Train the Trainer

Become a better trainer

Let motivation and imagination grow

Set a new standard of quality

 


 

Background Problems

 

Today’s trainers have to cope with many challenges

 

 

Teachers, instructors and trainers in today’s environment, are expected to be very flexible. They are experts in their individual fields and sometimes have to learn new subjects very quickly in order to teach them, but they have never had any formal pedagogical training. They are not “teachers”. Because of time pressure and costs they have to use fixed materials, written or compiled by other people. They are often not familiar with these materials and receive no help on the best way to teach them.

 

 

  • Flexibility demanded

 

  • No formal education

 

  • Time pressure

 

  • Unfamiliar materials

 

  • Little support

 

 Training problems put success at risk

It is difficult to set clear learning objectives and motivate people using materials written by somebody else. Trainers have no way of knowing whether they are “good teachers” and have no example to follow or formal “Know How” with which to judge themselves. The comments in the feedback forms illustrate where they are going wrong, but not how to improve. They worry that sessions are too intensive, too long, boring, or difficult, but with the amount of information they have to teach, it is difficult to know how to make it better.

 

 

 

  • Learning objectives unclear, hard to define

 

  • Risk of materials confusion can lead to unsuccessful training

 

  • No role models to learn from

 

  • Motivation difficult

 

 


 

The objective of “Train the Trainer” is to turn out good, enthusiastic trainers.

Train the Trainer” concentrates on 10 key areas over three days. The areas are: -  

  1. The psychological and theoretical facts behind learning: - how to ensure the training maintains a solid basis.

 

 

  1. A planning structure that breaks down the learning process into transparent modules, making it easier to concentrate on students needs.

 

 

  1. Participant involvement. The key to becoming a good trainer. How to keep students interested, motivated and fully involved with many different techniques that can be directly related to the subject materials.

 

 

  1. Working in pairs and groups. Shift the traditional work responsibility from the trainer to the participant. Discover training methods that will make training sessions things to remember!

 

 

  1. How to use the facilities in a training room to your advantage. When and why to vary the media being used. A special section – if it is needed – on computer-aided learning.

 

 

  1. Presentation skills. A technique to support the trainer in any teaching situation. The basic skill of standing up in front of an audience will be practised again and again over the course of the seminar.

 

 

  1. A collection of templates and ideas that can be used with almost any materials. Focus on specific materials.

 

 

  1. Time planning, organisation, room set-up and basic quality standards. Focus on details and the training environment.

 

 

  1. How I am seen by others”. Use film and video as an aid to learning and feedback.

 

 

  1. The way ahead. Practical ways of ensuring what you teach will be remembered in the long- term.

  • Learning theory

 

 

 

  • Lesson planning and objective setting

 

 

 

  • Activation and motivation

 

 

 

 

  • Peer group learning

 

 

 

 

 

  • Media handling

 

 

 

 

  •  The trainer, the presenter. In the public eye at all times

 

 

 

 

  •  Materials Workshop

 

 

  • The trainer as a role model

 

 

 

  • Self analysis

 

 

 

  • Future learning

 

 


 Benefits and Gains

Participating in “Train the Trainer” will make the experts also want to be good teachers. Their expertise in other areas deserves quality training-skills to teach it to others. On a personal level, they will be more confident to tackle new subjects and materials. The course will increase the ability to motivate people and to learn difficult, dry subjects. They will be better prepared and a lot more enthusiastic about the potential for their training. As a part of the training deals with the needs of the trainees and the company, the feedback process becomes more transparent and useful

 

 

 

The benefits of “Train the Trainer” do not end with the trainer. All of the people and staff who are subsequently trained will benefit from their expertise, not only as an authority, but also as a trainer. The subject matter taught will become easier to learn, and in many cases, less threatening. Staff will begin to look forward to being trained.

 

 

 

The company will benefit from the improved training. As the trainers become more experienced, they will be flexible enough to take on any subject with confidence. This has potential cost saving impact: less outsourcing, more expertise within the company.

  • Quality trainers

 

 

 

  • Extra confidence

 

 

 

  • Motivation increase

 

 

 

  • Fully prepared

 

 

 

  • Enthusiastic and imaginative

 

 

 

  • Good feedback

 

 

 

  • Positive image for training

 

 

  • Save money – increase knowledge base

 


 Different training has different emphasis. “Train the Trainer” meets the needs of both the company and the participants.

  • Individual focus

 

 

In the workplace, trainers have to go into a lot of detail and focus on specific needs. There are often processes and flowcharts that their students have to learn.

Emphasis on structured teaching, and sometimes “one to one” teaching.

 

  • Informative focus

 

 

 

 

Trainers need to be able to teach certain areas thoroughly – but always relating it to the “big picture”.

Emphasis on presentation skills and objective setting.

  • Global focus

 

 

The trainers are dominated by the company’s objectives. Normally, all the participants have to train the same subject in a certain amount of time because the project has to be implemented across the whole company. Emphasis on enthusiasm, group work and the common goals.

 Example 2 day outline

 




Day 1

 

Day 2

9.00

2 day Overview and Timetable

 

9.00

Learning Curve 2 – recap theory

 

9.15

7 rules of Adult Learning

 

9.15

Debrief Day 1

9.30

The Build-up and Target Knowledge

9.30

Exercise - Dealing with Difficult Participants

10.15

Break

 

10.15

Break

10.35

Controlled Practice – the Training Environment

10.35

Semi-controlled practice – pair work theory

11.05

Controlled Practice – Presentation Technique

10.45

Exercise - Pair work

12.15

Lunch

 

11.30

Activation and Motivation

13.15

Trainer Talking Time vs. Student Talking Time

12.15

Lunch

13.30

Information Overload, Learning Curve 1

 

13.15

Freer practice – Group work theory

14.00

Controlled Practice – Setting Realistic Objectives

13.15

Exercise – Group work

14.15

Exercise - Define what parts of my lesson belong in the Controlled Practice – Individual

14.15

Written Materials

14.25

Exercise - Explain the CP stage to colleagues and receive feedback

14.30

Exercise – Written Materials

15.15

Break

 

15.15

Break

15.35

Exercise - Make changes to CP based on peer feedback. Pair work

15.35

Reading the audience

16.00

Dealing with difficult participants

 

15.50

Adjusting to the audience

16.30

Controlled Practice Preparation – choose slides for presentation on Day 2

16.20

Future Learning

17.00

Recap

 

17.00

Recap

 Seminar Details

All participants must complete 3 pre-work e-learning modules. The work involved amounts to approximately 4 hours of reading and working time.

 

There is a 6-month post seminar e-learning process. This includes question and answer sessions, feedback processes and follow-up work in the form of lesson plans that need to be submitted.

 

Participants will receive a course manual. After the seminar they will receive a colour photo protocol per email as part of the follow-up process.

 

All pre-work will be sent to the participants 2 weeks before the start date. The organisers will be sent a room plan for the seminar room, plus any additional requirements.