2007 06 11 357277

Train-the-Trainer
Third Edition
Instructors Guide
Penny L. Ittner Alex F. Douds
HRD Press 22 Amherst Road Amherst, Massachusetts 01002
Copyright 2004, Human Technology, Inc.
Published by:
Human Resource Development Press, Inc. 22 Amherst Road Amherst, Massachusetts 01002 413-253-3488 800-822-2801 (U.S. and Canada) 413-253-3490 (fax) www.hrdpress.com
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or by information storage and retrieval system, without written permission from the publisher.
ISBN 0-87425-750-6
Editorial Services by Suzanne Bay Production Services by Jean Miller Cover Design by Eileen Klockars
Contents
About the Authors ................................................................................................. v About the Instructors Guide.................................................................................. vii Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9: Introduction and Overview ................................................................. 1-1 Using Adult Learning Principles ......................................................... 2-1 Analyzing the Training Requirements ................................................ 3-1 Developing Learning Objectives ........................................................ 4-1 Outlining the Training Content ........................................................... 5-1 Selecting Training Methods ............................................................... 6-1 Developing and Using Training Aids .................................................. 7-1 Developing a Lesson Plan ................................................................. 8-1 Using Basic Facilitation Skills ............................................................ 9-1
Lesson 10: Handling Problem Situations..............................................................10-1 Lesson 11: Practice Training................................................................................11-1 Lesson 12: Evaluating Training ............................................................................12-1 Lesson 13: Using the Training Skills ....................................................................13-1
iii
About the Authors

Penny Ittner has worked in the human resources field for the past 25 years, seven as training manager at a Fortune 100 company, where she was responsible for meeting the professional development needs of the 500-member training staff. For the past 19 years, she has been an independent consultant, helping people gain the skills they need to operate effectively in industry or government. Trainer training has been one of her primary areas of focus. Penny has trained over 1,000 individuals who are responsible for employee training in their own organizations. Her private-sector client organizations include Microsoft, Air Products and Chemicals, Verizon, Johnson Laboratories, the Artery Organization, and General Dynamics. Her public-sector clients include the U.S. Department of Agriculture, U.S. Department of Health and Human Services, U.S. Department of Justice, U.S. Naval Reserves, and the Federal Judicial Center. Penny currently serves as adjunct associate professor at the University of Maryland University College, where she teaches undergraduate courses in the business and management program.
Alex Douds has over 20 years of broad experience in the training and development field. As director of the Performance Skills Group, a Division of Human Technology, Inc., he has led more than 125 performance improvement projects for private- and public-sector clients. His specialties include the design and implementation of best practice human resource management processes and learning systems, team performance systems, and workforce productivity programs. He also focuses on the design, development, and delivery of executive, management, and supervisory training programs, as well as on the development of multi-tiered, competency-based curricula. Alexs private-sector client list includes such companies as General Dynamics, H.B. Fuller, Blue Cross and Blue Shield, Genzyme, AGFA, and the Ford Motor Company. Public-sector clients include the National Imagery and Mapping Agency, Defense Systems Information Agency, Federal Aviation Administration, U.S. Department of Justice, and the U.S. Department of Health and Human Services.
About the Instructors Guide

This Instructors Guide is organized by lesson. Each lesson provides information about lesson objectives, time required, presentation methods, participant materials, equipment and supplies needed, and notes to the instructor particular to that lesson. The training portion of each lesson is organized in a manner that will take you from the beginning to the end, with instructions provided in a linear manner. You will notice a number of icons used throughout the training materials. The icons will help you identify specific training steps: when to have participants refer to their Coursebook, when to distribute a handout, etc. The chart below presents a definition of the icons. Welcome participants Divide participants into groups
Trainer presentation/ discussion
Show a PowerPoint slide
Refer participants to their Coursebook Write on the flipchart
Distribute a handout
Display alreadyprepared flipchart page or Refer back to pages completed during class Discussion question
Exercise/activity
Key points that are scripted for the trainer are indicated by a round bullet. For example:
Bulleted items indicate suggested script for a key point. Of course, you do not have to make these statements verbatim, although you may. They are offered as a reminder of information to be covered. You may add to, change, or eliminate as needed. Trainers are always encouraged to provide information specific to their organization and personal experience.
Before conducting the training, you are encouraged to read through both the Instructors Guide and the Participant Coursebook to become familiar with their contents and the flow of the instruction.
vii
Objectives
By the end of this lesson, participants will be able to:

Lesson 1 Introduction and Overview
Identify ways that training skills can be used in their job roles. Describe the personal resources and learning goals they bring to the workshop.
Estimated Time
1 hours
Method of Instruction

Group discussion Structured exercise Trainer presentation
Participant Materials
Coursebook Lesson 1: Introduction and Overview
Training Aids

Slide 1-1: Workshop Objectives Slide 1-2: Lesson 1 Summary
Equipment and Supplies

Equipment for presenting a PowerPoint slide show OR Overhead projector, if using transparencies Flipchart and markers
1-1
Train-the-Trainer Instructors Guide Notes to Instructor

In this lesson, you will complete instructions, provide an overview of the workshop, provide general information about the training process, and help participants relate what they will learn in the workshop to their role as occasional trainers. Before the start of the workshop, prepare and display a flipchart page with the following information:
Welcome to the Train-the-Trainer Workshop
Sign your name at the bottom of the page. As participants arrive, greet them and ask them to select a seat. Have them block-print their names on the name cards with a felt-tip marker. Participants might have special concerns as they enter the workshop because of the practice-training requirement. A warm greeting and a relaxed attitude on your part will help to establish a comfortable environment from the start. It is crucial that a relaxed tone be maintained throughout the workshop so that participants feel free to ask questions and participate fully. Participants are asked to bring material with them from their job environment that they can use as a basis for their practice training. If anyone comes to the workshop without material, help them select a topic they feel comfortable developing into a practice training lesson. Some possibilities are: 1. 2. 3. Situations where they perceive a need for training in their organization. Past training they have developed or delivered. Job areas in which they have expertise.
1-2
Lesson 1: Introduction and Overview 1 Welcome and Introductions

Welcome participants to the workshop and explain the purpose of the workshop. Tell the participants:
The workshop is intended to help people like you who lead training activities on an occasional basis. It will cover the basic skills you need in order to develop and conduct training.
Complete the introductions:

Before we discuss the workshop in detail, lets take some time to introduce ourselves. Heres a process Id like for us to use: 1) 2) First, tell your name and what you do in your job. Then, tell two things about your name that will help us learn more about you, such as where your name originated, how you feel about your name, or past experiences youve had with your name. Ill start off.
3)
Model the process. Allow participants to volunteer their information.
1-3
Train-the-Trainer Instructors Guide 2 Administrative Details

Cover administrative items, such as:

Workshop hours Lunch and break times Restroom locations Drinking fountains Refreshment facilities Smoking regulations Any other details
Answer any questions about administrative details. Introduce the Participant Coursebook. Tell the participants:

You will be using your Coursebook throughout the workshop. The Coursebook is designed to systematically take you through the activities relating to developing and conducting training. It will also be a useful reference back on the job because it contains a number of aids that you can use when you develop and conduct your training. Lets take a moment to review the Coursebook.
Walk through the sections of the Coursebook with participants.
1-4
Lesson 1: Introduction and Overview 3 Workshop Overview

Orient participants to the workshop approach. Tell the participants:

Lets turn our attention to the workshop approach. The approach to the workshop will be learning by doing. That will involve your using a job-relevant topic to practice developing and conducting training. You will be developing a training lesson of up to one hour in length. On the last workshop day, you will deliver a 15-minute segment of your lesson.
Ask . . .
Is there anyone who has not decided on a topic for the practice training? If any participants indicate that they are undecided, ask them to see you during the break. Show Slide 1-1: Workshop Objectives.
Workshop Objectives
By the end of this workshop, you will be able to: Develop a training lesson geared to the learning needs of adults. Conduct the training session you developed.
1-1
Review the workshop objectives and the workshop plan:

The workshop objectives call for you to use the material you brought with you to practice the skills related to developing and conducting training. Lets look at the overall plan for the workshop.
1-5
Train-the-Trainer Instructors Guide

Refer participants to Figure 1-1 on Coursebook page 1-2. Briefly review the overall plan for the workshop. Tell the participants:

The first two lessons help set the stage for you to learn training skills. Lessons 3 through 8 primarily relate to things youll do when you develop training. Lessons 9 and 10 relate to conducting training. Lesson 11 will be your chance to practice conducting training. Lesson 12 provides information on how to evaluate your training. The last lesson emphasizes how to use your training skills back on the job.
1-6
Lesson 1: Introduction and Overview 4 Lesson Objectives and Overview

Refer participants to the bottom of Coursebook page 1-2. Review the lesson objectives. Tell the participants that at the end of this lesson they will be able to:

Identify ways they can use training skills in their job. Identify the strengths they presently have that will help them in training, as well as the areas they want to improve in during this workshop.
Provide an overview of the lesson. Tell the participants:

Well start off by defining what we mean by training. Then well discuss how training skills can be useful in various aspects of your job. Finally, youll identify for yourself and the others here the resources you bring to the workshop, as well as your personal learning goals.
1-7
Train-the-Trainer Instructors Guide 5 Using Training Skills

Briefly discuss the definition of training:
Before we go any further, lets be sure we all have the same definition in mind when we use the word training.
Refer participants to Coursebook page 1-3. Have them read the Definition of Training section. Tell the participants:
The definition we will use in this workshop emphasizes the need for using what is learned.
Ask . . .
What are some examples of training situations youve participated in that are connected to your job? Discuss responses, highlighting how the information learned in training was used in job performance. Discuss how training skills can be used by participants:

Training skills can be helpful to you in a variety of ways back on your job. Lets explore some of those ways now.
Ask . . .
What are some ways in which you might use training skills in your job? Record participants answers on the flipchart. Title the page:
Use of Training Skills

Possible answers include:

To develop/conduct training programs. To coach people. To write procedures for others to follow. To make presentations.
1-8
Lesson 1: Introduction and Overview 6 Personal Resources and Learning Goals

Introduce the exercise. Tell the participants:

Each person has training-related strengths, as well as areas to work on improving during this workshop. This exercise will help identify those strengths and areas for improvement. It will also help clarify personal learning goals.
Give the following instructions:

I will give each person a piece of flipchart paper and a marker. The first thing to do is draw a line down the center of the paper to divide it into two columns. Label the left column Resources I Bring, and write down things you do well, such as organizing material or putting people at ease. Label the other column Learning Goals, and write down areas in which you want to improve, such as evaluating learning or using overhead equipment.
Demonstrate on a flipchart page how to format the chart. Enter Organizing Material in the left column and Evaluating Learning in the right column. Tell the participants to complete a flipchart page for themselves. Take the following steps to complete the activity: 1) 2) 3) 4) Distribute flipchart paper and markers. Have participants develop their lists. As they finish, advise them to put their name on their pages. Allow 15 minutes for participants to record their information. Ask participants to hang their pages along the side and back walls of the room and then return to their seats until everyone has finished.
1-9

5) When all participants are finished, have them group around one of the flipchart pages. Ask the person who wrote the page to discuss the information with the group. Have the group move on to the next flipchart page, and ask the person who prepared that page to discuss the information with the group. Continue the procedure until all pages have been discussed. Allow 30 minutes for these discussions. After all participants have discussed their lists, have them return to their seats.
6) 7) 8) 9)
Tell the participants:
Well keep the sheets posted throughout the workshop so all can use the resources and help meet learning goals.
Refer participants to Coursebook page 1-4. Tell them:
Before we move on, please record your information on Coursebook page 1-4.
1-10
Lesson 1: Introduction and Overview 7 Summary

Show Slide 1-2: Lesson 1 Summary.
Lesson 1 Summary
In this lesson, you: Introduced yourselves and learned more about the workshop. Identified ways to use training skills. Shared resources and learning goals.
1-2
Summarize the key points of the lesson, and transition to the next lesson. Tell the participants:

You introduced yourselves to each other. You were given an overview of the workshop. You identified ways in which you can use training skills in your job. You identified your own and others personal resources and learning goals. In Lesson 2, well cover an area that will be of great importance to you in developing and conducting training. The topic is Adult Learning Principles. In it, youll learn the basic principles involved in helping adults learn.
1-11
Objectives

Lesson 2 Using Adult Learning Principles
Identify their own and others learning styles. Describe key principles to follow in helping adults learn.
Estimated Time
1 hours

Coursebook Lesson 2: Using Adult Learning Principles
Training Aids

Slide 2-1: Lesson 2 Objectives Slide 2-2: Four Learning Styles Slide 2-3: Listening and Reading Slide 2-4: Observing and Imitating Slide 2-5: Doing Slide 2-6: Receiving Feedback Slide 2-7: Adult Learning Principles Slide 2-8: Adult Learning Principles (continued) Slide 2-9: Lesson 2 Summary

2-1

This lesson begins with a survey to help participants identify their dominant learning style. The four learning styles covered by the survey will match up to the four training steps: Tell, Show, Do, and Provide Feedback, covered in more detail in Lessons 6, 8, and 12. The survey also brings home the point that participants differ in their learning needs, and one approach will not be effective with all. The lesson also focuses on adult learning principles and on helping participants shed incorrect images of training based on a child participant model they might try to use. At the end of the lesson, participants will have an opportunity to validate for themselves the importance of using adult learning principles in training by analyzing some of their own training experiences. Sometimes two or more participants will choose the same kind of experience for analysis, such as two people who have attended the same computer training course. When this happens, it is not unusual that they experience the course quite differentlyit might have been effective for one person and ineffective for the other, for example. These contradicting perspectives are confirmations of differences in experience levels, job needs, etc. that must be considered by the trainer in developing and conducting training for adults.
2-2
Lesson 2: Using Adult Learning Principles 1 Overview

Introduce the topic and provide an overview of the lesson. Tell the participants:

The topic of this lesson is adult learning and the principles that relate to helping adults learn. You need to have a clear understanding of how adults learn in order to develop and conduct training that meets their learning needs. Well begin with an inventory designed to help you clarify your own and others learning style preferences. Then we will discuss the differences between adults and children as participants. Next, you will be introduced to eight adult learning principles. Finally, you will have a chance to validate those principles for yourself based on your own training experiences.
2-3
Train-the-Trainer Instructors Guide 2 Lesson Objectives

Show Slide 2-1: Lesson 2 Objectives
Lesson 2 Objectives
By the end of this lesson, you will be able to: Identify your own and others learning styles. Describe key principles to follow in helping adults learn.
2-1
Review the objectives for Lesson 2:
The objectives for this lesson call for you to identify your personal learning style and become familiar with the key adult learning principles you should follow as you develop and conduct training.
2-4
Lesson 2: Using Adult Learning Principles 3 Learning Style Inventory

Introduce the survey. Make the following key points:
Adult participants share many common characteristics, and you can use this information to advantage when you develop or conduct training. Well talk about some of those key common characteristics. Adults also have differences when it comes to learning. We dont all learn in the same way. Now youll each have a chance to complete a survey to identify your own dominant learning style as an adult participant. During this segment, youll also get a chance to learn more about learning styles that are different from your own dominant style. This is a survey, not a test. There are no right or wrong responses, and no good or bad learning styles. As you complete the survey, consider the learning situations youve been involved in and how you learned best in those learning situations. That will give you the most accurate reading of your dominant learning style.
Refer participants to Coursebook page 2-2. Have them read the instructions to the survey. Have participants complete and score the survey. Allow 10 minutes for this. Display a flipchart page with four horizontal boxes, one for each learning style, as shown in Coursebook page 2-4. Have participants come up to the flipchart and use felt-tip markers to indicate their dominant learning styles. They should draw a dime-sized dot in the box on the flipchart page that corresponds with their dominant style. (If a participant has more than one dominant learning style, they can draw dots in more than one box.)
2-5

Show Slide 2-2: Four Learning Styles
Four Learning Styles
Listening and Reading
Observing and Imitating
Doing
Receiving Feedback
2-2
Discuss the learning styles:

The survey you just took is designed to help you learn more about your own dominant learning stylesways by which you tend to learn. This survey accounts for four learning styles. Lets talk about each of those four styles now.
Show Slide 2-3: Listening and Reading.
Listening and Reading

These individuals tend to learn best when they: Hear what others have to say. Read procedures, policies, and other information.
2-3
Continue . . .
The first learning style is listening and reading. People whose dominant learning style is listening and reading learn by researching the subject through reading or listening to subject matter experts.
2-6
Lesson 2: Using Adult Learning Principles

Give an example, such as people who learn how to use computer software programs by first reading the manual about the program and its operation. Ask those whose survey results indicate that this style is their dominant learning style to give examples of situations when they have used this style to their advantage. Show Slide 2-4: Observing and Imitating.
Observing and Imitating

These individuals tend to learn best when they: Observe others perform tasks. Model their behavior after what theyve seen others do.
2-4
The second learning style is observing and imitating. People whose dominant learning style is observing and imitating learn by watching others do things and imitating the behavior theyve seen others use.
Give an example, such as those who learn how to use computer software programs by sitting beside someone as they operate the program and imitating what theyve seen that person do. Ask those whose survey results indicate that this style is their dominant learning style to give examples of when they have used this style to their advantage.
2-7

Show Slide 2-5: Doing.
Doing
These individuals tend to learn best when they: Try things out on their own. Adjust their behavior through trial and error.
2-5
The third learning style is doing. People whose dominant learning style is doing learn by trial and error: trying new things, and modifying their behavior as they go along.
Give an example, such as people who learn how to use computer software programs by sitting down and trying them out, referring to help menus and documentation or turning to others for help as needed. Ask those whose survey results indicate that this style is their dominant learning style to give examples of situations when they have used this style to their advantage. Show Slide 2-6: Receiving Feedback.
Receiving Feedback
These individuals tend to learn best when they: Have others observe their behavior. Make adjustments based on feedback or advice.
2-6
The fourth and last learning style is receiving feedback. People whose dominant learning style is receiving feedback learn by having someone who has observed their behavior give them feedback or advice on what to change.
2-8

Give an example, such as people who learn how to use computer software programs when others observe what they are doing and give them feedback on how they can operate the program more effectively. Ask those whose survey results indicate that this style is their dominant learning style to give examples of situations when they have used this style to their advantage. Tell the participants:
As a participant, it is likely that you use all four styles, but you are probably most comfortable (and therefore learn best) when you are able to use your dominant learning style.
Ask participants to look at the flipchart page showing the dominant learning styles, and comment on what they see represented. Make the point that their future participants will differ in regard to their dominant learning styles, just as participants differ from one another in this class. Post the flipchart on the wall. Tell the participants:
The learning styles weve been dealing with are important considerations in developing and conducting training. Why is it important, in your training role, to be aware of your own dominant learning style?
Answer:
So you can resist the tendency to overuse that style in your training.

