Training A-Z

Train the Trainer Series

Rajat Tanwar
tanwarrajat@yahoo.com
November 8th , 2006
C.No: 9350850180
Agenda
♦ Purpose of Training
♦ Qualities of a good trainer
♦ Needs Assessment and Objectives
♦ Designing & Developing Training
♦ Delivery

Knot Tying as a Teaching
Problem

♦ 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

Fisherman’s Knots are Sheet Bends are used

good for small rope or to attach different
fishing line sizes of rope
 Why Offer Training
♦ Your training goals should support the
goals of your organization
– overall purpose(s)
– long range visions
– broad
Purpose of Training is to Produce
Change In…
♦ Skills
– how to
– steps
♦ Knowledge
– critical thinking
– decision making
♦ Attitudes
– ethics/values
– behavior
Skills Required to be a Trainer
♦ Subject matter expertise
♦ Design
– instructional design
– apply learning principles
♦ Material production
– graphics, layout, media creation
– computer experience
♦ Presentation
– voice, personality, technical expertise
Personal Qualities to Look For in
a Trainer
♦ Self-confidence ♦ Ability to listen
♦ Awareness of ♦ Sense of humor
environment ♦ Communication &
♦ Ability to build theatrical skills
bridges—relate old ♦ Flexibility
to new ♦ Patience
♦ Organizational skills
♦ Cool head & warm
♦ Desire to learn heart
Training or Teaching?
♦ Facilitatoror Expert
♦ Real-Life or Theoretical
♦ Active or Passive
♦ You do it or Watch Me
♦ What would or Here’s how to use it.
you do?
Training Process: ADDIE
♦ 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
Why Do A Needs Assessment?

1.Find the gap in SKA:

• SKA = Skills, Knowledge & Attitude
• Gap = what they know minus what they
need to know
2.Determine if training is the answer
3.Determine objectives of training
• What should they do better to improve
job performance or service to the
public?
Assessment Methods
♦ Informal
– observation
– pre-class surveys
– group discussions
♦ Formal
– interviews
– task analysis
– focus groups
– surveys
 Needs Assessment Tips
♦ Interview key people:
– admin and staff
– use consistent questions
– be careful not to bias input
♦ Choose a subgroup if unable to survey all
– choose the middle of the pack,
not the best, not the worst
♦ Do mini needs assessment before each training
 Objectives (SMART)
♦ 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?
♦
 Evaluations
♦ 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:
Read
10% of what they read
Verbal
20% of what they hear Hear Words

Watch still picture

30% of what they see
Watch moving picture

50% of what they hear

Visual
and see Watch demonstration

70% of what they Do a site visit

say or write
Do a dramatic presentation Kinesthetic
90% of what
they say as Simulate a real experience (Experiential)
they do a thing Do the real thing

Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
 Considerations for Teaching
Adults
♦ 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
 Design Starts from Your
Objectives
♦ Brainstorm the topic
♦ Eliminate what isn’t 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

Options for Sequencing Materials

♦ Storyboard
♦ Outline
♦ Powerpoint
♦ Index cards
♦ Sticky notes
♦
 Organizing the Presentation
♦ 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
 Chunking
♦ Long laundry list
♦ Put in order
♦ Chunk in to 3 to 5 main parts
– Main point
• subpoint
• subpoint
–
How Much Detail is Needed?
♦ 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?
Methods of Delivering Training
♦ Instructor-led
– One-on-one
– Group
– Lecture
– Hands-on
♦ Self-paced
– Distance-Ed
– Web tutorial
– CD-ROM

It’s Ok to Have Fun!
♦ Humor
♦ Games
– training tool
♦ Icebreakers
– introductions
– questions
♦ Music
 Rehearsing & Revising
♦ 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
•
 Delivery Tips
♦ Make no assumptions
– jargon
– ask don’t tell
♦ Ask questions you really want an answer to
– count to 7
♦ Vocal variety
♦ Non-verbals affect communication
– tone
– appearance appropriate for audience
 Managing Fear
♦ Be prepared
– know your presentation
– rehearse
♦ Calm yourself
– isometrics
– deep breathing
♦ Turn your nervousness into energy
♦
You don’t have to know everything.
Adults like to share what they know
 It's not
what is poured into a student,
but
what is planted

Linda Conway
“It’s always helpful to learn from
your mistakes because then your
mistakes are worthwhile”
Garry Marshall