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Train the Trainer
Metadata Train the Trainer – Course Overview
Section Page
1 – The Introduction………………………………….……………..XX
2 – What is Training? ………………………………………………XX
3 – Instructional Objectives ………………………………………..XX
4 – Instructional Methods ………………………………………….XX
5 – Training Aids & Visuals ………………………………………..XX
6 – Presentation Styles & Skills …………………………………...XX
7 – Lesson Plans ……………………………………………………XX
8 – Classroom Management ………………………………………XX
9 – Targeting Metadata Training…………………………………..XX
10 – Metadata Presentations ……………………………………….XX
11 – Bibliography …………………………………………………….XX
Train the Trainer
The Introduction
At the conclusion of this module the participant will be able to:
• Utilize the two types of introductions to gather participant information.
• Select and use an appropriate ice-breaker.
• Conduct and apply a needs and expectations exercise.
• Identify the need for: Agenda, Logistics, Materials, Refreshments.
Objectives:
The Introduction – Informal and Formal
Train the Trainer
The Introduction
The Introductions – Informal and Formal
Informal Introduction
Depending on the size of your class and your
particular set-up, an informal ‘meet and greet’
style of introduction will allow you to gather some
information on the participants beyond what you may
have already discovered in pre-workshop surveys. It’s
a social interchange that gives the participants a first
impression of you as an instructor as well as the training.
Obviously, this type of informal introduction works best
with smaller class sizes in more intimate settings. For
example, if you were conducting training for 30 or more
participants in a hotel conference center, you might be
limited in the amount of interaction within the timeframe
you are working in.
In this case, it might be better to consider the…
Train the Trainer
The Introduction
Formal Introduction
In some cases, you might not have the opportunity
to mingle with participants prior to the beginning
of your training. In that case, your introduction will be
more formal.
Once the participants are seated and ready to begin,
introduce yourself and give a brief mention of your
background and experience with the topic at hand.
Use this time to energize your participants and establish a
lively tone for the workshop. In this initial introduction, you
have the opportunity to demonstrate your style. Keep it
friendly and active. Encourage the participants to take an
active role in the training. During this introductions, you may
choose to do an icebreaker activity. We’ll touch on those
momentarily. Right now, let’s discuss what to cover during
this introduction period.
The Introductions – Informal and Formal
Train the Trainer
The Introduction
Items to address during the introduction
The agenda provides participants with the operating
guidelines of the workshop. It allows you to set the time
frame for breaks, etc., as well as any additional course
information. Take this time to discuss logistics, such as
safety procedures, the locations of emergency exits,
and restrooms. Identify and discuss the course materials
provided. If you are providing food for lunch and/or breaks,
point out when and where those breaks will occur.
Finally, take some time to discuss the needs and expectations
of the participants and of the group. This is where you can
set the rules for asking questions and addressing issues
outside of the scope of the agenda. It also provides you the
opportunity to understand your participant’s concerns and
anxieties, if any. This portion of the introduction can be used
as an icebreaker, or you can….
The Introductions – Informal and Formal
Agenda
Logistics
Materials
Breaks
Needs & Expectations
Icebreaker
Train the Trainer
The Introduction
Engage your participants with icebreakers!
The Introductions – Informal and Formal
As future metadata trainers, you need to understand
that it is vital to put workshop participants at ease.
Your participants will most likely bring to this
training all sorts of preconceived notions about metadata,
and they need to feel comfortable in discussing these ideas.
To set them at ease, use an icebreaker. After you have introduced
yourself and given a quick rundown of your experience, have them
do the same. As they introduce themselves, ask that they say where
they work, and what they do. Then ask them what their top metadata
concern is. Make a list of these concerns on an easel pad. As you
address a topic, mark it off the list. At the end of the workshop, come
back to the list one final time to tie up any loose strings. This
exercise has several benefits. It brings out some of the concerns of
the participants, allowing them to see that others may share their
concern. It gives you an idea of the topics you may need to add, and
it makes a great way to recap the workshop.
Topics toAddress
Metadata is scary!
Where do I start?
When do I get my duck?
Train the Trainer
The Introduction
Icebreakers! Get your icebreakers!
