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