Train the trainer

Slides for a train the trainer course, with activities to check learning.

1. Train the Trainer

2. Ice breaker What is your background? What are your expectations from the course? What has been your greatest achievement to date, and why?

3. Aims & Objectives At the end of this programme you should: Understand how people learn Understand how to create your own training Understand how to adapt your style for different groups Understand the types of training aids Have the self confidence to train / present Have fun!

4. Aims & Objectives At the end of this session you should: Understand why we train Understand the qualities of a successful trainer Understand a training model Appreciate the limitations of training

5. Why do we train? Recruitment & retention Employees need to know the job Consistency Safety Multi-skilling Adapt to change Technology Economy Legislation

6. What are the qualities of a successful trainer? Focused on performance improvement Ability to see when training is not the solution Ability to relate to different cultures and situations A willingness to learn Ability to create a safe learning environment Ability to motivate Willingness to use a variety of styles Willingness to shift focus as needs change

7. Exercise 1 What issues might a new trainer be faced with, and how can they be addressed/eliminated? (10 mins)

8. The Trainer Training is a skill just like any other, there are factors that can combine to reduce your self confidence and being aware of them can help you manage them: Personal Lack of knowledge Skill Situation

9. Personal Personal factors can be: Lack of confidence Low self-esteem Feeling inferior Being tongue-tied Making a msitake Inability to take criticism Lack of control Appearance

10. Knowledge Knowledge factors could include: Inability to explain your knowledge in a way the group understands Feeling that you don’t know enough Not being up-to-date Poor memory for facts or figures Fear of making errors Concern about being challenged “Subject expert” in the crowd!

11. Skill Skill factors are those which affect our ability to put the message across: Speech & delivery Accent Dialect Vocabulary Clarity Tone, pace & pitch Power of voice

12. Situation Situation factors generally concern the setting or the audience: Size of the group Levels of knowledge / background Support / opposition Lighting, heating & ventilation Seating and equipment Disturbances & noise

13. Managing yourself The key to undertaking any training is P rior P reparation P revents P retty P oor P erformance! Oh, and…. Practice makes perfect!

14. Systematic Training model Identify the Training Needs (TNA) Evaluate the training Design the training Carry out the training

15. HASAWA 1974 This piece of legislation gave a model that is used in law to recognise competency at work: Information Instruction Training Supervision

16. What makes training effective? Think of a training experience you have had that was effective. What was the context of the learning experience? How was the material presented that made this experience so different? What was the mood of the teacher and students? What impressed you the most? Do you remember what you learned, or the excitement of the learning?

17. Aims & Objectives At the end of this session you should: Understand the principles of adult learning Understand how to judge your target audience Be able to adapt your style to reflect your audience type(s) Be able to deal with difficult situations

18. Principles of Adult Learning Adults learn best when The trainer seeks input from the trainee The training is recognized by the trainee as being needed to improve a skill The training is perceived to be practical and providing real life solutions The training builds on the life experiences of the trainee

19. Did you know? Of what we learn we retain approximately: 10% of what we read 20% of what we hear 30% of what we see 50% of what we hear and see 70% of what we say 90% of what we say and do

20. Exercise 2 True or false? – And why? (5 mins) The older one is the less interested that person is in learning Trainees cannot really tell how the Trainer feels about them The trainee wants to know HOW the information received is necessary Trainees learn best when they feel safe

21. Training methods Demonstration Lecture Team and individual exercises Self-correction

22. Exercise 3 Identify methods of training appropriate to each learning style: (20 mins) Active / Reflective Sensing / Intuitive Visual / Verbal Sequential / Global

23. Difficult situations There are times when a trainer can be confronted with a difficult situation: “In-company” politics Obstructive people Personality clashes Resistance to change Aggression

24. Aims & Objectives At the end of this session you should: Understand the importance of training needs analysis (TNA) Be able to develop your own lesson plans Be able to deliver high-impact training Be able to deal with difficult situations

25. Training Needs Analysis Identify the problem Gather information Analyse the information Develop recommendations

26. Exercise 4 Information sources In undertaking a TNA, how could you gather the necessary information? (5 mins)

27. Information sources Observing and Listening Surveys Interviews Tests Reviewing Company Records

28. Recommendations Some questions to ask What specific skills or information should be taught? Who should be involved in the training? Who should do the training? Is training the answer for this problem? Remember IITS

29. Sharing the outcome – 1 A summary of how the needs analysis was conducted A description of how the information was analysed An identification of the problem A training recommendation to resolve the problem

30. Sharing the outcome – 2 Why this recommendation is being made How this course of action will benefit the company by moving closer to its stated goals How the training will benefit employees Limitation of training as a fix-all answer

