Train the trainer content

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TRAIN THE TRAINER
BY RIYAZ

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Objectives:
By the end of this session, you will be able to:
Understand training design
Create a design for training to be delivered
Use appropriate media at suitable places
Motivate the class with higher energy levels
 Identify the ‘no-no’ behavior in your training delivery style
Practice the steps to effective training delivery.

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Fundamental of Training
Effectiveness vs Efficiency
Training vs Teaching

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Training Design
A Demonstrate Ability
C Competency Mapping
M Methodology
E Evaluation

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Essential Ingredients
•Knowledge
•Skills
•Attitudes

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Trainer’s Competencies

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Trainer’s Competencies
Core competencies as identified by International Board for
Standardization of Training ,Performance & Instruction in 1993
• Analyze course material & learner information
• Assure preparation of the instructional site
• Establish and maintain the instructor credibility
• Manage the learning environment
• Demonstrate effective communication skill, probing & presentation
skill

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Trainer’s Competencies
• Respond appropriately to learner’s needs for clarification/feedback
• Provide positive reinforcement & motivational incentives
• Use appropriate instructional methodology
• Use media effectively
• Evaluate learner performance
• Evaluate delivery of instruction
• Report evaluation information

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Analyze course material & learner
information
Reviewing material, audience information and identifying areas where
adjustments may be needed. The trainer should be able to judge the
appropriateness and adequacy of this adjustments and state the rationale
accordingly.

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Assure preparation of the instructional
site
Confirm with all necessary logistics (material, equipment etc.) and
physical arrangement (Seating arrangement) as required in the training
program.

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Establish and maintain the instructor
credibility
To be an effective trainer, it is important for your trainees to
trust that you are conveying accurate and relevant
information

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Manage the learning environment
Understand and implement what it takes to facilitate
successful learning environment including preparation,
encouraging participation and adapting to different learning
styles of the
learners.

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Demonstrate effective communication
skill, probing & presentation skill
The instructor should be able to convey his ideas clearly,
engage the learner through good presentation skill and ask
relevant questions to seek information, clarify doubt and
focus the minds of the learners to the topic.

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Respond appropriately to learner’s
needs
A trainer should interact with the learners to provide clarification
& feedback to them. He should avoid generating a ‘standoffish’
impression.

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Provide positive reinforcement &
motivational incentives
The trainer has to explain the objectives of the training program
clearly and also draw out the relevance of it to the ‘real’ world of
the learner.He should also provide positive feedback to the class
participants.

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Use appropriate instructional
methodology
Use variety of approaches including discussion, demonstration,
group activity and individual activity for the training program.
However, it should be appropriate to the topic of the program /
section.

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Use media effectively
Training media including flipchart, white board, handouts,
OHP etc. should be used appropriately to enhance learning.
He should also be able to handle mishaps with the media
skillfully.

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Evaluate learner performance
Effectively designed monitoring tools should be used by the
trainer to evaluate the effectiveness of the training. These
tools should be linked to the learning content and learner’s
needs.

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Evaluate delivery of instruction
The trainer should be able to judge how well a course works
for a particular group of learners in a particular situation.

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Reporting Evaluation Format
At the end of the training program the trainer should prepare a
‘post course’ summary and recommend revision and changes to
existing materials and provide suggestions for improvement.

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Design Methodology

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The Design Methodology
Stages in the methodology
Envisionment “Why”
Analysis “What/Who”
Design “How”

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Envisionment
(“Why is this course required?”)
• Identifies the problem for which a training solution is required
• Identifies the audience for the training
• Gives a direction for the solution

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Analysis
(“WHAT are you going to teach and to WHOM”)
Audience analysis
Task Analysis
Terminal & Enabling objectives
Module and Session objectives

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Audience Analysis
Audience background
-Identifies all segments of the audience
-Lists their current role
-Lists their current level of knowledge
Audience prerequisites
-Identifies the pre requisite knowledge and skill that all
members of the audience should have, before they take the
course

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Task Analysis
Identifies the tasks that learners are expected to do as a part
of their job

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Terminal Objectives(TO)
The skill or knowledge that the learner will be able to
demonstrate at the end of the course

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Enabling Objectives(EO)
The procedures or concepts that the learner needs to know to
be able to achieve the Terminal objectives

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Chunking
Several terminal objectives(TO’s) may have similar enabling
objectives(EO’s)
While designing sessions, repetition has to be avoided
Duration of the session dictates the way to chunk

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Module Objective
As a guideline all TO’s and important EO’s become Module
Objectives(MO’s)

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Session Objectives
TO’s EO’s together with session duration become Session
Objectives (SO’s)

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Suppose
You are to design a program to train a group of people to swim
- how will you go about doing it?
One way - throw all of them into a pond
Another way - let them observe fishes swimming and learn
Yet another way - read a book on swimming
What is your way?

