TRAINING FOR DUMMIESBy

ELAINE BIECH

Slides Prepared By Indranil Bhaduri

Freelance Sales TrainerContact for Content Writing

Sales and Soft Skills TrainingBUYINDRANIL@GMAIL.COM

Big Question What is training ?Training is about CHANGE. It is about

TRANSFORMATION. It is all about LEARNING Training is a PROCESS designed to assist an individual to learn new skills,knowledge, or attitudes.

Do you have what it takes to be a trainer?

Role of a Trainer

Career coach Facilitator Chief learning officer Instructional designer Computer-based training Designer Instructor Corporate trainer Courseware designer Curriculum development Specialist Executive coach Organization development Specialist Technical trainer

What do Trainers Do?

Two roles (DESIGN and DELIVERY )

Whether you design, deliver, or do a bit of both, you have two aspects to master:

CONTENT PROCESS

Do You Have What It Takes to be A TRAINER?

• Are you willing to work longer than an 8-hour day?

• Are you also willing to stay later than your official “ending” time?

• Can you stand on your feet all day?• Can you perform even when you feel

lousy?• Are you prepared to constantly give

of yourself without expecting to receive anything in return?

Do You Have What It Takes to be A TRAINER?Contd…….

• Can you be the perfect role model all the time?

• Can you cope with constant logistic problems?

• Are you prepared to encourage your participants even when there is a lack of management commitment?

• Can you deliver hard feedback?

Why Adults Learn

• Think back to the past 60 days. What is ONE thing you learned?

Adult Learning Theory:Malcolm Knowles

• Malcolm Knowles’ 6 assumptions• Adults have a need to know why they

should learn something before investing time in a learning event

• Adults enter any learning situation with an image of themselves as self directing, responsible grown-ups.

Contd…

Adults come to a learning opportunity with a wealth of experience and a great deal to contribute.

Adults have a strong readiness to learn those things that help them cope with daily life effectively.

Contd..

• Adults are willing to devote energy to learning those things that they believe help them perform a task or solve a problem.

• Adults are more responsive to internal motivators such as increased self esteem than external motivators such as higher salaries.

Bloom’s Taxonomy

KSAknowledge (cognitive),skills (psychomotor)attitude (affective)

Trainers address three types of learning: knowledge (K), skills (S), and influencing attitude (A).

Who’s who?

• Trainer Title given to adults who are the

learning catalysts so other adults may learn new skills and knowledge.

Facilitators

• Facilitators: Title given to adults who ensure

learners’ participation; sometimes interchangeable with trainers but more often used when little knowledge or skill is dispensed

Presenter

Title given to adults who deliver speeches at conferences or to larger groups

Instructor

Title used for teachers in academia.

Teacher

Title most often given those who are instructing children; pedagogical

How about those who are receiving the training?

• Learners: A neutral term that can be used for anyone gaining information.

• Participants: A general term used by trainers to refer to anyone in a learning or intervention session

• Trainees: Synonymous with participants; most recently has been replaced by “learners” or “participants.”

• Students: Used for young children; pedagogical.

The Training Cycle

• Analysis• Design• Development• Implementation• Evaluation

•acronym ADDIE

Training Jargon

ADDIE/Andragogy /Assessment/Asynchronous Training/Learning/Audiovisuals/Blended learning/Bloom’s Taxonomy/CBT/Chunking

Criterion-referenced instruction/Delivery method/Design/Development/Evaluation

Hard skills/Icebreaker/ISD/Job aid/KSA/Learning objective/Learning style/SME/Soft skills/Task analysis

Training Design :Stages

1.Assess and analyze needs 2.Develop learning objectives

STEPS of conducting a needs assessment

• ASK• Why?• How?• What?• who?• and when?

IMPORTANT

1.Identify a need or data to investigate a problem

2.Determine a plan for gathering data

3.Gather the data (talk to people, read books).

4.Analyze the data you collected 5.Make a decision (decide to go or

not)

TIP

• No matter how extensive and complete your assessment and analysis are, it is always a good idea to conduct a mini needs assessment at the beginning of each session.

Blooms Cognitive Domain

Knowledge ComprehensionApplication AnalysisSynthesis Evaluation

GOOD objective must be SMART

• Specific• Measurable• Attainable, yet a stretch• Relevant• Time-bound

FORMULA

• ABCDs• Audience (who)• Behavior (will do what)• Condition (by when or some other

condition, such as with assistance)• Degree (how well, if not 100 percent of

the time)• Template:• _______ will _______, by _______, ________.

How Do I Begin?

STEP !List all the learning objectives for

the session.This is the basis for the content.

STEP !!If you need to break the objectives

down to smaller, more manageable units, do so now.

Step !!!

• Arrange the learning objectives into a logical learning sequence.