31. Exercise 5 Developing a training programme What do you need to consider in order to develop a training programme or specific course? (10 mins ) Produce a bullet point list and short explanation for each item you choose

32. Designing the Training Learning objectives Course outline Assess current abilities Assess available resources Identify specific skills to be taught Develop and sequence major topics Learning environment

33. Lesson plans – 1 Most lesson plans share 4 common elements Objectives for that particular lesson Important areas of information to be covered Method of teaching to be used Materials or training aids to be used in that lesson

34. Lesson Plans – 2 Effective Lesson Plans Encourage interest in the topic with the trainees Ensure an interactive teaching methodology Ensure that a variety of learning styles is used Increase the likelihood of retention of the material being learned

35. Lesson Plans – 3 Other factors to consider Size of the training group Cultural diversity within the group Special needs individuals Venue - room size, acoustics, comfortable chairs Teaching aids

36. Learning Environment There are many ways of creating a learning environment: Classroom based Workshops On the job Work experience Specialist

37. Exercise 6 One of the key skills of a trainer is knowing what environment to create for the type of learning taking place. Pick a subject of training that is needed in your workplace and decide what kind of environment would be most effective and why. (5 mins)

38. Teaching Aids There are a variety of training and visual aids that a trainer can use to be more effective: Laptop (PowerPoint) Flip charts TV & video (CD-Roms / DVDs) Props / Pictures Skills practice (role play) Exercises / games Music

39. Exercise 7 For the training session that you agreed on for exercise 6 (learning environment) Decide a minimum of 3 different teaching aids that you would use to maximise the learning What are the advantages and disadvantages of your chosen aid?

40. Day 2 Activity Working together in your group, undertake the following Prepare a short training session, from the list below, to be delivered tomorrow; Induction for a group of new staff Implementing a new method of work Improving customer care Building team relations

41. Activity - Rules Prepare a short training session, of your choice, to be delivered tomorrow; Evidence of your TNA Lesson plan Use of various teaching aids Each member of the group has to present and equal amount of the training (20 mins) Some form of evaluation during the session An indication of how you would evaluate the effectiveness of your training afterwards

42. Activity - Guidance Prepare a short training session, of your choice, to be delivered tomorrow; Set out the room as you see fit according to your lesson plan Make use of all the aids available Feel free to use others!! We can act as advisors but will not alter content, style etc Relax – this is not a pass or fail exercise, we all have to start somewhere!

43. Aims & Objectives At the end of this session you should: Understand the importance of evaluating all training Be able evaluate your training Be able to give, and receive, constructive feedback Be able to deal with difficult situations

44. Evaluating Training There are four standard levels of evaluation Trainee reactions to the training Trainee learning Trainee on-the-job behavioural changes Results of the training for the organisation

45. Evaluating training Evaluations may measure: Results of the training The Trainer’s effectiveness The actual application of training to the job The growth in skills and knowledge The effectiveness of the design of the course

46. Exercise 8 For the training session that you agreed on for exercise 6 (learning environment) How would you measure the effectiveness? What are the advantages and disadvantages of your chosen method?

47. Types of evaluation Allowing trainers to give feedback to the trainees. Allowing trainees to give feedback to the trainers Allowing monitoring of the material being taught for relevance and interest level

48. Types of evaluation Ongoing mini-evaluations help assess if the training is effective Verbal quizzes, short written assignments, etc to ensure the teaching methodologies are effective and on target with the Learning Objectives Anymore????

49. Giving Feedback – 1 Providing students with feedback during the course of a training programme is an important way of reinforcing learning and correcting misunderstandings, but remember: If the whole group misunderstand what have you done wrong??? Must be specific Timely Don’t publicly humiliate Constructive

50. Giving Feedback – 2 Giving feedback can be done through verbal and non-verbal means: Supporting an idea made by a group member Praise Written information on assessment papers Smiles Eye contact

51. Day 2 Activity Working together in your group, undertake the following Prepare a short training session, from the list below, to be delivered tomorrow; Induction for a group of new staff Implementing a new method of work Improving customer care Building team relations

52. Activity - Rules Prepare a short training session, of your choice, to be delivered tomorrow; Evidence of your TNA Lesson plan Use of various teaching aids Each member of the group has to present and equal amount of the training (20 mins) Some form of evaluation during the session An indication of how you would evaluate the effectiveness of your training afterwards

53. Activity - Guidance Prepare a short training session, of your choice, to be delivered tomorrow; Set out the room as you see fit according to your lesson plan Make use of all the aids available Feel free to use others!! We can act as advisors but will not alter content, style etc Relax – this is not a pass or fail exercise, we all have to start somewhere!