How to Be a Successful Trainer

8/7/2019 How to Be a Successful Trainer

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Presenter: Tran Ngoc TuanFAI/FU HCM

Standardsfor

ClassroomInstruction


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How to be a SuccessfulTrainer


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The International Board of Standards for Training,Performance and Instruction has defined 14 keyguidelines for effective classroom training. Theseguidelines, commonly known as the ibstpiStandards, provide a set of professional standardsthat are recognized throughout the technicaltraining industry.Mastery of these skills together with expertise inthe course subject area will ensure a high qualityof training.

Introduction


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14 Instructor Competencies

1. Analyze course materials and learnerinformation

2. Assure preparation of the instructional site

3. Establish and maintain instructorcredibility4. Manage the learning environment5. Demonstrate effective communication

skills6. Demonstrate questioning skills and

techniques7. Demonstrate effective presentation skills


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14 Instructor Competencies..

8. Respond appropriately to learners needsfor clarification or feedback

9. Provide positive reinforcement andmotivational incentives

10. Use instructional methods appropriately

11. Use media effectively

12. Evaluate learner performance13. Evaluate delivery of instruction

14. Report evaluation information


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Analyzing Course Materials

andLearner Information

Chapter 1


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Identify course objectives

Discover learners experience, background andmotives for attending the course

Adjust course based on information Course objectives

Schedule

Instructional methods

Introduction


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Reviewing Course Materials

Course Objectives Everything you do throughout a course should be

related to achieving the course objectives

You must follow the instructional design of aprepackaged course in order to maintain itsintegrity and to meet the instructional objectives


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Types of learners

The Course

New userWithout

Prerequisites

Shystudent

EngineerSalesperson

Experiencedemployee

forced to take

class


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Analyzing the Learners

Gathering the Information Plan for the worst when there is no information

Types of information Job responsibilities Background

Skill level

Reason(s) for attending the course


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Evaluation of Information

Job responsibilities Student will stick with it and strive to master the

material if they can see the direct application of theinformation to their work.

Background Learn as much as possible about the background of

the students factors to plan a lesson

Skill level Knowing the skill level of each student helps you

make appropriate modifications to the lesson,including examples and exercises.


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Evaluation of Information..

Reason(s) for attending the course To acquire new skills for his/her job

To enhance skills for future opportunities

For the joy of learning

To fulfill a requirement for certification

To learn about new features of a softwareapplication

To meet the demands of the employer


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Adjusting the course

Course Objectives Should not change without prior consent from the

vendor, certification group, or employer.

Course Schedule Do not remove required material from the schedule

to make more time for other topics.

Instructional Methods Using instructional methods appropriately (Ch. 10)

Examples Related to students


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Summary

One of the greatest challenges of theinstructor is to address the needs of theindividuals in his/her classes.

Preparation is a trainers greatest asset. The first step to being prepared is to know the

course materials and the audience.


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Assuring Preparation ofInstructional Site

Chapter 2


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Instructional Site Logistics arrangements

Schedule

Food Support

Physical Environment Room layout

Lighting

Equipment

Furniture

Introduction


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Evaluating the Logistical Arrangements

Logistical issues Session times

Food

Transportation/parking Support

Communications


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Evaluating the Physical Environment

Room Layout Rows

U-shape

Circle Clusters

Light

Instructional Materials and Supplies


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Evaluating the Physical Environment..

Equipment Chalkboards

White boards

Easels Overhead projectors

Computers

LCD projectors

Visualizers


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Evaluating the Physical Environment..

Computers

Furniture

Environment Issues


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Managing the Physical Environment

Appropriate contacts for the following: Reservations

Access to facilities

Technical support Delivery of materials

Food preparations and delivery


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Managing the Physical Environment..

Decide the optimum room layout based on theinstructional methods, rearrange the room accordingly.

Order any necessary equipment.

Ship instructional materials (if necessary) Send information to students including times, direction,

parking,

Research emergency options, such as copy centers.


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Eliminating Distractions

The five senses Sight

Sound

Smell Taste

Touch


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Eliminating Distractions..

Technology Distractions The Instructors Computer: Screen saver, audio,

calendar reminder, screen resolution, colors,assistants, network connections (access and speed)

Students computers: games, e-mail, internet


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Ongoing Evaluation

Setting the stage Classroom policies (food, drinks, email) Restrooms and water fountains Message boards Telephones/mobile phone usage Break room Smoking regulations Fire exits

Snacks Meals Contents of student kits, manuals, etc. Outline of the course


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Ongoing Evaluation..

