Training of Trainers

5/26/2018 Training of Trainers

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Training of Trainers

Welcome to


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Mingle Activity


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Introductions

First Name

Company name

One strength in my training area One weakness in my training area


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Your expectations

What do you hope to achieve from these

three days?


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Our norms for these 3 days


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Course objectives

By the end of this course, you will have:

learned the value of training and how it helpsindividuals and organisations

found out about learning styles of individuals and

various learning theories known how to design a training course

learned the main do's and don'ts of delivering asuccessful course

practiced preparing and delivering short

presentations on course received feedback and advice from the trainer and

peers

prepared an action plan for your continuedimprovement as a trainer


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Introduction

By the end of this session, you will:

have thought about what makes a good

training course have considered just what t rainingandlearningare

have got to know other participants on the

course have thought about ways to open a training

course


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What makes a good training

course?

Case Study 1


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What makes a good training

course?

Case Study 2


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The 'perfect' training course

Trainer

Participants

Environment

Programme

Resources


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So just what istraining?

1. What is learning?

2. What is teaching?

3. What is training?

4. What is facilitating?


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Mini Quiz

Can you match the descriptions with the definitions?

A Someone explaining how to assemble a rifle.

B Someone preparing a class of O Level children for their GCSEs.

C Someone preparing a group of athletes to run a marathon.D Someone encouraging workers to find ways to increase theiremployability.

E Someone giving prepared lessons to a group of univ students.

F Someone helping a student to prepare for a test.

Lecturer ----- Trainer ----- Instructor -----Tutor ----- Teacher ----- Facilitator -----


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A trainer's various hats

Can you think of one or two situations when

you may perform some other roles:

Motivator and inspirer

Mediator or referee

Mentor or coach

Quality controller

Chairperson Presenter

Counsellor


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The Learner


have considered what makes a good learner

have considered what contributes to a good and a poorlearning experience

have identified different learning styles and sensory learning

preferences, and thought about how these can inform ourtraining

have looked at various learning theories

have seen the importance of establishing need in the mind ofthe learner

have developed an understanding on how to identify training

needs of your teams have looked at some caricatures of typical participants

have discussed the pros and cons of learning in groups


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The Active Learner, the Reluctant

Learner and the Passive Learner

Your attitude to learning:

People have different attitudes tolearning. Complete the questionnaire to

determine your own attitude to

learning.


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Learning experiences A goodlearning experience


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Learning experiences A poorlearning experience


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What contributes to a

poor learning experience?

Can you list some factors?


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How people learn?

Can you list the different ways people

learnfor example, by listening.

Consider all likely ways

The emphasis here is on quantity


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What makes a good learner?

Can you rank the strips into top ten

good learning habits?


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Establishing need in the

mind of the learner Shaheen:I stud ied Engl ish for s ix years in schoo l .

By the time I left school I still couldnt speak it. A fewyears later , when I fol lowed my husband who had

been sent to work in Karachi , I started to study

Engl ish again. Within a few mon ths I was becom ing

qu ite f luent. Sami:Since I started this jobI dont have time to go

to the mov ies. I spend al l my evenings at home

brushing up on my IT ski l ls .

Ather:I fell in the canal when I was walking homefrom school one day. I learned to swim in tenseconds.

These learners illustrate the point that motivation is acrucial factor in successful learning.


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How to do you identify the

training needs of your teams?

Four possible ways:

1. Look at your teams currentand the required

performancein future. This will give you agapin their current skills.

2. Identify the changesthat are occurring inyour market or industry or in your

organisation.


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How to do you identify the

training needs of your teams?

3. Another way could be involving your

people. Ask them what areas they might

like to have training in? This will give you a

skill audit.

4. Finally, another possibility: informed

guesswork. You can bet that particular

organisations and teams at certain times

need certain skills.

