Train-the-Trainer – Inspire, Motivate, and Educate

A One Day Primer

Module 1: Essential Skills

In this Module, we will:• Explore the concept of being genuine• Discuss key communication skills• Learn the essentials of presentation skills• Explore the concept of being humble• Discover ways to nurture a readiness to

learn in your participants

Being Genuine

• Genuine is being real, being you, and not pretending to be someone or something else.

• Being genuine, or authentic, means that we are who we are during training, just as we are in other areas of our life and work.

Being Genuine

• Jean usually wears glasses to work, but wears contacts on training days. They get irritating in the bright lights and dry air of the training room, but Jean wears them anyway.

Being Genuine

• Mark is a serious, introverted individual, but he has heard that training has to be fun in order for trainees to enjoy their experience. In order to develop his fun side, Mark is adding jokes and comedy to his training material.

Being Genuine

• Tony forgot to photocopy the handouts for his session. He thought about making up an excuse and saying that the photocopier was broken, but then decided to be honest and say that he had forgotten to copy the handouts.

Communication Skills

• Good communicators use body language, listening, and questioning techniques to enhance their message and to deliver it effectively.

• How can body language impact your message?

• When training in the workplace or providing public workshops, we have to be mindful of cultural ideas about communication.

Presentation Skills

• If you are a natural when it comes to training, people may have complimented you on your excellent speaking skills, your pacing, the quality of your materials and handouts, and the atmosphere and energy that permeates your training.

• Good trainers develop their skills in many areas.

Presentation Skills

• No matter how brilliantly you speak, your audience will remember your points better when they are supported with appropriate pictures and stories.

• Take a moment to think about being professional and how that relates to being genuine. What are some ways you can ensure that the professional image you project also reflects exactly who you are?

Presentation Skills

• P=Purpose• A=Audience• F=Format• E =Evidence• O=Organization

Presentation Skills

Which pattern would you use in each of the following situations?•A presentation on the benefits of exercise•An argument in favor of starting your own small business•A presentation that suggests Canadians are too wasteful•The story of your life to this point•How to deal with procrastination

Being Humble

• Humility is about understanding that the trainees that you serve can teach as much or more than what you can teach them.

• The humble trainer wants to serve their client. • They are comfortable with the knowledge that

they have done the best work they could do, and that they have served their client well.

Nurturing a Readiness to Learn

• When trainees arrive at your session hungry to get started, you will have an easier time establishing your learning environment and getting started.

• When the training is scheduled, send a questionnaire with a few key questions to all the registered participants or their managers.

Summary

• Being genuine is the most effective way to reach our trainees.

• Communication includes much more than what we say; our body language and the quality of our voice have a lot to do with what people will learn from us.

• Use PAFEO to organize your presentation.• Being humble means serving the needs of our

participants instead of our own agenda.• Nurture a readiness to learn in trainees, before and

during training session.

Review Questions1. Good communicators do more than speak well. What other

techniques do they use in order to enhance their message?2. What do the initials PAFEO mean?3. ________________ is an aspect of serving the people I train,

rather than simply delivering content.4. At what time could a trainer start nurturing a readiness to

learn?a) During the warm up exercises.b) As soon as training is scheduled, well before the session

actually begins.c) Any time the chance presents itself.d) A and B.

5. Describe what it means to be a genuine trainer.

Module 2: Understanding Adult Learning

In this Module, we will:• Explore the principles of adult learning• Discuss the learning cycle• Learn how to apply different learning

methods• Learn how to establish a learning climate• Discuss ways to deal with difficult

trainees

Principles of Adult Learning• We learn to do by doing.• We have five senses.• We learn when we are ready to learn. • We make connections.• We learn one thing at a time.• We learn more rapidly when results are satisfying to us. • We need to understand what we learn. • We develop skill through practice. • We differ from one another in abilities and background.

• Choose four of these principles and brainstorm how you might incorporate each into a time management workshop.

Principles of Adult Learning

Learning Methods

• Lecturing is not the way most people prefer to learn. We learn best by doing.

• Reuse a good design. • Research published designs that you

can modify to suit your training needs. • Network and read.

