Train the Trainer Workshop

Introduction

The Objective of Training

A train-the-trainer model will be used to assist participants to develop and/or expand their skills to conduct effective trainings

Training Outline
Adult Learning Techniques Kolbs Cycle Personality Types Carl Jung Participants Planning and Facilitation Questions Practice Session

Four Phases of Learning

Teaching Vs Training

1. Largely cognitive in nature 2. Focused on transference of information 3. Simple, direct, easily evaluated 4. Quickest solution to a problem... 5. Do they know the facts? 6. What are the dates and steps to success? 7. Still valuable but not enough to ensure success

1.Focused on changed behavior 2. Deals on three levels Head - Facts What do you know? Conveyed by facts Heart - Emotions What do you feel? Conveyed by stories Hand - Change of Behavior How do you act? Conveyed through involvement

Adult Learner

Pedagogy
Learn best from a teacher Motivated to learn if the teacher says the information is important Knowledge Transfer

Andragogy
Learn from Experience Learn from Peers Motivated to learn when learning satisfies an individual need or solves an immediate problem

8 Principles for Conducting Sessions for Adult Participants

Focus on real world problems. Emphasize how the learning can be applied. Relate the learning to the goals of the participant. Relate the materials to the past experiences of the participant. Allow debate and challenge of ideas. Listen to and respect the opinions of participants.

Encourage participants to be resources to the trainers and to one another.

Treat participants like adults.

How to Teach Adults

Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. - David Kolb

Activity 2.1: Applying Adult Learning Principles to Past Experiences

Ineffective Training

Effective Training

Think of a training session you attended in the past that was ineffective for you as an adult learner. Jot down the ineffective elements in the left column below. Then, try to associate the ineffective elements you identified with the 8 adult learning principles just discussed. Use the right column below to list the number of the principle that you think was being ignored.

Think of a training session you attended in the past that was effective for you as an adult learner. Jot down the effective elements in the left column below. Then, try to associate the effective elements you identified with the 8 adult learning principles just discussed. Use the right column below to list the number of the principle that you think was being followed.

Ineffective Elements

Principles Ignored

Effective Elements

Principles Followed

1.

1. 1. 1.

2.

2.

2.

2.

3.

3.

3.

3.

Training-Related Strengths & Resources and Personal Training Goals

Training-Related Strengths & Resources
Spend a few minutes self-assessing the training-related strengths and resources that you already have. Some of these may be areas that you have thought about before. However, since others may be areas that you can identify as a result of this session, please continue to add to your lists throughout this train-thetrainer workshop. List your information in the appropriate columns below.

Strengths
1. 1.

Resources

2.

2.

3.

3.

Personal Training Goals

Based on the strengths and resources listed above, target your personal training goals. Some of these may be based on strengths and resources that you would like to build upon, to refine, and to expand, while others may be based on areas that you need to develop, to explore, or to solicit feedback in terms of needed training knowledge and skills. Use the space below to describe your goals. As needed, please continue to add to your list throughout this train-the-trainer workshop. 1.

2.

3.

Training Competency Categories

Training cant change physical attributes What does training change?

Knowledge Skills Attitudes

Personality Differences

Sensors Intuitors Feelers Thinkers

Personality & Thinking Style

Sensors

Prefer a hands-on learning environment Enjoy competitive activities Want to move quickly Want immediate results

Practical

Tend to be Sensors Dont want to get bogged down with information Want to learn the content without wasting time Will want relevant information

Personality Differences
Intuitors Prefer a free-thinking environment Enjoy experimentation Do not want to be confined by rules or paradigms Creative Intuitors Will ask What if? questions to create new concepts. If told there is only one way to do something, they will immediately try to identify an alternative Like to play Thrive on change

Personality Differences
Feelers Concerned about people Sensitive to their feelings and others feelings Prefer an environment where everyone is comfortable and enjoying themselves
Reflective

Often Feelers, concerned with how they feel about the new information Relate new information to past experience Often ask Why? as they try to associate new information with existing knowledge

