London F.I.T. Department

Train the Trainer

Icebreaker

Course Objectives

• Learn the basic skills and techniques to train others

• Prepare, plan and structure a training session

• Learn the importance of visual aids

• Identify the strengths and weaknesses in their delivery style

• Deliver stimulating sessions that are both informative and interesting

• Practise new skills and impart knowledge

What is Training?

• Training imparts the following criteria to trainees in order for them to do their jobs:– Information– Knowledge– Confidence– Skills – Behaviour

Why is Training important?

• For the Trainees– Motivation

– Job Satisfaction

– Development

• For the Company– Effectiveness

– Profit

What Makes a Good Trainer?

• Communication skills• Patience• Listening skills• Professional approach• Caring attitude

• Product knowledge• Clear, deliberate

speech• Presentation skills• Commitment• Flexibility• Understand learning

types

The Training Cycle

Identify Needs

Plan and Design

Deliver

Evaluate

Identifying and Analysing Training Needs

What is a Training Need?

Mind The Gap

Company: Knowledge/Skills/Behaviour

Employees: Knowledge/Skills/Behaviour

Identifying Needs: Bridging the Gap

• How do you know if someone needs training?– The most common ways:

– Statistical Analysis

– Discussions (the MOST common way)

– Future Demands on the Business

Identifying Needs: Vehicles to Bridge the Gap

• Training courses• Computer software• On the job training• Cross

Training/Shadowing• Exhibitions/Trade

Fairs

• Literature• Videos/DVDs• Projects• Networking• Secondment• Coaching• Distance Learning• Internet/Intranet

Planning and Designing Training

• Why do we Learn?:What is your Learning Style?

ActivistReflectorTheorist

Pragmatist

Planning: Activist Style

Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get

bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards.

They like working with others but tend to hog the limelight.

Activists learn best when:

•involved in new experiences, problems and opportunities

•working with others in business games, team tasks,

role-playing •being thrown in the deep end

with a difficult task •chairing meetings, leading

discussions

Activists learn less when:

•listening to lectures or long explanations

•reading, writing or thinking on their own

•absorbing and understanding data

•following precise instruction to the letter

Planning: Reflector Style

Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before

offering their own.

Reflectors learn best when:

•observing individuals or groups at work

•they have the opportunity to review what has happened and

thing about what they have learned

•producing analyses and reports doing tasks without tight deadlines

Reflectors learn less when:

•acting as leader or role-playing in front of others

•doing things with no time to prepare

•being thrown in at the deep end

•being rushed or worried by deadlines

Planning: Theorist Style

Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like

to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive

in their thinking.

Theorists learn best when:

•they are put in complex situations where they have to use their skills

and knowledge •they are in structured situations

with clear purpose •they are offered interesting ideas or concepts even though they are

not immediately relevant •they have the chance to question

and probe ideas behind things

Theorists learn less when:

•they have to participate in situations which emphasise

emotion and feelings

•the activity is unstructured or briefing is poor

•they have to do things without knowing the principles or concepts

involved

•they feel they're out of tune with the other participants e.g. with

people of very different learning styles

Planning:Pragmatist

Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth.

Pragmatists learn best when:

•there is an obvious link between the topic and job

•they have the chance to try out techniques with feedback e.g. role-

playing •they are shown techniques with obvious advantages e.g. saving

time •they are shown a model they can copy e.g. a film or a respected boss

Pragmatists learn less when:

•there is no obvious or immediate benefit that they can recognise

•there is no practice or guidelines on how to do it

•there is no apparent pay back to the learning e.g. shorter meetings

Planning: Training (or Learning) Objectives

• S M A R T– Specific

– Measurable

– Achievable

– Realistic

– Timely

• Aim – Long term statement of intent (less specific)

• Objective – A short term learning outcome which can be measured

Planning: Why have good Objectives?

• Help Trainer to achieve success

• Help Trainees know what is happening and what they want to achieve

• Help the Design of the course/session – route you are going to take to get there

Planning: Criteria to Writing Objectives

• 1. Performance – what the learner will be able to do during/at the end

• 2. Standard – the quality, time, limits of minimum performance

• 3. Understanding – how are you going to check understanding?

