TRAIN THE TRAINER 2007

TUTOR GROUPS

Your Tutor is ………..(insert name)

Session 1 : Team Building Learning Objectives• By the end of this session participants will:• Be able to name the people in your group• Have participated in a team building exercise• Have built a giraffe• Be able to tell the difference between a ‘group’ and a

‘team’

Giraffe Building • You have 12 minutes to work as a team building a

giraffe. For those of you that can’t quite remember what a giraffe looks like, here is a picture (Show picture). The giraffe must be free-standing and you may only use the materials provided. You will have four minutes to discuss your plan for building the giraffe in which you may not commence building.You will then have eight minutes to construct the giraffe”.

Picture of Giraffe

Session 2: What is Training? Is Training the Answer?

By the end of this session participants will be able to:• Define training• Discuss the benefits of training• Identify situations where training is appropriate

Group exercise • “Training, development and education are just

different words to describe the same activity.”

• “With all the demands on staff and students’ time, they don’t have time for training.”

• “Trainers should go back to their colleges and organise a series of training events after this residential.”

Session 3 : Your role as a trainer Learning Objectives• By the end of this session participants will:• Discuss the role of a trainer• Identify the skills, qualities and experience of a great

trainer• Compare the needs of co-trainers and individual

trainers

Group Exercise 1. Why do we have a trainer? What is it they are there

to do?2. What are the benefits and potential difficulties in:• Co-training?• Individual Training?

Why do we have a trainer? What is it they’re there to do?

• To facilitate the training• To ensure an equal opportunities environment• To provide support and guidance• To evaluate sessions• To ensure all trainees are able to participate• To vary training methods• Prepare for the training - Ensure all the equipment is ready• Explain the aim of the exercise• Set objectives• Share past experiences• Inform trainees of timings and keep to them• Evaluate themselves as a trainer• Mediate

What are the benefits and potential difficulties in: Co-training? Benefits

– Support (moral/ practical)– Exchange Ideas– Variety of styles of participants– Not as tiring– Opportunity for peer evaluation

Potential Difficulties– Allocation of work– Who will take overall responsibility?– Compromise– Interrupting each other– Different styles of trainers

What are the benefits and potential difficulties in: Individual training? Benefits

– Can still have trainers meetings to exchange ideas– Can have overall responsibility– Good for self confidence

Potential Difficulties– On our own– If asked questions that are outside of the tutors notes-can’t

answer them straight away– If you’re ill/ tired– No support in the training room

What would co-trainers need to consider? • Be aware of each others strengths and weaknesses• Be aware of each others styles• Listen and maintain good communication• Set goals together• Peer evaluation• Establish clear roles, and ways you will work together (for example – one person

writes on flipchart whilst the other one takes ideas from trainees)• Set ground rules (eg have a signal that can be used if one person is struggling – so

“if I pick up a pink pen I am struggling and would like you to take over”)• outside of the session• prepare course content• develop knowledge of what is being taught• self-evaluate after the session• identify needs of trainees• commitment to sessions / organisation / developing the culture

The Great Trainer 1. Leave personal issues outside the training

room2. Equal Opportunity3. Facilitation4. Acting as a model5. Confidentiality6. Nobody’s perfect

Session 4: Learning Styles & Training Methodology

• Describe the stages of Kolb’s learning cycle• Describe techniques that are used in Accelerated

Learning• Describe a variety of learning styles• List and describe common training methods• Match training methods and learning styles• Explain the functions of the left and right

hemispheres of the brain• Describe the MASTER model• Apply accelerated learning methods to the training

environment

Factors that affect how adults learn • Their motivation to learn• Linking their learning to past, present or future

experiences• Practising what they have been taught• Learning in an informal, stimulating and comfortable

environment

The Competency Staircase

unconscious incompetence

conscious incompetence

conscious competence

unconscious competence

Kolb’s Learning Cycle

Concrete Experience

AbstractConceptualisation

Active Experimentation

Reflective Observation

Learning Styles QuestionnaireAre you an • Activitist ? • Pragmatist ? • Reflector ?• Theorist ?

