presentation on train the trainer

Train the Trainer Course – A Complete Design Guide (With Examples)

This comprehensive guide will show you the behind the scenes design of a train the trainer program.

Have you been wondering:

Why you should create a train the trainer program at your organisation?
How to design using the train the trainer model?
What are the essential ingredients of train the trainer workshops?

With this comprehensive post, we'd like to support you on your path to designing a train the trainer workshop. Let's dive in!

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The Train the Trainer Model

In our ever-changing world, one of the biggest challenges organisations face is how to stay on top of their game while adapting to new markets, new requirements and environments.

To stay competitive, their workforce needs to be up-to-date with the latest trends and technologies , so it is not uncommon for employees to attend trainings in the workplace.

Running a lot of training programs call for a lot of trainers. Thus, unless you have an endless budget to hire external trainers, you might be better off training your own internal experts who can transfer skills and knowledge to other employees. The train the trainer model is all about ensuring your team has everything they need to do this effectively.

A competent and skilled group of internal trainers will also help a lot in supporting any future change and transformation initiatives that your organisation might undertake. Additionally, having internal trainers allows an organisation to pass on domain or organisation-specific knowledge from experienced employees to newer ones.

The train the trainer model provides an effective strategy to equip employees and subject matter experts with new knowledge on how to teach others and how to foster an environment where everybody feels welcome to improve their skills.

Types of Train the Trainer Courses

Our team members at SessionLab have both participated in and organised various train the trainer programs over the past years. These programs are among the most challenging and comprehensive types of training courses. That is why we love designing and delivering them! :-)

Perhaps you need to design short, 2-3 day programs aimed at equipping subject matter experts with training design and facilitation skills . Or maybe you are preparing a 2-week-long intensive course to develop competency in designing and delivering soft skill training sessions.

In either case, there are a lot of interesting questions about how to build up an effective program. We have had the opportunity to observe a wide range of programs at several international NGOs, and from them we have drawn some best practices outlined in the next chapters.

Let’s start with a brief categorisation . There are a myriad of options on how to structure your course depending on your needs and timeframe. Here are some of the most common formats:

Typical content of a Train the Trainer course based on the length

Short intense (2-3 day event ~ 20 learning hours ): This covers the essentials and is typically used to empower subject-matter-experts with basic facilitation and training design skills. The goal is to empower trainees to deliver effective training sessions in their own fields of expertise.
Long, scattered over weeks: (10-20 days, usually one day per week ~ 80-160 learning hours ): If you don’t have an opportunity for a live intense event, then a course format with recurring weekly training days can be a great option to cover all your needs for your first course. Having a week of time between each (set of) course days gives an opportunity for extra assignments and ‘homework’ activities so trainees can practice and prepare for each session. This is particularly useful if you have a diverse group of trainees who won’t need to work as a team later on but want to learn much of the advanced content of a train the trainer model.
Long intense: (1-2 week event ~ 40-80 learning hours) : Beyond the basic skills, it allows for some of the more complex interpersonal topics that a trainer needs to master, such as group dynamics, group facilitation and interaction. Trainees are usually expected to design and deliver sessions on a wide range of non-technical topics (e.g. “soft skills” training sessions). This format is particularly useful if your group of trainees will work together in the future, as the length and intensity of the event will accelerate their team development.

Train the Trainer Agenda Overview

While there is no single best way to design an event for each of the categories above, we have created a high-level template agenda to show the essential topics we would include in a train the trainer program over the course of a week.

The agenda below is optimised for a live week-long event, but you might also break this down into smaller blocks over a more extended period depending on which parts of the train the trainer model you wish to cover.

First, let’s start with the length of the event. 7 days? That sounds like a lot of time to ask of both participants and the organisation. And funding such an initiative is a big commitment.

Remember, the people you train to become trainers themselves will make a tremendous impact on your organisation. A single subject matter expert will likely train hundreds of people each year. That adds up to thousands of employee hours spent on training. Makes sense to ensure they will be trained by someone competent, right?

