2014.05 East

National Train the Trainers

Output

Organized by

National Trainers Team 2014

1

目录

【TtT Knowledge Map】 ......................................................................... 2

【What’s training】 ................................................................................. 2

【What’s Trainer】 .................................................................................. 4

【Training Process】 ............................................................................... 6

【Adult Learning】 .................................................................................. 7

【Training Needs Assessment】 ............................................................ 11

【Training Design I】 ............................................................................. 13

【Training Design II】 ............................................................................ 19

【Training Delivery I】 ........................................................................... 21

【Training Delivery II】 .......................................................................... 27

【Training evaluation】 ......................................................................... 28

【Training System】 .............................................................................. 30

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【TtT Knowledge Map】

【What’s training】

What is training

Training 就是填补 knowledge, skill, attitude 三者 GAP 的过程。

三者没有先后之分,理想的 training 应该三者都覆盖到。

e.g：

NTtT 本身教给大家关于什么是 training 怎么样做 training 的知识，这是 knowledge 层面；通

过 NTtT，大家锻炼了自己的 presentation skills，public speaking skills，facilitating skills，这是

skill 层面；最后在 NTtT 中，大家增加了在公众面前的自信心，明白自己是否适合做一个

trainer，这是 attitude 层面。

knowledge

skill

attitude

Training

What’s Training

What’s Trainer

Adult Learning (What’s Trainee)

Training Needs Assessment

Training Design

Rehearsal

Training Delivery

Training Evaluation

What

How

3

Why Training

个人层面：能填补 knowledge, skill, attitude 三者的 gap

组织层面： 一个组织的 plan 生效依赖于 organization talent capacity，而 capacity 是由每个

人接受的 training 及 development 来保证的。所以从根本来说，是 training 保证了整个

organization 的顺利运作和发展：

Attention

个人层面：Learning=20% training+70% practice+10% feedback

组织层面：Organization problems=85% system+10% members

从这个角度说，无论是培训还是学习，其本身并不能直接解决业务问题，学习本质上

是作用于人的，其最直接和合理的影响应该是知识、技能和态度的改变。

Training 不是万能的，但是没有 training 是万万不能的！

要学会辨别 Training 适用的场合，有很多问题本身不是缺乏 training，可能有其他问题：

比如 Expectation setting，Check job fit，业务产品本身定位及流程等，Training 是不能解

决的。

organization plan

• vision

• goal

• priority

• strategy

talent capacity

• JD

• structure

training&development

• education circle

• training

4

【What’s Trainer】

What is a trainer

A trainer is someone who facilitates others’ learning to get people from where they are to

where they want to be/he wants them to be.

Effective trainer checklist

简单归纳为 4 点

A good trainer has to be

Empathy & Experience

Knowledge about how people learn

Different tools &Methods

ATTITUDE TO SERVE

5

Trainer style

通过 ISDI 测试，根据 trainer 对横纵坐标上“What”和“Who”关注的不同，简单分为四种

类型：

6

Different types of trainers

Speaker/Lecturer

(Large groups)

受到人数所限，

interaction的深度广

度都会有所限制，很多

时候以结构化的单方面

传递信息为主

Instructor

(Middle group)

根据中型 group的

setting，要同时兼顾

到 training的信息传

递和适当的互动两个方

面，保证大家积极参与

Facilitator

(Small Group)

基于对 training

process的了解基础

上，观察每个人的学

习情况，给与针对性

的帮助和指导

明确 session目标，

及时 debriefing

Coach

(one-one)

可以保证信息沟通的平等畅通

最大限度的“个性化”辅导

【Training Process】

Training Process 按照 training 前，training 中，training 后，分为 5 个步骤

Training Needs Assessment

Training Design

Rehearsal

Training Delivery

Training Evaluation

！

！

！

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Tips

在 Rehearsal 的时候可以根据受众不同从不同的角度获得 feedback，最终提升 training 质量

-Target audience: 检验 training 需求度和接受度

-Experts in content: 检验 training 内容的质量

-Experts in training: 检验 training design 和 delivery

【Adult Learning】

成人学习的特点：

4-Mat Model

Meaning

Motivation

Raise Interest

Facts & Data & Cases

Content

Details

Experience

Practice

Applications

Adaption

Performance

Improvement

WHAT IF WHY

WHAT HOW

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Attention:

Keep in mind that these types are stereotypical and although people might fit into one of these

types everybody learns best if all types of content are covered!