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Audience Analysis
Who all want to swim -
kids, youngsters, girls, middle aged men, women, oldies
Accordingly the trainer should treat them
differently

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Task Analysis
Teach swimming to be able to do what:
- swim in a river with strong current
- swim in a pool
- survive in case of a ‘titanic’ sort of scenario
- talk knowledgeably about swimming
- win championships

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Envisionment
Given that the boat in which the trio is sailing, ends in a wreck,
the husband who knows swimming should be able to save his
mistress and let his wife drown (who does not know
swimming).

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Terminal Objective
Should be able to swim in a river current
Should be able to swim carrying one person along with him
(whosoever he chooses to)

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Enabling Objectives
Have the right strength and physique needed for swimming
against the river water (skill)
Understand the basics of swimming (knowledge)
Act responsibly and ethically for saving the lives of others
while swimming (attitude)
Swim in river current (skill)

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Module Objectives
By the end of the module, you will be able to:
Gauge the current in the water and swim accordingly
Swim in river water with and against the flow while conserving on
energy
Know the method of saving other swimmers after taking care of
yourself
Understand the difference between the various styles of swimming
and adopt the right style

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Session Objectives
Make sessions of 90 min duration each so as to cover the
module objectives in the allocated 20 sessions.

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Terminal Objective
• The person should be able to drive a car in a congested Delhi
street.
• Should be able to drive with proper control on the gears.
• Should ensure that he concentrates only on the road.

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Enabling Objective
• Understand the various traffic rules and regulations
(knowledge)
• Navigate the dangerous tracks and a curves (skills)
• Concentrate on the road and not on the passerby's (attitude)
• Have a driving license

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Module Objectives
By the end of this module, you will be able to:
• Drive through the streets of Delhi, banging into other cars
twice only in a day.
• Concentrate on the road - 80% of the times.
• Understand the various signs that are put up on the road and
obey them.
• Acquire a driving license after passing the RTO test legally.

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Session Objective
• Practice driving with a trainer for 2 hours everyday

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Now You Create
• Audience analysis
• Task Analysis
• Envisionment
• Terminal Objective
• Enabling Objective
• Module Objective
for training the participants on Microsoft Official Curriculum -
so that they are able to work using the software

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Design
How?
• Completely detail the content of the course
• Organize the content and identify points where you need to
use media or test the learner
• Identify points in the content where you need to summarize

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Planning & Delivery

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Learner Behavior

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License to talk
As per various studies, we can effectively recall:
• 20% of what we hear
• 30% of what we see
• 50% of what we hear & see
• 70% of what we do

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Learning Style

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Participant’s learning Styles
Participants have different learning styles:
• Type1 (concrete, reflective)- “Why?”
• Type2 (abstract, reflective)- “What?”
• Type3 (abstract, active) - “How?”
• Type4 (concrete, active) - “What if?”
by D.A Klob(1987)

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To reach all the different types of
learners the trainer should
• explain the relevance of each new topic(Type1)
• present the basic information & methods associated with this
topic(Type2)
• provide opportunities for practice in the methods (Type3)
• encourage exploration of application(Type4)
……i.e. “teach around the cycle”

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Training Styles
•Bold
•Expressive
•Sympathetic
•Technical

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Bold Style
• You like to change your training room around at times and like to
be in charge of what is going on in the room. The changes you
make are because you do not like the status quo. Most likely you
are the first to try new training methods and will make quick
decisions about these methods.
• You like straight forward communication which may give others
the impression that you are being blunt. You like independence
and do not mind working alone. You respond to a challenge and
like difficult assignments

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Expressive Style
• You are enthusiastic in your training room and are good at relating
to students and other trainers. You are considered to be a good
talker and even enjoy faculty meetings. You training room is
democratic and you do not mind a little noise. You feel that you are
helping other by being a trainer.
• In communicating with others, you like to feel you are successful in
persuading them. You like to be popular and to be positive about
most things. You are always working to gain popularity and
recognition.

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Sympathetic Style
• You like the traditional role of the trainer and traditional procedures.
You feel more comfortable if you are given a set of guidelines to
follow and allowed to feel that your training room is your territory.
You tend to be a good listener to those who have problems.
• In your communication with others, you like to be sincere. You like
to be a member of a group but may not like to lead. You do not like
change and prefer a work setting that is stable. Many of your fellow
trainers think of you as even-tempered and amicable.

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Technical Style
• You like to follow instructions and demand accuracy from your
students. You like a quiet, controlled training room with well-
behaved students. You comply with policies and expect other to do
it as well. You are known as well- organized person with a stickler for
standards.
• You are almost controlled, cautious, precise and rule oriented. You
like to plan and are oriented toward quality of work. You are
persuaded by facts and willing to listen to them. You are very logical
in your conversation with others.

