Train-The-Trainer Participant Reference Material

8/6/2019 Train-The-Trainer Participant Reference Material

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DAN STEER TRAIN THE TRAINER reference pack

TRAIN

THE

TRAINER

ADDITIONAL REFERENCES

AND

SUPPORTING IDEAS

DAN STEER


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DESIGNING TRAINING

OVERVIEW LEARNING CYCLE................................ ................................ ................................ 4

ASTD COMPETENCE MODEL................................ ................................ ................................ ..... 5

LEARNING DESIGN QUESTIONS ................................ ................................ ........................... 6

LEARNING OBJECTIVES ................................ ................................ ................................ ......... 7

LEARNING STYLES ................................ ................................ ................................ .................. 8

INFINITE LEARNING POSSIBILITIES................................ ................................ ......... 9

MAKE LEARNING STICK: BEFORE AND AFTER................................ .............................. 10

ADAPT SITUATIONAL LEADERSHIP MODEL FOR TRAINERS................................ ....... 12

DELIVERING TRAINING

HOW TO GIVE FEEDBACK................................ ................................ ................................ ..... 13

A GOOD INTRODUCTION ................................ ................................ ................................ ....... 14

INTONATION AND FLOW ................................ ................................ ................................ ....... 15

ADAPTING CONTENT TO SUIT REPRESENTATIONAL SYSTEMS ................................ .. 16

USING VISUAL SUPPORTS................................ ................................ ................................ ... 17

USING EXERCISES................................ ................................ ................................ ................ 19

MAXIMISE YOUR VOICE ................................ ................................ ................................ ....... 20

USE OPEN QUESTIONS TO GET PEOPLE TALKING................................ ....................... 21

DEALING WITH PARTICIPANT QUESTIONS................................ ................................ ..... 22

WHY STRESS? ................................ ................................ ................................ ......................... 23

DEALING WITH STRESS AND CONFIDENCE................................ ................................ ..... 24

FINAL WORDS

LEARNING AND IMPROVEMENT POINTS................................ ................................ ............ 26

#LESTWEFORGETTRAINEES BY @DAN_STEER ................................ ................................ .. 27

YOUR TRAINER: DAN STEER................................ ................................ .............................. 28


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OVERVIEW LEARNING CYCLE

The learning design cycle is like a project, starting with the definition phase and

moving through implementation of the solution towards evaluation of success.

For more information on ADDIE, check this page

http://www.nwlink.com/~donclark/hrd/sat.html


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ASTD COMPETENCE MODEL

The American Society for Training and Development is a reference point for

learning and development professionals, providing best practices, support and

learning.

This is their competence model for professionals and companies that wish to

deliver effective learning and development.

http://tiny.cc/kx2dp


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LEARNING DESIGN QUESTIONS

There are many things you can ask an organisation to be sure that learning is the

right answer.

Here is a selection of categories of questions to ask, as discussed with Jan

Laurijssen, Learning Solutions Manager, Kluwer:

y What is the actual problem?y Is learning really the answer?y Who are we dealing with?y What are our learning objectives?y What would be the most effective solution?

See which questions to ask in each stage/category (there are 22 in total)

http://tiny.cc/vpvje


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LEARNING OBJECTIVES

It is important to correctly fix learning objectives.

These should be linked to performance outcomes (and not to training content!).

According to Blooms Taxonomy, there are different levels of learning, starting

from remembering, moving toward the ability to create these can be reflected

in your learning objectives:

Learn about Blooms Taxonomy

http://www.nwlink.com/~donclark/hrd/bloom.html

Read this 4 page info-sheet on how to write effective learning objectives

http://tiny.cc/gw2kt


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LEARNING STYLES

Different people have different learning styles.

There are different ways to train.

You need to adapt and offer different approaches.

Wikipedia entry on learning styles, including KOLB / HONEY+MUMFORD

http://tiny.cc/hc36z

...additionally, read about what the Facebook Generation expects from learning

http://tiny.cc/6x4gz


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INFINITE LEARNING POSSIBILITIES

According to the author, learning should not be restricted to classical training

from an expert.

Learning can happen at all moments, in all directions, with all methods and for all

people.

Get a short introduction to Infinite Learning here

http://tiny.cc/axnd2

List of social media tools that can be used in social learning

http://tiny.cc/hllpb


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MAKE LEARNING STICK: BEFORE AND AFTER

There are many things that can be done to give training more impact.

One thing is to involve different people during different phases.

Enter the golden triangle!

What makes training stick the most?

Before During After

Learning provider

This part is said tobe the least

important in the

whole mix!