• 4. Conditions – the circumstances or context of the performance

– New Performance – e.g. To create a new booking report covering your areas

– To What Standard – e.g. from 2001 to 2003

– Under What Conditions – e.g. using AS400 reports and Microsoft Excel

Planning: Performance

• This describes in CLEAR, SPECIFIC and UNAMBIGOUS terms what the trainee will be doing when demonstrating the task

• A useful list of typical performance verbs would include:

• Knowledge: Relate, List, Reproduce, Identify, Name, Describe, State

• Understanding: Discuss, Compare, Estimate, Explain, Justify, Distinguish, Differentiate

• Application: Apply, Analyse, Evaluate, Test, Use, Prepare, Solve

Planning: Conditions

• This describes the circumstances under which the performance is to be achieved

• They will embrace such things as:

– The environment in which the performance is to take place

– The tools, equipment and resources to be used or available

– The presence or participation of other people (supervisors, managers, etc.)

• Performance – Undertake an effective, structured recruitment interview

• Condition – using the company interview guidelines with their manager

Planning: Standards

• Standards are of 3 types:– Accuracy of performance – quality

– Speed of performance – quantity

– Completeness of performance

• Accuracy – The task must be completed without error

• Speed – The task must be completed in not more than 10 minutes

• Completeness – All questions answered

Designing Training

• Identifying Needs – vital – no point in training otherwise!

• Training Objectives

• Consider the Trainees:

– Numbers

– Background/Experience

– Same Dept?

– Their motivation/willingness to learn

• Training Content:

– Every programme us unique

– Credibility

– Commitment

– Risk

– Attention

– Flexibility

• Visual Aids

• Evaluation – think now about the different levels

Designing: Visual Aids

• Why do we use Visual Aids?:– To make your course

more memorable, interesting + varied

– To explain complex issues

– To avoid misunderstanding

– To reinforce issues

• Important considerations:– Keep them simple

(separate out)

– Keep them uniform + don’t use too many types

– Keep them colourful

Designing: Appropriate Visual Aids

• Videos

• Handouts

• Workbooks/books/exercises

• Audio cassettes

• PowerPoint

• Computer based packages

• Flipchart

Designing: Handouts

• Relevant to the subject

• Contain all the necessary information

• Look pleasing to the eye

• Not too much jargon/technical words

• Use presentation slides as handouts

• Formal/clean and clear (type face)

• Fit in with style• Tone – jocular or

formal• Handout at appropriate

times• Leave gaps for

trainees to write notes• Don’t overload

trainees with handouts

Designing: The Flip Chart (limited to smaller groups)

• Stock of marker pens

• Prepare in advance – write on every other page

• Covered prepared points

• Use block capitals and different colours

• Prepare timing if prepared

• Stand to one side

• Don’t hang on easel for support

• Never write and speak at the same time

• Look at audience and not the Flip Chart

Designing: PowerPoint

• Prior – make sure PC, projector and program set up correctly

• Prior – keep a back up copy

• Prior – use a .pps file• Use animation, transitions

and builds• Add graphics, company

logos to master slides to standardise look

• Choose appropriate backgrounds and font colours/face

• Use automatic timings (rehearse them!!)

Designing: Visual Aids – Key Points

• Must be legible and audible to all

• Logical connection to content

• No clutter• Keep simple• Allow time for

absorption

• Use if comfortable• Be creative• Be clear about effect

achieved• Standardise font style

and sizes

Designing: Types of Training Sessions

• 3 types of training sessions:– Formal presentations– to large audiences/non

interactive/1 way communication– Practical Training – training practical

tasks/small groups– Theory Training – small to medium groups/lots

of activities

Designing: Structure of a Training Session

• Introduction– Tell ‘em what you are going to tell them

• Main Body (Development)– Tell ‘em

• (where the learning takes place)

