TRAIN THE

TRAINER
2007
TUTOR GROUPS
Your Tutor is ………..(insert name)
Session 1 : Team Building
Learning Objectives
• By the end of this session participants will:
• Be able to name the people in your group
• Have participated in a team building exercise
• Have built a giraffe
• Be able to tell the difference between a ‘group’ and a
‘team’
Giraffe Building
• You have 12 minutes to work as a team building a
giraffe. For those of you that can’t quite remember
what a giraffe looks like, here is a picture (Show
picture). The giraffe must be free-standing and you
may only use the materials provided. You will have
four minutes to discuss your plan for building the
giraffe in which you may not commence building.You
will then have eight minutes to construct the giraffe”.
Picture of Giraffe
Session 2: What is Training? Is Training the Answer?
By the end of this session participants will be able to:
• Define training
• Discuss the benefits of training
• Identify situations where training is appropriate
Group exercise
• “Training, development and education are just
different words to describe the same activity.”

• “With all the demands on staff and students’ time,

they don’t have time for training.”

• “Trainers should go back to their colleges and

organise a series of training events after this
residential.”
Session 3 : Your role as a trainer
Learning Objectives
• By the end of this session participants will:
• Discuss the role of a trainer
• Identify the skills, qualities and experience of a great
trainer
• Compare the needs of co-trainers and individual
trainers
Group Exercise
1. Why do we have a trainer? What is it they are there
to do?
2. What are the benefits and potential difficulties in:
• Co-training?
• Individual Training?
Why do we have a trainer? What is it they’re there to do?

• To facilitate the training

• To ensure an equal opportunities environment
• To provide support and guidance
• To evaluate sessions
• To ensure all trainees are able to participate
• To vary training methods
• Prepare for the training - Ensure all the equipment is ready
• Explain the aim of the exercise
• Set objectives
• Share past experiences
• Inform trainees of timings and keep to them
• Evaluate themselves as a trainer
• Mediate
What are the benefits and potential difficulties in:
Co-training?
Benefits
– Support (moral/ practical)
– Exchange Ideas
– Variety of styles of participants
– Not as tiring
– Opportunity for peer evaluation

Potential Difficulties
– Allocation of work
– Who will take overall responsibility?
– Compromise
– Interrupting each other
– Different styles of trainers
What are the benefits and potential difficulties in:
Individual training?
Benefits
– Can still have trainers meetings to exchange ideas
– Can have overall responsibility
– Good for self confidence

Potential Difficulties
– On our own
– If asked questions that are outside of the tutors notes-can’t
answer them straight away
– If you’re ill/ tired
– No support in the training room
What would co-trainers need to consider?
• Be aware of each others strengths and weaknesses
• Be aware of each others styles
• Listen and maintain good communication
• Set goals together
• Peer evaluation
• Establish clear roles, and ways you will work together (for example – one person
writes on flipchart whilst the other one takes ideas from trainees)
• Set ground rules (eg have a signal that can be used if one person is struggling – so
“if I pick up a pink pen I am struggling and would like you to take over”)
• outside of the session
• prepare course content
• develop knowledge of what is being taught
• self-evaluate after the session
• identify needs of trainees
• commitment to sessions / organisation / developing the culture
The Great Trainer
1. Leave personal issues outside the training
room
2. Equal Opportunity
3. Facilitation
4. Acting as a model
5. Confidentiality
6. Nobody’s perfect
Session 4: Learning Styles & Training Methodology
• Describe the stages of Kolb’s learning cycle
• Describe techniques that are used in Accelerated
Learning
• Describe a variety of learning styles
• List and describe common training methods
• Match training methods and learning styles
• Explain the functions of the left and right
hemispheres of the brain
• Describe the MASTER model
• Apply accelerated learning methods to the training
environment
Factors that affect how adults learn
• Their motivation to learn
• Linking their learning to past, present or future
experiences
• Practising what they have been taught
• Learning in an informal, stimulating and comfortable
environment
The Competency Staircase
unconscious
competence

conscious
competence

conscious
incompetence

unconscious
incompetence
Kolb’s Learning Cycle

Concrete
Experience

Active Reflective
Experimentation Observation

Abstract
Conceptualisation
Learning Styles Questionnaire
Are you an
• Activitist ?
• Pragmatist ?
• Reflector ?
• Theorist ?

