Welcome to Train the Trainer Training

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Welcome to Train the Trainer Training
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Objectives

• To learn to present facilitated training courses
  as effectively as possible, using a variety of
  training techniques and approaches.
• To develop strategies for presentation style,
  group participation and solving potential
  problems.
• To develop facilitation skills and the ability to
  train adult learners in a peer situation.

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What is Facilitated Training?

• Technique used in adult education.
• Draws on the knowledge of the participants and
  then supplements with additional or missing
  information.
• Can be combined with traditional training
  techniques

VS
STUDENTS
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What is the Role of the Facilitator?

• Introduce material
• Stimulate discussion
• Ask questions
• Effectively draw out information
• Coordinate exercises
• Summarize/clarify key points
• Timekeeper/organizer

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To Present a Successful Course

1. Knowledge, Skills, Experience
2. Preparation
3. Presentation
4. Follow-through

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Selecting Instructors

• Know the subject very well or be experts
• Have practical experience
• Have good presentation skills
• Be organized
• Be reliable, responsive, and reputable
• Be available!
• Team Player

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Preparation for Course Development

• Objectives of Training
• Audience
• Create new material and/or,
• Review existing materials (revise if necessary)
  
• training goals, agenda (session times and
  sequence), audience and number, materials
  availability, financing

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Be aware of your Audience!

• For whom was this course designed
• ideal trainee profile and number of attendees?
• Preview individual information
• names, organizational position
• professional experience
• Consider personal and cultural issues
• adjust materials/photos, examples, pace

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Planning for Course Delivery

• Determine appropriate communication style
• message content and transfer systems/methods

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Delivery Support Documents

• Registered attendee list, sign-in sheet
• Name tags and/or table cards
• Agenda
• Flipcharts/Easels/Computer/Projector
• Tape/Markers
• Clock/time keeper
• Student materials distribution
• small group breakout or exercise schedule, group
  assignments, other handouts
• Evaluation forms
• Certificates distribution

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Logistics

• Room size, shape, lighting, temperature, noise,
  windows.
• Smaller break out rooms or areas where groups can
  work on their exercises.
• Chairs number, layout, comfortable.
• Refreshments Breaks and Lunch, as appropriate.
• Interruptions Cell Phones
• Timeliness

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Room Layout
Classroom
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Presentation Preparation

• Preview the material
• Review and keep in mind the main objectives of
  the course
• use those themes throughout the delivery
• within examples and responses to questions
• Rehearse your delivery
• content scope, flexibility for discussion and
  timing
• have both electronic and simple versions prepared

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Do you See an Old Womanor a Young Woman?
Old Woman
Young Woman
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Adult Learning Styles

• Each adult has a preferred way or combination of
  ways to learn
• By doing
• By reading
• By seeing
• By hearing
• By touching
• Design course to cover some of each style
• Written material, slides, exercises, questions,
  etc.

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Cone of Experience

• 10 of What they Read
• 20 of What they Hear
• 30 of What they See
• 50 of What they Hear and See
• 90 of What they EXPERIENCE

See Handout 12
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Teaching Adults

• Speak to the audience level of experience
• do not over-simplify or over-complicate
• repeat only key ideas to stress importance
• Recognize, affirm and incorporate the audience
  expertise and experiences
• ask for questions and examples that relate to the
  topics presented
• recognize and acknowledge legitimate differences
• give feedback or correction where appropriate and
  useful

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Adult Learning Tools

• Manuals/books
• Lecture
• Brainstorming / Discussion
• Case Study
• Exercises
• Video
• Computer Based Training

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Using Questions

• Open Question
• Asked of entire group
• Direct Question
• Asked to specific individual
• Relay Question
• Participant question relayed to other
• Return Question
• Referred back to questioner

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Type A Questions
Class
Facilitator
Class
Class
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Type A Response
Class
Facilitator
Class
Class
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Type B Questions
Class
Facilitator
Class
Class
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Type B Response
Class
Facilitator
Class
Class
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Lecture

• Take a few seconds to organize your notes at the
  lectern
• Absolutely do not rush to get started- Take a few
  seconds to look at the audience-wish them a good
  morning or good afternoon
• Relax!
• Be cautious of mannerisms

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Attitude, Appearance, Delivery

• Show energy and enthusiasm.
• Be natural and sincere.
• Use humor appropriately.
• Vary voice volume, tone, and pace appropriately.
• Use effective body language and movement.
• Speak clearly and to the point.

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Voice Control

• Clear
• Appropriate pace, pitch, volume, dynamics
• Use pauses for emphasis
• Avoid audible pauses
• Check understanding
• Phrasing for interest and emphasis
• Use names
• Repeat key points.

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Develop trust and rapport.

