Train The Trainer

Train the Trainer

www.lizkentishcoaching.co.ukMay 2010

Ice breaker• What is your background?• What are your expectations from the course?• What has been your greatest achievement to

date, and why?

http://www.lizkentishcoaching.co.uk/


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!



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



Why do we train?

• Recruitment & retention• Employees need to know the job– Consistency– Safety– Multi-skilling

• Adapt to change– Technology– Economy– Legislation



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



Exercise 1

What issues might a new trainer be faced with, and how can they be

addressed/eliminated? (10 mins)



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



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



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!



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



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



Managing yourself

• The key to undertaking any training isPrior Preparation Prevents Pretty Poor

Performance!

• Oh, and….

Practice makes perfect!



Systematic Training modelIdentify the

Training Needs (TNA)

Evaluate the

training

Design the

training

Carry out the

training



HASAWA 1974

• This piece of legislation gave a model that is used in law to recognise competency at work:– Information– Instruction– Training– Supervision



What makes training effective?

Think of a training experience you have had thatwas 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?



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



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



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



Training methods

• Demonstration• Lecture• Team and individual exercises• Self-correction



Exercise 3

• Identify methods of training appropriate to each learning style: (20 mins)

– Active / Reflective– Sensing / Intuitive

– Visual / Verbal– Sequential / Global



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



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



Training Needs Analysis

• Identify the problem • Gather information• Analyse the information • Develop recommendations



Exercise 4

• Information sources– In undertaking a TNA, how could you gather the

necessary information? (5 mins)



Information sources

• Observing and Listening • Surveys • Interviews • Tests • Reviewing Company Records



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



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



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



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



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



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



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



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



Learning Environment

• There are many ways of creating a learning environment:– Classroom based– Workshops– On the job– Work experience– Specialist



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)



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



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?



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



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



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!



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



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



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



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?



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



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????



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



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



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



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



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!



Activity - Feedback• After your group session;– Evaluate your own performance (Good / Could do

better)– Prepare and give feedback to your audience– Welcome feedback from your audience– Relax – this is not a pass or fail exercise, we all

have to start somewhere!


Train The Trainer

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