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Wants/Needs of Personalities
B E
S T
WANTS:
Challenge
Freedom
Power
Quick
Results
Authority
Action
&Change
WANTS:
Popularity
Influence
Acceptance
To be
around
people
To persuade
WANTS:
Adjustment
time
Stability
Appreciatio
n
Schedule
WANTS:
Organization
Rules
Standards
Explanations
Little risk
NEEDS:
To learn to
listen
Attention to
details
Awareness
of others
NEEDS:
Deadlines
Lead time
Attention
Understandi
ng
NEEDS:
Time mgt
Objectivity
Attention to
details
Control of
talking
NEEDS:
Make quicker
decisions
Use more
power
Take action

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How to handle groups ?
• Identify different types of learning styles within the participants
• Be sensitive to their learning styles

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Credibility
Credibility is establishing:
• Participant’s belief in you
• Their confidence in you
• Their faith in you
• Your reliability & trustworthiness

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Factors affecting credibility
• Your rank
• Goodwill
• Expertise.
• Morality & Fairness.

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Establishing Credibility
INITIAL ACQUIRED
- Who you are - Analytical ability
- You represent? - Communication Skill
- Previous relations

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Ice Breakers- An introduction

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Ice Breakers- Objective
• Ice Breakers help create an atmosphere of openness among the
participants and the trainer
• Help create a conducive learning environment by encouraging
participation.

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Some common Ice breakers
• Object,animal,color - Name association
• Amit likes lemonade, Amit likes lemonade and Asha likes
Coke……..
• Verbal volleyball
…. And many more

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Setting the training room
• Create a conducive atmosphere for learning
• Setting could be casual or formal
• Factors to decide on setting are:
-Audience size
-Training objective(Skill or knowledge)
-Degree of interactivity
-Group work required in the training session

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Setting the training room
TYPICAL

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Setting the training room
Suitable for a traditional lecture session where the learner
is not involved in any mutual discussion or group activity

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Setting the training room
WORKSHOP

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Setting the training room
Suitable for training program which require the learner to
participate in discussion or activity as a part of their
learning process.

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Setting the training room
INFORMAL GROUP

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Setting the training room
Used in situations where the objective of a training is to
maximize the involvement of the learner. The trainer acts
as a ‘facilitator’ rather than a ‘teacher’

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Training Delivery

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Effective Presentation
• It should be sequential
• It should address the needs of the learner
• It should be timed well
• It should be well planned, organized & delivered well

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Steps in Presentation
•Define the purpose
•Analyze the audience.
•Develop a plan for presenting the points.

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Steps in Presentation
Purpose
• To impart training on new skills and knowledge.
• To inform or analyze an idea
Audience
• Analyze the audience expectation
Planning
• Developing a main idea/outline
• Estimating length
• Deciding on the style

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Presentation
Introduction
• Start with the Objectives
• Make challenging and striking but factual statements
• Let the audience know what lies ahead. Be enthusiastic
Body
• The body should preferably be point-wise instead of
• running lines of text.
• There should be a logical sequence
• Give examples related to listeners needs
• Provide clear on inputs. Use powerful and sequenced visual
aids

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Presentation
Conclusion
• Restate the main points and summarize the main ideas.
• End on a positive note

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Media Handling during presentation

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Media
Media helps in carrying a presentation smoothly and interest
the audience.
Various kinds of aids
• Projector
• OHP Slides
• Flipcharts
• Chalk boards
• Videos
• Computer
• Microphone

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Media Handling Tips
Fill ‘ em Up

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More tips…
Cool Color Commentary
Black, blue and green inks have the greatest visibility.
Blue is the most pleasing color to look at with red coming in
second (note: pleasing to look at and visibility are not the same)
Do not do the whole chart in red ink.
Avoid purple, brown, pink and yellow inks.

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More tips…
• Permanent markers give the most vivid color but dry out faster
if you leave the cap off. They also frequently bleed thru to the
next page. Forget trying to get the ink out of your clothes.
• Water colors are less vivid and squeak when you write. Ink will
wash out of clothing.

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More tips…
• Leave enough breathing space in the slide
• Check the color scheme for photocopying of slides
• Check the color scheme for projection on a screen through a
OHP, Projector
• Check the equipment before starting the presentation

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Recovery and Emergency procedures
Although Media can add ‘zing’ to your presentation but care must be
taken to avoid embarrassment due to sudden breakdown. Some of the
precautions are:
• Carry an extra bulb if you are using an OHP.
• Ensure that the power points in the room are working before starting
your session.
• If the video/audio-head is not clean then carry a bottle of cleaner.
Ensure that the TV is tuned to the VCR.

