TRAIN THE TRAINER

MODULE 1
PRINCIPLES OF LEARNING
 COME TO TERMS WITH IT
TRAINING
Systematic process of providing an opportunity to learn
KSA for current/ future job

DEVELOPMENT

Desired outcome of the learning KSA

FAHMI KUSHAIRI

LEARNING
INSTRUCTORS EXAM UNIT
IMRAN • A relate permanent change in cognition
FAHMI that
TBA result from experience
FARID • Directly influences behaviour
 COME TO TERMS WITH IT
TRAINERS
People involved in training offers encompassing instructors,
facilitators, arrival trainers

FACILITATORS

Trainer who mainly use facilitation skills

FAHMI KUSHAIRI

INSTRUCTORS
INSTRUCTORS EXAM UNIT
IMRAN Give instructions to others to follow normally procedural
FAHMI TBA
FARID
 COME TO TERMS WITH IT
MODULE
Short course of study together with other part counts
ACCOUNTABLE
MANAGER towards a qualification

COURSE

A complete series of lesson

FAHMI KUSHAIRI

INSTRUCTORS EXAM UNIT PROGRAMME

IMRAN
FAHMI TBA
Planned series of event
FARID
  TEACHING AND TRAINING IS ONLY EFFECTIVE IF IT PROMOTES LEARNING

AS INSTRUCTORS WE ARE EXPECTED TO BE NOT ONLY HIGHLY COMPETENT IN

OUR SUBJECT AREAS BUT ALSO HAVE SOUND KNOWLEDGE CONCERNING HOW
STUDENTS LEARN
CHARACTERISTICS
AND
RESPONSIBILITY
 CHARACTERISTICS

• Comfortable as a trainer
• Confident with training abilities
• Invest time and effort for continuous
improvement
• Able to adapt to situations • Empathise with learners
• Respect others
• Interested in helping &
CHARACTERISTICS promoting learning
• Able to foster positive working
relationship
• Knowledgeable on the subject
• Comfortable with the objectives
• Capable of preparing & using
good training techniques
• Effectively communicate the
subject
 RESPONSIBILITY

• Doing research
• Planning courses & lessons
• Selecting & preparing materials
• Deliver training
• Generate interest • Identify problems &
• Adapt to situations & needs solutions
• Maintain positive
RESPONSIBILITY
working relationship

• Develop evaluation method

• Evaluate learners’ performance
• Give feedback & prepare reports
 4 ASSUMPTIONS OF ADULT
LEARNING

INVOLVEMENT IN THE PROCESS

LEARN THROUGH EXPERIENCE

IMRAN
FAHMI TBA
FARID
 4 ASSUMPTIONS OF ADULT LEARNING

APPROACH AS PROBLEM
SOLVING

FAHMI

INSTRUCTORS SUBJECT OF IMMEDIATE VALUE

IMRAN
FAHMI TBA
FARID
SAT APPROACH

DEVELOPMENT
DESIGN
ANALYSIS
VALIDATION
EVALUATION
DELIVERY
TRAINING NEED ANALYSIS
 ANALYSIS

Investigates to the causes of performance

. gap

OUTPUT = Proposal

Proposed solutions to close performance gap

(may or may not include training)
 ANALYSIS
1. GOALS

.
4. ASSESS YOUR TRAINING NEEDS

3. ASSESS WORK CONDITION

2. ASSESS CURRENT
PERFORMANCE
 ANALYSIS

OBSERVATION

SUBJECT
QUESTIONNAIRE MATTER
EXPERT

SKILLS WORK FOCUS

ASSESSMENT SAMPLING GROUP
 EXERCISE :
TRAINING NEEDS ANALYSIS
 MODULE 2
LESSON PLANNING AND PREPARATION
DEVELOPING COURSE PLAN
 LEARNING OBJECTIVE
Describes KSAs (Knowledge/ Skills/ Attitude)

Learners are expected to acquire

FAHMI

INSTRUCTORS
IMRAN
FAHMI
Way thatTBA
learning will be demonstrated
FARID
 LEARNING OBJECTIVE
• PERFORMANCE what should be expected to occur

under what conditions the outcome

• CONDITIONS is expected to occur

INSTRUCTORS
IMRAN what criteria signifies that outcome is
• STANDARDS TBA
FAHMI acceptable
FARID
 DESIGN

Puts together the training to close the performance gap

(if training is identified as a solution)

Output – Course Plan

 DESIGN
List necessary skills & knowledge required
(As a participant of Worklife Balance Workshop, I need to know…)

Identify as Knowledge or Skills

Group according to logical flow

FAHMI

Determine the Course & Module Objectives

(Performance, Condition, Standard)
INSTRUCTORS
IMRAN
FAHMI
FARID
List Content, Learning Activities, Instructional Aids, Method of
Evaluation and Time
 DEVELOPMENT

