This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver short sample training sessions, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain skills and confidence for developing and conducting effective training programs.

1. Train the Trainer

2. Ice breakerWhat is your background?What are your expectations from the course?What has been your greatest achievement to date, and why?

3. Aims & ObjectivesAt the end of this programme you should:Understand how people learnUnderstand how to create your own trainingUnderstand how to adapt your style for different groupsUnderstand the types of training aidsHave the self confidence to train / presentHave fun!

4. Aims & ObjectivesAt the end of this session you should:Understand why we trainUnderstand the qualities of a successful trainerUnderstand a training modelAppreciate the limitations of training

5. Why do we train?Recruitment & retentionEmployees need to know the jobConsistencySafetyMulti-skillingAdapt to changeTechnologyEconomyLegislation

6. What are the qualities of a successful trainer?Focused on performance improvementAbility to see when training is not the solutionAbility to relate to different cultures and situationsA willingness to learnAbility to create a safe learning environmentAbility to motivateWillingness to use a variety of stylesWillingness to shift focus as needs change

7. Exercise 1What issues might a new trainer be faced with, and how can they be addressed/eliminated? (10 mins)

8. The TrainerTraining 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:PersonalLack of knowledgeSkillSituation

9. PersonalPersonal factors can be:Lack of confidenceLow self-esteemFeeling inferiorBeing tongue-tiedMaking a msitakeInability to take criticismLack of controlAppearance

10. KnowledgeKnowledge factors could include:Inability to explain your knowledge in a way the group understandsFeeling that you don’t know enoughNot being up-to-datePoor memory for facts or figuresFear of making errorsConcern about being challenged“Subject expert” in the crowd!

11. SkillSkill factors are those which affect our ability to put the message across:Speech & deliveryAccentDialectVocabularyClarityTone, pace & pitchPower of voice

12. SituationSituation factors generally concern the setting or the audience:Size of the groupLevels of knowledge / backgroundSupport / oppositionLighting, heating & ventilationSeating and equipmentDisturbances & noise

13. Managing yourselfThe key to undertaking any training isPrior Preparation Prevents Pretty Poor Performance!Oh, and….Practice makes perfect!

14. Systematic Training modelIdentify the Training Needs (TNA)Evaluate thetrainingDesign the trainingCarry out thetraining

15. HASAWA 1974This piece of legislation gave a model that is used in law to recognise competency at work:InformationInstructionTrainingSupervision

16. What makes training effective?Think of a training experience you have had thatwas effective.What was the context of the learning experience? How was the material presented that made this experience so different? What was the mood of the teacher and students? What impressed you the most? Do you remember what you learned, or the excitement of the learning?

17. Aims & ObjectivesAt the end of this session you should:Understand the principles of adult learningUnderstand how to judge your target audience Be able to adapt your style to reflect your audience type(s)Be able to deal with difficult situations

18. Principles of Adult Learning Adults learn best whenThe trainer seeks input from the traineeThe training is recognized by the trainee as being needed to improve a skillThe training is perceived to be practical and providing real life solutions The training builds on the life experiences of the trainee

19. Did you know?Of what we learn we retain approximately:10% of what we read20% of what we hear30% of what we see50% of what we hear and see70% of what we say90% of what we say and do

20. Exercise 2True or false? – And why? (5 mins)The older one is the less interested that person is in learningTrainees cannot really tell how the Trainer feels about themThe trainee wants to know HOW the information received is necessaryTrainees learn best when they feel safe

21. Training methodsDemonstrationLectureTeam and individual exercisesSelf-correction

22. Exercise 3Identify methods of training appropriate to each learning style: (20 mins)Active / ReflectiveSensing / IntuitiveVisual / VerbalSequential / Global

23. Difficult situationsThere are times when a trainer can be confronted with a difficult situation:“In-company” politicsObstructive peoplePersonality clashesResistance to changeAggression

24. Aims & ObjectivesAt the end of this session you should:Understand the importance of training needs analysis (TNA)Be able to develop your own lesson plansBe able to deliver high-impact trainingBe able to deal with difficult situations

25. Training Needs Analysis Identify the problem Gather informationAnalyse the information Develop recommendations

26. Exercise 4Information sourcesIn undertaking a TNA, how could you gather the necessary information? (5 mins)

27. Information sourcesObserving and Listening Surveys Interviews Tests Reviewing Company Records

28. RecommendationsSome questions to askWhat specific skills or information should be taught? Who should be involved in the training? Who should do the training? Is training the answer for this problem?Remember IITS

29. Sharing the outcome – 1A summary of how the needs analysis was conductedA description of how the information was analysedAn identification of the problem A training recommendation to resolve the problem

30. Sharing the outcome – 2Why this recommendation is being madeHow this course of action will benefit the company by moving closer to its stated goalsHow the training will benefit employees Limitation of training as a fix-all answer