In the course agenda above, you will find the most essential elements of a train the trainer program designed into a coherent flow. Let’s see below how it is structured and what purpose each session has to offer:

Overview train-the-trainer schedule part 1

Day 0 : Introduction and get-to-know / team building sessions. (The depth of team building may vary based on what your organisation needs.)
Day 1 : Practice and improve the essential soft skills required for delivering training sessions: presentation skills, facilitation skills and giving effective feedback.
Day 2 : Trainees will be introduced to essential training design principles and will design the agenda for their first Practice Training session.
Day 3 : The focus is on equipping your trainees with practical skills for creating and using visuals and other training materials in their upcoming training sessions and giving useful tips on how to manage the delivery itself. In the afternoon, everyone has their Practice Training delivery session and receives feedback from the trainers.
Day 4 : Days 2 and 3 are mostly about the ‘hard skills’ of designing and delivering a training session. Day 4 is for the ‘finer’ soft areas where your trainees will be trained on how to interact with their own participants during a training session. A lot of advanced topics will be touched upon with the goal of giving actionable tips on how to interact with the group in a session. (Many of these topics can be more focused subjects of an advanced program.)
Day 5 : Time for a break! – Give your trainees a mental break by taking the morning off. The second part of the day should be used to prepare for their final training delivery / exam.
Day 6 : Your trainees deliver their Final Training session (2-hour sessions) and receive feedback. You finish the day highlighting their future path and opportunities as a trainer in your organisation. Close the event with a neat official ceremony.

Check out the detailed schedule and download the complete train the trainer event agenda template in SessionLab.

In addition to the overall course outline, we’ll also cover important elements of a train the trainer curriculum in this guide, such as:

Team building
Basic Presentation and Facilitation Skills
Training Design principles

Visualisation

Learning space design, classroom management.

Group Facilitation, Interaction and Group Dynamics

Put on your trainer goggles and let’s get started!

10 topics to include a train-the-trainer course

And now, let’s dive into a day-to-day breakdown of the agenda with a detailed explanation about what each session is for.

Kick-off and Team Building (Day 0)

Agenda for the Intro Day: Kick-off and Optional Team Building and Assessment Activities

Introduction / Kick-off

Every training course needs a proper framing, and it is no different with a train the trainer event. This is the right moment to present the agenda and discuss the expectations you have of your trainees. Make sure also to discuss the expectations the trainees themselves have of the course.

One of the beauties of the train the trainer model is the ‘meta aspect’ of each session. Whatever you do as a trainer during a particular session does not only serve the purpose of that specific session, it also models to your trainees how to do certain things as a trainer.

For instance, when you collect expectations during the kick-off, it has a double purpose:

Collect, review and align expectations from participants and yourself (needs assessment)
To demonstrate how to collect, review and align expectations at any given training session.

Pointing out this ‘meta’ aspect of the course instantly makes the whole course more fun and complex for your participants.

Beware: trainees still primarily need to be active participants in your course and not just observe the process from the outside. This is important to emphasise whenever you want to shift attention to the ‘meta-process’ of a particular session.

Team Building

It is always useful to have some time dedicated to team building before things get serious and the intense learning begins.

Team building activities enhance group cohesiveness and help participants get to know each other. It is often an integral part of training courses because it creates a safe, welcoming atmosphere and helps participants check in to the event mentally. This is an important learning point for your trainees.

Now, should you plan just a few activities to warm up the group and break the ice , or do you need a more elaborate process to facilitate the forming of a real team?

This really depends on what your organisation needs.

If the group of trainees will be working together in the future, then you might want to put an extra accent on team building. Also, if you want them to have stronger peer support at the beginning of their ‘career’ as a trainer, it is useful to give the bonding process a boost.

Lastly, it is highly useful for your participants to experience a few practical team building activities themselves so they will already have a few familiar tricks up their sleeves when they need a team building game for one of their future sessions.

Optional Exercise for Soft Skills Assessment

We have also included an optional exercise for the welcome day – an opportunity for trainees to get on the stage and a chance for you to assess their knowledge and skills. This exercise requires that you give trainees an assignment well before the course starts – to prepare a short presentation or knowledge transfer session on a topic of their expertise.

During this intro day, participants are given the opportunity to present what they prepared. You might even brief them to facilitate a short discussion afterward so that you get an initial idea of what their facilitation skills are like.

The big benefit is that it enables you to tailor the next day’s skill development session to their specific needs, perhaps as part of a wider talent development initiative.

In general, this intro day may range anywhere from 1-2 hours to a full day. If you need to do thorough team building and want to take advantage of the initial presentation activity, then you may take the whole day. Otherwise, you can just do the essential Introduction and Expectations sessions to kick off the course.

Essential Skills Practice (Day 1)

Most of the time spent at in-classroom training can be divided into a few distinct interaction types:

you present as a trainer
you facilitate a discussion
your participants work on an exercise either alone or in groups.

