Welcome to

Train the Trainer

Introductions

• Name

• Job• Agency

• Hobby, interest, or achievement

A little about your training experience

Importance of Training Skills

Differences Between Adults and Children as Learners

• Self-Concept Differences

• Time Perspective Differences

• Accumulated Experience Differences

Self-Concept Differences

• Independent and self-motivated

• Active learners

• Goal-oriented

• Decision makers

Time Perspective Differences

• Focused on the present

• Short-term goals

• Problem/opportunity-focused

Accumulated Experience Differences

• Relate to past experience

• Resources to others

• Fixed viewpoints

The Training Design Phase

1. Defining the training need

2. Developing the training objectives

3. Developing a training design

Needs Assessment Practice

• Complete a “Defining the Training Need” worksheet

• Use:- Your practice lesson, OR- An actual training you are involved with now, or will be involved with, or were involved with

The Training Design Phase

1. Defining the training need

2. Developing the training objectives

3. Developing a training design

Training Objective Example

At the end of this

training, participants

will be able to:

Know how to swim

the backstroke

Teach to the Objective

The Training Design Phase

1. Defining the training need

2. Developing the training objectives

3. Developing a training design

Try this!(Don’t read the words below. Say the colors the

words are printed in…as fast as you can…aloud.)RED

YELLOWGREENBLUEREDBLUE

YELLOWGREEN

“Relearning to Count” Quiz

1. 3 =

2. 8 =

3. 6 =

4. 4 =

5. 9 =

“Relearning to Count” Answers

1. 3 =

2. 8 =

3. 6 =

4. 4 =

5. 9 =

“Relearning to Count” Scoring

# Correct Group A Group B

0

1

2

3

4

5

Purposes ofVisual Aids

Good Slides Are

• Simple

• Eye-pleasing

• Neat

WorstPossible

BestPossible

Giving Full Attention to the Participants

• Maintain eye contact

• Face trainees

• Use body language

• Eliminate distracting behavior

What are some of the purposes

questions serve in training?

Goals in Handling Problem Situations

1. Eliminate or minimize the problem behaviors.

2. Maintain the self-esteem of the person involved.

3. Maintain a positive environment for future learning.

Evaluation

• Level 1: Did they like it? (reaction)

• Level 2: Did they learn it? (learning)

• Level 3: Did they use it? (behavior)

• Level 4: Did it make a difference? (results)

Practice Lessons• Include: - Learning objective(s)

- Visual aid- Audience involvement

• Prep: - Learning goals? - Audience?

- Time cards?

• Feedback: - Positive- Self- Improvement

P S I Feedback

• Positive

• Self

• Improvements / Suggestions

UnconsciousIncompetence

ConsciousIncompetence

ConsciousCompetence

UnconsciousCompetence

Stages of Learning

Closure Observations• Something you did differently in your

practice lesson as a result of this training

OR

• Progress you made on a learning goal

OR

• Something you learned or relearned that will be valuable when you conduct training back on the job

BrainteaserWhat do the following seven words

have in common?

Banana Dresser

Grammar Potato

Revive Uneven

Assess

Go Figure!1000 401000 301000 201000

10