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Train the Trainer. The purpose of this training program is to provide tips and suggestions to help you train other people. http://flashpages.prodigy.net/zanda/Z/materials.html. Module Objectives. Identify uses & formats for this training program

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Train the trainer l.jpg

Train the Trainer

The purpose of this

training program is

to provide tips and suggestions to help you train other people.

http://flashpages.prodigy.net/zanda/Z/materials.html


Module objectives l.jpg
Module Objectives

  • Identify uses & formats for this training program

  • Discuss the use of electronic media for training delivery

  • Explain how to customize materials to the audience

  • Discuss effective instruction techniques

  • Practice presentation skills


Presentation options l.jpg
Presentation Options

For Using the Program

  • PowerPoint software viewed with video projector

    • Go to a PowerPoint tutorial at http://www.fgcu.edu/onlinedesign/manage.html for hints on revisions to the basic program

  • Viewed as transparencies on an overhead projector

  • Shown on a PC and viewed by an individual or a small group gathered around a work space


E learning definitions l.jpg
E-learning Definitions

Electronic learning

  • CAI - Computer Assisted Instruction

  • WBT - Web Based Training

  • Blended Learning combination of methods

    • CAI

    • Teleconference

    • Virtual meetings

    • Discussion boards


Web tools terms l.jpg
Web Tools & Terms

  • Web user guide

    • http://www.fgcu.edu/support/newuser.html

  • Web terms glossary

    • http://www.dc.peachnet.edu/~drobinso/webcourseintro/www_glossary.html


E learning l.jpg

Benefits

Large audience

Distance learning option

Use public access computers such as libraries

Can be posted as web site links for easy viewing

Use on own schedule

Limitations & Risks

Technology limitations

Computer access

Knowledge

‘Comfort’ & ‘intimidation’ factors

Transportation limitations

Isolates learner

Limits interaction

Takes discipline to schedule use

Increased material preparation time

E-Learning

Choose wisely: It may not be the answer


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Presentation Options

Low Tech….Just Talk & Interact….

  • If an overhead or video projector is not available, use a copy of the slides as talking points for a presentation

  • Provide participants with a copy of the slides


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To Print from PowerPoint Photocopies or Transparencies

  • Hold down Ctrl + P

  • The print window will pop up

  • All slides will be printed unless you choose certain pages in the ‘print range’ window

  • At the ‘print what’ window, scroll & choose slides, handouts, or notes

  • If you are printing a handout choose how many slides you want

    • Hint: the more slides printed on the page the smaller the letters. If your audience has limited vision, print no more that two slides per page

  • Click on the windows for black and white or grayscale


Consider the audience l.jpg
Consider the Audience Photocopies or Transparencies

  • What is the size of your audience?

  • What are their needs?

  • What equipment is available?

  • What would be the best use of their time?

  • What documents should be revised or updated before your presentation?


Customizing materials l.jpg
Customizing Materials Photocopies or Transparencies

Revising the Master PowerPoint Presentation

  • Customize to your audience

  • Revise to fit a schedule

  • Focus on a specific area

  • Do not revise the master; work from a copy

  • Periodically save the document

  • Hint: Email a saved copy to yourself


Scheduling promotion l.jpg
Scheduling/Promotion Photocopies or Transparencies

  • Locate and schedule a room; provide tables to write on, if possible

  • Due to people’s busy lives and conflicting priorities, schedule a site at least two weeks before a presentation

  • Create a simple flyer mail, email or fax


Checklist l.jpg

Room set up Photocopies or Transparencies

Enough chairs for each participant

Tables, if available

Set up in conference table or “U” shape when possible

Equipment

Power strip with several outlets, if available

Sufficient outlets for equipment

Sign-in, registration sheet, or roster to document participation in your training sessions

What information do you want to keep about your participants?

For what purpose? (mailing lists, email address lists?)

Paper

Pencils

Checklist


Training facilitation techniques l.jpg

Training & Facilitation Techniques Photocopies or Transparencies


Ground rules l.jpg
Ground Rules Photocopies or Transparencies

  • Start & end on time

  • Return promptly from breaks/lunch

  • Turn pagers to vibrate & cell phones off

  • Show respect and courtesy


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Effective Instruction Photocopies or Transparencies

  • State the goal of instruction

  • Introduce the skill(s) and why important

  • Tell them what you are going to tell them

    • Learning Objectives

    • Content/Discussion

    • Tell them what you told them; Review/Summarize


Do s don ts l.jpg

Do Photocopies or Transparencies

Open posture

Smile

Eye Contact

Sit forward, if seated

Relaxed appearance

Open palms

Hands at your sides

Arms outspread with open palms

Legs uncrossed

Don’t

Cross your arms

Frown or scowl

Look away or stare

Point with one finger

Slouch

Appear tense/anxious

Clench fists

Hands in pockets

Hand hidden

Chew a pencil

Do’s & Don’ts

Effective Training Techniques


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Summarize/Review Photocopies or Transparencies

  • Review what they have learned by asking them

    • “What one thing did you learn?”


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Evaluation Photocopies or Transparencies

  • What do you want to evaluate?

