train the trainer - nedatrain the trainer participant manual-ced workshop project, iqaluit, nunavut...

Train the Trainer

Participants’ Manual

Prepared by the Nunavut Economic Developers Association (NEDA)

Train the Trainer Participant Manual-CED Workshop Project, Iqaluit, Nunavut

Nunavut Economic Developers Association

Table of Contents Introduction...........................................................................................................................1 Objectives..............................................................................................................................4 Adult Learning Principles ......................................................................................................6 The Learning Cycle ...............................................................................................................8 Training.................................................................................................................................9 Objectives............................................................................................................................12 Needs Assessment ...............................................................................................................15

Training Need or Motivational Need................................................................................15 Needs Assessment ...........................................................................................................16

Delivery...............................................................................................................................16 Tips for Brainstorming (A handout) .................................................................................20 Standard Workshop Outline (a Handout)..........................................................................21 Co-Facilitation Worksheet (Handout)...............................................................................22

Public Speaking...................................................................................................................22 Evaluation ...........................................................................................................................25

Evaluating Training, Evaluating Learning........................................................................25


Nunavut Economic Developers Association 1

Introduction The first thing a trainer needs to do is make sure they have all of their equipment and materials prepared ahead of time. If not then you are in trouble and will probably have a terrible training session. For a train the trainer session this is what we need. Equipment: • Flipchart stand • Flip chart paper • Coloured markers • Masking tape • Access to a photocopier • Binders and 3 hole paper • 3-hole punch • Index cards • Scissors • Stapler • Pens and pencils Material: • Cover sheet for binders • Introductory questionnaire • Workshop Objectives • Workshop Outline • Pre-test • Rules for Brainstorming • Roles of a trainer handout • Adult learning principles handout • Modules for delivery exercise • Assignment sheet • Training cycle • Training cycle definition sheets • Training methods handout • Experiential Learning Cycle • Module design template • Co-facilitation worksheet • Notes on presentation • Training evaluation sheet • Workshop Evaluation workshop form Overview of what we will do Introductory Section Introductions of participants and facilitator Administrivia – make sure everyone is well taken care of –place to stay and are comfortable



Parking Lot – a sheet where expectations are placed that are not met by the objectives of the workshop Warm-up: similarities and differences, Personal objectives for the module or workshop Our objectives for the workshop “What people will say when it is all over?” Review structure of objectives Workshop Outline Pre-test Trainer’s Role Tasks of the trainer • Managing the continuity line • Creating and maintaining a learning environment –expectations is a good way to start this

out • Presenting information • Directing and monitoring activities • Ensuring individual participation Qualities of a Trainer (Skills, Attitudes, Knowledge): The Best Trainer I’ve Ever Met Co-Facilitation Working with other trainers or presenters Learning Group Dynamics Adult Learning Your assumptions about how adults learn Adult learning principles Differences in adult learning styles, cultural and individual Experiential learning cycle Cross-cultural training and communication issues Training Skills Stages of Training: the training cycle Objectives Development Skills, knowledge, and attitude analysis Needs assessment Design • Experiential learning cycle as a model for workshop or lesson design • Parts of a lesson • Common training techniques and when to use the Delivery • Presentation Skills • Warm-ups • Closures • Energizers • Using Audio Visual • The learning contract



Evaluation • Testing • Opportunity for trainee feedback • Recording training Materials Review Curriculum review Modules review Sources of support List of favourite resources: tools, theory, techniques Issues Strategies for dealing with variance of skill levels Strategies for dealing with difficult participants Strategies for dealing with multiple languages Support for problem solving Closure Summary Review Objectives Review Parking Lot Determine next steps Post-test Evaluation Closure Some questions that you might want to ask before starting your train the trainer session Is it possible to get resumes on all participants? Can we have an agenda of their activities to see what they do before our session? What course material will be developed and ready for review by the time we begin the train the trainer’s session? Is everyone comfortable with English as the delivery language, or do we need to take into account for translation, therefore reducing the amount of content? Who owns the training material? Will people fill out a needs assessment before the workshop? Will we be able to meet the participants before the actual training session?