Now, prioritisethese


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Lets learn something

about learning

1. Classical learning theory (Pavlov-

Skinner et al)

2. Kolbs learning cycle

3. Blooms hierarchy of learning

4. Context-specific learning

5. Stages of learning6. Multiple Intelligences (Gardner)

7. Sensory learning preferences


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Task: 2-minute presentation

1. What does your chosen theory say

about learning?

2. How can we use learning from this

theory in our next training back at our

workplace?

(through a visually appealing chart?)


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The hard cases

Type 1. Why they do what they do?2. What to do with them?

The Silent one.A participant doesnt appear

to want to contribute.

The Griper. A participant often complains

about the tasks, facilities and other things.

The Know-all. A participant wants to display

his/her knowledge, dominating the session.

The Clash. Two or more participants clash

over personalities, abilities, facts, etc.

The Latecomer. A participant consistently

arrives late, returns late after breaks.

Difficult-to-understand. A participant is hard

to understand, maybe a non-English

speaker, a non-technical person on a

technical course.


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Handling groups

1. During a two-day workshop, would you ask

the participants to regroupseveral times?

2. If you regroup participants, do you do it

randomlyor carefully choosethe personnelof each group?

3. There is pressure to conform in groups

(groupthink). How can you counteract this

pressure?

4. How can you deal with conflict within

groups?


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Training Delivery


have discussed the importance of objectives andpurpose

have shared different learning activities andtechniques

have practised giving demonstrations

have considered ways of reviewing what is being

learned have discussed ways of getting information across

have practised some techniques and activities

have drawn up a list of dos and donts for trainers


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Why are we doing this?

Learners will usually find an activity morerewarding if they know why they are doing it.

There are several reasons why this is so: they will be more motivated

they will be able to relate the activity moreclosely to their lives

they will be more focused


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Activities in the training room

1. What is the objective? (After this task, participants will beable to)

2. What might be the ultimate purpose (Why are they doingthis?)

3. How should the task be managed? In groups or individually?

4. Should it be learner focused (ideas coming primarily from thelearners themselves), or trainer focused?

5. How could feedback be given? How will the participantsknow whether they have done well or not?

6. How long would the task take?

7. How could the task be spiced up, made more interesting or

fun for the participants?8. How could the task be made more workplace-related, so that

the participants see it as relevant to them?


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Designing a short session

Design a short session on one of these

topics by considering 8 questions:

1. Courtesy towards customers

2. Trust among team members

3. Efficiency in processes4. Leadership readiness


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Training methods1

Method Pros Cons

Lectures/

presentations allows the trainer to conveyinformation quickly to a large group persuasive

Written exercises allows for individualised learning

adjustable to different levels

Group discussions involves everyone can explore new ideas flexible

Case studies realistic and work-related great for problem-solving

Role plays provides environment for practice allows for testing ideas


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Training methods2

Method Pros Cons

Games and

simulations

high level of involvement and

interest

memorable and fun

Questionnaires self-awareness

allows time for reflection

Project work with

presentation

useful for knowledge and skills

practice

effective for recall of knowledge

Videotapedsimulations with

playback

useful for self assessmentprovides medium for peer feedback

Brainstorming energisers and fun

great for stimulating ideas


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What we retain


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Demonstrations

A demonstration is useful when showing a group or aperson how to use new technology. A gooddemonstration should serve these purposes:

to show visually (and simply) how things work

to show cause and effect to explain a sequence of events needed to use the

equipment

to allay doubts or worries about using the

equipment to encourage the learner to use the equipment

to discover the learners needs

to show the capabilities of the equipment


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Giving instructions

Use:

clear voice

simple steps check understanding

call to action


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Energisers and refreshers

Most training courses include short

lively activities that refresh the

participants.

Often, the refreshers will involve

physical movement or animated

communication, which help to keepeveryone awake.


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Anecdotes, or stories

When we communicate on a human

level we like to talk about things that

happened to us, or stories we have

heard. An abstract concept can bemade more memorable by a real-life

example, a brief anecdote, which

touches the listener on a very personallevel.


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Does it make sense?

A persons sensory learning preference determines how he/shewill best receive information.