During the Course Students reactions (verbal and nonverbal)

Final Evaluation Evaluation form


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Confirming all necessary logistic and physicalarrangements of the instructional site.

Exercise as much control over the physical

environment as possible. Plan ways to minimize distractions and judge

how well logistical and physical arrangementssupport the instruction.

Understand the rationale for decisionsregarding logistics and physical environment.

Summary


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Establishing and MaintainingInstructor Credibility

Chapter 3


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Establish credibility Knowledge

Experience

Appearance

Preparation

Maintain credibility Professionalism

Interaction with students

Introduction


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Establishing Credibility

Subject-Matter Expertise Know your subject matter and how to apply it to

situations that interest your audience.

Training Experience Its not true that if you know a subject inside out,

you can teach the subject.

Communication and Presentation skills are needed

to master in order to become an effective trainer.


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Establishing Credibility..

Credentials Degree

Certification

CTT Certification Course Preparation (Chapter 1)

Appearance Clean and neat

Personal hygiene

Dress

There is no right to dress thatwill accommodate allaudiences.The general rule is that yourappearance should always beclean and neat.


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Establishing Credibility..

The Course Introduction Part of the course introduction should include

introducing yourself to the audience.

Credibility does not equal superiority.


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Maintaining Credibility

Professionalism General attitude and behavior must always be

professional: to instructor and students

Not to treat the students as friends immediately Not to disparage companies, groups, products or

anything by name.


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Maintaining Credibility..

Interacting with Learners Equally between students

Be conscious of message sending to students

The way to deal with unexpected questions Assist students in any way possible


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Maintaining Credibility..

Diversity Variety of ethnic, religious and cultural

backgrounds.

Be accepting and supportive of each studentsdifferences and needs.

Not to make comments or tell jokes that mayoffend a learner.

Not to allow students to act inappropriately towardsother students.


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Summary

It is important for the students to trust thatthe instructor is conveying accurateinformation.

Cultivate students trust by establishing andmaintain credibility.

Credibility might be an issue or a distraction atany time during instruction.

Understand what is needed to recognize aproblem and what is required to re-establishlost credibility.

N1


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Slide 36

N1 - Cultivate: nui dng- Mot giang vien gioi cn bit cch nh gi mc uy tn ca mnh trong qu trnh kha hc. (Uy tin dang la issus hay distraction)- Phi hiu cn lm g pht hin vn (sai st) v ti lp uy tn.NetmanH, 8/17/2003


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Managingthe Learning Environment

Chapter 4


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Plan and deliver course introduction Introductions Course expectations Course schedule Timeline

Adapt delivery to meet students needs Pace Questions Breaks

Manage interactions Involve learners Instructor/student interactions Student/student interactions

Group strategies

Introduction


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The Course Introduction

Set the tone for the entire course.

Cover all necessary information about thecourse and put the students at ease.

Course Introduction Checklist Introductions :instructor and students

Physical and logistical issues (chapter 2)

Course information (description, any prerequisites,

objectives, and materials)

Course schedule

Course expectation and benefits


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Introductions

Impart enthusiasm for the material to thestudents.

Instructor is ready to assist students.

Students introduce themselves Take notes on the answers: name, job,

interested topic.


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Course Expectations Checklist

Attitude

Questions

Punctuality

Attire Student expectations

Mistakes

Benefits

Course description, prerequisites, and objectives. Exactly what will and will not be covered.

Course Information


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Adapting Your Style to the Students

Teach to the median level of the class.

Adapt to a variety of students needs.

Analyze course materials, prepare a variety of

exercises and activities. Research types of students enrolled.


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Managing Time

Pace Determine which activities are appropriate based

on the available time.

Student Questions Can take a significant amount of time.

Breaks May last longer


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Manage Interactions

Treat all of the students fairly, give equalattention to each of them.

Involve the learners in the lesson.

Encourage students to ask questions andexperiment.

Interactions with Students Learn the name of all students.

Not subconsciously give special attention ortreatment to only some students.


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Manage Interactions..

Dealing with Problem Students: Determine whether the situation is having negative

effect on the class.

When must take action, should strive to maintainthe dignity of the student.