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Recovery and Emergency procedures
• It is also advisable to carry an extra set of Marker pens, in case your
present set refuses to work.
• If you are using a pre-recorded audio, carry a set of printed scripts- In
case the audio player does not work, you can read it out.

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Presentation
Other aids that are commonly used are:
• Audio recorder
• Illustrations /books

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Presentation Delivery
• Speaker to be well groomed
• Speech to be well rehearsed
• Establish credibility
• Easy recall for the Salient points
• Graphical representation of data
• Coordination between visual aids used and the speaker
• Focus on the audience, eye contact and posture
• All participants to be acknowledged and addressed
• On time, every time

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Humor in Presentation
• Humor provides a presenter with the greatest chance of success
and least chance of failure
• Presenter should provide audience with relevant humor
• While using humor in presentation be aware of:
-the nature of the audience,
-your personality & style
-the nature of the topic of presentation

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Humor Risks
• Using inappropriate humor that offends
• Using humor that is not funny

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Moving the Participants
• High level of participation from the audience.
• Display high energy level and enthusiasm in the training room.

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Delivery methodology

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Discovery Learning Cycle
Concept
Discovery
Concept building
Skill
Development
Internalisation

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Discovery Learning
• It bridges the gap between participant threshold knowledge &
newly introduced concepts
• It builds on these concepts
• It develops the skill sets around the concepts
• It internalizes the learning through practice & discussions

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Discovery Learning Methodology
Discovery learning is prompted through:
• Question based discussions
• Video clips / recordings
• Audio tapes / playback
• Cases studies
• Experience sharing
• Discussions

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Discovery Learning Don'ts
• Avoid Yes & No questions
• Avoid questions which are vague and aimless
• Avoid composite questions which involve more than one issue to
be addressed for a complete answer
• Guessing questions used too frequently, encourage thoughtless
responses
• Avoid leading questions which suggest or imply the desired
answer

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Handling Queries
• R - Rephrase/repeat the question
• A - Generate an Answer to the
question
• F - Take feedback on the clarity
of the solution

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Handling Queries
• Remain unemotional, cool, reserved
• Answer the questions to the best of your ability, do not bluff
• Do not answer questions on topics which you are unaware.
• Do not be rude at any cost to any member of the group
• Do not ignore a question

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Handling different behaviors

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Friendly Student
• Characteristics
• talkative
• likes to be good
• is very warm and hospitable
• How to handle
• Respond to his warmth and hospitality
• Be friendly too.
• Do not take this customer for granted

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Timid Student
• Characteristics
• is indecisive and unsure
• can be evasive and hard to pin down
• How to handle
• Understand the student
• Might be a low reactor
• Might be pre-occupied with other thoughts which are important to
him
• Converse so as to get his attention and mind share

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Knowledgeable Student
• Characteristics
• Knows a lot about your subject
• Does not appreciate evasive answers to his questions
• How to handle
• Understand the student
• Do not be vague in your reply

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Non-cooperative Student
• Characteristics
• Gives bored responses
• Tries to close the conversation at every instant
• Says a ‘no’ to most of your queries
• How to handle
• Understand from the student’s perspective
• Take a clue from his voice - is he seeming busy, pre-occupied
• Appreciate when he participates in group activity and show him
the benefits of his participation

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Argumentative Student
• Characteristics
• Seems eager to terminate the conversation/interaction with you
• Unwilling to provide information
• In extreme cases might end up being very rude
• How to handle
• Be calm, do not react and do not argue
• Listen - make affirmative sound
• Respond immediately
• Demonstrate empathy

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Creating an Action Plan

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Why set Action Plan?
• Trying to increase your effectiveness without an action plan is like
trying to win a race with no course, no rules and no finish line!

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Action Plan?
• Specific steps, activities that may help meet objectives
• Implementation of strategies / decisions

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What is SMART?
Specific
Measurable
Attainable
Relevant
Time-Bound

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While creating Action plans remember
• Focus on results
• Separate vital few vs. trivial many
• Measurement

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Trainer’s Checklist
• Understand participants requirement
• Before the program check the venue and the facilities available
• Conduct Expectation match
• State Objectives and deliverables
• State the training flow and the topics to be discussed in the session
• Establish ground rules
• Start the training
• Adhere to ACME
• Keep the audience motivated and interested in the program

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Trainer’s Checklist
• Watch out for transfer of skills
• Watch out for measured improvements
• Summarize learning
• Set action plans for the participants
• Take feedback

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Trainer’s deathbed
• Lack of participant’s interest or motivation
• Lack of discipline in class-non-adherence to ground rules
• Extreme proximity or low level of interaction with the participants
• Focus on a group or some select participants
• Talking too much
• Pretend to be an ‘expert’ or ‘know it all’
• Low level of listening
• Heavy lunch

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THANK YOU.