The Learning Cycle

According to Bernice & Dennis McCarthy the best learning for all people is achieved when all

types of learners are satisfied. They suggest to always start with the Motivation (Why?), continue

with abstraction (What?) to go on with experience and practice (How?) and to end with

performance (What if?). This can serve as a good structure for every training session:

In training:

Why? –

Learners

These people need to know why to learn things before they can

understand. They are looking for the meaning of things and are driven by

the question: Why? Often they need to experience the feeling of

something in order to raise their interest.

What? -

Learners

Learning by thinking and abstracting experience these type of learners

are focused on facts and concepts. They can take in big amounts of facts

and data around a topic and are also interested in detail knowledge. They

always look for structure and might be lost if information is presented in

unstructured ways.

How? -

Learners

Experience is the main driver of learning for this type of learners. They

are hands-on people that drive to learn skills by practicing and often

want to know how things work.

What-If?

-

Learners

They learn from reflecting the results of experiences. They seek

challenges and instead of practicing skills in detail they want to use them

to perform and reflect afterwards. They like to experiment with things to

find out how to improve the performance and adapt issues to other

situations.

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Following this structure for the content of your workshop will ensure that most delegates are

able to learn according to their type and yet be enriched by all other learning types. Experience

shows that this will achieve good results in learning and motivation for your trainings.

Why

强调training和audience的

connection，“你为什么要听我说”

why的强调应该是贯穿始终的

别忘了一开始做expectation setting，

以及介绍training的知识框架

Why? Raise interest and motivation for the

issue at hand. You can do so e.g. by

experience (small exercise), examples and

stories, stating attractive goals for the

delegates (“After this session you will be able

to...”) and many more things.

What

介绍理论模型

What? Deliver knowledge about the issue to

the delegates. This covers facts and data as

well as conceptualizing experience by models

and concepts. Possible methods are trainer

presentation, delegate presentation (e.g.

small groups prepare a presentation based

on hand-outs given by the trainer).

How

说明实际应用或者直接Practice

How? Make people learn how to do things.

Best way to learn are practice exercises (incl.

feedback) e.g. simulations, yet discussions

may also work.

What if

Tips/debriefing/feedback to the

practice/feedback to the

performance after training

What-If? Transferring the knowledge from

the workshop setting to the delegate’s own

world makes it applicable. Delegates perform

their knowledge in real- life, therefore

adapting and enriching it. They may think

about ways to refine and improve it. The

what-if stage requires real performance in

order to be complete. Yet, as this is often not

possible in a training the reflection and

discussion on how to transfer the knowledge

to the context of the delegate’s world is a

good first step (e.g. “Apply the model to your

own team/project!”).

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FROLL

VAK

不同的人对感官使用有不同偏好，总的来说，可以分为以下三类：

Learning by seeing—the Visual learners

Learning by listening—the Auditory learners

Learning by movement—the Kinesthetic learners

V 型人在学习过程中注重视觉效果，喜欢阅读信息，观察别人动作和肢体语言，喜欢图像。

A 型人在学习过程中注重听觉效果，喜欢聆听信息，或者大声读出来。

K 型人在学习过程中喜欢模仿和实践，强调互动或亲身体验。

Tips:

对 Trainer 来说，需要在设计 training 时考虑不同人群的学习者不同的偏好。

人们一般不属于任何一种单一的学习模式，调动学习者的各种感官，他们才能学得最快。

人们可能因为自身关注偏好不同，而受到不同环境影响，例如 V 型人可能被周围物体运动

干扰，A 型人可能更受噪音干扰等。

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【Training Needs Assessment】

Definition

Need： the GAP between Desired Performance and Current Performance

Needs Assessment：The processes identify and specify the gap.

Process

Where can we get GENERAL Needs ：

Member Education Circle (MEC)

Performance Appraisal: Quarter report, X tracker, SONA…

Activity Methods and tips

*Observation:

Onsite: Avoid Communication Gap

No leading: Let it go to exposure problem

*Questionnaire:

Question Design: What/When/Why open questions for more information

Organized: Different question forms for more valid information

Delivery channel: When/Who/How you are going to conduct the questionnaire

*Interview:

Create free environment (Make it relaxed for your targets to express freely)

Information collection (Get the useful information in the conservation)

Confirm (Summarize the information in your understanding and confirm with your target)

Identify General Problem or Need

Needs Assessment Activity Design

Collect Data and Analyze

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Methods Assessment

3 elements matters

Time: How much time it costs

Number: How many targets get involved

Validity: How valid the information acquired is

Comparison:

Time Number Validity

Observation 2 2 2

Questionnaire 3 3 1

Interview 1 1 3

Final tips

#Combine different methods

#Figure out the logic framework of needs

#Question asked or designed be goal oriented, be aware of what you hope to get in the

question.

