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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. Module Objectives. Identify uses & formats for this training program

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train the trainer

Train the Trainer

The purpose of this

training program is

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

module objectives
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
Presentation Options

For Using the Program

  • PowerPoint software viewed with video projector
    • Go to a PowerPoint tutorial at 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
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
Web Tools & Terms
  • Web user guide
  • Web terms glossary
e learning

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


‘Comfort’ & ‘intimidation’ factors

Transportation limitations

Isolates learner

Limits interaction

Takes discipline to schedule use

Increased material preparation time


Choose wisely: It may not be the answer

presentation options7
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
to print from powerpoint photocopies or transparencies
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
Consider the Audience
  • 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
Customizing Materials

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
  • 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
Room set up

Enough chairs for each participant

Tables, if available

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


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?)



ground rules
Ground Rules
  • Start & end on time
  • Return promptly from breaks/lunch
  • Turn pagers to vibrate & cell phones off
  • Show respect and courtesy
effective instruction
Effective Instruction
  • 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

Open posture


Eye Contact

Sit forward, if seated

Relaxed appearance

Open palms

Hands at your sides

Arms outspread with open palms

Legs uncrossed


Cross your arms

Frown or scowl

Look away or stare

Point with one finger


Appear tense/anxious

Clench fists

Hands in pockets

Hand hidden

Chew a pencil

Do’s & Don’ts

Effective Training Techniques

summarize review
  • Review what they have learned by asking them
    • “What one thing did you learn?”
  • 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

Training Theory

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

training learning

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

To make or become proficient with specialized instruction and practice


Acquire knowledge or skill

To gain comprehension or mastery of through experience and practice

Training & Learning
what do people want
What Do People Want?
  • 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
How Do Adults Learn?
  • 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
Adult Learning Principles
  • 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
Learning Styles
  • Everyone has a unique learning style that affects how they learn and perform
  • “What is Your Learning Style?”
listening reading
Listening & Reading
  • 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
observing imitating
Observing & Imitating
  • 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?”
  • 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
Receiving Feedback
  • 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?”
learners as trainers
Learners as Trainers
  • 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?


accelerated learning
Accelerated Learning

During breaks play music


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

Games & Ice Breakers

Effective Training Techniques

introductions toys
Introductions toys
  • 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”)
  • 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?
  • 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

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
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
Three Truths & A Lie

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

  • 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
Everyone stands in a circle

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


Experiential Learning
experiential learning42
Experiential Learning
  • 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
Drawing Metaphors
  • 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
Group Activities
  • 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



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



difficult participants46



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



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
Case Study


Group Discussion

Role Play

Structured Exercise

Trainer Presentation

Advantages & Drawbacks

of Training Methods

practice feedback
Practice & Feedback

Now it is your turn to practice your presentation skills

30 minutes to prepare

5 minute presentation

What worked?

What improvements?

improving performance
Improving Performance

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

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.