    • Achievement of learning objectives

  • What format to use?

    • Questions “What was the most useful thing about this training?” “What was the least useful?”

    • Checklist such as Met goals & objectives, information was was organized, and other areas

  • What type of scale to use?

    • Rate using standard Likert Scale of 1-5

    • 1-4

    • 1-10


Training theory l.jpg

Training Theory Photocopies or Transparencies

Your goal is to not provide good training……. it is to provide others an opportunity to learn!


Training learning l.jpg

Training Photocopies or Transparencies

To coach in or accustom to a mode of behavior or thoughts

To make or become proficient with specialized instruction and practice

Learning

Acquire knowledge or skill

To gain comprehension or mastery of through experience and practice

Training & Learning


What do people want l.jpg
What Do People Want? Photocopies or Transparencies

  • Practical and relevant content to what they do

  • Bottom line “What do I really need to know”

  • To be entertained “Adults are just kids in big bodies” - Bob Pike

  • People stay tuned to WIFM - What’s in it for Me?


How do adults learn l.jpg
How Do Adults Learn? Photocopies or Transparencies

  • Don’t all learn the same so training must flexible enough to adjust to different learning styles

  • Need repetition

  • Need concrete examples

  • Need a variety of methods to experience knowledge & skills

    • Hands on practice

    • Visual observation & practice

    • Job Aids; checklists; handouts; manuals

  • Given these factors, typical classroom training is not always the answer


Adult learning principles l.jpg
Adult Learning Principles Photocopies or Transparencies

  • Focus on how the learning can by applied in the real world

  • Relate the learning to learners’ expectations

  • Relate the information to real situations and experiences

  • Allow discussion and difference of opinion

  • Listen to and respect the opinions of others

  • Encourage people to be resources to each other

  • Treat people like adults


Learning styles l.jpg
Learning Styles Photocopies or Transparencies

  • Everyone has a unique learning style that affects how they learn and perform

  • “What is Your Learning Style?”


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Listening & Reading Photocopies or Transparencies

  • Learn by researching & listening to those who know how to perform the skill (Subject Matter Experts: SMEs)

  • Traditional classroom settings where students read, take notes, work problems & take pencil and paper tests

  • Example: Learn computer skills by reading the manual and following demonstrations


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Observing & Imitating Photocopies or Transparencies

  • Learn by watching someone else and then imitates/duplicates what they observe

  • Example: Learn computer skills by sitting by someone and duplicating what they see

  • “What are some of the problems with imitating someone else?”


Doing l.jpg
Doing Photocopies or Transparencies

  • Learn primarily by trial and error

  • Try new things and then modify what they do as they go along

  • Example: Sailing - continuously setting and adjusting the sails to stay on course


Receiving feedback l.jpg
Receiving Feedback Photocopies or Transparencies

  • Learn by having someone who has observed their behavior give them feedback or advice on what to change

  • Example: Learn computer skills by having others observe what they do and coach them

  • “Will this learner always take the initiative to ask about how to learn something?”


Processing information impact on learning l.jpg

Visual Photocopies or Transparencies

Auditory

Kinesthetic

Processing Information Impact on learning


Learners as trainers l.jpg
Learners as Trainers Photocopies or Transparencies

  • What learning style will someone training others most likely use?

  • How can that style impact the learner(s)?

  • What are the implications about training others?

?


Training techniques tools l.jpg

Training Techniques & Tools Photocopies or Transparencies


Accelerated learning l.jpg
Accelerated Learning Photocopies or Transparencies

During breaks play music

humor

Use humor

When people answer questions throw candy

Research shows that adults learn the most effectively when all of their senses are involved, especially what they see. They also learn more effectively when they are relaxed. Weave humor and use creativity into your presentations to create an environment that encourages people to learn


Games ice breakers l.jpg

Games & Ice Breakers Photocopies or Transparencies

Effective Training Techniques


Introductions toys l.jpg
Introductions Photocopies or Transparenciestoys

  • Gather several toys raiding the bottom of a child’s toy box, yard sales, dollar stores - most < $1.00

    • clay, legos, blocks, keyrings, deck of cards, clocks, slinkies, spark plugs, fake money

  • Place toys on tables at the training site

  • Post a flip chart with these instructions

    • Choose a toy from those you see that represents what it is like

      • finding information for someone who needs it

      • living in a community

      • being part of a team

    • Be prepared to tell the group what you chose and why

    • (Can add other parts to this such as “My name is” “What I expect today is”)


Introductions l.jpg
Introductions Photocopies or Transparencies

  • Pair off with someone you do not know, don’t know very well, and/or don’t work with

  • Ask your partner any of these questions and be prepared to introduce them and what they said

    • What do most people not know about you?

    • What one place do you hope to visit?

    • Remembering a time when someone taught you how to do something, what did that individual do that helped you learn?


Introductions36 l.jpg
Introductions Photocopies or Transparencies

  • Pair up

  • Think about the last time that you could not do something or do it well (hobby, game, sports)

  • Talk with your partner “how did that make you feel?”