Objectives At the end of the training session participants will be able to: • Identify adult learning principles including learning styles, variables and factors that

influence the success of training • Recognise the elements that make up the training cycle • Name the techniques for conducting a needs assessment • Write learning objectives and distinguish which domain will be affected • Pick the most appropriate delivery methods for successful training events • Improve presentation skills including public speaking • Distinguish the four criteria applied to most educational programs for evaluation purposes • Apply criteria to each phase of the evaluation process • Describe the role of the trainer Training Schedule: Day One

9:00 – 10:30: Introductions Expectations Adult Learning Principles 10:30 – 10:45: Break 10:45 – 12:00: Learning Cycle Training Cycle 12:00 – 1:30: Lunch 1:30 – 3:00: Needs Assessments 3:00 – 3:15: Break 3:15 – 4:45: Objectives

Day two

9:00 – 10:30: Delivery Methods 10:30 – 10:45: Break 10:45 – 12:00: Public Speaking 12:00 – 1:30: Lunch 1:30 – 3:00: Evaluation Criteria



3:00 – 3:15: Break 3:15 – 4:45: Evaluation Phases

Day three

9:00 – 10:30: Role of Trainer 10:30 – 10:45: Break 10:45 – 12:00: Practical Application (Community Economic Development Workshop

Delivery each group will deliver a section of the modules) 12:00 – 1:30: Lunch 1:30 – 3:00: Practical Application 3:00 – 3:15: Break 3:15 – 4:45: Practical Application Wrap Up



Adult Learning Principles How do adults learn? Most adults will think back to the classroom when asked what they think about “training”. A group of intelligent, experienced, interesting people will walk into a training room talking, laughing, and once they sit at the workshop tables they become completely silent and passive turning into “students” waiting to be “taught”. There has been much research and people’s own experiences that have shown us that adults have very different needs and learn better in a variety of ways. A good workshop must recognise that adults have a variety of needs and learn in a variety of ways. The following are things to keep in mind when designing or delivering a training workshop to adult learners: • Adults are people with a lot of experience – adults learn by relating new information to

what has already happened in their lives. A good trainer knows how to use that experience: he or she can draw on examples and information from all participants and use expertise that is already in the group, and help people in the group apply their new information to what they already know

• Every adult has a different learning style – Some people learn best by watching others

do a task, some people prefer to practise on their own. Some people like the classroom environment; others prefer to do their own research. There are numerous ways to teach any given skill: a good trainer will use a combination of techniques to match as many learning styles as possible

• Adults are people with a set habits and tastes – Some people need a morning fix of

coffee, others need a smoke break, others need to stretch every fifteen to thirty minutes, some like jokes, and some are offended by profanity. But everyone has one thing in common; they will find it hard to learn if their personal habits and tastes are violated. An effective workshop is one that takes participants personal needs into account and accommodates as many as possible.

• Adults are independent – In school it is clearly the teacher who is looked to as the

source of discipline and authority. In the world of adult learning each individual is independent and should be able to moderate their behaviour. Respect the participants and help them to develop greater abilities in self-direction and responsibility

• Adults have group behaviours – Most of us have been part of many groups in our lives

and have developed certain skills that are used in a group setting. Some are aggressive, some are passive, and some are moderate and all have social needs that they want met by the group. Some behaviours will help the group others will hinder the group dynamic.



Effective trainers recognise participant’s needs in the group and attempt to meet those needs in a way that is helpful to the entire group.