Learning Methods

• Demonstration• Case Study• Guided Teaching• Study Group• Role Play• Games and Simulations• E-Learning

Establishing a Learning Climate

• Warmth and professionalism• Color and sound• Define the expectations• Establish clear goals• Use motivation and rewards• Some things have to be unlearned• Use group dynamics

Dealing with the Difficult

• Since training involves people, it makes sense to prepare for behavior that can derail your training plan.

• The behaviors often are the result of frustration, boredom, or personality characteristics that are well beyond your scope of delivering training.

• Disruptive behaviors can come from a variety of learners.

Dealing with the Difficult

• Not every disruptive behavior will be present in every course that you deliver.

• It is the behavior that is disruptive, not the person. Don’t make it personal to them, and don’t take their poor behavior personally yourself.

• In dealing with unwanted behaviors, you must consider why the participant is behaving in this way as you also decide how you will respond.

Dealing with the Difficult

Common types of difficult behavior:• Jester• Cynic• Indifferent• Talker• Whisperer

Summary

• Adults come to training with knowledge and a preferred style of learning new information.

• Four-step learning cycle of behaviors and events.

• Introduced several learning methods that can be applied to a training session, including case studies, role plays, online learning, and games.

• Discussed how to establish a learning climate. • Five difficult behaviors: jester, cynic,

indifferent, talker, whisperer.

Review Questions

1. What are the four steps to the learning cycle?2. Describe two methods you might use to

conduct a workshop in first aid, and explain why you would use them over other methods.

3. What are five behaviors that can disrupt a training session?

4. How can you use group dynamics to establish a learning climate?

5. What are two important factors when it comes to dealing with difficult behavior?

Module 3: Developing a Training Session

In this Module, we will learn how to:• Identify your training audience• Conduct a needs analysis• Write learning objectives• Research, write, and test a program

Identifying Your Audience

• Who needs this training?• Why do they need this training?• What do they already know?• What do they need to know?

Identifying Your Audience

Identifying Your Audience

• Who needs this training?• Why do they need this training?• What do they/you already

know?• What do they/you need to

know?

Performing a Needs Analysis

This formal type of assessment will help you identify:•The objectives of the organization•Gaps between what employees currently know and what they need to learn•Training that is required •Training that would be nice to have•When training may not be needed, or is not the right approach

Performing a Needs Analysis

• Isolate the problem.• Consult with appropriate stakeholders to

and assess the effect the problem is having on the organization.

• Evaluate options and set up an action plan that meets organizational needs, and assemble the support that you need.

Performing a Needs Analysis

Writing Objectives

• At the program design stage, you probably won’t include every single learning objective that the program will encompass.

• Usually, objectives are broadly defined at the program design level, and then more narrowly defined at the lesson planning stages.

Writing Objectives

Your objectives can be enhanced by including a measurement standard. Examples:•Accurate on ____ out of _____ attempts.•At least ______ percent correct.•At least _____ per hour.•In the correct sequence.•With no more than ____ errors.•While following all safety rules.•Within ____ minutes.

Writing Objectives

• Knowledge Objectives• Skill Objectives• Attitude Objectives• These three categories are often

referred to simply as KSAs.

Writing ObjectivesDesired Skill Vague Term Behavioral Term

Knowledge Know, learn Write, define, repeat, name, list

Comprehension Understand, appreciate Restate, discuss, describe, explain, review, translate

Application Apply a thorough knowledge of

Operate, demonstrate, use

Synthesis Establish creativity Compose, propose, plan, design, manage, organize, prepare

Evaluation Show good judgment Evaluate, rate, select, estimate, measure

Writing Objectives

Writing Objectives

• Review the list of verbs. • Create three to five learning objectives (at

least one each of knowledge, skill, and attitude) that you could use to train someone at work who will replace you when you take your next vacation.

Outlining the Program

• Learning Objectives• Target Audience• Prerequisites• Teaching Principles• Methodology• Time Frame• Materials

Researching & Writing the Program

• Keep the quantity of content at a moderate level. • Use appropriate resources.• Where do you go for information? • How do you clarify what information is relevant? • What questions do you ask to identify

information that is not practical or outdated or a part of a fad?

