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Advanced Skills for the Practical Trainer


Title: Advanced Skills for the Practical Trainer Author: Velsoft SoftSkills Description: PowerPoint Slides Last modified by: Sharon Acer Created Date – PowerPoint PPT presentation

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Date added: 2 April 2020
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Title: Advanced Skills for the Practical Trainer

Advanced Skills for the Practical Trainer
Agenda Day One
830-845 Session One Introduction and Course Overview
845-900 Icebreaker Spinning a Tale
900-1000 Session Two Preparing to Learn
1000-1015 Break
1015-1100 Session Three Understanding Learning
1100-1145 Session Four Competencies for Adult Educators
1145-1200 Morning Wrap-Up
1200-100 Lunch
100-115 Energizer Dress the Mummy
115-215 Session Five Accommodating Learning Preferences
215-230 Break
230-415 Session Six Adult Learning
415-430 Workshop Wrap-Up
Session One Course Overview
  • Enhance your understanding of learning styles and
    how to accommodate all four learning styles in
    the classroom
  • Understand the key principles of effective
    communication in a workshop setting
  • Use a variety of training techniques to stimulate
  • Develop a plan and prepare for an effective
    training session
  • Understand the different levels of evaluation and
    when to use each
  • Understand how and when to add fun and humor to
    your training session
  • Identify advanced interventions for difficult
  • Practice the skills needed for a team presentation

Session Two Preparing to Learn
  • As I think about my most successful experience as
    a trainer, I remember
  • What I like most about being a trainer is
  • My favorite instruction technique is
  • What I find most difficult about training is
  • What I most want to gain from this workshop is

Session Three Understanding Learning
  • Learning occurs everywhere in organizations,
    wherever employees face problems, deal with
    unforeseen issues, or maneuver their way around
    obstacles to get their work done.
  • In classrooms and in many training programs,
    teachers are responsible for determining the
    content of the material they present.
  • In a more self-directed type of learning, the
    learner has responsibility for his or her own
    learning and determines what they want to learn.
  • What implications does this have for those of us
    who have a training role in or for organizations?

Session Three Understanding Learning
  • According to the American Society for Training
    and Development, Models for Excellence
    facilitators need these skills
  • Presentation skills
  • Knowledge of adult learning principles
  • Understanding of training techniques and methods
  • Group process skills
  • Intellectual versatility
  • Feedback skills
  • Questioning skill
  • Computer competence
  • Relationship versatility

Session Four Competencies for Adult Educators
  • Please fill out the questionnaire in the
  • Place an R at each competency required for
    performing the role you are in/are preparing for.
  • Place a P at those competencies you have now.
  • From this self-analysis and group discussion,
    what do you believe are the critical skills for
    you to focus on if you want to enhance your
    facilitation skills?

Session Five Accommodating Learning Preferences
Session Five Accommodating Learning Preferences
  • Kolbs Learning Styles
  • The Divergent Learning Style
  • The Assimilative Style
  • The Convergent Style
  • The Accommodative Style

Session Six Adult Learning
  • Adult Motivation to Learn
  • Seek out learning experiences to cope with
    specific life changing events
  • Generally willing to engage in learning
    experiences before, after, or even during the
    actual life changing event
  • Learning is a means to an end
  • Increasing or maintaining ones sense of
    self-esteem and pleasure are strong secondary

Session Six Adult Learning
  • Curriculum Design, Part I
  • Prefer single concept, single theory courses
  • Need to integrate new ideas with what they
  • Information that conflicts sharply with what is
    already held to be true is integrated more slowly
  • Information that has little conceptual overlap
    with what is already known is acquired slowly
  • Fast-paced, complex, or unusual learning tasks
    interfere with the learning of the concepts or
  • Tend to be more accurate and make fewer
    trial-and-error ventures
  • Tend to take errors personally and are more
    likely to let these errors affect their

Session Six Adult Learning
  • Curriculum Design, Part II
  • Know whether the concepts and ideas will be in
    concert with or conflict with learner and
    organizational values
  • Programs should be designed to accept viewpoints
    from people in different life stages, with
    different value sets
  • Prefer self-directed and self-designed learning
  • Like selecting more than one medium for the
  • Consider reading and talking to qualified peers
    to be good resources
  • Technical media such as books, programmed
    instruction, and television are becoming more
  • Wants a straightforward how to
  • Self-direction does not mean isolation

Session Six Adult Learning
  • In the Classroom
  • Learning environment must be physically and
    psychologically comfortable
  • View classroom situations as a risk
  • Have expectations that must be clarified
  • Bring a lot of life experience into the classroom
  • New knowledge has to be integrated with previous
  • Key to the instructor role is control
  • Instructor has to protect minority opinion, keep
    disagreements civil, make connections between
    various opinions and ideas
  • Give participants time to see how they can apply
    what they have learned
  • Learning and teaching theories function better as
    a resource than as theories that are cast in stone

