Core Leadership Skills Series

Train the Trainer

By Dr. John Persico Jr.

612-310-3803

Agenda: Train the Trainer

Day 1

Welcome

Introduction of Participants , Session Description and Objectives

Analyzing the Need for Training

7 Rules for a Successful Training Program

Break

Exercise: The Worst Training that I Ever Had

Principles of Adult Learning

The Four Basic Stages in the Learning Process

Exercise: Learning Style Inventory

Lunch

Film: TED

Exercise: The Trainer Type Inventory

Planning Training

Break

Identify Your Training Goals

Identify Your Target Audience

Identify Learning Objectives

Exercise: Learning Objectives

Identify Training Content

Homework: Mock Training Exercise

Agenda: Train the Trainer

Day 2

Welcome

Identify Training Methods/Resources/Activities

Exercise: Brainstorm Training Methods

Identify Learning Evaluation Strategies

Break

Develop a Course Outline

Exercise: Developing a Course Outline

Environmental Concerns

Common Errors in Training

Lunch

Mock Training Presentations

Break

Characteristics of an Effective Trainer

Exercise: Self Analysis

Facilitating Group Discussions

Dealing with Difficult Trainees

Making Training Fun

Exercise: Visual Aids/Brainstorm

Review and Action Plan

Course Evaluation

Group Feedback

Welcome: Day 1

The process of developing new skills should include

the following:

• Identify a needed skill area.

• Agree on a learning method for improvement.

• Practice and receive feedback.

• Increase awareness of the effects of performance on

others.

• Measure change within a well-defined timeframe.

• Recognize and reward skill enhancement.

Introduction of Participants

• Who are you?

• Why are you here?

• What moment in your life would you

like to replay?

• What are five strengths you bring to

this class?

• What would you like to take away

from this session?

Learning Objectives

• Identify the characteristics of an exceptional trainer.

• Explain how adults differ from children in the way they

learn.

• Understand and identify different behavioral styles and

adapt training as necessary.

• Explain what a solid training program looks like.

• Describe a needs analysis and why it is a necessary step

in any training program.

• Explain various methods for making lecture-based

programs active.

• Develop strategies for handling classroom disruptions.

• Point out the highlights and pitfalls of various visual aid

options and classroom seating arrangements.

Learning Objectives

• Present information in a clear, concise, engaging manner.

Participants will demonstrate successful understanding of key

concepts during a practice presentation.

• Recognize the importance of considering the participants and

their training needs, including the different learning styles and

adult learning principles.

• Write objectives and evaluate whether these objectives have

been met at the end of a training session.

• Develop an effective training program using appropriate training

aids and techniques.

• Understand the importance of an instruction guide to help a

trainer prepare and deliver effectively and consistently.

• Conduct group training sessions that incorporates these training

concepts

• Devise an Action Plan on how they may take back their new

found skills back into the workplace.

Promote Lifelong Learning

You can develop lifelong learning traits:

• By showing curiosity about human nature and

how the world works.

• By seeking and valuing diversity.

• By persisting in seeking out new solutions.

• By using your unique talents and intelligence to

promote positive change.

• By learning and applying technology tools to

solve problems.

Show Respect

• Value yourself. Be honest and ethical, and

practice strong moral values.

• Treat all members of the school community and

with politeness and respect.

• Honor the ideas and opinions of others.

• Offer to help.

• Be responsible for keeping an open mind.

Policies

• Bring notebook, textbook, planner, and

appropriate writing tools to class.

• Ask questions at any time.

• Listen to all ideas and opinions.

• Leave for restroom when needed.

• Please be back from lunch and breaks on

time.

• Let us know if the day is not working for you.

Analyzing the Need for Training

• The analysis phase is the building block of a

training program. The basis for who must be

trained, what must be trained, when training will

occur, and where the training will take place are

accomplished in this phase.

Analyzing the Need for Training

7 Rules for a Successful Training Program

• Be Concise

• Be Focused

• Keep Schedule

• Use Experts

• Use Visuals

• Encourage Questions

• Create Reading Materials

Exercise: The Worst Training I Ever Had

The Worst Training I Ever Had

Think of the worst training you have ever attended. What were some of the features or factors that

went into making it a bad training activity for you:

Together in a small group, discuss your individual experiences and rank order a list of the top ten

factors that your group thinks makes for a poor training experience. Select a spokesperson to share

observations with the class.

Principles of Adult Learning

Adults Prefer Situations Which:

• Are Practical and Problem Centered

• Promote Their Positive Self-Esteem

• Integrate New Ideas with Existing Knowledge

• Maintain Respect for the Learner

• Capitalize on Their Experience

• Allow Choice and Self-Direction

Principles of Adult Learning

• The greater the combination of our senses that are

stimulated in learning, the more successful learning is

likely to be.

