The document outlines a training guide for facilitators, covering essential topics such as establishing a safe learning environment, connecting with participants, and effective teaching methods. It includes activities designed to engage participants and emphasizes the importance of planning and preparation for successful training sessions. The guide also provides a checklist of materials needed for conducting effective training.

1. KATIE@NYU.EDU @HEYJUSTKATIE
FROM NOVICE TO GRANDMASTER
TRAIN THE TRAINER

2. INTRODUCTIONS
• What’s your name?
• What school or organization do you represent?
• What’s your role?
• What topic(s) do you lead training on?

3. Hello, it’s nice to meet you.

4. What are your goals for today?

5. FROM NOVICE TO GRANDMASTER

6. THE OPENING

7. Setting yourself up for success

8. Start with why.

9. PREPARING FOR YOUR TRAINING
• Does it apply to the mission statement of the University?
• Does the subject matter apply to them in their role?
• Will it make their daily tasks easier?
• Will it save them time or money?
• Will it help drive traffic to their webpage?
• Will it encourage end-users to open an email or click a link?
• Will it spread awareness about their events?

10. How will it help them solve a
problem they have been unable
to find a solution for?

11. Create a safe learning
environment.

12. CREATING A SAFE LEARNING ENVIRONMENT
• For long trainings, create classroom guidelines together
• Be respectful of your participants’ time
• Acknowledge any hindrances to learning
• Remember that not everyone learns the same way
• Take advantage of open ended questions
• There is no such thing as a stupid question
• Solicit and implement feedback

13. CONNECTING WITH PARTICIPANTS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise
• Acknowledge their concerns when answering questions
• Follow up with your participants within a few days of training

14. Participants feed off the level of
energy and engagement you provide.
What tone do you want to set?

15. THE MIDDLEGAME

16. Setting your participants up for success

17. ACTIVITY

18. ACTIVITY #1
• Break out into groups of three
• Take turns leading your group in completing the task provided to
you on your index card
• While leading, you may only use the question style provided to
you on your index card (open ended, close ended, or both)
• You have about ten minutes
Tip: Open ended questions usually begin with: how, what, why,
when, and where. Close ended questions ask yes or no.

19. RECAP QUESTIONS
Facilitators:
• How did that feel?
• What went well?
• What could have gone better?
Participants:
• How did that feel?

20. RECAP

21. ACTIVITY

22. ACTIVITY #2
• Break out into groups of three
• Take turns teaching your group a difficult concept provided to
you on your index card
• You have about ten minutes
Tip: If you received a concept you’re unfamiliar with, don’t panic.
This is just a learning exercise and you’re probably not alone.

23. RECAP QUESTIONS
Facilitators:
• How did that feel?
• What went well?
• What could have gone better?
Participants:
• How did that feel?

24. RECAP

25. BREAK

26. ACTIVITY

27. ACTIVITY #3
• Break out into groups of three
• Take turns teaching your group a concept or task that you would
consider yourself an expert in
• You have about ten minutes
Tip: This exercise works best if you select a hobby or
activity that you’re passionate about or enjoy greatly.

28. RECAP QUESTIONS
Facilitators:
• How did that feel?
• What went well?
• What could have gone better?
Participants:
• How did that feel?

29. RECAP

30. THE ENDGAME

31. Setting your training up for success

32. Shiny new training session!

33. PLANNING A TRAINING SESSION
• Who or what determines when you hold training?
• Who is responsible for scheduling a time for your training?
• What space can you use for your training session?
• Who is your target audience?
• How will you inform participants about training?
• How are you going to train participants?
• Who else needs to be aware of your training sessions?

34. Plans are of little importance,
but planning is essential.

35. CREATING TRAINING MATERIAL
• What is the learning objective of your training?
• How are you going to achieve that?
• What can your participants learn in the time allotted?
• What resources do you have to achieve your learning objective?

36. TRAINING CHECKLIST
• Training keynote
• Facilitator guide
• Training computer
• Presentation remote
• White board
• Dry erase markers
• Post-it notes
• Post-it easels
• Note taking devices
• Handouts
• Sign in sheets
• Feedback forms
• Pens
• SWAG!!!

37. Did we win yet?

38. One more thing…

39. Challenge!

40. What questions do you have?

41. @HEYJUSTKATIEKATIE@NYU.EDU
THANK YOU