TIPS FOR TRAINERS

MANUAL

TIPS FOR TRAINERS

MANUAL

TIPS FOR TRAINERS

INDEX

Introduction Teaching Vs Training

Information Vs Learning

Training Specification

The Location Accessibility

Layouts

Equipment

The Materials Pre course questionnaires

Ice Breakers

Training Equipment

Audio Visual Content

The Participants Training Needs Analysis

Special Needs

Training Hierarchies

The End Post training evaluation

Future training needs

Conclusion and Summary

Introduction Teaching Vs Training

The person who designs and delivers learning events can be described as a

teacher or a trainer. The distinction is not important for the improvement

of the learning event which is our primary concern.

Whether you are an Instructor, a Teacher, a Course Leader, or Trainer the

task is to design and deliver a valuable learning experience

Information Vs Learning

Information is primarily the content of the learning event. The slides, the

handouts, and the narrative of the trainer make up most of the information

of the learning event.

How that information is introduced, appraised, utilised and assimilated

during the training event will dictate what the learning outcomes will be.

Learning is the acquisition of knowledge, behaviors, skills, values,

preferences or understanding. So the job of the trainer is to facilitate the

process by which information and experience is translated into knowledge,

behaviors, skills, values, preferences or understanding.

The work of Kolb has shown that participants in the learning process have

styles or propensities as to how this process works best for them.

According to Kolb learning happens in four stages.

1. Concrete Experience - (CE) Having an experience

2. Reflective Observation - (RO) Thinking and reflecting

3. Abstract Conceptualization - (AC) Theorising

4. Active Experimentation - (AE) Trying new ways of doing

Honey and Mumford developed on this theory to create their theory of the

learning cycle with four quadrants relating to certain learning styles in

certain circumstances.

This can be summarised as follows

The significance for the trainer is that when facilitating a learning event it is

important to include techniques that appeal across a spectrum of learning styles.

It is also important to remember that although each individual will have

propensities in one learning style they have abilities within each learning style.

Experiencing

Feeling

Reflecting

Watching

Experimenting

Doing

Thinking

Conceptualising

Activists Reflectors

Pragmatists Theorists

The learning event can be designed to appeal to the different learning styles over

the course of the programme. Here is a summary of the different styles and how

to engage with them over the course of the training.

• The Reflector - Prefers to learn from activities that allow them to watch,

think, and review (time to think things over) what has happened. Likes to

use journals and brainstorming. Lectures are helpful if they provide expert

explanations and analysis.

**Needs time to assimilate a learning event

• The Theorist - Prefer to think problems through in a systematic manner.

Likes lectures, analogies, systems, case studies, models, and readings.

Talking with experts is normally not helpful.

**Likes structured incremental learning events

• Pragmatist - Prefers to apply new learning to actual practice to see if

they work. Likes laboratories, field work, and observations. Likes

feedback, coaching, and obvious links between the task-on-hand and a

problem.

** Likes trying new experiences combined with constructive feedback

• Activist - Prefers the challenges of new experiences, involvement with

others, assimilations and role-playing. Likes anything new, problem

solving, and small group discussions.

**Likes group activities followed by peer discussion

Training Specification

The Training Specification is the overall guiding document which takes into

account such items as training aim, objectives, approach, equipment/materials to

be used, the type of records to be kept, the assessment and certification system.

Depending on the training event you are not required to present the training

specification to the trainees. If you are looking for funding for the event you may

be required to present the full specification to the funding body.

The Training Aim

The training aim includes the rationale for the training and who is expected to

benefit. It can include a broad general statement and should clearly what it is

expected to achieve. It should be clear in stating what the intended learning

outcomes will be.

Learning Outcomes

• Should clearly specify the expected performance to be demonstrated by

the trainee at the end of the overall training period.

• Should reflect the objectives of the programme in the training specification.

• Should be attainable , measurable, clear and time determined

The Training Plan

• Outlines the module titles included in the training

• Outlines the sequence of delivery of the listed modules

• Outlines the contact training hours and non contact training hours involved

in each module

The Training Approach

• States how the learning will be managed on the training programme

• Outlines the main training methods that will be utilized including

instructional techniques, any special media and audio visual materials to be

used.

The Location The professional trainer will be familiar with the training location

before they facilitate a training event. Sometimes a prior viewing is not

possible so the following can be used as a guide to the questions you

will need answered about a potential training location.

Accessibility

Depending on your population there may be special requirements that you will

need to have confirmed.

• Can your population get to the training event, public transport, car parking

etc?

• Are there stairs to the training facility- is there a lift required?

• Is there suitable ventilation, heating and lighting?

• Is the training location suitably calm for a potential relaxation?

• Can the location be secured to prevent disturbance during relaxation?

Layouts

Every training event is different and is dependent on the number of people

involved. The professional training benchmark is there should be at least five

square metres per participant in a training venue.

Seating arrangements are primarily dictated by the number of participants.

The rule of thumb of Stress Management training is to have as few obstacles

between you and participants as possible.

If there are desks can they be moved for a relaxation etc?

Is there room for participants to lie on the floor?

Horseshoe layout prevents the ‘back row’ effect.

Equipment:

Training equipment helps a trainer vary the training medium and helps maintain

attention during the programme.