Its important to include training methods that relate to all four learning styles. Well be talking more about training methods in Lesson 6. We have dealt with some of the ways in which adult participants differ in their learning requirements. Next, well explore some learning requirements adults have in common. These commonalities are known as adult learning principles. Well start off with a discussion of the kind of learning environment adult participants require.
2-9
Train-the-Trainer Instructors Guide 4 Learning Environments

Introduce the subject of learning environments by asking the participants to briefly revisit a childhood learning environment. Tell the participants:

Remember a classroom you were in as a child. Close your eyes. Picture as much of it as you can: The setting The teacher Your classmates Yourself The classroom activities
Allow one minute for visualizing. Expect some participants to visualize better than others. Have volunteers describe their pictures. Ask . . .
Were you able to get a picture? Who will share their mental picture with the group? Emphasize child learning aspects, such as:

Sitting in rows Teacher lecturing Right/wrong answers
Discuss the obvious differences between their pictures and their present adult learning environment. Ask . . .
What have you seen or experienced in this workshop that is different from the childhood classroom experience you remember?
2-10

Possible responses include:

We sit in a u-shape. We have relaxed discussions. There are no right/wrong answers.
Emphasize the need to consider the differences between children and adults when you are training adults. Tell the participants:

You have identified some basic differences between a childs learning environment and an adults learning environment. These and other differences will be important to remember when you develop and conduct training for adult participants.
2-11
Train-the-Trainer Instructors Guide 5 Differences between Children and Adults as Participants

Briefly discuss the differences between children and adult participants. Tell the participants:

There are major differences between adults and children as participants. The differences stem from differing assumptions they make about:

Their role and responsibilities as participants. The information they are learning, and how and when it will be used.
Have participants read Coursebook page 2-5. Ask the participants to keep Table 2-1 in view as they discuss personal examples that relate to the information in the table. Tell the participants:
Lets talk about some examples when we as children relied on others to decide what we needed to learn.
Provide an example from your own experience to illustrate a childhood learning requirement you have not fully used as an adult, such as algebra or Latin. Ask . . .
What are some examples from your experience when you relied on others decisions about what you needed to learn? What would you do today, as an adult, if you were asked to take a course that had nothing to do with your job or your personal interests? Possible answer:
I might question the training requirement.
Discuss responses. Continue with the discussion questions . . .
As a child, could you have questioned or validated much of the information you were being taught, using your own experience? Answer:
No. I did not have enough experience to do so.
2-12
Do you think you will be in a position to validate any of the information that will be covered in this workshop? Answer:
Yes. I have had past training experiences that can be called on.
What have we done so far in this workshop that highlights the fact that you have resources to share? Answer:
Our experiences are used to create learning goals and a list of resources.
Now lets consider the learning principles that apply when you are training adults.
2-13
Train-the-Trainer Instructors Guide 6 Adult Learning Principles

Briefly introduce the concept of adult learning principles. Tell the participants:

There are specific learning principles that are based on the needs of adult participants. Lets look at those principles now.
Show Slides 2-7 and 2-8: Adult Learning Principles and review each of the principles.
Adult Learning Principles

Focus on real world problems Emphasize how the learning can be applied Relate the learning to learners goals Relate the materials to the past experiences of each learner
2-7
Adult Learning Principles

Allow debate and the challenge of ideas Listen to and respect the opinions of learners Encourage learners to be resources to you and to each other Treat learners like adults
2-8
2-14

Ask . . .
Why should the training emphasize how the learning can be applied?
Possible answer:
Adults want their learning to be useful to them.
Continue the discussion questions:
Why is it important to allow debate and challenge of ideas?
Possible answer:
Adults want to express their ideas, hear all sides of an issue, and then make their own decisions about it.
Why is it important to listen to and respect the opinions of participants? Possible answer:
Adults often have valuable ideas that contribute to and enhance the learning.
Why should adults be encouraged to think of themselves as resources to one another? Possible answer:
Individuals in the class might have skills or experiences that you and the other participants can benefit from knowing about.
What do you think Treat participants like adults means?
Possible answers:

Dont talk down to them. Respect their abilities.
2-15
Train-the-Trainer Instructors Guide 7 Exercise

Refer participants to Coursebook page 2-7 and introduce the exercise. Tell the participants:
Now youll get a chance to validate the adult learning principles based on your past experiences as adult participants.
Take the following steps to complete the activity: 1) 2) 3) 4) Have participants read the instructions and complete the exercise. Allow 10 minutes for recording in the Coursebooks. When participants have completed their worksheets, have them pair up with another person to discuss their findings. Allow 10 minutes for this discussion.
Discuss the exercise. Have a few participants offer examples of ineffective training situations they have been involved in and the adult learning principles that were being ignored. Ask them to consider what could have been done to bring the training more in line with the principles of adult learning. Have a few participants offer examples of effective training and the principles that were followed.
2-16
Lesson 2: Using Adult Learning Principles 8 Summary

Lesson 2 Summary
In this lesson, you: Identified your personal learning style. Identified and verified key adult learning principles.
2-9
Summarize the key points of the lesson and transition to the next lesson. Tell the participants:

We have discussed some of the major ways in which adults and children differ as participants. You were introduced to eight important adult learning principles you must follow when developing and conducting your training. In Lesson 3, you will learn the first step in developing training. This step is to analyze the training requirement.
2-17
Objectives
Lesson 3 Analyzing the Training Requirement
Analyze a training requirement.
Estimated Time
1 hours

Demonstration Group discussion Structured exercise Trainer presentation
Coursebook Lesson 3: Analyzing the Training Requirement
Training Aids

Slide 3-1: Steps in Developing and Conducting Training Slide 3-2: Lesson 3 Objective Slide 3-3: Analyzing the Training Requirement Slide 3-4: Lesson 3 Summary

3-1

In this lesson, you will begin working with the first skill involved in developing and conducting traininganalyzing the training requirement. This lesson starts with a sample application of the analysis process designed to help the participants understand why it is important to analyze the training requirement as part of training development. A workshop situation is used as an example in this lesson to demonstrate the analysis process. In order to work with the example during this lesson, participants only need to have a general orientation to the hypothetical training situation upon which the example is based. Coursebook page 3-6 contains information for this purpose. At the end of the lesson, participants practice analyzing a training requirement using the training content they have brought with them from their work environment. Be available to help participants who have difficulty completing this exercise. If any are unable to finish the worksheets within the allowed time, assure them that they will have a chance to do so before developing their practice training lessons later in the workshop.
3-2
Lesson 3: Analyzing the Training Requirement 1 Overview

Show Slide 3-1: Steps in Developing and Conducting Training.
Steps in Developing and Conducting Training

Step 5 Step 4 Step 3 Step 2 Step 1
CONDUCT TRAINING
DEVELOP TRAINING PLAN
OUTLINE TRAINING CONTENT
DEVELOP LEARNING OBJECTIVES
ANALYZE TRAINING REQUIREMENTS

3-1
There are five steps in developing and conducting training. They are: Step 1: Analyze the training requirements. Step 2: Develop learning objectives. Step 3: Outline the training content. Step 4: Develop your training plan. Step 5: Conduct the training.
This lesson covers the first step: Analyze the training requirement. In general, the step involves getting a broad picture of the training need so that you can focus your energies in the right direction. More specifically, it involves finding out more about: The training need: who is requesting training and why they are requesting it. The participants: who they are, their knowledge of the subject, and reactions they might have. The training content: what it is and how you will develop it. Logistics: timing, location, and physical arrangements needed.
During the lesson, you will learn about the elements to be analyzed. You will see an example of an analysis, and then you will practice the analysis process.
3-3
Train-the-Trainer Instructors Guide 2 Lesson Objective

Show Slide 3-2: Lesson 3 Objective.
Lesson 3 Objective
By the end of this lesson, you will be able to: Analyze a training requirement.
3-2
Review the objective. Tell the participants:
The objective for this lesson calls for you to analyze a training requirement using the material you brought with you to the workshop.
3-4
Lesson 3: Analyzing the Training Requirement 3 Sample Application of the Process

Introduce the sample application. Tell the participants:

Now lets look at an example of how analyzing the training requirement works. Suppose you are asked to develop a training course on water safety. Lets talk about what you would include in your training course.
Write the following on the flipchart:
Water Safety
Allow participants to discuss the request to provide training in water safety. If no one brings up the point that more information is needed, emphasize this point. Ask . . .
What kind of training might the person asking for it have in mind?
Possible answers include: Training needed by recreational water users, such as swimmers, boaters, divers Training needed by people concerned about the safety of their drinking water
If you are told that the need is to train people who are concerned about swimming safety, could you design the training without any further information? Answer: No, I would need to know more details to be able to design the training.
3-5
What kinds of details would you need?
Possible answers include: The kind of swimming that people will be doing, such as recreational swimming in a pool, an ocean, or a lake. The ages of the participants. How long the training should last. The training location and size of the training population.
Emphasize the need to analyze the training requirement. Tell the participants:

When you analyze the training requirement, you learn more about the trainees and their specific training needs. Without that analysis, your training might not be the kind of training that is actually needed.
3-6
Lesson 3: Analyzing the Training Requirement 4 Analyzing the Training Requirement

Briefly discuss the elements to consider when analyzing a training requirement. Tell the participants:

There are five elements that need to be considered in analyzing a training requirement. We call these the 5Ws. They are: Why, Who, What, When, and Where.
Write the 5Ws on the flipchart:
Why
Who
What
When
Where
Show Slide 3-3: Analyzing the Training Requirement.
Analyzing the Training Requirement

Statement of training need. Why is training required? Who are the learners? Whats the training content? What are the timing issues? Where will the training be conducted?
3-3
Discuss the elements and the reasons for obtaining information on each element. Ask . . .
After you have written down a statement of the training need as requested, why is it important to get answers to WHY the training is required? Possible answer: So that I/we understand the intended purpose of the training.
3-7
Why do you need to find out more about WHO the participants will be? Possible answers include: The number of people and their job categories make a difference in what and how you train. The level of familiarity the participants have with the content will impact what is included and how long the training will take.
How will completing the information under the WHAT category help you in planning for the training? Possible answer: I will have an idea of how difficult it will be to put together the training content.
Why is it important to think about WHEN the training is to be delivered? Possible answer: To allow enough time for the development of the training.
How will it help you to know more about WHERE the training will be delivered? Possible answer: To be sure that the appropriate facilities are arranged for in time for the training.
3-8
Lesson 3: Analyzing the Training Requirement 5 Example

Prepare the participants for reviewing the Coursebook example. Refer participants to Coursebook page 3-6. Tell the participants:

A hypothetical training situation will be used throughout the workshop to illustrate the various skills you are learning. Your Coursebook has some information about that hypothetical situation and an example of a completed worksheet for analyzing a training requirement.
Refer participants to Coursebook pages 3-7 through 3-8. Walk through the example, emphasizing that all information might not be known when the worksheet is first prepared.
3-9

Introduce the exercise by telling the participants:
Our next activity will be for you to try your hand at doing this.
Refer participants to Coursebook page 3-9. Take the following steps to complete the activity: 1) 2) Have participants read the instructions and complete the exercise. Allow 15 minutes for participants to record information in their Coursebooks.
Discuss the exercise. Have volunteers take turns sharing portions of their worksheet information. A suggested process is to have each volunteer describe the statement of training need, and then go on to describe how they completed one of the questions. Discuss the information that has been shared. Allow 10 minutes for sharing and discussion.
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Lesson 3: Analyzing the Training Requirement 7 Summary

Lesson 3 Summary
In this lesson, you: Analyzed the training requirement the first skill in developing training.
3-4

You have learned the first skill in developing traininganalyzing the training requirement. You learned the important elements that need your attention to get your training on the right track. We called those elements the 5Ws. In Lesson 4, we will cover another skillhow to develop learning objectives for your training. The information you developed when you analyzed the training requirement will be important to you when you start developing your learning objectives.
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Objectives
Lesson 4 Developing Learning Objectives
Develop learning objectives.
Estimated Time
2 hours

Coursebook Lesson 4: Developing Learning Objectives
Training Aids

Slide 4-1: Steps in Developing and Conducting Training Slide 4-2: Lesson 4 Objective Slide 4-3: Learning Objective Example Slide 4-4: Lesson 4 Summary Handout 4-1: Instructions for Team 2 Handout 4-2: Workshop Answer

4-1

In this lesson, you will be working with a key step in the training development process developing learning objectives. You will be referring back to material covered in Lesson 3 and relating information developed during the analysis of the training requirement to the skill of developing learning objectives. This lesson begins with a game designed to emphasize the importance of clearly specifying objectives. Participants will be physically active during the game, so it also serves as a group energizer. This aspect of the game will be particularly useful if this lesson begins directly after lunch. The focus of the lesson is on helping participants translate the behavior they want their participants to exhibit after the training into participant-centered objectives that are observable during training. There are two exercises in this lesson. The first one gives the participants an opportunity to evaluate a series of objectives and to correct those that do not call for observable behavior in training. The second exercise calls for participants to create a learning objective based on their own material. During this exercise, some may have difficulty making their objectives relevant and observable in training. This may be particularly true if the objective involves changes in knowledge or attitude. Review their progress as each person works on their objectives, and provide coaching as needed. Be sure that objectives are stated in terms of participant performance (i.e., By the end of this lesson, participants will be able to . . .). Use group sharing at the end of the exercise to reinforce correctly developed objectives and to suggest ways to improve on inadequate objectives.
4-2
Lesson 4: Developing Learning Objectives

Note: You will need to prepare a flipchart page in advance of presenting this lesson. The flipchart page should read:
At the end of this training, you will be able to . . .

