Train the Trainer

1. Core Leadership SkillsSeries Train theTrainer

2. Agenda: Train theTrainer • Day 1 • Welcome • Introduction of Participants , Session Description andObjectives • Analyzing the Need forTraining • 7 Rules for a Successful TrainingProgram • Break • Exercise: The Worst Training that I EverHad • Principles of AdultLearning • The Four Basic Stages in the LearningProcess • Exercise: Learning StyleInventory • Lunch • Film:TED • Exercise: The Trainer TypeInventory • Planning Training • Break • Identify Your TrainingGoals • Identify Your TargetAudience • Identify LearningObjectives • Exercise: LearningObjectives • Identify TrainingContent • Homework: Mock TrainingExercise

3. Agenda: Train theTrainer • Day 2 • Welcome • Identify TrainingMethods/Resources/Activities • Exercise: Brainstorm TrainingMethods • Identify Learning EvaluationStrategies • Break • Develop a CourseOutline • Exercise: Developing a CourseOutline • EnvironmentalConcerns • Common Errors inTraining • Lunch • Mock TrainingPresentations • Break • Characteristics of an EffectiveTrainer • Exercise: SelfAnalysis • Facilitating GroupDiscussions • Dealing with DifficultTrainees • Making TrainingFun • Exercise: VisualAids/Brainstorm • Review and ActionPlan • CourseEvaluation • Group Feedback

4. Welcome: Day1 • The process of developing new skills shouldinclude • the following: • Identify a needed skillarea. • Agree on a learning method forimprovement. • Practice and receivefeedback. • Increase awareness of the effects of performanceon others. • Measure change within a well-definedtimeframe. • Recognize and reward skillenhancement.

5. Introduction ofParticipants • Who are you? • Why are youhere? • What moment in your life would you like toreplay? • What are five strengths you bring to this class? • What would you like to take away from thissession?

6. LearningObjectives • Identify the characteristics of an exceptionaltrainer. • Explain how adults differ from children in the waythey • learn. • Understand and identify different behavioral stylesand adapt training asnecessary. • Explain what a solid training program lookslike. • Describe a needs analysis and why it is a necessarystep in any trainingprogram. • Explain various methods for makinglecture-based • programsactive. • Develop strategies for handling classroomdisruptions. • Point out the highlights and pitfalls of various visualaid • options and classroom seatingarrangements.

7. LearningObjectives • Present information in a clear, concise, engaging manner. Participants will demonstrate successful understanding of key concepts during a practicepresentation. • Recognize the importance of considering the participants and their training needs, including the different learning styles and adult learningprinciples. • Write objectives and evaluate whether these objectiveshave • been met at the end of a trainingsession. • Develop an effective training program using appropriate training aids andtechniques. • Understand the importance of an instruction guide to helpa • trainer prepare and deliver effectively andconsistently. • Conduct group training sessions that incorporates these training concepts • Devise an Action Plan on how they may take back theirnew • found skills back into theworkplace.

8. Promote LifelongLearning • You can develop lifelong learningtraits: • By showing curiosity about human nature and how the worldworks. • By seeking and valuingdiversity. • By persisting in seeking out newsolutions. • By using your unique talents and intelligence to promote positivechange. • By learning and applying technology toolsto • solveproblems.

9. ShowRespect • Value yourself. Be honest and ethical,and • practice strong moralvalues. • Treat all members of the school community and with politeness andrespect. • Honor the ideas and opinions ofothers. • Offer tohelp. • Be responsible for keeping an openmind.

10. Policies • Bring notebook, textbook, planner, and appropriate writing tools toclass. • Ask questions at anytime. • Listen to all ideas andopinions. • Leave for restroom whenneeded. • Please be back from lunch and breaks on time. • Let us know if the day is not working foryou.

11. Analyzing the Need forTraining • The analysis phase is the building block of a training program. The basis for who must be trained, what must be trained, when training will occur, and where the training will take place are accomplished in thisphase.

12. Analyzing the Need forTraining

13. 7 Rules for a Successful TrainingProgram • BeConcise • BeFocused • KeepSchedule • Use Experts • Use Visuals • EncourageQuestions • Create ReadingMaterials

14. Principles of AdultLearning • Adults Prefer SituationsWhich: • Are Practical and ProblemCentered • Promote Their PositiveSelf-Esteem • Integrate New Ideas with ExistingKnowledge • Maintain Respect for theLearner • Capitalize on TheirExperience • Allow Choice andSelf-Direction

15. Principles of AdultLearning • The greater the combination of our senses that are stimulated in learning, the more successful learningis likely tobe.

