Trainthe Trainer Training Tips and Tricks Housekeeping q

Train-the Trainer Training Tips and Tricks

Housekeeping q Please put cell phones on vibrate or turn off q No food or drink in classroom q Website address for handouts: 2

Introductions 3

Agenda q Basic adult learning principles and styles q Training preparation q Presentation techniques q Role as a facilitator q Setting expectations q Activities during the training q Common problems q References 4

Objectives q After completing this session you should be able to: – Define basic adult learning styles – List the steps for preparing for a training – Describe successful presentation techniques – Define the instructor’s role as a facilitator – List benefits and ways to introduce activities into the training 5

Basic adult learning principles and styles Preparations for Go Live

Learning Behavior q Instructor’s responsibility – Defines the objective of the course – Determines course content – Determines sequence of topics – Sets time frames and all other course details – Gathers input for development of course content 7

Adult Learning q Characteristics of the learner – Self-directed – Knows why something needs to be learned – Contributes life experiences to learning process – Problem-centered approach – Focused on real-life situations 8

Adult Learning q Characteristics of the instructor – Develops applications § Enhances the learner’s productivity – Develops exercises § Mimic real-life situations – Facilitates the learning process – Sets the initial mood or climate of the session – Is a flexible resource 9

Adult Learning q The more we discover about how adults learn and apply theories, the more effective the transfer of knowledge. 10

Adult Learning Styles q Some learn by doing q Some learn by listening q Some learn by watching other perform the task 11

Identify Learning Characteristics q q q Thrive on participation and involvement Like to feel in control of their learning What’s in it for them Relevance of learning to their life experience Appreciate a maximum amount of hands-on learning opportunities q Need the opportunity to apply and try out learning quickly q Need to be involved in evaluating their own progress toward self-chosen goals 12

q Adult learners must be able to see the practical application of new concepts in order to learn and understand them. Training sessions, which are, mostly, lecture, with little opportunity to apply the concepts, can be frustrating – not to mention boring. 13

Retention q 10% of what they read q 20% of what they hear q 30% of what they see q 50% of what they both hear and use q 70% of what they say q 90% of what they say and do 14

How Adults Learn Best q Cooperative learning environment q Physically and psychologically comfortable training environment q Task-based or experiential learning situations q Learning is active 15

The Challenge q How do we develop and deliver training to such a heterogeneous mix of learning styles and needs? 16

Training Stages q Explain the idea/concept/information q Demonstrate the idea/concept/information q Work through a procedure together q Work through a procedure independently 17

Training Techniques q Mini-lecture/Discussion – Format § Identify and present the target/idea/concept/information – Use the two minute rule § Encourage participants to: – Raise issues – Identify applications – Ask questions § Elaborate on participant’s responses, and ask follow up questions 18

Training Techniques q Demonstration – Meets the “show me” need of the learner § Let the participants know you are about to start a demonstration § Go slowly, and “talk though” each step you make as you use the system. Don’t forget helpful hints long the way § Encourage questions and comments 19

Training Techniques q Guided exercise – The participant AND you work through a procedure together § Make sure everyone understands what you are about to do before starting § Avoid comments such as: – “This will be easy” – ‘This is difficult or confusing” § Primary goal is to make the participants selfsufficient 20

Training Techniques q Unguided exercise – Start the exercise off by identifying and describing the objective – Walk around the room – Keep in mind your primary goal is to assist then participants in becoming self-sufficient – Review the results of the exercise 21

Objectives q After completing this session you should be able to: – Define basic adult learning styles q We also covered: – Retention – Training Stages – Training Techniques 22

Class Preparations for Go Live

Preparing for a Class q Checklist q Preparing as an Instructor q Know your audience q Know your subject matter – Increases your credibility as an instructor – Establishes you as an expert – Transfers or communications that knowledge to others q Know your course materials 24

Preparing for a Class q Classroom preparation – Before Class – First Day – After Class – Each Day – Before Class – Subsequent Days (if applicable) – After Class – Last Day 25

Presentation Techniques Preparations for Go Live

Presenting Yourself q Projecting a positive image – Don’t hind behind tables, workstations, etc. – Smile and mean it – Maintain eye contact with group – Give the group a task to perform right away – Take possession of your space – Create camaraderie with the group § Relate any experiences 27

Presenting Yourself q Voice – Speak firmly but never in a condescending tone – Speak facing your audience § Don’t speak to Power. Point slides – Practice pronouncing difficult words or phrases 28

Presenting Yourself q Body language – Keep an open posture – Maintain appropriate eye contact – Avoid distracting mannerisms – Avoid using controlling gesture (pointing, etc. ) q Use of space q Dress 29

Instructor Etiquette q What you say – Learn and use the jargon of your audience – Be tolerant, not picky – Call participants by name when addressing them – Never put down any participant – Refrain from potentially volatile discussions – Don’t offer an opinion 30

Instructor Etiquette q Non-verbal – Do not roll your eyes when asked questions – Do not make any disapproving sounds – Do not walk away when someone is talking to you q Developing relationships 31

Objectives q After completing this session you should be able to: – List the steps for preparing for a class – Describe successful presentation techniques 32

Role as a Facilitator Preparations for Go Live

Facilitator Role q You are responsible for “selling” the system q Enthusiasm and excitement q Participants may not like how the system works q You are not solely responsible for participants learning – Participant shares in that responsibility 34

Facilitator Role q q q q Setting the agenda and keeping tack of time Maintaining training objectives Listening Protecting the rights of all participants Effectively using various teaching methods and tools Maintaining interest of the group Reviewing the material Handling challenges to your authority 35

Facilitator Role q Create a positive learning environment – Creating an atmosphere of mutual respect – Demonstrating understanding and appreciation – Encouraging active involvement 36

Objectives q After completing this session you should be able to: – Define the instructor’s role as a facilitator 37

Setting Expectations Preparations for Go Live

Starting a Class q Try and greet participants q First half-hour of the session is critical – How they perceive you – What their role is – What they intend to accomplish in the class q Introduction – Probe for issues – Concerns – Expectations 39

Starting a Class q Housekeeping q Review course objectives q Review agenda q Establish class guidelines – Sticking to the agenda topics – Starting the session on time after breaks – Showing respect to others in the class 40

Techniques q Flexibility q Encourage participation – Practice exercises – Q&A – Demonstrations – Games – Role plays 41

Techniques q Using Input Mistakes and System Errors – Use this to your advantage § Student’s question gets answered § Answer is shared with the entire class – Everyone benefits § Key points can be re-emphasized to the whole group q Most effective when the mistake made is a common one 42

Training Activities q Introductions – Job function/title – Length at the State – Computer/People. Soft experience – Objective/expectations for the course q Getting to know you – if appropriate q Role playing – Very effective technique – Not used very often in software training § Perform a function as it relate to their actual job q Games q Effective Q & A 43

Objectives q After completing this session you should be able to: – List benefits and ways to introduce activities into the classroom 44

Common Classroom Preparations for Go Live Problems

Classroom Challenges q Varied skill levels q Disruptive individuals q Non-participants q Equipment 46

References Preparations for Go Live

References q www. trainingprism. com q www. clomedia. com q www. trainingmag. com q www. WPSmag. com q www. astd. org q www. microsoft. com Some Materials Copyright © 2006 Accenture All Rights Reserved. 48