Learner

This collaborationhas the most

impact onlearning success

In second place ofimportance, it is

imperative totransfer learning to

the workplace

Manager


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DELIVERING TRAINING


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ADAPT SITUATIONAL LEADERSHIP MODEL FOR TRAINERS

Based on Blanchard and Herseys Situational Leadership model, trainers can

adapt their own communication, leadership and training style to suit the

development level and needs of participants.

Using SL styles in training

S1 y Tell and showy Explain everything y Make participants do thingsand control behaviour closely

y Correct ineffective behaviourS2 y Give initial ideas only

y Ask for input and feedback y Set activities, proposingbehavioury Debrief, allowing participants

to adapt and integrate ownlearning points

S3 y Discuss required outcomesy Give no answers yourself y Ask lots of questionsy Help participants to figure

things out for themselves

S4 y Set desired outcome onlyy Give no guidelines or answers y Leave them to it!y They can learn themselves!

Read the Wikipedia entry on Situational Leadership

http://en.wikipedia.org/wiki/Situational_leadership_theory


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HOW TO GIVE FEEDBACK

Feedback to learning participants should be given in 4 steps in order to be

effective:

State performance/behaviour/observation

eg: Your body language is not very positive

Give an example or explanation

eg: For example, you are talking to the screen, not the

audience

Outline the impact or consequenceseg: People will fall asleep, your voice is lost and you

are quite boring

Discuss next-steps

eg: Why dont you try this .


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A GOOD INTRODUCTION

Your introduction needs to do several things, some of which concern being polite,

some of which will get attention and some of which will create etiquette for what

is to follow.

Be sure to at least include the following:

y Get theirattentiony Introduce yourself and the subjecty Explain the purpose of the trainingy Preview contents, agenda and timingy Underline how interaction, questionsetccan and

should take place

y Give the WIIFM factory Explain any handouts or supporting documentation

you may give


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INTONATION AND FLOW

Intonation is not just about voice. By removing monotony from your training

structure, you can bring more flow and improve the participant experience.

Monotony looks like this:

A better training might already look like this:

Training like this would have lots of intonation:

There are lots of ways to create intonation in your training (exercises, storytelling,

visual supports, interactivity.).

Create intonation, balance and flow to combat training monotony.


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ADAPTING CONTENT TO SUIT REPRESENTATIONAL SYSTEMS

According to NLP theory, different people represent and process information

differently depending on their preference for either Visual, Auditive or Kinaesthetic

stimuli.

The way we process information is different from one person to another some

people like to see things (visual), some like to hear (auditive) and some like to

touch, taste and feel (kinaesthetic).

Everyone is different and in given situations, we all have a preference for one or

other rep system. According to NLP research, if you consider all possible situations

and all possible people, the vast majority of people prefer visual stimuli:

Some advice?

y Use good imagery and visual support to help most people get thepicture

y Try to include something for everyone, even if its simply something to touchand feel!


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USING VISUAL SUPPORTS

As you already saw, for the majority of people a visual support can really help

make the difference. Here are some tips to help you use visual supports

successfully.

Some visual supports you can use:

y Flipcharty Overhead projectory MS PowerPointy Handouts

Some general rules:

y Only use when you need toy Introduce them at the right momenty Make sure you dont talk to the board or projected imagey Use them to create dynamics and interaction in your

training

y Be aware of where the participants attention is at all timesy Only write down essential points and make it legible!y Avoid full sentences and written language put the

power in your points!

y One sheet or one slide per ideay Be sure to title your slides and flipchart sheets!y Dont talk and writey Allow a moment for people to read what you show/write


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USING EXERCISES

Sometimes it can be useful to have an exercise included in your presentation.To get the

most attention, recall and understanding from the audience, apply the following diamond

structure to your exercise moment

Much like during the rest of your presentation, you need to work to keep the

audiences attention and create recall of your message. Use this structure:


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MAXIMISE YOUR VOICE

Make sure your voice is strong, clear and easy to listen to. Do you use VISA?

Some questions to consider:

y Are you talking loudly enough for everyone?Are you shouting?y Do you vary the pitch and tone of your voicey Are you speaking slowly enough for the words to sink in? Are

you so slow you are boring?

y Do you pronounce words well and clearly so that people canunderstand you?


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USE OPEN QUESTIONS TO GET PEOPLE TALKING

Sometimes participants have nothing to say. Sometimes they dont dare to speak.

(And sometimes they wont shut up!). If you want to get people talking (instead of

just nodding their heads!), you need to ask them the right kind of questions.

During the introduction of your training, it is good practice to underline how

interaction and questions should take place. If you expect people to participate,

tell them this up front!

but thats not always enough. If you would like to encourage them to speak upmore, it helps to ask the right questions.