Know how to swim the backstroke.
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Train-the-Trainer Instructors Guide 1 Overview


CONDUCT TRAINING

4-1

This lesson covers the next step associated with the training development processdeveloping learning objectives. When you develop learning objectives, you are focusing on what you want the participants to be able to do as a result of the training. The learning objectives provide the direction for the rest of your training development activities. During the lesson, you will learn the steps involved in developing learning objectives. You will learn the difference between adequate and inadequate learning objectives. You will return to the workshop example and see how an individual in our scenario (Chris) develops learning objectives for training on ethics. Then you will practice developing your own learning objectives.
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Lesson 4: Developing Learning Objectives 2 Lesson Objective

Lesson 4 Objective
By the end of this lesson, you will be able to: Develop learning objectives.
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The objective for this lesson calls for you to develop learning objectives for the material you brought with you to the workshop.
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Train-the-Trainer Instructors Guide 3 Game

Introduce the game. Tell the participants:

Before we begin our lesson, Id like you to participate in a game. I will divide you into teams. Well start the game with Team 1, and Ill keep time.
Allow 5 minutes for this game. Take the following steps to complete the activity: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) Divide the class into two teams based on where they are sitting. Assign one team as Team 1 and the other as Team 2. Give a felt-tip marker to the person on Team 1 who is sitting nearest the flipchart. Say START (do not give any other instructions). Expect Team 1 to be flustered and not know what they should be doing. At the end of 60 seconds, say TIME. Announce that it is now Team 2s turn. Distribute Handout 4-1 to the members of Team 2 and give them time to read the instructions. Say START (do not give any other instructions). Expect Team 2 to do the task. At the end of 60 seconds, say TIME. Declare Team 2 as the winner. Distribute Handout 4-1 to Team 1. Give participants about 15 seconds to settle down before proceeding.
4-6

Ask . . .
Team 1: What was that game like for you?
Possible answer: Frustrating, because we didnt know what was expected.
Team 2: What was the game like for you?
Possible answer: Easy to win, because we knew what to do.
Make the connection between the game and the need for learning objectives. Tell the participants:

From this game, you can see some of the problems that come up in training if the participants dont know what is expected of them. In this lesson, you will learn how to develop learning objectives so that your participants will know specifically what is expected of them.
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Train-the-Trainer Instructors Guide 4 Developing Learning Objectives

Briefly describe the steps involved in developing learning objectives. Write on the flipchart:
1. Identify major tasks 2. Develop appropriately stated objectives


There are two steps involved in developing adequate objectives. First, identify the major tasks your participants must perform as a result of your training. Second, develop appropriately stated objectives based on those tasks.
Ask . . . Have participants read Coursebook pages 4-2 up to the example on page 4-5. Use the following questions to discuss developing learning objectives. Ask . . .
Why is it important to start out by listing the major tasks that relate to your training? Answer: To be sure the objectives will be focused on what the participants must do as a result of the training.
Why is it important to use words that describe observable actions when you are writing your objectives? Answer: Behavior must be observable if one is to assess learning.
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What problem might you run into if your objective relates to demonstrating knowledge or changing an attitude? Answer: Finding a way to express the objective in terms of observable behavior.
What must you do in this case?
Answers: Clarify the after training behavior that would be observable. Use words that describe the behavior you want trainees to demonstrate during training.
Show Slide 4-3: Learning Objective Example.
Learning Objective Example

By the end of this training, you will be able to: Know how to swim the backstroke.
OH 4-3
Tell the participants that they will now practice assessing a learning objective. Display the flipchart page you prepared prior to this lesson, and tell the participants that they will examine this particular learning objective. Ask . . .
Does this objective adequately describe the behavior expected of participants? Answer: No.
4-9
How might you change the objective to make it an adequate learning objective? Possible answer: Change it to Be able to swim the backstroke.
Write the modifications on the flipchart page. Tell the participants:

Some of you might be familiar with two additional elements associated with learning objectivesconditions and standards. Conditions describe the situation in which the participant must perform. In our swimming example, a condition might be the presence of a swimming pool. Standards describe the minimum level of acceptable performance. Again, using our swimming example, we might say that the participant must swim a length of the pool, using the backstroke, without stopping. You will not be asked to include these two elements in your learning objectives, because experience has shown that they are not needed for the kinds and amount of training you will be doing in your job.
Have participants refer back to Coursebook page 2-6. Use the following questions to connect developing learning objectives to adult learning principles. Ask . . .
Thinking back to our discussion of adult learning principles, which principles do we need to consider when developing learning objectives? Possible answers: Focus on real world problems (No. 1). Emphasize how the learning can be applied (No. 2). Relate the learning to participant goals (No. 3).
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Lesson 4: Developing Learning Objectives 5 Example

Introduce the Coursebook example. Tell the participants:

We will return now to the workshop example about ethics training. Now we will see how Chris goes about developing learning objectives for the training.
Have participants read the example on Coursebook pages 4-5 and 4-6. Use the following questions to lead a discussion of the example:
How was Chris able to list the major tasks the three training populations must be able to do after the training? Answer: Chris is a supervisory employee who supervises customer service and support employees.
What would you have to do if you were unsure of the tasks associated with your training? Possible answer: Contact someone who can tell you what the major tasks are.
Are the learning objectives Chris developed based on the tasks Chris identified? Answer: Yes.
Are they observable?
Answer: Yes.
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Train-the-Trainer Instructors Guide 6 Exercise 1


This will be the first of two exercises you will complete. In this exercise, youll practice assessing more learning objectives.
Refer participants to Coursebook page 4-7. Take the following steps to complete the activity: 1) 2) 3) Have participants read the instructions and complete the exercise. Allow 5 minutes for participants to record information in their Coursebooks. Have three volunteers who finish early each record on a blank flipchart page one objective they have rewritten. (Make sure each records a different objective.) Collect the flipchart pages when they are done.
4)
Post one of the flipchart pages prepared by one of the volunteers on the easel. Use the following questions to conduct a discussion of the exercise:
Which objectives on the practice exercise described observable actions? Answer: Numbers 1 and 4
Does this objective (the one displayed) describe observable behavior? Take the following steps to continue the discussion: 1) 2) 3) 4) Discuss and correct any errors. Repeat the process for the other two objectives prepared by volunteers. Allow 10 minutes for this discussion. Distribute Handout 4-2, Workshop Responses, but reassure participants that their responses will be correct as long as they included appropriate words that describe observable behavior.
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Lesson 4: Developing Learning Objectives 7 Exercise 2


Now youll complete the second exercise. This time, youll develop objectives based on your training requirements analysis.
Refer participants to Coursebook page 4-8. Take the following steps to complete the activity: 1) 2) 3) Have participants read the instructions and complete the exercise. Allow 20 minutes for recording in Coursebooks. Check with each participant to assess progress, and provide help as needed.
Discuss the exercise. Have a volunteer: 1) 2) 3) 4) 5) Briefly describe his/her training request. State the major tasks to be performed as a result of training. State the objective he or she developed. Record the objective on a blank piece of flipchart paper. Use the following questions to continue the discussion. Ask . . .
Does this objective reflect the desired behavior in a way that can be observed during training? Does the objective come as close as possible to the tasks the participant must perform after the training? 6) 7) 8) 9) Correct any errors. Discuss and provide correction as needed. Repeat the process with another volunteer. Advise participants that they will have an opportunity to refine their objectives before proceeding with the development of their practice lessons.
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Train-the-Trainer Instructors Guide 8 Summary

Lesson 4 Summary
In this lesson, you learned the key steps in developing objectives: Clarify after-training tasks. State the observable behavior to be demonstrated during training.
OH 4-4
Summarize the key points of the lesson, and transition to the next lesson. Tell the participants:

You have learned a key skill in developing trainingdeveloping the learning objectives. You learned the two steps involved in developing objectives: Clarify the tasks the participants must perform as a result of the training, and Develop appropriately stated objectives based on those tasks.
In Lesson 5, you will learn another important skill in developing effective trainingoutlining the training content. In this lesson, you will use your learning objectives as the focal point for organizing the content to be covered in your training.
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Handout 4-1
Instructions for Team 2
DO NOT REVEAL THESE INSTRUCTIONS TO THE OTHER TEAM

Your trainer will give a felt tip marker to the person on your team closest to the flipchart. When the trainer says START: 1. 2. Pass the marker down to the person on your team farthest away from the easel. Be sure all team members touch the marker as it is passed down the line. Pass the marker back up the line to the person closest to the easel. He or she should then come to the easel and write the words:
TEAM 2TRIED AND TRUE!
Handout 4-2
DEVELOPING LEARNING OBJECTIVES

Workshop Responses
1. 2. 3. 4. 5. State the purpose of the technology transfer function in the organization. Create a file on the office computer system. List the provisions of the new personnel policy that will require changes in hiring procedures. Prepare a report on the results of the operational review. Describe three possible negative consequences for failing to follow the procedures outlined in the new manual.
Objectives
Lesson 5 Outlining the Training Content
Outline the training content for a learning objective.
Estimated Time
1 hours

Coursebook Lesson 5: Outlining the Training Content
Training Aids

Slide 5-1: The Importance of Review Slide 5-2: Steps in Developing and Conducting Training Slide 5-3: Training Content Slide 5-4: Lesson 5 Objective Slide 5-5: Mind Map Slide 5-6: The Purpose of Outlining Content Slide 5-7: Outlining Steps Slide 5-8: Listing Actions and Knowledge Requirements Slide 5-9: Place Content into Sequence Slide 5-10: Lesson 5 Summary

5-1

Begin the second day of training with a review of the concepts learned yesterday, keeping the atmosphere light, free-flowing, and positive. Have the following topics from yesterdays session listed on index cards: Training Skills and Job Roles Personal Resources/Learning Goals Learning Styles Adult Learning Principles Training Requirements Analysis Learning Objectives
Shuffle the cards and hand the deck to a volunteer to start the process. Have the person pick one card, read its topic, and tell the group important points he or she remembers about the topic. Then ask others in the group to add to the discussion of that topic. When the discussion is finished, take the deck back, remove the card just discussed, reshuffle the remaining cards, and have another volunteer select a card and summarize what they learned about the subject. Continue the process until all topics have been discussed. Show and discuss Slide 5-1: The Importance of Review. Point out that our recall rises shortly after a learning event as our minds continue to associate and integrate the new knowledge into a memory. After that, our recall falls off steeply without subsequent review.
100% AMOUNT RECALLED
75%
Area of Increased Knowledge With Review Area of Maintained Knowledge for an Individual Who Does NOT Review
50%
25%
1 Day
2 Days
The next lesson, Lesson 5, works with another skill in developing the trainingoutlining the training content for a learning objective. You will be building on and referring back to the information covered in the last two lessonsanalyzing the training requirement, and developing learning objectives. Developing and organizing training content in order to outline it appropriately requires us to use our rational and creative processes. The lesson begins with a mind-mapping activity associated with teaching a person how to drive a car. The purpose of this activity is to give the participants a creative option to use in developing content information. Then rational decision-making is highlighted in relation to the content developed from the mindmapping activity to ensure that content is reviewed for relevance and sequenced appropriately for learning effectiveness.
5-2
Lesson 5: Outlining the Training Content

The hypothetical ethics training course is once again used to show participants an example of how training content is outlined to support learning objectives. Then participants outline the training content for the learning objective they developed in Lesson 4. Spend time with each participant as he or she works on the exercise, providing coaching as needed. Also, as participants work on the exercise, they might discover a need to re-think the learning objective they developed in Lesson 4. Be prepared to assist them in developing new objectives, keeping in mind that they will be using this objective in developing their practice training lesson later in the workshop. Ideally, the practice lesson they will be developing should be approximately 1 hour in length.
5-3


CONDUCT TRAINING

5-2
Introduce the topic. Tell the participants:

Now we will continue with the process involved in developing and conducting training. This lesson covers the third step in developing and conducting training outlining the training content.
Ask . . .
What do you think we mean by the term training content?
Possible answers: Tasks to be done. What is to be learned.
5-4

Show Slide 5-3: Training Content.
Training Content
Identifies what learners must do and know to meet the objective.
5-3
Define training content. Tell the participants:
The training content identifies what the participant will have to do and know in order to meet the learning objective.
5-5

Lesson 5 Objective
By the end of this lesson, you will be able to: Outline training content for a lesson objective.
5-4
The objective of this lesson calls for you to outline the training content for the learning objective you developed in Lesson 4.
5-6
Lesson 5: Outlining the Training Content 3 Mind Mapping


Before we get into the nitty-gritty of outlining training content, lets first learn about a tool that can help you develop your content information. Has anyone ever heard of a mind map? (Pause a moment. If anyone has, ask for a definition or explanation.) Mind mapping is an efficient way to develop information about a topic, because it works in natural harmony with the way our minds work. Mind mapping can help you develop your thoughts about the training content you might want to include in your training lesson before you start the process of outlining your content.
Show Slide 5-5: Mind Map.
Mind Map
io ns
Re
rg an iz at
so ur c
Cl ub s/
Li te
ra
tu re
es
Birding
Bi t no en cu pm Te l ar ui l es s Eq co Ho pe w s to us e eq ui pm en t
5-5
g in A ttr rd Bi ac rd d tin ya oo k g F r ac B e Id B ir at en g ds W tif sin yi ou es ng H id B Gu s i rd nd s eld ou Fi r S fo ok lo o tt ha W
Describe mind mapping by telling the participants:

Heres a mind map of content that might come into play in teaching someone about bird watching. Notice that you write the topic in the center of the page. Then you begin the lines or branches of the map, going around the circle clockwise, to detail more specifics about the topic as ideas come to your mind. Work as fast as you can as the ideas come to you, without worrying about how the information is written or its order, or how appropriate the idea is. Youll be editing the information later.
5-7

Complete the activity:

Now lets try mind mapping some training content youre probably quite familiar with. Suppose you agreed to teach someone to drive a car.
Draw a circle in the middle of a flipchart page. In the middle of the circle write:
Driving a Car
Ask . . .
What are all of the things you might include if you were teaching someone to drive a car? Record participants responses in mind-mapping format, going clockwise around the topic circles. Expect answers such as: Traffic laws Instruments and controls Emergency procedures Starting the engine Steering Acceleration Braking
Probe for all the things they might think the participant should do or know. Resist suggestions to drop items or to sequence them while mind mapping. Discuss the need for selecting and sequencing training content. Ask . . .
What might happen if you taught the person all these things in the clockwise order in which they are listed here?
5-8


In the example we just talked about, you saw one method for determining training content: mind mapping possible content. You also saw what might happen if you include all the content you develop in the order it pops into your head: You might list unnecessary items. You might forget to list necessary items. You might list items out of sequence.
The approach you will learn next in this lesson prevents these things.
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Train-the-Trainer Instructors Guide 4 Outlining the Training Content

Show Slide 5-6: The Purpose of Outlining Content
The Purpose of Outlining Content

Outlining your training content can help you: Eliminate unnecessary content. Organize and place content in sequence. Check to make sure that your objective can be met.
5-6
Discuss the purpose of outlining the training content. Tell the participants:
Outlining the training content does three things: It helps you eliminate unnecessary content. It helps you organize and sequence content. It serves as a check for ensuring that your participants can meet the learning objective.
When you outline the training content, you must consider the content from a participants perspectivewhat the participant needs in order to achieve the objective.
Ask . . .
Have you ever taken a course that had information in it you didnt need to learn? Why do you think that happens? Answer: Often, trainers include nice-to-know informationwhat he or she wants to tell the participant, versus what the participant needs to know in order to complete the learning objectives.
5-10

Show Slide 5-7: Outlining Steps.
Outlining Steps
List actions and knowledge requirements. Place content into sequence.
5-7
Discuss the steps involved in outlining. Tell the participants:
There are two steps involved in outlining training content: First, list the actions participants must take during training to accomplish the learning objective and the knowledge required in order to take those actions. Then, sequence the content (the knowledge requirements, as well as the actions) in the order in which the actions should occur in training.
Show Slide 5-8: Listing Actions and Knowledge Requirements.
Listing Actions and Knowledge Requirements

What actions must learners take during training? What facts, rules, etc., will they need in order to take those actions?
5-8
Continue the discussion:
5-11
Lets look at the first step more closely. Break down the content to be learned into small steps, and the smaller the better. Make sure no steps are left out. Dont worry about oversimplifying at this point. You can always combine actions or knowledge requirements later on, when you develop your training plan. When you are identifying knowledge requirements, consider the facts or rules a person needs to know in order to perform the actions required during the training. If youre unsure of any action steps or knowledge requirements, be sure to clarify them at this point.
Ask . . .
How can the worksheet you completed to analyze the training requirements help you at this point? Answer: I can refer to the available supportive resources information recorded on the worksheet.
Show Slide 5-9: Place Content into Sequence.
Place Content into Sequence

In what order should training content be presented? Do knowledge requirements precede their related actions?
5-9
The last step involves sequencing. Now youre ready to sequence the actions and knowledge requirements in the order in which they should be presented in your training.
5-12
Usually, you think about certain information before doing something, so knowledge requirements precede the actions to which they relate.
Discuss actions and knowledge requirements. Tell the participants:

