Train the Trainer 3 Hour

8/7/2019 Train the Trainer 3 Hour

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Good Morning!

Welcome to

Train the Trainer


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Todays AgendaTodays Agenda

Introduction

Learning Principles

Trainers Role

Controlling Problems & Problem Participants

Presentation Essentials

Visual Aids/Time Savers

Active Training Techniques

Evaluate YourTraining

Next Steps/Conclusion


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Todays ObjectivesTodays Objectives

At the end of the day, youll be able to: Apply the principles of learning as it relates to

course delivery

Control problem participants

Create a positive learning environment usinginteractive techniques

Facilitate a course using presentation essentials

introduced in the workshop

Effectively use visual aids

Use time saving techniques

Engage participants in the class

Evaluate your training


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Train the Trainer: Getting StartedTrain the Trainer: Getting Started

Introduction

Ground Rules

Icebreaker


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Train the TrainerTrain the Trainer

Learning Principles


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Learning PrinciplesLearning Principles

The sole function of

training is to producechange.

Even on the most basic,

straightforward skill

levels, learners will tend

to resist change.


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Adult LearnersAdult Learners

Two Types of Adult Learner Novice/Fearful Adult

Learner

Experienced Adult

Learner


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Who Really is the Adult LearnerWho Really is the Adult Learner -- Novice/Fearful?Novice/Fearful?

Novice/Fearful Adult Learner Imposter Syndrome

I shouldnt be here. Everyone knows far more than I do. Ill

be found out, exposed, and humiliated.

Learning viewed as an emotional event

Learners feel the tension - upset stomach, sweating, fear

Learning viewed as a challenge

It will be great ifI live through this, but not sure I will

Learner has need for support

Learner needs instructor credibility

Student needs to feel the instructor will look after things and

help them through

Learner needs time for reflective speculation


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How do we Train the Novice/Fearful LearnerHow do we Train the Novice/Fearful Learner

What to do for the Novice/Fearful Adult Learner incourses?

Time built in for discussion with peer, pair share

time, creating contact lists

Time built in to process and think things over

An instructor who leads & supports


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Who is the Experienced Learner?Who is the Experienced Learner?

The Experienced Learner Autonomous

Experience-Laden

Goal-Seeking

Now Orientated Problem-Centered

Has a variety of orientations:

goals, interests, experience

Participatory

Highly motivated regarding

specific goals

Experienced

Learner


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How do we Train the Experienced Learner?How do we Train the Experienced Learner?

What to do for theexperienced Adult Learner in

courses

Informal coach to

novice/fearful adult learner

Use as a navigator/driver in

course exercises

Use as a facilitator for Pair

Share


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Principles of LearningPrinciples of Learning

There are 10 recognized principles of learning People learn only what they are ready to learn

People learn best what they actually perform

People learn from their mistakes

People learn easiest what is familiar to them

People favor different senses for learning

People learn methodically and in our culture,

systematically

People cannot learn what they dont understand

People learn through practice

People learn better when they see their own progress

People respond best when what they are to learn is

presented uniquely for them


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Check out the Data!!Check out the Data!!

We tend toWe tend to

remember ...remember ...

90% of what we say and do

70% of what we say

50% of what we see and hear

30% of what we see

20% of

what we hear

10%

of what

we read

Our Experience and Learning...


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Trainers Role


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What is the Role of the Trainer?What is the Role of the Trainer?

The role of the trainer is: Prepare for training

Create the training environment

Setting the agenda and keeping track of

time

Maintaining training objectives

Protecting the rights of all participants

Listening

Summarizing & Reviewing

Focusing the attention of the group

Handling challenges of your authority

Selling the product (but dont over sell)

Content knowledge


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Preparing forTrainingPreparing forTraining

In order to provide

quality training, a

trainer must plan and

prepare

There are day-to-daytraining tasks that must

occur prior to every

training session

A good trainer

is a prepared

trainer!


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The Training EnvironmentThe Training Environment

Create an environmentwhere participants feel

encouraged to learn and ask

questions

Room surroundings

Trainer commitment

Participant protection


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Classroom Management SkillsClassroom Management Skills

Are we ever

going to get

a break?!

It is your role as

trainer to set

and follow the agenda,deliver the objectives,

and ensure knowledge

transfer.

Remember attention spans are relatively short


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FairnessFairness

Dont allow one personto dominate the

discussions

Be accessible to all

even the silentparticipant

Be Fair to All


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ListeningListening

This means that theinstructor is willing

to respond to allquestions relatedto the topic

Polish your

listening skills !