For the first two categories – beyond some degree of subject matter expertise – you will need to be able to present and facilitate effectively. Building knowledge and skills in this area is a key aspect of the train the trainer model. This is why we have included one session to focus on presentation skills practice and another session to cover the most essential facilitation skills.

Train-the-trainer - Day 1 schedule - Essential Skills Practice

Presentation Skills Practice

As a trainer, you will frequently have the responsibility of standing in front of the room and presenting material. The amount of time you spend presenting theory as a trainer may vary largely on the types of training sessions you will run. But in any case, it is important to have solid presentation skills to be able to introduce concepts and theories in an understandable, structured way.

The point of this session is to practice both how to structure a presentation and to practice different aspects of presenting, such as body language, voice and eye contact.

Your trainees should get an opportunity to deliver short (a few minutes) presentations in front of each other and receive feedback from the group on their performance.

And what is better than practice? More practice! :-)

So, after learning some tips from you, they will have another round of presenting and receiving feedback.

It is best to do this exercise in small groups of 4-6 participants. This allows sufficient time for everyone to practice presenting, and you can also assign each ‘audience’ member to observe a different aspect of the presenter’s performance (e.g. body language).

Facilitation Skills Practice

Facilitation skills are essential for any session, but especially for in-classroom trainings filled with human interaction. The focus of this session is to practice the ‘soft skills’ aspect of facilitation, that is, the various small tools and methods that a trainer may use to interact with the group, facilitate a group conversation or lead a debriefing session.

There is a separate session on Day 4 to introduce further facilitation techniques to expand trainees’ ‘facilitation toolboxes’. Those techniques are considered ‘hard skills’ where the focus is on understanding the process of running an activity (Brainstorming, Brain writing , Six Thinking Hats , 1-2-4 Dialogue , etc.).

In contrast to that one, in this session, trainees will practice essential verbal skills, such as Probing, Rephrasing, Redirecting questions and comments, and so on.

Importantly, each trainee should have an opportunity to facilitate a group conversation during the session. While they facilitate, they should apply the various facilitation techniques they have learned.

Most of the time, your participants will have varying levels of experience, so you can choose between these different tactics:

Design a session that covers the basics of presentation and facilitation and includes plenty of opportunities for practice and feedback. This allows everyone to learn tips and tricks from one another, and more experienced trainees can help younger ones.
Split up your participants into smaller groups based on their experience / skill level and have differentiated sessions for beginners and those with experience. Keep in mind, this requires that you really have a prior opportunity to properly observe and evaluate the skills of your trainees before the session. It is very important here that you as the trainer evaluate participants personally and do not rely solely on self-evaluations from the trainees themselves.

Lastly, you can benefit a lot from a short session that gives a shared baseline for your preferred method of giving feedback.

People often have very mixed views about feedback , so it’s useful to get everyone on the same page and use one (or a few) models consistently during the event. Whether you choose ‘ I-statements ’ or any other method, the point is to have a short and effective practice session.

How to Design a Learning Experience (Day 2)

One of the most essential skills for anyone working in instructional design is to know how to structure and build a training session to be engaging and effective.

It is important to understand the basics of how people, particularly adults, learn, what kind of learning styles they may have, and how to design a training program that respects different learning styles while also covering your learning objectives.

These are topics that could be their own full course; however, when there is only one day to cover the basics and give actionable learning during a program, we would include the following:

How to conduct Needs Assessment

Setting Learning Objectives

Learning Styles: introduce a learning styles theory (for instance, Kolb and 4MAT) that you prefer your trainees to follow. Guide participants through the design process with this framework.

Schedule Design

How to design an exercise

Train-the-trainer - Day 2 schedule - Training Design

Adult Learning

Before jumping into the detailed design of this day’s agenda, let’s have a quick look at adult learning. There are a few general principles that can help you orientate yourself while designing your training sessions.

When we learn as adults, it is a different experience than when we were children. We are better able to make decisions, draw conclusions, and recognise patterns. We are less likely to do something just because , because we expect logical reasons and arguments to do it. Malcolm Knowles, an expert in adult learning, identified four principles that help us create an environment where adults learn best.

Adults need to be involved in the planning and evaluation of their training.
Experience, including mistakes, provides the best basis for learning activities.
Adults are most interested in learning subjects that have immediate relevance and impact on their job or personal life.
Adult learning is problem-centered rather than content-oriented.

These are key principles that should always be kept in mind when designing training sessions and workshops, so getting these clarified early in the training program gives a useful reference point.

And now let’s review how to proceed with a full day that is dedicated to the topic of Training Design.