#TNA depends a lot on the trainer’s capacity of comprehension and asking or designing question,

it’s a process of information delivery.

Methods

Validity

Time

Number

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【Training Design I】

Training 五要素

-五要素中，Objectives, topic, setting 的顺序是可并列可互换的，可根据实际情况调整顺序

Objectives

What: Objective 表现了 Training 的 outcome，是对 training 结束后达到的结果的描述

Why: -为整个 training Design 确定大方向

-是从受众出发，对 Training needs 的体现

-是 Training 是否成功的衡量标准

Types of objectives:

按照 Training 内容的侧重点不同，objectives 可以分为以下三类

Content Objective Example

Knowledge THINK:

ability to demonstrate acquired

knowledge, to comprehend information,

and to analyze concepts

Trainee can explain the 5

elements of training

design

Skills DO:

Ability to perform a task or a procedure

Trainee can demonstrate

a structured cold call

Attitude FEEL:

Deal with attitudes, values, or feelings

Trainee can evaluate the

emotional flow after

finishing a task.

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Components of objectives:

• Performance:

-当 performance 能够被 observe 到时，performance 指 trainee 在 training 结束后能够做什么

-当 performance 不能够被 observe 到时，performance 指 training 成果的体现（trainee 思想

上的，态度上的变化）

Performance 一般用确切的动词表现，但是例如 understand, learn, know 等动词并不能很确

切的表现 training 结果。

Performance 参考动词：

• Condition:

对于 training 结果在体现的过程中，所要求的特定条件的描述，例如 training 环境、所需物

资或设备等

E.g.:

-Using open-ended questions to identify customer needs, the participant will…（下划线即为

condition）

• Criteria:

对performance质量的体现，比如数量的限定、优秀程度、准确程度等的描述

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E.g.：

Using open ended questions to identify the customer’s needs (condition), the participant will

suggest (performance) at least two additional products or services to every customer (criterion).

Examples of objectives:

• “Using brochures and desk-top charts (condition), customer-service representatives will

answer (performance) all customer questions about standard products and services (criteria).”

• “Employees will answer the telephone (performance) within three rings (criterion) using the

standard identification message and greeting (condition).”

• “Following prescribed bank procedures (condition), employees will balance the teller windows

(performance) each day within twenty minutes (criterion).”

• “Using PowerPoint® software (condition), employees will create (performance) a

thirty-minute presentation that includes animation and sound (criteria).”

• “Managers will write (performance) a two-page, error-free request proposal (criteria)

following the proposal format introduced in the business writing workshop (condition).”

Tips:

一个清晰的objective并不一定必须包含condition

Setting

What is setting?

-Logistics：

会场座位摆设、温度、灯光；Training 的时间段、日期；设备类型等等

-Diversity Issues：

1、年龄、性别、宗教信仰、国籍、文化水平等

2、假期、考试周、Conference、饭前后等等

Seating Patterns

1. “U”-shape

• 优点：

Businesslike 、 Good

Visibility、accessible

• 缺点：

过于正式、设备影响、旋

转 60°-90°、远离屏幕

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2. “V” – shape

• 优点：

视觉舒适、适合沟通、正

式

• 缺点：

空间、人数限制（仅限于

小组讨论）

4. Bistro

• 优点：

Teambuilding、参与感强、

方便走动、开放交流

• 缺点：

视角不佳、注意力分散

3. Herring bone

• 优点：

空间利用最大化、好视

角、方便走动

• 缺点：

容易被遮挡、稍显古板、

不方便小组讨论、远离屏

幕、不便接触

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5. Circle 6. Amphitheatre

How setting

Logistic：

• 会场（灯光、温度、座位设置等）

• 设备（电脑、投影仪、Flipchart 等）

Diversity Issues：

• 1、年龄、性别、文化背景、国籍、宗教等

• 2、时间、状态、身份等

Logistics +

Diversity Issues

Trainee

+

Trainer

Training

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Content

根据adult learning的特点，building content的时候一定要体现active.