• Adults are people with real work to do – everyone has shown up to take specific

training for a specific reason. They have real work to do and there are skills and knowledge they need to do their work. The training program that you design should recognise this and you should deliver your training accordingly as opposed to sticking to a set curriculum. You must also respect their commitment to the training you are presenting and make them feel like they are getting something worthwhile

• Adults are people with real lives outside of the training program – Most adults have

commitments outside of the training, like family, friends and work. Their regular lives could sometimes make it difficult to concentrate on the training. An effective trainer will recognise this and make sure that content presented is done so at an appropriate pace

• Adults can change – The human adult is a very complicated life form, we are the

products of our cultures, our experiences, our interests, our beliefs. None of us like to have those things challenged or altered. Change is not always welcomed; it is uncomfortable and sometime painful. Yet effective training means change, changing how you think, how you work, what you feel. An effective workshop helps adults change by establishing an excellent atmosphere of trust, support and openness, and encouraging participants to experiment with new skills and attitudes in a friendly environment

• Adults respond to appropriate reinforcement – Most people respond well to positive

reinforcement most of the time. The real key is to know what “positive reinforcement” means for each individual. Some people react well to compliments, while others are embarrassed by public praise. Reinforcement used too often can seem condescending and insulting so you should make sure to use the appropriate level and kind of reinforcement for your group.

• Adults are people with valuable ideas to contribute – and that includes you. What are

your ideas about how adults learn best?



The Learning Cycle We just noted that everyone has a different way of learning. In order to make sure everyone gets something out of the training process, it is important to ensure that your training is designed to provide people a number of ways to process the information. A tool that can help in the design is a simple four step model. The cycle looks like this: If we look at it a little closer we see the first stage involves the trainee being presented a certain experience. In other words something happens. The trainer may do a mini lecture on a topic, or demonstrate a skill, or the trainees may have just watched a video, role playing may have occurred, or trainees may have just read something in Nunatsiaq News or News North. The second stage is Reflection, people are invited to think about and analyse what they just experienced. As a trainer you can help people move into this stage by asking some really simple questions such as:

1. What do you think just happened there?

Experience The trainee DOES something, SEES

Something, READS

something

Generalisation The trainee relates this experience to

their own experience

Application The trainee

determines how they will use this

new information in their own life

Reflection The trainee

analyses what he/she has just

experienced



2. What do you think that means? 3. What were some of the key points that were made? 4. Describe what I just did

Once we have that figured out, trainees are then encouraged to generalise by relating what they just experienced to their own experience. You can encourage this by again a few simple questions:

1. Have you ever had that experience before? Have you ever felt like that before? 2. How do you think other people would react in this situation? 3. How is this different from what you have experienced in the past? 4. What are some of the conclusions we can draw from that?

The fourth and final stage is good old Application; a trainer should help people apply what they have just experienced to their own needs and situations. Can they take anything relevant from the training back home with them? There are a series of questions we can use to help people apply what they have learned:

1. How can you use this information? How will this change the way you do things in the future?

2. How would you adapt this information for your workplace or community 3. What challenges would you face trying to use this approach?

By using this cycle and presenting information to trainees in this manner trainers can increase the likelihood that the training actually results in changed behaviour by trainees.

Training So what is training anyway? There are a ton of definitions out there as to what “training” is, I think there are as many definitions as there are trainers. For the purposes of this manual we have chosen the following definition:

Training is a structured activity, designed to provide a learner with the skills, knowledge and attitudes they need to do specific tasks to a specific standard

Let’s analyse this a little by looking more closely at the highlighted terms. Training is a STRUCTURED ACTIVITY– Learning can happen anywhere, anytime but training does not just happen, you need to design it, plan it, and deliver it with a specific goal in mind. Training is DESIGNED – a trainer takes time to carefully identify specific learning objectives; they consider a number of different ways to deliver the workshop; selects the most appropriate methods; and evaluates the impact the training had on the participants and whether or not the learning objectives were achieved.



Training provides the trainee with SKILLS, KNOWLEDGE and ATTITUDE – SKILLS training provides the trainee with a series of competencies that enables them to perform a particular task… prepare a proposal, write a business plan, prepare a balance sheet. KNOWLEDGE training provides the individual with the background information that a learner needs to perform the task… writing skills, numeracy skills. Finally many learning objectives require that a task must be performed with particular “affective skills” or ATTITUDES: diligence, and precision and so on. Training is based on SPECIFIC TASKS – whereas education describes the acquisition of general knowledge within a topic area, the goals of a training program are very tightly focused: by the completion of the training participants will and must be able to accomplish a series of specific tasks, usually listed in either a job description or a competency profile. SPECIFIC TASKS need to be performed to a SPECIFC STANDARD – a balance sheet must be done to 100% accuracy.