When you have completed the questionnaire look

forward in your workbook for an explanation of the
different learning styles
M – Mindful State
A – Acquiring Information
S – Sense
T – Triggers
E – Exhibit
R - Review
Session 5 – Review of Day two
By the end of this session participants will:
• Be energised
• Identified what was learnt from the previous day’s
session
• Explain how they can use this in their job
"The human brain starts working the
moment we are born, and stops the
moment we stand up to speak in
public"

Sir George Jessel

Session 6 : Training skills for trainers
By the end of this session participants will:
• Apply techniques for presenting information
• Discuss the importance of preparation
• List the stages in the communication process
• Apply effective questioning to facilitate discussions
• Discuss methods of giving feedback
Benefits of Presenting Information
• interactive and exciting - definitely not passive
• gives lots of information very quickly
• combines learning preferences
• trainer can adapt content to the needs of the group and
personalise session
• trainer can adjust the pace of the session to the group
– allows audience to ask questions & check points
– encourages creative thinking - people bouncing ideas off one another
• a good trainer will measure the understanding of the
group by asking questions.
• fun - there is the personal touch (the human element)
Think of the strengths and weaknesses of
a presentation you’ve seen in terms of …
Group 1 Group 2
• The presenter (their • The content of the
appearance, behaviour presentation
etc.. • The materials that they
• Their communication with used to deliver it
the audience (e.g.
confidence, body language
etc..)
Strengths and weaknesses of a
presentation in terms of the trainer
• make sure that they were fully prepared with
materials and equipment
• personal appearance and presentation
• clarity of delivery
• Punctuality
• keeping to the point
• Introduction
Strengths and weaknesses of a
presentation in terms of communication
with the audience
• they found out what group knew already (best to
start by assuming nothing)
• stopped for questions regularly
• didn’t use jargon and technical terminology
• involved the group actively (ideas stormed ideas,
asked questions etc.)
• looked for feedback to check that the group were
paying attention (if not, they GRAB it!)
Strengths and weaknesses of a
presentation in terms of content
• familiarity with content
• presented it in easy to digest "chunks"
• checked that audience understood before presenting
more information
Strengths and weaknesses of a
presentation in terms of materials
• focused and positioned the OHP well
• limited text on Slides
• large font - easy to read
• knew how to use resources correctly
• arranged the room to suit the audience - ensured
plenty of light and air and space
Information Sandwich
“Say what you are going to say,
Say it &
say what you’ve just said”.
Aardvark
Cycle of Communications

SENDER

RECEIVER
RESPONDS ENCODES

MESSAGE
DECODES RECEIVED
 “hearing is the process of the ears
receiving sound;
listening is the process of the brain
attaching meaning to the sound”
Giving Feedback
• Positive feedback is highly motivating.

2. Focus on behaviour not on the person

3. Be specific not general.

4. Report feelings or consequences of behaviour

5. Be timely
Scenario's for giving feedback
• Someone who during the review of the day makes
the same mistake for the fourth time.

• Someone who has not contributed and is yawning

occasionally

• Someone who offers suggestions to the group, but

always begins sentences with “I am not sure if this
right, but..........”
Things to consider when presenting
• Posture and Body Language
• Voice
• Eye Contact
• Answering Questions
• The Right Attitude
Session 7 : dealing with difficult trainees
By the end of this session participants will:

• Identify different types of distinctive behaviour

• List strategies aimed at neutralising the impact of
different behaviours on a group
• Identify techniques for better managing your group
Top 10 tips to deal with difficult trainees
1. Set ground rules at the start - and refer back to this if
needed

2. Smile (naturally) & use eye contact

3. Room set-up - ensure that the room is set up well, with plenty
of light and space

4. Redirect trainee’s attention regularly - to yourself/flip

chart/exercise/other trainees - this way, trainees are less likely
to get bored

5. Involve everyone physically - e.g. Put up a flip chart on the

wall, give out handouts/resources, using good icebreakers, move
trainees around in small groups regularly
Top 10 tips for dealing with difficult trainees cont …
6. Engage your audience - use humour to counter any resistance
to learning; exaggerate bad examples when explaining how NOT
to do some-thing, emphasise the unusual

7. Change the pace of the training - at least every 20 minutes

8. Check the trainees’ understanding regularly

9. Be physically near to the trainees - they will pay more

attention when they feel your presence, & you become part of
the group more quickly

10. Use practical examples of how to apply the theory & skills -
summarising the benefits of the training.
Session 8 : Dealing with fears
Learning Objectives
• By the end of this session participants will:
• Have identified any remaining fears
• Be able to control these fears