Use open questions to get them talking:

WHAT ..?

WHY .?

HOW .?

WHEN .?

WHO .?

WHERE .?

WHICH ..?


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DEALING WITH PARTICIPANT QUESTIONS

The results of a bad answering process:

y People regret having asked their questiony Other participants feel excludedy The answer is not relevanty You get stressed and/or answer badly

How to answer questions:

1 Recognise the person who asked thequestion

2 Check your understanding beforeanswering

3 Involve the rest of the audience in theanswer

4 Ask if your answer was suitable5 Thank the person who asked you6 Rewind to bring the audiences

attention back to your story


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WHY STRESS?

During several years of delivering training on Presenting with Impact, the author

of this document has heard a lot of reasons for why people are stressed about

their presentations. The same is true for some trainers. There are many solutions for

dealing with this stress (mostly preparation) and the first step is to know: Why am I

stressed?

Here is a non-exhaustive list of reasons why people stress when giving

presentations and delivering training:

y Lack of preparationy Unclear messagey Fear of talking in public, being in the spotlighty Perfectionismy Unknown audiencey Known audience (e.g. my manager will be there)y Experts in the roomy Fear of judgement, lack of recognitiony Bad memories (of the last presentation)y Things dont go as planned, things dont worky

Not sure of what the outcome will bey Will they appreciate me? Believe me?


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DEALING WITH STRESS AND CONFIDENCE

Your stress and confidence levels can certainly have an impact on your training.

There are lots of little things you can do to deal with stress symptoms. Here you

can see how stress and confidence have an impact on performance ... and how

you can break the vicious circle!

During this training, we will not ask where your stress and confidence comes from;

we will only look at the impact on your work and the behaviour we can

implement to improve results.

The guiding principle is presented here in the confidence circle:


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FINAL WORDS


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LEARNING AND IMPROVEMENT POINTS

Use this space to note what you learnt during your second training day and what

you will implement in the future.

PARTICULARLESSONS I LEARNT

WHAT I WILL IMPLEMENT IN THE FUTURE


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#LESTWEFORGETTRAINEES BY @DAN_STEER

The last time your trainer followed a course himself, he shared his experience on

www.twitter.com/dan_steerwith the hashtag #LestWeForgetTrainees

Here is a selection of the tweets (in order of appearance):

y Training day1. I'm wondering: What will I learn? How will it help me? And is itworth the time and money?

y Intrigued and surprised by no tables, just a circle of chairs.Close contactand interactive I suppose!

y Intro session very good for me. I am sold on the topic and approach totraining. Wondering if everyone else is.

y Had a moment of frustration when the conversation went off topic duringtraining for "too long"

y Proposition of 90min lunch seemed too much but it went quickly. Food wasgood; nice chance to chat amongst trainees.

y Hard work after lunch. Tired and "fluffy". NEVER have that as a trainer, but Iunderstand today how trainees have it.

y Last 45 mins = long and tiring, especially having a cold. Hard to beattentive and deal with new stuff all day long.

y My other question: How will the trainer help me to turn today'sunderstanding and skill into long-term habits?

y Day2: Expectations clear (not as "excited" as d1). Happy to have real resultsfrom day1. Ready for more. What next?

y Trainer's time-management (alignment to commitments) is impeccable.How does she do it with all that flexibility?

y 10.24 Frustrated when what is in workbook does not obviously correspondto what is on flipchart - I get a bit lost

y 11.05 I worry from time-to-time if I take too much space in the group -would be nice to get feedback on this

y I see that some others don't seem to follow as quickly as me when modelsand concepts are explained

y ps Had a siesta in my car this lunch time - helped me relax, refresh andrestart learning this afternoon


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YOUR TRAINER: DAN STEER

DAN STEER is an independent training consultant.

Following completion of his philosophy degree at Reading University, Dan worked

as a project manager in a European marketing agency delivering branding

solutions for multinationals such as Vodafone, Philips, Unilever and Sony.

Since relocating to Belgium, he spent 7 years working as Training and

Development Manager for 2 large international service companies. He was

responsible for the creation and implementation of learning and development

strategy and operational tools to support business mission and values.

Todays activities include learning and development consultancy, personal

coaching and delivery of training on a variety of subjects concerning:

y Communicationy Management and leadershipy Personal effectiveness

For more support in your activities, you can contact DAN:

+32-(0)472 346.226

[email protected]

www.dansteer.com

http://www.infinitelearning.be

www.twitter.com/dan_steer

www.linkedin.com/in/dansteer

Ferme du Vigneron, Rue Vieille Maison 7, 5140 Sombreffe

Train-The-Trainer Participant Reference Material

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