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Train The Trainer A2z

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Train The Trainer A2z

  1. 1. Training A-Z Train the Trainer
  2. 2. Agenda • Purpose of Training • Qualities of a good trainer • Needs Assessment and Objectives • Designing & Developing Training • Delivery
  3. 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. 4. Bends • Attach rope end to rope end – make a long piece out of 2 shorter pieces Fisherman’s Knots are Sheet Bends are used good for small rope or to attach different fishing line sizes of rope
  5. 5. Why Offer Training • Your training goals should support the goals of your organization – overall purpose(s) – long range visions – broad
  6. 6. Purpose of Training is to Produce Change In… • Skills – how to – steps • Knowledge – critical thinking – decision making • Attitudes – ethics/values – behavior
  7. 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. 8. Personal Qualities to Look For in a Trainer • Self-confidence • Ability to listen • Awareness of • Sense of humor environment • Communication & • Ability to build theatrical skills bridges—relate old to • Flexibility new • Patience • Organizational skills • Cool head & warm • Desire to learn heart
  9. 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. 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. 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. 12. Assessment Methods • Informal – observation – pre-class surveys – group discussions • Formal – interviews – task analysis – focus groups – surveys
  13. 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. 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. 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. 16. “Cone of Experience” People generally remember: Read 10% of what they read Verbal 20% of what they Hear Words hear Watch still picture Watch moving picture 30% of what they see Visual Watch demonstration 50% of what they hear and see 70% of what they Do a site visit say or write Do a dramatic presentation Kinesthetic 90% of what they say as Simulate a real experience (Experiential) they do a thing Do the real thing Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
  17. 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. 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. 19. Designing- A Graphical Approach Objective Topics Main points Final content
  20. 20. Options for Sequencing Materials • Storyboard • Outline • Powerpoint • Index cards • Sticky notes
  21. 21. 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
  22. 22. Chunking • Long laundry list • Put in order • Chunk in to 3 to 5 main parts – Main point • subpoint • subpoint
  23. 23. 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?
  24. 24. Methods of Delivering Training • Instructor-led – One-on-one – Group – Lecture – Hands-on • Self-paced – Distance-Ed – Web tutorial – CD-ROM
  25. 25. It’s Ok to Have Fun! • Humor • Games – training tool • Icebreakers – introductions – questions • Music
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. It's not what is poured into a student, but what is planted Linda Conway
  30. 30. “It’s always helpful to learn from your mistakes because then your mistakes are worthwhile” Garry Marshall
  31. 31. Check out more great forwards at vparakhiya@rediffmail.com

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