This document provides an overview of training concepts and best practices for designing and delivering effective training sessions. It discusses what training is, the roles and responsibilities of trainers, adult learning theory, the training design process, and tips for facilitating dynamic sessions. The key aspects covered include conducting a needs assessment, writing learning objectives, selecting appropriate activities, facilitating participation, and closing sessions successfully.
This document outlines the key steps in an effective train-the-trainer process:
1. Analysis - Conduct a needs assessment to identify gaps between current and desired skills/knowledge through surveys, interviews, and reports. Determine clear training objectives and methods.
2. Design and development - Develop the training content and points based on the objectives. Organize the presentation and incorporate visual elements.
3. Delivery - Engage trainees through an interesting delivery style using techniques like questions, examples, and activities. Deal with questions from trainees respectfully.
4. Evaluation - Measure the success of the training against the original objectives using methods like surveys, interviews, or work results to evaluate learning progress and on-the-
Coaching involves improving employee performance through planned learning opportunities guided by a coach. It helps someone perform skills better with the goal of bringing work improvements. Coaching is ongoing and interactive, providing guidance to encourage productive decisions while allowing coachees ownership. A coach's role is to understand issues, set goals, provide tools for coachees to develop solutions independently, and support them through mistakes. Building a coaching culture benefits individuals through customized learning, teams by focusing on goals, and organizations by developing relationships and discovering new ways to help people grow. Good coaches have strong interpersonal skills, observe and interpret situations creatively, and have confidence in others' abilities. Coaching opportunities arise when advice is sought, mistakes are made, or performance
This document provides training guidelines and tips for presenters of DXN programs. It outlines expectations such as turning off phones and reserving questions until the end. Presentation skills are discussed like appearance, engaging the audience, body language, eye contact and voice modulation. Effective openings, middles and closings are described to keep audience interest. Pre-meeting preparations and handling objections are also covered to help presenters improve their skills.
The document discusses the changing role of managers from one of command and control to that of a coach. Coaching involves an ongoing dialogue between manager and employee to develop skills, performance, and potential. It focuses on encouraging and motivating the employee to achieve higher goals, unlike performance assessments. Coaching is important for reinforcing formal training and sustaining new skills. It indicates that the highest reason employees leave organizations is dissatisfaction with their direct supervisor. Effective coaching involves managers asking open-ended questions to draw solutions from employees rather than being prescriptive. This approach increases innovation, learning, thinking, and team productivity.
This document provides guidance on training trainers and adult learning principles. It discusses that trainers require skills like comprehension, conceptualization, creativity and conduct. The training process is outlined as a 4D cycle of determine, design, deployment, and determine. Key principles of adult learning theory are covered, such as engaging learners through active participation, relating content to real-world examples, and addressing individual needs. A variety of training methods are also presented, including lectures, demonstrations, role plays and group exercises.
Train the Trainer - Training and Development SessionAly Abbas Dilawar
This document provides guidance on how to conduct effective trainings. It discusses introducing yourself to participants, key elements of effective presentations such as preparing content, understanding your audience, confident delivery, and controlling the environment. Specific tips are provided, such as identifying a few key points, using examples, practicing, and using participants' names. The document also contrasts telling vs. teaching, provides sample activities for reflection and brainstorming, and discusses using storytelling, grabbing attention, and asking questions.
This document outlines the key steps in an effective train-the-trainer process:
1. Analysis - Conduct a needs assessment to identify gaps between current and desired skills/knowledge through surveys, interviews, and reports. Determine clear training objectives and methods.
2. Design and development - Develop the training content and points based on the objectives. Organize the presentation and incorporate visual elements.
3. Delivery - Engage trainees through an interesting delivery style using techniques like questions, examples, and activities. Deal with questions from trainees respectfully.
4. Evaluation - Measure the success of the training against the original objectives using methods like surveys, interviews, or work results to evaluate learning progress and on-the-
Coaching involves improving employee performance through planned learning opportunities guided by a coach. It helps someone perform skills better with the goal of bringing work improvements. Coaching is ongoing and interactive, providing guidance to encourage productive decisions while allowing coachees ownership. A coach's role is to understand issues, set goals, provide tools for coachees to develop solutions independently, and support them through mistakes. Building a coaching culture benefits individuals through customized learning, teams by focusing on goals, and organizations by developing relationships and discovering new ways to help people grow. Good coaches have strong interpersonal skills, observe and interpret situations creatively, and have confidence in others' abilities. Coaching opportunities arise when advice is sought, mistakes are made, or performance
This document provides training guidelines and tips for presenters of DXN programs. It outlines expectations such as turning off phones and reserving questions until the end. Presentation skills are discussed like appearance, engaging the audience, body language, eye contact and voice modulation. Effective openings, middles and closings are described to keep audience interest. Pre-meeting preparations and handling objections are also covered to help presenters improve their skills.
