London F.I.T. Department

1. London F.I.T. Department Train the Trainer

2. Icebreaker

3. Learn the basic skills and techniques to train others Prepare, plan and structure a training session Learn the importance of visual aids Identify the strengths and weaknesses in their delivery style Deliver stimulating sessions that are both informative and interesting Practise new skills and impart knowledge Course Objectives

4. What is Training? • Training imparts the following criteria to trainees in order for them to do their jobs: • Information • Knowledge • Confidence • Skills • Behaviour

5. For the Trainees Motivation Job Satisfaction Development For the Company Effectiveness Profit Why is Training important?

6. Communication skills Patience Listening skills Professional approach Caring attitude Product knowledge Clear, deliberate speech Presentation skills Commitment Flexibility Understand learning types What Makes a Good Trainer?

7. The Training Cycle Identify Needs Evaluate Plan and Design Deliver

8. Identifying and Analysing Training Needs Company: Knowledge/Skills/Behaviour What is a Training Need? Mind The Gap Employees: Knowledge/Skills/Behaviour

9. Identifying Needs: Bridging the Gap • How do you know if someone needs training? • The most common ways: • Statistical Analysis • Discussions (the MOST common way) • Future Demands on the Business

10. Training courses Computer software On the job training Cross Training/Shadowing Exhibitions/Trade Fairs Literature Videos/DVDs Projects Networking Secondment Coaching Distance Learning Internet/Intranet Identifying Needs: Vehicles to Bridge the Gap

11. Planning and Designing Training • Why do we Learn?:What is your Learning Style? • Activist • Reflector • Theorist • Pragmatist

12. Planning: Activist Style Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight. • Activists learn best when: • involved in new experiences, problems and opportunities • working with others in business games, team tasks, role-playing • being thrown in the deep end with a difficult task • chairing meetings, leading discussions • Activists learn less when: • listening to lectures or long explanations • reading, writing or thinking on their own • absorbing and understanding data • following precise instruction to the letter

13. Planning: Reflector Style Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. • Reflectors learn best when: • observing individuals or groups at work • they have the opportunity to review what has happened and thing about what they have learned • producing analyses and reports doing tasks without tight deadlines • Reflectors learn less when: • acting as leader or role-playing in front of others • doing things with no time to prepare • being thrown in at the deep end • being rushed or worried by deadlines

14. Planning: Theorist Style Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. • Theorists learn best when: • they are put in complex situations where they have to use their skills and knowledge • they are in structured situations with clear purpose • they are offered interesting ideas or concepts even though they are not immediately relevant • they have the chance to question and probe ideas behind things • Theorists learn less when: • they have to participate in situations which emphasise emotion and feelings • the activity is unstructured or briefing is poor • they have to do things without knowing the principles or concepts involved • they feel they're out of tune with the other participants e.g. with people of very different learning styles

15. Planning:Pragmatist Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. • Pragmatists learn best when: • there is an obvious link between the topic and job • they have the chance to try out techniques with feedback e.g. role-playing • they are shown techniques with obvious advantages e.g. saving time • they are shown a model they can copy e.g. a film or a respected boss • Pragmatists learn less when: • there is no obvious or immediate benefit that they can recognise • there is no practice or guidelines on how to do it • there is no apparent pay back to the learning e.g. shorter meetings

16. Planning: Training (or Learning) Objectives • S M A R T • Specific • Measurable • Achievable • Realistic • Timely • Aim – Long term statement of intent (less specific) • Objective – A short term learning outcome which can be measured

17. Planning: Why have good Objectives? • Help Trainer to achieve success • Help Trainees know what is happening and what they want to achieve • Help the Design of the course/session – route you are going to take to get there

18. Planning: Criteria to Writing Objectives • 1. Performance – what the learner will be able to do during/at the end • 2. Standard – the quality, time, limits of minimum performance • 3. Understanding – how are you going to check understanding? • 4. Conditions – the circumstances or context of the performance • New Performance – e.g. To create a new booking report covering your areas • To What Standard – e.g. from 2001 to 2003 • Under What Conditions – e.g. using AS400 reports and Microsoft Excel