Training Cycle



Objectives What exactly do we want people to be able to do

after this training?

Assess Needs

What do the participants

need to learn?

Design What is the best

technique to deliver the content?

Delivery Just Do IT!!

Evaluation Did it work? Did we meet

our objectives? What next?



Objectives Learning Objectives: The training cycle is a useful description of the stages of training, and a helpful planning tool. It provides a good template for developing your training program as a whole. It can also guide the design of any course or seminar with the overall training program. Any good training program must start with learning objectives. A clear learning objective helps the trainer define the content of the program, guide you in the selection of an appropriate delivery method, and determine how to evaluate the training. Learning objectives are clear, simple statements of what the training is supposed to accomplish. They describe the measurable, demonstrable outcome of the learning event. In essence, the learning objective is a statement that answers the following three questions:

1. What will the individual be able to do after the training? 2. What standards will the individual meet? 3. Under what conditions will the participant do the task?

What will the participant be able to do after the training? A learning objective should clearly using an ACTION verb what specific thing the learner will be able to do as a result of the training. Here are some examples: • The trainee will be able to recite a list of all of the current MLAs of Nunavut • The trainee will be able to describe the community economic development process



• The participant will be able to prepare financial statements • Participants will be able to type 35 words per minute A list of action verbs commonly used in formulating learning objectives include • adjust • analyse • arrange • assemble • calculate • compare • compose • construct • copy • correct • decide • describe • design • estimate • examine • fill out • follow-up • formulate • grade • group • identify • install • interpret • itemise • label • list • locate • measure • make • meet • negotiate • organise • operate • order • perform • plan • prepare • propose • receive • remove • repair • record • report • reply • review • revise • schedule • select • tabulate • test • transfer • translate • transcribe • troubleshoot • type • tell • use • validate • verify • write What standards will the participant meet? Learning objectives need to also tell you how well a participant has to do the task to be learned, and describes any time limits or standards. So based on the examples above, we will just expand them: • The trainee will be able to recite a list of all of the current MLAs of Nunavut in

alphabetical order, without making any errors • The trainee will be able to describe the community economic development process in

fifteen minutes or less • The participant will be able to prepare financial statements for one year within one day • Participants will be able to type 35 words per minute with 100% accuracy Take note, standards often specify: • The degree of accuracy required in performing a task • The maximum duration required to perform a task • Adherence to established policies and procedures Under what conditions will the participant do the task? Learning objectives sometimes specify any special conditions that the participant must meet: • The trainee will be able to recite a list of all of the current MLAs of Nunavut in

alphabetical order, without making any errors, without having any access to written materials.

• The trainee will be able to describe the community economic development process in fifteen minutes or less, without having access to written materials

• The participant will be able to prepare financial statements for one year within one day. The participant will be provided with all relevant financial information such as revenues, operating expenses, inventory levels, cash on hand, accounts payable, accounts receivable, and short and long term liabilities and so on.

• Participants will be able to type 35 words per minute with 100% accuracy on a Windows keyboard.



As mentioned if there are no special conditions apply to the task at hand, then this part of the learning objective can be omitted.



Needs Assessment

Training Need or Motivational Need One of the biggest problems faced by employers is determining the cause of poor work performance. If the employee lacks skill, then the problem can be remedied by training. If it is because the employee lacks motivation, systemic barriers to quality work or personal problems, training may be wasted on that person. Many questions have been developed to determine whether training is the answer to a performance problem. Here are a few of them. What is expected of the employee?

• What is the performance that is expected • What are the job standards • Are those standards in written form • Are there others who accept those standards? Does the employee agree? • What are the specific, measurable differences between actual and desired

performance Are the employer’s expectations realistic?