Training equipment can be picked from the following list

Powerpoint Equipment:

o Laptop, or stick memory with venue desktop

o LCD Projector

o LCD Projector Screen

o Suitable Speakers

o Suitable cables

Please note when using a stick memory with a venue desktop you will need to

check for software compatibility.

Venue Equipment

o TV Video

o Variable lighting

o Carpeted Floor/ Suitable Relaxation Mats

o Suitable Heating System

o Secure Access

o Flipcharts

o Coloured Markers

Training Materials

o Training Needs Analysis: What is the desired learning

o Pre Course Questionnaires – Printed, emailed or QBWA ( questioning

by walking around)

o Ice Breakers can be used with diverse groups. Use Relevant

Icebreakers for the group.

o Video Material

o Breath dots

o Games

o Group projects

The Participants The participants are the reason for the training. We must ‘meet them where they

are at’. We have to know where they are, what they know, and what do they

want to learn. This is often the key fact in a successful training event, so ‘know

your audience’. The knowledge comes from the training needs analysis, pre-

course questionnaires, and the most successful ‘what do you want to learn

question’. The earlier you know what the participants want to learn the more

time you have to prepare an effective training event.

This information comes from some of the following.

o Training Needs Analysis

o Pre Course Questionnaries

o Walking around the jobsite etc

o Group exercise ‘ What do we want to learn’.

o Individual check-in.

The End Post training evaluation:

The training event is a significant learning opportunity for the participants and

also the trainer. Training evaluations work to help the participant review what

they have learned on programme and give valuable feedback for the trainer to

see how they can improve the training programme.

Here are some guidelines:

There are four levels of evaluation

1) How did the training impact on how you feel

o Did you enjoy the training

o Did training meet expectations

o Were the outcomes useful

2) How did the training impact on your knowledge

o Did you attain new knowledge

o Did you increase your skills capabilities

o Was the training useful and appropriate to your expectations

3) How did the training impact on your behaviour

o Has the training impacted on your behaviour

o Has the training created behaviour change in the short, medium,

long term.

o Has this behaviour change been useful in relationship with others

( work- family- friends)

4) How did the training impact on your performance

o Have improved your performance at work

o Have you experienced an increase in your quality of life

o Has there been a change in measurable symptoms

5) Interest in follow on training

o Is there a personal action plan PWP in place

o Are you interested in future training events

Conclusion There is substantial preparation required for a successful training event. The

considerations listed above demonstrate how that time is the enemy of effective

training. Preparation time must be fully utilised to make the training event

participant focussed and not a bureaucratic process of ticking boxes in the

training specification.

Pocket Tips for Trainers

1) Decide on what your key learning points are

o Design the training plan based on achieving the key learning points.

o Make sure they are appropriate to the time available

o Schedule time for participant engagement and discussion

o Remember the quality and quantity of learning outcomes are directly

proportional to the time available with participants.

o Try and include the participant at every opportunity

2) Practice your training modules for time and engagement markers

o Participants slow training the more they engage

o Contingency is required for questions and discussion

o Remember Murphy’s Law

o The more practiced the module the more flexible you can be during

training

3) Arrive at training events at least one hour before a training event (half hour

for short courses)

o Write up all flipcharts

o Cue up any media Videos DVD’s etc

o Check all powerpoint slides

o Lay out any support materials

o Lay out seating, check facilities

4) The introduction

o Participants will draw conclusions within moments of entering the training

venue

o Music before training helps set a tone and can aid social engagement ( be

careful with music choice)

o Larger groups can have louder and more upbeat music

o Have a welcome message confirming they are in the right place

o Greet participants as they arrive if possible

o If possible use name tags ( first names only)

5) Inform participants of what ‘the plan is’

o Helps reduce participant anxiety

o Gives predictability about the course

o Some ambiguity can help participant engagement but if the ambiguity

creates anxiety it undermines the learning process

6) Make use of frequent breaks

o Breaks help the trainer to re assess participant progress

o Breaks help participants process and integrate information

o Learning happens better in groups and group interaction aids the learning

process

7) Don’t wait until the end of the training to get feedback

o Use group discussion to gauge participant progress

o Use group projects to check comprehension (

o Get participants to review the material during the programme

o Use open questions ( what do we remember about........)

8) Remember to show your appreciation of participant engagement

o Before training acknowledge attendance

o During training acknowledge participation

o After training thank them for making the training event what it was

Remember to keep breathing

5) Inform participants of what ‘the plan is’

Helps reduce participant anxiety

predictability about the course

Some ambiguity can help participant engagement but if the ambiguity

creates anxiety it undermines the learning process

6) Make use of frequent breaks

Breaks help the trainer to re assess participant progress

participants process and integrate information

Learning happens better in groups and group interaction aids the learning

7) Don’t wait until the end of the training to get feedback

Use group discussion to gauge participant progress

cts to check comprehension (what have we learned so far

Get participants to review the material during the programme

Use open questions ( what do we remember about........)

8) Remember to show your appreciation of participant engagement

acknowledge attendance

During training acknowledge participation

After training thank them for making the training event what it was

Remember to keep breathing

Some ambiguity can help participant engagement but if the ambiguity

Learning happens better in groups and group interaction aids the learning

what have we learned so far)

Get participants to review the material during the programme

After training thank them for making the training event what it was