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Train the Trainer

2. Introduction. Why TrainOverviewGap AnalysisTraining DevelopmentTraining Presentation. 3. Questions. . 4. Why train?. Prepare people to do their jobsImprove present job performanceAssist departments and organizations to Grow and Develop. 5. Why train?. Employees are a valuable assetEffectiv

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Train the Trainer

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    1. 1 Train the Trainer David Potty

    2. 2 Introduction Why Train Overview Gap Analysis Training Development Training Presentation

    3. 3 Questions

    4. 4 Why train? Prepare people to do their jobs Improve present job performance Assist departments and organizations to Grow and Develop

    5. 5 Why train? Employees are a valuable asset Effective training allows these assets to be used effectively

    6. 6 Why train? Effective utilization of employees allows for: Increased competitiveness Improved productivity Better quality Increased profitability

    7. 7 Terms and Concepts Instruction Imparting knowledge or skills in a systematic method Training To render proficient or qualified by instruction

    8. 8 Terms and Concepts Learning Knowledge obtained by study Education Systematic development through instruction or study

    9. 9 Terms and Concepts Adult Learner Anyone over 16 years of age Gap Difference between the knowledge and skills of your target audience and the knowledge and skills for desired performance

    10. 10 Adult Learning Not the same as training children Looking to motivate Everybody learns differently Some visual Some hearing Some hands on

    11. 11 Adult Learning Build a bridge between the material and the participants’ point of reference Adults deserve to be treated as adults Trainee needs to have confidence in you Instructor facilitating self directed learning experience

    12. 12 Adult Learning Don’t know what you know Nobody wants to admit deficiencies Person will say: “I know Everything” “I know Nothing” Either answer may be because of lack of self confidence

    13. 13 Principles of adult learning (as we grow older) Rely increasingly on prior knowledge and experience Short term memory declines while long term memory improves

    14. 14 Principles of adult learning (as we grow older) Individual differences are more pronounced Need to feel comfortable taking risks and experimenting with what is learned

    15. 15 Principles of adult learning (as we grow older Accuracy instead of speed Increasing self reliance, autonomy, and inner directedness Lack self confidence about learning

    16. 16 Principles of adult learning (as we grow older) Vision and hearing ability decline Energy level is lower and reaction speed becomes slower Oriented toward solving immediate problems and immediate applications

    17. 17 5 Stages of Learning 1 Frustration and Discouragement Constant support and Patience 2 Rapid Learning Growth Repeated Practice 3 False Plateau Patience on both parts

    18. 18 5 Stages of Learning 4 Peak Proficiency Reinforcement, Repetition and Feedback 5 Over Learning Period Immediate Reinforcement and Practice

    19. 19 Gap Analysis What is required of the job? Where are the trainees compared to the requirements?

    20. 20 What is required of the job? Ask others Look at job description Use your experience Look outside of the company

    21. 21 What is required of the job? Uncover skills and knowledge Depending on skills and knowledge dictates what type of training No skill-train Skilled-Motivate

    22. 22 Compare to requirements Determine where candidate is Fill the gap

    23. 23 “Find out what makes them tick and then train them on their clock”

    24. 24 Student types Unconscious incompetence: Don’t know what they don’t know Conscious incompetence: Know they don’t know

    25. 25 Student types Conscious competence: Know they know Unconscious competence: Don’t know they know

    26. 26 “By the inch it’s a cinch By the yard it is hard” By Dennis Whateley

    27. 27 Training Development Overall Goal for the training Objectives for each class, day, milestone or session Create an outlined plan Follow the outlined plan

    28. 28 Training Development Specify Targets Specify evidence of accomplishment Specify how success will be evaluated Ask others for input

    29. 29 Teach Inch by Inch

    30. 30 Training Development Develop for each Class, Day, Milestone or Session Tell what you will tell them, tell them and then tell them what you told them

    31. 31 Training Development Introduction should include: Ice breaker Common ground Opener Benefits Preview Goal, Objective, Plan

    32. 32 Training Development Middle Meat of the training

    33. 33 Training Development Tell me I will remember a little Show me I will remember more Involve me I will learn

    34. 34 Training Development Progressive Demonstration Instructor does and tells Instructor tells; Trainee does Instructor Feedback

    35. 35 Training Development Progressive Demonstration Trainee tells; Instructor does Instructor Feedback Trainee tells and does Instructor Feedback Trainee Practices

    36. 36 Training Development Closure should have: Summary Benefits Evaluation Link to introduction Plan of action

    37. 37 Training Presentation Developed a Goal Stick to the Goal Developed an Objective for every segment Stick to the Objective Developed a Training Plan outline Stick to the plan

    38. 38 Training Presentation Tell stories and Link to a point Ask questions and challenge ideas Your job as Trainers Motivators Salespeople Make them train you back

    39. 39 Motivators Recognition Being part of a team Doing a good job Food Money

    40. 40 Instructor should be: Energetic Flexible Encouraging Knowledgeable

    41. 41 Instructor should be: Organized Having fun Helping to relate material Keeping on track

    42. 42 Evaluate Training Effectiveness Training is 3 Legged like a stool Trainer Trainee Material Any fail the training will fail

    43. 43 Evaluate Training Effectiveness-Trainer Ask the student for their opinion Ask other trainers to evaluate you Do a self evaluation Do not take response personally Use it as an improvement tool.

    44. 44 Evaluate Training Effectiveness-Material Does it meet Goal? Did each section meet objectives? Does it have the proper amount of material? Did the material overwhelm the trainee?

    45. 45 Evaluate Training Effectiveness-Trainee Do they meet the requirements that were originally developed? Was the Gap bridged? What type of questions or feedback did they give during the training?

    46. 46 Evaluate Training Effectiveness-Trainee Develop some kind of method of analysis Test Other people’s opinions Have 2 people evaluate whether the students have met requirements.

    47. 47 Evaluate Training Effectiveness Develop a checklist Use requirements Use Goals Use Objectives for each segment Evaluate the 3 legs to the checklist

    48. 48 Any Questions?

    49. 49 Bibliography How to be a Better Trainer presented by Keye Productivity Center Instructional Design: Principles for Performance-Based Instructional Designs presented by Boston University Corporate Education Center Delivering Effective Training presented by Boston University Corporate Education Center Training the Trainer a Fred Pryor seminar Pryor Resources, Inc

    50. 50 Thank You!

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