic
 Observe and give feedback
 Time given is 10 minutes

47. Q & A