Lets talk about actions and knowledge requirements that apply to this lesson. One of the actions you have to take in order to achieve the learning objective for this lesson is to sequence training content.
Ask . . .
What facts or rules do you need to know in order to do that, based on what weve just talked about? Answer: Knowledge requirements precede actions in sequencing training content.
What might happen if you tried to complete the action without knowing that rule? Possible answer: I might sequence incorrectly.
What would the consequences be to your participants if you sequenced their training content incorrectly? Possible answer: They might not be able to meet their learning objective.
What questions do you have about outlining content before we look at an example?
5-13
Train-the-Trainer Instructors Guide 5 Example


As you recall, we have been following throughout this workshop an application of the training development process for ethics training. Your Coursebook shows how Chris outlines the training content for the learning objectives in that training.
Have participants read Coursebook pages 5-5 and 5-6. Walk through the example, emphasizing the following points:

The actions Chris lists are from the viewpoint of what the participant must do to achieve the learning objective. Each knowledge requirement is shown under the action to which it relates. Chris has sequenced the training content so that knowledge requirements precede their related actions.
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Lesson 5: Outlining the Training Content 6 Exercise

Now you will have an opportunity to outline the training content for the learning objective you developed in Lesson 4.
Refer participants to Coursebook page 5-6. Take the following steps to complete the activity: 1) 2) 3) 4) Have participants read the instructions and complete the exercise. Allow 20 minutes for participants to record information in their Coursebooks. Check with each participant to assess progress and provide help as needed. When participants are finished, have a volunteer come up and write his or her learning objective and sequenced training content on the flipchart. Have the participant discuss the information. Provide feedback. Repeat the process with another volunteer. Allow 15 minutes for this activity.
5) 6)
5-15

Lesson 5 Summary
In this lesson, you learned how to outline training content by:
Identifying actions and knowledge requirements. Sequencing your training content.
5-10

You have been learning how to outline the training content for a learning objective. You learned how to identify the actions and knowledge requirements your training must include. You also learned how to sequence your training content. You will have a chance to refine your training content when you develop your lesson plan later in the workshop. In Lesson 6, you will learn about training methods. You will have a chance to do some preliminary thinking about training methods you might want to use in your practice training lesson.
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Objectives
Lesson 6 Selecting Training Methods
Select appropriate training methods.
Estimated Time
1 hour

Coursebook Lesson 6: Selecting Training Methods
Training Aids

Slide 6-1: Steps in Developing and Conducting Training Slide 6-2: Lesson 6 Objective Slide 6-3: General Selection Criteria Slide 6-4: Lesson 6 Summary

6-1

The next logical step after outlining the training content (Lesson 5) is to develop a training plan (Lesson 8). In order to do this, the participants need to become acquainted with specific training methods (covered in this lesson) and training aids (covered in Lesson 7). This lesson covers six training methods. These six methods have been selected for this lesson because they tend to be the ones most helpful to people who are not trainers by profession. The lesson starts with a brief discussion of the specific training activities in this workshop that individual participants have particularly enjoyed. This discussion gives participants a chance to share their preferences and to see that various training activities appeal to different people. Be careful not to appear to endorse or defend particular activities. The point of the discussion is to encourage participants to understand the importance of using a variety of training methods. Next in the lesson, participants return to the workshop example to learn Chriss preliminary thinking about training methods for the hypothetical training situation. The example suggests that early thinking about training methods is a natural part of the training development process. It also reinforces the idea (further reinforced in the workshop example in Lesson 8) that a variety of training methods should be used to teach training content. At the end of the lesson, participants make some preliminary selections of training methods based on the training content outlines they developed in Lesson 5. The purpose of the exercise is not to have participants select a method for each individual action and knowledge requirement. Instead, they should be reviewing the overall training content so they can select appropriate methods for helping their trainees achieve the learning objective. Provide suggestions of alternative training methods as you review individual progress during this exercise. Expect some participants to have difficulty selecting methods and others to find it relatively easy.
6-2
Lesson 6: Selecting Training Methods 1 Overview


CONDUCT TRAINING

6-1

In Lesson 5, you learned the third step in developing the training content outlining the training content. The next step in developing and conducting training is to develop the training plan. Before we go on to that skill, though, there are two important aspects of training you need to learn abouttraining methods and training aids. When you develop your training plan, you will need to specify the training methods and training aids you will use in teaching the content. This lesson will cover selecting training methods for your training plan. Lesson 7 will cover using training aids. During this lesson, you will learn about six commonly used training methods. You will be provided with criteria to help you decide when to use each of those methods. You will return to the hypothetical training situation and see some preliminary decisions Chris makes about training methods for the ethics training. Then you will get a chance to make some preliminary decisions about training methods you might use in teaching the training content you outlined in Lesson 5.
6-3

Lesson 6 Objective
By the end of this lesson, you will be able to: Select appropriate training methods.
6-2
The objective of this lesson calls for you to do some preliminary selection of training methods for content.
6-4
Lesson 6: Selecting Training Methods 3 Discuss the Need for Variety in Training Methods

Lets begin with a general discussion of training activities. You have completed five workshop lessons to this point.
Use the following question to have volunteers identify and discuss their preferences. Probe for specific reasons why they liked those activities.
What training activities in this workshop have you enjoyed the most?
Connect participants responses to the need for variety in training. Tell the participants:

As you can see, people differ in their preferences concerning training activities. You need to provide variety in your training in order to respond to the various needs of your participants. One way to provide variety is to use different training methods. This lesson will cover six alternative training methods.
6-5
Train-the-Trainer Instructors Guide 4 Selecting Training Methods

Identify the training methods to be covered in this lesson. Tell the participants:
The six training methods to be covered in this lesson are: Case study Demonstration Group discussion Role play Structured exercise Trainer presentation
Write the six methods on the flipchart, briefly discussing each method as you do so. Use the following questions to lead a discussion of the six training methods:
Which of the six methods have been used so far in this workshop?
Answer: Demonstration Group discussion Structured exercise Trainer presentation.
As participants respond, place a checkmark next to each method on the flipchart. Continue . . .
What method are we using right now?
Answer: Group discussion.
6-6
Lesson 6: Selecting Training Methods

Show Slide 6-3: General Selection Criteria
General Selection Criteria

The learning objective The learners The practical requirements
6-3
Discuss the three general criteria in selecting training methods. Tell the participants:
There are three general criteria in selecting training methods: The Learning ObjectiveWill the method meet it? The ParticipantsDoes it take into account group size, experience levels, and other characteristics? The Practical RequirementsIs it feasible, given the physical environment, time, materials, and cost limitations?
The data you collected when you analyzed the training requirements includes information that will be important to you in selecting training methods.
Use the following questions to lead a discussion of the three general criteria in selecting training methods:
If your analysis said that the participants are very familiar with the training content, what training methods come to mind? Possible answers: Case study and group discussion.
6-7
If your analysis revealed that your class size is to be 25 people or more, what training method might you want to consider? Possible answer: Trainer presentation.
Note: Participants might provide different answers. Accept them as long as their rationale is appropriate. Tell the participants:
Thinking back to the information presented about adult learning principles, you might recall that one principle is to keep participants actively involved.
Ask . . .
Which training methods keep the participants most actively involved? Possible answers: Case study Group discussion Role play Structured exercise
Note: Again, participants might respond differently. Accept the responses, as long as the rationale is appropriate. Continue . . .
What are some practical requirements that might influence your selection of methods? Possible responses: Room arrangement. Time available.
6-8
Lesson 6: Selecting Training Methods
How might they influence your selection?
Possible responses: The room arrangement might not allow for physical demonstration. There might not be enough time for group discussion.
Continue the discussion . . .
Sometimes trainers overuse the trainer-presentation (lecture) method.
Ask . . .
Why do you think the trainer-presentation method is used so often in training? Possible responses: Because it is the primary way people have been taught in the past. It allows for easier control. It is easier to prepare for.
Have you been in training sessions where this method was overused? Allow participants to share their experiences. Try to relate their examples to the possibility that adult learning principles are ignored.
What experiences have you had in previous training where roleplaying was used? Allow participants to share their experiences. Tell the participants:
We are using the demonstration method when we look at how Chris completes her various training activities.
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Ask . . .
Have you been in training classes where the instructor demonstrated how to complete a task? Allow participants to share their experiences. Tell the participants:
In Lesson 7, you will see me demonstrate how to use training aids.
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Lesson 6: Selecting Training Methods 5 Example


Chriss last step in the hypothetical training situation was to outline the training content for her learning objectives. Lets see what preliminary decisions are made about training methods for the content.
Refer participants to Coursebook page 6-7. Use the following questions to lead a discussion about Chriss selection of methods:
Why do you think Chris selected a structured exercise to achieve the first objective? Possible response: It simulates required job performance.
Why would a group discussion be appropriate for the second objective? Possible response: Participants can learn from each other, as well as from the trainer and expert, during this segment.
Why might Chris have chosen a video demonstration for the last objective? Possible response: Video can show a perfect model of the performance required, but in an interesting way.
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Now you will get a chance to do some preliminary selection of training methods for your own content outline. You will have a chance to finalize them when you develop your training plan in Lesson 8.
Refer participants to Coursebook page 6-9. Take the following steps to complete the activity: 1) 2) 3) Have participants read the instructions and complete the exercise. Allow 15 minutes for participants to record information in their Coursebooks. As participants are completing the exercise, check to see if any participants need your help, and provide help as needed.
Discuss the exercise. Have participants discuss preliminary decisions and rationale about methods. Expect some participants to feel satisfied with their selections; others might be finding it difficult to make a decision they are satisfied with. Reassure participants that they will have a chance to finalize their selections in Lesson 8.
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Lesson 6: Selecting Training Methods 7 Summary

Lesson 6 Summary
In this lesson, you learned how to select training methods using: General selection criteria. Criteria specific to six common training methods.
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In this lesson, you learned about six common training methods and criteria useful in method selection. You did some preliminary selection of methods for the training content you outlined earlier. In Lesson 7, we will cover another important element in developing your training plan. That lesson covers training aids.
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Objectives
Lesson 7 Developing and Using Training Aids
Use training aids appropriately in training.
Estimated Time
1 hours

Coursebook Lesson 7: Developing and Using Training Aids
Training Aids

Pre-recorded flipchart: Making Flipcharts Effective Slide 7-1: Lesson 7 Objective Slide 7-2: Too Much Text/Animation Slide 7-3: Inappropriate Animation/Sound Slide 7-4: Unreadable Text Slide 7-5: Guidelines for Making Appealing Slides Slide 7-6: If You Use Animation Slide 7-7: If You Use Transitions Slide 7-8: If You Use Sound Effects Slide 7-9: Too Much Text Slide 7-10: Unnecessary Words Slide 7-11: Font Too Small Slide 7-12: Good Transparencies Are Slide 7-13: Our Goals Slide 7-14: Analyzing the Training Requirement Slide 7-15: Lesson 7 Summary
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Train-the-Trainer Instructors Guide Equipment and Supplies

Equipment for presenting a PowerPoint slide show, if appropriate Overhead projector Flipchart and markers Supplies for participants to use in completing the practice exercise: Extra flipchart paper and markers Extra paper for creating handouts Blank transparencies/markers/frames
Notes to Instructor
The focus of this lesson is on four types of training aids that are appropriate to the participant population: 1) 2) 3) 4) Video Handouts Flipcharts Slides/Overhead Transparencies
This lesson begins with a discussion about the purposes of training aids. Participants are asked to offer examples of how training aids have been used in the workshop as a way of reinforcing the importance of training aids. For the discussion on the use of flipcharts, you will start by demonstrating things that can go wrong with flipcharts. Prepare examples of poorly developed flipcharts prior to this lesson. You will also demonstrate some tips in using flipcharts. Prepare for that demonstration by pre-recording a flipchart (as shown on the next page). Do not display these pre-recorded charts until time for the demonstration. For the discussion on the use of slides/overhead transparencies, you have the option of discussing either computerized slide shows or transparencies or both, depending upon what is most appropriate for your training. The discussion starts by demonstrating common mistakes made with slides. At the end of the lesson, participants will practice creating training aids using the material on which they are basing their practice training lesson.
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Lesson 7: Developing and Using Training Aids
Pre-Recorded Flipchart
Making Flipcharts Effective

Use color, graphics, geometric shapes Underline , box Correct errors on pre-recorded charts professionally
Preparation Instructions
1. 2. 3. 4. 5. 6. 7. 8. Print letters at least 1 inches high. Leave two inches between lines. Use three colors. Underline the word UNDERLINE. Draw a box around the word BOX. Misspell a word, then correct it by pasting a label over it and writing on the label. Put light pencil notes in the margin as memory joggers (make sure they cannot be seen by participants). Tab the chart with an identifying label.
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This lesson covers training aidsan important aspect of training. During the lesson, you will learn about four of the most commonly used training aids. They are: Videotape Handouts Flipcharts Slides/Overhead Transparencies
Write the four training aids on the flipchart. Leave the page displayed.

You will be provided with information about each of these training aids. You will also learn some tips on developing and using these aids in your training. During the lesson, you will develop training aids for your practice training lesson.
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Lesson 7: Developing and Using Training Aids 2 Lesson Objective

Lesson 7 Objective
By the end of this lesson, you will be able to: Use training aids appropriately in training.
OH 7-1
The objective of this lesson requires you to learn how to develop and use training aids.
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Train-the-Trainer Instructors Guide 3 Purpose of Training Aids

Discuss the purposes of training aids. Ask the participants:
What are some of the important purposes of training aids?
Possible answers: They can highlight main points. They serve as memory aids. They add variety. They enhance a trainers professionalism.
Three out of the four training aids have been used so far in this workshop.
Refer to the training aids on the flipchart. Ask . . .
Which ones are they?
Answer: Handouts Flipcharts Slides/Overhead Transparencies

Videotape is not used, but you will learn about that training aid during this lesson. Lets talk about how training aids have been used in this workshop.
Have participants give specific instances when training aids were used and the purposes they served. For example: The Coursebook is essentially a handout used to present information during the workshop and help participants retain information.
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The flipchart showing four training aids keeps information in front of participants during this discussion. The Slide on the lesson objective helps the participants understand what will be expected of them during the lesson.

