How to be an Effective Trainer

1. How to be an Effective Trainer

2. Presentation Outline Roles as a trainer Impediments to training Overcoming training anxieties Training development process

3. What is a Trainer? A facilitator A designer A networker A quality manager An organizer A researcher An “actor” An assessor A motivator The Role of the Trainer: The trainer must assume a number of roles. Requirements of being a Trainer. As trainers we need to make sure that what we say is heard. When knowledge is imparted orally only about 20% of the information is usually retained by listeners. Therefore the voice needs to be of sufficient volume to be heard, but not so loud as to be irritating, and the voice should be varied, so as not to be monotonous. It is important for the trainer to choose language and information that can be understood by the trainee. Thus, the language needs to be clear and appropriate to the trainees. We need to deliver the material in a way that is remembered. It is important to use tricks to aid memories. This may be documentation, pictures, training exercises, role playing etc. If effective audio visual aids are used the proportion of information retained increases up to 80%. Another aspect of training is to make sure that the information that is delivered is relevant and can be used. For example, it is pointless training someone to use equipment that is not available in their own environment, although information about a technique requiring that equipment may be useful eg., in making choices when purchasing new equipment. The Role of the Trainer: The trainer must assume a number of roles. Requirements of being a Trainer. As trainers we need to make sure that what we say is heard. When knowledge is imparted orally only about 20% of the information is usually retained by listeners. Therefore the voice needs to be of sufficient volume to be heard, but not so loud as to be irritating, and the voice should be varied, so as not to be monotonous. It is important for the trainer to choose language and information that can be understood by the trainee. Thus, the language needs to be clear and appropriate to the trainees. We need to deliver the material in a way that is remembered. It is important to use tricks to aid memories. This may be documentation, pictures, training exercises, role playing etc. If effective audio visual aids are used the proportion of information retained increases up to 80%. Another aspect of training is to make sure that the information that is delivered is relevant and can be used. For example, it is pointless training someone to use equipment that is not available in their own environment, although information about a technique requiring that equipment may be useful eg., in making choices when purchasing new equipment.

4. Impediments to Training Lack of trainers Lack of management support Lack of preparation Training materials not available Impediments to Training: Training will not be effective if:- Sufficient trainers with appropriate skills are not made available by management. Management is not supportive. Materials are not available to support the trainer eg: library materials, audio visual aids.Impediments to Training: Training will not be effective if:- Sufficient trainers with appropriate skills are not made available by management. Management is not supportive. Materials are not available to support the trainer eg: library materials, audio visual aids.

5. Training Anxieties What will I say next? What if they know more than I know? Do I have everything that I need? How much longer to go?

6. Anxieties to Constructive Activity What are my objectives? What do the trainees already know? Have I chosen the right method for presentation? Will my visual aids have sufficient impact? How will I know if the training session has been successful? The purpose of training is to produce results back on the job. The purpose of training is to produce results back on the job.

7. What makes people learn? If they will be affected by materials If there is process for application Related to prior personal experience Repetition Learning: Adults come to training with previous experiences and preconceptions of the learning process and of the materials. Context of the learning and the relevance of the materials is of great importance. Active learning (participation) allows the trainees some control and input into the training process. Practice and repetition reinforces the learning process and enhances the retention of material or information.Learning: Adults come to training with previous experiences and preconceptions of the learning process and of the materials. Context of the learning and the relevance of the materials is of great importance. Active learning (participation) allows the trainees some control and input into the training process. Practice and repetition reinforces the learning process and enhances the retention of material or information.

8. Adult Learners Adults are: autonomous and self-directed have a wealth of life experiences and knowledge goal-oriented relevancy-oriented practical

9. To Organize Our Training: The exchange of information must be facilitated It must be put together with the trainees in mind Materials must be appropriate and understandable It needs to be supported by organizations The process must be taken seriously The Trainer As an Organiser: The information or skills need to be transferred effectively therefore the training must be organised to facilitate this. The trainer must organise the time and place for the training. The training must be organised so that the skills or information are in a form that can be assimilated by the trainee. The materials must be prepared and appropriately organised. Sufficient time must be allowed. We should gain support for the training either through management or organisations.The Trainer As an Organiser: The information or skills need to be transferred effectively therefore the training must be organised to facilitate this. The trainer must organise the time and place for the training. The training must be organised so that the skills or information are in a form that can be assimilated by the trainee. The materials must be prepared and appropriately organised. Sufficient time must be allowed. We should gain support for the training either through management or organisations.