The Introductions – Informal and Formal
Here are some other suggestions for breaking the ice:
“Famous person or place”
Working as a group or in pairs, have each participant write the name of a famous person or place on a
card without showing the other participants. Taking turns, each participant is asked only yes or no
questions by the other participants, one by one, until someone discovers their person/place.
“What’s in a name”
Each participant, in turn, says their first name. The second participant provides the first participants name
followed by their name. The next participant would then give the names of the first two, followed by their
name. This continues until all participants have been introduced.
Variation. After each participant provides their name, the instructor asks a participant to point to a
specific participant identified only by their name. If the participant has difficulty, another participant is
asked to help.
Train the Trainer
The Introduction
Review
The Introductions – Informal and Formal
The information and activities in the introduction
provide information to both the participant and
the instructor. The introduction establishes the
rapport between the instructor and the
participants and the atmosphere for the
workshop. Information in the introduction
addresses the physical and emotional
needs of the participant.
Train the Trainer
At the conclusion of this module the participant will be able to:
• Explain the five characteristics of adult learners.
• Discuss three of the four barriers to training.
• Diagram or discuss the learning cycle including the impact of including activities
or exercises in a presentation.
• Apply the levels of learning to the metadata module selected for development
in this workshop.
• Discuss how an audience analysis can assist in the development and
execution of a training workshop.
• Discuss methods a trainer can include in the post-training process.
Objectives:
What is Training?
Train the Trainer
What is Training?
Adult Learners
What is Training?
Unlike teaching in a more traditional academic setting, your audience will be composed of adult learners. Adult learners tend to exhibit certain characteristics that separate them from a traditional college or high school student. These differences include:
• Life experiences – Adult learners have had more ‘time in life’ as
it were, and these experiences will dictate how they
approach new material. These life experiences also
dictate a participants’ attitudes and values, which form
the emotional framework they operate under. Be aware
that these attitudes and values may differ from yours.
Take caution to avoid offending anyone, especially if
they speak out with a different opinion of the topic at
hand. Acknowledge their opinion, but do not berate
them for it.
• Learn by doing – Adults tend to prefer to learn through hands-on
activities. While you will have to have a certain amount
of lecture material, don’t forget to break it up with
activities that will give participants the opportunity
to put into action what they have just learned.
Train the Trainer
What is Training?
Adult Learners
What is Training?
Unlike teaching in a more traditional academic setting, your audience will be composed of adult learners. Adult learners tend to exhibit certain characteristics that separate them from a traditional college or high school student. These differences include:
• Application to reality – Your participants are busy folks, and therefore want training that applies to real situations. Time spent on non-relevant topics could cause you to lose the attention of some participants, and reduce your credibility as an instructor.
• Guidance, not grades – Adult learners are not interested in getting a ‘grade.’ Instead, they want guidance on how best to address this new skill they are learning. Don’t be inflexible with your class. Allow them to explore, within reason, aspects of the topic at hand that they feel are relevant.
• Adults are self-directed – Overall, your participants will be self-motivated and as such, will not need much
encouragement. Some will work faster than others. Your challenge will be to recognize when your pace is either too fast or too slow, and adjust accordingly.
How is this relevant?
Train the Trainer
Barriers to Learning – The Instructor
What is Training?
As with any teaching situation, there may be several barriers to learning that need to be addressed in order to provide effective instruction. As an instructor, some barriers that you have control over include:
What is Training?
• Communication – The ability of the instructor to effectively communicate with the participants is critical. Not only is clear and proper speaking important, but the visual aids used must be simple and effective. We’ll address the issue of visual aids a bit later.
• Instructional Pace – New trainers tend to be nervous, and that nervousness often leads to a pace that is too fast for effective learning. On the flip side, a slow pace will lead to a drop in a participant’s attention level. Take heart. It takes time to get a feel for the proper pace. Practice your timing on colleagues.
• Connecting with the Participant – It is vital that you find a way to connect with your participants. Talking with each participant during breaks and other down time can help establish this connection. A lack of connectivity could lead to a loss in educational opportunity.
• Poor Presentation Skills – We have all been there, that workshop or presentation by person who has no business standing in front of a group of people. Practice, and mentoring by others, such as through your local Toastmasters club, can help you overcome any deficiencies in your
presentation skills.
• Lack of Confidence – Like a predator can smell fear, your participants can detect your lack of confidence. Once again, know your material, and practice, practice, practice.
