Train the Trainer

Training A-Z

Train the Trainer

One Day Workshop
 Agenda

Purpose of Training
Qualities of a good trainer
Needs Assessment and Objectives
Designing & Developing Training
Delivery
 Knot Tying as a Teaching Problem

Point of view
Complicated task at first
Skills require demonstration
If need to learn to do it quickly and independently,
require practice
a diagram or illustration
need to know why
 Bends
Attach rope end to rope end
make a long piece out of 2 shorter pieces

Fishermans Knots Sheet Bends are

are good for small used to attach
rope or fishing line different sizes of
rope
 Why Offer Training

Your training goals should support the goals of your

organization

overall purpose(s)
long range visions
broad
Purpose of Training is to Produce Change In

Skills
how to
steps
Knowledge
critical thinking
decision making
Attitudes
ethics/values
behavior
Skills Required to be a Trainer

Subject matter expertise

Design
instructional design
apply learning principles
Material production
graphics, layout, media creation
computer experience
Presentation
voice, personality, technical expertise
 Personal Qualities to Look For in a
Trainer

Self-confidence Ability to listen

Awareness of environment Sense of humor
Ability to build bridges Communication & theatrical
relate old to new skills
Organizational skills Flexibility
Desire to learn Patience
Cool head & warm heart
 Training or Teaching?
Facilitator or Expert
Real-Life or Theoretical
Active or Passive
You do it or Watch Me
What would or Heres how to use it. you do?
Training Process: ADDIE
Analysis
formal/informal needs assessment
determine goals & objectives
Design
determine the content
determine delivery method
Development
create the materials
Implement
deliver the content
Evaluation
results based on objectives
 Why Do A Needs Assessment?

1. Find the gap in SKA:

SKA = Skills, Knowledge & Attitude
Gap = what they know minus what they
need to know
2. Determine if training is the answer
3. Determine objectives of training
What should they do better to improve job
performance or service to the public?
Assessment Methods

Informal
observation
pre-class surveys
group discussions
Formal
interviews
task analysis
focus groups
surveys
 Needs Assessment Tips

Interview key people:

admin and staff
use consistent questions
be careful not to bias input
Choose a subgroup if unable to survey all
choose the middle of the pack,
not the best, not the worst
Do mini needs assessment before each training
 Objectives (SMART)

Specific
state desired results in detail
Measurable ( or observable)
use verbs that describe what trainees will learn
Action
describe an action that the trainee will perform
Realistic
achievable
Time frame
how long will it take the trainees to learn the skill?
 Evaluations

Evaluate based on objectives

Did the participants:

learn what you had planned?
implement what they learned?
improve their job performance or service to the
public?
 Cone of Experience
People generally remember:
Read
10% of what they read
Verbal
20% of what they hear Hear Words

Watch still picture

30% of what they see Watch moving picture
Visual
50% of what they hear Watch demonstration
and see
70% of what they Do a site visit
say or write
Do a dramatic presentation Kinesthetic
90% of what
they say as
Simulate a real experience (Experiential)
they do a thing Do the real thing

Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
Considerations for Teaching Adults

Are they READY

sufficient skills
see a need to learn
How will it effect their daily job life
personal benefits
Practical practice
hands-on exercises, real-life scenarios
Knowledge sharing/Participation
ask questions
encourage discussion
Relate training to something they know
Design Starts from Your Objectives

Brainstorm the topic

Eliminate what isnt necessary to match your needs
assessment and objectives
what they already know
more than they need to know now ;)
Consider limitations due to
facilities
length of training
delivery method
how quickly the training needs to happen
Designing- A Graphical Approach

Objective
Topics

Main points

Final content
Options for Sequencing Materials

Storyboard
Outline
Powerpoint
Index cards
Sticky notes
 Organizing the Presentation

Set the stage

introductions (you & them)
agenda, breaks, bathrooms
get buy-in by telling them what and why
Content
logically organize the main points (in chunks)
add sub-points to each chunk
include Visual Aids, Exercises, Handouts
End
summary
questions
other learning opportunities
 Chunking

Long laundry list

Put in order
Chunk in to 3 to 5 main parts
Main point
subpoint
subpoint
 How Much Detail is Needed?

It depends!
Does the audience need to:
have an idea of how to do it?
be able to do it?
be able to think about it independently?
come up with creative solutions?
Methods of Delivering Training

Instructor-led
One-on-one
Group
Lecture
Hands-on
Self-paced
Distance-Ed
Web tutorial
CD-ROM
Its Ok to Have Fun!

Humor
Games
training tool
Icebreakers
introductions
questions
Music
 Rehearsing & Revising

Two purposes of rehearsing

logical order & transitions
timing

Revise
learn from the rehearsal
make modifications in:
chunks & logical order
transition statements
timing
opportunities for interaction
 Delivery Tips

Make no assumptions
jargon
ask dont tell
Ask questions you really want an answer to
count to 7
Vocal variety
Non-verbals affect communication
tone
appearance appropriate for audience
 Managing Fear

Be prepared
know your presentation
rehearse
Calm yourself
isometrics
deep breathing
Turn your nervousness into energy

You dont have to know everything.

Adults like to share what they know
 It's not
what is poured into a student, but
what is planted

Linda Conway
Its always helpful to learn from your
mistakes because then your mistakes
are worthwhile
Garry Marshall
 kolb's experiential learning theory (learning
styles) model

Kolb's learning theory sets out four distinct learning styles (or preferences), which are
based on a four-stage learning cycle. In this respect Kolb's model is particularly
elegant, since it offers both a way to understand individual people's different learning
styles, and also an explanation of a cycle of experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning
theory, typically expressed as four-stage cycle of learning, in which 'immediate or
concrete experiences' provide a basis for 'observations and reflections'. These
'observations and reflections' are assimilated and distilled into 'abstract concepts'
producing new implications for action which can be 'actively tested' in turn creating new
experiences.
Kolb says that ideally (and by inference not always) this process represents a learning
cycle or spiral where the learner 'touches all the bases', ie., a cycle of experiencing,
reflecting, thinking, and acting. Immediate or concrete experiences lead to observations
and reflections. These reflections are then assimilated (absorbed and translated) into
abstract concepts which with implications for action, which the person can actively test
and experiment with, which in turn enable the creation of new experiences.
 kolb's experiential learning theory (learning styles)
model

Kolb's model therefore works on two levels - a four-stage cycle:

1. Concrete Experience - (CE)
2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)
4. Active Experimentation - (AE)
and a four-type definition of learning styles, (each representing the combination of two
preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as
illustrated below), for which Kolb used the terms:
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)
 TRAINING METHODOLOGY

To achieve the objectives of providing total concept of power plant training, different types
of learning situations will have to be created/organized. These are: -
Class room lectures for imparting formal, theoretical and technical knowledge.
Group discussions.
Self-learning techniques like preparation of projects etc.
On-job training
Practical hands-on training in corrective maintenance methods and techniques.
Through simulation techniques; and
Self-learning computer aided packages.
The training methodology so adopted creates step by step environment for all
round development of skills and knowledge of the participants.