Purpose of Training

Qualities of a good trainer

Needs Assessment and Objectives

Designing & Developing Training

Delivery

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 are
good for small rope or
fishing line

Sheet Bends are used

to attach different
sizes of rope

Your training goals should support

the goals of your organization
overall purpose(s)
long range visions
broad

Skills
how to
steps

Knowledge
critical thinking
decision making

Attitudes

ethics/values
behavior

Subject matter expertise

Design
instructional design
apply learning principles

Material production
graphics, layout, media creation
computer experience

Presentation
voice, personality, technical expertise

Self-confidence

Awareness of
environment
Ability to build
bridgesrelate
old to new
Organizational
skills
Desire to learn

Ability to listen
Sense of humor
Communication &
theatrical skills
Flexibility
Patience
Cool head & warm
heart

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?

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

1.

Find the gap in SKA:

SKA = Skills, Knowledge & Attitude
Gap = what they know minus what they

need to know
2.
3.

Determine if training is the

answer
Determine objectives of training
What should they do better to improve

job performance or service to the public?

Informal
observation
pre-class surveys
group discussions

Formal

interviews
task analysis
focus groups
surveys

Interview key people:

Choose a subgroup if unable to

survey all

admin and staf

use consistent questions
be careful not to bias input

choose the middle of the pack,

not the best, not the worst

Do mini needs assessment before

each training

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?

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:
10% of what they read
20% of what they hear

Read

Verbal

Hear Words

Watch still picture

30% of what they see

Watch moving picture

Visual
50% of what they hear
and see
70% of what they
say or write
90% of what
they say as
they do a thing

Watch demonstration
Do a site visit
Do a dramatic presentation
Simulate a real experience

Kinesthetic
(Experiential)

Do the real thing

Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale

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

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

Objective
Topics
Main points
Final content

Storyboard
Outline
Powerpoint
Index cards
Sticky notes

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

Long laundry list

Put in order
Chunk in to 3 to 5 main
parts
Main point
subpoint
subpoint

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?

Instructor-led
One-on-one
Group
Lecture
Hands-on

Self-paced
Distance-Ed
Web tutorial
CD-ROM

Humor
Games
training tool

Icebreakers
introductions
questions

Music

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

Make no assumptions
jargon
ask dont tell

Ask questions you really want an

answer to
count to 7

Vocal variety
Non-verbals afect communication
tone
appearance appropriate for audience

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