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Train the
Trainer
By:@tantia90
Content
Theprinciplesof
learning
END TOEND
TRAINING PROCESS
We are all adult
learners !
TRAINING TEACHINGVs
• Provides knowledge in
theory and practice of
concepts, facts and
practices
• Theoretical & Passive
•...
TRAINING TEACHINGVs
CONSIDERATIONS FOR TEACHING ADULTS
ARE THEY READY ?
HOW IT WILL EFFECT
THEIR DAILY LIFE ?
KNOWLEDGE SHARING
/PARTICIPATION...
End-to-End
Training
Process
TRAININGPROCESS
ANALYSIS 1
2
3
4
• Formal/informal needs assessment
• Determine goals & objectives
DESIGN &DEVELOP
DELIVER...
1 ANALYSIS
WHAT IS NOW WHAT NEED TO BEVs.
It’s about finding Gap between :
Through…..
Observingand
Listening
SURVEYS
INTER...
1 A. ANALYZING AGAINST JOB DESCRIPTION
S.No. Job Description
Taskseasily
done
Tasksdifficult
todo
Kind ofcapacity
building...
1 B. ANALYZING AGAINST KPI REPORT
No. KPI ITEMS
TARGET
SCORE
ACHIEVEMENT
WHAT NEEDSTOBE
DEVELOPED ?
1 C. ANALYZING AGAINST FAULTLIST
No. MOST FAULTLIST ROOT CAUSE
WHAT NEEDSTOBE
DEVELOPED ?
1 D. DETERMINE OBJECTIVES, METHODS & SUCCESS CRITERA
PROBLEM
LIST
TRAINING
OBJECTIVES
TRAINING
METHODS
To strengthen exist...
1 D. DETERMINE OBJECTIVES, METHODS & SUCCESS CRITERA
TRAINING
OBJECTIVES
THIS TRAININGWILL BE
SUCCESS IF….
To trainees are...
D.I.Y.1
Determine training’s
goals objectives based
on JD, KPI report &
Fault List
2 DESIGN& DEVELOPDevelop training points based on the objectives
OBJECTIVE
MAINPOINTS
TOPICS
FINALCONTENT
D.I.Y.2
Develop your objective
into main training
points
2 A. DEVELOP WITHIN STORYLINE
The starting
point
Our
Roadmap
Our 1st Step
Our next steps
Almost there….
We’ve Arrived !
Ch...
Why?
Who?
What?
How
much?
Where?When?
How?
Portrait
Chart
Map
Timeline
Flowchart
Equation
b. INCORPORATE VISUAL ASPECTS2
Thisis‘Document’
info
infoinfoinfo
infoinfoinfo
infoinfoinfoinfoinfo
infoinfoinfoinfoinfo
infoinfoinfoinfoinfo
infoinfoinf...
SET THE
STAGE
D. ORGANIZE THEPRESENTATION2
CONTENT
END
• Introductions (you & them)
• Agenda, breaks, bathrooms
• Get “buy...
D.I.Y.3
Develop training
program with 10 mins
duration in form of
bullet points
E DEVELOP SUITABLE LEARNING ENVIRONMENT2
CLASROOM
BASED
WORKSHOP
ONTHE
JOB
WORK
EXPERIENCE
D.I.Y.4
Pick a training
subject & decide the
best learning
environment!
It’s time to
Present !
3 DELIVERY
Ideally planned Trainee’s reactionVs.
In delivering presentation, we must account for :
Through…..
INTERESTING
...
INTEREST
A. 5 STARINTRODUCTIONS3
GREETINGS OBJECTIVES
SET
EXPECTATIONS
POSITIVE
BODY
LANGUAGE
Game, Music /
video playing ...
MAKE NO
ASSUMPTIONS
ASK QUESTIONS YOU
REALLY WANTAN
ANSWER TO
VOCAL
VARIETY
NON VERBAL CUES
AFFECT
COMMUNICATION
• Jargon
...
FEEDBACK
QUESTION
C. GIVING QUESTIONS TOTHE TRAINEE3
TEACING
QUESTION
ACTIVITY
QUESTION
Whether or not
knowledge has been
...
RELEVANT
QUESTIONS
D. DEALINGWITHQUESTIONS FROMTRAINEE3
IRRELEVANT
QUESTIONS
ANSWER
NOTKNOWN
If the questions based on the...
D.I.Y.5
Deliver training to
others using the
delivery principles !
4 EVALUATING
SUCCESS CRITERIA TRAINING RESULTVs.
In evaluating:
With 4 standards level of evaluation for the trainee :
Lea...
THIS TRAININGWILL BE
SUCCESS IF….
EVALUATION
METHOD
Results of the training
The Trainer’s effectiveness
The actual applica...
D.I.Y.6
Determine the best
evaluation method for
your training
program !
4 EVALUATING EVALUATION FORM
D.I.Y.7
Do evaluation on the
presentation trial
RECAP ON TRAININGPROCESS
ANALYSIS 1
2
3
4
• Formal/informal needs assessment
• Determine goals & objectives
DESIGN &DEVELO...
Thank you
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Train the trainers