Train the Trainer
Barriers to Learning – The Participant
What is Training?
While you can control some of these barriers to learning, others you cannot. The participants of your workshop have to take responsibility for their own learning. The items listed here can be discussed at the beginning of the workshop if you feel it necessary, but be careful how you approach them. Keep a positive spin on your presentation.
What is Training?
• Attendance – If the participant is not there physically, it’s impossible to learn. Stress the importance of showing up on time, both at the start of the workshop and at the end of breaks.
• Commitment to Learn – As we mentioned earlier, the participants at your workshop usually come because of their own interests. They tend to have a greater commitment to learning the material, but it might help to mention the benefits of completing the assignments in the workshop, as well as participating in the workshop through asking questions where appropriate, and engaging in discussion with other’s in the class.
• Distractions and Concentration – Depending on the setup for your training, there may be various distractions that will fight for the attention and concentration of you participants. Some of these you can control, some you cannot. At the beginning of the workshop, discuss some of these distractions, such as use of cell phones and checking email during class. Ask that participants turn off the ringer on their phones, and wait until the break to check and reply to email. Nothing is more distracting than trying to lecture on a particular topic only to have someone pecking away at a keyboard in the back of the room.
Train the Trainer
Analyzing your Audience - Benefits
What is Training?
One of the most powerful tools you can use when designing your workshop is a pre-workshop audience analysis. This analysis is used to identify certain characteristics of potential participants such as interest, skill level, behaviors, and subject knowledge. The results of an analysis such as this will provide you with information that you can use to design the workshop content to meet the learning goals of the workshop by identifying the primary goals of the learner.
What is Training?
Why analyze your audience? Here are some reasons this can be beneficial:
• Ensures appropriate course objectives and objectives are accomplished – Looking at who will be
coming to your workshop can help you develop good workshop objectives that will address any
specific needs of the participants. Plus, a well-developed list of objectives can be used as a guide
to ensure you cover the material required to meet those objectives.
• Allows for adjustments – Analyzing your audience can help you identify areas in your training that can be
adapted to meet particular needs of the participants. If your workshop participants have some
experience with metadata, you might be able to adjust your workshop content to cut out some
introductory material and use that additional time for more appropriate topics, or to give more
time to hands-on exercises.
Train the Trainer
What is in an audience analysis?
What is Training?
If you have never conducted an audience analysis, here are some questions to consider:
What is Training?
• Demographics – Are your workshop participants manager-types (team leaders, middle or top level managers)? Are they field personnel, technicians, analysts, or students? Are they the ones that are going to be creating the metadata, or are they just responsible for managing others in the creation of metadata?
• Previous knowledge / experience – What level of subject knowledge are they bringing to the workshop? Are they familiar with the background information? Have they written metadata? Do they write metadata on a regular basis? Do they teach others about metadata? Or have they never even heard of metadata?
• Relevance – How relevant will the training be to their particular job? Are they attending because of their interest, or were they told to attend? Will they be writing metadata as soon as they get back in the office, or will there be lag time? How much detail to they need? Upper level managers generally only need an overview, project managers need to know what good metadata looks like and what resources are involved in the creation and publication, and technicians might need to know the inner workings of the metadata standard and related creation tools.
Train the Trainer
Where does this information come from?
What is Training?
There are several sources of potential information on your participants that can be used in your analysis. These include, but are not limited, to:
What is Training?
• Registration forms / pre-workshop surveys – These forms offer the most direct way to ask pertinent
questions. Make sure you get the appropriate approval from your organization beforehand. Also,
make sure to review your form thoroughly to ensure you that the questions you are asking will
provide you with the information you need.
• Other instructors – Often times, other, more experienced instructors have familiarity with various
organizations who might be sending participants to your workshop. In addition, networking with other
instructors is a great way to get new material, and to have your material reviewed.
• Previous participants – It is not unusual to have participants from organizations that you have worked with
in the past. In those cases, rely on your network to contact the co-workers of the participants that
will be attending your workshop to gain some added insight into skill level, job duties, etc.
• Personal experience – Once you have conducted several workshops, you will have gained significant
personal experience that will help you customize your surveys and interpret the results to adjust
your workshop content.
• Common sense – Enough said.
Train the Trainer
Learning Styles
What is Training?
