The document outlines a comprehensive training program focused on developing effective trainers, emphasizing the importance of needs assessment, objectives, and training design. It details various methods of delivery, evaluation techniques, and essential qualities and skills for trainers while highlighting the significance of engaging adult learners. Additionally, it provides practical tips for organizing content, managing presentations, and addressing learner needs.

1. Training A-Z
Train the Trainer Series
Dr. M. Sasidharan
Associate Professor
sasiaviation@yahoo.in

2. Agenda
♦ Purpose of Training
♦ Qualities of a good trainer
♦ Needs Assessment and Objectives
♦ Designing & Developing Training
♦ Delivery

3. Knot Tying as a 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
• Attach rope end to rope end
– make a long piece out of 2 shorter pieces
Sheet Bends are used
to attach different
sizes of rope
Fisherman’s Knots are
good for small rope or
fishing line

5. Why Offer Training
♦ Your training goals should support the
goals of your organization
– overall purpose(s)
– long range visions
– broad

6. Purpose of Training is to Produce
Change In…
♦ Skills
– how to
– steps
♦ Knowledge
– critical thinking
– decision making
♦ Attitudes
– ethics/values
– behavior

7. Skills Required to be 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 to Look For in a
Trainer
♦ Self-confidence
♦ Awareness of
environment
♦ Ability to build bridges
—relate old to new
♦ Organizational skills
♦ Desire to learn
♦ Ability to listen
♦ Sense of humor
♦ Communication &
theatrical skills
♦ Flexibility
♦ Patience
♦ Cool head & warm
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 A Needs 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 based on objectives
♦ Did the participants:
– learn what you had planned?
– implement what they learned?
– improve their job performance or service to
the public?

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

17. Considerations for Teaching Adults
♦ 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 from Your 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. Options for Sequencing Materials
♦ Storyboard
♦ Outline
♦ Powerpoint
♦ Index cards
♦ Sticky notes

20. 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

21. Chunking
♦ Long laundry list
♦ Put in order
♦ Chunk in to 3 to 5 main parts
– Main point
• subpoint
• subpoint

22. How Much Detail is 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?

23. Methods of Delivering Training
♦ Instructor-led
– One-on-one
– Group
– Lecture
– Hands-on
♦ Self-paced
– Distance-Ed
– Web tutorial
– CD-ROM

24. It’s Ok to Have Fun!
♦ Humor
♦ Games
– training tool
♦ Icebreakers
– introductions
– questions
♦ Music

25. 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

26. Delivery Tips
♦ Make no 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

27. Managing Fear
♦ Be prepared
– 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

28. It's not
what is poured into a student,
but
what is planted
Linda Conway

29. “It’s always helpful to learn from
your mistakes because then your
mistakes are worthwhile”
Garry Marshall