Building skeleton:

可以运用下面的表格辅助你建立内容的框架：

Duration (每部分内

容设定的时间是多

久)

Key Message(这部分

要deliver的核心内

容是什么)

Method(所运用的

deliver的方法是什

么)

Material(所需要的

辅助材料有哪些)

Building content:

• Step 1: 收集整理资料

通过上网或者阅读书籍等方式收集与Training topic相关的信息和知识，运用mind mapping

的方式筛选和分类信息

筛选原则：

Need to know vs. Nice to know

Need to know: 与主题密切相关不能缺少的内容

Nice to know: 对于理解主题有帮助但不是必需的内容

Example:

对于要达成“了解并学会运用时间管理工具”这个目的来说，need to know的信息有：时间

管理工具有哪些，具体如何实施，nice to know的信息可以是：如何更好的管理精力，高效

读书笔记记录法等。

分类原则：根据选定主题和要达成目的的不同，按照信息自然分组

• Step 2：理清内在逻辑，给key message排序

对于training content的逻辑的梳理，要依据内容而定，可以参考的比如：时间顺序、空间顺

序、因果关系的表现、解决问题等逻辑方式。

• Step 3：完善，优化Training内容

对每个要deliver的key message找到适合它的Deliver method

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BIKER

Band-Introduction-Key message-Example-Recap

Bang Attract the

attention

• Ask a question / Arouse curiosity

• Tell a story

• Use an illustration or metaphor

• Quote a famous person

• State a shocking fact

• Show the vital interest of your topic for the

audience

• Show an object

Introduction set the frame • Context

• Initial claim

• Preview of the key points

Key

message

choose a pattern • Time pattern

• Space pattern

• Topic pattern

• Cause & effect pattern

• Problem & solution pattern

•

Example illustrate your

points

• Anecdotes

• Analogies

• Statistics

• Definitions

• Comparison/Contrast

Recap Close the training • Summarize your key points

• Conclude the presentation by:

• Calling for action

• Paying the audience a compliment

• Quoting a famous person / song / poem

• Creating a final BANG!

【Training Design II】

Training Method

Training method is the technique that is used by a trainer and helps to make the delegate’s

learning effective.

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Six normal training methods

Brainstorming

1. Groups identify as many ideas related to a problem or topic as possible

without evaluating quality or practicality of the ideas.

2. This technique can produce excellent audience involvement and it

encourages creativity; it can be done quickly; and a large group can be

divided into small groups for the activity.

3. Creative thinking may be inhibited (and the method fail) unless

participants adhere strictly to the guidelines and refrain from making

evaluative comments.

Simulation

1. Games are fashioned from actual situations in order to explore

concepts and to practice behavior.

2. These games provide a safe environment for practicing new behavior;

they encourage active learning; and they can be fun and challenging.

3. Games may encourage a false sense of confidence in handling a

real-life situation, and they may be expensive to develop.

Role play 1. Roles are assigned, and participants spontaneously act out a situation;

usually the role-play is followed by analysis and evaluation.

2. This method provides opportunities to “feel” human relations

situations and to experiment with possible solutions or interactions.

3. Unless carefully handled, role-playing can become merely entertaining

or too artificial.

Case study

1. A description of a situation or an event is supplied, often supported by

a handout, and participants are given instructions about dealing with

the situation or finding a solution.

2. This technique requires participants to use higher learning processes

and helps them to apply principles.

3. A case study may be difficult to develop, especially if adequate data

are not available; and it is time consuming for groups to work through

the case study and report their discussions.

Presentation

4. One person systematically presents information.

5. Maximum information is presented in a limited time; diverse materials

and ideas can be arranged in an orderly system.

6. This method uses one person’s point of view, one channel of

communication, and no group participation. It is strongly influenced by

the personality of the speaker

Group

Discussions

1. To reach an agreement or gain a better understanding, two or more

people share knowledge, experiences and opinions; build on ideas;

clarify; evaluate; and coordinate.

2. Many needs of group members can be met with this method, because

it provides a high degree of interaction, interest, and involvement.

3. Group discussions may not provide authoritative information, nor are

they usually helpful when the group is large; they require time,

patience, and capable leadership.