Four Basic Stages in the Learning Process

• Unconscious Incompetence

• Conscious Incompetence

• Conscious Competence

• Unconscious Competence

The Learning Style Inventory

• To gain a better understanding of yourself as a

learner, you need to evaluate the way you

prefer to learn or process information.

• The questionnaire in your workbook will allow

you to determine how you best like to learn.

• Answer the 14 questions in your workbook and

complete the scoring as described.

Film: TED Video on Creativity

• In this poignant, funny follow-up to his fabled

2006 talk, Sir Ken Robinson makes the case for

a radical shift from standardized schools to

personalized learning -- creating conditions

where kids' natural talents can flourish.

• http://www.ted.com/talks/sir_ken_robinson_brin

g_on_the_revolution.html

The Trainer Type Inventory

• The manner in which a trainer handles the

participants’ queries and interactions during the

training session has an immense effect on the

whole training. Trainers need to adapt their

approaches or styles depending on the situation

or the entry behavior of learners.

• Follow the instructions in your workbook on

Completing the Trainer Type Inventory.

• Identify which training styles you prefer. Review

the comments for your preferred type. Circle

those which most fit your style.

Planning Training

• A successful training program must be well

thought out in advance. The more complex the

goals are for the training, the more important it

is to have a plan that addresses all the major

points needed to facilitate your learning

objectives.

Planning Training

Planning Training

• Identify your training goals

• Identify your target audience

• Identify learning objectives

• Identify training content

• Identify training methods/resources/activities

• Identify learning evaluation strategies

• Develop a course outline

Identify Your Training Goals

• Many effective training programs will

incorporate multiple approaches. Designing a

training program that uses training approaches

that are appropriate for your organization will

work best when the goals of training are clearly

articulated.

• For Instance: Is the goal to create educators

with better leadership and management skills?

Identify Your Target Audience

• Who needs the training in the Organization?

• What attitudes will the trainees likely hold

towards the training?

• What KSAs do the trainees already possess?

• What specific KSAs would you want the

trainees to obtain?

• How do you collect the above information?

Identify Learning Objectives

• Learning objectives serve as the basis for the

design of the whole instructional plan, including

determining appropriate training content,

methodology, resources needed. They are

used in assessing training outcomes and they

are used to facilitate active learning.

How to Write a Learning Objective

1. Identify when the knowledge or skill is to be

demonstrated

2. Identify who is going to be able to demonstrate

the KDA

3. Provide a description of the expected

performance

4. Describe how well the performance must be

demonstrated

How to Write a Learning Objective

Ideal Learning Objectives Include:

• A Measurable verb

• The Condition to be performed

• The Standard for acceptable performance

Exercise: Learning Objectives

• Your workbook will have several examples of

learning objectives that are poorly written.

• Working in a small group, your task is to rewrite

the objectives so that they are accurate, clear

and concise.

• We will review all objectives when this activity is

completed.

Identify Training Content

• Training Content comes in various forms and

can be delivered in various ways. Training

content is basically the knowledge or

intellectual property behind a training program

or course you take.

• Leadership must be involved in the process of

identifying appropriate training content.

Identify Training Content

o Subject matter experts (Try phoning or emailing them. Many will be

happy to talk to you.) You can research book authors and college professors

who have written about your training topic and then contact them via email,

Facebook, LinkedIn or their websites.

o Books/tapes

o Industry or trade magazines

o Interneto Lots of free material (A good deal of free material exists on many subjects)

o Lots of proprietary materials (Much material is copyrighted and may only be

available for sale or a licensing fee)

o Data bases available at libraries or universities

o Documentaries/films

o Surveys, questionnaires and reports

o Professional associations

o Trade associations

o Other?

o Other?

Identify Training Content

• Do NOT abuse the attention span

Take Home Assignment

Mock Training Presentation

• A mock training session is a simulated version of an actual

training exercise that you will conduct for the rest of the

class. This session will be held solely for the purpose of

practice, evaluation and feedback.

• The topic for each mock session will be selected by the

presenter. Please refer to your workbook for additional

information on this activity.

• Sessions will be five minutes in length.

Welcome: Day 2

• This is the second day of our 2 day Train the

Trainer program.

• Any comments or feedback on Day 1?

• Brief review of Agenda for Day 2

Identify Training Methods/ Resources/Activities

• When selecting a training method, answer

the following questions:

Is this method appropriate for the objectives?

Are there sufficient trainers available to use this

training method?

Are there resources available to use this training

method?

What is the projected size of the group to be trained?

Is a special classroom arrangement required?

Is this method appropriate for group training,

individualized training, or both?

What times are available for training?

What is the background of the participants?

Will the methods selected stimulate interest and

provide variety?

Exercise: Brainstorm Training Methods

• In small groups, see how many different ideas

you can list for training methods or activities.

• Divide your list into Passive and Active Methods

• Select a spokesperson to share observations

and insights.

Identify Learning Evaluation Strategies

A learning evaluation is an evaluation of the skills,

knowledge, or abilities acquired as a result of the

training program.