• Summary– Tell ‘em what you’ve told ‘em

Designing/Delivering: Introduction

• Interesting• Need• Title• Range• Objectives

• Introduction should give:– A REASON why we

are here

– An INCENTIVE for the trainees to listen and learn

– An AIM

Designing/Delivering: Example Course Introductions

• Welcome the trainees to the course• Introduce yourself and the company• Explain the course agenda, break times, etc.• Explain any house rules, e.g. fire procedures• Explain course objectives and obtain agreement• Explain course manuals• Introduce the product• Explain the equipment, e.g.

keyboard/hardware/screen

Delivering Training: Types of Training Sessions

• 3 types of training sessions:– Formal presentations– to large audiences/non

interactive/1 way communication– Practical Training – training practical

tasks/small groups– Theory Training – small to medium groups/lots

of activities

Designing/Delivering: Main Body

• Simplicity

• Relevance

• Priority

• Emphasis

KEEP IT SIMPLE

Designing/Delivering: Development of a Session

• Practical Training:

– Demonstrate – clearly, make sure all can see

– Explanation - slow

– Ask questions – for existing knowledge

– Trainee practice – in manageable chunks

– Supervise

– Help

• Theory Training:

– Explanation

– Ask questions

– Use participative methods – e.g. role plays, quizzes, exercises, etc.

– Use visual support

– Recap/summary

– All of the above in manageable chunks

• Formal Presentations:

– Intro

– Middle – use visual support

– End

– Recap/summary

– Q & A

– All of the above in manageable chunks

Designing/Delivering: Types of Information

• Types of information– Must Knows – Should Knows– Could Knows (or Nice to Knows)

Designing/Delivering: Summary (The End)

• Check that learning has been achieved

• Check that the trainees have understood

• Understand against objectives

• The Summary should consist of:– Inviting questions on the

whole of the course

– Questions to the trainees to confirm the ‘Must Knows’

– Any administrative points

– Summary

– Look forward

– A “thank you for listening”

Designing/Delivering: Summary

• For practical training:– Ask questions

– Trainee practice

• For theory training:– Test/exam

– Oral questions

– Role plays - during/after

• For formal presentations:– Recap/summary– Invite audience questions

(can use a plant)• For ALL:

– Ask trainees if they have any questions

– Give trainees praise– Link forward to next

session

Delivering: Different Types of Trainees

• Attentive/positive• Know alls• Jokers• Wafflers• Timid

• Trouble makers• Reluctant• Argumentative• Negative• Talkative

Delivering: Question Techniques

• The 3 P’s:– Pose the question

– Pause

– Pounce (name a person)

• Why ask questions?:– People love answering them– To test what they already

know (intro)– To create interest (intro)– To think (middle)– To have interaction

(middle)– To assess how it is going

(middle)– To test understanding

(summary)

Delivering: Types of Questions

• Open • Closed• Leading• Single

• Multiple• Limited choice

• Probing• Clarifying

Delivering: Questions

• To avoid:– Closed – follow up

with open

– Ambiguous

– Require detailed answers

– Answers in question

– Guessing questions

– Multiple

• Phrasing:– Use 6 Ws and H

– Short

– Relevant

– Sufficient information

Delivering: Answers

• Right– Praise/smile/nod/repeat

answer/build upon next point

• Wrong– Rephrase

question/recap/re-ask

• Part right/wrong– Acknowledge right

answer/re-ask

• Don’t know – Back to bad

question/recap/re-ask

• There are no bad answers – only useless questions

Delivering: First Impressions

• Smile/Be Welcoming• Look professional – in

appearance and organisation

• Dress smartly• Clean shoes

• Be well groomed• Personal space• The opening greeting• Have the right

appearance and create the right atmosphere

• You don’t get a second chance to make a first impression!

