effective training a product of the t3 group turn your experts into trainers ed beale john bannon...

Effective Training A product of The T3 Group

Turn your experts into trainers

Ed BealeJohn Bannon

EDTEC 572Spring 2007

T3-101 Presentation

Overview of our Train-the-Trainer

Outline design theories, influences & applications

Review of our modules (1 & 5)

Discuss Lessons Learned

T3-101 PresentationProject Overview

Coast Guard Train-the-Trainer course

Geared towards SMEs with little training experience

4 modules

2 hr. ILT + 1-30 min. online

Focus on “need to know” information

T3-101 PresentationContext

Designed for Coast Guard units

Small classes (<12) led by experienced trainers

Functional, flexible & motivational context

Instructional DesignADDIE

Analysis

Survey of sample population (n=6) supported training

Focus on SMEs needs as part-time trainers

Training needs to be flexible to office field-work/schedules


Analysis

Content analysis focused on defining “need-to-know” SME training

Narrowing the scope to 8.5 hrs.

Using available content/resources:

• Trautman, S., & Klein, K. (1993, July). Ask an expert. Training and Development Magazine, 45-48.

• Russo, C. S. (Ed.). (2004). Teaching SMEs to train. Infoline, 9977. (http://www.astd.org)

• Russo, C. S. (Ed.). (2005). Basic training for trainers. Infoline, 8808. (http://www.astd.org)


Design

Consistent format & look

Easy to use instructor & student guides

Emphasis on higher order & interactive learning

Incorporation of: Bloom, ARCS, Gagne and ICARE


Module Design Overview Module 1: The Effective Presenter Communicator (Ed)

Module 2: The Prepared Trainer

Module 3: Motivational Trainer (30 minute online module)

Module 4: Results Focused Trainer

Module 5: Effective Manager-Trainer (John)


Development

Use of Constructivist learning techniques

Use of role play, case studies & exercises

Paper based & online availability

Deliverables: Instructor & student guides


Evaluation Exercise Rubrics

Kirkpatrick Level 1-2 surveys

Post-training follow-up Kirkpatrick Level 3 survey

Module 1 The Effective Presenter/Communicator

Terminal Objective: Perform & understand effective verbal and non-verbal communication techniques

Enabling Objectives: Demonstrate effective posture, eye-contact & gestures during non-verbal communication

Demonstrate volume, tone, speed, and articulation during verbal communication

Demonstrate active listening techniques

Module 1The Effective Presenter/Communicator

Rationale SMEs may not be expert communicators

Emphasis on practice

Use of techniques with high impact

Deliverables Learning activities

Solution systems (notes, job aids)

Example of Module 1 Training:

Eye Contact

Your main tool for building rapport

Also your best tool for building credibility

Talk directly to your students!

Slide#9

Sample

Bad Eye Contact: Darting eyes - avoiding everyone

Looking at the back wall

Talking to the board or podium

Good Eye Contact: Lock your eyes on someone before speaking

Look at your students, not over them

Turn, look, and make your point

Eye Contact Slide#10

Sample

Eye Contact

While Presenting: Look- speak to one student at a time

Hold- give that student 3-5 seconds

Move- finish your point, then move on

Repeat - evenly distribute your time between all students

Slide#11

Sample

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Form groups of three or four Tell them about your last vacation Maintain good eye contact, for both presenting and receiving

Rate the presenter Switch!

Slide#16

Sample

Module 5 The Effective Manager

Terminal Objective: Apply & understand training management techniques for the physical classroom, student challenges & the training flow

Enabling Objectives: Identify 3 potential training environment distractions based on logistics, technology & direction

Differentiate disruptive student behaviors & identify solution systems

Recognize the role of each of the 3 parts of training flow

Module 5The Effective Manager

Rationale Role of managing the training environment

Focus on 3 key areas

Deliverables Final synthesis learning activity

Practice role play & case studies

Solution systems (notes/job aids)

Example of Module 5 training:

Now—on to Lesson 2: Managing student behaviors & disturbances

Moving from the classroom issues to student issues

Lesson 2:Managing Classroom Disturbances

Slide#16

Sample

In this lesson, you will learn to:

1. Identify and differentiate disruptive or problematic students by the 4 broad categories

2. Identify and apply strategies to manage disruptive/ problematic students


Slide#17

Sample

Disruptive/problematic student behaviors can be classified in 4 broad categories:

The Know-it-all The Distracting Chatter The Silent Student The Challenger/Disruptor

Most behavior problems are minor in nature


Slide#18

Sample

Reflect: What type of behavior are you? Why?



Slide#19

Sample


The Know-it-all

Behaviors:

Talks frequently

Answers at length

Interrupts instructor and other students

Interpret & explains everything on a frequent basis

Strategies:

Eye contact, politely cut them off, acknowledge their response, move on

Acknowledge with: “now let’s have others respond” or “what does the rest of the class think?”

Talk to student on break; individually in private

Slide#20

Sample

Let’s Practice

Trainer-student Role Play



Slide#24

Sample

Companion Web Site

T3-101 PresentationSummary

8.5 hr. Train-the-Trainer designed for Coast Guard SMEs in-house training

Modular in nature with a focus on “need to know” information

ICARE-based ISD framework, including ARCS and Bloom

To learn more, go to: http://www.t3group.com/training

Resources Hahne, G. (1986) How can subject matter experts prepare

themselves to be trainers? Training and Development Journal, (34)5, 16-21.

Hoffman, B., & Ritchie, D. (1998). Teaching and learning online: Tools, templates, and training.

Pfeiffer, J. (1989) The encyclopedia of group activities. San Diego, CA: Pfeiffer.

Portner, H. (2006). Workshops that really work. Thousand Oaks, CA: Corwin Press.

Russo, C. S. (Ed.). (2004). Teaching SMEs to train. Infoline, 9977.

Russo, C. S. (Ed.). (2005). Basic training for trainers. Infoline, 8808.

Trautman, S., & Klein, K. (1993, July). Ask an expert. Training and Development Magazine, 45-48.

Van Kavelaar, E. K. (1998). Conducting training workships. San Francisco: Pfeiffer.

Effective Training A product of The T3 Group

Questions?

Ed BealeJohn BannonEDTEC 572Spring 2007

effective training a product of the t3 group turn your experts into trainers ed beale john bannon...

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