The document discusses the changing role of managers from one of command and control to that of a coach. Coaching involves an ongoing dialogue between manager and employee to develop skills, performance, and potential. It focuses on encouraging and motivating the employee to achieve higher goals, unlike performance assessments. Coaching is important for reinforcing formal training and sustaining new skills. It indicates that the highest reason employees leave organizations is dissatisfaction with their direct supervisor. Effective coaching involves managers asking open-ended questions to draw solutions from employees rather than being prescriptive. This approach increases innovation, learning, thinking, and team productivity.
This document provides guidance on training trainers and adult learning principles. It discusses that trainers require skills like comprehension, conceptualization, creativity and conduct. The training process is outlined as a 4D cycle of determine, design, deployment, and determine. Key principles of adult learning theory are covered, such as engaging learners through active participation, relating content to real-world examples, and addressing individual needs. A variety of training methods are also presented, including lectures, demonstrations, role plays and group exercises.
Train the Trainer - Training and Development SessionAly Abbas Dilawar
This document provides guidance on how to conduct effective trainings. It discusses introducing yourself to participants, key elements of effective presentations such as preparing content, understanding your audience, confident delivery, and controlling the environment. Specific tips are provided, such as identifying a few key points, using examples, practicing, and using participants' names. The document also contrasts telling vs. teaching, provides sample activities for reflection and brainstorming, and discusses using storytelling, grabbing attention, and asking questions.
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
Why would a company hire a trainer? To produce a change. The trainer by default is
an agent for change. Regardless of any results a trainer may accomplish, the bottom line is a
measurable change in employees’ performance.
This document provides an outline for a train the trainer course. It covers preparation, conducting training, facilitation skills, demonstrations, and closing. The preparation section discusses understanding adult learning, the difference between teachers and instructors, creating checklists and lesson plans, and motivating audiences. The training section addresses introductions, aims, transitions, and delivering content. Facilitation skills like managing discussions and paraphrasing are also outlined. The document provides guidance for effective demonstrations and summaries.
The document provides an agenda for a 3-day training of trainers course, outlining objectives, sessions, and activities to teach participants about training design, delivery, and improvement. Key topics include learning styles, training needs assessment, learning theories, training methods, handling difficult participants, and demonstrations. The goal is for participants to learn how to design and deliver effective training courses and develop action plans to strengthen their skills as trainers.
Useful for Trainers, Facilitators, Teachers and Managers who need to teach theories, concepts and other topics to others in an entertaining way to ensure deeper penetration of knowledge and skills.
Content:
What is Training?
The Trainer
Qualities of a Trainer
Training Need Analysis
Content Development
Trainig Delivery
Methodologies
Evaluation - Measurement & Assessments
Feedback - why & How to deliver
The document provides guidance for trainers on how to conduct effective training sessions. It defines training and outlines the objectives, responsibilities and characteristics of a good trainer. It discusses the importance of training for both employees and organizations. The document recommends using a four step training method including preparation, demonstration, practice and follow up. It also provides tips on different training methods, code of conduct, joining instructions and necessary equipment. The overall document serves as a reference for trainers on best practices for planning and delivering training.
The document provides an agenda and materials for a Train the Trainer workshop. The workshop will cover preparing trainers for content training days, including introductions, an overview of training binders and materials, and skills for participant preparation, presentation, and classroom management. Trainers will learn about considering participant characteristics and engagement, developing training components, practicing presentation techniques, and managing the learning process through techniques like introducing new ideas, confirming understanding, and closing programs. The goal is to equip trainers with consistent processes and tools to effectively deliver Workday trainings.
The G.R.O.W. model is a coaching framework that involves establishing a goal, examining reality, exploring options, and establishing will. It involves the coach asking questions to help the coachee define a specific, measurable goal. The coach then asks questions to understand the current reality and identify options. Finally, the coach helps the coachee commit to specific actions and overcome barriers to achieving the goal. Effective use of the G.R.O.W. model relies on the coach asking open-ended questions and listening well to guide the coachee through each step.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
Indonesia Professional Development Center (IPDC) - a subsidiary of PT. IPDC Consulting & Advisory
IPDC was developed in 2000. Since then we grow becoming one of the leading and well-recognized training and people development firm in Indonesia. Presently, we are supported by dozens of experienced and skillful full-time staff to support our daily operation and more than 100 part-time experienced training facilitators and lead consultants. We are also supported by some of representatives staff at Bandung,, Jogyakarta and Denpasar.
At Indonesia Professional Development Center (IPDC), we offer over 350 different training programs year-round in each year. Individuals participating in these programs benefit from working with a cross-section of peers from different industries. They are also able to share common problems and experiences that enhance their learning and expand their know-how.
IPDC's programs are offered in various formats to suit individual schedules and needs, from intensive 2-4 day classroom sessions to a customized sessions. At IPDC, we believe that all learning should be of direct, practical business use, which is why we deliver everyday skills and processes that can be taken back to the workplace and applied immediately.
Contact Us at:
Rasuna Office Park 2/QO-08.
