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8/7/2019 Train the Trainer 3 Hour
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Good Morning!
Welcome to
Train the Trainer
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Todays AgendaTodays Agenda
Introduction
Learning Principles
Trainers Role
Controlling Problems & Problem Participants
Presentation Essentials
Visual Aids/Time Savers
Active Training Techniques
Evaluate YourTraining
Next Steps/Conclusion
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Todays ObjectivesTodays Objectives
At the end of the day, youll be able to: Apply the principles of learning as it relates to
course delivery
Control problem participants
Create a positive learning environment usinginteractive techniques
Facilitate a course using presentation essentials
introduced in the workshop
Effectively use visual aids
Use time saving techniques
Engage participants in the class
Evaluate your training
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Train the Trainer: Getting StartedTrain the Trainer: Getting Started
Introduction
Ground Rules
Icebreaker
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Train the TrainerTrain the Trainer
Learning Principles
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Learning PrinciplesLearning Principles
The sole function of
training is to producechange.
Even on the most basic,
straightforward skill
levels, learners will tend
to resist change.
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Adult LearnersAdult Learners
Two Types of Adult Learner Novice/Fearful Adult
Learner
Experienced Adult
Learner
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Who Really is the Adult LearnerWho Really is the Adult Learner -- Novice/Fearful?Novice/Fearful?
Novice/Fearful Adult Learner Imposter Syndrome
I shouldnt be here. Everyone knows far more than I do. Ill
be found out, exposed, and humiliated.
Learning viewed as an emotional event
Learners feel the tension - upset stomach, sweating, fear
Learning viewed as a challenge
It will be great ifI live through this, but not sure I will
Learner has need for support
Learner needs instructor credibility
Student needs to feel the instructor will look after things and
help them through
Learner needs time for reflective speculation
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How do we Train the Novice/Fearful LearnerHow do we Train the Novice/Fearful Learner
What to do for the Novice/Fearful Adult Learner incourses?
Time built in for discussion with peer, pair share
time, creating contact lists
Time built in to process and think things over
An instructor who leads & supports
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Who is the Experienced Learner?Who is the Experienced Learner?
The Experienced Learner Autonomous
Experience-Laden
Goal-Seeking
Now Orientated Problem-Centered
Has a variety of orientations:
goals, interests, experience
Participatory
Highly motivated regarding
specific goals
Experienced
Learner
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How do we Train the Experienced Learner?How do we Train the Experienced Learner?
What to do for theexperienced Adult Learner in
courses
Informal coach to
novice/fearful adult learner
Use as a navigator/driver in
course exercises
Use as a facilitator for Pair
Share
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Principles of LearningPrinciples of Learning
There are 10 recognized principles of learning People learn only what they are ready to learn
People learn best what they actually perform
People learn from their mistakes
People learn easiest what is familiar to them
People favor different senses for learning
People learn methodically and in our culture,
systematically
People cannot learn what they dont understand
People learn through practice
People learn better when they see their own progress
People respond best when what they are to learn is
presented uniquely for them
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Check out the Data!!Check out the Data!!
We tend toWe tend to
remember ...remember ...
90% of what we say and do
70% of what we say
50% of what we see and hear
30% of what we see
20% of
what we hear
10%
of what
we read
Our Experience and Learning...
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Train the TrainerTrain the Trainer
Trainers Role
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What is the Role of the Trainer?What is the Role of the Trainer?
The role of the trainer is: Prepare for training
Create the training environment
Setting the agenda and keeping track of
time
Maintaining training objectives
Protecting the rights of all participants
Listening
Summarizing & Reviewing
Focusing the attention of the group
Handling challenges of your authority
Selling the product (but dont over sell)
Content knowledge
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Preparing forTrainingPreparing forTraining
In order to provide
quality training, a
trainer must plan and
prepare
There are day-to-daytraining tasks that must
occur prior to every
training session
A good trainer
is a prepared
trainer!
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The Training EnvironmentThe Training Environment
Create an environmentwhere participants feel
encouraged to learn and ask
questions
Room surroundings
Trainer commitment
Participant protection
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Classroom Management SkillsClassroom Management Skills
Are we ever
going to get
a break?!
It is your role as
trainer to set
and follow the agenda,deliver the objectives,
and ensure knowledge
transfer.
Remember attention spans are relatively short
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FairnessFairness
Dont allow one personto dominate the
discussions
Be accessible to all
even the silentparticipant
Be Fair to All
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ListeningListening
This means that theinstructor is willing
to respond to allquestions relatedto the topic
Polish your
listening skills !