Learning is an individual and personal journey. A
successful journey requires the participant to
identify the learning style and method that suits
them. No learning style is incorrect. Your
challenge as an instructor is to be able to address
various learning styles that your participants will
bring to the workshop.
Participants learn through various methods: visual,
auditory, or kinetics. People also switch between
learning styles. To be effective with your
instruction, you must recognize that different
people learn in different ways, and you must be
able to adapt your material to address these
various styles.
What is Training?
This stuff is great!
Train the Trainer
The Kolb Learning Styles
What is Training?
What is Training?
Based on David Kolb’s Learning Styles, 1984© 2002 Alan Chapman
www.businessballs.com
Let’s take a look at one model of learning
styles, the Kolb learning styles model. Keep
in mind, this is just one model among many.
If you will be active in training, it might be
beneficial to research other learning styles
to aid in preparation for your workshops.
Train the Trainer
The Kolb Learning Styles
What is Training?
What is Training?
Based on David Kolb’s Learning Styles, 1984© 2002 Alan Chapman
www.businessballs.com
Developed in 1984 by David Kolb, this learning styles
model focuses on two continuums. One is an
approach to a task, the other our emotional response.
These continuums generally show up as two lines of
axis. The east-west axis is called the Processing
Continuum, and refers to how we approach a task.
The north-south axis is called the Perception
Continuum, and refers to our emotional response, or
how we think and feel. At each end of the continuums
are four preferences, which can also be translated to
possible different learning methods. These
preferences and possible methods are:
• Doing (active experimentation)
• Watching (reflective observation)
• Feeling (concrete experience)
• Thinking (abstract conceptualization)
Thinking
WatchingDoing
Feeling
Train the Trainer
The Kolb Learning Styles
What is Training?
What is Training?
Based on David Kolb’s Learning Styles, 1984© 2002 Alan Chapman
www.businessballs.com
The combination of where an individual’s
learning preference lies on each axis will
produce four possible learning styles.
• Activist (doing and feeling preferences, or concrete-active)
• Reflector (watching and doing, or concrete-reflective)
• Theorist (watching and thinking, or abstract-reflective)
• Pragmatist (thinking and doing, or abstract-active)
Thinking
WatchingDoing
Feeling
TheoristPragmatist
ReflectorActivist
Train the Trainer
The Kolb Learning Styles
What is Training?
What is Training?
Based on David Kolb’s Learning Styles, 1984© 2002 Alan Chapman
www.businessballs.com
Knowing your participants learning styles will enable you to tailor your instruction to a preferred
method or methods. However, it’s almost impossible to determine learning styles ahead of time. With
that in mind, here are some examples of approaches you can employ that will best fit with these
different styles. Remember, this model is a guide, not an absolute set of rules.
• Activists – These folks are hands-on, using their intuition more than logic. They often use other’s
analyses, and they like a practical, experiential approach.
• Reflectors – Able to look at things from different perspectives, Reflectors tend to be more sensitive,
and they prefer to watch rather than do. They gather information and use their imagination
to solve problems.
• Theorists – These individuals are concise and prefer a logical approach to problems. Ideas and
concepts are important, and they require good clear explanation rather than practical
opportunity.
• Pragmatist – Similar to theorists in that they prefer technical tasks more than people and
interpersonal aspects of problem solving, Pragmatists apply learned skills to find practical solutions
to problems.
Train the Trainer
Other Learning Styles
What is Training?
What is Training?
Knowing your participants learning styles will enable you to tailor your instruction to a preferred
method or methods. However, it’s almost impossible to determine learning styles ahead of time. With
that in mind, here are some examples of approaches you can employ that will best fit with these
different styles. Remember, this model is a guide, not an absolute set of rules.
• Activists – These folks are hands-on, using their intuition more than logic. They often use other’s
analyses, and they like a practical, experiential approach.
• Reflectors – Able to look at things from different perspectives, Reflectors tend to be more sensitive,
and they prefer to watch rather than do. They gather information and use their imagination
to solve problems.
• Theorists – These individuals are concise and prefer a logical approach to problems. Ideas and
concepts are important, and they require good clear explanation rather than practical
opportunity.
• Pragmatist – Similar to theorists in that they prefer technical tasks more than people and
interpersonal aspects of problem solving, Pragmatists apply learned skills to find practical solutions
to problems.
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