Jl. HR. Rasuna Said
Jakarta 12960 Indonesia
Ph (+6221) 8378 6465 ; 8378 6477 ; 8378 6389
Fax (+6221) 8378 6478
E-mail : training@ipdc.co.id; registration@ipdc.co.id
www.ipdc.co.id
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
Developing the Coaching Skills of Your Managers and Leaders | Webinar 03.10.2015BizLibrary
What are the obligations of managers? It varies from organization to organization based upon a number of factors such as industry, culture, department, skill level of the team, etc. Regardless of the organization, at the very heart of this question lies a dilemma. In this webinar we'll discuss:
• Why coaching skills are important
• Traditional coaching models and how we can improve them
• Emerging principles and competencies for managers and leaders
• The difference between coaching and mentoring
www.bizlibrary.com
After The Employee Engagement Survey: Now What? Best Practices in Communicati...Stephen Shinnan
The results are in. The presentation to the leadership team went well, and all eyes turn to you as the CEO utters those famous words: So, what are the next steps? You’ve been anticipating that, and have loads of questions:
How should we cascade the results to managers and staff? Is there are a right way and a wrong way? What are the best practices?
How do we go about action planning?
What should we focus on?
How do I deal with groups that don’t want to follow the organizational approach, i.e. they want to do their own thing?
How do I satisfy the people who don’t accept the organization’s results and think their group is different?
Join Norm Baillie-David, SVP Consulting, as he draws from numerous case studies and success stories to provide best practices in how to proceed after the survey to ensure that your survey investment is maximized and that you do the right things right to improve employee engagement in your organization.
The document outlines the agenda for a "Train the Trainer" workshop. It covers topics like adult learning styles, how adults learn best, motivating adult learners, dealing with difficult behaviors in groups, lesson planning, and training evaluation. The agenda includes discussions, activities, and a roleplaying exercise where participants practice delivering lesson messages from a sample training.
The document discusses training in organizations and provides guidance on conducting effective training programs. It outlines that training can shorten learning times, reduce costs, and improve performance. It also emphasizes analyzing needs, developing well-planned training programs with clear objectives, and evaluating programs to ensure benefits are achieved. Effective training methods include participatory learning, applying concepts to real work, and getting feedback to promote behavior and attitude change.
Coaching for Continuous Improvement presented at the ASQ World Conference on Quality and Improvement May 2016 Milwaukee - How to develop team members to be strong problem solvers
This document provides an overview of key aspects of designing and delivering effective training programs, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses determining training needs through formal and informal assessments, setting specific and measurable objectives, developing content based on objectives and learner needs, choosing appropriate delivery formats, and evaluating training impact based on objectives. Sample topics covered include instructional design principles, qualities of effective trainers, and techniques for engaging learners.
In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
This manual has been developed on the basis of three Training of Trainers courses, which were conducted in Tunis, Tunisia between October 2013 and January 2014.
Why would a company hire a trainer? To produce a change. The trainer by default is
an agent for change. Regardless of any results a trainer may accomplish, the bottom line is a
measurable change in employees’ performance.
This document provides an outline for a train the trainer course. It covers preparation, conducting training, facilitation skills, demonstrations, and closing. The preparation section discusses understanding adult learning, the difference between teachers and instructors, creating checklists and lesson plans, and motivating audiences. The training section addresses introductions, aims, transitions, and delivering content. Facilitation skills like managing discussions and paraphrasing are also outlined. The document provides guidance for effective demonstrations and summaries.
The document provides an agenda for a 3-day training of trainers course, outlining objectives, sessions, and activities to teach participants about training design, delivery, and improvement. Key topics include learning styles, training needs assessment, learning theories, training methods, handling difficult participants, and demonstrations. The goal is for participants to learn how to design and deliver effective training courses and develop action plans to strengthen their skills as trainers.
Useful for Trainers, Facilitators, Teachers and Managers who need to teach theories, concepts and other topics to others in an entertaining way to ensure deeper penetration of knowledge and skills.
Content:
What is Training?
The Trainer
Qualities of a Trainer
Training Need Analysis
Content Development
Trainig Delivery
Methodologies
Evaluation - Measurement & Assessments
Feedback - why & How to deliver
The document provides guidance for trainers on how to conduct effective training sessions. It defines training and outlines the objectives, responsibilities and characteristics of a good trainer. It discusses the importance of training for both employees and organizations. The document recommends using a four step training method including preparation, demonstration, practice and follow up. It also provides tips on different training methods, code of conduct, joining instructions and necessary equipment. The overall document serves as a reference for trainers on best practices for planning and delivering training.
The document provides an agenda and materials for a Train the Trainer workshop. The workshop will cover preparing trainers for content training days, including introductions, an overview of training binders and materials, and skills for participant preparation, presentation, and classroom management. Trainers will learn about considering participant characteristics and engagement, developing training components, practicing presentation techniques, and managing the learning process through techniques like introducing new ideas, confirming understanding, and closing programs. The goal is to equip trainers with consistent processes and tools to effectively deliver Workday trainings.