Your Coursebook recaps some of the discussed uses of training aids. It also gives information about the first training aid we will discuss in detail videotape.
Refer participants to Coursebook page 7-3. Have them read the information about video, through page 7-4. Use the following questions to lead a discussion about using video as a training aid:
Why is it important to prepare ahead for the videotape presentation?
Possible answers: Equipment failures can be embarrassing and can impede learning. Its important to know the specific points you want the participants to get from the tape.
Why is it important to preview the videotape and provide instructions to the participants before they view the video? Possible answer: Participants will get more out of the video if they know what to watch for.
Why is it important for the instructor to stay in the room during the video? Possible answers: To make sure participants can see and hear. To be present in case the equipment fails. To keep viewers interested, and highlight specific information.
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Why is it important to summarize the key points from the videotape?
Possible answer: To reinforce what you want participants to remember.
Has anyone had experience using video in training?
Allow participants to discuss their experiences. If no one has had experience as a trainer, ask about their experiences as participants. Reinforce effective and ineffective uses discussed by participants.
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Lesson 7: Developing and Using Training Aids 4 Handouts

Introduce the discussion about handouts. Tell the participants:

We will now learn about handouts. There are three handout formats we will discuss in detail. They are: Decision chart Checklist Worksheet
Your Coursebook has some information about these formats.
Have participants read Coursebook pages 7-5 and 7-6. Discuss participants experiences with handout formats.
Besides this workshop, what training experiences have you had with any of the three types of handouts you just read about? Refer to the three types shown on the flipchart. Allow participants to discuss how the handouts helped them learn or complete a training task. Discuss guidelines for selecting a format for the handout. Tell the participants:

Lets talk about some specific ways you might use these formats for the material you brought with you to the workshop. Lets discuss the general guidelines you should follow in developing handouts.
Have a few volunteers discuss specific handout possibilities for their material. Ask . . .
Why is it important to date your handouts?
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Possible answer: It is important to recognize whether the information on the handout is up-to-date.
Why is it important to avoid unnecessary information?
Possible answer: Participants lose interest if there is too much material to read.
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Lesson 7: Developing and Using Training Aids 5 Flipcharts

Introduce flipcharts. Tell the participants:
The next training aid we will discuss is the flipchart.
Display the pre-recorded flipchart bloopers. Have participants critique the flipcharts. Be sure all bloopers are discussed. Discuss flipchart preparation. Tell the participants:

There are two ways to use flipcharts during training. The first way is to prepare the chart ahead of time and display it during the training session.
Title a flipchart page:
Pre-Record
Record responses to the following question:
What are some advantages to preparing the chart ahead of the actual training session? Possible answers: It will be neater. It can be used as a presentation outline. It looks more professional. It saves training time.
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Another option is to record information during the training session.
Title another flipchart page:
Create During Session

Record responses to the following question:
What are some advantages to recording information during the actual training session? Possible answers: It encourages participant involvement. Participants feel that their input is important. It allows for more flexibility in the discussion. It encourages participants to act as resources to one another.
Discuss guidelines for pre-recording information. Tell the participants:

There are some guidelines to follow in pre-recording flipchart information. These guidelines can help you make your flipcharts more effective. Here is an example of a pre-recorded flipchart that follows the guidelines.
Display the pre-recorded flipchart page:
Making Flipcharts Effective

Have participants notice the use of color, shape, underlining, and letter size. Show the corrected error, pencil notes, and the tab for identifying the flipchart. Demonstrate how to tear off a flipchart page. Ask . . .
Why should you have a blank page between each pre-recorded page?
Answer: So writing does not show through and distract participants. There will also be room to record points raised during the discussion.
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How can you check to be sure your charts are readable?
Answer: Go to various parts of the room and check the legibility before participants arrive.
Discuss guidelines for recording information during training. Demonstrate and encourage discussion of the guidelines as you mention them. Tell the participants:

There are also guidelines for recording participant input during training. Use key words, and write as quickly as possible. Alternate colors so that items are more visible. Check with participants to be sure youre reflecting ideas accurately. What additional tips on using flipcharts do you have to share?
Allow participants to share their ideas and experiences.
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Train-the-Trainer Instructors Guide 6 Slides/Overhead Transparencies

Introduce the discussion on slides. Tell the participants:

Now well move on to the last training aidsslides and overhead transparencies. Slides and overhead transparencies are similar in that they share the same principles of presenting information. The advantages of using slides include the ability to animate words and graphics either automatically or on a mouse click, as well as having a seamless presentation (because there wont be an interruption to remove and replace an overhead transparency). Overhead transparencies allow you to write directly on the transparency to emphasize key points or add to the information, as appropriate. Slides can be created using PowerPoint or Presentations. Lets take a look at some of the principles of presenting information using computerized slides. Because PowerPoint is the method used to present the slides for this workshop, well only focus on PowerPoint as a slideshow tool.
Show Slide 7-2: Too Much Text/Animation.
Too Much Text/Animation

The proper use of slides can help you put together a visually appealing, well-organized presentation. PowerPoint is an effective tool that can be used to create electronic slide shows and overhead transparencies. Although slides can help make your presentations interesting and effective, there are advantages and drawbacks if they are not used properly.
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Point out that too much text or animation tends to overwhelm the viewers.
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Show Slide 7-3: Inappropriate Animation/Sound.
Inappropriate Animation/Sound
Pick one type of animation, and use it every time. Gradually introduce text to the audience. Pick one primary transition and stick with it. Think about animating graphical images. Choose one or two non-distracting transitions. Fade to black between major sections. Use sound sparingly. Test the sound at various volume levels.
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Point out that each line uses different animation and that the sound effects are inappropriate. Show Slide 7-4: Unreadable Text.
Unreadable Text
Bullet items rather than use narrative sentences or paragraphs. Reinforce your main ideas rather than repeat every word.
Cover one major idea, with up to 3 sub points, on one slide. Choose fonts, font sizes, and colors that enhance.
Bullet items rather than use narrative sentences and paragraphs.
Test to see if you can read the text from the back row.
If you are using transparencies, set the zoom feature of the projector to enlarge the Make sure the stages of your presentation and the print. visual aids you use follow a logical sequence.
Use no more than 6 words per line of text.
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Point out that the slide shows a graphic with print too small to be easily read. Ask . . .
What other common errors have you observed in the creation of PowerPoint slides? Discuss creating and using PowerPoint slides. Tell the participants that their Coursebook has information on how to create and use slides.
7-15

Have participants read Coursebook pages 7-9 through 7-11. Ask . . .
Has anyone had experience creating and using PowerPoint slides?
Allow participants to relate their experiences. Share your own experiences. Tell the participants:
Here are some slides that follow the guidelines detailed in your Coursebook.
Show Slide 7-5: Guidelines for Making Appealing Slides.
Guidelines for Making Appealing Slides

Use simple, legible text. Have a clear message. Use graphics, where appropriate.
Cut along dotted line
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Refer the three guidelines for making appealing slides. Point out that this slide has an appropriate amount of text and good use of a graphic.
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Show Slide 7-6: If You Use Animation
If You Use Animation

Pick one type and use it throughout. Gradually introduce text to the audience. Pick one primary transition. Animate graphical images to tell a story.
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Point out that this slide uses Peek from left animation. (Note: You will need to click the mouse for each line to appear.) Show Slide 7-7: If You Use Transitions
If You Use Transitions

Choose one or two non-distracting transitions. Use wipe-up to guide the audiences eyes. Fade to black between major sections. Remember, subtlety and consistency are best.
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Explain that a transition is simply moving from one slide to the next. PowerPoint offers a number of methods of making a transition. Point out that the transition from the previous slide to this slide is called a wipe up transition; the text and/or graphic wipe from bottom to top. (Show the transition from Slide 7-6 to 7-7 once again to emphasize this type of transition.) Suggest that as they learn to create PowerPoint slides, they should experiment with the different types of transitions and text animation to see how they will appear when animated.
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Show Slide 7-8: If You Use Sound Effects
If You Use Sound Effects

Use them sparingly and make sure they add impact. Test the sound at various volume levels.
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Point out that this slide uses the clapping sound effect. (Note: Make sure the volume is turned up so participants can hear the sound effects.) Make the following key points about continuity of a slide show presentation:

At times, you might have one slide or transparency you want to show several times over during your training. With overhead transparencies, you can set that particular transparency aside and place it on the projector each time it is needed. However, with a slide show, you should recreate the slide, putting it in the order in which it is to be shown. This will help you create a seamless presentation. You will notice in this workshop that the slide Steps in Developing and Conducting Training appears in a number of lessons. This slide was copied and pasted in the appropriate place, with the animation being adjusted as appropriate.
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Introduce the discussion about transparencies. Tell the participants:
Many of the rules for creating slides also apply to creating overhead transparencies.
Show Slide 7-9: Too Much Text.
Too Much Text

The proper use of transparencies can help you put together a visually appealing, wellorganized presentation. You can enhance the professionalism of your training simply by adding a few transparencies. Although transparencies can help make your presentations interesting and effective, there are drawbacks if they are not used properly. Too much text is one drawback.
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Point out that too much text on a transparency or on a slide tends to overwhelm the viewers. Show Slide 7-10: Unnecessary Words.
Unnecessary Words
Pick one theme you think is an important theme you want to focus on, and then focus on it. Think about what it is you want to communicate to the people who are viewing the transparencies so that you can find the best way to phrase things from their perspective.
7-10
Point out that words can be easily omitted without loss of understanding.
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Show Slide 7-11: Font Too Small.
Font Too Small

Choose font sizes that will be readable by your viewers. Test to see if you can read the text from the back row. If you cant read it from the back row, your font size is too small.
7-11
Point out that a larger font is necessary to ensure readability. Ask . . .
What other common errors have you observed in the creation of transparencies? Discuss creating and using transparencies. Tell the participants that their Coursebook has information on how to create and use transparencies. Have participants read Coursebook pages 7-10 and 7-12. Ask . . .
Has anyone had experience creating and using transparencies?
Allow participants to relate their experiences. Share your own. Tell the participants:
Here are some transparencies that follow the guidelines detailed in your Coursebook.
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Show Slide 7-12: Good Transparencies Are,
Good Transparencies Are
Simple Pleasing to the eye Relevant
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and . . . Show Slide 7-13: Our Goals.
Our Goals
Control expenses.
In Out
Get the work done.
Satisfy our clients.
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Point out that these slides use minimal words to express the message, appropriate graphics, and readable text.
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Show Slide 7-14: Analyzing the Training Requirement.
Analyzing the Training Requirement

Statement of training need. Why is training required? Who are the learners? Whats the training content? What are the timing issues? Where will the training be conducted?
7-14
Now Ill demonstrate some of the tips you read about in your Coursebook.
Demonstrate: Pencil pointing Revelation (covering points on the transparency with a piece of paper and revealing each one point-by-point) Presentation notes on frame
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Lesson 7: Developing and Using Training Aids 7 Exercise


Our next activity will be for you to practice creating some training aids. Your Coursebook has instructions for you to follow in doing the exercise.
Refer participants to Coursebook page 7-13. Take the following steps to complete the activity: 1) 2) 3) 4) Have participants read the instructions. Provide the materials they need to develop their training aids. Provide help as needed. When participants are finished, have them take turns showing their training aids to the rest of the class and discussing how they plan to use them in their training.
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Lesson 7 Summary
In this lesson, you learned how to use four important training aids: Video Handouts Flipcharts Slides/Overhead Transparencies
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We have completed another set of important skills involved in training knowing how to use training aids. You have learned about four training aids you can use in your training. In Lesson 8, you will learn how to develop a training plan. That will be the step where you put together your training methods and training aids into a plan for teaching your training content.
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Objectives
Lesson 8 Developing a Lesson Plan
Develop a lesson plan.
Estimated Time
3 hours

Coursebook Lesson 8: Developing a Lesson Plan
Training Aids

Slide 8-1: Steps in Developing and Conducting Training Slide 8-2: Lesson 8 Objective Slide 8-3: Review Step Slide 8-4: Review Step Slide 8-5: Overview Step Slide 8-6: Overview Step Slide 8-7: Presentation Step Slide 8-8: Presentation Step Slide 8-9: Exercise Step Slide 8-10: Retention Rates Slide 8-11: Exercise Step Slide 8-12: Summary Step Slide 8-13: Summary Step Slide 8-14: Lesson 8 Summary Handout 8-1: Lesson Plan Format
8-1

Notes to Instructor
This lesson is about developing a lesson plan. One model for helping participants structure their lesson plans is introduced in this lesson: an adaptation of the ROPES model described in Instructional Systems Design by Robert R. Carkhuff and Sharon Fisher (1984), published by Human Resource Development Press, Inc., Amherst, Massachusetts. The focus of this lesson is on helping participants understand the steps in the ROPES model and how they can develop lesson plans using the ROPES model. The hypothetical training situation is used to show the participants a model of a completed lesson plan. The model includes a moderate level of detail, a level appropriate for nontrainers to use in conducting training. As participants review the model lesson plan, they might become interested in the content of that training lesson. Avoid lengthy discussions about the training content and remind participants that the purpose of the lesson is to demonstrate how to develop a lesson plan. At the end of the lesson, participants will practice developing a lesson plan for teaching a lesson segment based on the training content they outlined in Lesson 5. Provide a sufficient supply of blank lesson plan formats (Handout 8-1) so participants can complete their lesson plans. Be sure to spend some time with each participant as he or she develops a lesson plan, and provide coaching as needed. It is important that the lesson plans be completed so that participants are prepared to conduct their practice training in Lesson 11. If there are participants who are unable to finish their lesson plans during the workshop, have them complete them outside workshop hours. In these instances, ask to review their completed plans and give suggestions for modification, if appropriate.
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Lesson 8: Developing a Lesson Plan 1 Overview


CONDUCT TRAINING

8-1

This lesson will cover the fourth step in developing and conducting training. In this lesson, you will learn how to develop your lesson plan for the training. During the lesson, you will be provided with a model for structuring your lesson plan most effectively. You will learn how to use this model, and you will see how Chris used it to develop a lesson plan for ethics training. You will then put together a lesson plan for your practice training.
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Lesson 8 Objective
By the end of this lesson, you will be able to: Develop a lesson plan.
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The objective of this lesson calls for you to develop a lesson plan for teaching the training content outlined during Lesson 5.
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Lesson 8: Developing a Lesson Plan 3 Developing a Lesson Plan

Clarify the difference between a training content outline and a lesson plan. Tell the participants:

Your training content outline lists the content trainees must learn in order to achieve the learning objective. Your lesson plan will outline the lesson for you, the trainer, as well as the activities that will take place in the training and the training aids youll use.
Have participants discuss what might occur if they dont have a written lesson plan (e.g., they might forget what to say or do during the training). Ask . . .
Why do you think it is important to develop a written lesson plan?
Refer participants to Coursebook page 8-2. Tell the participants:

Your Coursebook includes information about a model that will help you structure your lesson plan so trainees learn most effectively. We call it the ROPES model.
Write on the flipchart:
R O P E S
8-5

Discuss the ROPES model. Tell the participants:
There are five steps in the ROPES model: Review, Overview, Presentation, Exercise, and Summary.
As you state the five steps, write each one on the flipchart, filling in the ROPES letters:
Review Overview Presentation Exercise Summary
Lets discuss the first step.
Show Slide 8-3: Review Step.
Review Step
Purpose: Review learners general knowledge and experience concerning the topic.
8-3
Ask . . .
Why do you want to know each learners knowledge and experience level in relation to the topic? Possible answer: To identify resources available to all the learners.
8-6
Lesson 8: Developing a Lesson Plan

Show Slide 8-4: Review Step.
Review Step
Process: Introduce the topic. Let participants share their knowledge. Recognize group resources.
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Heres how you complete the REVIEW step. Now lets discuss the second step.
Show Slide 8-5: Overview Step.
Overview Step
Purpose: Establish connections between participants and the content that engages participants and motivates them to learn.
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and . . .
8-7

Show Slide 8-6: Overview Step.
Overview Step
Process: Go over lesson activities. Cover lesson objectives. Establish the importance of learning content.
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Ask . . .
Why should you provide an overview of the lesson activities?
Possible answer: Participants like to know what will occur in their training.
Why is it important to establish the importance of the content?
Possible answer: To motivate the participants to learn.
Have you ever been in training situations where the participants didnt see the training as being important to them? Have participants discuss their experiences. Relate their experiences to the need for adult learners to see the importance of the training.
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Show Slide 8-7: Presentation Step.
Presentation Step
Purpose: Present the content in ways that help learners retain the information.
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and . . . Show Slide 8-8: Presentation Step.
Presentation Step
Process: Use the tell-then-show approach.
8-8
Lets talk about the PRESENTATION step.
Ask . . .
Why is the SHOW approach important?
Possible answer: Participants remember information when they are given examples or are shown how to do something.
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Does the PRESENTATION step always have to be done by the instructor? Answer: No.
How else might it be done?
Possible answers: Participants could provide the information. Written information could be used.
Show Slide 8-9: Exercise Step.
Exercise Step
Purpose: Help enable participants to build their skills through practice.
8-9
Lets go on to the EXERCISE step.
Ask . . .
Why is this step so important?
Possible answer: Participants must practice in order to learn.
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Show Slide 8-10: Retention Rates.
Retention Rates (after 60 days)

PERCENT RETENTION
100% 75% 50% 25% 0%
(70%) (45%) (25%)
TELL
TELL + SHOW
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TELL + SHOW + DO

Participants forget most of what they just heard. Showing them how to do something or giving them examples helps them remember. Following up with practice results in the best retention.
Ask . . .
What are some training methods you can use for the EXERCISE step? Possible answers: Case study Structured exercise
Refer back to the flipchart page listing the training methods.
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Show Slide 8-11: Exercise Step.
Exercise Step
Process: Have participants practice new skills. Provide feedback on performance.
8-11

Its important to provide feedback on participant performance. Now, lets talk about the SUMMARY step.
Show Slide 8-12: Summary Step.
Summary Step
Purpose: To clarify what has been learned.
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and . . .
8-12

Show Slide 8-13: Summary Step.
Summary Step
Process: Summarize, stressing important points. Answer questions. Transition to the next lesson.
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Ask . . .
What might happen if you do not include a SUMMARY step?
Possible answer: Participants might miss important points.
Refer participants to Coursebook page 8-5 and read the section titled Timing Your Lesson. Discuss timing issues. Tell the participants that most timing problems result from underestimating the training time. Ask . . .
What methods have you tried for estimating your timing?
Discuss answers. Give your own methods (e.g., rehearsing and timing with a tape recorder).
Does it surprise you that the EXERCISE step should be longer than any of the other steps? Discuss the need to allow participants as much practice time as possible. Discuss creating the format for training plans. Tell the participants they will receive blank two-column pages to use in creating their lesson plan.
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Train-the-Trainer Instructors Guide 4 Example


