Train The Trainer

TRAIN THE TRAINER

INTRODUCING YOUR PARTNER Name & Age  Qualifications & Experience  Designation & Location  Achievements/Successes  Family Background  Hobbies & Interests  Likes/Dislikes  Training Topic. 

ICE-BREAKERS    

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Become a “GOLAWALA” Break & Make Ice Create a Learning Environment Break Ice between: Participants; Trainer & Participants; Participants & Subject Establishing “Credibility” of Trainer Timing: Before, Post-Lunch & Next day morning.

OPENERS Openers should:  Focus on the topic (or lead into it)  Create an opportunity to meet and greet, and learn about learners  Be fun  Should get group participation.

HOW ADULTS LEARN?    

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WIIFM? What’s in it for me? Needs to see that they will gain personal benefit Learns best when the learning is linked to real-life and problem situations Ask, “Why do you think it is important to learn this?” “What would happen if you didn’t learn this?” During the review stage at the end of the course – Action Plan.

PERFORMANCE OBJECTIVE 

By the end of the program what will the learner be able to do/perform & under what conditions?

3 Components:   

Task: Competency Assessment Standard: Measurement Condition: Circumstances.

ASSESSMENT  

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Collecting evidence of Performance 2 Methods: Comparing with others OR Comparing with Performance Objective Standard should be Reliable & Valid Assess Skill, Knowledge & Attitude Be Reasonable Don’t expect “Carbon Copy.”

CONTENT ANALYSIS Four Steps: 2. Gathering Information 3. Creating Mind Map 4. Deciding Logical Sequence 5. Prioritizing Content.

CONTENT ANALYSIS

1. GATHERING INFORMATION        

Job Descriptions Questionnaires & Interviews Self Analysis by Participants Observations Experts, Seniors, Peers, etc Log Books Text Books Previous Programs.

CONTENT ANALYSIS

2. CREATING A MIND MAP    

Brainstorming, Note Making & Planning “See” the Whole Picture Tree OR Fish-Bone Style Flow Chart.

CONTENT ANALYSIS

3. DECIDING LOGICAL SEQUENCE     

Consider Pre-requisites Go from Simple to Complex Go from Known to Unknown Macro to Micro OR reverse Determine manageable chunks of Learning.

CONTENT ANALYSIS

4. PRIORITIZING CONTENT Consider Time Frame available & decide:  Must Know: Cannot be omitted  Should Know: Can be included in Course Material as additional reading  Could Know: Additional information; not very relevant.

LEARNING STYLES  

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VAK – Visual OR Auditory OR Kinesthetic Visual: Likes to “see”. Prefers demos, handouts, charts, maps, TPs, videos/films etc. Auditory: Likes to “hear/read”. Prefers lectures, Q/A, audios, discussion, etc. Kinesthetic: Likes to “do/feel”. Prefers practice, role plays, touching/manipulating, exercises, etc.

LEARNING MODELS 

Conditioning - Classical - Pavlov - Operant

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Cognitive Learning.

TRAINING METHODOLOGIES           

Lecture Simulation Game Case Study Group Discussion Videos/Films Audios Music Role Play Stories/Examples Sensitivity

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Practice: Apprentice, In plant, etc. Exercises Visualization Fish Bowl CBT/Self-learning Projects/Assignments On-job Cartoons In-basket Combination.

SMALL GROUP ACTIVITIES 

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An essential tool to make courses more interesting, fun, participative To achieve acquisition of skills/attitude change Games, Exercises, Simulations, GDs, Visualization, Case Studies, Skills Practices, etc.

TYPES OF GROUP ACTIVITIES 1. INTRODUCTION Simulation/Game Case Study/Discussion Trigger Video Role Play 3. PRACTICE Practice Feedback Simulation Exercise

2. ACQUISITION Demonstration Discussion Video/Film 4. DEBRIEF Discussion Visualization

SMALL GROUP ACTIVITIES Consider  Type of learning  Target Group  Timing  Assessment  Resources Available  Your Personal choice/comfort.

TRAINING AIDS        

White Board Markers OHP Slide Projector LCD Projector TV + VCP Sound System Samples/Models

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Computer Pointers Flip Charts Ready Charts Electronic Boards Props/Samples CC TV Crayons, etc.

PHYSICAL ARRANGEMENTS 

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Seating Styles: Classroom, Theatre, U Shape, Inverted V, Cluster, L Shape, T Shape, Box, Amphitheatre, etc Lighting Air/Ventilation, Room Temperature Boards, Screens, Equipments Water, Refreshments, etc.

SESSION PLAN  

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Plan for each session of the course Flow of Learning + details of the activities, their sequence and time guidelines Describe the trainer’s action Describe the learner’s action Decide on resources Develop time guidelines What comes before & after training?

SESSION PLAN – SAMPLE        

Topic VAK Main Points Methodology/Activities Aids/Arrangements Trainer’s Notes/Remarks Time Frame Assessment.

DELIVERING         

Reach before time to familiarize yourself Set-up & “Be Ready” Don’t Lecture or Teach; Train & Facilitate Don’t “Over Rehearse” Dressing & Confidence Body Language Voice Tones Choice of Words Manage Stage Fear.

EVALUATION 4 Levels: 2. Reaction: What did they like or not like about the program? (Immediate Feelings/Feedback) 3. Learning: What knowledge and skills did they learn? What attitudes were changed? 4. Behavior: What changes in job behavior resulted from the learning? 5. Results: What were the measurable consequences, in terms of reduced costs, improved quality etc.?

HAPPY TRAINING!!! THANK-YOU