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其他比较少见的：Q&A、Story-telling、Workshop、World café、Video、Aquarium、Drama

Classification of training methods

Skills based training: Case study、Role play、Simulation

Knowledge based training : Presentation、Group discussion、Brainstorming

Attitude based training ：Presentation、workshop、Role Play

Tips：有的 training 不单单具有上面一种性质。

Principle of choosing the right method

从三方面入手：Training 本身、Trainer、Trainee

Training 本身：Training Objective

Setting（Logistic、Media、Environment、Time）

Content（skill、knowledge、Attitude）

Trainer：Trainer Capacity、training style

Trainee：Trainee Capacity、Trainee's needs about the session（TNA）、trainee's emotional flow

【Training Delivery I】

What makes a good presentation

Content: Including content planning and structure (BIKER Model)

Presentation Design: the visual aids

Engagement: interactive with audience

Speaker: Voice, attitude, body language, wording

Audience: emotion, attention, interaction; difficult audience

Why Engagement is important

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How to be an amazing speaker

Voice

Rhythm (pauses)：

在不同的场合配合 speaker 自己的特质注意说话的节奏快慢，停顿等，可以吸引 audience

的注意力，将演讲的内容变得更加 vivid，演讲节奏可分为：

(1)轻快型：适用于致欢迎词、宴会祝词、友好访问词等较随和场合。

(2)持重型：适用于理论报告、纪念会发言、严肃会议开幕词、工作报告等。

(3)舒缓型：适用于科学性演讲和课堂授课。

(4)紧促型：适用于紧急动员报告或声讨发言。

(5)低抑型：适用于追悼会等具有哀伤气氛的场合

(6)高扬型：适用于誓师会、动员会、批判会等。

(7)单纯型：适用于简短的演讲。

(8)复杂型：适用于内容复杂、费时较长的演讲。

Stress：强调，即运用声音的高低、语速的快慢和停顿等形式对重点内容进行强调。

（注：强调的其他方法有——反复，对比，设问、反问）

Volume：音量即 speaker 对自己声音大小的调节，音量高低需要和内容的风格、偏向密切结

合，并配合现场的情况，利用音量的变化吸引 audience 以及照顾离 speaker 距离不一的

audience。

Pitch：语调即说话的腔调，全句声音的高低升降是语调的主干，它最能表达出说话人的态度

和感情。句尾降调的调子，一般用于话已经说完的句子。常用来表示陈述、感叹、请求等语

气。句尾升起的调子，一般用于意思还没有完全说完的句子，让听的人注意下面还有话说。

此外，还用来表示疑问、惊异、号召等语气。

说话时，声音的高低、轻重、快慢、停顿的变化。这种变化对于表情达意来说，具有非常重

要的作用。无论高兴、喜悦、难过、悲哀、愁苦、犹豫、轻松、坚定、豪迈等复杂情感，都

能通过语调的变化表现出来。同时，这种变化还可以造成声音的多样化，从而使听众乐于接

受，并赋予听觉上的美感。

Attitude

Confident：自信，相信自己所讲的东西。

Enthusiastic：对自己所讲的东西充满热情。

Natural：speaker 给 audience 的感觉是非常真实自然的表达自己。

Interactive: speaker 与 audience 之间的互动非常重要，Don’t talk to them, talk WITH them！

Body language

Posture：姿势会带给听众某种印象，例如堂堂正正的印象或者畏畏缩缩的印象。要让身体

放松，诀窍之一是张开双脚与肩同宽，挺稳整个身躯。另一个诀窍是想办法扩散并减轻施加

在身体上的紧张情绪。例如将一只手稍微插入口袋中，或者手触桌边、或者手握麦克风等等。

Gesture：利用胳膊、手掌、拳头、手指的动作协助语言来表达自己的思想感情。基本表现

有“火”“水”“云”“土”等。

Movements：speaker 的适当移动可以缓解 audience 的视觉疲劳，并让相距不一致的 audience

在听觉上有变化的美感。

Eye contact：眼神交流作用太多，最经典的就是“light house technique”

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Wording

名字：人对出现自己名字的东西都很敏感，所以 speaker 可以善用这点来吸引 audience 注意

力。

口头禅/杂音：我们在日常生活中会有不自觉的口头禅/杂音，这些其实在 speech 的时候会

影响 speaker 的形象，这需要在不断的 practice 中去纠正自己的问题。

1 秒钟原则：停顿 1 秒钟，来取代忘词、口头禅等各种尴尬场景。

提问：学会提问，越具体的问题越能引导出 speaker 希望获得的答案。

道歉：面对突发情况，从容道歉。

赞美：赞美具体行为，而非泛泛，赞美 audience 的某些行为就是鼓励这种 model 的出现，

正面引导 audience 的配合。

Recap

Amazing Speaker= f( ,T, )

K=knowledge

T=talent

P=practice

合理的学习循环是：学习知识，不断练习获取反馈。

Audience management

What：

Methods we take to assure the involvement of audience.