The G.R.O.W. model is a coaching framework that involves establishing a goal, examining reality, exploring options, and establishing will. It involves the coach asking questions to help the coachee define a specific, measurable goal. The coach then asks questions to understand the current reality and identify options. Finally, the coach helps the coachee commit to specific actions and overcome barriers to achieving the goal. Effective use of the G.R.O.W. model relies on the coach asking open-ended questions and listening well to guide the coachee through each step.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
Indonesia Professional Development Center (IPDC) - a subsidiary of PT. IPDC Consulting & Advisory
IPDC was developed in 2000. Since then we grow becoming one of the leading and well-recognized training and people development firm in Indonesia. Presently, we are supported by dozens of experienced and skillful full-time staff to support our daily operation and more than 100 part-time experienced training facilitators and lead consultants. We are also supported by some of representatives staff at Bandung,, Jogyakarta and Denpasar.
At Indonesia Professional Development Center (IPDC), we offer over 350 different training programs year-round in each year. Individuals participating in these programs benefit from working with a cross-section of peers from different industries. They are also able to share common problems and experiences that enhance their learning and expand their know-how.
IPDC's programs are offered in various formats to suit individual schedules and needs, from intensive 2-4 day classroom sessions to a customized sessions. At IPDC, we believe that all learning should be of direct, practical business use, which is why we deliver everyday skills and processes that can be taken back to the workplace and applied immediately.
Contact Us at:
Rasuna Office Park 2/QO-08.
Jl. HR. Rasuna Said
Jakarta 12960 Indonesia
Ph (+6221) 8378 6465 ; 8378 6477 ; 8378 6389
Fax (+6221) 8378 6478
E-mail : training@ipdc.co.id; registration@ipdc.co.id
www.ipdc.co.id
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
Developing the Coaching Skills of Your Managers and Leaders | Webinar 03.10.2015BizLibrary
What are the obligations of managers? It varies from organization to organization based upon a number of factors such as industry, culture, department, skill level of the team, etc. Regardless of the organization, at the very heart of this question lies a dilemma. In this webinar we'll discuss:
• Why coaching skills are important
• Traditional coaching models and how we can improve them
• Emerging principles and competencies for managers and leaders
• The difference between coaching and mentoring
www.bizlibrary.com
After The Employee Engagement Survey: Now What? Best Practices in Communicati...Stephen Shinnan
The results are in. The presentation to the leadership team went well, and all eyes turn to you as the CEO utters those famous words: So, what are the next steps? You’ve been anticipating that, and have loads of questions:
How should we cascade the results to managers and staff? Is there are a right way and a wrong way? What are the best practices?
How do we go about action planning?
What should we focus on?
How do I deal with groups that don’t want to follow the organizational approach, i.e. they want to do their own thing?
How do I satisfy the people who don’t accept the organization’s results and think their group is different?
Join Norm Baillie-David, SVP Consulting, as he draws from numerous case studies and success stories to provide best practices in how to proceed after the survey to ensure that your survey investment is maximized and that you do the right things right to improve employee engagement in your organization.
The document outlines the agenda for a "Train the Trainer" workshop. It covers topics like adult learning styles, how adults learn best, motivating adult learners, dealing with difficult behaviors in groups, lesson planning, and training evaluation. The agenda includes discussions, activities, and a roleplaying exercise where participants practice delivering lesson messages from a sample training.
The document discusses training in organizations and provides guidance on conducting effective training programs. It outlines that training can shorten learning times, reduce costs, and improve performance. It also emphasizes analyzing needs, developing well-planned training programs with clear objectives, and evaluating programs to ensure benefits are achieved. Effective training methods include participatory learning, applying concepts to real work, and getting feedback to promote behavior and attitude change.
Coaching for Continuous Improvement presented at the ASQ World Conference on Quality and Improvement May 2016 Milwaukee - How to develop team members to be strong problem solvers
This document provides an overview of key aspects of designing and delivering effective training programs, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses determining training needs through formal and informal assessments, setting specific and measurable objectives, developing content based on objectives and learner needs, choosing appropriate delivery formats, and evaluating training impact based on objectives. Sample topics covered include instructional design principles, qualities of effective trainers, and techniques for engaging learners.
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Train the Trainer: From Novice to Grandmaster (presented at eduWeb 2017)Katie Santo
As training facilitators we are entrusted with the responsibility of educating the masses. We teach sessions that are often required — and others attended by choice. Our material, whether it be the university-wide web content management system or the hot new social media platform, isn’t necessarily the most palatable to our participants. But there are things we can do as training facilitators to help prepare ourselves, our participants, and our training for success. This workshop includes best practices for training facilitators as well as role-playing activities designed to enhance your learning experience. From easy ways to create a safe learning environment to understanding the simple power of a question, you will learn how to turn a potentially transactional training session into a transformational training experience.
(These slides are from a workshop presentation from the eduWeb Digital Summit held in Boston, MA in 2017.)