  • Identify your expectations for this workshop


Expectations l.jpg
Expectations Photocopies or Transparencies

Always start a class asking participants what they expect

  • Ask participants what they expect from the class

  • Write these expectations on a flip chart

  • Cross off those that are not part of this training class and refer to other classes where the skills will be learned

  • Post the expectations

  • At the end of the class review the list

  • Decide how the expectations can be met that were not


Getting to know you l.jpg

Have each person fill out a short questionnaire about the person on the left

favorite color

car driven before their present car

does the person like broccoli

where was this person born

does this person like to fly, etc.

Tell the group to pass the questionnaires to the person on the left to see how many answers were correct.

“Getting to Know You”


Three truths a lie l.jpg
Three Truths & A Lie person on the left

Ask participants to think of three "facts" about themselves but two were true and one is a lie

Go around the group and each person will tell their three facts

The group will try to guess which is the lie

You can have people write down what they think is the lie and then give a prize to the person who gets identified the most lies

Good ice-breaker and opens up dialogue about making assumptions and stereotyping other people


Cartoons l.jpg
Cartoons person on the left

  • Watch for appropriate cartoons in daily and weekend newspapers

  • Ask colleagues and peers to be on the lookout for them

  • Make transparencies from photocopies or scan into your computer and ‘cut and paste’ into into Power Point and other presentations


Experiential learning l.jpg

Everyone stands in a circle person on the left

Give instructions

“I will throw in this ball of yarn”

“Once you receive it throw the ball to the next person in the circle who you provide services or information to or you get services or information in order to do your job”

Continue throwing the yarn until you have thrown the yarn to everyone who either supplies you with services or information or you provide to them

Once group is finished, ask “Let’s look at this activity and see what it has to do with helping people find resources?”

Identified gaps

Interdependence

Experiential Learning


Experiential learning42 l.jpg
Experiential Learning person on the left

  • Collect several items

    • balls

    • toys

  • Give Instructions

    • “I will throw in an item”

    • “Toss it to someone else”

    • “The object of this activity is to keep the item moving without dropping it”

  • Once the one item is being tossed throw in additional items

  • Debrief to include statements and observations about

    • Importance of communication including non verbal

    • Interdependence

    • Multi-tasking and complexity

    • Teamwork


Drawing metaphors l.jpg
Drawing Metaphors person on the left

  • Ask group to draw a map or mural

    • Vision of the future

    • How they feel about a new change of some kind or it could be capturing a "career journey" or learning journey of some sort where you represent past, present, future

  • Encourage people to use symbols and metaphors and colors to communicate their message--not just words.

    • Use a weather analogy or sports analogy to get the group going--then leave it to their imagination

    • Create a motto or ‘coat of arms’

  • Use crayons or scented markers with colored paper or flip charts

  • Allow 15-20 minutes for discussion and drawing

  • Ask group to post and have a spokesperson share their picture


Group activities l.jpg
Group Activities person on the left

  • A group cheer!

  • Create team names

  • Making up parody skits of what "not to do" “not to say”

  • Play Jeopardy, Family Feud or Wheel of Fortune


Difficult participants l.jpg

KNOW-IT-ALL person on the left

KARATE EXPERT

ANGRY PARTICIPANTS

Stay calm and relaxed

Listen carefully, let him/her know you heard them

Use challenge as a learning opportunity

Ask the person to discuss it privately after class or during break

Difficult Participants

Yada

Yada


Difficult participants46 l.jpg

SHY person on the left

EMBARRASSED

UNEASY PARTICIPANTS

Call on him/her by name cautiously

Use humor (tell an experience of your own where you were embarrassed, etc)

Ask for a show of hands

Difficult Participants


Difficult participants47 l.jpg

OVERLY EXCITED person on the left

TALKATIVE

DOMINANT PARTICIPANTS

Ask closed-ended questions

After his/her comment, ask what the rest of the group thinks

Ask him/her to link the comment with the subject - “Columbo”

Summarize the subject and move on

Difficult Participants


Advantages drawbacks l.jpg

Case Study person on the left

Demonstration

Group Discussion

Role Play

Structured Exercise

Trainer Presentation

Advantages & Drawbacks

of Training Methods


Practice feedback l.jpg
Practice & Feedback person on the left

Now it is your turn to practice your presentation skills

30 minutes to prepare

5 minute presentation

What worked?

What improvements?


Improving performance l.jpg
Improving Performance person on the left

Based on self assessment and the feedback you received from others, how will you improve your ability as a trainer and facilitator?

  • 1

  • 2

  • 3


Sources l.jpg
Sources person on the left

Materials adapted from the following sources

  • The ABC’s of I & R, Alliance for Information and Referral Systems, Seattle, Washington.

  • Overview of 2-1-1, United Way of Metropolitan Tarrant County First Call, 2001.

  • Extraordinary Information & Referral, Community Council of Greater Dallas, 2001.

  • People First training program, 2001, Zanda Hilger, M. Ed., LPC for the Area Agency on Aging of North Central Texas.

  • Train the Trainer materials developed by Zanda Hilger.


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End Train the Trainer Module person on the left


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