Comprehensive Risk Management - Train The Trainer

Towards Comprehensive Risk Management Planning: Health Canada’s Interim Implementation

1. Train-the-Trainer

2. Surprise!!!
Introduce yourself in the most creative
way
In 5 minutes, explain to the audience
how to make a paper airplane
You have 5 minutes to do the
preparation

3. Let’s Recap…
What had happened?
How do you feel?
How do you rate your training session?
What you want to learn today?

4. Module Learning Objectives
At the end of the module, participants should be
able to;
Understand and apply adult learning principle
Do the necessary preparation for training
Write lesson plan and organize training
contents
Facilitate training session
Deliver training effectively
Interact well with audience

5. Learning Agenda
Introduction to Training
& Development
Adult Learning
Preparing for Training
Delivering Your
Training
Q&A, Summary &
Conclusion

6. Life as a Trainer…
Can you stand on your feet all day?
Are you willing to work more than eight hour days
and 40 hour weeks?
Can you stand on your feet and be on your toes all
day?
Can you give and not receive?
Are you the role model?
Can you deal with the constant logistic issues?
Can you cheer even without management support?
Can you deliver hard feedback?
Can you identify issues, document them, identify
solutions and make improvements?

7. Definition of Training
Training - improving the knowledge,
skills and attitudes of employees for
the short-term, particular to a specific
job or task.– e.g.,
Employee orientation
Skills & technical training
Coaching
Counseling

8. Definition of Development
•Development - planned program
preparing the employees for future
responsibilities, while increasing the
capacity to perform at a current job
Management Training (DRM)
Supervisor development (CRM)

9. Definition of Training & Development
Planned programs to equip the
employees with necessary knowledge,
skills & attitude for them to perform
current job effectively and efficiently, as
well as to prepare them for future
responsibilities

10. Knowledge, Skill & Ability (KSA)
•Knowledge - information we place into memory
(i.e.: company rules, process & procedure,
management theory & practice, etc.)
•Skill - capacities needed to perform a set of
tasks that are developed as a result of training
and experience
•Ability - the quality of being able to perform; a
quality that permits or facilitates achievement
or accomplishment

11. Trainer, Coach & Facilitator
•Trainer - one who trains other persons
•Coach - Someone who assist others to
learn a skill or task. A person who gives
private instruction
•Facilitator - individual who enables
groups and organizations to work and
learn more effectively; to collaborate and
achieve synergy
WHICH IS YOU?

12. Roles & Competencies of Trainer
Roles Competencies
Analysis/Assessment
Role
Industry understanding; computer
competence; data analysis skill; research skill
Development
Role/Program Designer
Understanding of adult learning; skills in
feedback; writing, electronic systems, and
preparing objectives
Strategic/Change Agent
Role
Career development theory; business
understanding; delegation skills; managing
change
Instructor/Facilitator/
Coach
Role/Performance
Consultant
Adult learning principles; skills related to
coaching, feedback, electronic systems, and
group processes
Administrator/Program
Manager Role
Computer competence; skills in selecting and
identifying facilities; cost-benefit analysis;
project management; records management
Based on a study conducted by ASTD (American Society for
Training & Development), trainers perform many other roles such
as;

13. Adult Learning

14. Adult Learning Principles
Reasons to learn and re-learn
Learning is by doing
•Tell Them, Show Them, They Tell You,
They Show You (OJT)
What, Why, How, Where & When

15. Types of Learner
Auditory Learner
Learn best from listening and spoken words.
Use spoken words, sound and discussions
Work best by listening to instructions
Visual Learner –
Learn best from seen and observed things.
Use pictures, diagrams, demonstrations, displays,
flip-chart and handout
Work best from lists and written directions and
instructions

16. Types of Learner
Kinesthetic Learner
Learn best from physical experience
Use touching, holding, doing, and feeling in
learning
Work best when you allow them to try
something

17. How to Help Adult Learns?
Learn by doing
Learn by solving practical problems
Learn through the application of past
experience
Learn best in an informal environment
Through a variety of training method

18. Teacher vs Trainer
•Teacher
Tell them what you are going to tell
them
Tell them what you are telling them
Tell them what you’ve told them

19. Teacher vs Trainer
•Trainer
Ask them what they’ve done
Tell them what they are going to do
Show them what they are going to do
Let them do it
Let them do it some more
Ask them what they’ve just done

20. Preparing For Training

21. Preparation: Create a check list
You will conduct Merchandising training for
your new stockers next week
The training will be conducted in 1 day. First
half will be in the classroom, and second half
will be at the selling floor for practical session
In pair, prepare the checklist for the training
Write in the flipchart paper and present it
Time given is 15 minutes