If indirect measures does not work, speak inprivate to the student about the situation.

Last resort is to remove the student from the class.


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Types of Problem Students

The Know-it-All Often looking for recognition of his/her knowledge.

The Challenger If you do not know the answer, do not try to make one up.

Avoid personality conflict.

The Overwhelmed Student Partner students together to work on the projects

The Class Clown

Not to acknowledge the jokes Private talk

The Introvert Need to monitor that persons progress


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Types of Problem Students..

Student versus Student Student disparages another: remind the different

backgrounds.

Student criticizes another: intervene immediately.

Rearrange work group if there are problems.


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Group Strategies Define the size of the groups.

Define the objectives of the task or project clearly.

Set ground rules. Set the time limit.

The room layout has to be conducive to groupdiscussion.

Make sure that the members are on track letmake mistakes show correct procedures.

Do not provide the right answers.


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Coaching Strategies Develop a positive rapport with each student.

Making mistakes is acceptable and necessary.

Congratulate students on their successes. Be accessible.

Be enthusiastic about the material.

Do not personalize disagreements.

Relate the information to the students. Be supportive.


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Feedback Attune to both verbal and nonverbal feedback.

Sanity

Thick skin Not to take negative situations personally.

Not to blame yourself.

N2


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Slide 50

N2 - Conducive: gip ch, c li- Sanity: sng sut, ng mc, tnh to, ch- Remedy:x l; bin php- Bring baggage: nhiu sNetmanH, 8/17/2003


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Summary

The course introduction Adapt delivery to match the students needs Managing time Managing group interactions Involving the learners Evaluation of the effectiveness


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DemonstratingEffective Communication Skills

Chapter 5


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Introduction

Use verbal communications appropriately Identify components of message

Understand tone, volume and pace

Recognize fillers

Realize importance of proper grammar

Using non-verbal communication Appearance

Movements

Gestures

Body language Monitor and evaluate student communications

Listening skills

Frames of reference


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Message Components

Sender Message Receiver


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Verbal Communication

Tone, volume and pace

Fillers

Silence

Proper grammar Emotions


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Verbal Communication..

Verbal communication checklist Vary speech to highlight points, convey emotion,

sustain the students attention or not

Speak to quickly, too slowly / too softly, too loudly

Use fillers or not Feel comfortable with silence or not

Take advantage of silence to encourageparticipation or not


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Verbal Communication..

Verbal communication checklist .. Proper grammar or not

Use slang terms or not

Speak in terms of students or not

Use words to excite students or not Interested in the topic or not

Fall asleep or not if taking a class from yourself


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Nonverbal Communication

General appearance

Eyes

Hands

Movement and distance Body language

Studies of communication show that:

55% of interpersonal communication comes from facialexpressions and body language.

38% comes from vocal quality or tone of voice.

7% comes from the content, the actual meaning of thewords.


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Nonverbal Communication..

Nonverbal communication checklist Dress appropriately or not

The outfit distracts or not

Eye contact with each student or not

Stare at students or not

Firm handshake or not


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Nonverbal Communication..

Nonverbal communication checklist .. What are you doing with your hands ?

Play with things in pocket or not

Clench objects or not

Point at students or not

Move and involve students or not

Invade personal space or not

Turn back to students or not

Positive or negative body language sent to students

M it d l t t d t


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Monitor and evaluate studentcommunications

Listening Not to chime and help the answer

Restate the question to the student

Frames of reference Learn the frames of reference to adapt the learning

environment and choose examples

Checking learner understanding

Interpret the signals of each student (verbal andnonverbal)

Aware of each learners level of understanding


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Summary

Verbal and nonverbal communications

Monitor the messages

Frames of reference


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DemonstratingEffective Presentation Skills

Chapter 6


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Plan effective presentations Utilize outlining

Organize content effectively

Utilize anecdotes, stories and humor appropriately

Visual aids

Handouts

Deliver effective presentations Coping with stress

Presentation styles

Verbal and non-verbal signals

Introduction


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Presentation Basics..

Presentation Visuals Checklist Cover all necessary information or not

Easily to read from distance or not

Too much text on a slide or not Each graphic has purpose or not

Colors are appropriate or not

Have a backup or not


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Presentation Basics..