The preparation of materials, exercises and tools required

for the training

Output – Lesson Plan & Material

 DEVELOPMENT

1. INTRODUCTION

2. BODY

INSTRUCTORS
IMRAN 3. CLOSING
FAHMI
FARID
DEVELOPMENT

INTRODUCTION

1.Link in

2. Aim

3. Motivation

4. Overview
DEVELOPMENT

BODY

1.Content

2. Strategies

3. Activities

4. Training Aids

5. Notes
DEVELOPMENT

CLOSING

1.Review

2. Link out

3. Q&A
 DEVELOPMENT

LEFT SIDE RIGHT SIDE

 DEVELOPMENT
Use methods to engage
the learner’s both sides
Use a range of style to of the brain
Eg show the ‘big picture’
accommodate learner’s • poster from with pix & symbols
• Key words
preference
(righters need big pix, lefters will have detailed
logical steps)
VARIETY IS CENTRAL

Play music
Usage of color in Words stimulate the left, music the right

posters, handouts &

display materials
 DEVELOPMENT
VISUAL

AUDITORY

KINAESTHETICS
INSTRUCTORS
IMRAN
FAHMI
FARID
 DEVELOPMENT
Real-life experiences

Practical Experience

Demonstrations with discussions

Video or exhibits with discussions

Pictures

Written words

Lectures
 4 PHASES OF LEARNING
Unconscious incompetence

……………………….
incompetence

Conscious …………………..

Unconscious competence
 MODULE 3
TEACHING AND LEARNING RESOURCES
PRESENTATION SLIDES
USING READILY AVAILABLE PLATFORM
TIPS
DELIVERY
THE ACTUAL RUNNING OF THE TRAINING EVENT
 1. Gaining
attention

9. Enhancing 2. Informing
retention & learner of
transfer objectives

GAGNE’S
8. Evaluating 3. Accessing prior
training knowledge
effectiveness

9
STEP
4. Presenting
information/
7.Feedback knowledge/
(reinforcement, procedures
error correction

6. Eliciting 5. Providing
performers learner guidance
MAKING AN ENTRANCE
First impression are lasting impressions

Learners can gauge trainer’s level of confidence

Take stock of your past achievements and

accomplishments

Say ‘good morning’ when making the entrance

convincingly

Relate a story, preferably linked with something earlier

Eye contact & smile

The best song is the last They remember best what
song! they hear last

DESIGN
THE
‘CLOSE’
Make them leave “singing
FIRST Think what it is you want
them to remember
your song”!
MAINTAINING INTEREST

• Ask questions
• Tell them “WII FM”

• Add HOT SPICE • Use ‘revelation’ techniques

• Use humour • Use ‘Human Interest’ stories

• Use their names • Make use of hand outs

• Vary your voice • Plan seating arrangements
• Move around
• Be enthusiastic
• Use analogies
 DEADLY SINS
Apologizing in advance

Information overload

Reading a script

Turning the light out

Reading verbatim all visuals

Not rehearsing
 ROOM LAYOUT
Theatre

Islands

U shape

Without tables/ tables

INSTRUCTORS
IMRAN
FAHMI Walls
FARID

Changing venue/ view

EVALUATION

Assessment of learner’s understanding

and training effectiveness

Purpose – minor results - encourage improvement

- meeting training objectives
- doing a good job

Evaluate training - identify improvement areas

- Identify ‘unnecessary’ to be
eliminated
 EVALUATION
REACTION

LEVEL 1
• Common & easiest
• Measures how well participants like the training
• Measures opinions about the course

LEARNING

LEVEL 2
• Whether learning has taken place
• Mastery of the course objectives
• May involve pre & post assessments
 VALIDATION

ASSESSMENT OF LEARNERS’ ABILITY TO TRANSFER THE LEARNING AT THE WORKPLACE

 VALIDATION
BEHAVIOUR

LEVEL 3
• Measures human behaviour 1-3 months after
• Exhibit desired behavioural change

R E S U LT S

LEVEL 4
• Tied to measurable information
• Return to company investment
• Measures performance improvement, quality improvement & cost
savings
 NAME DEVELOPMENT
Susan Dellinger
Malcolm Knowles
Henry Mumford
Benjamin Bloom
Robert M Gagne
Donald Kirkpatrick
Noel Burch
 Reference
• The Inspirational Trainer – Paul Z Jackson
• Creative Training Tips & Quotations – Dr R Palan
• Training Needs Analysis – Sharon Bartram & Brenda Gibson
• Assessing Trainer Effectiveness – Leslie Rae
• Everything You Ever Need to Know About Training – Kaye Thorne & David Mackey
• Training Needs Assessment/ Instructional Techniques/ Instructional Techniques Courses – IATA
• International Accredited Trainers Programme – SMR
• Train-the -Trainer Course – Rendhawa Consulting
• Train-the-Trainer Course – Ashridge Management College
• Evaluating Training Programs – Donald Kirkpatrick
• Effective Training – Systems, Strategies and Practices – P. Nick Blanchard & James W. Thacker
 Thank You
PART 147 SKYVAX AEROSPACE TRAINING