Delivering: Attitude

• A good attitude:– Is a positive one– Is a caring/helping one– Is creating rather than

complaining• A bad attitude indicates:

– Couldn’t care less– “We have always done

it this way”– Resistance to change

• Points to remember:– Be friendly

– Be self disciplined

– Be firm but fair

– Be patient

– Be businesslike but fun

Delivering: Two Way Communication

• Makes the course more interesting for all• Trainees learn more – opportunity to

confirm/check their understanding• Trainer will learn better ways to explain the

subject• Trainer will learn more about the subject• The whole course will be far more

enjoyable

Delivering: Body Language

• Meaning conveyed by:– Posture

– Eyes

– Hands

– Face

– Breathing

• Good body language is important to present a confident, unselfconscious image

Delivering: Eye Contact

• Looking at someone demonstrates you are interested in them

• Denotes authority

• Should be maintained for 2-3 seconds

Delivering: Hands and Feet

• What not to do with your hands:– Fiddle with rings, watch,

pens, nails, etc.– Touching face, hair, pockets,

etc.– Clutch back of chair, notes– Scratching– Hiding them behind your

back, pockets or folding arms– Pointing at the trainees– Wringing in despair– Rubbing together

• What to do with your hands and feet:– Keep them empty and

still– Hold lightly in front at

waist level– Don’t be afraid to use

relevant gestures– Balance on both feet

and wear imaginary lead-weighted boots

Delivering: Visual BehaviourAvoid looking Defensive or Anxious

Defensive tendencies:• Not looking at the other person

• Not making eye contact or looking away on eye contact

• Clenching the hands

• Crossing your arms

• Rubbing eyes/nose/ears

• Lean away from trainee

• Cross your legs

Anxious tendencies:• Blinking frequently

• Licking your lips

• Clearing your throat

• Opening and closing hands

• Put your hand over your mouth when speaking

• Tug at an ear

• Fidget in your chair

Delivering: Visual BehaviourAvoid being Overbearing or Aggressive

Overbearing tendencies• Raising your eyebrows in

exaggerated disbelief

• Smiling with that wry ‘I’ve heard it all before’ smile

• Rubbing the back of your neck

Aggressive tendencies• Staring at people

• Looking over the top of spectacles

• Pointing your finger at people

• Thumping your fist on the desk

Delivering: Visual BehaviourFriendly and Co-operative

• Look at the other person

• Smile

• Nod your head when the other person is talking

• Have open hands

• Uncrossed arms

• Uncrossed legs

• Lean forward slightly

• Move closer to the other person

Delivering: Visual BehaviourConfident Appearance

• Look into the other person’s eyes

• Don’t blink

• Thrust your chin forward

• Keep your hands away from your face

• Steeple your fingertips together

• If standing, have hands together behind your back

• If seated, lean back with legs out in front of you

• If standing, keep straight

• Stay still, no sudden movements

• Do not wriggle/fidget

Delivering: Feedback

• Types

– None– Irrelevant– One sided

– Negative/destructive– Positive/constructive

Delivering: Feedback

• Framework– Ask person to self assess– Probing questions– Confirm, lightly discuss self assessment– Start with a positive statement– If any negatives, encourage person to identify

alternative approach– Use positive, negative, positive sandwich– End on a positive– Obtain commitment to improve

Delivering: Assessment

• Purpose– Identify training needs

– Assess their knowledge/skills, behaviour

– Prove effectiveness of training – link to evaluation

• Different methods– Assignments

– Exams

– Tests

– Presentations

– Role plays

– Case studies

– Work books

– Projects

Evaluation of Training

• Purpose:– To see if objective(s) of training has(ve) been

met– To see if trainees have learnt and has the

training been transferred– To see if improvements can be made– To see if the ends justified the means:

• Cost/resources• Benefits outweighed the costs?

Levels of Evaluation

1. Reaction Outcomes - were the trainees pleased with the training?

2. Capability Outcomes – were the training objectives achieved? Did they gain the knowledge/skills by the end?

3. Application Outcomes – Did they apply their learning in the workplace?

4. Worth Outcomes – How will gta benefit?

1+2 measured quickly2 Can be ongoing3 Measured in weeks/months4 Measured yearly (why doesn’t often

happen)

Measuring Evaluation

• Reaction Outcomes – Happy Sheets

• Capability Outcomes – Role Plays, Tests, etc.

• Application Outcomes – Interviews (trainee, supervisors, manager), Questionnaires, Observation

• Worth Outcomes – Productivity, Profitability, Customer surveys, Cost Benefit Analysis