As you recall, we have been following Chriss work in developing the ethics training. Your Coursebook shows how Chris develops a lesson plan for one of the lessons in the training.
Refer participants to Figure 8-5 on Coursebook page 8-8. Go through the lesson plan, emphasizing the following points:
Chris wrote out this first statement to the participants to account for trainer nerves early on in the training. Having the first few words in writing helps make trainers less nervous when they first get up in front of a group. Chris wrote out specific questions to ask the participants, as well as possible answers in case they had trouble responding to them. Chris asks the participants for their ideas during the OVERVIEW step in order to clarify the importance of this lesson. Chris plans to use two handouts during the exercise: the case examples, and the answers to the exercise. The largest amount of training time was allocated for the EXERCISE step.
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Lesson 8: Developing a Lesson Plan 5 Exercise


Up to this point, you have developed your learning objective and outlined the training content for your practice lesson. Youve also made some preliminary decisions about training methods for your lesson. Now you will have an opportunity to develop your detailed lesson plan.
Refer participants to Coursebook page 8-11. Take the following steps to complete the exercise: 1) 2) 3) 4) 5) Have participants read the instructions. Distribute the blank lesson plan formats (Handout 8-1). Have participants complete the exercise. Allow 2 hours for developing lesson plans. Consult with each participant to assess progress and provide help in formulating lesson plans.
Have the participants discuss how the exercise went for them. Answer any questions they have. Allow 5 minutes for this discussion.
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Lesson 8 Summary
In this lesson, you learned how to develop a lesson plan using the ROPES model:
Review Overview Presentation Exercise Summary

8-14

You have now learned how to develop a lesson plan. You learned how to use the ROPES model to provide all the steps that must be included in your lesson plan, so trainees can achieve the learning objective. In Lesson 9, you will learn basic facilitation skills. This will be your first lesson in how to conduct a training session.
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Handout 8-1
LESSON PLAN OUTLINE TIME/TRAINING AIDS
Objectives

Lesson 9 Using Basic Facilitation Skills
Make accurate observations of non-verbal behavior. Demonstrate listening skills through paraphrasing. Use appropriate questioning techniques.
Estimated Time
3 hours

Coursebook Lesson 9: Using Basic Facilitation Skills
Training Aids

Slide 9-1: Steps in Developing and Conducting Training Slide 9-2: Facilitation Skills Slide 9-3: Lesson 9 Objectives Slide 9-4: Attending Skills Slide 9-5: Observation Model Slide 9-6: Lesson 9 Summary
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Equipment for presenting a PowerPoint slide show OR Overhead projector, if using transparencies Flipchart and markers 3 x 5 cards for Observing exercise
Notes to Instructor
This lesson covers basic facilitation skills. The lesson starts with a group discussion designed to create an awareness of the need for a learning environment that invites the active participation of the participants. In conducting this and future discussions, it is important that you, as trainer, use all of the four facilitation skills covered in the lesson. At the beginning of the lesson, participants are introduced to a model that depicts facilitation skills as the bridge between the training content and the participants. The focus of the lesson is on four basic facilitation skills a trainer can use to enhance learning. They are:

Attending skills Observing skills Listening skills Questioning skills
The segment of the lesson on attending skills requires you to demonstrate the guidelines covered in Figure 9-2 of the Coursebook. There are four exercises in this lesson. The first one asks participants to observe three group members exhibiting nonverbal behaviors and then draw inferences about the emotional state of the group members. Prepare three 3 x 5 cards as shown on the next page to be given to the participants demonstrating the behaviors. Use care in selecting individuals to demonstrate behaviors: They should be comfortable with doing the demonstration and able to portray the behaviors as realistically as possible. It is important that participants realize that there are no right or wrong answers in this exercise. Rather, participants should be encouraged to report what they see and what they infer about their colleagues feelings, based on their observations. The second exercise allows participants to practice effective listening skills by paraphrasing some hypothetical statements. In this listening exercise, there are no right or wrong answers, but the answers must reflect appropriate rationale. The third exercise calls for participants to practice effective questioning skills when given descriptions of hypothetical classroom situations. In the final exercise, participants are asked to incorporate questions into the lesson plan they have been developing. Circulate among the participants during this exercise. Pay particular attention to the first 15 minutes of their training plan to make sure they will have a chance to practice facilitation skills when they conduct their practice training in Lesson 11.
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Lesson 9: Using Basic Facilitation Skills 3 x 5 Cards for the Observing Exercise
Make up three 3 x 5 cards for the three participant behavior categories, as shown below: Instructions: When the trainer says Start, display the behaviors listed below or any other behaviors that express the feelings of enthusiasm or understanding. Behaviors Smiling Nodding affirmatively Leaning forward Making eye contact Feeling Enthusiasm or understanding
Instructions: When the trainer says Start, display the behaviors listed below or any other behaviors that express the feeling of boredom. Behaviors Feeling
Yawning Boredom Staring vacantly Shuffling feet Leaning back in the chair Looking at clock
Instructions: When the trainer says Start, display the behaviors listed below or any other behaviors that express the feeling of confusion. Behaviors Frowning Scratching head Pursing lips Staring vacantly Avoiding eye contact Feeling Confusion
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CONDUCT TRAINING

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This lesson covers basic facilitation skillskey skills you will use in conducting training. In Lesson 8, you developed your lesson plan, which brings together the training content, training methods, and training aids you will use in conducting your training. But in order for your participants to learn, they must become involved in the training process. When you use effective facilitation skills, you help your participants learn by: Involving them in the training process; Assessing how the training is being received; and Responding to their learning needs.
During the lesson, you will learn four basic facilitation skills.
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Lesson 9: Using Basic Facilitation Skills

Show Slide 9-2: Facilitation Skills.
Facilitation Skills
TRAINING CONTENT
Attending Observing Listening Questioning

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PARTICIPANT

Facilitation skills are the bridge between your training content and your participants. You will practice using these skills during the lesson. During the lesson, you will also return to your lesson plan to incorporate these facilitation skills into your training.
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Show Slide 9-2: Lesson 9 Objectives.
Lesson 9 Objectives
By the end of this lesson, you will be able to: Make accurate observations of nonverbal behaviors. Demonstrate listening skills through paraphrasing. Use appropriate questioning techniques.
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The objectives for this lesson call for you to learn how to: Make accurate observations of participants. Use paraphrasing to demonstrate effective listening. Use appropriate questioning techniques.
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The Importance of a Comfortable Learning Environment

Introduce the discussion. Tell the participants:

Before we begin our lesson on facilitation skills, Id like to ask you to participate in a discussion related to your previous training experiences. Think back to a training situation where an instructor made you feel involved in the session.
Ask . . .
What was the situation, and what did the instructor do that made you feel involved? How did your involvement in the session affect your learning? List the instructor behaviors on the flipchart. Have participants discuss the impact on their learning. Emphasize the need to create a comfortable learning environment. Tell the participants:

A comfortable learning environment enables people to get involved in the training process. People learn more when they are involved in the training. In this lesson, you will learn the basic facilitation skills that will help you maintain trainee involvement.
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Train-the-Trainer Instructors Guide 4 Attending Skills

Show Slide 9-4: Attending Skills.
Attending Skills
Face the learners Maintain eye contact Move toward learners Avoid distractions
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Introduce Attending Skills. Tell the participants:

The first group of facilitation skills well discuss are attending skills. There are four attending behaviors we will consider. They are: Face the participants. Maintain appropriate eye contact. Move toward the participants. Avoid distracting behaviors.
Attending behaviors communicate to the participants that you are interested in them. There are some dos and donts for each of these behaviors. Ill demonstrate some of the dos and donts for you.
Demonstrate each behavior shown below. Comment about what you are doing as you demonstrate the behavior and ask for participant reaction to the behavior. Examples of Dont Behaviors: Talking to a visual aid Standing too far away Standing in a fixed position Scanning the group too rapidly Staring at one person Turning your back to a part of the group Looking at your watch
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Examples of Do Behavior: Ask . . . Face the participants. Appropriately scan the group. Walk toward participants. Smile at individuals. Nod affirmatively. Circle the room during the exercise. Use natural facial expressions.
What training experiences have you had where good attending skills were not used? Allow participants to discuss previous experiences in which the trainer did not communicate interest in the trainees.
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Train-the-Trainer Instructors Guide 5 Observing Skills

Introduce the topic by telling the participants:

Attending skills communicate interest in the participants and also enable you to observe them. The next group of facilitation skills well discuss are observing skills.
Show Slide 9-5: Observation Model.
Observation Model
OBSERVE
ACT
INFER
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Discuss the observation model. Follow the cycle around as you describe each element. Tell the participants:

Heres a model that can help us understand how observing works. Observing means just what the term implies: watching your participants behaviors for clues about how they are receiving the training. When you observe the behavior of your participants, you can make inferences about how people are feeling about the training process. Then you can choose to take action in response to participants needs.
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Exercise 1
In this exercise, you will practice observing behavior and drawing inferences about participants feelings.
Refer participants to Coursebook page 9-6. Take the following steps to complete the exercise: 1) 2) Have participants read the instructions. Select a participant to display boredom, and give the person the 3 x 5 card with the instructions on it, as shown in the Instructor Notes on page 9-4. Have the person display the behaviors indicated on the card. Ask the rest of the participants to observe the person. Have participants complete Example 1 in their Coursebooks. After participants are finished, have them discuss their answers and have the person who displayed the behavior reveal the behaviors and the feeling indicated on the 3 x 5 card.
3) 4) 5) 6)
Lets talk about participant behaviors and what you might do as the trainer, based on what you infer from the behavior.
Ask . . .
What might you do if you think that your participants are bored?
Possible answers: Try speeding up the pace. Take a break to allow participants to get up and move around. Include more opportunities for participation in the training activity.
Refer participants back to Coursebook page 9-7. Select another participant to display confusion, and give the person the 3 x 5 card with the instructions on it. Repeat the activity.
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Ask . . .
What might you do if you think that your participants are confused about what is being covered? Possible answers: Ask questions to clarify any confusion. Give examples to clarify confusing areas.
Refer participants once again to Coursebook page 9-6. Select another participant to display enthusiasm, and give the person the 3 x 5 card with the instructions on it. Repeat the activity. Ask . . .
Suppose you infer from your observations that your participants are enthusiastic and understand what you are covering. How should you feel? Possible answer: I should feel good about what I am doing, and continue as planned.
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Listening Skills
The next group of skills well discuss involves Effective Listening.
Listening Steps 1. Listen to the words. 2. Paraphrase what was said.

Continue the presentation . . .
Good listening involves two steps: Listen to the words being expressed. Paraphrase what was said.
Your Coursebook has information about these two steps and why they are important in training.
Have participants read Coursebook pages 9-8 and 9-9. Discuss listening skills. Tell the participants:

Lets talk about listening to the words being expressed. Your Coursebook mentioned two kinds of distractions that keep you from listening to participants.
Ask . . .
What are some internal distractions you must avoid?
Possible answers: Avoid thinking about what you will say next. Avoid trying to guess what the participants will say next.
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What are some external distractions you might encounter?
Possible answers: Other participants might want to say something. People might be passing by the training room.
Why is it important to overcome these barriers to listening?
Possible answer: They interfere with hearing the participant

Now lets talk about paraphrasing. Your Coursebook said to begin your paraphrasing with a phrase such as one of these:
Youre saying As I understand it

Ask . . .
What are some other phrases you might start out with?
Possible answers: What I hear you saying is In other words
As participants provide other phrases, add their phrases to those already on the flipchart. Continue the discussion
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What effect does paraphrasing have on the speaker?
Possible answers: Paraphrasing lets the speaker know youre listening. Paraphrasing encourages the speaker to continue.
What effect does this paraphrasing have on other participants?
Possible answers: Paraphrasing clarifies the speakers information for them. Paraphrasing encourages other participants to offer input, toothey know youll listen.
Use paraphrasing to respond to how participants answer these questions.
What have I been doing as we have been talking?
Answer: Paraphrasing responses.
Have participants discuss the effect your paraphrasing had on them.
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In this exercise, you will practice writing three paraphrasing statements. I will read three statements participants might make in the classroom. After each one, take a few minutes to write a paraphrase statement of what you heard. Then, well discuss your statements.
Refer participants to Coursebook page 9-10. Take the following steps to complete the exercise: 1) 2) Have participants read the instructions. Read the following statement out loud, allowing sufficient time for participants to write in their Coursebooks: Statement #1. It seems to me that even children can benefit from adult learning principles. Even though they have little past experience, they do have some and could possibly help one another. 3) Discuss participants responses. Ask
What did you write down as your paraphrase statement?
Possible paraphrase: 4) 5) Youre saying children have enough experience to help one another by acting as resources to one another. Accept any paraphrase statement that captures the key ideas. Repeat the process for the next two statements: Statement #2. The reason my learning goals included creating and using visual aids is that I dont think of myself as artistic, and I have been afraid to try using slides or flipcharts. Possible paraphrase: Youre saying that in the past you havent felt comfortable creating visual aids.
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Statement #3. Sometimes I am asked to put together training in a very short period of time. I often dont know who the trainees will be or how many there will be. It makes it difficult for me. Possible paraphrase: Youre saying that your work is made harder by short time frames and by limited information about the training population.
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Train-the-Trainer Instructors Guide 9 Questioning Skills


The next group of skills well discuss are Questioning Skills. The use of good questioning skills is a key part of conducting effective training. We will talk about three aspects of questioning. They are: Asking questions. Handling answers to questions. Responding to participants questions.
Discuss asking questions:
Lets discuss how to ask questions. Well begin by talking about types of questions.
Ask . . .
What is an open question?
Answer: One that cannot be answered by a yes or no or one-word answer.
Closed questions can be answered with a simple yes or no or oneword answer. What are the advantages of closed questions? Possible responses: They save time. They direct participants to a single answer.
Why are open questions best in a training environment?
Possible answers: They stimulate thinking and idea-generation. They require more than a one-word answer, so participants generate more ideas to discuss.
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Discuss phrasing and directing questions. Ask . . .
What happens when a trainer asks a confusing question?
Possible answer: Participants dont know how to respond.
Why should you wait until someone answers your questions, even if the silence is uncomfortable? Possible answers: It might take participants some time to understand the question and then decide how they want to answer the question. It avoids a situation where participants think they can wait out your question until you answer it for them.
Why should you avoid trick questions?
Possible answers: Adults dont like to be made fools of. They might discourage people from answering future questions.
You can improve your phrasing of questions by doing two things: Practice how to formulate clear and relevant questions. Write the questions out in advance.
Now lets talk about directing questions.
Ask . . .
When might you use a question directed to an individual?
Possible answer: You can use it to recognize the special knowledge or experience a participant has.
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What problems can directed questions create?
Possible answers: A direct question might embarrass a participant who doesnt know the answer or who is shy A direct question might cause other participants to tune out or fear being called on next.
Discuss how to handle participant responses to questions. Tell the participants:

When you ask questions, you must be prepared to handle the answers that participants offer. Your Coursebook has some information on how to handle responses.
Have participants read Coursebook page 9-15. Ask . . .
How would you handle an answer thats partly right?
Possible answer: I would recognize the correct part, and then redirect the question to elicit the rest of the information.
When might you want to redirect the question to the same person who answered it partly right? Possible answer: The same individual might be able to come up with the rest of the answer.
What experiences have you had where positive reinforcement was not used when you responded to questions? Allow participants to discuss. Ask how the failure to positively reinforce their responses affected their willingness to answer future questions.
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What kinds of things can you do to give positive reinforcement to participants? Possible answers: Make verbal comments. Provide a nonverbal response (a nod, smile, etc.), or record participant input on a flipchart.
Discuss how to respond to questions. Tell the participants:

The last aspect of questioning well discuss is how to respond to questions. There are three options you have when a participant asks you a question.
Answer. Redirect. Defer.

