This document outlines the agenda and objectives for a training of trainers refresher lesson plan. The agenda includes an introduction, reviewing objectives of adult learning and development, training models, developing objectives and lesson plans, classroom versus on-the-job training, and a conclusion. Key topics to be covered are the importance of adult learning principles, creating effective lesson plans, assessing training needs, and delivering engaging presentations. The objectives are for participants to understand adult learning, develop lesson plans, assess training needs, and understand differences between classroom and on-the-job training.

1. TRAINING OF TRAINERS
REFRESHER

2. LESSON PLAN
TOPIC CONTENT TIME
INTRODUCTION • Welcome
• Housekeeping logistics
1 minutes
OBJECTIVES OF THE REFRESHER • Purpose of the training
• Why training and development
5 minutes
5 minutes
TRAINING AND DEVELOPMENT • The learning model
• Adult vs Child Model
• Types of Learners
• Learning Principles
• Tools of a Trainer
4 minutes
DEVELOPING TRAINING OBJECTIVES • Purpose of having an objective
• Activity and discussion
5 minutes
LESSON PLAN • Types of training
• Content and Presentation
5 minutes
ON THE JOB TRAINING • Structure OJT
• Delivery of content
3 minutes
CONCLUSION Summary and questions 2 mins

3. OBJECTIVES
At the end of this training session, participants must
be able to
• Understand and value the importance of adult
learning
• Develop a lesson plan and understand the
importance of lesson plan
• Develop training needs and delivering effective
presentations
• Understand the difference between classroom
based learning and On the Job training

4. WHY TRAINING and DEVELOPMENT
• Training and development is a function of human
resource management concerned with organizational
activity aimed at bettering the performance of
individuals and groups in organizational settings.
Training can improve business performance, profit and
staff morale. Advantages to your business include:
• New skills gained.
• Imparting knowledge
• Targeting skills to meet the needs of an operation for
now and in the future
• Confidence and morale building

5. Step 1
Conduct training
needs analysis
Review available
training methods
Implement
training program
Measure training
results
Develop training
objectives
Design/select
training methods
Design training
evaluation approach
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Training Model

6. ADULT VS CHILD

7. TYPES OF LEARNERS

8. LEARNING PRINCIPLES
• K – KNOWLEDGE (know why)
• S – SKILLS (know how)
• A – ATTIDTUE (know what)

9. TOOLS OF A TRAINER
• Being well prepared
• Engaging in classroom participation
• Building on presentation skills
• Sticking to the course outline and sequence
• Asking and responding to questions
• Using training Aids
• Gather and use course evaluation data

10. DESIGNING YOUR TRAINING
• Cost
• Urgency
• Availability of Instructors
• Outsourcing
• Ordering of materials
• Timing
• Feedback
• Evaluation

11. DEVELOPING LEARNING OBJECTIVES

12. PURPOSE OF OBJECTIVES
• Desired outcome
• What should be expected to occur
• Conditions
• Under what conditions
• Standards
• What criteria would signify that the outcome
is acceptable
• Accuracy, quality, speed

13. LESSON PLAN
• Provides content and
procedure overviews
at the start of the
lesson
• Provides course and
lesson objectives
• Provides times and
transitions

14. Basic Learning Principles
1. Feedback (best if it is specific and immediate)
2. Transfer of Training (e.g., transfer what is
learned back to the job)
3. Reinforcement (use of desired rewards for
“proper” performance)
4. Practice (opportunity to apply what is learned
during training to the job)

15. TRAINING CONTENT AND
PRESENATION
• Plan your presentation
• Know your audience
• Selecting the material
• Theory session
• Skills session
• Introduction body, conclusion
• Method of delivery
• Remember you are holding a conversation with
an audience

17. TYPES OF TRAINING

18. Presentation
Training Methods
Lectures
• Relevant to groups of various sizes
• Difficult to tailor to individual needs
Workshops/Seminars/Conferences
• Transfer of training can be problematic
Audio-visual (e.g., videotapes, CDs, DVDs, films, slide
presentations)
• Ensures consistency of content and presentation
• Some methods are not easily revised (e.g., costly)
• Allows the review of performance

20. Simulations
Behaviorally-based (e.g., flight simulator training, police
officer training)
• Permits practice and the introduction of events,
obstacles, situations
• Allows the review and evaluation of performance
Role Playing (individual or group)
• Types of training include assertiveness, conflict
resolution (e.g., customer complaints)Evaluate
performance and provide feedback
• Actual behavior and performance assessment can be
unstructured

21. 1. Training is specific to the job tasks (e.g., use of actual
tools, equipment, procedures)
2. Easy transfer of training back to the job
3. Training is dependent on the skill/knowledge and time
availability and motivation level of the trainer
On-The-Job Training (OJT)
(Used with regard to skill acquisition)

22. 4. What is taught, how things are taught, the
timing and sequencing of what is taught, and the
time spent (focus) on what is taught.
5. Participants are more able to assist others in
specific job duties.
On-The-Job Training (OJT)

23. STRUCTURED OJT
1. Change work procedures on an old job
2. Being trained as a back up
3. Job analysis
4. Tell
5. Show
6. Ask for demonstration
7. Reinforcement
8. Thank/ reference

24. DELIVERY OF CONTENT
1. Eye contact
2. Body movement
3. Gestures
4. Mannerisms
5. Voice control

25. ROLE OF QUESTIONS
1. Help clarify
2. Build confidence
3. Attempt to understand
4. Open up to new avenues
5. Offer ideas and insights

26. COMMITMENT TO LEARNING
1. Learning increasing when we reflect on our
experience.
2. Urgency boost learning
3. Risk taking encourages learning
4. Question the assumptions
5. Receiving accurate feedback
6. No relying solely on experts
7. Group responsibility empowers members

27. LAST THOUGHTS FOR TRAINERS

28. ANY QUESTIONS