• What coaching would you provide to new trainers to ensure that they were able to locate the exact information that they needed?

Researching & Writing the Program

Other components that can support your program include:•Student Guides•Handouts•Electronic Slides•Other suggestions?

Testing the Program

• Testing is an aspect of evaluation, but it is also important enough to stand on its own.

• An effective way to test a program that will be delivered to a large number of staff is to run a pilot program.

• Brainstorm a list of 10 items that required testing before the general public was able to use them.

Summary

• Identify target audience to complete a needs analysis. • Objective statements can focus a session plan.• Session plan should contain learning objectives,

target audience, prerequisites, teaching principles, methodology, time frame, and materials.

• When writing program, keep the quantity of content at a moderate level and use appropriate resources.

• Carefully consider supporting materials (student guides, handouts, slides).

• Should test a program before rolling it out.

Review Questions

1. What does KSA stand for?2. Write a sample knowledge

objective.3. What does ICE stand for?4. List two of the questions you must

ask to identify your audience.5. Describe what a skill objective is.

Module 4: Adding Fun and Games

In this Module, we will learn how to:• Enhance our training program by adding

some fun• Effectively use humor in training• Find, organize, and include games in

training• Troubleshoot when a game does not work

in the way we expect

Types of Activities

Fun and games brings the following elements to training:•Keeps the day moving at a stimulating pace•Fun helps to bring people together and break down barriers•Laughter leads to an endorphin release, which is healthy•Improves retention of material•Appeals to learners who enjoy activity 

Types of Activities

• Game• Icebreakers• Energizer• Simulations• Role Plays• Case Studies

Types of Activities

Facilitator Responsibilities• Keep your participants engaged.• Debrief the group.• Make sure games and related activities all reflect

the principles of adult learning.• Make sure that your participants do not become so

engrossed in an activity that they miss the learning objectives.

• Establish your training as taking place in a safe environment.

Getting Buy-In

• Keep in mind that not everyone is comfortable playing games.

• Establish a safe training program.• Although some are going to join in the day for

the perceived fun, most if not all wish to know what the value of your session is going to be.

• In order to ensure buy-in, you should state the training objectives clearly and establish rules at the beginning of your session.

Using Humor

• Clean• Rehearsed • Energizing • Action oriented• Truth• It makes a relevant point• Fun

Quick and Easy Games

• The games must illustrate, illuminate, or somehow relate to the training objectives.

• The games have to be considerate of the participants’ needs as well as ability levels.

Quick and Easy Games

• Hot Potato• Passing Introductions• The Orange

Troubleshooting Games

Preventing Problems• Don’t select activities that would annoy you if you were a

participant.• Adjust the length and type of game to suit the length of

the session. • Know your audience. • People who know each other very well will find some

exercises redundant. • Learning that deals with “soft skill” subjects such as

communication or team building will benefit from games more than one that focuses on learning software.

Troubleshooting Games

If a game flops…• Don’t push it through to the end just because

the schedule demands it. • Stop the game and refocus participants. • Introduce an energizer to reconnect the group

and to bring the energy level back up. • Conduct an on the spot brainstorming session• Remember that a game that worked in one

training session may not work in another.

Summary

• Adding fun and games to training is an excellent addition to your toolkit as a trainer.

• Games can serve different purposes.• Get buy-in using rules and objectives. • Use humor effectively by being CREATIF. • Bus Stop, The Orange, and Trodswow are some

easy games that can be adapted.• Make sure games reflect objectives.• Be prepared for problems.

Review Questions

1. If you are conducting a 3-hour training session for a group of employees who know each other quite well, what type of activity would you use to open your training session?

2. Why is it important to debrief every activity that you include in your training program?

3. Provide two reasons that using humor in training is a benefit to the trainer.

4. Explain why we do not focus on why a game didn’t work in a particular session.

5. What are the six essential components of a game?

Module 5: Delivering the Course

In this Module, we will learn how to:• Use visual aids• Make use of presentation tips• Manage question and answers• Arrange breaks• Conduct evaluations

Visual Aids

• Recall earlier in the course when you learned about the Principles of Adult Learning.