19. This describes in CLEAR, SPECIFIC and UNAMBIGOUS terms what the trainee will be doing when demonstrating the task A useful list of typical performance verbs would include: Knowledge: Relate, List, Reproduce, Identify, Name, Describe, State Understanding: Discuss, Compare, Estimate, Explain, Justify, Distinguish, Differentiate Application: Apply, Analyse, Evaluate, Test, Use, Prepare, Solve Planning: Performance

20. Planning: Conditions • This describes the circumstances under which the performance is to be achieved • They will embrace such things as: • The environment in which the performance is to take place • The tools, equipment and resources to be used or available • The presence or participation of other people (supervisors, managers, etc.) • Performance – Undertake an effective, structured recruitment interview • Condition – using the company interview guidelines with their manager

21. Planning: Standards • Standards are of 3 types: • Accuracy of performance – quality • Speed of performance – quantity • Completeness of performance • Accuracy – The task must be completed without error • Speed – The task must be completed in not more than 10 minutes • Completeness – All questions answered

22. Identifying Needs – vital – no point in training otherwise! Training Objectives Consider the Trainees: Numbers Background/Experience Same Dept? Their motivation/willingness to learn Designing Training • Training Content: • Every programme us unique • Credibility • Commitment • Risk • Attention • Flexibility • Visual Aids • Evaluation – think now about the different levels

23. Why do we use Visual Aids?: To make your course more memorable, interesting + varied To explain complex issues To avoid misunderstanding To reinforce issues Important considerations: Keep them simple (separate out) Keep them uniform + don’t use too many types Keep them colourful Designing: Visual Aids

24. Designing: Appropriate Visual Aids • Videos • Handouts • Workbooks/books/exercises • Audio cassettes • PowerPoint • Computer based packages • Flipchart

25. Relevant to the subject Contain all the necessary information Look pleasing to the eye Not too much jargon/technical words Use presentation slides as handouts Formal/clean and clear (type face) Fit in with style Tone – jocular or formal Handout at appropriate times Leave gaps for trainees to write notes Don’t overload trainees with handouts Designing: Handouts

26. Stock of marker pens Prepare in advance – write on every other page Covered prepared points Use block capitals and different colours Prepare timing if prepared Stand to one side Don’t hang on easel for support Never write and speak at the same time Look at audience and not the Flip Chart Designing: The Flip Chart (limited to smaller groups)

27. Prior – make sure PC, projector and program set up correctly Prior – keep a back up copy Prior – use a .pps file Use animation, transitions and builds Add graphics, company logos to master slides to standardise look Choose appropriate backgrounds and font colours/face Use automatic timings (rehearse them!!) Designing: PowerPoint

28. Must be legible and audible to all Logical connection to content No clutter Keep simple Allow time for absorption Use if comfortable Be creative Be clear about effect achieved Standardise font style and sizes Designing: Visual Aids – Key Points

29. Designing: Types of Training Sessions • 3 types of training sessions: • Formal presentations– to large audiences/non interactive/1 way communication • Practical Training – training practical tasks/small groups • Theory Training – small to medium groups/lots of activities

30. Designing: Structure of a Training Session • Introduction • Tell ‘em what you are going to tell them • Main Body (Development) • Tell ‘em • (where the learning takes place) • Summary • Tell ‘em what you’ve told ‘em

31. Interesting Need Title Range Objectives Introduction should give: A REASON why we are here An INCENTIVE for the trainees to listen and learn An AIM Designing/Delivering: Introduction

32. Designing/Delivering: Example Course Introductions • Welcome the trainees to the course • Introduce yourself and the company • Explain the course agenda, break times, etc. • Explain any house rules, e.g. fire procedures • Explain course objectives and obtain agreement • Explain course manuals • Introduce the product • Explain the equipment, e.g. keyboard/hardware/screen

33. Delivering Training: Types of Training Sessions • 3 types of training sessions: • Formal presentations– to large audiences/non interactive/1 way communication • Practical Training – training practical tasks/small groups • Theory Training – small to medium groups/lots of activities