• Has anyone ever performed to the standard? Who are they and when? • Have the standards changed since then?

Are the employer’s expectations understood by the employee?

• Does the employee know what is expected of him or her • Does the employee know he/she is not performing correctly, and how far he/she is

from desired level of performance? The Acid Test

• Does the employee know how to perform correctly? Have they ever performed correctly?

• Could they perform correctly if their life depended on it? • Could he or she do it in the past? Have they forgotten how? • How often is the skill used? Does the employee get regular feedback about their

performance? How exactly does the employee find out how they have been performing?

• Is there an easier solution? Could you: o Restructure the job or provide some kind of help? o Display the information instead of training the employee? o Show rather than train?

• Does the employee have the potential to work at the standard level that has been set by the employer?

o Can the employee learn the job o Does the employee have the physical/mental ability to do the work



Needs Assessment This is the second stage of the training cycle. Once you have all of the objectives of the training program you should determine what each trainee actually needs to learn in order to meet the learning objectives. Many training programs simply deliver a set curriculum without taking into account the current skill level of the participants. This is a major problem for several reasons:

• Trainees become bored and frustrated if the instructor is trying to teach them something they already know or even know better than the instructor

• Trainees become confused and frustrated if the material being covered is too advanced for them

• Trainees do not commit to the program if they feel their personal needs are not being met and have not been taken into account

Techniques for conducting a needs assessment • Formal written questionnaire that should ask the trainee to

• Describe any professional experience they have had in the topic area • Describe any other relevant experience • Identify their own goals and expectations for the training

• Pre-Test, in which the trainees’ skill level is formally assessed. This is especially

appropriate for technical skills training, such as typing or computer operation • Interview: Often the simplest, most effective way of assessing a trainee’s needs is to

review the learning objectives with him/her in a one-on-one interview, and jointly agree on what kind of learning activities would meet the trainees’ needs.

Whichever method or combination of methods you use, remember to ensure that the trainee has a chance to identify their own needs as part of the process

Delivery So now we have our Learning Objectives developed and our Needs Assessments complete, now it is time to deliver the training. There are numerous methods that are used when delivering training. We will go through 16 methods of delivery.

Technique What is it? What is it useful for? Tips Brainstorming This is a technique that is

used for generating ideas about a topic under discussion. The trainer should ask the group for their ideas on a specific topic As trainees tell you their ideas, you write them

It can be used to: • Energise the group • Get a lot of ideas out

in the open very quickly

• Encourage participation of all trainees

• Identify alternatives • Promote creativity

Let the group know that they should not be worried about whether their ideas are good or bad, all ideas are good. Tell them you want as many as possible on the flip chart. You can even start the process yourself if you have an example



Technique What is it? What is it useful for? Tips down as fast as possible. NEVER EDIT ANY OF THE IDEAS.. if someone tells you something that is already on the list, put it down again anyway Try and keep the energy level up by going quickly and also pull information out of those who are not participating as well. Keep going until there are no new ideas coming out of the group.

The optimum size for a brainstorming group is between 5-15

Buzz Groups This is a short discussion on a given topic. All trainees are familiar with the topic

• To get interaction going within the group

• To generate ideas • To encourage

participation

Best used for simple tasks Make sure that one trainee does not dominate the discussion Optimum size of the buzz groups should be between 3 and 5

Case Studies A written, oral or videotaped story based on a real situation. The case study is usually presented to the group with a series of questions: the questions require the trainees analyse the case study and use their new skills and knowledge to answer the questions

• To allow trainees to apply new knowledge

• To promote problem solving and analytical skills

Language should be simple and clear The case study should be culturally appropriate Real names and organisations should be disguised

Demonstration The trainer shows how to accomplish a task by doing it in front of the trainees. The process is usually shown as a series of steps

• To teach trainees how to perform a task or follow a procedure

• to stimulate interest • to teach a skill when

oral or written descriptions might be confusing

Allow time for follow-up questions Make sure all trainees have a chance to practice the skill after your demonstration Make sure everyone can see what you are doing

