TRAIN the TRAINER An InfoPeople Workshop
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Transcript TRAIN the TRAINER An InfoPeople Workshop
Training A-Z
Train the Trainer Series - Day One
An Infopeople Workshop
Cheryl Gould
[email protected]
October 8th, 2004
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
good for small rope or
fishing line
Sheet Bends are used
to attach different
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
Ability to build
bridges—relate old to
new
Organizational skills
Desire to learn
Communication &
theatrical skills
Flexibility
Patience
Cool head & warm
heart
Training
or Teaching?
Facilitator
or
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:
10% of what they read
20% of what they
hear
Read
Verbal
Hear Words
Watch still picture
30% of what they see
Watch moving picture
Visual
Watch demonstration
50% of what they hear
and see
70% of what they
say or write
Do a site visit
Do a dramatic presentation
90% of what
they say as
they do a thing
Simulate a real experience
Kinesthetic
(Experiential)
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
Designing- A Graphical
Approach
Objective
Topics
Main points
Final content
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