31. Exercise 5Developing a training programmeWhat do you need to consider in order to develop a training programme or specific course? (10 mins)Produce a bullet point list and short explanation for each item you choose

32. Designing the TrainingLearning objectivesCourse outlineAssess current abilitiesAssess available resourcesIdentify specific skills to be taughtDevelop and sequence major topicsLearning environment

33. Lesson plans – 1Most lesson plans share 4 common elementsObjectives for that particular lessonImportant areas of information to be coveredMethod of teaching to be usedMaterials or training aids to be used in that lesson

34. Lesson Plans – 2Effective Lesson PlansEncourage interest in the topic with the traineesEnsure an interactive teaching methodology Ensure that a variety of learning styles is used Increase the likelihood of retention of the material being learned

35. Lesson Plans – 3Other factors to considerSize of the training groupCultural diversity within the group Special needs individuals Venue - room size, acoustics, comfortable chairsTeaching aids

36. Learning EnvironmentThere are many ways of creating a learning environment:Classroom basedWorkshopsOn the jobWork experienceSpecialist

37. Exercise 6One of the key skills of a trainer is knowing what environment to create for the type of learning taking place.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)

38. Teaching AidsThere are a variety of training and visual aids that a trainer can use to be more effective:Laptop (PowerPoint)Flip chartsTV & video (CD-Roms / DVDs)Props / PicturesSkills practice (role play)Exercises / gamesMusic

39. Exercise 7For the training session that you agreed on for exercise 6 (learning environment)Decide a minimum of 3 different teaching aids that you would use to maximise the learningWhat are the advantages and disadvantages of your chosen aid?

40. Day 2 ActivityWorking together in your group, undertake the followingPrepare a short training session, from the list below, to be delivered tomorrow;Induction for a group of new staffImplementing a new method of workImproving customer careBuilding team relations

41. Activity - RulesPrepare a short training session, of your choice, to be delivered tomorrow;Evidence of your TNALesson planUse of various teaching aidsEach member of the group has to present and equal amount of the training (20 mins)Some form of evaluation during the sessionAn indication of how you would evaluate the effectiveness of your training afterwards

42. Activity - GuidancePrepare a short training session, of your choice, to be delivered tomorrow;Set out the room as you see fit according to your lesson planMake use of all the aids availableFeel free to use others!!We can act as advisors but will not alter content, style etcRelax – this is not a pass or fail exercise, we all have to start somewhere!

43. Aims & ObjectivesAt the end of this session you should:Understand the importance of evaluating all trainingBe able evaluate your trainingBe able to give, and receive, constructive feedbackBe able to deal with difficult situations

44. Evaluating TrainingThere are four standard levels of evaluationTrainee reactions to the trainingTrainee learning Trainee on-the-job behavioural changesResults of the training for the organisation

45. Evaluating trainingEvaluations may measure:Results of the training The Trainer’s effectiveness The actual application of training to the job The growth in skills and knowledgeThe effectiveness of the design of the course

46. Exercise 8For the training session that you agreed on for exercise 6 (learning environment)How would you measure the effectiveness?What are the advantages and disadvantages of your chosen method?

47. Types of evaluationAllowing trainers to give feedback to the trainees.Allowing trainees to give feedback to the trainers Allowing monitoring of the material being taught for relevance and interest level

48. Types of evaluationOngoing mini-evaluations help assess if the training is effectiveVerbal quizzes, short written assignments, etc to ensure the teaching methodologies are effective and on target with the Learning ObjectivesAnymore????

49. Giving Feedback – 1Providing students with feedback during the course of a training programme is an important way of reinforcing learning and correcting misunderstandings, but remember:If the whole group misunderstand what have you done wrong???Must be specificTimely Don’t publicly humiliateConstructive

50. Giving Feedback – 2Giving feedback can be done through verbal and non-verbal means:Supporting an idea made by a group member PraiseWritten information on assessment papersSmiles Eye contact

51. Day 2 ActivityWorking together in your group, undertake the followingPrepare a short training session, from the list below, to be delivered tomorrow;Induction for a group of new staffImplementing a new method of workImproving customer careBuilding team relations

52. Activity - RulesPrepare a short training session, of your choice, to be delivered tomorrow;Evidence of your TNALesson planUse of various teaching aidsEach member of the group has to present and equal amount of the training (20 mins)Some form of evaluation during the sessionAn indication of how you would evaluate the effectiveness of your training afterwards

53. Activity - GuidancePrepare a short training session, of your choice, to be delivered tomorrow;Set out the room as you see fit according to your lesson planMake use of all the aids availableFeel free to use others!!We can act as advisors but will not alter content, style etcRelax – this is not a pass or fail exercise, we all have to start somewhere!