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Train the Trainer (PPT).pptx
- 1. Workday Phase IFinancials Train the Trainer Workshop
- 2. Welcome Housekeeping • Course Length •Breaks • Safety Classroom etiquette: • Turn cell phones off or to vibrate • Refrain from e-mail and web surfing
- 3.
- 4. Agenda 8:30a – 9:00aIntroductions 9:00a - 10:00a Getting Ready for Training • Introductions • Train the Trainer Workshop and Binder • Content Training Day • Training Day 10:15a – Noon Training Preparation – Components of Training – Participation discussion – Presentation skills and techniques 1:00p-3:00p Prerequisite Training – Workday Navigation and FDM Overview
- 5. Introductions • Your Name? •Department and Role? • What course(s) you are training? • What concerns you the most about training? • What’s your favorite color?
- 6. Getting Ready forTraining
- 7. Train the TrainerWorkshop • Purpose – Set expectations – Provide support and answer questions – Prepare trainers with consistent process – Provide tools and materials • Selection Process – Project Team – Department Managers – Change Network
- 8. Train the TrainerBinder o Toolkit o Tab 1 o Tool Kit o Room logistics and contacts o Generic Training Logins o Links and Skype o Trainer Expectations, Roles and Responsibilities o Schedules o Tab 2 – Workshop Presentation and Participant Guide o Tab 3 – Workday Basics o Workday Navigation and FDM Overview o Workday for Managers o Tab 4 – Your course content o Tab 5 – Note paper
- 9. Section Wrap-up • Introductions •Purpose • Reviewed binders • Content training Activities • Class Day Activities
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- 12. Agenda • Components oftraining • Participant Considerations • Preparation skills • Presentation skills • Classroom management
- 13. Components of Training Thedevelopment and delivery of information that people use after attending a learning session Training
- 14. Components of Training •What makes a great training? • What makes a great trainer? – Strengths – Opportunities
- 15. Components of Training •Participants • Preparation • Presentation
- 16. Components of Training •What makes a great training? • What makes a great trainer? – Strengths – Opportunities
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- 18. Participant Considerations • Characteristicsof participants – Employee – Adult learner – Human • Participant engagement queues – Facial expression – Gestures – Body language and posture – Eye contact
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- 21. Software Learn the software Askquestions Know required data Prep for demos/exercises
- 22. Course Delivery Highlight KeyPoints Manage questions Schedule breaks Practice delivery
- 23.
- 24. Facilities Desk setup Supplies setup Lightingand room temperature Amenity Locations
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- 26. Presentation Skills • Setthe tone • Engage the participants • Avoid distractions • Monitor your movement • Speak clear • Maintain pace
- 27. Presentation Skills • Communicationtechniques • Demonstration techniques • Activity/ Exercise techniques
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- 30. Engagement Techniques Welcome Welcomeas the students enter the room State your name and the name of the class Provide a brief course description Introductions Introduce yourself Allow the students to do introductions Class Schedule Announce course duration and break schedule Facility Point out restrooms and evacuation procedures Materials Review courseware and other materials Complete the name tents, check the sign in sheet Main Topics Review on the whiteboard/flipchart Guidelines for Success Two-way communication Active participation Respect others Ask questions Avoid outside distractions Have fun!
- 31. Introduce New Idea What? •Brief description • Lesson topics or objectives • Business concept slides Why? • Framework • Point of reference, WIIFM statements • Expectation: what’s changing, what’s the same
- 32.
- 33. Confirm Understanding • Checkin with participants throughout the class using – Questions – Exercises – Revisit and link ideas
- 34. Transition • Transition tonew topic – Link previous concepts to the next topic – Provide relationships between concepts to reinforce understanding – Provide clarity between unrelated topics • Transition to end of course – Set the stage for wrap up activities and next steps
- 35. Close Program • Coursesummary module – Review course objectives – Review key processes/systems – Ask reassurance questions – Address outstanding parking lot items – Remind them where/how to get help – Reinforce next steps; give timelines when possible – Answer any last minute questions
- 36. Evaluate Program • Evaluationis focused on feedback – Rate the overall course – Rate the training material – Rate the confidence in completing a task/ business process • Gather information and improve future instruction
- 37.
- 38. Wrap-up • How welldid we cover your concerns about training? • If you have additional question – please contact Rebecca x 8340 • Please stay for the Workday Navigation and FDM Overview class after lunch
- 39.
Editor's Notes
- #3 Say: Welcome to the Workday Phase I Financials Train the Trainer Workshop. This is course is for everyone who will be teaching Workday courses in this phase. My name is XXX on the project and I will be your instructor this morning. Before we get started, I want to go over a few housekeeping items. This class will go until noon today We plan to have at least 1? break Restrooms are located in the hallway outside the class Vending machines are in the hall on the first floor In the event of an emergency, do not use the elevator. Take the main staircase in the hallway and exit directly through the main doors to the parking lot Please take a few moments to turn our cell phones to vibrate
- #4 Say: Before we move on to the agenda and details, we want to say a HUGE THANK YOU for agreeing to be a Trainer! We could not accomplish all of the training needs in 6 weeks without your help! We want to make this the best experience possible for you as trainers If you have any questions – please ask them!
