Train-The-Trainer Corporate Training Materials Module One: Getting Started
Train-The-Trainer Corporate Training Materials Module One: Getting Started Welcome to the Train-the-Trainer workshop. Whether you are preparing to be a professional trainer, or you are someone who does a bit of training as a part of their job, youll want to be prepared for the training that you do. Live as if you
were to die tomorrow. Learn as if you were to live forever. Gandhi Workshop Objectives Define training, facilitating, and presenting Understand how to identify participants training needs Create a lesson plan that incorporates the range of learning preferences
Create an active, engaging learning environment Develop visual aids and supporting materials Manage difficult participants and tough topics Module Two: Understanding Training and Facilitation Depending on the need of your participants, you may be called to provide training, or facilitate a discussion of ideas. This module will help to determine which approach you need in a particular situation. Knowing is not
enough; we must apply. Willing is not enough; we must do. Johann Wolfgang von Goethe What is Training? Identifying the need for
new learning to take place Securing managemen t buy-in for training to be developed Creating participantcentered learning opporutnities
Evaluating the effectivenes s of the training offered What is Facilitation? A facilitator may not have the same knowledge or expertise in the particular subject matter that the participants do. The role of the facilitator is to provide an experience in
sharing, discussion, learning, and openness for participants. Identifying Appropriate Situations Facilitating requires the following basic skills: Make sure everyone participates Make sure everyone understands the problem(s) being addressed and is focused on them Protect participants from any kind of backlash or abuse by creating
and maintaining a safe environment Module Three: Gathering Materials A major aspect of your training is recognizing what your participants need, want, and expect, and responding accordingly. This module will explore some ways to identify participants needs and adjust your material accordingly. Learning is not a spectator
sport. D. Blocher Identifying Participants Needs UNDERSTAND WHO YOUR PARTICIPANTS ARE. LEARN WHAT THEY KNOW. LEARN THEIR MOTIVATION Reviewing the Materials Make sure that the materials you will rely on are current and applicable. If you are using materials that someone else has written, make sure that you have written permission from the copyright holder, and that you
note their permission properly within your materials Identifying and Resolving Gaps COGNITIVE DOMAIN AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN INTERPERSONAL DOMAIN Module Four: Creating a Lesson Plan A lesson plan is an outline that can both keep you on track and give you plenty of options. While the lesson plan is a guide for how you will manage a particular workshop, a well
designed lesson plan will also allow you to really enhance your training. You cannot teach a man anything. You can only help him discover it within himself. Galileo Galilei Planning for the Basics THE INTRODUCTION
WRAP-UPS ACTIVITIES BREAKS LUNCHES Adding Slack Time The best way to build in some flexible time is to deliberately create a couple of spaces in your day that are light so that if you do need to incorporate something extra, or people get engaged in a particular learning opportunity, you wont have to race to get through the rest of your material.
Creating a Plan B A back up plan is an important contingency in your training plan so that you can avoid mishaps. Ask yourself these questions: Is your program flexible enough to allow you to have groups working simultaneously yet be in different places in the program? Can you help four trainees get caught up at lunch time if they are late? How will you handle unforeseen adventures that can test your mettle as a trainer? Module Five:
Choosing Activities For many people, it is by doing that understanding comes. People come to training expecting to learn, and one of the best ways that you can help them to do that is to develop activities that support the learning objectives and allow engaging action and development. I never teach my pupils; I only attempt to provide the conditions in which they can
learn. Albert Einstein Types of Activities GAME ICEBREAKERS ENERGIZER SIMULATIONS ROLE PLAYS CASE STUDIES Preparing for Emergencies Youve developed a brilliant course, all of your materials are ready, and
the day is unfolding nicely when all of a sudden, things begin to go horribly wrong. What are you to do next? What to Do When Activities Go Wrong Here are some things that you can do if an activity flops: Stop the activity and refocus the group. Watch the energy levels. Organize an on-the-spot debriefing session and have the trainees identify what went wrong, and how to
remedy the problem or move beyond it. If the activity was applicable to the learning objectives and would work with some modifications, then make some changes and use it again. Module Six: Preparing for the Workshop Being ready is the sign of a competent trainer. Not being prepared can derail your training before its even started. Follow the tips and techniques in this module to help you deliver effective and memorable training. I have never let
my schooling interfere with my education. Mark Twain Creating a Materials List When it comes to materials, being over prepared is a good idea. Double check the list and your supplies to make sure that you do not run out of a particular item, and that everything works as it should.
Have a backup plan! Gathering Participant Information The more effort you can put into getting to know your potential training group, the more effectively you can design training that meets their needs. During training, or at the end with the evaluation form,
you can gather information. Make sure that information that you gather is protected in keeping with the appropriate privacy legislation. Setting Up the Physical Location An ideal classroom set up includes the following items: A room with minimum 10 foot ceilings and no pillars. Participants enter from the rear of the room. Tables are set up with a few less chairs than required. Have a few tables against the walls of the room so that participants can flip through or gather materials as needed.