How：

Manage Interaction: Eye contact; Question

Manage Attention:

Group problems: Low energy-Energizer; Group discussion-Get back

Individual problems: Difficult participants.(Refer to text below for detail.)

Manage Emotion:

Trainer controls emotional flow.

Managing audience’s emotion means manage tainer’s emotion!

Manage Crisis:

Let training flow conduct smoothly.

Be assertive, don’t let crisis influence you.

Communicate. Trainer can also get trapped.

Audience Interaction management

Attention management

Emotion management

Crisis management

24

[Reference]

What kind of difficult participants? How to deal with them.

Heckler

WWhhaatt iiss hhee ddooiinngg??

Asks questions: Why? How? Etc. - not to get answer, just to make trainer some troubles;

Probably doesn't feel comfortable;

Gets satisfaction from being pain in the neck;

Is aggressive and likes to argue.

It's a type of a person which likes to over fuck training. You can feel aggression in him.

HHooww ttoo ddeeaall wwiitthh hhiimm??

Never show him that you're sad or mad at him;

Tell you agree with him and go on if it's possible;

Wait for something concrete and ask group about it;

Ask him to write on a flipchart, this will give him something to do and can make him quiet;

Use him in some role play or case in front of everybody;

Ask him to wait for you after training for a little conversation;

Try to figure out if he feels comfortable in the group, if they like his behavior - if yes, put

them on sides like in school;

Try to find ripostes for his texts - you have to be bright and fast;

If you feel you can make laugh of him, do it, but not to hard;

Play ping-pong with him or the group with his questions;

If you know that this particular person will act like that during training, talk to him before

you start training.

25

Talker / Know All

WWhhaatt iiss hhee ddooiinngg??

Loves to talk, it's very hard to stop him;

Is asexual exhibitionist – likes to be in the centre of attention;

Is well informed and likes to show this.

HHooww ttoo ddeeaall wwiitthh hhiimm??

Wait when he takes a breath, thank him and go back to the topic;

Interrupt him and ask group to comment it;

Stop him by asking him very hard question;

Ask him to write on a flipchart, this will give him something to do and can make him quiet;

If it occurs he knows something, use his knowledge, e.g. in a case or role-play;

If he is smarter then you on some topic, ask him to lead the group;

Tell to the group: „Ooh! As you can see we have an expert here, maybe he can share his

knowledge with us?”;

Show his incompetence and lack of knowledge;

Send him to bring you a cup of coffee or coffee break for the group;

The totally last possible option is to ask him to shut up!!!

Gripper

WWhhaatt iiss hhee ddooiinngg??

Has attitude like: „we can't do this, it's impossible” - only negative thoughts;

Is very annoying;

HHooww ttoo ddeeaall wwiitthh hhiimm??

Don't let him put you out of your nerves! Avoid direct confrontation! You have to feel the

situation;

Ask him for facts, ask questions;

Give him your respect (approbation);

Have strong eye contact with him, pay big attention to him but not too much, or give him

your attention before training;

Make him tell to all participants what he wants to change to make situation better;

Show him that one of the conditions of this session is having constructive and positive

attitude;

Use step by step influencing on him (from small manipulation to bigger);

If this person makes bored positions - lies down, put legs on chairs, yawns - ask him for

attention and tell his behavior interrupts you in training, you can add reasons why we met

on this training;

Use his statements to make group laugh;

Last possible case: if he is really not interested, ask him to leave the room - give him an

ultimatum: "You will calm down or leave the room!!!".

26

Whisperer

WWhhaatt iiss hhee ddooiinngg??

Doesn't understand what is going on but tries to explain and make it more clear to the

others;

Has inputs and tell stories and makes jokes of your training;

Is bored, nervous, sometimes critical;

He's over fucking trainer.

There is always one of them but has to talk to someone, so he's looking for a pair.

HHooww ttoo ddeeaall wwiitthh hhiimm??

Use light-house technique – have eye contact with all the participants of the group

including himself;

Stop talking, wait if he notices it and non-verbally ask for permission to continue the

training;

Listen to what he says, he may be right sometimes;

Ask him to share his opinion and thoughts with the group;

Try to involve him into training - play role-play solve case (usually people like him have a lot

of energy);

When you're talking about something, say the name of this person, as he was just a part of

your statement

Say: "I'm very sorry for interrupting but we're having training here...”;

If they are more, put them on sides (whisperer and his pair).