- #5 SAY: Review Agenda
- #6 Do: Have Participants Introduce themselves. Name Department Role What course(s) you are training Last movie you watched
- #8 SAY: Set expectations – How we can help: We will provide you with the materials you need to handle your courses We want trainers to feel comfortable and know you are supported! We want you to have the tools you need – when you need them so you don’t have to worry about it. What was the selection process?
- #9 DO: Hand out trainer binders Say: This is how the binder is organized Review trainer guide purpose (this is their reference for content, support and requirements as a trainer). Trainers are responsible for building their guide during the train the trainer process gathering information from their scheduled workshops and inserting content into their trainer guide. There are then responsible for their guide, taking it with them to the courses they train, making sure they have it with them at all times. Because they are custom built during their train the trainer process, there is no replacement for it. Review items in the trainer guide already provided such as list of support contacts/ important phone numbers and check lists for training (which is reviewed in more detail later in this presentation) Review schedule (print out in trainer guide for reference) and expectations SAY: Please feel free to add anything else you might need – some ideas were: safety pins, sewing kit, pain killers,. Teach Backs- once you’ve completed your functional training workshop you’ll have 1 hour to prep for a 15-30 minute portion of your total presentation, of your choosing, to teach back to the project team instructors and other trainers for your functional area. Need the schedule for teach backs (list of schedule for each person that is a trainer to provide them as well)
- #12 WELCOME! SAY: We are moving into the Training Skills Workshop. This is the first workshop you’ll complete as part of your Train the Trainer process. The purpose of this workshop is to help you learn how to develop and conduct effective training. It is designed for “non-trainers” who may never train or train on an occasional basis. It covers the basic skills necessary for you to effectively develop and conduct the training you are asked to do in your job.
- #13 Review the agenda (1 minute) Reference the participant guide information and explain how it is used during this workshop.
- #14 Review the definition of training in order to ensure all participants have the same idea of what is being accomplished during the Workday training. Reiterate the goals of making sure end users are using the system at time of go live and receive a similar training experience when learning the system. (2 minutes)
- #15 DISCUSSION (5 minutes): Using the PG; have the participants recall trainings or presentations they’ve attended in the past and list a few items they felt made the presentation great. Follow the same question for trainers they’ve seen and what made the trainer great. Ask for volunteers to read their list (at least 4) and write them on the white board. Discuss why these made the training great and/ or memorable and state the purpose and learning objectives of the course; ACTIVITY (3 minutes): Using the PG; ask participants to list what they feel their strengths are as trainers and areas of opportunity they’d like to work on. Then have them share this in groups to identify people with the same/ and opposite strengths and opportunities within the room. Reiterate that this is a journey they are taking together, as trainers for this project, they are each others support team. Have each person identify at least 2 accountability partners with opposing strengths to their opportunities to lean on during this process.
- #16 SAY (2 minutes): there are 3 main components to all trainings a trainer needs to know; who is participating, what they need to prepare and how they need to present based on the audience and materials they have at hand. These 3 components are being considered at all phases of the training. This means a trainer is in the process of thinking, acting and observing throughout the entire training process. This may sound like a lot so we will start with what we need to know. First, participants (Next Slide)
- #17 DISCUSSION (5 minutes): Using the PG; have the participants recall trainings or presentations they’ve attended in the past and list a few items they felt made the presentation great. Follow the same question for trainers they’ve seen and what made the trainer great. Ask for volunteers to read their list (at least 4) and write them on the white board. Discuss why these made the training great and/ or memorable and state the purpose and learning objectives of the course; ACTIVITY (3 minutes): Using the PG; ask participants to list what they feel their strengths are as trainers and areas of opportunity they’d like to work on. Then have them share this in groups to identify people with the same/ and opposite strengths and opportunities within the room. Reiterate that this is a journey they are taking together, as trainers for this project, they are each others support team. Have each person identify at least 2 accountability partners with opposing strengths to their opportunities to lean on during this process.
