TRAIN THE TRAINER by 7BA3PjgK

VIEWS: 0 PAGES: 43

									            TRAIN THE TRAINER




Training 123 &

                                1
BASIC TRAINING




                 2
       Why Train?

• Impart Knowledge
• Skill Enhancement
• Standardized Procedures
• Increased Productivity
• More Valuable Employee

                            3
                           Basic Training
Why Train The Trainer?
• Subject Matter Experts

• Cost Savings

• Better ROI

• Self Reliant

• Development

                                            4
                            Basic Training (cont.)


Course Objectives
•   Reasons for a training plan
•   How to develop a training plan
•   What motivates adult learners
•   Who to select as your trainer
•   How to facilitate
•   Testing
•   Documentation


                                                     5
                        Basic Training (cont.)



Reasons for Standardized Training Plan
• Consistency across business units

• Different shifts & schedules

• Human Error


                                                 6
                         Basic Training (cont.)


 Keys to Achieving
 Effectiveness & Consistency

• Link training to business strategy
• Focus on the business issues
• Let customer demand shape
  T&D’s course offerings
• Clarify T&D’s business mission
• View T&D as an enterprise, not a
  function                                        7
                         Basic Training (cont.)



Selecting Training To Be Provided
Conduct a needs assessment
 1. Which employees need training?
 2. What skills must the employees acquire?
 3. What are the specific job requirements?




                                                  8
Trainer Skills
• Knowledge
• Motivation
• Preparation
• Patience and Flexibility


   Excellent job performance does
   not equate to “good trainer”     9
                         Basic Training (cont.)


Criteria
•   Subject matter expert
•   Communication skills
      Presences
      Relationships
•   Adult learning principles
•   Desire


                                                  10
5 Key Rules of Successful Trainers
1. Preparation and Presentation Skills must
  be continual focus
2. Must be able to laugh at yourself
3. Comfortable saying, “I don’t know” but I
  will find out
4. Possess patience and handle dissention
5. Explain things more than 1 way
                                              11
                           Basic Training (cont.)


Adult Learners
• Need to see relevance to their own life
  experiences
• Learn best when they have control over
  their own learning experience
• Like to apply experiences to learning
• Actively involved in learning process
• Benefit from experience-oriented learning
  situations
• Learn best in cooperative climates

                                                    12
Remember the 5 P’s
 • Preparation

 • Purpose

 • Process

 • Pay-off

 • Participation
                     13
                        Basic Training (cont.)


Adults Gain Information Two Ways
• Actively – through direct involvement
• Passively – through the absorption of
  information
Two Ways to Process Information
• Deductively – from the general
  to the specific    (Big Picture)
• Inductively – from the specific
  to the general     (Detail Oriented)
                                                 14
                         Basic Training (cont.)


Things that Make Learning Easy
•   Repetition
•   Being supportive
•   Arousing curiosity
•   Enthusiastic instruction
•   Competition
•   Satisfaction in accomplishment

                                                  15
                            Basic Training (cont.)


Things that Slow Learning Down
•   Monotony
•   Distractions
•   Fatigue
•   Anxiety
•   Not listening attentively



                                                     16
DEVELOPING A
TRAINING PLAN




                17
                   Developing a Training Plan
Design
A training plan should answer the following
  questions:
• Why do you need training?
• Who will receive the training?
• Who will conduct the training?
• What aspect of the learners’ work must
   be coordinated and who will manage?
• What will be the order of the training?
• When and how long will it run?
• Where will the training be conducted?
                                                18
                                  Developing a Training Plan (cont.)
Sample Training Plan
Title:

Written by: (author)

Date:

Objectives: At the end of the session, the trainees will be able to:
1.
2.
3.

Session Time: (amount of time sessions will take)

Number of Participants:

Equipment:
1.
2.

Potential Faults:
___________________________________________________________________________
___________________________________________________________________________

Methods Used:
___________________________________________________________________________
___________________________________________________________________________

Introduction – Day 1:
___________________________________________________________________________
___________________________________________________________________________

Body – Day 1:
___________________________________________________________________________
___________________________________________________________________________

Conclusion – Day 1:
___________________________________________________________________________
___________________________________________________________________________
                                                                              19
                 Developing a Training Plan (cont.)


The Project Plan
•   Planning
•   Directing
•   Control of resources
•   Implementation
•   Evaluation
•   Individual responsibilities

                                                      20
                Developing a Training Plan (cont.)

Elements to Include in Training Plan
• Specify course title (one-line)
• State course objectives, the expected
  performance and criteria to establish
  performance
• Design testing vehicle for each objective
• Outline how objectives will be achieved
• Build in an on-going evaluation to assess
  learning progress
• List learning activities, time allotted and
  materials you will use
                                                     21
             Developing a Training Plan (cont.)