Discussion A focused conversation between members of the learning group on a specific

• to encourage trainees to express themselves, and articulate their own opinions

• to provide trainees with an opportunity to share knowledge and experience

• to identify, explore

Information on the topic Make sure all trainees participate in the discussion



Technique What is it? What is it useful for? Tips and solve problems

Exchange of practices Trainees exchange information on their own experience and techniques

• to recognise individual skills and accomplishments

• to share new and helpful ideas

• to compare intercultural differences and approaches

Can be done as a discussion, a brainstorming session or in a buzz group

Field Trips A planned tour or trip: the group visits a location to observe and study

• to provide first hand knowledge of how things work in the “real” world

• to help trainees relate theory to practice

• to create trainee rapport

Make sure trainees know why they are taking a particular trip by relating the trip by relating the trip to learning objectives

Fishbowl A circle-within-a-circle discussion. An inner group discusses an issue while an outer group sits and observes. Then the groups change place and the discussion continues

• to observe group process

• to develop communication skills

Everyone should have the opportunity to sit in each circle

Force Field Analysis A way of assessing factors that are helping or preventing the group from achieving its goals. List on a flip chart all the forces that are having an impact on the group. Divide them into “helping” forces and “blocking” forces. Then discuss how the group can strengthen the “helping” forces and reducing the “blocking” ones

• to identify forces helping or blocking group progress

• to help decision making

It is usually easier to strengthen a helping force than it is remove a blocking force.

Lectures (mini ones) A short prepared talk by the trainer

• to present facts or information

• to clarify, review or summarise

Can become very boring if over-used. Try to balance lectures with participatory activities. Consider making lectures more interesting by using visuals, or by breaking them up with short discussions

Modeling The trainer demonstrates attitudes or values that he/she wishes to convey to the trainee

• to teach appropriate attitudes

People tend to learn values and attitudes by watching other people that they respect. Things



Technique What is it? What is it useful for? Tips like respect for trainees, patience, humour, or professionalism should be “modeled” by the facilitator

Panel Discussion A conversation on a specific issue, using resource people and held before the learning group

• to present knowledge, facts, information and ideas from different points of view

• to get information from experts in a field

Make sure that the panel discussion allows time for questions and discussion with the trainees. Ensure that the panellists are well-informed

Role Play Members of the group portray a certain situation Roles are defined and assigned by the trainer: participants are instructed to act accordingly

• to give trainees an opportunity to experience emotions in a safe setting

• to allow trainees to experiment with problem solving techniques

• to encourage creativity

Make sure that the roles are clear and that observers understand what they are looking for Always make sure that the participants do mot mistake the role of the person

Self Directed Learning Any learning activity that the trainee designs or carries out on their own. This can include readings, research interviews with a topic expert or screenings

• to promote personal responsibility for learning

Trainers should be prepared with a list of readings, contact people and other resources for trainees who wish to develop a personal program of self-directed learning.

Work Groups Training group is divided into smaller teams, and given tasks to carry out in these teams.

• To allow trainees to speak and participate more fully

• To allow trainees to apply their learnings

• To allow trainees to develop their group interaction and communication skills

Make sure instructions are clear, and that groups have all the materials they need. See that everyone in the group is participating in the activity Remind the group to appoint a spokesperson to debrief.