Often an instructorwill say no

question is a dumb

question


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Content KnowledgeContent Knowledge

You dont need to have all the answers

You do need:

To have basic content knowledge for yourcredibility

To anticipate questions

To make good transitions

To be able to explain why


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Stretch Break QuizStretch Break Quiz

With a partner, answer the followingquestions:

What are the two types of adult learners?

What is the percent retention of what we

say and do?

What are the three attributes of creating alearning environment?


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Summarizing and ReviewingSummarizing and Reviewing

At certain points in yourinstruction you need to stop

and show how far youve

come.

Summarizing gives

participants a feeling ofprogress

In effect, you are setting up

plateaus so learners can

look back and see where

they have been

Reviewing prepares learnersfor the next lesson by

refreshing their

understanding

You can review in several

ways Quizzes

Asking Questions that

invite discussion

Walking through the

topic covered

Using a combination of

the above methods

Review without saying review!!


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What to Look ForWhat to Look For

Some participants may display theirdistaste for training. As a trainer, youshould be constantly aware ofparticipants that display the following:

Look of being lost

Look of disinterest Look of frustration

Exercise

What are the signs of this type ofparticipant?

How would you re-engage theparticipant


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Keeping Their AttentionKeeping Their Attention

Pay attention to the mood ofyour audience

If your audience is tired, eithergive a short break or use anenergizer

Wake learner up if they fallasleep

Maintain leadership

Know your audience differentaudiences demand differentapproaches


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Motivating a ParticipantMotivating a Participant

Keep the trainees selfesteem high by using

positive reinforcement Never make the participant

think that you do not havethe time for him

Do not criticize

Wear a sincere smile

How do I motivate theparticipants?


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Controlling Problems &

Problem Participants


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Anticipating ProblemsAnticipating Problems

Be proactive about testing systems prior toclass

Have a list of phone numbers for support

and/or backup if you need assistance

Allow enough time for set-up


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Dealing with a Difficult ParticipantDealing with a Difficult Participant

Anticipating problems, managing conflict, anddealing with a difficult participant - All things we

will encounter at some point as a trainer

Anticipating problems and managing conflict can

be handled with text book knowledge and practice Dealing with a difficult participant will always be a

new experience

You are now dealing with a person,

not a situation!


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Take Care of YourselfTake Care of Yourself

Be aware of your caffeine intake drinkwater

Get enough sleep

Eat a light lunch if training in the afternoon

Dont cram the night before your class

Give yourself enough time

Be aware of lifting heavy items

Watch out for electrical cords

Wear comfortable clothes and shoes

Quiet time

Team train if you can


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Presentation Essentials


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Trainer Presentation EssentialsTrainer Presentation Essentials

Training is a professional skill Who the participants see delivering training will

make a difference in how trainer/training is

perceived

Trainer presentation etiquette is comprised of 4 keyareas:

Posture

Gestures

Voice

Eye Contact

Theres no second chance to make a first impression


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Posture/GesturesPosture/Gestures

Cold or push-back gestures Folding arms across chest

Hands in pocket playing with change

Tapping pens

Snapping tops on markers, pens Avoid moving too much and being rooted to one

spot in the room

Avoid turning your back to the

participants

Avoid rocking on your heels


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VoiceVoice

Avoid acronyms Eliminate fluff words uuhhmm, uuuhhh

Reinforce key items using varying words, phrases

and style

Vary your pace, tone, volume


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Eye ContactEye Contact

Avoid the searching the crowd approach scanning the room

Attempt to make eye contact with each individual

Blind spot pay attention to your own blind spots

when you are training


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How to Keep Attentive/Interested ParticipantsHow to Keep Attentive/Interested Participants

Set the participants up for success Avoid questions on a material that you

havent yet covered

Keep questions simple and easy to understand

Appropriately placed, questions can helpstudents understand the material being

presented Keeps participants involved in the

training course

Avoid yes/no questions

Structure questions that can ensure

that proper knowledge transfer is occurring(i.e., participant is learning)

Give participants time to answer your questions

Silence is okay for short periods of time

Vary your delivery approach


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OneOne--OnOn--One TrainingOne Training

When conducting one-on-one training: Sit at their desk

Get to know the person ask open ended

questions

Make outline for learner to take notes if needed

Keep participants involved Provide practice

Do activity/game to make learning interactive

Offer feedback that is positive/constructive &

specific

And most importantly,

Dont assume that if youve said it, someone has

learned it


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Presentation TipsPresentation Tips

DO Communicate and reinforce behaviors

positively

Use language Continue doing.