An assessment centre is the final stage of the selection process used by many employers. It involves a series of exercises over one or two days to evaluate candidates on competencies required for the job. Exercises may include group discussions, role plays, presentations, case studies, and in-tray exercises. Candidates are observed and evaluated by assessors on criteria such as participation, influence over others, and problem-solving skills. The goal is not to get the right answer but to observe how candidates work with others and approach challenges. While stressful, assessment centres provide employers with reliable insights into future job performance.
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr. Dr. John Persico
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
This document provides an overview of concepts and methods for successful training. It discusses a trainer's checklist of pre-training tasks. It also explains constructivist learning theory and how to apply it through Socratic questioning. Additionally, it outlines the DGCP method for skills transfer and the ADDIE model for instructional design. The goal is to equip trainers with best practices for planning, facilitating, and evaluating effective training.
Revitalizing Dry Content: A Lesson In EngagementAggregage
This webinar with Tim Buteyn will teach you strategies for motivating learners even when you’re given “boring” content, methods to capture learner attention and bring your courses to life, and techniques that convert a course from dry and lifeless to relevant and engaging.
Evaluating an Master Trainer by Sajjad Ahmad Awan PhD Research Scholar TE Pla...Malik Sajjad Ahmad Awan
The document discusses tips for being a successful trainer. It begins by outlining the agenda, which includes evaluating MTs, the role and types of MTs, how to be a good MT, challenges of technology, the relationship between MTs and effective learning, and tips for success. It then provides advice on respecting oneself and others, accepting advice and responsibilities, being prepared, and exhibiting compassionate, sincere, sociable, encouraging and courteous behaviors. The key aspects are developing self-respect and respecting others, accepting feedback to improve, preparing thoroughly, and interacting with kindness and honesty.
Rosalba Fiore provides tips for facilitating live online training. She discusses identifying learners' objectives and presenting information in chunks that learners can access asynchronously and at their own pace. Fiore emphasizes using multimedia like audio, video, photos and slideshows to engage learners. She recommends selecting an learning management system to create and manage the course, tracking results and creating reports. Fiore also stresses relating course content to real-world scenarios so learners can apply what they learn.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Presentation delivered by Pablo Junco to the HOLA Community at Microsoft. The objective was to provide guidelines to people how want to become a mentor (or improve their skills as mentor.
HOLA stands for Hispanic & Latino Organization of Leaders in Action. HOLA provides professional development and networking opportunities for members and allies of the LatinX and Hispanic communities.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURYssuserb4e9ee
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
This document outlines the schedule and agenda for a week-long PCS Curriculum Review Week being held at Eastern Elementary School from June 18-22, 2013. The goals for the week are to create draft district curriculum pacing guides and begin the process of continuous improvement of teaching and learning. Each day will focus on different aspects of curriculum development like establishing big ideas, essential questions, learning targets, and vertical alignment across grades. Teachers will work in groups to develop these elements for their assigned content areas and grades.
This document summarizes a professional development session on assessment for learning (AFL). The presenter discussed moving away from traditional assessment practices towards a more formative approach. Key points included:
1) The presenter advocated giving students more feedback and fewer grades in order to increase learning. Feedback should be specific and actionable for students.
2) Traditional practices like assigning grades for every assignment were questioned. Research suggests this has little impact on learning. The focus should be on learning, not task completion.
3) Creating student-friendly learning intentions and criteria was a focus. Teachers worked on drafting intentions for upcoming lessons to increase clarity and engagement.
4) Increasing feedback through methods like student conferences and
Facilitation Skills for Training the Trainer (TTT) Programmegst-trichy
The document provides an overview of facilitation skills needed for effective training sessions. It discusses qualities of successful presentations such as planning, knowing the audience, and using examples. It outlines the structure of presentations including introductions, maintaining audience attention, conclusions. Facilitation skills are then covered, including the role of a facilitator, basic skills like attending, managing, observing, listening and questioning. Response types and tips for answering questions are also presented. The document concludes with tips for facilitation success.
The District Professional Learning Team met to get to know each other and establish group norms, core values and beliefs, and goals. Members completed a reflective exercise about themselves and shared in groups. The purpose of the team is to develop highly effective professional learning to support student achievement. Group norms, core values and beliefs were discussed and drafted. Goals include developing professional learning standards, a delivery model based on research, and evaluating professional development.
This document provides guidance on designing effective workshops and meetings. It addresses key considerations for understanding participants, including their objectives, backgrounds, and comfort levels. It also covers determining learning objectives, agenda, content delivery methods, and follow-up actions. The goal is to use an ENGAGE model to energize, navigate, generate meaning, apply content, gauge learning, and extend the experience to keep participants engaged throughout and ensure the learning sticks after the session.
Similar to 80 PPTS-TRAINING FOR DUMMIES-KEY IDEAS (20)
This document provides definitions for 5 words: maunder-grumble means to talk in a complaining way (chiefly British), sempiternal means eternal, collywobbles means bellyache or pain in the abdomen, and quixotic means foolishly impractical especially in the pursuit of ideals. The last word, quixotic, is defined twice.