• Which principle applies if we use a piece of equipment at the same time as reading a manual or taking a class?

Visual Aids

• Lights• Projectors • Flip Charts• TV/Computer Monitors• Props• Equipment • Posters• Color• Sound

Visual Aids

• Light colors are hard to see. Try to use black or blue fonts.

• Sans-serif fonts like Arial are easier to read. Script and serif fonts are harder to read.

• Text size 12 is too small to read.

• Text size 24 or larger is ideal.• Make sure pictures and animations aren’t

distracting.

Presentation Tips

• Your participants will forgive many things, but lack of preparation is not one of them.

• Make sure that you know your material and the sequencing of activities.

• Perform some relaxation techniques.• Prepare an emergency kit.• Remember food and drinks.• List four important items for your own

emergency kit.

Managing Questions and Answers

When you are creating questions:• Keep them short. • Don’t ask double barreled questions.• Make sure questions are distributed evenly

throughout the group.• Avoid vague or unfocussed questions; questions need

to relate to the training.• Avoid questions that could lead to disclosure or

confession that will make your participants uncomfortable.

Managing Questions and Answers

Common types of questions:• Open questions• Closed questions• Leading questions• Loaded questions• Reflective questions

Managing Questions and Answers

Responding to Answers• Acknowledge every contribution that a participant makes.• Respond to answers immediately, even though you may

have to defer the answer. • Congratulate correct answers professionally. Be careful to

be positive and not condescending.• Correct misperceptions and wrong answers as they occur.• Point out the merits even in wrong answers.• Check for understanding of the material as you provide

your answers.

Scheduling Breaks

• People who work in certain organizations can be conditioned to have breaks at the same time each day.

• Many trainers arrange their training schedule around standard break times: 10 AM, Noon, and 2:30 PM.

• Some trainers will tell you that a good trainer starts late, finishes early, and provides long breaks. That is not the professional standard.

Scheduling Breaks

• There are some great introductory exercises which can allow stragglers to join in as they arrive.

• If you have an activity that involves reading, writing, or study tasks, arranging them before a break can be a good strategy.

• In order to be fair to participants, always make sure that you give them an adequate amount of time for a break.

Scheduling Breaks

• If you happen to be providing training in a conference centre or training school and there are several sessions going on at one time, it may not be effective to have all rooms break at the same time.

• Using washrooms can slow down a break if you have lots of people and not enough bathroom stalls.

Evaluations

Evaluating learning is a key component.•A trainer must evaluate the learning in order to know whether the objectives have been met. •Evaluation is essential to demonstrate that an organization is using their training resources appropriately. •Trainees need to know that they will be able to transfer the learning back to their jobs effectively. •A trainer needs to know if they have provided appropriate and meaningful experiences and material.

Evaluations

Many trainers use Donald Kirkpatrick’s four levels of evaluation:•Reaction: The way trainees react to training•Learning: Knowledge, skills, and attitudes (KSAs) that trainees gain from the training•Behavior: How the new KSAs are applied on the job•Results: The impact that the change in KSAs have on the organization

Evaluations

• True-False Questions• Multiple Choice Questions• Fill in the Blank• Short Answer• Essay Questions• Behavioral Evaluation

Evaluations

Imagine that a colleague (or your best friend) was thinking about attending this program the next time it is offered. “What were the top five benefits of the program?” you are asked. How will you respond?

Evaluations

• Use a form• Simple is best• Keep it positive• Encourage additional comments

Summary• Types of visual aids: lights, projectors, flip charts, TV or

computer monitors, props, equipment, posters, color, and sound.

• Explored methods of asking questions and providing answers, and how to acknowledge the contributors properly.

• Discussed when to schedule breaks; must respect individuals who return on time.

• Program concluded as many of your actual training sessions will, with the importance of designing meaningful evaluations.

Review Questions1. Provide three reasons that evaluation is an important

component of training.2. Name an evaluation method that would rarely if ever be

used in an adult training situation.3. Describe why it is important to make feedback forms

anonymous. 4. Participants will forgive many things, but

__________________________ is not one of them. 5. You are meeting with a brand new trainer who has a

difficult time writing questions for their program. What five key components of creating questions would you share with them?