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Good Morning!

Welcome to
Train the Trainer

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Today’s Agenda

 Introduction
 Learning Principles
 Trainer’s Role
 Controlling Problems & Problem Participants
 Presentation Essentials
 Visual Aids/Time Savers
 Active Training Techniques
 Evaluate Your Training
 Next Steps/Conclusion

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Today’s Objectives

 At the end of the day, you’ll be able to:

 Apply the principles of learning as it relates to
course delivery
 Control problem participants
 Create a positive learning environment using
interactive 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 Started

 Introduction

 Ground Rules

 Icebreaker

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Train the Trainer

Learning Principles

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Learning Principles

The sole function of

training is to produce
change.
Even on the most basic,
straightforward skill
levels, learners will tend
to resist change.

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Adult Learners

 Two Types of Adult Learner

 Novice/Fearful Adult
Learner
 Experienced Adult
Learner

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Who Really is the Adult Learner - Novice/Fearful?

 Novice/Fearful Adult Learner

 “Imposter Syndrome”
– I shouldn’t be here. Everyone knows far more than I do. I’ll
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 if I 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 Learner

 What to do for the Novice/Fearful Adult Learner in

courses?
 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?

 The Experienced Learner

 Autonomous
 Experience-Laden
 Goal-Seeking
 “Now” Orientated
Experienced
 Problem-Centered Learner

 Has a variety of orientations:

goals, interests, experience
 Participatory
 Highly motivated regarding
specific goals

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How do we Train the Experienced Learner?

 What to do for the

experienced 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 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 don’t 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!!

 Our Experience and Learning……………...

We tend to
10%
remember ... of what
we read
20% of
what we hear
30% of what we see

50% of what we see and hear

70% of what we say

90% of what we say and do

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Train the Trainer

Trainer’s Role

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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 don’t over sell)
 Content knowledge

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Preparing for Training

 In order to provide
quality training, a
trainer must plan and
prepare
A good trainer  There are day-to-day
is a prepared training tasks that must
trainer! occur prior to every
training session

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The Training Environment

 Create an environment
where participants feel
encouraged to learn and ask
questions
 Room surroundings
 Trainer commitment
 Participant protection

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Classroom 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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Fairness

 Don’t allow one person

to dominate the
discussions
 Be accessible to all
even the silent
participant

Be Fair to All
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Listening

Polish your
listening skills !

Often an instructor This means that the

will say “no instructor is willing
question is a dumb to respond to all
question” questions related
to the topic

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Content Knowledge

 You don’t need to have all the answers

 You do need:
 To have basic content knowledge for your
credibility
 To anticipate questions
 To make good transitions
 To be able to explain why

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Stretch Break Quiz

 With a partner, answer the following

questions:

 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 a

learning environment?

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Summarizing and Reviewing
 At certain points in your
instruction you need to stop
and show how far you’ve
come.
 Summarizing gives
participants a feeling of
progress
 In effect, you are setting up
plateaus so learners can
look back and see where
they have been
Review without saying review!!
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 Reviewing prepares learners
for 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
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What to Look For

 Some participants may display their

distaste for training. As a trainer, you
should be constantly aware of
participants that display the following:

 Look of being lost

 Look of disinterest
 Look of frustration

 Exercise
 What are the signs of this type of
participant?
 How would you re-engage the
participant

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Keeping Their Attention

 Pay attention to the mood of

your audience
 If your audience is tired, either
give a short break or use an
energizer
 Wake learner up if they fall
asleep
 Maintain leadership
 Know your audience – different
audiences demand different
approaches

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Motivating a Participant

How do I motivate the

participants?
 Keep the trainee’s self
esteem high by using
positive reinforcement
 Never make the participant
think that you do not have
the time for him
 Do not criticize
 Wear a sincere smile

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Train the Trainer

Controlling Problems &

Problem Participants

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Anticipating Problems

 Be proactive about testing systems prior to

class
 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 Participant

 Anticipating problems, managing conflict, and

dealing 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 Yourself

 Be aware of your caffeine intake – drink

water
 Get enough sleep
 Eat a light lunch if training in the afternoon
 Don’t 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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Train the Trainer

Presentation Essentials

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Trainer 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 key
areas:
 Posture
 Gestures
 Voice
 Eye Contact

There’s no second chance to make a first impression

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Posture/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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Voice

 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 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 Participants

 Set the participants up for success

 Avoid questions on a material that you
haven’t yet covered
 Keep questions simple and easy to understand
 Appropriately placed, questions can help
students 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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One-On-One 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,

 Don’t assume that if you’ve said it, someone has
learned it

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Presentation 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 and
persistence
– 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 Tips (cont’d)

 DON’T
 Use negative wording about the
course materials or transactions when
conducting your class
– “I’m only here to teach what’s in the
manual, you’ll have to ask someone who
knows”
– Tell the participant “You’re 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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Train the Trainer

Visual Aids &

Time Savers

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Presentation Aids

Examples of presentation aids include:

 Flip Charts
 Power Point Slides
 White Board
 Projector

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Using Presentation Aids

When using 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

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Using Presentation Aids (cont’d)

When using presentation aids:

 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

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Time 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 charts
or a black/white board while participants
watch
 Distribute handouts quickly
 Distribute handouts in key area of the
room so others can assist with
distribution
 Don’t let discussions get too long
 Express the need to move on

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Time Savers (cont’d)

 If there is a question that you cannot

answer or one that should not be addressed
in the class, write it on the parking lot or
issue bin
 Don’t wait endlessly for participants to
volunteer
 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 or
even answers and ask participants to
select ones they agree with. Frequently,
your list will trigger thoughts from
participants.
 Quicken the pace of activities from time to
time by setting limits

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Train the Trainer

Active Training
Techniques

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Engaging Your Participants

Technical training can be very

demanding and is usually very
dry. Engaging participants will:
 Keep participants awake
 Provide feedback for the
trainer
 Lock in learning

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Engaging Activities/Exercises

 Peer to Peer Training

 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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Train the Trainer

Evaluating Your
Training

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Evaluating your Training

Use one or all of the methods below to

evaluate your effectiveness as a trainer
 Process Check
 Observation
 Facial Expressions
 Evaluation forms

evaluation

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Process Check

• Process checks can occur any time during

training
• Ask participants if this training is helpful
or not

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Observation

Observe the
participant to get a
feel for whether they
can complete a
transaction or task

A good feeling usually means yes!

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Facial Expression

 The face is so obvious

we 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 Forms

 Allow enough time at the end of a session for

participants to complete the evaluation forms
 Evaluation forms are difficult to design and at times
do not actually convey the participant’s 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 Evaluations

 The questions are designed to measure course

components, such as:
 Content
 Delivery
 Trainers
 Materials
 Environment
 Technical Performance
 Facilities

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Next Steps/Conclusion

 Next Steps
 Practice, practice, practice

 Conclusion
 Answer any questions
 Complete evaluation form

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