Presentation Rehearsal Checklist Clear objective or not

Appropriate information or not

Visual aids will support or distract Proper length or not

Have summary or not


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Presenting the Topic

Dealing with stress Presentation styles

Haughty and condescending

The best buddy

The joker

The sarcastic presenter

Bored

Bundle of nerves

The reader The angry presenter

The liar


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Presenting the Topic..

The right presentation style Be natural

Be sincere

Be dynamic Be relaxed

Interact with the individuals


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Presenting the Topic..

Varying the presentation

Using stories, anecdotes, and analogies

The opening


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Summary

Planning for presentations

Delivering presentations


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Demonstrating

Effective Questioning Skillsand Techniques

Chapter 7


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Use questioning skills effectively Select appropriate types of questions

Encourage learner participation

Appropriately respond to student questions

Evaluate student progress

Introduction


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Why Ask Questions?

Check understanding of students

Encourage student participation

Shape a discussion

Build interaction


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Six Levels of Learning

Comprehension

Knowledge

Application

Analysis

Synthesis

Evaluation

RAM: Random Access Memory

RAM: Workspace

RAM: Save works

RAM: Add more

RAM: Discover new design

RAM: Compare between designs


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The Basics

Positive learning environment

Adequate time

No interruptions


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How to format a floppy disk ?

o Well, I think one way to do is, um, you double click on the iconon the desktop, the umm

o Yes, thats the one Then you click on the 3 floppy icon and

o Yes, thats what I meant. Then you click on, umm

o Yes, and then click on Start.

Once you make sure you have right options selected.

Format on the menu, right ?

Right click, right ?

The My Computer icon ?


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Types of questions

Closed Specific answer

Open-ended

Lead to discussion or debate


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Beginning of class

Break or meal

End of exercise or unit

End of course

When To Ask Questions?


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Determine purpose

Select appropriate

question

Decide whoShould respond

Determine appropriate

response

Determine follow-up

questions

Ask questions

Asking questions

Welcome back everyone! How was thefood at lunch?

Does anyone have any questions about

the topic we covered before lunch?

Susie, can you explain the steps forcreating an account in windows NT?

Next we are going to learn aboutaccount management. Can anyone seeany issues that we need to beconcerned about based on theprivileges we chose for the account wecreated?


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Responding to the question

Answer immediately

Defer the question until later

Redirect the question

Do not answer at all


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How to Answer Students Questions

Listen to Question

Restate Question

Decide who should respond

Determine Appropriate Response


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Evaluating the Questions

Inspect students performances duringexercises.

Modify the questions.

Evaluate students questions.


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Summary

Needs of asking questions

Types of questions

Design questions

Asking questions Respond to students questions

Evaluate and improve

What to Say When You Don't Know the


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What to Say When You Don t Know theAnswer

1. Reflection2. Ill Get Back to You

3. Defer to the Expert

4. Compliment the Questioner5.Answer a Question with a Question

6. Parallel Answer

7. Set the Rules

You cant know the answer to everything. Its howyou handle yourself. Study these seven strategies anduse them to maintain credibility and confidence.


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Responding Appropriately

to Learners Needsfor Clarification or Feedback

Chapter 8


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d i


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Focusing on issue, not person Pointing out strengths Pointing out weaknesses

Follow-through Initiating some discussion Generating scenarios Testing for understanding Having students do it

Introduction

T f F db k


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Types of Feedback

Verbal Mutterings, jokes, questions and answers

Two-minute rule

Praise for asking good questions

Nonverbal

F th I t th P


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Focus on the Issue, not the Person

Pointing out Strengths

Pointing out Weaknesses

Following through

Initiating discussion Generating scenarios

S


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Summary

Learning is two-way street

Recognize feedback: verbal and nonverbal

Follow through


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I t d ti


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Motivation To move to action

Differing levels of motivation

At the class introduction When introducing new topics

Maintaining a motivated, enthusiastic class

Meeting learner expectations

Positive reinforcement

Introduction

Fi b i C it i


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Five basic Criteria

Match real-world objective

Stimulate learners enthusiasm

Promote positive reinforcement

Evaluate effectiveness Adjust methodologies

S lli th Cl


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Selling the Class

Utilizing Introductions

Establishing Credibility

Student Introductions

Experience with the Product Prerequisites

Current Job Responsibilities

Certifications Expectations

Realistic

S lli th C t


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Selling the Concept

Announce Motivation at the Start

Types of Motivations Real-world scenarios

Best-case scenarios Worst-case scenarios

On-the-job benefits

Unique benefits

Fundamental information

A ti ti l d th i ti l


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A motivational and enthusiastic class