Agenda Day Two
830-845 Re-Connect Secret Identity
845-930 Session Seven The Art of Facilitation
930-1030 Session Eight Planning a Workshop
1030-1045 Break
1045-1100 Session Nine Visual Aids
1100-1145 Session Ten Your Role as an Effective Communicator
1145-1200 Morning Wrap-Up
1200-100 Lunch
100-115 Energizer Cup Challenge
115-130 Session Eleven Questioning as a Training Technique
130-300 Session Twelve Kirkpatricks Levels of Evaluation
300-330 Session Thirteen On-the-Job Support
330-415 Session Fourteen Dealing with Difficult Situations
415-430 Workshop Wrap-Up
Session Seven The Art of Facilitation
I hear and I forget, I see and I remember, I do
and I learn.
Session Seven The Art of Facilitation
  • What are some left brain/rational organizational
    skills we use in a training setting?
  • What are some of the ways we can nourish the
    creative side of our brains in a classroom
  • How would you handle this situation if you were a
    traditional facilitator?
  • How would you handle it if you were a
    participative facilitator?
  • Are there times when you really must choose to be
    more directive in your approach?

Session Eight Planning a Workshop
  • Planning Guide
  • Needs assessment
  • Set objectives
  • Content to be covered
  • Methods of training
  • Timing
  • Learning plan

Session Eight Planning a Workshop
  • Some questions you will want to ask
  • Who are the people in the group? Male or female
    or both?
  • Do you know them? Do they know each other?
  • How long have they been with the organization?
  • What job function and level of seniority do they
  • What previous training have they had?
  • What will be their attitude toward the training?
    What are their expectations?

Session Eight Planning a Workshop
  • What might you do differently if you have someone
    in your group who cannot speak English?
  • What might you do differently if you have someone
    in your group who is legally blind?
  • What if you have someone who is severely
  • What if you have someone who has limited ability
    to read or write?
  • What are some other unexpected challenges you
    have dealt with in a workshop?

Session Nine Visual Aids
  • PowerPoint
  • Videos
  • Overheads
  • Flip charts
  • Whiteboard/chalkboard
  • Other aids?

Session Ten Your Role as Effective Communicator
  • What are some ways you might begin a discussion?
  • How do you encourage full participation and free
  • What can you do to keep the group on track, yet
    not cut off people who go on tangents?
  • What are some of your greatest challenges as a
    discussion leader?

Session Eleven Training Tools and Techniques
  • Types of Questions
  • Leading Questions
  • Factual Questions
  • Problem Questions
  • Attitudinal Questions

Session Twelve Evaluation
Session Thirteen OTJ Support
  • What are some of the reasons why organizations
    dont have on-the-job support in place?
  • What are some types of on-the job support you
    might suggest?

Session Fourteen Difficult Situations
  • People arent participating or act bored
  • You run out of time
  • You finish the workshop too early
  • The group is in conflict
  • An exercise you have planned doesnt work

Agenda Day Three
830-845 Icebreaker Mix and Mingle
845-915 Session Fifteen Adding Some Fun
915-1000 Session Sixteen Team Teaching
1000-1015 Break
1015-1145 Session Seventeen Training Preparation
1145-1200 Morning Wrap-Up
1200-100 Lunch
100-415 Training Presentations
415-430 Workshop Wrap-Up
Session Fifteen Adding Some Fun
  • Clean
  • Rehearsed
  • Energizing
  • Action oriented
  • Truth
  • It makes a relevant point
  • Fun

Session Fifteen Adding Some Fun
  • What do these terms mean?
  • Game
  • Icebreakers
  • Energizer
  • Simulations
  • Brain teasers
  • Role Plays
  • Case Studies

Session Sixteen Team Teaching
  • How many of you have already tried your hand at
  • Would some of you be willing to share your
  • What are the advantages and disadvantages?
  • What are some good guidelines?

Session Sixteen Team Teaching
  1. For me, the best part about training is
  2. For me, the worst part about training is
  3. I like to start off my training by
  4. I like to finish my training by
  5. I plan my workshop by
  6. In order to draw people out, I
  7. In order to keep people from talking too much, I
  8. To keep myself and the group on track I
  9. When there is conflict in the group I
  10. When someone comes late, I
  11. My favorite way to get people talking is
  12. When someone disagrees with what Ive just said,
    I usually
  13. I am most uncomfortable when
  14. I am most comfortable when
  15. Something else you should know is

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