This document contains a list of vocabulary words from A to Z along with their definitions or explanations of meaning. Some of the words are related to introducing or entering, such as introduce, introflex, introceptive, and introgression. Others relate to aspects of communication like didactic, heretical, copious, imperative, and unequivocal. The document aims to expand the reader's vocabulary through examples and breakdowns of Latin and Greek word origins.
This document discusses the importance of after-sales service for companies. It notes that 77% of Indian consumers will not make a repeat purchase or continue with a company's services after a bad customer experience. Additionally, 76% of Indian consumers are willing to pay 11% more for excellent customer service. The document also outlines some key principles for after-sales service processes, including problem resolution timelines, supplier management, reporting techniques, and escalation processes. Overall, it emphasizes that quality after-sales service leads to customer satisfaction, repeat purchases, and positive word-of-mouth advertising.
This document provides tips and techniques for closing sales, including:
1) Different closing techniques like the 1-2-3 close, adjournment close, affordable close, and more that use different communication approaches to get the customer to buy.
2) Examples of how to use each technique through sample dialogs between the salesperson and customer.
3) The document aims to equip salespeople with a "toolbox" of closing strategies to overcome customer objections and get them to make a purchase decision.
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80 PPTS-TRAINING FOR DUMMIES-KEY IDEAS
1. TRAINING FOR DUMMIES
By
ELAINE BIECH
Slides Prepared By
Indranil Bhaduri
Freelance Sales Trainer
Contact for Content Writing
Sales and Soft Skills Training
BUYINDRANIL@GMAIL.COM
2. Big Question
What is training ?
Training is about CHANGE. It is about
TRANSFORMATION. It is all about
LEARNING Training is a PROCESS designed
to assist an individual to learn new
skills,knowledge, or attitudes.
4. Role of a Trainer
Career coach
Facilitator
Chief learning officer
Instructional designer
Computer-based training Designer
Instructor
Corporate trainer
Courseware designer
Curriculum development Specialist
Executive coach
Organization development Specialist
Technical trainer
5. What do Trainers Do?
Two roles (DESIGN and DELIVERY )
Whether you design, deliver, or do a bit of
both, you have two aspects to master:
CONTENT
PROCESS
6. Do You Have What It Takes to
be A TRAINER?
• Are you willing to work longer than an 8-
hour day?
• Are you also willing to stay later than your
official “ending” time?
• Can you stand on your feet all day?
• Can you perform even when you feel lousy?
• Are you prepared to constantly give of
yourself without expecting to receive
anything in return?
7. Do You Have What It Takes to
be A TRAINER?Contd…….
• Can you be the perfect role model all the
time?
• Can you cope with constant logistic
problems?
• Are you prepared to encourage your
participants even when there is a lack of
management commitment?
• Can you deliver hard feedback?
8. Why Adults Learn
• Think back to the past 60 days. What is
ONE thing you learned?
9. Adult Learning Theory:
Malcolm Knowles
• Malcolm Knowles’ 6 assumptions
• Adults have a need to know why they
should learn something before investing
time in a learning event
• Adults enter any learning situation with
an image of themselves as self
directing, responsible grown-ups.
10. Contd…
Adults come to a learning opportunity
with a wealth of experience and a great
deal to contribute.
Adults have a strong readiness to learn
those things that help them cope with
daily life effectively.
11. Contd..
• Adults are willing to devote energy to
learning those things that they believe
help them perform a task or solve a
problem.
• Adults are more responsive to internal
motivators such as increased self
esteem than external motivators such
as higher salaries.
13. Who’s who?
• Trainer
Title given to adults who are the
learning catalysts so other adults may
learn new skills and knowledge.
14. Facilitators
• Facilitators:
Title given to adults who ensure
learners’ participation; sometimes
interchangeable with trainers but more
often used when little knowledge or skill
is dispensed
18. How about those who are
receiving the training?
• Learners: A neutral term that can be used
for anyone gaining information.
• Participants: A general term used by
trainers to refer to anyone in a learning or
intervention session
• Trainees: Synonymous with participants;
most recently has been replaced by
“learners” or “participants.”
• Students: Used for young children;
pedagogical.
19. The Training Cycle
• Analysis
• Design
• Development
• Implementation
• Evaluation
• acronym ADDIE
22. STEPS of conducting a needs
assessment
• ASK
• Why?
• How?
• What?
• who?
• and when?
23. IMPORTANT
1.Identify a need or data to
investigate a problem
2.Determine a plan for gathering data
3.Gather the data (talk to people, read
books).
4.Analyze the data you collected
5.Make a decision (decide to go or not)
24. TIP
• No matter how extensive and
complete your assessment and analysis
are, it is always a good idea to
conduct a mini needs assessment at
the beginning of each session.
26. GOOD objective must be
SMART
• Specific
• Measurable
• Attainable, yet a stretch
• Relevant
• Time-bound
27. FORMULA
• ABCDs
• Audience (who)
• Behavior (will do what)
• Condition (by when or some other
condition, such as with assistance)
• Degree (how well, if not 100 percent of
the time)
• Template:
• _______ will _______, by
_______, ________.
28. How Do I Begin?
STEP !