Needs Assessment

Any professional development program benefits from a solid understanding of what’s needed. Before you start preparing for any training project, you need information in order to know exactly what is expected of you. You need to understand what the needs of the participants are: what are their current situations, and what do they want to improve?

Needs assessment is an analysis conducted to determine what kind of needs exist in a group/organisation and if the training is the best possible way to solve these needs.

Sometimes a training is not going to fulfill certain needs, and this is something that must be considered by, and communicated early to, your trainees!

Trainees should also understand that it is their responsibility to communicate their own needs for the needs assessment and to establish good communication with the sponsor / requestor of the training.

Some of the critical things that should be clarified during training needs assessment:

Goals of the training
Topics to focus on
Who the participants are
Number of participants
Experience level of participants for each focus topic
How long the training event is – How many hours is the effective training time?
When and where the session will take place
Logistics (rooms, equipment, visuals, etc.)

You can explain to your trainees that the methods of their needs assessment will primarily depend on the time they have and the availability of their future participants. Surveys and interviews with key stakeholders, including the sponsor of the training and key participants, are essential tools toward getting a good understanding of the group’s needs.

When there is finally enough information to work with, it is time to craft that information into learning goals.

Course Note: Due to the constraints of this specific course (participants have already picked the subject of their practice delivery by this time), trainees will not have the opportunity to do a real needs assessment here. So, the focus of this session is to communicate the proper mindset and approach to needs assessment.

Every training session needs clear Learning Objectives, and in this session trainees will practice how to formulate sound Learning Objectives. Fulfilling the Learning Objectives will be the most important guideline for the rest of the preparation process.

In fact, as a principle, your trainees should learn to keep their Learning Objectives fixed and the content and process flexible in order to facilitate great learning experiences.

In general, the Learning Objectives should come out of the needs assessment. It frequently happens that you can’t address every need and expectation, but that’s perfectly okay. It is better to have fewer goals that are attainable than have too many goals and shift the topic every 15 minutes.

A practical way for your trainees to familiarise themselves with setting learning objectives is if they start working on their Practice Training and set the relevant learning objectives. When setting up Learning Objectives for a training session, they should be measurable, so the trainer can decide at the end of the training if the goals were achieved or not.

Giving your trainees an exercise to set up their SMART goals will help make objectives measurable so they can decide at the end of the training what went well and how to improve on the session next time.

If you prefer a different method to set goals, then go ahead with that one. The essence of this session is the importance of just setting goals, even if they’re based on a different model.

Learning Styles

When dealing with a group, it is essential to know that most people learn and acquire knowledge in their own way. To fully involve everyone in a training session, trainers need to create an environment where every participant is able and welcomed to learn.

There are various popular theories about learning styles that respect the diversity of people’s preferences when it comes to learning: Kolb’s learning cycle , the 4MAT model , Fleming’s VAK learning preferences , The 7 Learning Styles – the list could go on.

Often times, an organisation may already have a preference for a model they already use for planning training programs. If not, then you have an opportunity to choose which model you prefer!

For this template agenda, we would go with either the Kolb cycle or 4MAT. We have found that they work well for teaching structured agenda design where there are time constraints, as in our course agenda.

If you have already chosen a different one, just switch to the model you prefer in this block of the train the trainer event. What is important is that your own trainer team must be confident and knowledgeable in using the learning styles framework you choose.

The Kolb Cycle

David Kolb created his learning styles model more than 30 years ago. His experiential learning theory works on two levels: a four-stage cycle of learning and four separate learning styles .

The Kolb cycle emphasizes the cognitive process of how people go through an experience to form patterns based on that experience. Therefore, the Kolb learning style theory is presented as a learning cycle with four stages where learners should go through the full cycle.

Effective learning happens when a person progresses through a cycle of four stages in the following sequence:

Having a concrete experience
Observing and reflecting on that experience
Formulating abstract concepts and general conclusions
Testing the hypotheses in future situations (based on the conclusions generated), resulting in new experiences.

Kolb experiential learning cycle and learning styles

It is important to ensure that activities in a training session are designed in a way that allows each learner to engage with the content in the style that suits them best.

Ideally, a training session agenda should be developed in a way that includes each stage and offers a balance of these stages in the process.

Kolb’s learning theory also sets out four distinct learning styles that are based on the experiential learning cycle. These learning styles are determined by two fundamental aspects: how we approach a task and what our reactions to it are.