- #19 ASK/ DISCUSSION (3 minutes): what are the characteristics of the participants you are training for Workday Financials? After responses, click to list the characteristics on the slide. Based on responses, relate them to one or more of the three characteristics listed. ASK/ DISCUSSION (3 minutes): what are the participant needs as employees? The goal is to get the trainers to consider what employees concerns before they enter the training environment so they can begin to think of how to prepare to address them. Some answers may include “what’s different”, “how has my job changed”, “how does this affect me”, “where do I get support” ASK/ DISCUSS (5 minutes): what are the needs of adult learners? Follow same discussion format and review the following through the discussion or say Adults are results-oriented and require motivation for learning new material. This is the what’s in it for me topic we discussed earlier today. Adults prefer to be self-directing and quickly use what they learn. They need to put the new ideas into practice, which is the combination of “say and do” that we saw on the previous slide. Adults come to training with a rich body of life experience, clear attitudes and preferences, and a lot to lose from failure. We should leverage these skills and experiences as we present new topics. This can be done easily by relating new topics to the concepts they already know. Adults are problem-centered and welcome problem-based learning exercises. They can solve problems using their prior knowledge and newly acquired knowledge. The demonstrations and exercises in training should be scenario based, which helps them to find a solution to a business scenario. Adults learn best in a democratic, participatory, and collaborative environment. By engaging them in dialogue and allowing them to practice skills, they feel included. You make the course more of a group event and less of a lecture. SAY (2 minutes): and of course there are the human needs, basic considerations such as reading when the room needs a break, considering the temperature and practicing a level of transparency to reduce concern about the unknown. ASK/ DISCISSION (3 minutes): While considering anything that impacts the ability of the participants to stay engaged in the content, what should you look for during the course to determine the level of participation/ engagement? CLICK TO SHOW ANSWERS ONCE THEY HAVE PROVIDED EXAMPLES and briefly discuss what each one may look like in the classroom NEXT SLIDE
- #20 SAY: considering your participants and their learning needs is preparation skill. You use that information and course materials to prepare for your training. ASK: What do you think the recommended prepping ratio is to teaching material? ANSWER: It is suggested that trainers spend two hours prepping for every hour of teaching material (2:1)!
- #21 TELL: Materials include the facilitator and participant guides, as well as other handouts and supplies. Review items in the participant guide
- #22 Say: Review Software Preparation Explore the software Ask questions Know required data Prep for demos/ exercises
- #23 Say: What are course components? Course concepts or PPPT slides are used to explain concepts, processes, and tasks. Walk-Thurs enable you to practice performing a task in Workday. For Demonstrations, I will demonstrate a process in the Workday training tenant. Task Exercises are designed for you to practice performing a task in a training tenant. You may have questions during this course: Always repeat the question so that every hears and understands it Answer questions you know Record on parking lot for questions that you have partial or no answer. Parking Lot questions will be answered after class.
- #24 TRANSITION: The second major category of preparation is the equipment. Because much of what you will train is application-based training, you need to know the equipment in each training room and be prepared to help the students use it. Computers: You need to know what kind of equipment is in the room and the proper usernames/passwords for each workstation. Also, you need to know if you are required to bring your own computer or if one will be provided for the facilitator. You also need to know the usernames/passwords for any application you will use during the class. Data Files: If you need to load any simulations or other samples/data on each workstation, you may need to have those files on a flash drive and then copy it to each workstation in the room before class begins. Software: You need to ensure that each workstation has the right software and applications to perform the tasks required in training. Is the web browser available and up to date? Visual Equipment: You will present the training from your facilitator workstation, but you also need to be familiar with how the projector works in each training room. Never assume it works; test it every morning even if you’re in the same room every day. You never know when the bulb may burn out or if someone else used the room and damaged the equipment after your last class.
- #25 TRANSITION: The final major category of preparation is the facility. If the room and fixtures in it don’t support training, then it’s likely the distractions will reduce how much the students actually learn. Reference logistics from the participant guide. SAY: Point out where the restrooms, water fountains, vending machines are located
- #27 Review the items in the participant guide
- #28 Review the items in the participant guide
- #30 TELL: Every course begins by engaging the audience, drawing them into the course. Make the students want to be there, or at least understand why they have to be there. Then you introduce each new idea and set the stage for learning the topic. You present the supporting material to explain the topic. Then you confirm the audience’s understanding of the topic. You can then transition to a new topic or move on to… …close the course by ensuring the students have an overall understanding and confidence with the learning topics. Finally, you evaluate the program to ensure that it meets the needs and expectations of the project. TRANSITION: Let’s begin by talking about audience engagement techniques.
- #31 Review the items in the participant guide
- #32 Review the items in the participant guide TRANSITION: The second step in the course flow is the introduction of new ideas. TELL: As you begin each new lesson or topic within a module, you must provide the students with a brief description of the idea or concept. This introduction may appear as either objectives at the beginning of a module or business concept slides before a demo/exercise. TELL: By introducing the topic with objectives or an overview, you provide a framework for the students… a launching point for further learning. You set expectations for what they are about to learn.
- #33 TRANSITION: The third step in the course flow is the presentation of material. Review the items in the participant guide
- #34 TRANSITION: The fourth step in the course flow is the confirmation of understanding. Review the items in the participant guide
- #35 TRANSITION: The fifth step in the course flow is the transition. Review the items in the participant guide
- #36 TRANSITION: The sixth step in the course flow is closing the course. Review the items in the participant guide
- #37 TRANSITION: The seventh and final step in the course flow is the course evaluation. Review the items in the participant guide
- #38 Give everyone a few minutes to prepare their 1 minute presentation on the topic they choose from the hat at the beginning of the presentation. Each person comes up to the front, gives their presentation and uses the techniques learned to engage and inform quickly and effectively.
- #39 Review items and next steps
- #40 SAY: Thank you for attending If you have additional question afterwards – contact Rebecca