10. Training Development Process: A Stepwise Approach Assess training needs Determine target audience Develop course content Deliver material Evaluate effectiveness 1. Plan: Planning is essential to a successful outcome of training1. Plan: Planning is essential to a successful outcome of training

11. Assess Training Needs Requires a planning process Methods surveys interviews focus groups Involve key stakeholders Identifying Needs: The specific criteria for each training session will need to be identified. The complexity of the criteria will depend on the extent of the training. Identification of needs again requires ingenuity and a planning process. Trainees needs may vary considerably, especially if you are training a group. The methods of discovering the needs will vary. The modes of researching the needs will vary. In some situations the need is implicit or mandatory Remember that training is only one of seven possible solutions to closing performance gaps. Others include:An organizational policy changeA job/process procedure changeAn incentive changeA change in placement requirementsA change in recruitment requirementsOne-on-one coaching for either the employee or the supervisor Identifying Needs: The specific criteria for each training session will need to be identified. The complexity of the criteria will depend on the extent of the training. Identification of needs again requires ingenuity and a planning process. Trainees needs may vary considerably, especially if you are training a group. The methods of discovering the needs will vary. The modes of researching the needs will vary. In some situations the need is implicit or mandatory Remember that training is only one of seven possible solutions to closing performance gaps. Others include:

12. Determine Target Audience Who will benefit? New employees Operators of new equipment or technology Those appropriate to receive the information Those who want the information May identify themselves May be assigned to training

13. Develop Course Content Select an appropriate delivery mode Assure information is appropriate materials must be relevant to the training materials must be up-to-date language is appropriate Use available resources training aids literature the Internet

14. Deliver Course Content Be Prepared Site Deliver training in an interesting manner Be creative Include participatory activities Deliver in time available Offer opportunity for feedback Provide resources to trainees Suitable Venue for Training It is important that trainees are comfortable during the training process. If they are too hot or too cold, too cramped or too spread out the effectiveness of the training will be compromised. The requirements of the training should be carefully defined and all made available before training commences. How often have we been at a training session, halted because there is no spare projector bulb? Suitable Venue for Training It is important that trainees are comfortable during the training process. If they are too hot or too cold, too cramped or too spread out the effectiveness of the training will be compromised. The requirements of the training should be carefully defined and all made available before training commences. How often have we been at a training session, halted because there is no spare projector bulb?

16. Planning & Obtaining Feedback Use methods to evaluate: Likes and dislikes Increase in knowledge If goals and objectives were achieved Evaluations should be planned to assess: Application in practice Impact Planning and Obtaining Feedback: Plan what feedback is required. To assess success of presentation to assess the usefulness of the training to assess that information has been transferred effectively to prepare a summary of the training to help planning future training to aid in assessing individuals needs The evaluation method should assess what was liked. What was disliked, were the objectives achieved? Which ways could training be improved Obtaining feedback (evaluation) Methods used to obtain feedback include: questionnaires, exams or tests, assessing results in practice (impact evaluation) games to obtain feedback, comment forms, discussion. Negative outcomes are useful. Evaluations are not to make trainers “feel better or feel good about themselves”. They are an opportunity to improve quality. Planning and Obtaining Feedback: Plan what feedback is required. To assess success of presentation to assess the usefulness of the training to assess that information has been transferred effectively to prepare a summary of the training to help planning future training to aid in assessing individuals needs The evaluation method should assess what was liked. What was disliked, were the objectives achieved? Which ways could training be improved Obtaining feedback (evaluation) Methods used to obtain feedback include: questionnaires, exams or tests, assessing results in practice (impact evaluation) games to obtain feedback, comment forms, discussion. Negative outcomes are useful. Evaluations are not to make trainers “feel better or feel good about themselves”. They are an opportunity to improve quality.

17. Summary: 6 P’s of Preparation roper reparation ractice revent oor erformance P

18. Message Everybody is a trainer There is a process to think through before you train anyone else