导师培训.ppt

TRAINING the TRAINERAn Infopeople WorkshopCheryl Gouldgouldcinfopeople.orgSpring 2003.AgendaPurpose of TrainingQualities of a good trainerNeeds Assessment and ObjectivesDesigning&Developing Training MaterialsDelivery.Why Offer TrainingYour training goals should support the goals of your organization overall purpose(s)long range visionsbroad.Purpose of Training is to Produce Change InSkillshow tostepsKnowledgecritical thinkingdecision makingAttitudesethics/valuesbehavior.Skills Required to be a TrainerSubject matter expertiseDesigninstructional designapply learning principlesMaterial productiongraphics,layout,media creationcomputer experiencePresentationvoice,personality,technical expertise.Personal Qualities to Look For in a TrainerSelf-confidenceAwareness of environmentAbility to build bridgesrelate old to newOrganizational skillsDesire to learnAbility to listenSense of humorCommunication&theatrical skillsFlexibilityPatienceCool head&warm heart.Training or Teaching?Facilitatoror ExpertReal-Life orTheoreticalActive orPassiveYou do itor Watch Me What would or Heres how to use it.you do?.Training Process:ADDIE Analysisformal/informal needs assessmentdetermine goals&objectivesDesigndetermine the contentdetermine delivery methodDevelopmentcreate the materialsImplementdeliver the contentEvaluationresults based on objectives.Why Do A Needs Assessment?1.Find the gap in SKA:SKA=Skills,Knowledge&AttitudeGap=what they know minus what they need to know2.Determine if training is the answer3.Determine objectives of trainingWhat should they do better to improve job performance or service to the public?.Assessment MethodsInformalobservationpre-class surveysgroup discussionsFormalinterviewstask analysisfocus groupssurveys.Needs Assessment TipsChoose a subgroup if unable to survey allContact those most relevant to the training firstbe careful not to bias inputFocus on participant outcomes after trainingDo mini needs assessment before each training.Objectives(SMART)Specificstate desired results in detailMeasurable(observable)use verbs that describe what trainees will learnAction describe an action that the trainee will performRealisticachievable Time framehow long will it take the trainees to learn the skill?.EvaluationsEvaluate based on objectivesDid the participants:learn what you had planned?implement what they learned?improve their job performance or service to the public?.Considerations for Teaching AdultsAre they READYsufficient skillssee a need to learnHow will it effect their daily job lifepersonal benefitsPractical practicehands-on exercises,real-life scenariosKnowledge sharing/Participationask questionsencourage discussionRelate training to something they know.ReadHear WordsWatch still pictureWatch moving pictureWatch demonstrationDo a site visitDo a dramatic presentationSimulate a real experienceDo the real thingVisualKinesthetic(Experiential)Verbal10%of what they read20%of what they hear30%of what they see50%of what they hearand see70%of what theysay or write90%of whatthey say asthey do a thing“Cone of Experience”People generally remember:Adapted from Wiman&Meirhenry,.Educational Media,1960 on Edgar Dale.Design Starts from Your ObjectivesBrainstorm the topicEliminate what isnt necessary to match your needs assessment and objectives what they already knowmore than they need to know now;)Consider limitations due tofacilitieslength of trainingdelivery methodhow quickly the training needs to happen.Options for Sequencing MaterialsStoryboardOutline PowerpointIndex cardsSticky notes.Organizing the PresentationSet the stageintroductions(you&them)agenda,breaks,bathroomsget“buy-in”by telling them what and whyContentlogically organize the main points(in chunks)add sub-points to each chunkinclude Visual Aids,Exercises,HandoutsEndsummaryquestionsother learning opportunities.For Every ChunkTell them what you are going to teach and why they carebig picture/overviewhow it fits into their work life with examplesTeach themshow them howdo an exerciseask/receive questionsGet them to personalize,by having them:say how they will use itconsider pros,cons and barriers.How Much Detail is Needed?It depends!Does the audience need to:have an idea of how to do it?be able to do it?be able to think about it independently?come up with creative solutions?.Methods of Delivering TrainingInstructor-led One-on-oneGroup LectureSelf-pacedDistance-EdWeb tutorialCD-ROM.When to CreateVisual AidsComplex point to be madeTo show process or stepsTo show change over timeMake something stand out.Types of Visual AidsVideos/Audios/SlidesCheat sheets/HandoutsCharts,graphs,diagramsFlip chartsPosters/IllustrationsModels.Design Guidelines for Visual AidsEasy to seeEasy to navigateQuick to scanAccurateRelevantClearComplete(in relation to task).Its Ok to Have Fun!HumorGamestraining toolIcebreakersintroductionsquestionsMusic.Rehearsing&RevisingTwo purposes of rehearsinglogical order&transitionstimingReviselearn from the rehearsalmake modifications in:chunks&logical ordertransition statementstimingopportunities for interaction.Delivery TipsMake no assumptionsjargonask dont tellAsk questions you really want an answer tocount to 7Vocal varietyNon-verbals affect communicationtoneappearance appropriate for audience.Managing FearBe preparedknow your presentationrehearseCalm yourselfisometricsdeep breathingTurn your nervousness into energyYou dont have to know everything.Adults like to share what they know.“Its always helpful to learn from your mistakes because then your mistakes are worthwhile”Garry Marshall.“The better the training goes,the less chance there is that anyone will appreciate the effort that went into it.”Chuck Hodell.