16. Four Basic Stages in the LearningProcess • UnconsciousIncompetence • ConsciousIncompetence • ConsciousCompetence • UnconsciousCompetence

17. The Learning StyleInventory • To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or processinformation. • The questionnaire in your workbook will allow you to determine how you best like tolearn. • Answer the 14 questions in your workbook and complete the scoring asdescribed.

18. The Trainer TypeInventory • The manner in which a trainer handles the participants’ queries and interactions during the training session has an immense effect on the whole training. Trainers need to adapt their approaches or styles depending on the situation or the entry behavior oflearners. • Follow the instructions in your workbookon Completing the Trainer TypeInventory. • Identify which training styles you prefer. Review the comments for your preferred type. Circle those which most fit your style.

19. PlanningTraining • A successful training program must be well thought outinadvance. The more complexthe goals are for the training, the more important it is to have a plan that addresses all the major points needed to facilitate your learning objectives.

20. PlanningTraining

21. PlanningTraining • Identify your traininggoals • Identify your targetaudience • Identify learningobjectives • Identify trainingcontent • Identify trainingmethods/resources/activities • Identify learning evaluationstrategies • Develop a courseoutline

22. Identify Your TrainingGoals • Many effective training programs will incorporate multiple approaches. Designing a training program that uses training approaches that are appropriate for your organization will work best when the goals of training are clearly articulated. • ForInstance: Is the goal to createeducators • with better leadership and managementskills?

23. Identify Your TargetAudience • Who needs the training in theOrganization? • What attitudes will the trainees likely hold towards thetraining? • What KSAs do the trainees alreadypossess? • What specific KSAs would you want the trainees toobtain? • How do you collect the aboveinformation?

24. Identify LearningObjectives • Learning objectives serve as the basis for the design of the whole instructional plan, including determining appropriate training content, methodology,resourcesneeded. They are used in assessing training outcomes and they are used to facilitate activelearning.

25. How to Write a LearningObjective Identify when the knowledge or skill is tobe demonstrated Identify who is going to be able to demonstrate the KDA Provide a description of the expected performance Describe how well the performance must be demonstrated

26. How to Write a LearningObjective • Ideal Learning ObjectivesInclude: • A Measurableverb • The Condition to beperformed • The Standard for acceptableperformance

27. Exercise: LearningObjectives • Your workbook will have several examplesof • learning objectives that are poorlywritten. • Working in a small group, your task is to rewrite the objectives so that they are accurate, clear andconcise. • We will review all objectives when this activity is completed.

28. Identify TrainingContent • Training Content comes in various forms and can be delivered in various ways. Training content is basically the knowledge or intellectual property behind a training program or course youtake. • Leadership must be involved in the processof • identifying appropriate trainingcontent.

29. Identify TrainingContent • Subject matter experts (Try phoning or emailing them. Many will be happy to talk to you.) You can research book authors and college professors who have written about your training topic and then contact them via email, Facebook, LinkedIn or theirwebsites. • Books/tapes • Industry or trademagazines • Internet • Lots of free material (A good deal of free material exists on manysubjects) • Lots of proprietary materials (Much material is copyrighted and may only be available for sale or a licensingfee) • Data bases available at libraries oruniversities • Documentaries/films • Surveys, questionnaires andreports • Professionalassociations • Tradeassociations • Other? • Other?

30. Identify TrainingContent • Do NOT abuse the attentionspan

31. Take HomeAssignment • Mock TrainingPresentation • A mock training session is a simulated version of anactual training exercise that you will conduct for the rest of the class. This session will be held solely for the purpose of practice, evaluation andfeedback. • The topic for each mock session will be selected bythe presenter. Please refer to your workbook for additional information on thisactivity. • Sessions will be five minutes inlength.

32. Welcome: Day2 • This is the second day of our 2 day Trainthe • Trainer program. • Any comments or feedback on Day1? • Brief review of Agenda for Day2

33. Identify TrainingMethods/ Resources/Activities • When selecting a training method,answer • the followingquestions: • Is this method appropriate for theobjectives? • Are there sufficient trainers available to usethis • trainingmethod? • Are there resources available to use thistraining method? • What is the projected size of the group to betrained? • Is a special classroom arrangementrequired? • Is this method appropriate for grouptraining, individualized training, orboth? • What times are available fortraining? • What is the background of theparticipants? • Will the methods selected stimulate interestand providevariety?

34. Exercise: Brainstorm Training Methods • In small groups, see how many different ideas • you can list for training methods oractivities. • Divide your list into Passive and ActiveMethods • Select a spokesperson to share observations andinsights.