• • Chronological• • Procedural order• • Problem/solution• • Categories• • General to specific• • Simple to complex• • Less risky to more risky• • Known to unknown

Step !V

• Determine content, ensuring that you have enough, but not too much.

• What do your learners need to know? Need to do?

• What specific knowledge and skills will help them achieve the learning objectives?

STEP V

• Identify the BEST methodology • role play OR• Discussion OR • Practice

STEP VI

• Develop or purchase the support material you need to go along with what will happen during the learning experience.

STEP VII

• Conduct a pilot to determine what needs to be changed or improved to achieve success.

What else will your participantsexpect in your design?

• Icebreaker: 15 minutes• Introductions: 20 minutes (1 minute per

person)• Review agenda: 2 minutes• Mini needs assessment: 3 minutes• Introduce learning objectives: 10 minutes• Clarify their expectations: 10 minutes• Establish ground rules: 7 minutes• Housekeeping information: 1 minute

How do you know which type of activity to select?

• Knowledge If you want people to gain knowledge

about something, furnish them with information through these activities:

• Articles• Literature• Diagrams• Audiotapes• Buzz group

Skills

• If you want people to be able to do something and acquire a new skill, help them experiment by using these activities:

• Case studies• Demonstrations• Role playing• Videos and practice• Exercises• Worksheets

ATTITUDE

If you want people to change their values or priorities, assist them to inquire into and observe the old versus the new by using these:

• Instruments• Role plays• Debates• Structured games• Exercises• Self-analysis

Training Design

• Make or buy? That’s the question!

• What should you know before you buy?

What should you know before you buy?

• What’s the track record of the company?

• What kind of support will you receive from the company?

• Who is responsible for getting the work completed?

• What’s the timeline for completing the project?

SOME MORE………

• What, exactly, are you purchasing? Participant materials? Trainer's guides? Media support?

• What’s the quality of the materials?• Does the program include a trainer’s

manual?• Do you know how much you’re paying?• How consistent are the objectives of

the program with the needs of your organization?

FINALLY………

• Is the program rich in content?

• How will your most critical participants view the program?

Showtime:

Delivering a Dynamic Training Session

Facilitation and Presentation

What’s the Difference?

Are you a trainer or a facilitator?

Experiential learning activities (ELAs)

• Step 1, Experiencing: Do something

• Step 2,Publishing: Share observations

• Step 3, Processing: Interpret dynamics or concepts

Experiential learning activities (ELAs)

• Step 4, Generalizing: Connect to real life

• Step 5, Applying: Plan effective change

REACTing

• Relaxed and informal atmosphere

• Encourage participation

• Accept them where they are

• Communication is open, friendly, and honest

• Take control of their own learning

ShowTime

• Opening with a bang!!!!!!!!!!• Creating a supportive learning

environment!!• Getting to know your participants and their

needs!!• Training and presenting like a pro!!• Encouraging questions!!• Using smooth transitions to move from one

place to another!!!• Bringing closure to a training event!!!

What’s in a name: Five secretsto remembering names

• Obtain a copy of the roster prior to your training session. Read it over and try to get a big-picture vision of how many people, men, women, and names.

• Also look for names that may be difficult to pronounce so that you can take extra care to listen when they introduce themselves.

What’s in a name: Five secretsto remembering names

• Work the introductions

• Use name tents

• Use small-group time

• Play a game

Cheat……!!!!!!!!!

• Finally, when all else fails, do what I do — cheat. Before the session starts I draw a sketch of the room and the table arrangement. As participants introduce themselves, I jot the person’s name at the corresponding place in the sketch. I can use that later as I practice everyone’s name. Participants feel good when you use their names. Work at remembering them.

What do they hear? The six Ps

• Projection• Pitch• Pace• Pauses• Pronunciation• Phillers

What do they see?

• Body stance is one of the first things participants notice

• Gestures• Facial expression• Eye contact• Nervousness

NOTES: To USE or NOT to USE?…Answer IS YES…………

• Use the trainer’s manual as your guide.

• Use the participant manual/materials as your guide.

• Develop your own notes.

Wrapping Up an Effective Training Session

• Ensure that expectations were met• Summarize the accomplishments and

gain commitment to action• Send them off with a final

encouraging word — or two

Mastering Media andOther Visuals

• Computer projection systems• Videos and DVDs• Overhead projectors• Flipcharts• Boards of all types (including

electronic)• Props

Training with Style

• Using Color to Evoke Emotions and Energize

• Red says, “Pay attention!”• Evokes happiness, cheerfulness, and

warmth.• Blue creates a feeling of reliability, trust,

maturity, authority, peace, and tranquility. Dark blue projects a masculine image, while light blue projects youth. Use blue early in a session to establish trust.

Contd…

• Indicates productivity, growth, youth, and health

• Stimulates energy, enthusiasm, and positive thinking

• Projects assertiveness, boldness, passion, and power.

