Train-the-Trainer - Train the Trainer Session

					Train the Trainer
Session
“Our Company”
[Date]

                    1
Objectives
   Introduce you to the new foreman training
    content
   Give you practice delivering the new material
   Learn a few training techniques to ensure
    foremen best learn the material and understand
    how seriously we take these skills here
   Introduce you to the Communication Audit



                                                     2
    Part 1: Introduction to the New
    Foreman Training Content
   Purpose: Foreman communication is crucial, yet new
    foremen do not always have these skills

     Foremen  sometimes come and go in our industry; thus
      senior supervision like you is the driving force, the common
      denominator
          That’s why today we’re going to discuss how you can be their trainers

   Three communication tools:
     Giving timely, specific feedback (5%)
     Using sincere, specific positive recognition (8%)
     Using daily verbal exchanges to increase rapport            with
      tradesmen (4%)
                                                                           3
Part 2: Training techniques
   Self-fulfilling prophecy– “The students in
    your class this year have been chosen for
    you because they are exemplary”
       Record achievement for the students!
   If you believe your foremen are excellent,
    they will be!
        This works on your trainees, too. Tell them
        “You have high potential to master this
        content” and they will outperform

                                                       4
    “Telling” vs. “Teaching”
   Instructors who have a smaller percentage of “telling”
    remarks and a higher percentage of “teaching”
    remarks have a higher pass rate for their students
     “Telling” remarks: Thinking for the trainee, giving orders.
        Specific comments which inhibit any discretion on the part of the
         trainee
        “Put on your hard hat” versus “What are you forgetting?”



     “Teaching”remarks: Guiding them to conceptually
      understand.
                 Questions (e.g. “What was that part of the JSA that you forgot to
                  include?” )
                 Opinions (e.g. “That was good, making your feedback specific”)
           Encouraging the trainee to exercise discretion and become critical
            of his own performance                                        5
Making Learning Active
   Force them to reflect
        “Have you had a foreman in the past who
        communicated like this? How did you feel
        working for him/her?”
   Practice is the only way
     Explain  that this is not content for
      memorization, practice is the only way to
      master it
     Give them a scenario you dealt with on your
      last job and have them practice T.R.A.C.S.
                                                    6
Encourage Individual Learning
   Let them use their own words/ways– the
    point is to have them get comfortable with
    the basic skill
     Ask them to describe how well they did before
      you step in (do not immediately interrupt if
      they’re going off course)

   Ask them how they would apply this during
    the JSA
                                                  7
        Practice Makes Perfect
 Get into pairs
 Practice assignment:
     Deliver slides 10-15 to your partner (practice
      the transition/introduction), then switch
     Give each other feedback (teaching remarks)
     20 minutes (8 minutes each for practice, then a
     couple minutes of feedback)
     Use   these 3 techniques at least once: 1. self-
     fulfilling prophecy, 2. teaching remarks, 2. active
     learning (e.g. ask how they will apply this during the
     JSA)
                                                              8
Practicing what you preach
   Coaching with foremen
     “How  is it going using the daily verbal exchange skills
      we talked about during the orientation?”
   Timely, specific feedback
     “Iheard that you yelled at a guy this morning for
      bringing forward a near miss. Here’s how I want you
      to handle it next time…”
   Sincere, specific positive recognition
     “Iheard you’ve done a great job this week with giving
      quality feedback to your tradesmen.”
   Self-checking
     Ask yourself: How much did I “tell” versus “teach”
      during that orientation?                                   9
Wrap-up
   Introduction to communication audit

   What questions do you have? Ideas on
    how you’re going to deliver this?




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posted:6/4/2010
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