Tips for Brainstorming (A handout) Brainstorming can be used to: • Energise the group • Get a lot of ideas out in the open very quickly • Encourage participation of all trainees • Identify alternatives • Promote creativity Let the group know that they should not be worried about whether their ideas are good or bad, all ideas are good. Tell them you want as many as possible on the flip chart. You can even start the process yourself if you have an example As trainees tell you their ideas, you write them down as fast as possible. NEVER EDIT ANY OF THE IDEAS. If someone tells you something that is already on the list, put it down again anyway Try and keep the energy level up by going quickly and also pull information out of those who are not participating as well. Keep going until there are no new ideas coming out of the group. The optimum size for a brainstorming group is between 5-15



Standard Workshop Outline (a Handout) The following can be used when designing a 1-3 hour workshop

Introduction • Ask participants for their objectives and expectations • Present your objectives • Review the outline or the agenda • Link the content to previous instruction, and explain how it will be used with the

workshop (this is only if you have something to link to) • Warm up exercise

Main Content • Presentation of content • Demonstration • Discussion • Exercise

Summary • Summarise the key points of the workshop • Link the key points with the objectives set out at the beginning of the workshop • Identify next steps • Hand out any final resource material • Ask for questions • Bridge to next workshop (if relevant)



Co-Facilitation Worksheet (Handout) As you do more and more workshops, you will work with a variety of trainers. It is best to get to know your fellow trainers before you work together. Every trainer has his/her own style and preferences. The following questions may help you in understanding your training partners.

1. Before a training session starts I feel… 2. When a participant is talking too much in a workshop I usually… 3. When people are not talking enough, I usually… 4. When an individual in the group is silent for a very long time, I will….. 5. When someone in the group cries I usually…. 6. When someone arrives late, I usually…. 7. When there is a conflict in the group I usually…. 8. When the group seems to be picking on one individual I usually…. 9. When group members discuss sexual feelings about each other or about me,

I usually …. 10. When there is physical violence, I usually… 11. When I disagree with another trainer, I usually… 12. When other trainers fail to meet their commitments, I usually… 13. When I think another trainer is talking too long, I usually… 14. When I am angry with someone, I usually… 15. If people have comments on my training technique, here is how I would like them to

tell me…

Public Speaking Refer to the Power Point Presentation that has been given to all participants.



Role of the Trainer Okay we are almost done, but we need to discuss the all important role of the trainer. Most people feel the trainer has one of the easiest jobs in the world, it is like a teacher, they are there to train and that is all they do. Well a trainer’s job is a little more difficult than that and we have already seen a lot of what you need to do to be a good trainer. The role of a trainer can be summarised into five headings:

1. Maintaining the continuity line 2. Maintaining a learning environment 3. Presenting information 4. Directing and monitoring activities 5. Managing individual participation

Maintaining the continuity line: As we have seen training sessions are not smooth, uninterrupted flows of information. Often the information is being presented by a variety of people: the workshop is usually broken up by breaks, lunch, exercises and other such interruptions. The role of the trainer is to make sure that the flow of information goes as smoothly and continuously as possible. Here are some techniques that work to maintain continuity: • Always make sure that the trainees know what they will be doing during the coming hour,

day, or week by providing them with an outline of what you are going to cover. If the schedule is going to change let your trainees know.

• Always introduce the subject matter, and explain to participants how it connects to the other parts of the course

• Always summarise the lesson you have just completed, and ask whether anyone has questions.

• Try to help trainees connect what they are learning to other parts of the training program • Make sure that instructors do not contradict one another Maintaining a Learning Environment A trainer is a leader in the learning experience; you can help create a particular mood in the training program that will affect the way people feel, and ultimately the way people learn. As a trainer, your job is to ensure that the physical and emotional setting of the workshop encourages concentration, participation, and learning. Some tips on creating a learning environment • Be prepared yourself • Make sure that the training space is comfortable, clean, and free of distractions • Make sure that all necessary equipment and materials are available when needed • Make sure trainees know what to expect each day • Encourage participation from all and welcome everyone’s contributions • Make sure participants feel comfortable in speaking their minds



• Try to respond to participant needs as quickly as possible Presenting Information Presenting information is one of the most important of trainer’s tasks; a good trainer will choose his/her style of presentation based on the content, the learning style of the group and the material available. We have already seen a number of delivery methods that can be used. Some hints on Presentations • Use a range of presentation techniques. Even the most entertaining presenter will become

boring sooner or later • Visual aids can be helpful, flipcharts, graphics, overheads, slides, charts, videos. These

are particularly helpful when the content is complicated and in depth explanations are required.