One table at the front is helpful for the trainer to have access to their materials and to display items. Module Seven: Getting Off on the Right Foot Get the session started right by being ready to welcome people as they arrive. They are just as curious about you as you are about them. They also will warm up to you if you are ready and welcoming each one as they arrive. Creative thinking may mean simply the
realization that theres no particular virtue in doing things the way they have always been done. Rudolph Flesch Greeting Participants The instructor greeting participants as they come in the door Request from the instructor for participants to make
themselves a name tag or tent card Trainees introducing themselves individually Some type of icebreaker takes place Trainer is introduced The trainer and the room are prepared, ready, and welcoming Agenda is reviewed Participants are asked about their expectations and learning objectives Being Prepared
Set up your materials Make sure the room is prepared properly Locate the washrooms Locate emergency exits Using Icebreakers and Energizers ICEBREAKERS are an opener into training, and can serve multiple purposes. ENERGIZERS are exactly that. They are a short (often 5-10 minute) activity that also can serve more
than one purpose. Module Eight: Delivery Tips and Tricks In instructor-led, participant-centered learning, we are always looking for ways that participants can be successful through a period of self discovery. The art of teaching is the art of assisting discovery.
Mark Van Doren Using Visual Aids Videos can be very helpful at showing motion, which is important, for example, at showing how machinery
works. If you are using a video clip, choose it carefully. Preview the video clip. Make sure that you have the appropriate copyright permission. Creating Supporting Materials WHITEBOARDS FLIP CHARTS POWERPOINT Break!
With a little practice, you will be able to gauge when your group needs a break from training. If people are getting sleepy introduce a quick stretch break or short energizer. Another technique is to ensure that there is plenty of cold water available in the room so that people feel well hydrated. Module Nine: Keeping it Interactive
Participant-centered training is led by a trainer, but sometimes you may almost wonder why you are there because things are going so well! This module will give you some ways to create one of those energetic, interactive workshops. The real voyage of discovery consists not in seeking new
lands, but in seeing with new eyes. Marcel Proust Encouraging Discussion Provide participants with the objectives of the discussion. The trainer should ask a question to the entire group, and then select
the person who will answer it. Provide people with processing and thinking time. Respect everyones answers and thank them for them. Using Group Work Provide the group with clear directions, points to discuss, or case studies to keep their work focused Make sure that you have all the needed materials for group work to start on time and be most effective
Circulate around the room, keeping groups on track and offering assistance or refocusing when needed The Power of Sticky Notes Write just one idea per note. Write only one or two words per note. Use saturated color markers and write in the same size letters you use
on your flip chart or whiteboard. Place smaller sticky notes on participant tables so that they can use them to highlight memorable information throughout your workshop or use them as a bookmark. Module Ten: Dealing With Difficult Participants Training involves people who, as we have already discovered, come to class with different reasons and motivations. Prepare for behaviors that can derail your training plan, so that you can continue to deliver effective training
Its always helpful to learn from your mistakes because then your mistakes are worthwhile. Garry Marshall The Ground Rules The three key rules are: Respect.
Encouraging participation and fun. What takes place in the workshop stays in the workshop. Challenges and Solutions UNDESIRED BEHAVIOR:
Sometimes, though, things can happen that will set your training schedule sideways. In order to be prepared for interruptions, you and your group will develop some sure fire strategies to manage them effectively. Module Eleven: Tackling Tough Topics You may be asked to facilitate a subject that is very sensitive, or could find yourself part way through a presentation and learn that you have struck a nerve and will need to adjust your material. No matter how
thoroughly a person learned the Greek alphabet, he will never be in a condition to repeat it backwards without further training. Hermann Ebbinghaus
Tough Stuff to Watch Out For What can you do to identify difficult situations before training and be prepared for them? Adjusting Your Material for a Sensitive Issue Sometimes the unexpected can arise in an otherwise harmless training sessions. Your flexibility at managing a classroom, dealing with change, offering
support, and creating a safe learning environment will all contribute to the success of this training endeavor. Dealing With Sensitive Issues in the Workshop It does not have to be called an attitude survey. Participants may not want to reveal their answers to one another. The attitude survey can be a good pre- and post-training activity.
Watch your language. Module Twelve: Wrapping Up Although this workshop is coming to a close, we hope that your journey to improve your skills as a trainer is just beginning. We wish you the best of luck on the rest of your travels! Really great people make you feel that you, too, can
become great. Mark Twain Words from the Wise Aristotle: Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit.
B.B. King: The beautiful thing about learning is that no one can take it away from you. Thomas J. Watson: Recently I was asked if I was going to fire an employee who made a mistake that cost $600,000. No, I replied, I just spent $600,000 training him.
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