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A practical guide for the trainers to plan, design and deliver engaging training materials

Publié dans : Direction et management

Train the trainers

  1. 1. Train the Trainer By:@tantia90
  2. 2. Content Theprinciplesof learning END TOEND TRAINING PROCESS
  3. 3. We are all adult learners !
  4. 4. TRAINING TEACHINGVs • Provides knowledge in theory and practice of concepts, facts and practices • Theoretical & Passive • Provides the experience to understand this knowledge and transform it into real time application • Real life & Active
  5. 5. TRAINING TEACHINGVs
  6. 6. CONSIDERATIONS FOR TEACHING ADULTS ARE THEY READY ? HOW IT WILL EFFECT THEIR DAILY LIFE ? KNOWLEDGE SHARING /PARTICIPATION PRACTICAL PRACTICE • Formal/informal needs assessment • Determine goals & objectives • Ask questions • Encourage discussion Hands-on exercises, real-life scenarios Personal benefits
  7. 7. End-to-End Training Process
  8. 8. TRAININGPROCESS ANALYSIS 1 2 3 4 • Formal/informal needs assessment • Determine goals & objectives DESIGN &DEVELOP DELIVER EVALUATION Results based on objectives • Determine the content • Determine delivery method • Create the materials Deliver the content
  9. 9. 1 ANALYSIS WHAT IS NOW WHAT NEED TO BEVs. It’s about finding Gap between : Through….. Observingand Listening SURVEYS INTERVIEWS KPI REPORT ASSESMENT UNDERSTANDING BUSINESS PLAN
  10. 10. 1 A. ANALYZING AGAINST JOB DESCRIPTION S.No. Job Description Taskseasily done Tasksdifficult todo Kind ofcapacity building required
  11. 11. 1 B. ANALYZING AGAINST KPI REPORT No. KPI ITEMS TARGET SCORE ACHIEVEMENT WHAT NEEDSTOBE DEVELOPED ?
  12. 12. 1 C. ANALYZING AGAINST FAULTLIST No. MOST FAULTLIST ROOT CAUSE WHAT NEEDSTOBE DEVELOPED ?
  13. 13. 1 D. DETERMINE OBJECTIVES, METHODS & SUCCESS CRITERA PROBLEM LIST TRAINING OBJECTIVES TRAINING METHODS To strengthen existing knowledge & skill To introduce new process To do corrective action and minimize error Self correction Demonstration Team & Individual Exercise
  14. 14. 1 D. DETERMINE OBJECTIVES, METHODS & SUCCESS CRITERA TRAINING OBJECTIVES THIS TRAININGWILL BE SUCCESS IF…. To trainees are more knowledgeable on… To trainees fully understand new process The trainees understand their mistakes & know how to solve them
  15. 15. D.I.Y.1 Determine training’s goals objectives based on JD, KPI report & Fault List
  16. 16. 2 DESIGN& DEVELOPDevelop training points based on the objectives OBJECTIVE MAINPOINTS TOPICS FINALCONTENT
  17. 17. D.I.Y.2 Develop your objective into main training points
  18. 18. 2 A. DEVELOP WITHIN STORYLINE The starting point Our Roadmap Our 1st Step Our next steps Almost there…. We’ve Arrived ! Check point All good explanations must follow the step by step : Check point Check point Check point Check point
  19. 19. Why? Who? What? How much? Where?When? How? Portrait Chart Map Timeline Flowchart Equation b. INCORPORATE VISUAL ASPECTS2
  20. 20. Thisis‘Document’ info infoinfoinfo infoinfoinfo infoinfoinfoinfoinfo infoinfoinfoinfoinfo infoinfoinfoinfoinfo infoinfoinfoinfoinfo infoinfoinfoinfoinfo infoinfoinfoinfoinfo Wahoou ! Thisis‘Slide’ info info info info info info info info info info info info C. MAKE SLIDE ASSIMPLE ASPOSSIBLE2