22. Course Outline & Lesson Plan
Introduction - Agenda, Objective,
Expectations
Contents - What, Why, How, When & Where
Conclusion - Recap & Wrap-up

23. Exercise
Refer to the handout
Arrange the slides accordingly
Justify and share your answer
Time given is 10 minutes

24. Introduction
General guidelines
Write notes on index card
Eye contact
Drink water if you are thirsty. Not iced water
Vary your voice – pitch, volume, short
dramatic pauses, speed of delivery
Watch your language! Use everyday language,
friendly
Mannerism - avoid adjust your clothes,
scratch your ear or nose, brush back your hair

25. Introduction: gain attention
Open with high energy, animation and
enthusiasm
Give the audience an overview - tell
them the big picture
Be aware of your appearance
Be aware of your voice - tone, accent,
pace and speed, choice of word

26. Take One, Ready & Action!!!
Select one topic/subject you are familiar
with
Visualize that you are going to conduct
the training on the topic/subject
Prepare an introduction of the training
Time given is 5 minutes
Present your Introduction

27. Delivering Your Training

28. Delivery Skills
•Verbal
Pleasant
Natural
Dynamic
Expressive
Easily heard

29. •Nonverbal Delivery Skills
Posture, confidence, alert
hand gesture
body movement, step forward, a step
backward, lateral movement
facial expression
eye contact
Delivery Skills

30. •Delivery of Contents
Step by step
Clear and concise
Tell them why
Stress key points
Avoid jargon and buzz words
Speak at moderate speed
Delivery Skills

31. How to Make Your Delivery Interesting?
Quotation
Challenging questions
Stories and description of incidents
Activities
Visuals props
Motivate your audience

32. How to Motivate Your Audience?
Tell a story
Use natural humor
Unusual statistics
Know their level of knowledge
Speak their language
Variety in a presentation - consistent
& inconsistent

33. Create a need - WIIFM
Get yourself excited - eye contact and make
yourself available before session, at breaks
and after session
Establish a long range objectives - see
bigger pictures like the overall presentation
Apply contents to life - role play and action
plans
How to Motivate Your Audience?

34. Know their level of knowledge
Speak their language
Variety in a presentation
How to do this?
Observe & learn from good instructors
Practice
How to Motivate Your Audience?

35. Take Two, Ready & Action!!!
Refer to your handout
Deliver the topic in 5 minutes
Time given is 5 minutes
Present the topic
Observe and give feedback

36. Transition
Physical movement
Use of media
Change of Media
Mini-Summary
Q&A
Pause

37. Use of Multimedia
•Presentation Slides & Flip Chart
Write big and well
Use color - red for underline,
black/blue/green for main text
Use exact words,
Face your audience,
Post them
Use symbol, box and bullet points

38. Facilitation Skills
Set ground rules
Learn to wait before responding - count to
10
Redirect questions to the group
Use the energy of the group - rest, humor,
stretch break
Avoid making judgment statements - How
can you do that?
Listen attentively - look into their eyes

39. Paraphrase to clarify
Use flipchart - keep track of ideas. KISS
Combine - don’t just record. Get comment
and build on each other’s thought
Summarize periodically
Park it - parking lot
Give reinforcement – verbal and non
verbal – thank you and thumb up
Facilitation Skills

40. Check for understanding
Ask participants to summarize
Ask others for opinion
Summarize and move on
Facilitation Skills

41. Demo & Role Play
Position the employee correctly
Explain the objective and steps
Demo first the overall process
Demo each & next step slowly, explain
each step elaborately and verify
understanding
Practice and feedback
Summary

42. Verify the Trainees Understanding
•Ask for questions
Any questions before we move on?
Anything I need to clarify further?
Wait for questions
•Have trainee repeat instructions
Anyone can tell me the complete steps?
Praise them if they do it well

43. •Test verbally for understanding
keep question short and to the point
usually 2 to 3 questions
gain confidence and making progress
Example: What is GST? Why we should
practice GST? How to do GST?
Verify the Trainees Understanding

44. Summary and Closing
Ask questions
Check parking lot
Summarize any follow up action items
required of you
Summarize key points

45. Last Scene, Final Take, Ready & Action!!!

46. The Challenge
Choose one topic in training module
The Roles of Manager
Prepare for 5 minutes delivery and 2
minutes Q&A session
Present the topic
Observe and give feedback
Time given is 10 minutes

47. Q & A