35. Identify LearningEvaluation Strategies • A learning evaluation is an evaluation of the skills, knowledge, or abilities acquired as a result of the trainingprogram. • Why do weevaluate? • What do weevaluate? • When do weevaluate? • How can we evaluate?

36. Exercise: Developing a Course Outline • Using your workbook, read the scenario on page30. • Working in small groups, you will need to develop a course outline for the situation described inthescenario. Be as specificas you can. • When you have completed the outline,be • prepared to share your results with theclass.

37. EnvironmentalConcerns • The environment in which the training takes place can have a major impact on the success of your trainingprogram. • Many organizations conduct some or all of their training offsite so as to take participants away from the distractions of their dailyworkplace. • The environment can act as a facilitator ora • detractor to your trainingefforts.

38. Common Errors inTraining • Accepting constraints on how youtrain • Training the subject and not thestudent • Notlistening • Hidingmistakes • Proving yourself competent totrain • Answering everyquestion • Letting egotrain • Missing the otherlayers • Keeping rigidly to ascript • Believing therole

39. Mock TrainingPresentations • Mock TrainingPresentation • Each student will present their training presentation. • Observers will be asked to evaluate the presentation using the evaluation sheet handed out. A copy is also in your workbook for reference. • We will conduct round robins after all evaluations have been completed to identify pros and cons of eachpresentation.

40. Exercise: Characteristics ofan EffectiveTrainer • Refer to the participant workbook forthis • activity. • Review each of the “Characteristics” listed in the workbookchart. • Circle the five areas where you think you are strongest. • Circle the five areas where you think youare • most in need ofimprovement.

41. Facilitation GroupDiscussions • Decide on group format in terms of sizeand • composition. • Try to insure diversity in each group orteam • Stay neutral, let groups do theirwork • Specify time limits for allactivities • Check periodically to see if groups will need moretime. • Give groups a five minutes heads up before the time allotted. • Have groups provide feedback andcomments

42. Dealing with DifficultTrainees • Here are some quick tips for dealing with an annoyingtrainee: • Don’t ignoreit • Empathize • Let them beheard • Include

43. Making TrainingFun • Most lectures are not fun because they do not engagethe participants. Lectures and most didactic methods, this includes panel discussions, readings, audio and even many video recordings are passive modes of instruction. Such methods can be a great way of covering a lot of material but it is hard to make them engaging and interesting. • By a wide margin, trainees seem to enjoy games and simulations much more than didactic training methods. Most participants want to be engaged and interactivewith the materials, ideas and contents of thecourse.

44. Making TrainingFun • Videos • Keepthemrelevant: What is the main point you want the video tomake • Keep themshort • Give students an assignment to do while watching the video, example: Notice if the actors or video reflect a diversepopulation. • Debrief after the video in terms of whatthe • participants saw, heard andunderstood.

45. Making TrainingFun • Some General Rules for UsingGames: • Understand what a training gameis • Understand that games aremetaphors • Facilitate what happens in the game, not what youwant tohappen • Allow the game towork • Havefun • Draw outexperiences • Askquestions • Honor the experience in theroom • Avoid making participants feelwrong • Use clear verbal and written instructionsand demonstrate asneeded.

46. Making TrainingFun • About DebriefingGames: • Have each group summarize their group or gameactivity. If specific worksheets are used, they can do it as a presentation or put up comments onflip-charts. • Ask groups for feedback on what happened in thegame. Howthey participated? What the outcomeswere? • Ask groups what insights they gained from theactivity and how they relate to the classmaterial • It is always a good idea to have worksheets fortrainees to complete both during and after the game oractivity.

47. VisualAids • Visual aids are visual representations whichsupport presentations in the form of text, cartoons, graphs, illustrations,photographs. • These can be PowerPoint slides, handouts, flipcharts, posters, objects etc. They help to break up themonotony, providing a visual stimulant to reinforce what the learners arehearing.

48. IceBreakers • An icebreaker is a facilitation exercise intended to helpa group to begin the process of forming themselves into a team. • Icebreakers are commonly presented as a game to "warm up" the group by helping the members to getto know eachother

49. Review and ActionPlan • It is always a good idea to get participants to document what they are going to do differently as a result of any training. This can be done as a group flipchart, individual action sheet or a verbal commitment to a colleague or "buddy".

50. Exercise: Review and ActionPlan • Using your workbook and the information from the self-assessment of your strengths and weaknesses as a trainer, complete one worksheet for each goal you select to workon. • Worksheets are in your participantworkbook.