Speak confidently about your material

Be humorous only if you are Beware of your body language and

gestures

Be fluid and relax

Acknowledge that coping with

change/conflict will require patience andpersistence

Support the participant in their learning

process, reinforce that everyone is learning

new work steps and it will take longer to

complete the same task initially


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Presentation TipsPresentation Tips (contd)(contd)

DONT Use negative wording about the

course materials or transactions when

conducting your class

Im only here to teach whats in the

manual, youll have to ask someone who

knows

Tell the participant Youre wrong

Point out individuals who may be

struggling with the materials

Offer additional assistance during break,

lunch or at another time

Oversell the product or processes

Make promises what the system will or

could do

Make up an answer


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Visual Aids &

Time Savers


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Presentation AidsPresentation Aids

Flip Charts

Power Point Slides

White Board

Projector

Examples of presentation aids include:

Ch T


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Using Presentation AidsUsing Presentation Aids

Make sure that you are comfortable with your

presentation aid

Make sure your audience can see and

understand your aids

If you use a flip chart, tear off each page as

you complete it and tape it on the wall around

the room

Have a back-up plan in case you have trouble

with your presentation aid Remember to talk to your audience, not your

presentation aid

When using presentation aids:

Ch T


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Using Presentation AidsUsing Presentation Aids (contd)(contd)

Keep yourself turned toward your audience at all

times

Make sure your presentation flows with your

presentation aid The projector is a great tool. When you are

moving from screen to screen and it is not

necessary for the participants to view the

screens, turn the light off on the projector

Make sure your aid is appropriate

When using presentation aids:

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Time SaversTime Savers

Start on time Give clear instructions

Do not start an activity when participants

are confused about what to do

Prepare visual information ahead of time

Do not write lecture points on flip chartsor a black/white board while participants

watch

Distribute handouts quickly

Distribute handouts in key area of the

room so others can assist withdistribution

Dont let discussions get too long

Express the need to move on

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Time SaversTime Savers (contd)(contd)

If there is a question that you cannotanswer or one that should not be addressedin the class, write it on the parking lot orissue bin

Dont wait endlessly for participants tovolunteer

Call on individuals Make sure that the data is correct and

available

Be prepared for tired and lethargic groups

Provide a list of ideas, questions oreven answers and ask participants toselect ones they agree with. Frequently,your list will trigger thoughts fromparticipants.

Quicken the pace of activities from time totime by setting limits

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Active Training

Techniques

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Engaging Your ParticipantsEngaging Your Participants

Keep participants awake

Provide feedback for thetrainer

Lock in learning

Technical training can be verydemanding and is usually very

dry. Engaging participants will:

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Engaging Activities/ExercisesEngaging Activities/Exercises

Peer to PeerTraining Silent Demonstration

Independent Learning

Jeopardy

Crossword Puzzles

Word Search

Do ya get my Flow

Participant Assessment

Learning Journal

Ice Breakers

Brain Break

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Evaluating Your

Training

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Evaluating yourTrainingEvaluating yourTraining

Process Check

Observation

Facial Expressions

Evaluation forms

Use one or all of the methods below toevaluate your effectiveness as a trainer

evaluation

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Process CheckProcess Check

Process checks can occur any time during

training

Ask participants if this training is helpful

or not

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ObservationObservation

Observe the

participant to get afeel for whether they

can complete a

transaction or task

A good feeling usually means yes!

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Facial ExpressionFacial Expression

The face is so obviouswe tend to forget that it

is a great barometer of

attitude

A smiling, alert

animated face has an

up attitude this

translates into a real

willingness to learn,positive learning takes

place

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Evaluation FormsEvaluation Forms

Allow enough time at the end of a session forparticipants to complete the evaluation forms

Evaluation forms are difficult to design and at times

do not actually convey the participants true

sentiment; the comment section provides an

opportunity for participants to express themselves

---encourage participants to express their thoughts

in the comment section

View the feedback as constructive

Even an excellent Trainer can improve!

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Review Draft Course EvaluationsReview Draft Course Evaluations

The questions are designed to measure coursecomponents, such as:

Content

Delivery

Trainers Materials

Environment

Technical Performance

Facilities

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Next Steps/ConclusionNext Steps/Conclusion

Next Steps Practice, practice, practice

Conclusion Answer any questions

Complete evaluation form

Documents

Train the Trainer 3 Hour