Ask . . .
Why do you think questions are important?
Possible answers: Questions tell you how the learning is progressing. Questions indicate interest in the subject. Questions help all participants understand.
Why should you try to redirect questions to the participants whenever you can? Possible answers: This gives them more opportunities to participate. Participants learn more when they answer the questions themselves than when the trainer answers them.
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Going back to the various kinds of questions, if I need to end this discussion now, should I ask an open question or a closed question? Answer: A closed question.
What kind of closed question could I use to end this discussion now?
Possible answer: Do you have any questions about what we just discussed?
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10
Exercise 3
In this exercise, you will practice using questioning skills.
Refer participants to Coursebook page 9-17. Take the following steps to complete the exercise: 1) 2) 3) Have the participants read the instructions and complete the exercise. Allow 10 minutes for this. Ask the participants to volunteer some examples. Accept any answer, as long as there is appropriate rationale for it.
What question did you write for the first one?
Possible answer: What experiences have you had in conducting group meetings?
What response did you make to the second one?
Possible answer: Yes, that is one of the elements. Who has another?
How would you respond to the third one?
Possible answer (redirecting to participants): What ideas do the rest of you have about how to end a prolonged discussion of an agenda item?
By the way, how might you diplomatically end a prolonged discussion?
Possible answer: With a statement such as, That item certainly generated a lot of good discussion, but we need to move on now to the next item.
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In this final exercise, you will review the lesson plan you developed in Lesson 8 and incorporate questions into your lesson plan.
Refer participants to Coursebook page 9-19. Take the following steps to complete the exercise: 1) 2) 3) Have the participants read the instructions and complete the exercise. Allow 15 minutes for this. Be prepared to respond to questions as participants complete the exercises.
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Summary
Lesson 9 Summary
In this lesson, you learned four facilitation skills:
3 Attending 3 Observing 3 Listening 3 Questioning

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In this lesson, you learned about four basic facilitation skills. You practiced these skills and found ways to incorporate them into your lesson plans. You will have the opportunity to try them out when you conduct your practice training in Lesson 11. In the meantime, Lesson 10 will teach you how to handle problem situations that might come up when you conduct your own training. The basic facilitation skills you learned in this lesson will help you handle these problem situations.
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Objectives
Lesson 10 Handling Problem Situations
Identify strategies for handling common problem situations.
Estimated Time
1 hours

Coursebook Lesson 10: Handling Problem Situations
Training Aids

Slide 10-1: Steps in Developing and Conducting Training Slide 10-2: Lesson 10 Objective Slide 10-3: Three Essential Considerations Slide 10-4: Lesson 10 Summary

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In this lesson, you will be working with another skill involved in conducting training handling problem situations. The lesson focuses on problem situations caused by participant behavior. The three problem situations addressed in the lesson involve participationeither over-participation or under-participation by a member of the training group. This lesson begins with a group discussion about the various problem situations that can occur in training as a result of participant behavior. The purpose of the discussion is to recognize the variety of situations trainers face. The discussion will then move on to three common situations. At the end of the lesson, the point is made that the process participants have learned to deal with the three situations is the same process used for the majority of problems participants will encounter in their training. This lesson makes several important points: 1. 2. 3. All trainers face problem situations from time to time. Problem situations are not necessarily a reflection of participant hostility toward the trainer or the training. There are strategies for dealing with problem situations that are effective and that maintain the participants self-esteem with minimal disruption to learning.
You will take the participants through the process of identifying strategies for handling one problem situationthe silent trainee. Participants will then work in teams to use the process to identify strategies for two other problem situations. One by-product of the team exercise is that it provides some of the participants with additional practice writing on the flipchart and presenting information to a group. You will be serving as their model when you work on identifying strategies for the silent person. Be careful to correctly complete the process steps, and make appropriate use of visual aids during this lesson.
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Lesson 10: Handling Problem Situations 1 Overview


CONDUCT TRAINING

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In Lesson 9, you learned the basic facilitation skills used in conducting training. This lesson addresses another aspect of conducting traininghandling problem situations. The kinds of problems we will be discussing are those caused by the behavior of one or more participants. During the lesson, you will learn three key considerations involved in handling problem situations. You will be provided with a problem-solving approach to use in dealing with problem situations. Together, we will try out the approach in identifying strategies for handling a problem situation often encountered in training. Then you will work in teams to identify strategies for solving two other common problem situations.
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Lesson 10 Objective
By the end of this lesson, you will be able to: Identify strategies for handling common problem situations.
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Review the objective for Lesson 10:
The objective of this lesson is to identify strategies for handling the kinds of problem situations you might encounter when you conduct training.
Identify the range of problem situations:
Sometimes the behavior of a participant is a problem in training.
Ask . . .
What are some of the problem behaviors you might encounter in your training?
Record answers on the flipchart. Expect participants to identify problem behaviors: participants who try to get the trainer, participants who consistently ask off-base questions, etc. Connect the discussion to the skills to be learned in this lesson. Tell the participants:

We will be dealing with three common problem situations in this lesson. The approach well use in dealing with these three problems is an approach you can use for the majority of the problems you just identified.
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Lesson 10: Handling Problem Situations 3 Handling Problem Situations

Discuss the causes of problem situations. Make the following key points:
The problem situations we will be dealing with now are the kinds of situations that all trainers, even the most experienced ones, face from time to time. They involve problems in participation. Some differences in participation are normal, given the differences in people. But when people become too vocal or too silent or are disruptive, you must take action.
Discuss three considerations in handling problem situations:
Lets talk about three important things you must do when handling problem situations.
Show Slide 10-3: Three Essential Considerations. Leave this slide displayed during the following discussion.
Three Essential Considerations

Eliminate or Minimize Problem
Preserve Climate
Protect Self-Esteem
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Lets talk about these three important considerations.
Use the following questions to lead a discussion about these considerations:
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Why is it important to protect the self-esteem of the person causing the problem? Possible answers: Preserving it allows the person to remain a part of the group and continue to learn. You might make the problem worse if you damage the persons selfesteem.
How might the trainers response affect the others in the class?
Possible answers: They might become uncomfortable with the way the trainer deals with the person. It might inhibit the learning of the group.
Discuss the problem-solving approach for identifying strategies. Tell the participants:

Lets talk about the approach to use in dealing with problem situations. Its important to remain emotionally neutral when dealing with problem situations.
Ask . . .
Why is it important to remain emotionally neutral?
Possible answers: If you become emotionally involved, you might lose your perspective on the problem, and select an incorrect strategy. You need to retain control over the situation.
Take participants through an example of how strategies are identified. Make the following key points:

Lets identify some strategies for a problem situation involving a trainee who is silent during training sessions. Suppose you are faced with a situation like this:
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Lesson 10: Handling Problem Situations

You have been conducting your training for a couple of hours. One individual in the class has been totally silent. This person hasnt taken part in group discussion, asked any questions, or offered any input. He or she maintains minimal eye contact with you and offers no indication as to whether or not learning is occurring. You are aware that this individual has considerable knowledge about the subject you are covering. Ask . . .
What are some possible strategies for handling the problem?
Title a flipchart page:
Strategies
Record all offered strategies. Bring attention once again to Slide 10-3: Three Essential Considerations.
Three Essential Considerations

Eliminate or Minimize Problem
Preserve Climate
Protect Self-Esteem
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Now lets evaluate the strategies, based on the three essential considerations.
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Have participants evaluate strategies based on the information provided on Slide 10-3. Cross out any strategies on the flipchart that do not meet all three considerations, based on their evaluations. Expect that opinions will differ about whether or not particular strategies meet the three essential considerations. Advise participants that when they face these kinds of situations, they will have to select strategies based on their own assessment of the problem.
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Lesson 10: Handling Problem Situations 4 Exercise


Our next activity will give you a chance to develop some strategies for handling two other common problem situations. You will be working as part of a team on this exercise.
Refer participants to Coursebook page 10-4. Take the following steps to complete the exercise: 1) 2) 3) 4) 5) Have participants read the instructions. Divide the class into two teams. Have Team 1 identify strategies for Situation 1, and Team 2 identify strategies for Situation 2. Provide a flipchart page and marker for each group. Allow 20 minutes for the teams to work and record their information.
When participants are finished, have the groups report their answers. 1) Have the spokesperson from Team 1 post the teams flipchart page on the easel. Ask the spokesperson to use Slide 10-3 when reviewing the groups data. Have members of Team 2 add strategies and ask questions of Team 1. Provide feedback on the strategies identified by Team 1. Repeat the process with Team 2. Allow 10 minutes for reports and discussion. Compliment each team, and provide positive reinforcement to those who recorded on the flipchart and performed the tasks of spokespeople.
2) 3) 4) 5) 6)
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Lesson 10 Summary
In this lesson, you learned how to handle problem situations by: Considering three key points, and then Selecting strategies based on these considerations.
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You have completed another skill in conducting traininghandling problem situations. You learned three key considerations when identifying strategies for handling problem situations. You used a problem-solving approach to identify strategies for three common problem situations. When you encounter problem situations as you conduct training back on the job, you can use the same approach in identifying strategies for handling them. In the next lesson, you will prepare for and conduct a segment of the training plan you developed during this workshop.
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Objectives
Lesson 11 Practice Training
Conduct training using their lesson plans.
Estimated Time

Preparation2 hours Delivery2 hours

Group discussion Role play Structured exercise Trainer presentation
Coursebook Lesson 11: Practice Training
Training Aids

Slide 11-1: Steps in Developing and Conducting Training Slide 11-2: Lesson 11 Objective Slide 11-3: Lesson 11 Summary

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In this lesson, you will be guiding the participants through their practice training sessions. Expect them to be anxious about the practice training. Your support and encouragement during their preparation period, as they leave at the end of the third day and throughout the practice training sessions, will be critical. The practice training will take place in separate training rooms in groups of four learners. One trainer will be assigned to each group. Before starting this lesson: 1. Divide the class into practice training groups. Consider job responsibilities, reporting relationships, and training experience levels as you try to achieve an adequate group mix. Pre-record a flipchart page, listing the groupings and the room assignments. Do not display the information until the time comes to discuss the practice training groups during the lesson. Make sure the following supplies are available for participants: Blank flipchart pads An assortment of flipchart markers Scissors Correction fluid Masking tape Transparency frames Assortment of transparency marking pens 3 x 5 index cards Scotch tape White paste-on labels Rulers Sharpened pencils Paper clips Staplers The first activity in the lesson is a discussion about putting oneself at ease before training. Encourage participants to discuss strategies theyve found helpful in feeling more relaxed about getting up in front of a group of people. The second activity in the lesson involves familiarizing participants with how the practice training sessions will go. Pay particular attention to reassuring them about the low-key nature of the feedback discussions following the practice training. They will be informal discussions to provide the practice trainer with data from a learner point of view, not harsh critique sessions.
2.
3.
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Lesson 11: Practice Training

Next, participants will make final preparations for conducting their training. To ensure that each training session is as successful as possible, try to review each participants lesson plan and provide suggestions and assistance as needed concerning the portions he or she will be conducting. During their preparation time, participants will develop the training aids they will use in their training. Encourage them to develop any handouts they will be using before completing other training aids, to allow you time to have the handouts duplicated for their training. Before the practice training is scheduled to begin: 1. 2. Set up each practice training room in a U-shape to accommodate the number of participants and the workshop trainer. Provide the following equipment in each practice training room: Overhead projector and screen Table for overhead projector Flipchart and markers Lectern 3. Display the practice groups flipchart pages (developed during Lesson 1) titled Resources I Bring and Learning Goals around the walls of the practice training room. Duplicate any handouts participants will use during their practice training. Also duplicate sufficient copies of the Feedback Form (Figure 11-2) on Coursebook page 11-5 for each participant and each trainer to use in giving feedback to practice trainers.
4.
At the beginning of each practice training session, help the practice trainer set up for the session. During the practice training session, you can participate as a learner. You will also function as the timekeeper. Prepare a 3x5 card with the word TIME printed in black letters for you to display when 15 minutes of practice training has elapsed. Allow the practice trainer another minute before calling time and stopping the practice training. During the feedback sessions, keep the learners focused on the feedback form, providing specific information about what the practice trainer did and suggestions based on the questions shown on the form. Be attentive to the manner in which feedback is given and received, in order to keep the atmosphere as positive and comfortable as possible.
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CONDUCT TRAINING

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This lesson combines all the skills you learned in previous lessons. You learned how to develop a lesson plan. You also learned about the facilitation skills needed to conduct training. Now you will have an opportunity to practice conducting training using the lesson plan you developed.
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Lesson 11: Practice Training 2 Lesson Objective

Lesson 11 Objective
By the end of this lesson, you will be able to: Conduct a training session using your own lesson plans.
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The objective for this lesson is to apply your newly acquired skills by conducting 15 minutes of the lesson plan you have developed.
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Train-the-Trainer Instructors Guide 3 Putting Oneself at Ease Before Training


We will start out with a discussion about a topic every trainer can relate to trainer nerves. Even experienced trainers feel nervous before training.
Lets discuss some ways to put yourself more at ease before training. Ask
What are some strategies youve found helpful in putting yourself more at ease in front of a group? Write statements on the flipchart. Allow participants to discuss their strategies. Offer strategies you use. Refer participants to Coursebook page 11-2. Review Table 11-1. Tell the participants:

Your Coursebook has a list of tips for putting yourself more at ease. Consider using those strategies and the others you just learned about to feel more comfortable before you begin training.
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Lesson 11: Practice Training 4 Preparing for Practice Training

Discuss the practice training. Make the following key points:

You will be conducting 15 minutes of your lesson plan. Here are the groupings and room assignments for the practice training.
Display the pre-recorded flipchart page of practice-training groups and room assignments.

The workshop trainer will keep time for you. All of the training aids used here are available for your use in your practice training session. However, because making PowerPoint slides is a more involved skill that requires equipment not readily available, you will be making overhead transparencies. Just remember that the rules for the amount of information and the use of graphics are the same for slides and transparencies. Your practice training room will be arranged in the same U-type seating format used throughout this workshop. In this lesson, we will also be using a role-play methodology. You will play two roles during the training: The trainer role, when you conduct your training. The learner role, when others are conducting their practice training.
Discuss feedback sessions:

After each practice training segment, there will be a feedback discussion. Your learners will tell you how they felt about the training. They will also offer suggestions that you should consider in strengthening your training. The discussion will be limited to 10 minutes. Now lets talk about the feedback form well use in those sessions.
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Refer participants to Figure 11-2 on Coursebook page 11-5. Continue the discussion

This form will help you focus on the skills covered in this workshop. It has space for you to jot down information on each item. The completed forms will be given to the practice trainer at the end of each session. When the group reaches consensus about items, you will better understand your strengths and the areas you should at least consider changing. Lets revise some guidelines for sharing feedback.
Refer participants to Figure 11-3 on Coursebook page 11-6. Review the guidelines. Prepare for practice training. Tell the participants:

Your first activity will be to complete your preparation activities. All of the equipment and supplies you will need will be available to you. The workshop trainer who will be with you in your practice training group will check with you to briefly review your lesson plans and answer questions.
Have participants read Coursebook page 11-3. Continue the discussion

Your Coursebook has a step-by-step process that you can use in finalizing your preparations. You will have the rest of the day to prepare for your practice training. By the end of the day, you must give your trainer any handouts you plan to use so they can be duplicated for you. Any preparations you havent finished by the end of the day will have to be done at home, since we will start right off with practice training tomorrow morning.
Have participants begin preparation activities. Circulate among the group to answer questions and review lesson plans. Collect handouts participants will be using and have them duplicated for the practice training sessions.
11-8
Lesson 11: Practice Training 5 Exercise (Next Day)

Have participants report to their practice training rooms. Introduce the practice training by telling the participants:

It is time now to start our practice training session. Our first step is to decide on the order in which you will hold your practice training session.
Have the group members decide the order in which they will conduct their training. Record the order on a flipchart page. Tell the participants:
Your Coursebook has some information for you concerning the practice training exercise.
Refer participants to Coursebook page 11-4. Review the process with them. Tell the participants:
Here are copies of the feedback form for you to use in the feedback discussions.
Distribute copies of the form (Table 11-2 on Coursebook page 11-5). Take the following steps to conduct the practice training: 1) Have the first practice trainer: 2) 3) 4) 5) Come to the front of the room and organize his or her materials. Briefly tell the participants who they will be representing in the roleplay. Conduct the practice training.
After 15 minutes, display the 3x5 card marked TIME. Stop the training if it exceeds another minute. Ask the trainer to return to his or her seat. Ask the trainer how it went, from his or her perspective: What did the trainer like about what he or she did? What would the trainer do differently next time?
11-9

6) 7) 8) 9) Allow time for participants to complete their feedback forms. Guide the group through a feedback discussion using the feedback form as a guide. Provide your feedback, too. At the end of the discussion, have all of the participants give their feedback forms to the practice trainer. Continue practice-training sessions in the same manner until all group members have conducted training and received feedback.
10) Allow no more than 10 minutes for each feedback session.
11-10
Lesson 11: Practice Training 6 Summary

Lesson 11 Summary
In this lesson, you: Conducted a practice presentation. Received feedback on your presentation. Observed others presentations and provided feedback.
11-3
Summarize the practice training activities and transition to the next lesson. Tell the participants:

Youve just had the opportunity to apply all the skills you learned in this workshop. Specifically, you had a chance to: Try out a segment of the training plan you developed. Use training aids and basic facilitation skills in conducting your training.
In Lesson 12 you will learn more about how to evaluate your training.
Advise participants in the breakout room that they will regroup to the main training room for the next lesson. Bring back the flipchart pages titled Resources I Bring and Learning Goals from the breakout room.
11-11
Objectives
Lesson 12 Evaluating Training
Plan for evaluating their training.
Estimated Time
1 hour

Coursebook Lesson 12: Evaluating Training
Training Aids

Slide 12-1: Potential Consequences Slide 12-2: Lesson 12 Objective Slide 12-3: Kirkpatrick Model Slide 12-4: Reaction Level Slide 12-5: Learning Level Slide 12-6: Behaviors Level Slide 12-7: Results Level Slide 12-8: Training Evaluation Steps Slide 12-9: Step 1 Slide 12-10: Step 2 Slide 12-11: Step 3 Slide 12-12: Tips Slide 12-13: Lesson 12 Summary

Equipment for presenting a PowerPoint slide show OR Overhead projector, if using transparencies
12-1

This lesson focuses on helping participants understand the importance of evaluating training. It also informs them of evaluation options and steps they can follow in developing and administering training evaluations. The evaluation model used is based on Donald Kirkpatricks four-level evaluation model, developed in 1975. Participants will be introduced to this model and asked to consider how they might employ the levels in evaluating their training. During the discussion of the four levels of evaluation, learners will be shown examples of evaluations that represent those levels. You can enrich this module by including additional examples from training that has taken place within their organization. You might also have examples from your own experience that can be shared to expand their thinking about training evaluations.
12-2
Lesson 12: Evaluating Training 1 Overview


This lesson deals with the topic of how to go about evaluating your training. Evaluation is important. Lets consider why. What are some of the reasons why you should evaluate your training?
Possible answers:
It can improve your training. It provides data. It increases your credibility. It can help you relate the results to organizational goals.
Heres what might happen if training is not evaluated.
Show Slide 12-1: Potential Consequences.
Potential Consequences
The potential consequences of not regularly evaluating a training program are: Participants fail to learn. Training program is not improved. Training is viewed as wasteful. The impact on job performance will not be known. The impact on organizational goals will not be known.
12-1
12-3

Ask . . .
If the results can be so helpful, why do you suppose we sometimes fail to evaluate training? Possible answers: We dont want to hear negative feedback. We dont have time to do it. We dont know how to do it properly.
Provide an overview of the lesson. Tell the participants:

During this lesson, you will learn about four different evaluation levels. You will also be shown a three-step process for performing training evaluations effectively, and receive some tips about how to conduct evaluations efficiently. Finally, youll get a chance to do some initial planning on how participants might evaluate your training sessions.
12-4
Lesson 12: Evaluating Training 2 Lesson Objective

Lesson 12 Objective
By the end of this lesson, you will be able to: Plan an effective training evaluation.
12-2
In this lesson, youll learn about different ways you can evaluate your training. Then you will be able to select the types of evaluations that fit your requirements.
12-5
Train-the-Trainer Instructors Guide 3 Evaluation Levels

Discuss evaluation levels. Show Slide 12-3: Kirkpatrick Model.
Kirkpatrick Model
RESULTS BEHAVIORS LEARNING
Level 2 Level 3 Level 4
REACTION
Level 1
12-3

In 1975, Donald L. Kirkpatrick described four levels of training evaluations in what is now referred to as the Kirkpatrick Model. Each level measures different outcomes.
Show Slide 12-4: Reaction Level.
Reaction Level
Measures participant reactions to your training.
12-4
12-6
Lesson 12: Evaluating Training

The first level measures the reactions of your participants to the training. This evaluation is done at the end of the training, before participants return to their jobs.
Ask . . .
What are some of the things you might want to get your learners reactions to? Possible answers: Training content Training activities The instructor Length of training Class environment (temperature, training space, etc.)
Refer participants to Coursebook page 12-5 and tell them that this is an example of a reaction-level evaluation. Show Slide 12-5: Learning Level.
Learning Level
Measures the amount of learning achieved at the end of your training.
12-5
The second level measures how much learning took place during the training. This level is measured at the end of the training, before participants return to their jobs.
12-7

Ask . . .
How might you measure how much learning occurred?
Possible answers: Ask the participant. Have the participant demonstrate learning.
Refer participants to Coursebook page 12-6 and tell them that this is an example of a learning-level evaluation. Show Slide 12-6: Behaviors Level.
Behaviors Level
Measures the changes in job behavior that come as a result of training.
12-6
Ask . . .
Who might be able to give you this data?
Possible answers: The participants. People who can observe the participants behaviors (e.g., supervisors, customers, etc.).
12-8

Show Slide 12-7: Results Level.
Results Level
Measures the impact of your training on the organizations goals.
12-7
The fourth level measures the resultsthe impact of the training on the organizations goals.
Ask . . .
What are some organizational goals influenced by training?
Possible answers: Revenues Costs Customer satisfaction Quality
Refer participants to Coursebook page 12-7. Tell the participants:
Your Coursebook has a chart that displays various methods you might use in evaluating training. The chart suggests specific methods you might use in relation to the four evaluation levels.
12-9
Train-the-Trainer Instructors Guide 4 Evaluation Steps

Show Slide 12-8: Training Evaluation Steps.
Training Evaluation Steps
Step 3 Step 2 Step 1

Develop a Training Evaluation Plan
Report Training Evaluation Results
Collect and Analyze Training Evaluation Data
12-8
There is a three-step process you can use to evaluate your training.
Show Slide 12-9: Step 1.
Step 1
Decide on the: Evaluation level Data needed Sources of data Data collection methods
12-9
Step 1 is to develop a training evaluation plan. This involves deciding on: The evaluation level. The data you want to gather. The sources for that data. The data collection method(s) you will use.
12-10

Ask . . .
What are some factors that might affect the evaluation level you select? Possible answers: Cost The organizations culture/politics The time available
Step 2
Develop your: Data collection instruments Data collection procedures Data analysis plan
12-10
Step 2 is to actually develop the data collection instruments and procedures youll use in your evaluation.
12-11

Step 3
Report your evaluation results to key decision makers and others interested in your training.
12-11
Step 3 is to report the results of the data you collected.
Ask . . .
Why should you report your results?
Possible answers: It will enhance perception of your professionalism. It will help you get resources and other help you might need. It will stimulate interest in your training.
12-12
Lesson 12: Evaluating Training 5 Exercise


Now youll have a chance to look closer at the evaluation process. Youll use a worksheet to do some preliminary thinking about evaluating your training.
Refer participants to Coursebook page 12-9. Take the following steps to conduct the exercise: 1) 2) 3) 4) Have the participants read the instructions and complete the exercise. Allow 10 minutes for recording in coursebooks. When participants are finished, have volunteers take turns sharing their notes about each evaluation level. Allow 10 minutes for sharing and discussion.
12-13
Train-the-Trainer Instructors Guide 6 Tips for Conducting Evaluations

Show Slide 12-12: Tips.
Tips
Concentrate on the most important measures. Use sampling techniques. Use existing data collection tools. Keep communication channels open.
12-12
Discuss the tips, making the following key points:
Here are four tips that can help you conduct effective training evaluations: Concentrate on getting information that has the greatest potential return. Limit your data collection to that information. Reduce your costs by using sampling techniques. You dont need to survey everyone to get valid data. Use existing data collection tools, if possible. For example, there might already be training evaluations done by others in your organization. You could modify their evaluations, rather than design your evaluation from scratch. Use every opportunity to collect information about your training. Dont forget about your informal channels, such as your personal networks or other trainers who might be able to give you information.
12-14
Lesson 12: Evaluating Training 7 Summary

Lesson 12 Summary
In this lesson, you learned about four types of evaluations you might use to evaluate your training: Reaction Learning Behaviors Results
12-13
Summarize the practice training activities, and transition to the next lesson. Tell the participants:

You considered the importance of evaluating training and what can happen when you forego evaluation. You reviewed the four levels of evaluation you might use. And you did some preliminary thinking about how you might evaluate your training. In our final lesson, you will begin integrating your newly acquired training skills into your work responsibilities.
12-15
Objectives
Lesson 13 Using the Training Skills
Identify ways to transfer their newly acquired training skills to the work setting.
Estimated Time
1 hour

Group discussion Trainer presentation

Coursebook Lesson 13: Using the Training Skills Job Aids section of the Coursebook
Training Aids

Slide 13-1: Workshop Objective Slide 13-2: Steps in Developing and Conducting Training Slide 13-3: Lesson 13 Objective

13-1

This lesson is the final lesson in the workshop. The focus is on wrapping things up and helping participants prepare to apply their new skills back on the job. The lesson comes after the participants have finished making their presentations, so expect them to be tired. You might need to provide a short break before starting this lesson. While participants are on break, there are two tasks that you must take care of: 1) Tape three or four pieces of flipchart paper sideways to a wall (so that their edges are touching) to create a blank space for learners to write on at the end of the lesson. Make sure that each participants flipchart page on Resources I Bring and Learning Goals is within view of the participants.
2)
The lesson begins with your summary of the workshop. The purpose of this summary is to review the skills involved in developing and conducting training. You will review the Job Aids section at the back of the Coursebook to make participants aware of the tools available to them back on the job. Keep the group discussion concerning uses of the skills they have learned moving. Do not expect everyone to participate, but try to get a variety of examples. Encourage participants to stay in touch and use one another as resources after they return to their jobs. The last activity, when participants are invited to write their goodbyes, should be treated as a fun activity. Provide an example by writing something simple on the flipchart pages yourself. Allow each participant to decide whether, and to what extent, he or she will participate in this activity. The Workshop Evaluation Form is very important. Each participant should complete one and return it to you.
13-2
Lesson 13: Using the Training Skills 1 Overview


This is the final lesson in the workshop. You spent the last four days learning and practicing the skills associated with developing and conducting training. In this lesson, you will look at ways in which your new skills can be applied back at your job. During this lesson, we will summarize the topics we covered over the last four days, as well as review the Job Aids section in your Coursebook. We will also talk about what you have learned and how you expect to use your new skills back at your job. After a brief exercise designed to give you a chance to say goodbye, you will complete an evaluation form and the workshop will be over.
13-3

Lesson 13 Objective
By the end of this lesson, you will be able to: Identify ways to transfer your newly acquired training skills to the work setting.
13-1
The objective of this lesson calls for you to identify ways to transfer your new skills to the work setting.
13-4
Lesson 13: Using the Training Skills 3 Workshop Summary

Introduce the topic and review the workshop objective and processes. Tell the participants:

Lets begin by reviewing what we did in the workshop. As you recall, we identified two overall objectives for the workshop in the first lesson.
Show Slide 13-2: Workshop Objectives
Workshop Objectives
By the end of this workshop, you will be able to: Develop a training lesson geared to the learning needs of adults Conduct the training session you developed
13-2
We said, At the end of this workshop, you will be able to: Develop a training lesson geared to the learning needs of adults. Conduct training using the training lesson you developed.
You have all worked very hard and demonstrated that you accomplished these objectives.
13-5


CONDUCT TRAINING

3-1
You completed each of the steps in developing and conducting training, and practiced the skills that are needed for each step. Now were going to take a look at some job aids that will help you use these skills back on the job.
13-6
Lesson 13: Using the Training Skills 4 Job Aids and Resources Sections

The Appendix at the back of your Coursebook contains job aids you can use. The Job Aids section includes summaries of important points made in the lesson. These worksheets and checklists are on the accompanying CD, for you to reproduce and use. They are arranged in the order in which you are likely to use them to put together a lesson plan and prepare to conduct training. Take a few minutes to look over this section of your Coursebook.
Refer participants to the last section in their Coursebook. Ask . . . What questions do you have about this section?
Respond to participants questions.
13-7
Train-the-Trainer Instructors Guide 5 Using the Skills

Introduce the topic and discuss using the skills. Tell the participants:

Now Id like you to think about how you will be using the skills you learned in this workshop. Look back at the learning goals you developed for yourself at the beginning of the workshop.
Refer participants to page 1-4 in their Coursebooks. Ask . . .
Which learning goals do you feel you were able to work on during the workshop? Encourage several participants to respond to these questions.
For those of you who have had training experience prior to this, did you do anything differently in developing or conducting your practice training than what you did in the past?
What activities are coming up for you in the near future where you can use these skills? Respond to participants answers. Tell the participants:
As you get involved in these activities, Id like to remind you to keep your classmates in mind as resources and sounding boards.
13-8
Lesson 13: Using the Training Skills 6 Class Goodbyes

Introduce the activity:

This workshop has been a unique and challenging experience for you. Id like to close the workshop by giving you a chance to say goodbye and to express yourselves in a different kind of way.
Give instructions:

Think about what you would like to say to the group as a parting message. It might be related to the best idea you got out of the workshop, or simply be a goodbye. When you are ready, take a marker and write your message on the blank flipchart paper on the wall. Write large enough so that everyone can read it, and feel free to use a picture to illustrate your message.
While participants are thinking, write something simple on the flipchart, such as REMEMBER THE ALPS (adult learning principles). Allow about 10 minutes for participants to write their messages and to read those of other participants. Reconvene the group and tell participants there is one more task to complete before they can leave.
13-9
Train-the-Trainer Instructors Guide 7 Workshop Evaluation Form

Introduce the activity and make your final comments. Tell the participants:

As a final workshop activity, Id like you to complete an evaluation form. But first, Id like to thank you all for your hard work and participation during the workshop. I wish you great success in using the training skills back at the job. When you have completed the evaluation form, please return it to me before you leave.
Refer participants to Coursebook page 13-2. Have participants complete the forms and collect them before participants leave.
13-10

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Train-the-Trainer

Penny L. Ittner Alex F. Douds

HRD Press 22 Amherst Road Amherst, Massachusetts 01002

Copyright 2004, Human Technology, Inc.

About the Authors

About the Instructors Guide

Trainer presentation/ discussion

Show a PowerPoint slide

Refer participants to their Coursebook Write on the flipchart

Lesson 1 Introduction and Overview

Group discussion Structured exercise Trainer presentation

Coursebook Lesson 1: Introduction and Overview

Slide 1-1: Workshop Objectives Slide 1-2: Lesson 1 Summary

Equipment and Supplies

Train-the-Trainer Instructors Guide Notes to Instructor

Welcome to the Train-the-Trainer Workshop

Lesson 1: Introduction and Overview 1 Welcome and Introductions

Complete the introductions:

Model the process. Allow participants to volunteer their information.

Train-the-Trainer Instructors Guide 2 Administrative Details

Walk through the sections of the Coursebook with participants.

Lesson 1: Introduction and Overview 3 Workshop Overview

Review the workshop objectives and the workshop plan:

Train-the-Trainer Instructors Guide

Lesson 1: Introduction and Overview 4 Lesson Objectives and Overview

Provide an overview of the lesson. Tell the participants:

Train-the-Trainer Instructors Guide 5 Using Training Skills

Use of Training Skills

Lesson 1: Introduction and Overview 6 Personal Resources and Learning Goals

Give the following instructions:

Train-the-Trainer Instructors Guide

Tell the participants:

Refer participants to Coursebook page 1-4. Tell them:

Lesson 1: Introduction and Overview 7 Summary

Lesson 2 Using Adult Learning Principles

Group discussion Structured exercise Trainer presentation

Coursebook Lesson 2: Using Adult Learning Principles

Equipment and Supplies

Train-the-Trainer Instructors Guide Notes to Instructor

Lesson 2: Using Adult Learning Principles 1 Overview

Train-the-Trainer Instructors Guide 2 Lesson Objectives

Review the objectives for Lesson 2:

Lesson 2: Using Adult Learning Principles 3 Learning Style Inventory

Train-the-Trainer Instructors Guide

Four Learning Styles

Listening and Reading

Observing and Imitating

Discuss the learning styles:

Show Slide 2-3: Listening and Reading.

Listening and Reading

Lesson 2: Using Adult Learning Principles

Observing and Imitating

Train-the-Trainer Instructors Guide

Lesson 2: Using Adult Learning Principles

Tell the participants:

Train-the-Trainer Instructors Guide 4 Learning Environments

Sitting in rows Teacher lecturing Right/wrong answers

Lesson 2: Using Adult Learning Principles

We sit in a u-shape. We have relaxed discussions. There are no right/wrong answers.

Train-the-Trainer Instructors Guide 5 Differences between Children and Adults as Participants

I might question the training requirement.

Discuss responses. Continue with the discussion questions . . .