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Silent One

Silent One - person which is Bored

WWhhaatt iiss hhee ddooiinngg??

Is always bored and not active at all – you can see he doesn't give even 1/16 of what he

could.

HHooww ttoo ddeeaall wwiitthh hhiimm??

Smile on him;

Ask him difficult concrete questions;

Talk to him using his name as to a person which knows a lot - ask him to share his

experience with us; let him feel that if he says something it will give benefit to all the

group;

Use him as a help with exercises, try to engage him;

Silent One - person which is Lost

WWhhaatt iiss hhee ddooiinngg??

Doesn't feel safe;

Is shy;

Doesn't believe in himself

HHooww ttoo ddeeaall wwiitthh hhiimm??

Ask him simple questions;

Talk to him using his name;

Make him feel comfortable, safe;

Raise his ego;

Be careful and do not pay all your attention to him - otherwise he will get closed;

Avoid asking group to tell their opinion one after another, some people don't like this;

Make interactions in small groups - it's easier to integrate them and make some people

open;

Create pleasant atmosphere in group – beer, talks;

Before training, "break ice" first - talk with the group about something not connected with

the topic.

【Training Delivery II】

Visual aids

素材，教程详见附件。

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【Training evaluation】

Why Training Evaluation

-Training is costly; a great designed and implemented training needs a lot of energy and time.

-Training is about improving; the best way to see whether the trainee got improvement is to

assess the result of training.

Purposes of evaluation

• To determine whether the training achieves its objectives

• To identify areas of the program that needs improvement

• To identify the appropriate audience for future programs

• To review and reinforce key program parts for participants

What to evaluate

Before developing an evaluation process, be clear about what you want to evaluate.