• Usually indicates cleanliness, honesty, innocence, or goodness.

• Creates feelings of independence and solidarity

Contd..

• Indicates strength, support, solidly earthy, and a lack of superiority.

• Light pink indicates femininity and fun.

• project elegance and an image of status. May also suggest riches.

AUDIENCE :Managing disruptive types

• Movie Stars• Movie Stars like attention and want

to be the center of the action.• Deserters• Comedians Comedians, the class

clowns, may also be looking for attention through humorous remarks.

AUDIENCE

• Blockers• Blockers are the naysayers in the

group. They are the ones who are negative and don’t believe anything will work.

• Attackers• Attackers toss out barbs directed

toward the trainer, other participants, or the content.

Dominators

Dominators take up much air time by talking, sometimes repeating themselves,and sometimes speaking slowly and in great detail.

A 15-second relaxer

Try this relaxation technique. It takes only 15 seconds and works in almost any situation when you need to reduce anxiety.

A 15-second relaxer

1. Lower your head so that you’re looking straight down.

2. Squeeze your thumb and index fingertips together on both hands.

3. While squeezing your thumb and finger, inhale deeply while silently affirming, “I am calm and relaxed.”

A 15-second relaxer

4. Exhale slowly, relax your fingers, and tell yourself, “I am prepared and confident.”

5. Repeat four times as you visualize a successful training session.

6.Lift your head and smile to whoever is in your eyesight.

Evaluation

It’s Not Over Yet!

Evaluation

• Level I: Reaction• Level II: Learning• Level III: Behavior• Level IV: Results• Level V: Return on investment

ROI: What’s All the Hype?

In recent years a fifth level has been added to Kirkpatrick’s Four Levels of Evaluation: return on investment (ROI).

Trainers face a persistent trend to be more accountable and to prove their worth!!!!

What’s the ROI process?

• 1. Collect post-program data.• 2. Isolate the effects of training.• 3. Convert data to a monetary

value.• 4. Tabulate program costs.• 5. Calculate the ROI

TRAINER…….DO IT YOURSELF

• Become a Lifelong Learner• Consider certification• Attend conferences• Join an association or a group• Create mentoring opportunities• Train with a partner• Read• Go the Extra Mile: Stay on Top• of Your Game!

Ten core skills of a master trainer

• 1. Make and keep commitments. This means that a “yes” is a “yes” and a “no” is a “no.”

• 2. Face each day with a positiveattitude.

• 3. Persist until you succeed.• 4. Have a clear positive self-image.• 5. Multiply your value 100-fold.• 6. Treat this day as if it were your last.

Ten core skills of a master trainer

• 7. Master your emotions• 8. Laugh at the world and yourself• 9. See a need, take action.• 10. Seek guidance

Read Og Mandino’s book, The Greatest Salesman in the World. This book is less about selling and more about developing the personal skills needed to succeed in any job.

What’s to know about e-learning?

• Computer-based training (CBT)• CD-ROM courses• Web-based training (WBT)• Performance Support System (PSS)• Electronic Performance Support

System (EPSS)• Distance learning• Distributed learning• Webinars

Tips to Start Offon the Right Foot

• Establish a Climate Conducive to Learning

• Clarify Participants’ Expectations• Introduce the Content• Surprise!• Introduce Participants• Learn About the Group

Tips to Start Offon the Right Foot

• Establish Ground Rules• Confront Any Issues• Establish Your Credibility and

Style• Take a Break!

Ten Ways to IncreaseParticipation

• Begin to Encourage Participation Right from the Start

• Cards for the Shy and Faint of Heart• Give Your Role Away• Participation; Repeat, Participation• On Your Feet!• Say a Lot without a Word

Ten Ways to IncreaseParticipation

• Remove the Tables• Attention-Getting Answers• The Quietest• Participation Right to the End

Ways to Save Timein the Training Room

• Consider the Relationship of Time to Small Groups

• One Activity, Two (or More) Objectives

• Different Pace for Different Folks• Cut Out the Fat• Use Timekeepers

Ways to FormSmall Groups

• Count Off• Go to Your Corners• Personal Data• Secret Codes• Code the participants’ materials in

various ways. Purchase stickers and place them on the training materials

AddingHumor to Training

• I’m Lost!• Don’t Be Original!• All of your humor does not need to

be original. In fact, it may be better if someone else has tested it for you.

10 Icebreakers That Work

• Bingo• Expectations• Hopes and Fears• Introduce Me, I Introduce You• Go to Your Corners• Little White Lie• Personal Coat of Arms

TRAINING FOR DUMMIESBy

ELAINE BIECH

Slides Prepared By Indranil Bhaduri

Freelance Sales TrainerContact for Content Writing

Sales and Soft Skills TrainingBUYINDRANIL@GMAIL.COM