  21. 21. SET THE STAGE D. ORGANIZE THEPRESENTATION2 CONTENT END • Introductions (you & them) • Agenda, breaks, bathrooms • Get “buy-in” by telling them what and why • Logically organize the main points (in chunks) • Add sub-points to each chunk • Include Visual Aids, Exercises, Handouts • Summary • Questions • Other learning opportunities
  22. 22. D.I.Y.3 Develop training program with 10 mins duration in form of bullet points
  23. 23. E DEVELOP SUITABLE LEARNING ENVIRONMENT2 CLASROOM BASED WORKSHOP ONTHE JOB WORK EXPERIENCE
  24. 24. D.I.Y.4 Pick a training subject & decide the best learning environment!
  25. 25. It’s time to Present !
  26. 26. 3 DELIVERY Ideally planned Trainee’s reactionVs. In delivering presentation, we must account for : Through….. INTERESTING DELIVERY 5STAR INTRODUCTION GIVING QUESTIONS DEALINGWITH QUESTIONS
  27. 27. INTEREST A. 5 STARINTRODUCTIONS3 GREETINGS OBJECTIVES SET EXPECTATIONS POSITIVE BODY LANGUAGE Game, Music / video playing right at the start Greet the participants & introduce yourself What & how they will be covered Let the group know how & when they could participate Make first 10 seconds of positive impression
  28. 28. MAKE NO ASSUMPTIONS ASK QUESTIONS YOU REALLY WANTAN ANSWER TO VOCAL VARIETY NON VERBAL CUES AFFECT COMMUNICATION • Jargon • Ask, don’t tell Don’t be “flat” • Tone • Appearance appropriate for audience Count to 7 before deciding to move on with materials / next question b. INTERESTING DELIVERY3
  29. 29. FEEDBACK QUESTION C. GIVING QUESTIONS TOTHE TRAINEE3 TEACING QUESTION ACTIVITY QUESTION Whether or not knowledge has been acquired and understood Enables a lesson to be built up whilst involving the full attention of the participants through maximum activity Questioning is an invaluable technique of instruction and involvingparticipation. Type of questioning are : To regain the lost attention of a trainee, a question is pointed at him
  30. 30. RELEVANT QUESTIONS D. DEALINGWITHQUESTIONS FROMTRAINEE3 IRRELEVANT QUESTIONS ANSWER NOTKNOWN If the questions based on the materials covered, we can passed to the group, or otherwise answer it • Depends on genuineness, if indicates thirst for knowledge, it can be answered later • If not, we can state it and explain why it’s irrelevant • Admit that we don’t know the answer yet • List the questions first and answered them later
  31. 31. D.I.Y.5 Deliver training to others using the delivery principles !
  32. 32. 4 EVALUATING SUCCESS CRITERIA TRAINING RESULTVs. In evaluating: With 4 standards level of evaluation for the trainee : Learning progress Reactions tothe training on-the-job behavioural changes Business&org. result
  33. 33. THIS TRAININGWILL BE SUCCESS IF…. EVALUATION METHOD Results of the training The Trainer’s effectiveness The actual application of training to the job The growth in skills and knowledge The effectiveness of the design of the course Work Result Interview Survey 4 EVALUATING Measurement
  34. 34. D.I.Y.6 Determine the best evaluation method for your training program !
  35. 35. 4 EVALUATING EVALUATION FORM
  36. 36. D.I.Y.7 Do evaluation on the presentation trial
  37. 37. RECAP ON TRAININGPROCESS ANALYSIS 1 2 3 4 • Formal/informal needs assessment • Determine goals & objectives DESIGN &DEVELOP DELIVER EVALUATION Results based on objectives • Determine the content • Determine delivery method • Create the materials Deliver the content
  38. 38. Thank you

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