• Why do we evaluate?

• What do we evaluate?

• When do we evaluate?

• How can we evaluate?

Develop a Course Outline

• The course outline is a plan of the training to be

delivered

• The course outline is divided into four or more

columns.

Time

Objectives/Activities

Training/Learning Methods,

Resources/Materials.

Develop a Course Outline

Exercise: Developing a Course Outline

• Using your workbook, read the scenario on

page 30.

• Working in small groups, you will need to

develop a course outline for the situation

described in the scenario. Be as specific as

you can.

• When you have completed the outline, be

prepared to share your results with the class.

Environmental Concerns

• The environment in which the training takes

place can have a major impact on the success

of your training program.

• Many organizations conduct some or all of their

training offsite so as to take participants away

from the distractions of their daily workplace.

• The environment can act as a facilitator or a

detractor to your training efforts.

Common Errors in Training

• Accepting constraints on how you train

• Training the subject and not the student

• Not listening

• Hiding mistakes

• Proving yourself competent to train

• Answering every question

• Letting ego train

• Missing the other layers

• Keeping rigidly to a script

• Believing the role

Lunch

• After lunch, students will conduct their mock

training presentations.

Mock Training Presentations

Mock Training Presentation

• Each student will present their training

presentation.

• Observers will be asked to evaluate the

presentation using the evaluation sheet handed

out. A copy is also in your workbook for

reference.

• We will conduct round robins after all evaluations

have been completed to identify pros and cons of

each presentation.

Exercise: Characteristics of an Effective Trainer

• Refer to the participant workbook for this

activity.

• Review each of the “Characteristics” listed in

the workbook chart.

• Circle the five areas where you think you are

strongest.

• Circle the five areas where you think you are

most in need of improvement.

Facilitation Group Discussions

• Decide on group format in terms of size and

composition.

• Try to insure diversity in each group or team

• Stay neutral, let groups do their work

• Specify time limits for all activities

• Check periodically to see if groups will need

more time.

• Give groups a five minutes heads up before the

time allotted.

• Have groups provide feedback and comments

Dealing with Difficult Trainees

Here are some quick tips for dealing with an

annoying trainee:

• Don’t ignore it

• Empathize

• Let them be heard

• Include

Making Training Fun

• Most lectures are not fun because they do not engage the

participants. Lectures and most didactic methods, this

includes panel discussions, readings, audio and even

many video recordings are passive modes of instruction.

Such methods can be a great way of covering a lot of

material but it is hard to make them engaging and

interesting.

• By a wide margin, trainees seem to enjoy games and

simulations much more than didactic training methods.

Most participants want to be engaged and interactive with

the materials, ideas and contents of the course.

Making Training Fun

Videos

Keep them relevant: What is the main point you

want the video to make

Keep them short

Give students an assignment to do while

watching the video, example: Notice if the actors

or video reflect a diverse population.

Debrief after the video in terms of what the

participants saw, heard and understood.

Making Training Fun

Some General Rules for Using Games:

• Understand what a training game is

• Understand that games are metaphors

• Facilitate what happens in the game, not what you want

to happen

• Allow the game to work

• Have fun

• Draw out experiences

• Ask questions

• Honor the experience in the room

• Avoid making participants feel wrong

• Use clear verbal and written instructions and

demonstrate as needed.

Making Training Fun

About Debriefing Games:

• Have each group summarize their group or game activity.

If specific worksheets are used, they can do it as a

presentation or put up comments on flip-charts.

• Ask groups for feedback on what happened in the game.

How they participated? What the outcomes were?

• Ask groups what insights they gained from the activity

and how they relate to the class material

• It is always a good idea to have worksheets for trainees

to complete both during and after the game or activity.

Visual Aids

• Visual aids are visual representations which support

presentations in the form of text, cartoons, graphs,

illustrations, photographs.

• These can be PowerPoint slides, handouts, flipcharts,

posters, objects etc. They help to break up the monotony,

providing a visual stimulant to reinforce what the learners

are hearing.

Ice Breakers

• An icebreaker is a facilitation exercise intended to help a

group to begin the process of forming themselves into a

team.

• Icebreakers are commonly presented as a game to

"warm up" the group by helping the members to get to

know each other

Review and Action Plan

• It is always a good idea to get participants to

document what they are going to do differently

as a result of any training. This can be done as

a group flipchart, individual action sheet or a

verbal commitment to a colleague or "buddy".

Exercise: Review and Action Plan

• Using your workbook and the information from

the self-assessment of your strengths and

weaknesses as a trainer, complete one

worksheet for each goal you select to work on.

• Worksheets are in your participant workbook.

Evaluation of Session

• Please complete the course evaluation form in your

workbook. (Train the Trainer Course

Evaluation)

• In small groups, would you please summarize your

conclusions in terms of what worked for you in this

session and what did not. See the worksheet for this

activity in the participant workbook.