Personality Differences
Thinkers Need to analyze Want pros and cons Will judge the validity of what they are being taught Want to be able to challenge what the trainer is teaching Want to test what they are learning Conceptual Most often Thinkers, tend to be analytical Will frequently ask What if? questions to understand the nuances and variables Will want to understand the whole concept before they can accept parts of the concept

Learning theory Training styles and methods Presentation and delivery Evaluation

Training Methods

Training Methods

Individual Differences
Personality Differences Thinking Styles

Training Methods
Interactive lecture Group discussion Experiential learning Readings Simulation and role play Games Panels Demonstration Case Study

Team Personality?

Learning Styles
Each person has a preferred learning style. The preferred style is determined by experience.

Appealing to the Learning Styles

The Five Senses and Retention

People remember as much as:

10% 20% 50% 70% 90%

of of of of of

what what what what what

they they they they they

see hear hear and see say say and do

Find an innovative method to remember this

Laws of Learning
Law of Readiness teaser. Kick-start their minds with a riddle or brain

Law of Effect
Law of Primacy - Replace Old Truths Law of Exercise Law of Intensity - Realistic Simulations

Training Styles & Types

Styles Didactic Participatory Types Listeners Directors Interpreters Coaches

Seven Step Delivery Model

Step Step Step Step Step Step Step 1: 2: 3: 4: 5: 6: 7: Gain attention. State the session title. State the session objectives. Introduce the session Present the content by topic. Conduct feedback exercises. Summarize.

Principles of Communication

Sender

Message

Receiver

Communication Model
1 25 & Narration

Listening
Hearing Listening

Active Listening Empathic Listening

Activities that hinder learning

Linking Trainer & Trainee

Watch Listen Solicit feedback Encourage participation

Tips for Dynamic Training

Simple to complex pattern Realistic, problem-solving activities Teach each other. have to know vs nice to know. Relaxed, informal training environment.

Equalize the participants. Las Vegas Rule

Teaching methods and style. Participation.

Kirkpatricks Four Levels of Evaluation

Level Level Level Level 1: 2: 3: 4: Evaluate Evaluate Evaluate Evaluate Reactions Learning Transfer Results
Results

Transfer

Learning

Reactions

Feedback
Giving feedback Types of feedback

Train-the-Trainer
Conducting Classroom Training

Preparation Process
1. 2. 3. 4. 5. 6. Prepare the content & modules Consult with experts. Research. Experiment. Review Practice, practice, practice.

Four methods of Practice

Perfect practice makes perfect. Four-step process:

1. 2. 3. 4.

Mirroring Verbal Run Desert Run Dry Run

The Facility

Classroom Configuration

Creating a Comfortable Learning Environment

Empower the participants Minimize anxiety
Minimize Trainer anxiety Minimize Trainee anxiety

Seven Step Delivery Model

Setup Step 1: Gain attention. Step 2: State the session title. Step 3: State the objectives.

Preview the lesson. Provide motivation.

Step 4: Introduce the session.

Seven Step Delivery Model

Delivery Step 5: Present the content by topic.

Knowledge Training 1. Assign reading and feedback. 2. Present the training. 3. Summarize the topic.

Task Training 1. Tell them 2. Show them. 3. Let them. 4. Help them. 5. Prove them. 6. Document them.

Seven Step Delivery Model

Follow-up Step 6: Conduct feedback exercises.

Oral exam Written exam Practical exercises

Step 7: Summarize the session.

Tips for verbal communication

Communication
Dress appropriately. Facial Body language and gestures. Walk toward the participants as they respond Use a variety of visual aids.

Characteristics of Good Questions

Good questions are:

Purposeful Limited to one idea Clear and concise In a language familiar to the trainees

Question Categories
Closed-ended Open-ended

Levels of Questions
Low-level (convergent thinking) (50%-90%)
Begin with what, when, where, and who Good early in the day Safe questions with clear right and wrong answers
What color did you use to paint this shape? What animals can you think of, that use color as camouflage?