• Encourage Class Participation
• Listen.
• Appear confident.
• Establish personal credibility and expertise.
• Show humility and modesty.
• Show respect and interest to participants.
• Show empathy and understanding.

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If You Are Nervous

• Pick one or two people in the class (preferably
  towards the middle or back of the room) and talk
  directly to them. Vary the person for each
  session
• Know your materials!

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Effective Visual Aids

• Reinforce the main points
• with repetition, summary slides, and
  illustrations
• with multimedia (photos, diagrams, visuals,
  sound)
• Design
• plenty of spacing and borders
• minimize the amount of words on the slides
• color balance and emphasis
• multimedia with a purpose, not overused

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Powerpoint Tips

• Keep your slides simple
• Focus on your point, not Powerpoint Tricks
• Prepare before your present

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Drawing people into the discussion

• Has anyone else ever had that experience?
• Tell us more about that.
• That sounds very interesting.
• What a good idea. How does it work?

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Handling Questions

• Listen carefully
• Repeat part of the question
• Rephrase the question to demonstrate your
  understanding
• Answer the question
• If you cant answer, say so
• If more info is needed to answer, agree to obtain
  it later
• Look at the questioner!

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Breaking Communications to Get Back on Track

• Redirect questions, move towards/away
• Allow participants to cut off talkers
• Interrupt tactfully with a question or summarize
• Break eye contact
• Walk away
• Use Positive Reinforcement to end discussion
• I think that we have covered that topic enough
  for now.
• We have run out of time.
• Lets move on to
• We can talk about it at the break.
• Lets keep comments until the end of the
  presentation.
• Thats a good point!
• Lets add this to the parking lot and discuss
  again at the end of the class.

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Dealing with silence

• Re-phase questions several times until someone
  answers
• Pose discussion question, then go around the
  table and ask each person to respond
• Make sure that everyone has a chance to report
  out
• Use ice-breaker exercises to get everyone use to
  speaking in class.

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Timing Problems

• Manage the time Planning, Planning, Planning
• Not enough time to cover all subjects?
• Pick a stopping point, but DO NOT try to cover
  subject by talking faster
• Not enough material to take up the time?
• -Ask for questions
• Ask for student comments
• Take a longer break
• Quit Early!!

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Handling Conflict-Troublemakers

• Talk to troublemaker in private
• Attempt to identify reasons
• Seek cooperation
• Maintain the self-esteem of the learner
• Avoid further disruption
• Eliminate or minimize the problem behavior
• Request in private that she leave the class

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Practical Exercises

• STRENGTHS
• Introduces problem situation dramatically
• Provides opportunity for people to assume roles
  of others/ appreciate another point of view
• Allows for exploration of solutions
• Opportunity to practice skills
• LIMITATIONS
• People may be too self-conscious
• Not appropriate for large groups
• PREPARATION
• Trainer must define problem situation roles
  clearly
• Trainer must give very clear instructions

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Case Study

• STRENGTHS
• Develops analytic and problem solving skills
• Allows for exploration of solutions for complex
  issues
• Allows student to apply new knowledge and skills
• LIMITATIONS
• People may not see relevance to own situation
• Insufficient information can lead to
  inappropriate results
• PREPARATION
• Case must be clearly defined
• Case study must be prepared

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Video Presentations

• STRENGTHS
• Entertaining way of teaching content and raising
  issues
• Keep group's attention
• Looks professional
• Stimulates discussion
• LIMITATIONS
• Can raise too many issues to have a focused
  discussion
• Discussion may not have full participation
• Only as effective as following discussion
• PREPARATION
• Need to set up equipment
• Effective only if facilitator prepares questions
  to discuss after the show

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Computer Based Training

• STRENGTHS
• Accommodates individual schedules
• Inexpensive to distribute
• Can reach very wide audience
• LIMITATIONS
• Expensive to develop
• Difficult to update
• No personal contact between students
• Limited access to computers
• PREPARATION
• Extensive programming required
• May not be much better than manual
• Should develop some mechanisms to handle questions

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Evaluation and Feedback

• Collect evaluations and other feedback
• from both attendees and trainers
• both on form and informal verbal discussions
• Act on Recommendations

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Performance Measurement

• Connecting training to results
• Did people learn material?
• Did material improve performance?
• Did performance improve results?
• Have others learned?
• Change training to reflect responses.
• How do you answer these questions?

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Questions
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Now Its Your Turn!!

• Your chance to practice
• Pick a topic
• Prepare material
• Lead 5-10 minute learning session
• 5 minutes for critique

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Evaluation of Presentation

• Did everyone get involved?
• Domination? Silence?
• Control of group?
• Kinds of questions?
• Communication skills?
• Suggested improvements?