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Train The Trainer A2z
The document provides guidance on training others effectively. It discusses: 1) The key aspects of being a trainer including having subject matter expertise, strong presentation skills, and the ability to engage learners. 2) How to design effective training through needs assessments, setting objectives, and using instructional design principles to structure content and activities. 3) Best practices for delivering training such as using various teaching methods, rehearsing, and focusing on practical applications over just information sharing.
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Train The Trainer A2z
- 1. Training A-Z Train theTrainer
- 2. Agenda • Purpose ofTraining • Qualities of a good trainer • Needs Assessment and Objectives • Designing & Developing Training • Delivery
- 3. Knot Tying asa Teaching Problem • Point of view • Complicated task at first • Skills require demonstration • If need to learn to do it quickly and independently, require practice – a diagram or illustration – need to know why
- 4. Bends • Attachrope end to rope end – make a long piece out of 2 shorter pieces Fisherman’s Knots are Sheet Bends are used good for small rope or to attach different fishing line sizes of rope
- 5. Why Offer Training •Your training goals should support the goals of your organization – overall purpose(s) – long range visions – broad
- 6. Purpose of Trainingis to Produce Change In… • Skills – how to – steps • Knowledge – critical thinking – decision making • Attitudes – ethics/values – behavior
- 7. Skills Required tobe a Trainer • Subject matter expertise • Design – instructional design – apply learning principles • Material production – graphics, layout, media creation – computer experience • Presentation – voice, personality, technical expertise
- 8. Personal Qualities toLook For in a Trainer • Self-confidence • Ability to listen • Awareness of • Sense of humor environment • Communication & • Ability to build theatrical skills bridges—relate old to • Flexibility new • Patience • Organizational skills • Cool head & warm • Desire to learn heart
- 9. Training or Teaching? • Facilitator or Expert • Real-Life or Theoretical • Active or Passive • You do it or Watch Me • What would or Here’s how to use it. you do?
- 10. Training Process: ADDIE •Analysis – formal/informal needs assessment – determine goals & objectives • Design – determine the content – determine delivery method • Development – create the materials • Implement – deliver the content • Evaluation – results based on objectives
- 11. Why Do ANeeds Assessment? 1. Find the gap in SKA: – SKA = Skills, Knowledge & Attitude – Gap = what they know minus what they need to know 2. Determine if training is the answer 3. Determine objectives of training – What should they do better to improve job performance or service to the public?
- 12. Assessment Methods • Informal – observation – pre-class surveys – group discussions • Formal – interviews – task analysis – focus groups – surveys
- 13. Needs Assessment Tips Interview key people: – admin and staff – use consistent questions – be careful not to bias input Choose a subgroup if unable to survey all – choose the middle of the pack, not the best, not the worst Do mini needs assessment before each training
- 14. Objectives (SMART) • Specific – state desired results in detail • Measurable ( or observable) – use verbs that describe what trainees will learn • Action – describe an action that the trainee will perform • Realistic – achievable • Time frame – how long will it take the trainees to learn the skill?
- 15. Evaluations • Evaluate basedon objectives • Did the participants: – learn what you had planned? – implement what they learned? – improve their job performance or service to the public?
- 16. “Cone of Experience” People generally remember: Read 10% of what they read Verbal 20% of what they Hear Words hear Watch still picture Watch moving picture 30% of what they see Visual Watch demonstration 50% of what they hear and see 70% of what they Do a site visit say or write Do a dramatic presentation Kinesthetic 90% of what they say as Simulate a real experience (Experiential) they do a thing Do the real thing Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
- 17. Considerations for TeachingAdults • Are they READY – sufficient skills – see a need to learn • How will it effect their daily job life – personal benefits • Practical practice – hands-on exercises, real-life scenarios • Knowledge sharing/Participation – ask questions – encourage discussion • Relate training to something they know
- 18. Design Starts fromYour Objectives Brainstorm the topic Eliminate what isn’t necessary to match your needs assessment and objectives – what they already know – more than they need to know now ;) Consider limitations due to – facilities – length of training – delivery method – how quickly the training needs to happen
- 19. Designing- A GraphicalApproach Objective Topics Main points Final content
- 20. Options for SequencingMaterials • Storyboard • Outline • Powerpoint • Index cards • Sticky notes
- 21. Organizing the Presentation Set the stage – introductions (you & them) – agenda, breaks, bathrooms – get “buy-in” by telling them what and why Content – logically organize the main points (in chunks) – add sub-points to each chunk – include Visual Aids, Exercises, Handouts End – summary – questions – other learning opportunities
- 22. Chunking • Long laundrylist • Put in order • Chunk in to 3 to 5 main parts – Main point • subpoint • subpoint
- 23. How Much Detailis Needed? • It depends! • Does the audience need to: – have an idea of how to do it? – be able to do it? – be able to think about it independently? – come up with creative solutions?
- 24. Methods of DeliveringTraining • Instructor-led – One-on-one – Group – Lecture – Hands-on • Self-paced – Distance-Ed – Web tutorial – CD-ROM
- 25. It’s Ok toHave Fun! • Humor • Games – training tool • Icebreakers – introductions – questions • Music
- 26. Rehearsing & Revising •Two purposes of rehearsing – logical order & transitions – timing • Revise – learn from the rehearsal – make modifications in: • chunks & logical order • transition statements • timing • opportunities for interaction
- 27. Delivery Tips • Makeno assumptions – jargon – ask don’t tell • Ask questions you really want an answer to – count to 7 • Vocal variety • Non-verbals affect communication – tone – appearance appropriate for audience
- 28. Managing Fear • Beprepared – know your presentation – rehearse • Calm yourself – isometrics – deep breathing • Turn your nervousness into energy You don’t have to know everything. Adults like to share what they know
- 29. It's not what ispoured into a student, but what is planted Linda Conway
- 30. “It’s always helpfulto learn from your mistakes because then your mistakes are worthwhile” Garry Marshall
- 32. Check out moregreat forwards at vparakhiya@rediffmail.com