Promoting interaction Providing feedback and reinforcements in

response to: Student questions

Student answers Maintaining high energy to promote

enthusiasm Encouraging questions with praise and positive

comments Stressing positive results, which lead to fewer

problem students


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Needs

Interests Motives Concerns

Rewards Encouragement Feedback

Support

Summary


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Summary

Stimulate Motivation

Maintain Motivation

Meet learners Expectation

Positive Reinforcement


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Using Instructional MethodsAppropriately

Chapter 10

Introduction


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Implement a variety of instructional methods Know their strengths and/or weaknesses

Determine their appropriate uses

Determine when to use each method basedon following items: Lesson objectives

Learner attributes

Introduction



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Lectures Demonstrations Guided learning Student teaching Group work Role play Simulations Case studies Games Independent practice Reflection

Lecture


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Lecture

Teacher centered, not student centered Tempting method: cover material quickly, in

control of learning environment

Must keep short and interactive Timing

Used to introduce, summary

Demonstration


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Demonstration

Expansion of a lecture: showing after tellingconcept

Make use of videos, computers

Make demos as hands-on as possible Students can see and touch the objects

Require setups that are difficult to bring to theclassroom

Guided Learning


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Guided Learning

Students responsibilities: work through aproblem, figure out the answer forthemselves.

Teachers role: provide tools, answerquestions, focus students when necessary

Teacher must master questioning skills

Students are actively involved

Empower students to solve problemindependently

Take more time, should not rush

Student Teaching


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Student Teaching

Best methods to learn a subject is to teach itto others

Assign a topic to each student or group:prepare a lesson for the rest of the class

Teachers role: assist with learning the topicand preparing the lessons

Provide adequate time, ask questions

Group Work


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Group Work

Component of other methods Opportunities to exchange ideas and concerns

Work through problems together

Organize into the same group: advanced andneed extra help students

Encourage team work and collaboration andpromote problem-solving skills

Reveal students weaknesses

Passive students: specific time limit

Role Play


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Role Play

Acting out a real-life situation Experience a situation

Prepare to respond to emergency situations

Students may be hesitant, fear to be ridiculedor embarrassed

Simulation


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Simulation

Similar to role playing Learn a skill or experience a situation

Require expensive or specialized equipment

Case Study


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Case Study

Written simulation Connect material to real-world situations

Case study as homework: reduce time needed

in class

Games


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Games

Stimulate and encourage learning Review course material

Icebreaker, relax the students

Independent Practice


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Independent Practice

Give exercises that specially test the objectivesof the course

Ask students to work through exercises topractice the skills

Observe students progress

Assist students when necessary

ReflectionN3


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Reflection

Think about the material Determine questions

See how the material will apply to their work

Follow-up other activities Properly synthesize their experiences

Slide 113


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N3 Reflection: s nghin ngmNetmanH, 9/2/2003


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Typical class


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Typical class

A brief lecture or demonstration to introducethe subject

Case study, Group work to explore theinformation

Role-playing activities might be next

Reflection

Another brief lecture to summarize the lesson

Independent practice

Summary


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Summary

Must use a variety of instructional methods toreach students

Choice of methods depends on a variety offactors

Ch 11


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Using Media Effectively

Chapter 11

Introduction


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Select appropriate media Be competent with variety of media options

Use media effectively Use variety of media to address needs of learners

Recognize strengths, weaknesses and/orlimitations of each media type

Introduction

Select Appropriate Media


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Choice of media depends on Instructional methods used

Level of understanding reached by students

Recourses available

Comfort level

Sometimes more than one choice, choose best one

Select Appropriate Media

Types of media


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Types of media

Handouts Boards, flip charts and OHP Visualizer (data camera) VCR

Data projectors Computers Internet Audio aids Laser pointers

Summary


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Summary

Be adept at incorporating media intocurriculum to facilitate student learning

Select appropriate media: capture studentattention and encourage interaction

Success will depend on the familiarity with themedia, the planning and preparation ahead oftime

Ch t 12


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Evaluating Learner Performance

Chapter 12

Introduction


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Communicate lesson objectives Define objectives

Define evaluation criteria

Use various evaluation techniques to monitorlearner performance Formal evaluation

Informal evaluation

Testing

Introduction

Evaluation Techniques


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Formal evaluation Use of test and quizzes

Types of questions Yes/No

True/False

Multiple choice

Short answer

Essay

Scenarios Simulations

Evaluation Techniques

Evaluation Techniques ..