Often an instructorwill say no
question is a dumb
question
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Content KnowledgeContent Knowledge
You dont need to have all the answers
You do need:
To have basic content knowledge for yourcredibility
To anticipate questions
To make good transitions
To be able to explain why
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Stretch Break QuizStretch Break Quiz
With a partner, answer the followingquestions:
What are the two types of adult learners?
What is the percent retention of what we
say and do?
What are the three attributes of creating alearning environment?
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Summarizing and ReviewingSummarizing and Reviewing
At certain points in yourinstruction you need to stop
and show how far youve
come.
Summarizing gives
participants a feeling ofprogress
In effect, you are setting up
plateaus so learners can
look back and see where
they have been
Reviewing prepares learnersfor the next lesson by
refreshing their
understanding
You can review in several
ways Quizzes
Asking Questions that
invite discussion
Walking through the
topic covered
Using a combination of
the above methods
Review without saying review!!
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What to Look ForWhat to Look For
Some participants may display theirdistaste for training. As a trainer, youshould be constantly aware ofparticipants that display the following:
Look of being lost
Look of disinterest Look of frustration
Exercise
What are the signs of this type ofparticipant?
How would you re-engage theparticipant
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Keeping Their AttentionKeeping Their Attention
Pay attention to the mood ofyour audience
If your audience is tired, eithergive a short break or use anenergizer
Wake learner up if they fallasleep
Maintain leadership
Know your audience differentaudiences demand differentapproaches
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Motivating a ParticipantMotivating a Participant
Keep the trainees selfesteem high by using
positive reinforcement Never make the participant
think that you do not havethe time for him
Do not criticize
Wear a sincere smile
How do I motivate theparticipants?
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Train the TrainerTrain the Trainer
Controlling Problems &
Problem Participants
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Anticipating ProblemsAnticipating Problems
Be proactive about testing systems prior toclass
Have a list of phone numbers for support
and/or backup if you need assistance
Allow enough time for set-up
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Dealing with a Difficult ParticipantDealing with a Difficult Participant
Anticipating problems, managing conflict, anddealing with a difficult participant - All things we
will encounter at some point as a trainer
Anticipating problems and managing conflict can
be handled with text book knowledge and practice Dealing with a difficult participant will always be a
new experience
You are now dealing with a person,
not a situation!
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Take Care of YourselfTake Care of Yourself
Be aware of your caffeine intake drinkwater
Get enough sleep
Eat a light lunch if training in the afternoon
Dont cram the night before your class
Give yourself enough time
Be aware of lifting heavy items
Watch out for electrical cords
Wear comfortable clothes and shoes
Quiet time
Team train if you can
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Train the TrainerTrain the Trainer
Presentation Essentials
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Trainer Presentation EssentialsTrainer Presentation Essentials
Training is a professional skill Who the participants see delivering training will
make a difference in how trainer/training is
perceived
Trainer presentation etiquette is comprised of 4 keyareas:
Posture
Gestures
Voice
Eye Contact
Theres no second chance to make a first impression
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Posture/GesturesPosture/Gestures
Cold or push-back gestures Folding arms across chest
Hands in pocket playing with change
Tapping pens
Snapping tops on markers, pens Avoid moving too much and being rooted to one
spot in the room
Avoid turning your back to the
participants
Avoid rocking on your heels
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VoiceVoice
Avoid acronyms Eliminate fluff words uuhhmm, uuuhhh
Reinforce key items using varying words, phrases
and style
Vary your pace, tone, volume
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Eye ContactEye Contact
Avoid the searching the crowd approach scanning the room
Attempt to make eye contact with each individual
Blind spot pay attention to your own blind spots
when you are training
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How to Keep Attentive/Interested ParticipantsHow to Keep Attentive/Interested Participants
Set the participants up for success Avoid questions on a material that you
havent yet covered
Keep questions simple and easy to understand
Appropriately placed, questions can helpstudents understand the material being
presented Keeps participants involved in the
training course
Avoid yes/no questions
Structure questions that can ensure
that proper knowledge transfer is occurring(i.e., participant is learning)
Give participants time to answer your questions
Silence is okay for short periods of time
Vary your delivery approach
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OneOne--OnOn--One TrainingOne Training
When conducting one-on-one training: Sit at their desk
Get to know the person ask open ended
questions
Make outline for learner to take notes if needed
Keep participants involved Provide practice
Do activity/game to make learning interactive
Offer feedback that is positive/constructive &
specific
And most importantly,
Dont assume that if youve said it, someone has
learned it
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Presentation TipsPresentation Tips
DO Communicate and reinforce behaviors
positively
Use language Continue doing.