• Participatory activities are another excellent technique… brainstorming, role playing, case studies, learning games or simulations can all be quite effective

Directing and monitoring activities You have heard it before and you will hear it again, adults learn best by taking part in activities. In a training program, these activities are usually designed by the trainer. It is important that learning activities be carefully monitored by the trainer to make sure that learning is actually occurring. Some ways to manage learning activities • Provide clear, concise instructions at the beginning of every activity. The instructions

should specify what people are expected to do, what they will need, how the groups will be structured for the activity, and how much time they will be given to do the activity. All this information can be written on a flipchart and left visible during the activity

• Remind each group to appoint a spokesperson to tell the entire group of trainees about what went on in their small group

• Circulate among the small groups when they are working on a task to ensure that everyone understands clearly what they are to be doing, and to help with any problems that may arise. Try to help without interfering in the group dynamic

• Try to make sure that all members of the group have a chance to participate in the task • Give everyone notice shortly before the end of the activity, and see if anyone needs more

time Managing individual participation

The final result of a training program should be empowerment. People should leave the workshop with a new set of skills and knowledge and the confidence to use them in their lives. Part of the job of a trainer is to make sure that everyone has the opportunity to leave a workshop feeling the same way. If there is lack of involvement, hostility, or confusion in the group, then learning may not occur. We did look at a variety of ways to make individuals participate and maximise their benefit from the training that they received. Robertson Davies said it best, when he said “Training is not filling up a glass… it is lighting a fire.”



Evaluation

Evaluating Training, Evaluating Learning The final stage of the training cycle is the evaluation. This is usually the stage that is either completely forgotten or done very poorly. It is a shame since it is the only real way we can tell if we were successful or not. The following are a few pointers on how to evaluate training projects. Training evaluations are set out to measure three things: • Reaction: How did the trainee feel about the training experience? • Learning: did the trainee acquire the skills and knowledge that were defined as training

goals in the learning objectives? • Application: Is the trainee using the newly acquired skills or knowledge in their

workplace? Evaluating Reaction This is the easiest and most common form of training evaluation. It is measured during or immediately after the training session. It can assist you in correcting problems in the workshop, or identify individual training needs. Some ways of evaluating trainee reaction are: • A weekly reaction sheet • A reaction sheet at the end of every workshop • A suggestion box • Trainer observation • A third party observer Evaluating Learning Remember the original learning objective specified in clear, quantifiable terms what trainees will be able to do at the end of the training session. If your objectives were clear and measurable then the evaluation is a piece of cake. The process consists of seeing whether or not participants can accomplish what the learning objectives said they would be able to do at a set standard. Some ways trainers can measure learning: • Written tests–useful for evaluating the transfer of knowledge or information. Make sure

that all trainees have the required language skills to respond, offer the option of verbal tests for those with special language needs

• Demonstration– have the trainees actually perform the skill you have taught them. Sort of what we are going to do later on.



• Assignment – give trainees an assignment that requires them to demonstrate the mastery of the content

Evaluating Application Is the trainee using his or her newly acquired skills and knowledge in their workplace? This is an evaluation that the trainer has very little control over. Most of the time a supervisor will not provide the trainee with the opportunity to apply their new skills or knowledge in the workplace, or the learner’s work situation has changed. However a consistent failure on the part of the trainee to apply their new skills and knowledge at home may send a message to the designer of the training program that perhaps the training provided did not meet the individual needs of the particular trainee. It is therefore essential that some effort be made to assess application Some tools to assess application include: • A follow up questionnaire written or conducted as a phone interview, directed to the

trainees three to six months after completion of the training session, inviting them to re-assess the value of the course content, and make suggestions about what additional content should be included

• A follow up questionnaire, written or conducted as a phone survey to the trainee’s employer inciting them to comment on the degree to which the trainee has used his or her new skills in the workplace.

train the trainer - nedatrain the trainer participant manual-ced workshop project, iqaluit, nunavut...

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