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Trainers Should … 1. Make a good first impression a. Enthusiasm b. Remove any fear c. Have an informal environment 2. Inform learners of objectives (and how they’ll be evaluated) a. Relate all parts of training to objectives regularly 3. Adults relate their learning to what they already know a. Use realistic examples 4. Adults learn by doing a. Variety in techniques spices up the day b. Use repetition c. Allow them to discover through exercises instead of through listening or watching 5. Trainer is a facilitator, NOT an expert a. Guide and prompt – do not tell 6. Use the audience to give feedback and to direct learning (The above comes from First-Time Trainer: A Step-By-Step Quick Guide for Managers, Supervisors, and New Training Professionals by Tom W. Goad 1997) Trainer Personality Traits There are skills related to working with people and trainers need to have them all. Friendly Good listener Able to make mistakes in front of people Able to deal with everyone individually and equally Calm when things go wrong Have the technical expertise required for the topic Can think on one’s feet Sense of humor Enthusiasm in voice and gesture Excellent communicator in writing and speech Train the Trainer Library Workshops: Presentation Skills Fall 2004 - This material has been created by Cheryl Gould for the Infopeople Project [infopeople.org], supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act, administered in California by the State Librarian. Any use of this material should credit the author and funding source. Presentation Do’s and Don’ts 1. It’s better to be simple and understandable then to be thorough. Accuracy is important but it’s better to make sense, then to be perfectly accurate. 2. Purpose of going through training material with learners – Make sure everyone has everything – don’t need to discuss each item in depth at this time. If there is something in there that you WON’T use during the class, this is the time to tell them about it since they may never look at the material again unless you let them know how valuable it is. 3. Try explaining the problem/issue; then ask the group for the solution. They often know, and if they’re off track you can then tell them the solution or answer. 4. Don’t assume knowledge – start from the ground up; it’s quicker than backing up or confusing people. It’s not Ok to say things like: a. “You all know about” b. “Everyone knows about” c. “I don’t have to tell you” d. “You’ve all seen this before” 5. When using ANY word that could be considered jargon, it’s worth explaining the word rather than letting them spend brain energy being confused or taking time out to answer a question. This is also true when you want to use an acronym for something you think is familiar; you need to say the acronym and what it means. 6. You can't teach everything, and people can't learn it all, so it's MORE important to get them thinking and energized. Don’t worry about not having enough material – they’ll be happy if you’re done early and pissed off if you waste their time to stretch things out. 7. Stress makes you tired and requires energy. Some of that is good; too much is bad. 8. In each section of the workshop be sure to give the “big picture” in your talk and on the PowerPoint slides, but let them learn some of the details while doing your well- thought-out exercises. Then let them ask questions after (or you ask them questions) to be sure they understood the details you wanted. 9. If something is really important you should say it, show it, and have them have personal experience with it through an exercise. Give Structure to Your Day 10. It communicates that you care, that you are prepared, and that the material is important. 11. Participants don’t have to spend time figuring out what is asked of them but can do the learning task. a. It’s like being in a hotel room with nothing to do but read or watch TV – it’s relaxing to be clear and not to have too many choices. b. “Please take out your handouts and take two minutes to look over X” 12. Giving the class structure minimizes confusion. Confusion requires brain activity and takes away from their energy to learn. 13. State the breaks’ start and end time; breaks aren’t optional and aren’t exercise time. 14. Tell them when you want them to watch you, when to follow your clicks on their screen, and when they should be working on their own. 15. Give an overview of the topic, how it’s organized, and then drill down – repeat the process. Go from concept to detail and back and forth. The PowerPoint presentation should support your points and help you stay focused. Master Trainer Program - July 2002 - This material has been created by Cheryl Gould for the Infopeople Project [http://www.Infopeople.org/], supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act, administered in California by the State Librarian. Any use of this material should credit the author and funding source. Efficiency Tricks 16. Teach to the middle of the class. Help extremes by adding bonus questions to the bottom of each exercise or having an advanced exercise they can work on if they finish others early. 17. Show off new features or efficient ways of doing things as a demonstration instead of letting the whole class follow on their own computer, then have a step-by-step exercise. 18. Help slow learners during exercises; don’t slow the whole class down. 19. Remember they can’t learn everything that you know. You just want to move them one step forward in their thinking and to get them more confident either doing the task or approaching software and the computer in general. Stress Reducers 20. Let learners know they may not finish the entire exercise. 21. When giving advanced tips, let the group know that’s what you’re doing so they don’t feel like they have to get everything. 22. The “tone” of the class is set in the first half hour or so. You should be modeling the behavior you want from your students. Relaxed, patient, good listener, concerned with their learning, understand that there are varied abilities in the room. 23. Have people succeed in the beginning and at the end. 24. Make them get their hands off the mouse, and make them stretch or stand up. 25. If audience is tired ask them some questions, work in small groups, switch seats, or take a break. Question Asking Skills 26. Only ask questions for which you want an answer. 27. Give time for a response (at least count to five, if not 10). 28. If you really want an answer but no one speaks up, try to rephrase the question. 29. Open-ended questions are more useful than yes or no questions. If it’s a yes or no question, ask for a show of hands. Examples: “How did that go? What part of it was difficult? What new thing did you learn? What are the steps to do X? What would you do in situation X? 30. Asking questions of the group gives you time to assess what’s going on and hear their concerns. 31. Be open to the fact that you’ll learn something from their answers. Master Trainer Program - July 2002 - This material has been created by Cheryl Gould for the Infopeople Project [http://www.Infopeople.org/], supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act, administered in California by the State Librarian. Any use of this material should credit the author and funding source.
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