High-level (divergent thinking)

Requires personal value judgment Promote divergent thought Begin with how and why Require at least a low-level understanding of the topic to answer
What ideas did you have when you painted these shapes? If the lion had a darker colored coat, what do you predict would have happened to the lion in the wild?

Factors to Consider
Consider these factors when formulating a question:

Trainee knowledge and experience Formality of the environment Participation level of the learners Purpose of the question
Gauge understanding Promote thought Draw from learner experience

Asking Questions
Follow this format when asking questions.

1. Ask an overhead question. 2. Pause to give participants a moment to formulate their answers. 3. Call on someone to answer the question.

Types of Bad Questions

Leading
You were at the bar last night, werent you?

Catch / trick

If Johns peacock laid an egg in James garden, who does the egg belong to?
Husband & Wife Yesterday I spoke to the Manager about the program, he told me that the deal flow had increased, so I asked him about the people he had nominated, he asked me if he could send them for the next batch. I told him I would check with you. What do you think, can his team attend the next program?

Pumping Oversize

Handling Trainee Responses

Wait at least nine seconds for an answer. Reword the question if necessary. Give credit for responding. Praise when you get a correct response. If response is not quite right, ask trainee to elaborate. If no one can answer the question, there is a gap in learning

Responding to Participants Questions

Restate the question to ensure you understand. Ask if your response answered the question If you are unsure of the answer

Redirect the question to them (relay). Say you dont know and offer to research it. Ask the person who asked to research an answer. Designate a parking lot

Managing Participants
Three types of people in a class:

Learners Vacationers Prisoners

Difficult Participants
Dominator Debater Rambler Side-conversationalist Storyteller Clam Pessimist

Dominator
Break in Round robin Avoid eye contact Direct questions Private confrontation

Debater
Cite the sources Acknowledge the merit Ask the class

Rambler
Break in Emphasize the schedule Record

Side Conversationalist
The silent drift Bogus concern Share with the class Whole group message Direct question Private confrontation

Storyteller
Dismiss it Seek clarification Redirect

Clam
Encourage Direct question Special assignment

Pessimist
Empathize Address the issues Maintain self control Ask the class to share their opinions. Ask the Pessimist to offer alternatives Call timeout Answer the question and move on.

Dealing with Difficult Participants

Never put down the participant. Focus on behavior, not the person. Stay positive. Deal with the problem early. Be assertive, not aggressive.

Train-the-Trainer
Developing Training Material

Visual Appeal
Format Font Color Graphics Layout

Program Plan
Program plan
The training events in sequential order Who will conduct the training The target audience Where the training will occur When the course should be held The type of training How the training will be delivered What will be taught Why the training should be conducted

Instructor Guide
An instructor guide includes:

The program plan Course description Overview of the training methods Time required to deliver the training Trainee level and course prerequisites Training objectives Evaluation methods Special facilities and equipment Instructions for class activities Optional materials used to clarify or manage the pace

Chek Yer Spellin

Spellbound I have a spelling checker, It came with my PC; It plainly marks four my revue Mistakes I cannot sea. Ive run this poem threw it, Im sure your please too no, Its letter perfect in its weigh, My checker tolled me sew.
(Readers Digest)

The Passive Voice Should Be Avoided

Professional writers write about 75% of their sentences in the active voice. Others write about 25% in the active voice Examples

My heart was left in San Francisco. A box of chocolates is what life is like. Cheese should be said. Nothing should be feared by us but fear itself. Go ahead, my day could be made.

Vernacular Extravagance
Drop the big words. Use simple, everyday language. You want to communicate, not impress.

Use the Right Words

Use synonyms that most effectively convey your message. What synonyms for the word smell would be most effective in the following examples?

The The The The The

______ of rotting flesh. _____ of roast beef. ________ of a flower. _____ of her perfume. ____ of gas.

Use the Right Words

The The The The The stench of rotting flesh. aroma of roast beef. fragrance of a flower. scent of her perfume. odor of gas.

Congratulations!
Final Discussion
Plan of Action & Review!