Validation
During training program you should:
• Show at full speed
• Demonstrate at slow speed
• Trainee performs tasks
• Trainee trains you



                                                  22
                Developing a Training Plan (cont.)



Steps to Demonstrate Skills Will be Acquired


 C   lassroom (i.e. break room, conference room)
 W   ork area
 C   lassroom


                                                     23
                Developing a Training Plan (cont.)


Training Supplements
• Work Instructions

• Power Point Presentations

• Job Aids

• Cert Boards
                                                     24
Developing a Training Plan (cont.)




                                     25
DELIVERY




           26
                              Delivery


Stand Up and Deliver
• Delivery preparation
  Training plan
  Project plan
• Facilities preparation
  Room large enough?
  Internet available?
  Advance set-up?
  Room handicap accessible?
                                         27
                             Delivery (cont.)



Facilitator Requirements
•   Be honest
•   Have a sense of humor
•   Be prepared
•   Balance confidence and modesty
•   Read non-verbal cues from your audience
•   Dress appropriately

                                                28
                          Delivery (cont.)

TOP NOTCH Training Techniques
• Good voice
  Quality, Intelligibility, Variability
• Nonverbal clues
  Proper appearance
• Body movements
  Move moderately around the room, hand
  gestures
• Eye contact
                                             29
                                                         Delivery (cont.)


Prepare for Problems
Situation                             Corrective Action

Disruptive group member               Bring their behavior to their attention, but don’t
                                      make the remarks judgmental
Can’t get group to participate in     Choose up sides. Make the situation competitive
discussion
Entire group is noisy                 Give them something physical to do


A clique is trying to run the group   Break up the group into teams, thus separating
                                      the clique members
Nobody is interested in the           Change the presentation. Maybe you’re boring
material
The group argues with everything      Write the arguments down on the flip chart.
you say                               Answer them point by point

                                                                                           30
                                Delivery (cont.)


Controlling a Group of Veterans
• Run a relaxed class
• Make sure they know the agenda and why it’s
  important
• Show them how learning this material can
  improve their performance
• Don’t permit long discussions on non-relevant
  issues
• Keep to the timetable
• Talk to disruptive students privately

                                                   31
                             Delivery (cont.)


Don’t Allow Complaining Sessions
• Politely Listen to the first complaint
• Let any complainers know that the
  class isn’t convened for that purpose
• Be available before and after class
• Filter information to senior
  management regarding common
  complaints

                                                32
                           Delivery (cont.)


The Art of Handling Disruptions
• Always handle the problem early
• Never embarrass or put a trouble maker
  down in front of a group
• Never lose your temper during the
  presentation



                                              33
Testing for
Effectiveness




                34
                   Testing for Effectiveness


Evaluating the Training Effort
• Did the training accomplish its
  goal?
• Was it quality training?




                                               35
                     Testing for Effectiveness (cont.)

Types of Evaluations
• Reaction evaluation
  Measures attitude about learning
• Learning evaluation
  Measures level of learning (written test)
• On-the-job performance evaluation
  Measures change in the on-the-job behavior (demo test)
• Return-on-investment evaluation
  Measures cost savings, improved productivity, increased
  customer satisfaction and decreased turnover
                                                         36
                 Testing for Effectiveness (cont.)


Testing vs Evaluation
• Testing involves
  quantification of results

• Evaluation is the process
  of gathering information



                                                     37
                                   Testing for Effectiveness (cont.)


Written Test Checklist

Did the material cover this question?

Was the subject covered in class?

Is the question clearly stated?

Is there one correct answer?

Is each question independent of every other question?

Are you dead certain of all the correct answers?

Is the subject matter important, something the student should remember back in the field?

Is sufficient time allowed for taking the test?

Is the test short?

Are scores important?




                                                                                            38
                 Testing for Effectiveness (cont.)


Refresher Training-Why?,
 When?, How?
•   Compliance training
•   Performance improvement
•   Cross training
•   Process change
•   Trainer re-certifications

                                                     39
DOCUMENTATION




                40
                          Documentation


Document, Document, Document
• Proof of Training for both employee and
  employer
• Compliance for safety training
• Compliance for ISO certification




                                            41
Any Questions



                42
    You are a


Certified Trainer
                    43

								
To top