Speak confidently about your material
Be humorous only if you are Beware of your body language and
gestures
Be fluid and relax
Acknowledge that coping with
change/conflict will require patience andpersistence
Support the participant in their learning
process, reinforce that everyone is learning
new work steps and it will take longer to
complete the same task initially
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Presentation TipsPresentation Tips (contd)(contd)
DONT Use negative wording about the
course materials or transactions when
conducting your class
Im only here to teach whats in the
manual, youll have to ask someone who
knows
Tell the participant Youre wrong
Point out individuals who may be
struggling with the materials
Offer additional assistance during break,
lunch or at another time
Oversell the product or processes
Make promises what the system will or
could do
Make up an answer
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Train the TrainerTrain the Trainer
Visual Aids &
Time Savers
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Presentation AidsPresentation Aids
Flip Charts
Power Point Slides
White Board
Projector
Examples of presentation aids include:
Ch T
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Using Presentation AidsUsing Presentation Aids
Make sure that you are comfortable with your
presentation aid
Make sure your audience can see and
understand your aids
If you use a flip chart, tear off each page as
you complete it and tape it on the wall around
the room
Have a back-up plan in case you have trouble
with your presentation aid Remember to talk to your audience, not your
presentation aid
When using presentation aids:
Ch T
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Using Presentation AidsUsing Presentation Aids (contd)(contd)
Keep yourself turned toward your audience at all
times
Make sure your presentation flows with your
presentation aid The projector is a great tool. When you are
moving from screen to screen and it is not
necessary for the participants to view the
screens, turn the light off on the projector
Make sure your aid is appropriate
When using presentation aids:
Ch T
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Time SaversTime Savers
Start on time Give clear instructions
Do not start an activity when participants
are confused about what to do
Prepare visual information ahead of time
Do not write lecture points on flip chartsor a black/white board while participants
watch
Distribute handouts quickly
Distribute handouts in key area of the
room so others can assist withdistribution
Dont let discussions get too long
Express the need to move on
Ch T
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Time SaversTime Savers (contd)(contd)
If there is a question that you cannotanswer or one that should not be addressedin the class, write it on the parking lot orissue bin
Dont wait endlessly for participants tovolunteer
Call on individuals Make sure that the data is correct and
available
Be prepared for tired and lethargic groups
Provide a list of ideas, questions oreven answers and ask participants toselect ones they agree with. Frequently,your list will trigger thoughts fromparticipants.
Quicken the pace of activities from time totime by setting limits
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Train the TrainerTrain the Trainer
Active Training
Techniques
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Engaging Your ParticipantsEngaging Your Participants
Keep participants awake
Provide feedback for thetrainer
Lock in learning
Technical training can be verydemanding and is usually very
dry. Engaging participants will:
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Engaging Activities/ExercisesEngaging Activities/Exercises
Peer to PeerTraining Silent Demonstration
Independent Learning
Jeopardy
Crossword Puzzles
Word Search
Do ya get my Flow
Participant Assessment
Learning Journal
Ice Breakers
Brain Break
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Train the TrainerTrain the Trainer
Evaluating Your
Training
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Evaluating yourTrainingEvaluating yourTraining
Process Check
Observation
Facial Expressions
Evaluation forms
Use one or all of the methods below toevaluate your effectiveness as a trainer
evaluation
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Process CheckProcess Check
Process checks can occur any time during
training
Ask participants if this training is helpful
or not
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ObservationObservation
Observe the
participant to get afeel for whether they
can complete a
transaction or task
A good feeling usually means yes!
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Facial ExpressionFacial Expression
The face is so obviouswe tend to forget that it
is a great barometer of
attitude
A smiling, alert
animated face has an
up attitude this
translates into a real
willingness to learn,positive learning takes
place
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Evaluation FormsEvaluation Forms
Allow enough time at the end of a session forparticipants to complete the evaluation forms
Evaluation forms are difficult to design and at times
do not actually convey the participants true
sentiment; the comment section provides an
opportunity for participants to express themselves
---encourage participants to express their thoughts
in the comment section
View the feedback as constructive
Even an excellent Trainer can improve!
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Review Draft Course EvaluationsReview Draft Course Evaluations
The questions are designed to measure coursecomponents, such as:
Content
Delivery
Trainers Materials
Environment
Technical Performance
Facilities
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Next Steps/ConclusionNext Steps/Conclusion
Next Steps Practice, practice, practice
Conclusion Answer any questions
Complete evaluation form