List all the learning objectives for the
session.This is the basis for the
content.
STEP !!
If you need to break the objectives
down to smaller, more manageable
units, do so now.
29. Step !!!
• Arrange the learning objectives into a
logical learning sequence.
• • Chronological
• • Procedural order
• • Problem/solution
• • Categories
• • General to specific
• • Simple to complex
• • Less risky to more risky
• • Known to unknown
30. Step !V
• Determine content, ensuring that you
have enough, but not too much.
• What do your learners need to know?
Need to do?
• What specific knowledge and skills will
help them achieve the learning
objectives?
31. STEP V
• Identify the BEST methodology
• role play OR
• Discussion OR
• Practice
32. STEP VI
• Develop or purchase the support
material you need to go along with
what will happen during the learning
experience.
33. STEP VII
• Conduct a pilot to determine what
needs to be changed or improved to
achieve success.
34. What else will your participants
expect in your design?
• Icebreaker: 15 minutes
• Introductions: 20 minutes (1 minute per person)
• Review agenda: 2 minutes
• Mini needs assessment: 3 minutes
• Introduce learning objectives: 10 minutes
• Clarify their expectations: 10 minutes
• Establish ground rules: 7 minutes
• Housekeeping information: 1 minute
35. How do you know which type of
activity to select?
• Knowledge
If you want people to gain knowledge about
something, furnish them with information
through these activities:
• Articles
• Literature
• Diagrams
• Audiotapes
• Buzz group
36. Skills
• If you want people to be able to do
something and acquire a new skill, help
them experiment by using these activities:
• Case studies
• Demonstrations
• Role playing
• Videos and practice
• Exercises
• Worksheets
37. ATTITUDE
If you want people to change their
values or priorities, assist them to
inquire into and observe the old versus
the new by using these:
• Instruments
• Role plays
• Debates
• Structured games
• Exercises
• Self-analysis
38. Training Design
• Make or buy? That’s the question!
• What should you know before you buy?
39. What should you know before you
buy?
• What’s the track record of the
company?
• What kind of support will you receive
from the company?
• Who is responsible for getting the
work completed?
• What’s the timeline for completing
the project?
40. SOME MORE………
• What, exactly, are you purchasing?
Participant materials? Trainer's guides?
Media support?
• What’s the quality of the materials?
• Does the program include a trainer’s
manual?
• Do you know how much you’re paying?
• How consistent are the objectives of the
program with the needs of your
organization?
41. FINALLY………
• Is the program rich in content?
• How will your most critical
participants view the program?
46. REACTing
• Relaxed and informal atmosphere
• Encourage participation
• Accept them where they are
• Communication is open, friendly, and honest
• Take control of their own learning
47. ShowTime
• Opening with a bang!!!!!!!!!!
• Creating a supportive learning
environment!!
• Getting to know your participants and
their needs!!
• Training and presenting like a pro!!
• Encouraging questions!!
• Using smooth transitions to move from
one place to another!!!
• Bringing closure to a training event!!!
48. What’s in a name: Five secrets
to remembering names
• Obtain a copy of the roster prior to
your training session. Read it over and
try to get a big-picture vision of how
many people, men, women, and names.
• Also look for names that may be
difficult to pronounce so that you can
take extra care to listen when they
introduce themselves.
49. What’s in a name: Five secrets
to remembering names
• Work the introductions
• Use name tents
• Use small-group time
• Play a game
50. Cheat……!!!!!!!!!
• Finally, when all else fails, do what I do
— cheat. Before the session starts I
draw a sketch of the room and the table
arrangement. As participants introduce
themselves, I jot the person’s name at
the corresponding place in the sketch. I
can use that later as I practice
everyone’s name. Participants feel good
when you use their names. Work at
remembering them.
51. What do they hear? The six Ps
• Projection
• Pitch
• Pace
• Pauses
• Pronunciation
• Phillers
52. What do they see?
• Body stance is one of the first things
participants notice
• Gestures
• Facial expression
• Eye contact
• Nervousness
53. NOTES: To USE or NOT to
USE?…Answer IS YES…………
• Use the trainer’s manual as your
guide.
• Use the participant manual/materials
as your guide.
• Develop your own notes.
54. Wrapping Up an Effective
Training Session
• Ensure that expectations were met
• Summarize the accomplishments and
gain commitment to action
• Send them off with a final encouraging
word — or two
55. Mastering Media and
Other Visuals
• Computer projection systems
• Videos and DVDs
• Overhead projectors
• Flipcharts
• Boards of all types (including electronic)
• Props
56. Training with Style
• Using Color to Evoke Emotions and
Energize
• Red says, “Pay attention!”
• Evokes happiness, cheerfulness, and
warmth.
• Blue creates a feeling of
reliability, trust, maturity, authority, peac
e, and tranquility. Dark blue projects a
masculine image, while light blue projects
youth. Use blue early in a session to
establish trust.
57. Contd…
• Indicates productivity, growth, youth, and
health
• Stimulates energy, enthusiasm, and
positive thinking
• Projects
assertiveness, boldness, passion, and
power.
