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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. http://flashpages.prodigy.net/zanda/Z/materials.html. Module Objectives. Identify uses & formats for this training program

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Train the Trainer

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  1. 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

  2. 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

  3. 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

  4. E-learning Definitions Electronic learning • CAI - Computer Assisted Instruction • WBT - Web Based Training • Blended Learning combination of methods • CAI • Teleconference • Virtual meetings • Discussion boards

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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?

  10. 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

  11. 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

  12. Room set up 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

  13. Training & Facilitation Techniques

  14. Ground Rules • Start & end on time • Return promptly from breaks/lunch • Turn pagers to vibrate & cell phones off • Show respect and courtesy

  15. 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

  16. Do 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

  17. Summarize/Review • Review what they have learned by asking them • “What one thing did you learn?”

  18. Evaluation • 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

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

  20. Training 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

  21. 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?

  22. 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

  23. 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

  24. Learning Styles • Everyone has a unique learning style that affects how they learn and perform • “What is Your Learning Style?”

  25. 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

  26. 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?”

  27. Doing • 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

  28. 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?”

  29. Visual Auditory Kinesthetic Processing Information Impact on learning

  30. 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? ?

  31. Training Techniques & Tools

  32. Accelerated Learning 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

  33. Games & Ice Breakers Effective Training Techniques

  34. 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”)

  35. Introductions • 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?

  36. Introductions • 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

  37. Expectations 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

  38. 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”

  39. 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

  40. Cartoons • 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

  41. 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 Interdependence Experiential Learning

  42. 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

  43. 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

  44. 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

  45. KNOW-IT-ALL 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

  46. SHY 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

  47. OVERLY EXCITED 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

  48. Case Study Demonstration Group Discussion Role Play Structured Exercise Trainer Presentation Advantages & Drawbacks of Training Methods

  49. Practice & Feedback Now it is your turn to practice your presentation skills 30 minutes to prepare 5 minute presentation What worked? What improvements?

  50. 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

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