培训的数据按照能否用数字衡量的标准可以分为两类：硬数据和软数据。

硬数据：对改进情况的主要衡量标准，以比例的形式出现，是一些易于收集的无可争辩

的事实。

硬数据可以分为四大类：产出、质量、成本和时间，几乎在所有组织机构中这四类都是

具有代表性的业绩衡量标准。

软数据：类型可以归纳为六个部分：工作习惯、氛围、新技能、发展、满意度和主动性。

How to evaluate

Part1: during the training

在设计 training 时融入一些即时检验或者实践的环节可以有效的提高 Trainee 对于 training

内容的接受程度和掌握程度

（1）自我判断

（2）有效使用纸质/电子版材料

e.g.: NTtT knowledge map

（3）未来预估

很多人在参加过 Training 之后，由于工作压力或时间管理问题，在重新回到自己的工

作的时候并不会改变自己的工作方式，有效的运用所学的知识，所以在 session 中带领大家

讨论未来在实践中可能会出现的问题以及解决办法将会帮助大家更好的吸收所学知识，并

且有信心做出改变。

（4）Team task

e.g.:NTtT delegate 被分为小组，大家一起讨论对 difficult participants 的解决方案。

（5）做出承诺

参与者可以在 Training 结束之后对自己未来的行为方式等做出承诺，写承诺书。Trainer 可

以在之后将他们写的内容重新反馈给他们以检验实行情况

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Part 2: After the training

4-level model for evaluation

即柯克帕特里克模型，包括反应层、学习层、行为层和结果层四个层次。

反应层评估是指受训人员对培训项目的看法，包括对材料、老师、设施、方法和内容等等

的看法。

主要用到的方式：Happy Sheets，Feedback Sheets，Interview

学习层评估是目前最常见、也是最常用到的一种评价方式。它是测量受训人员对原理、事

实、技术和技能的掌握程度。

主要用到的方式：Test，Practice，Debriefing

行为层的评估往往发生在培训结束后的一段时间，由上级、同事或客户观察受训人员的行

为在培训前后是否有差别，他们是否在工作中运用了培训中学到的知识。

主要用到的方式：Reminding，Observation，Attitude Survey(90 Degree Questionnaire)，

Structured interview

结果层的评估上升到组织的高度，即组织是否因为培训而经营得更好了?这可以通过一些指

标来衡量，如事故率、生产率、员工流动率、质量、员工士气以及企业对客户的服务等。

通过对这样一些组织指标的分析，企业能够了解培训带来的收益。

主要用到的方式：Review(Monthly, Quarter)，Calculation，ROI

Result

Behavior

Learning

Reaction

30

【Training System】

Why training system

保证个人、组织双方面的稳定成长

提高质量：克服随意性，提高培训参与积极度

减少开销：部门间横向配合，权责明确

整体规划：符合人才成长规律，可持续发展

What is training system

需求分析体系

从组织需求（e.g. LC 自身特点／现状／priority/strategy）与个人需求(自我发展的需求)两个

方向出发

个人 组织

组织 个人

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课程设置体系

培训对象

Member MMB EB

培

训

内

容

初级

Organization Knowledge

Hard Knowledge（Function 所需知

识）

Hard Skill（Function 所需技能）

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

Topic 1

Topic 2

Topic 3

Topic 4

Topic 5

中级

Soft Skill

Topic 1

Topic 2

Topic 3

Topic 1

Topic 2

Topic 3

Topic 1

Topic 2

Topic 3

深度

Attitude

Organization Value

Potential Discovery

Topic 1

Topic 2

Topic 3

Topic 4

Topic 1

Topic 2

Topic 3

Topic 4

Topic 1

Topic 2

Topic 3

Topic 4

Framework of Member education circle

讲师队伍与组织结构

两种讲师来源：

组织结构（不同层面的人如何参与）

EBT 根据这一年 LC plan 提出对人才的期待和要求；给予行动和预算支持；

TL 主动提出培训需求与建议 ; 激发 member 参与培训的兴趣；Follow

member 参与 training 后的表现，并提供应用的机会

MMB 积极参与培训；自我充电；在培训后主动加以应用；

对参与的课程提供反馈意见

TM & LTT 整合 LC 培训需求，与每个部门密切沟通，寻求支持，给与建议；

在开发课程，培训讲师方面专业化管理；

加强 HR management 与培训的有效结合，将 Training 和 member R&R 以

及 TL selection 等考核环节相关联，提高 member 参加 training 的积极性；

内部培训师

• Trainers Selection

讲什么课选什么人，没有万能培训师

TtT training

旁听学习+Practise

通过试讲考核

Training实施

定期考察（可以有trainer等级之分）… …

外部培训师

• 调查讲师profile&口碑

• 专业知识与从业经历，对企业问题和需求的敏感度

• 沟通、启发、综合、控制能力

• 培训前与之沟通的印象

• 评估追踪课程的方法… …

• 如果花费了时间精力找来了external，但是没有效果，就是浪费

32

培训支持体系

反馈评估体系（见 training evaluation 4-level model）

＊ 分析：

我的 LC 在各个方面做的如何？

什么是好的需要保持的？什么是不佳的需要改进的？

How to evaluate LC’s training stage & carry forward?

阿什里德培训发展模式

离散阶段

• Training 与组织目标无甚关联

• Training 被看作是一种浪费时间或浮华

• Training 的运作是非系统性的

• Training 是功利性的

• Training 只是 HR 部门的事

• 以纯粹的基础培训为主（function skills）

整合阶段

• Training 开始与组织&人才需求相结合

• Training 开始和 member evaluation 体系相联系，形成了系统性

• 既强调 AIESEC basic knowledge，又强调 function skill

• 培训由 LC trainers 承担,但由于培训内容范围的扩展,对培训者的技能范围要求扩大

了

• EB 作为评价者参与到培训体系中去

• Training 的价值得到了认可

Brand Finance

Custome

r &

Partner

Manage-

ment IM & KM

现场观察反应，互动考察受众学习进程，结束前让学员 review 今日所得

现场问卷调查，session 后立即抽样小访问调查，针对 training 本身提出建议

几天后寻求反馈，了解受众是否有应用 training到实践中，并且再一次强调 training

中涵盖的重点，帮助受众再次回忆加深印象

几周或者几月后访谈或者问卷调查，询问实际应用的效果如何，再返回相应改进

你的 training

33

• 培训计划开始考虑 member 个人发展的需要

聚焦阶段

• 面对迅速变化的内外部环境,培训发展合个人的不断学习与提高被看成是组织生存

的必要条件

• 培训与组织战略和个人目标相联系，Member 在选择培训时间，课程方面有了更高

自由度

• 培训成为一个完整连续的过程，涵盖知识，技能，价值各个领域

• 培训资源社会化

• 更加重视培训需求满足和评估培训的效果

• 培训同样成为 EB 的重要职责

• 建立良好的知识管理体系

＊思考：

我的 LC 在哪一个阶段？结合 training system 的 5 个要素来看，我的 strategy 应该在哪里，

应该先去 drive 什么？