Visual:These learners like to take in information through theeyes. They like to see things written down, read books, look atpictures and diagrams and take notes.

Auditory:These learners like to get information through theirears. They like to listen to the trainer, repeat things in theirhead, and take part in discussions.

Kinaesthetic:These learners like to get information throughtheir hands, bodies or movement. They like to touch, movethings around and write things down.


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Presenting information

Mini Quiz


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Dos and donts of delivery

Divide the strips into dos and donts.


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The Trainer


have looked at some different types of trainer

have learned some tips for giving positiveand negative feedback to learners

have discussed how to pick up on signs fromthe class

have looked at the principles of presenting have considered how to evaluate your own

courses


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What type of trainer are you?

The guru An expert. Has a deep knowledge ofher subject and loves to share it.

Showman A would-be actor. Loves to be onstage, to perform before the audience. Often jokesand tells stories. A great entertainer.

One of the boys(one of the girls)Communicateson a very friendly level with the participants. Perhapsmixes socially with them.

The quiet one Tends to keep a low profile,preferring the participants to do all the work. Likes to

stand back and let them get on with it. Disciplinarian Strict. Likes to push the participants

hard and exert strong control over the group.


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Good & bad points of trainer

Type of trainer Good points Bad pointsThe guruThe showmanOne of the boys

The quiet oneThe disciplinarian


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Trainer Feedback

Learners get feedback both from the

trainer and from their peers. This

feedback can take many forms.


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Feedback skills

Balanced Feedback Try to make positive comments. If you have to make negative

ones, then think of positive ones to ease the pain.

Feedback on things it is possible to change

Dont expect people to be superhuman. People have certainpersonal characteristics that are hard to change.

Ask questions

Rather than tell, ask people how they might improve.

Non-verbal feedback Remember that feedback doesnt have to be verbal. A smile, an

appreciative nod or applause can act as positive feedback.Other gestures or facial expressions can give importantfeedback.


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Giving negative feedback

Any phrases that do this effectively,

without much pain?


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Presentation skills

Clarity Credibility

Voice Visuals


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Picking up on signs from learner

How can we deal with this?

A Signs of inattentiveness

B Signs of confusion or non-

comprehension


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Evaluating your training

1. Self:via self-analysis, evaluation forms andfeedback from colleagues in the training team.Could you have done better? Are there areas forimprovement?

2. The course materials:do they need replacing,

revising, updating?3. The whole course:self, learners, observers

4. Individual parts of the course:self, learners,observers

5. The situation after the course:via a follow-upinquiry seeking to measure improved performanceor behaviour in the work situation. How effectivehas the transfer of learning been to the real world?The stage ceases only when the course is nolonger relevant.


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Environment and Resources


have designed your ideal training room

have discussed training roomdynamics

have considered creating a safelearning environment

have discussed the pros and cons ofvarious training room resources andtips for using them


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My dream training room

Roomsize, shape, lighting, etc

Windows

Tables, chairs

Music

Walls

Refreshments Anything else? Heating or cooling?

H d t f


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How do you create a safe

learning environment?

Can you suggest some specific steps?


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Training Resources

Pros Tips

Cons

Whiteboard


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Training Resources

Pros Tips

Cons

Flip Chart


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Training Resources

Pros Tips

Cons

Overhead Projector


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Training Resources

Pros Tips

Cons

Computer Presentation


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Training Resources

Pros Tips

Cons

Videotaping with playback


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Training Resources

Pros Tips

Cons

Handouts


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Ten Training Tipsvideo

1. Tell me Why2. Start with a bang!

3. Divide it into 3

4. Take a flip tip

5. FL ICKyour transparencies

6. Use sound ideas

7. AMP lify your message

8. Perform - don't act9. Reflect/deflect challenges

10.Finish with a bang!

Good things


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Good things

about being a trainer

Can you think of five reasonstraining

is a great job?


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Your Personal Action Plan


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Thank You!

And now

Evaluations, certificates,and goodbye

Training of Trainers

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Transcript of Training of Trainers