• Usually indicates
cleanliness, honesty, innocence, or
goodness.
• Creates feelings of independence and
solidarity
58. Contd..
• Indicates strength, support, solidly
earthy, and a lack of superiority.
• Light pink indicates femininity and fun.
• project elegance and an image of status.
May also suggest riches.
59. AUDIENCE :Managing disruptive
types
• Movie Stars
• Movie Stars like attention and want to
be the center of the action.
• Deserters
• Comedians Comedians, the class
clowns, may also be looking for attention
through humorous remarks.
60. AUDIENCE
• Blockers
• Blockers are the naysayers in the group.
They are the ones who are negative and
don’t believe anything will work.
• Attackers
• Attackers toss out barbs directed
toward the trainer, other
participants, or the content.
61. Dominators
Dominators take up much air time by
talking, sometimes repeating
themselves,and sometimes speaking
slowly and in great detail.
62. A 15-second relaxer
Try this relaxation technique. It takes
only 15 seconds and works in almost any
situation when you need to reduce
anxiety.
63. A 15-second relaxer
1. Lower your head so that you’re
looking straight down.
2. Squeeze your thumb and index
fingertips together on both hands.
3. While squeezing your thumb and
finger, inhale deeply while silently
affirming, “I am calm and relaxed.”
64. A 15-second relaxer
4. Exhale slowly, relax your
fingers, and tell yourself, “I am
prepared and confident.”
5. Repeat four times as you visualize a
successful training session.
6.Lift your head and smile to whoever
is in your eyesight.
67. ROI: What’s All the Hype?
In recent years a fifth level has been
added to Kirkpatrick’s Four Levels of
Evaluation: return on investment (ROI).
Trainers face a persistent trend to be
more accountable and to prove their
worth!!!!
68. What’s the ROI process?
• 1. Collect post-program data.
• 2. Isolate the effects of training.
• 3. Convert data to a monetary value.
• 4. Tabulate program costs.
• 5. Calculate the ROI
69. TRAINER…….DO IT YOURSELF
• Become a Lifelong Learner
• Consider certification
• Attend conferences
• Join an association or a group
• Create mentoring opportunities
• Train with a partner
• Read
• Go the Extra Mile: Stay on Top
• of Your Game!
70. Ten core skills of a master
trainer
• 1. Make and keep commitments. This
means that a “yes” is a “yes” and a “no” is a
“no.”
• 2. Face each day with a positiveattitude.
• 3. Persist until you succeed.
• 4. Have a clear positive self-image.
• 5. Multiply your value 100-fold.
• 6. Treat this day as if it were your last.
71. Ten core skills of a master
trainer
• 7. Master your emotions
• 8. Laugh at the world and yourself
• 9. See a need, take action.
• 10. Seek guidance
Read Og Mandino’s book, The Greatest Salesman in
the World. This book is less about selling and more
about developing the personal skills needed to
succeed in any job.
72. What’s to know about e-learning?
• Computer-based training (CBT)
• CD-ROM courses
• Web-based training (WBT)
• Performance Support System (PSS)
• Electronic Performance Support System
(EPSS)
• Distance learning
• Distributed learning
• Webinars
73. Tips to Start Off
on the Right Foot
• Establish a Climate Conducive to
Learning
• Clarify Participants’ Expectations
• Introduce the Content
• Surprise!
• Introduce Participants
• Learn About the Group
74. Tips to Start Off
on the Right Foot
• Establish Ground Rules
• Confront Any Issues
• Establish Your Credibility and Style
• Take a Break!
75. Ten Ways to Increase
Participation
• Begin to Encourage Participation Right
from the Start
• Cards for the Shy and Faint of Heart
• Give Your Role Away
• Participation; Repeat, Participation
• On Your Feet!
• Say a Lot without a Word
76. Ten Ways to Increase
Participation
• Remove the Tables
• Attention-Getting Answers
• The Quietest
• Participation Right to the End
77. Ways to Save Time
in the Training Room
• Consider the Relationship of Time to
Small Groups
• One Activity, Two (or More) Objectives
• Different Pace for Different Folks
• Cut Out the Fat
• Use Timekeepers
78. Ways to Form
Small Groups
• Count Off
• Go to Your Corners
• Personal Data
• Secret Codes
• Code the participants’ materials in
various ways. Purchase stickers and
place them on the training materials
79. Adding
Humor to Training
• I’m Lost!
• Don’t Be Original!
• All of your humor does not need to be
original. In fact, it may be better if
someone else has tested it for you.
80. 10 Icebreakers That Work
• Bingo
• Expectations
• Hopes and Fears
• Introduce Me, I Introduce You
• Go to Your Corners
• Little White Lie
• Personal Coat of Arms
81. TRAINING FOR DUMMIES
By
ELAINE BIECH
Slides Prepared By
Indranil Bhaduri
Freelance Sales Trainer
Contact for Content Writing
Sales and Soft Skills Training
BUYINDRANIL@GMAIL.COM