TRAIN THE TRAINER

A skills overview for Trainers

The Big WHY?• Why Diversity Training?

• Why a Train-the-Trainer Workshop?

• Why YOU?

PRINCIPLES OF ADULT EDUCATION

• What makes Adults WANT to learn?

• How can we achieve “transfer of training” – how do we make it stick?

• What do Adults HATE?

NEED TO KNOW PRINCICPLE

• Adults want to know WHY and HOW

• Why they should learn this information

• How the information will help them

Strategies?

• This principle addresses participant motivation. How can the Instructor help students understand the purpose and value of the instruction?

PREVIOUS EXPERIENCE PRINCIPLE

• Some of the new information may conflict with their previous experiences or learnings, while other may enhance it

Strategies

• How can you build on participants’ previous experiences?

ENCOURAGING AND SUPPORTIVE LEARNING CLIMATE PRINCIPLE

• The learning environment must be physically and psychologically supportive

Strategies

• How can you make the classroom environment warm and supportive?

• What kinds of things do Adults dislike about classroom instruction and how can these be avoided?

THE PRACTICALITY PRINCIPLE.

• Most Adult Learners in the Workplace are more interested in application than in theory.

Strategies

• If you do not have any practice exercises for participants to try, how else might you make the transition from theory to practical application?

THE SELF-DIRECTION PRINCIPLE

• Excellent Adult Education Instructors will act more as a facilitator and mentor than as a traditional Expert Teacher

Strategies

• How can you tell the difference between those who are highly self-directed and those who may be other directed?

• How can you best accommodate both Self-directed and other directed learns in one class?

KNOWLEDGE OF SUBJECT CONTENT

• You don’t have to know EVERYTHING

• Not knowing something does not ruin your credibility

• Experts are frequently wrong

SESSION PACE

• Participants won’t show any more energy than the Instructor

• Start on time – end on time

A Special Challenge

• How can you get people back from breaks on time?

CONDUCTING EXERCISES

Group Discussion

• Dyads – 2• Triads – 3• Optimum Group

discussion size – 4-6• Optimum group project

size -7-10

MANAGING RELATIONSHIPS IN THE GROUP

• To manage group relationships, set the tone early

Set Group Norms

• Have participants draw up a list of “rules” they would all like to follow in the class and post them.

POSSIBLE PITFALLSfor instructors in diversity training

• What are some of the things that you have previously found annoying in courses that you have taken?

DIFFICULT/CHALLENGING PARTICIPANTS

Remember:Not all participants may

have the same agenda as you do

Not all participants will agree with your point of view

Not all participants are necessarily willing students

IN GENERAL . . .

• Be organized – Be on time – Be professional• Don’t take things too personally – the most

gifted of Instructors run into difficult participants from time to time

• Don’t argue with any one – take that type of discussion off line

SPECIFIC DIFFICULT TYPES

AIR HOG

• Monopolizes air time during group discussions

THE DISPUTER

• Argues with everyone including the Instructor

• Contradicts people,. Using phrases like “That’s stupid”, “That’s wrong”

THE UNFOCUSED

• Have difficulty making their point and may sound confused

THE SARCASTIC SNIPER

• Makes sarcastic comments, often in low tone of voice

• Uses humour as a way of sending a critical message

THE SEXIST/RACIST

• Makes sexist or racist comments in a joking manner

THE NEGATIVISIT

• Always points out faults and the downside of ideas

• Hates group work and makes it difficult for others in the group with constant criticism

• Doesn’t contribute to finding a solution but always points out how it might fail.

THE SOCIALIZER

• Chats to others around him/her while others are speaking

• Carries on a side conversation while you are talking

THE DOZER

• Eyes are closed during presentations

• May nod off• Has trouble staying

awake