TRAINING AZ TRAIN THE TRAINER AGENDA Purpose of

TRAINING A-Z TRAIN THE TRAINER

AGENDA � Purpose of Training � Qualities � Needs of a good trainer Assessment and Objectives � Designing � Delivery & Developing Training

KNOT TYING AS A TEACHING PROBLEM � Point of view � Complicated task at first � Skills require demonstration � If need to learn to do it quickly and independently, require practice �a diagram or illustration �need to know why

Bends • Attach rope end to rope end – make a long piece out of 2 shorter pieces Fisherman’s Knots are good for small rope or fishing line Sheet Bends are used to attach different sizes of rope

WHY OFFER TRAINING � Your training goals should support the goals of your organization �overall �long purpose(s) range visions �broad

PURPOSE OF TRAINING IS TO PRODUCE CHANGE IN… � Skills �how to �steps � Knowledge �critical thinking �decision making � Attitudes �ethics/values �behavior

SKILLS REQUIRED TO BE A TRAINER � Subject matter expertise � Design �instructional design �apply learning principles � Material production �graphics, layout, media creation �computer experience � Presentation �voice, personality, technical expertise

PERSONAL QUALITIES TO LOOK FOR IN A TRAINER Self-confidence Awareness of environment Ability to build bridges—relate old to new Organizational skills Desire to learn Ability to listen Sense of humor Communication & theatrical skills Flexibility Patience Cool head & warm heart

TRAINING OR � Facilitatoror � Real-Life Expert or Theoretical � Active � You do it or � What do? would TEACHING? or Passive Watch Me or Here’s how to use it. you

TRAINING PROCESS: ADDIE �Analysis �formal/informal needs assessment �determine goals & objectives �Design �determine the content �determine delivery method �Development �create the materials �Implement �deliver the content �Evaluation �results based on objectives

WHY DO A NEEDS ASSESSMENT? 1. Find the gap in SKA: SKA = Skills, Knowledge & Attitude � Gap = what they know minus what they need to know � 2. 3. Determine if training is the answer Determine objectives of training � What should they do better to improve job performance or service to the public?

ASSESSMENT METHODS � Informal �observation �pre-class surveys �group discussions � Formal �interviews �task analysis �focus groups �surveys

NEEDS ASSESSMENT TIPS � Interview key people: admin and staff � use consistent questions � be careful not to bias input � � Choose a subgroup if unable to survey all � � choose the middle of the pack, not the best, not the worst Do mini needs assessment before each training

OBJECTIVES (SMART) � Specific �state desired results in detail � Measurable ( or observable) �use verbs that describe what trainees will learn � Action � describe perform an action that the trainee will � Realistic �achievable � Time �how frame long will it take the trainees to learn the skill?

EVALUATIONS � Evaluate � Did based on objectives the participants: �learn what you had planned? �implement �improve public? what they learned? their job performance or service to the

“Cone of Experience” People generally remember: 10% of what they read 20% of what they hear 30% of what they see Read Verbal Hear Words Watch still picture Watch moving picture Visual 50% of what they hear and see 70% of what they say or write 90% of what they say as they do a thing Watch demonstration Do a site visit Do a dramatic presentation Simulate a real experience Kinesthetic (Experiential) Do the real thing Adapted from Wiman & Meirhenry, . Educational Media, 1960 on Edgar Dale

CONSIDERATIONS FOR TEACHING ADULTS �Are they READY �sufficient skills �see a need to learn �How will it effect their daily job life �personal �Practical �hands-on benefits practice exercises, real-life scenarios �Knowledge sharing/Participation �ask questions �encourage discussion �Relate training to something they know

DESIGN STARTS FROM YOUR OBJECTIVES � Brainstorm the topic � Eliminate what isn’t necessary to match your needs assessment and objectives �what they already know �more than they need to know ; ) � Consider limitations due to �facilities �length of training �delivery method �how quickly the training needs to happen

DESIGNING- A GRAPHICAL APPROACH Objective Topics Main points Final content

OPTIONS FOR SEQUENCING MATERIALS � Storyboard � Outline � Powerpoint � Index cards � Sticky notes

ORGANIZING THE PRESENTATION � Set the stage �introductions (you & them) �agenda, breaks, bathrooms �get “buy-in” by telling them � Content what and why �logically organize the main points (in chunks) �add sub-points to each chunk �include Visual Aids, Exercises, Handouts � End �summary �questions �other learning opportunities

CHUNKING � Long laundry list � Put in order � Chunk in to 3 to 5 main parts �Main point subpoint

HOW MUCH DETAIL IS NEEDED? � It depends! � Does the audience need to: �have an idea of how to do it? �be able to think about it independently? �come up with creative solutions?

METHODS OF DELIVERING TRAINING � Instructor-led �One-on-one �Group �Lecture �Hands-on � Self-paced �Distance-Ed �Web tutorial �CD-ROM

IT’S OK TO HAVE FUN! � Humor � Games �training tool � Icebreakers �introductions �questions � Music

REHEARSING & REVISING �Two purposes of rehearsing �logical order & transitions �timing �Revise �learn from the rehearsal �make modifications in: chunks & logical order transition statements timing opportunities for interaction

DELIVERY TIPS �Make no assumptions �jargon �ask �Ask don’t tell questions you really want an answer to �count to 7 �Vocal variety �Non-verbals affect communication �tone �appearance appropriate for audience

MANAGING FEAR �Be prepared �know your presentation �rehearse �Calm yourself �isometrics �deep �Turn breathing your nervousness into energy You don’t have to know everything. Adults like to share what they know

IT'S NOT WHAT IS POURED INTO A STUDENT, BUT WHAT IS PLANTED LINDA CONWAY

“IT’S ALWAYS HELPFUL TO LEARN FROM YOUR MISTAKES BECAUSE THEN YOUR MISTAKES ARE WORTHWHILE” GARRY MARSHALL