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Informal evaluation Use of activities

Exercises

Lab work Small group work

Self-assessment

Evaluation Techniques ..

Summary


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Summary

Use evaluation to identify areas that must bereinforced

Formal evaluations are components that leadto certification

Variety of methods used in both informal andformal evaluations

Chapter 13


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Evaluating Delivery of Instruction

Chapter 13

Introduction


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How successful lesson was Student success

Instructional design

Learning environment

Methods of evaluating lesson Criteria to evaluate

Types of evaluation questions

Method of evaluation

Circle of Training


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g

DesignCourse

TeachCourse

GatherData

EvaluateCourse

Items to Evaluate


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What to evaluate Student

Instructional design

Instructor delivery Course materials

Environment

Methods of Evaluation


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Gather feedback Yes/No questions

Rating questions

Qualitative questions

Creating the Evaluation


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g

Student evaluation of the course Student evaluation of the facility

Student evaluation of the instructor

Summary


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y

Recognize strengths and weaknesses of thecourse

Data come from observation by yourself, thestudents, and the students employers

The circle of training never ends

Chapter 14


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Report Evaluation Information

Chapter 14

Introduction


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Evaluate appropriate components ofinstruction Students

Instructor

Lesson Instructional material

Report to appropriate groups Students

Employers Training organization

Reports to Prepare


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Student performance Instructor performance

Student satisfaction

Instructor satisfaction Suggestions for revision

Student demographics

p p

Report Content


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Student Attendance

Skill level

Progress

Interest in certification Satisfaction with course

p

Report Content ..


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Instructor Knowledge of material

Training abilities

Course management

Course structure Satisfaction with course

Report Contents ..


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Course material Accuracy

Ease of use

Relevance of examples

Graphic design and layout Learning environment

Physical environment

Logistical issues

Send reports to (as necessary)


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Students Employers of students (if paid for the course)

Vendor/Creator of course material

Certification organization Training center management

Training center department

Summary


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Evaluations on different areas: the overallcourse, student progress, and the instructor

Each group that will receive report hasdifferent concerns in the success of the course

Quiz (sample)


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( p )

There might be multiple correct answers for some questions.1. When is it acceptable to change the course objectives?a. Neverb. If you know that the students are under-prepared and cannot meet

these objectivesc. Only after consultation with the designer of the coursed. Whenever you feel a change is appropriatee. None of the above

2. Which of the following is a good example of a course objective?a. The students will better understand spreadsheets by the end of the

course.b. The students will be able to add a row of numbers by the end of the

class.

c. The students might be ready for the certification test by the end ofthe class.d. The instructor will create a positive learning environment where the

students will learn as much as possible.e. All of the above

Topics to discuss


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Topic 1 Give your opinions about the types of information that

should be collected prior to the first session of theclasses. Also suggest some effective methods to collectinformation.

Topic 2 What should be included in student profiles ? How to

keep student profiles updated during your course ?

Suggest a management procedure to make thestudent profiles be available for the next trainer. (Inthe same semester or higher semester).

Topics to discuss..


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Topic 3 In such a rapid change of technical topics, suggest

effective methods for the trainers to keep upexperiences.

Topic 4

How to vary the presentation to adapt the studentsneeds and to create an exciting learning environment;particularly in cases oftoo few slides, or too manyslides available.

Faculty Workshop (Oct. 11,12)


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International Standards for ClassroomInstruction(Sat. morning, afternoon)

Top Notch / Summit Introduction

(Sat. afternoon)

English course Implementation(Sat. afternoon)

Process, Procedure and Technical support(Sun. morning)

About presenter


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Tran Ngoc Tuan, ME in Computer EngineeringDirector of FU HCM IT researcher and consultant (since 1997)

Universiry lecturer (since 1998)

Instructror in IT professional education(since 1993)

Instructor conforming to international standards ofinstruction (since 2000)

Training Manager (since 2003)

Email: [email protected]

Role Defining Objective


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Faculty

TeacherGuide

Mentor

Knowledge Bank

Leader

Motivator

Career

Developer

Mindset

Maker

Documents

How to Be a Successful Trainer