34. Designing/Delivering: Main Body • Simplicity • Relevance • Priority • Emphasis KEEP IT SIMPLE

35. Practical Training: Demonstrate – clearly, make sure all can see Explanation - slow Ask questions – for existing knowledge Trainee practice – in manageable chunks Supervise Help Theory Training: Explanation Ask questions Use participative methods – e.g. role plays, quizzes, exercises, etc. Use visual support Recap/summary All of the above in manageable chunks Designing/Delivering: Development of a Session • Formal Presentations: • Intro • Middle – use visual support • End • Recap/summary • Q & A • All of the above in manageable chunks

36. Designing/Delivering: Types of Information • Types of information • Must Knows • Should Knows • Could Knows (or Nice to Knows)

37. Check that learning has been achieved Check that the trainees have understood Understand against objectives The Summary should consist of: Inviting questions on the whole of the course Questions to the trainees to confirm the ‘Must Knows’ Any administrative points Summary Look forward A “thank you for listening” Designing/Delivering: Summary (The End)

38. For practical training: Ask questions Trainee practice For theory training: Test/exam Oral questions Role plays - during/after For formal presentations: Recap/summary Invite audience questions (can use a plant) For ALL: Ask trainees if they have any questions Give trainees praise Link forward to next session Designing/Delivering: Summary

39. Attentive/positive Know alls Jokers Wafflers Timid Trouble makers Reluctant Argumentative Negative Talkative Delivering: Different Types of Trainees

40. The 3 P’s: Pose the question Pause Pounce (name a person) Why ask questions?: People love answering them To test what they already know (intro) To create interest (intro) To think (middle) To have interaction (middle) To assess how it is going (middle) To test understanding (summary) Delivering: Question Techniques

41. Delivering: Types of Questions • Open • Closed • Leading • Single • Multiple • Limited choice • Probing • Clarifying

42. To avoid: Closed – follow up with open Ambiguous Require detailed answers Answers in question Guessing questions Multiple Phrasing: Use 6 Ws and H Short Relevant Sufficient information Delivering: Questions

43. Right Praise/smile/nod/repeat answer/build upon next point Wrong Rephrase question/recap/re-ask Part right/wrong Acknowledge right answer/re-ask Don’t know Back to bad question/recap/re-ask There are no bad answers – only useless questions Delivering: Answers

44. Smile/Be Welcoming Look professional – in appearance and organisation Dress smartly Clean shoes Be well groomed Personal space The opening greeting Have the right appearance and create the right atmosphere You don’t get a second chance to make a first impression! Delivering: First Impressions

45. A good attitude: Is a positive one Is a caring/helping one Is creating rather than complaining A bad attitude indicates: Couldn’t care less “We have always done it this way” Resistance to change Points to remember: Be friendly Be self disciplined Be firm but fair Be patient Be businesslike but fun Delivering: Attitude

46. Delivering: Two Way Communication • Makes the course more interesting for all • Trainees learn more – opportunity to confirm/check their understanding • Trainer will learn better ways to explain the subject • Trainer will learn more about the subject • The whole course will be far more enjoyable

47. Meaning conveyed by: Posture Eyes Hands Face Breathing Good body language is important to present a confident, unselfconscious image Delivering: Body Language

48. Delivering: Eye Contact • Looking at someone demonstrates you are interested in them • Denotes authority • Should be maintained for 2-3 seconds

49. What not to do with your hands: Fiddle with rings, watch, pens, nails, etc. Touching face, hair, pockets, etc. Clutch back of chair, notes Scratching Hiding them behind your back, pockets or folding arms Pointing at the trainees Wringing in despair Rubbing together What to do with your hands and feet: Keep them empty and still Hold lightly in front at waist level Don’t be afraid to use relevant gestures Balance on both feet and wear imaginary lead-weighted boots Delivering: Hands and Feet

50. Defensive tendencies: Not looking at the other person Not making eye contact or looking away on eye contact Clenching the hands Crossing your arms Rubbing eyes/nose/ears Lean away from trainee Cross your legs Anxious tendencies: Blinking frequently Licking your lips Clearing your throat Opening and closing hands Put your hand over your mouth when speaking Tug at an ear Fidget in your chair Delivering: Visual BehaviourAvoid looking Defensive or Anxious