When you have completed the questionnaire look forward in your workbook for an explanation of the different learning styles

M – Mindful State A – Acquiring InformationS – SenseT – Triggers E – Exhibit R - Review

Session 5 – Review of Day two By the end of this session participants will:• Be energised• Identified what was learnt from the previous day’s

session• Explain how they can use this in their job

"The human brain starts working the moment we are born, and stops the moment we stand up to speak in public" 

Sir George Jessel

Session 6 : Training skills for trainers By the end of this session participants will:• Apply techniques for presenting information• Discuss the importance of preparation• List the stages in the communication process• Apply effective questioning to facilitate discussions• Discuss methods of giving feedback

Benefits of Presenting Information• interactive and exciting - definitely not passive • gives lots of information very quickly• combines learning preferences•   trainer can adapt content to the needs of the group and

personalise session• trainer can adjust the pace of the session to the group

– allows audience to ask questions & check points– encourages creative thinking - people bouncing ideas off one another

•   a good trainer will measure the understanding of the group by asking questions.

• fun - there is the personal touch (the human element)

Think of the strengths and weaknesses of a presentation you’ve seen in terms of … Group 1• The presenter (their

appearance, behaviour etc..

• Their communication with the audience (e.g. confidence, body language etc..)

Group 2• The content of the

presentation• The materials that they

used to deliver it

Strengths and weaknesses of a presentation in terms of the trainer • make sure that they were fully prepared with

materials and equipment• personal appearance and presentation• clarity of delivery• Punctuality• keeping to the point• Introduction

Strengths and weaknesses of a presentation in terms of communication with the audience • they found out what group knew already (best to start

by assuming nothing)• stopped for questions regularly• didn’t use jargon and technical terminology• involved the group actively (ideas stormed ideas,

asked questions etc.)• looked for feedback to check that the group were

paying attention (if not, they GRAB it!)

Strengths and weaknesses of a presentation in terms of content

• familiarity with content• presented it in easy to digest "chunks"• checked that audience understood before presenting

more information

Strengths and weaknesses of a presentation in terms of materials • focused and positioned the OHP well• limited text on Slides• large font - easy to read• knew how to use resources correctly• arranged the room to suit the audience - ensured

plenty of light and air and space

Information Sandwich

“Say what you are going to say,Say it &

say what you’ve just said”.

Aardvark

Cycle of Communications

SENDER

MESSAGE RECEIVED

ENCODES

DECODES

RECEIVER RESPONDS

“hearing is the process of the ears receiving sound;

listening is the process of the brain attaching meaning to the

sound”

Giving Feedback 1. Positive feedback is highly motivating.

2. Focus on behaviour not on the person

3. Be specific not general.

4. Report feelings or consequences of behaviour

5. Be timely

Scenario's for giving feedback 1. Someone who during the review of the day makes

the same mistake for the fourth time.

2. Someone who has not contributed and is yawning occasionally

3. Someone who offers suggestions to the group, but always begins sentences with “I am not sure if this right, but..........”

Things to consider when presenting • Posture and Body Language • Voice • Eye Contact • Answering Questions • The Right Attitude

Session 7 : dealing with difficult trainees By the end of this session participants will:

• Identify different types of distinctive behaviour• List strategies aimed at neutralising the impact of

different behaviours on a group• Identify techniques for better managing your group

Top 10 tips to deal with difficult trainees 1. Set ground rules at the start - and refer back to this if

needed  2. Smile (naturally) & use eye contact 3. Room set-up - ensure that the room is set up well, with plenty of

light and space 4. Redirect trainee’s attention regularly - to yourself/flip

chart/exercise/other trainees - this way, trainees are less likely to get bored

 5. Involve everyone physically - e.g. Put up a flip chart on the wall,

give out handouts/resources, using good icebreakers, move trainees around in small groups regularly

Top 10 tips for dealing with difficult trainees cont …

6. Engage your audience - use humour to counter any resistance to learning; exaggerate bad examples when explaining how NOT to do some-thing, emphasise the unusual

 7. Change the pace of the training - at least every 20 minutes 8. Check the trainees’ understanding regularly 9. Be physically near to the trainees - they will pay more

attention when they feel your presence, & you become part of the group more quickly

 10. Use practical examples of how to apply the theory & skills -

summarising the benefits of the training.

Session 8 : Dealing with fears Learning Objectives• By the end of this session participants will:• Have identified any remaining fears• Be able to control these fears