You may dive deeper into individual learning styles , although it is important to note that the key takeaway here is the balanced design of a training session. Primarily, the role of the Kolb cycle is to provide a framework for you and your trainees to include activities in a training plan in a way in which participants will have the opportunity to engage with a concept in different ways.

The 4MAT Model

Another popular theory, building further on the Kolb experiential learning cycle, is the 4MAT model. This model works around the idea that people need to know:

Why they are learning something
What they are learning
How it works
And What will happen if they apply this concept

The 4MAT cycle with its key questions and focus areas

In the case of 4MAT, the emphasis is more on ‘learning preferences’ than ‘learning styles’, which helps to avoid labelling learners with a particular learning style. Regarding training design, the underlying idea is very similar to the Kolb cycle. When designing a training session, try to incorporate the complete 4MAT cycle for each learning block you have.

In practice, it looks like this:

Assign an initial experiential exercise that lays the foundations of why a particular topic will be relevant. (This includes the debriefing of the activity.)
Provide the theory, and explain what the concept is.
Give opportunities for participants to practice how to apply the knowledge they have learnt. This practice may take place with close mentoring, as the focus here is on learning a particular skill.
Provide an opportunity for participants to adapt the freshly-learned skills themselves. What if they try applying their new skills in a new context?

You may find more details on the 4MAT framework at the 4MAT for Education and 4MAT for Business sites.

The Learning Styles Debate

Which Learning Styles theory should I go with?

Or should the question rather be the following:

Are Learning Styles a myth? Are they worthy of the time and effort at all?

There is a long-standing controversy about the validity of learning styles theories. Resources are readily available about debunking learning styles . They also often include debates, or in better cases, interesting and engaging discussions on the matter – as on Cathy Moore’s blog .

As a trainer, it is your responsibility to take your own professional stance on the topic of learning styles. While opinions may vary, there are some takeaways that might be helpful for your trainees.

Possibly the biggest misuse of learning style theories is to label learners with a particular learning style. This often encourages them to resist certain exercises that they consider not aligned with their learning style.

At the end of the day, though learning styles theories have been supposedly ‘debunked’, they do provide a framework to help trainers get a handle on designing an interactive and balanced training session.

The essence of applying a particular learning styles theory should be that you provide multiple ways for your training participants to familiarise themselves with the topics you are teaching and to demonstrate their understanding of those concepts.

So to sum up the Learning Styles discussion, make sure you teach your prospective trainees to provide multiple ways to engage with a topic in the training sessions they design.

Rather than trying to provide instructions tailored to an individual participant’s learning style, offer a variety of learning experiences/techniques within a training session.

In this detailed session plan about Training Design , you will find a specific example with detailed steps on how to run a learning block on Learning Styles.

Your trainees should get the opportunity to start designing their own session plan, familiarise themselves with either the Kolb cycle or the 4MAT cycle, and then re-design their own session outline based on what they have just learned.

After learning about the preferred learning styles theory of your course, trainees will start completing their training agenda for the Practice Training. They should get an overview of what it takes to prepare a complete training agenda and then start working toward achieving it. This is a vital part of the train the trainer model that helps build the skills to actually make would-be programs a reality.

This is a very practical session where trainees are presented with the variety of different training modules they might use in a training session, such as agenda review, collecting expectations, group discussions, coffee breaks, etc. Discuss each item briefly, and share best practices on how to calculate and manage timing during training design and delivery. The only exception is the main exercise which can be left as a placeholder at this point since the next session is about Exercise Design.

You may also Introduce a training agenda template that all trainees should use to complete their session design. Having a consistently-used template by trainees will make it easier for your team to monitor the preparations and provide mentoring as needed.

You may choose our SessionLab template, a tool specifically developed for training design , or any spreadsheet template you prefer for this purpose.

Exercise Design

Exercises are an integral part of any experiential learning activity. While designing effective experiential learning exercises requires a lot of practice and experience, you need to start somewhere.

This session will be a starting point for your trainees in understanding the types of exercises they might use and how to design them. Using the train the trainer model, you should provide an overview of the types of exercises in a training session and give guidance on how to choose the right type of exercise.

Your trainees should have practical working time to design the main exercise in their Practice Delivery, and your team of trainers must mentor them and give useful tips on designing exercises that achieve Learning Objectives.

Practice Makes Perfect (Day 3)

The highlight of this day is the first big practice opportunity for trainees to deliver their own training sessions, or to be precise, to practice an abbreviated session, since the 45-60 minutes they have available is really just enough for the one learning cycle that they designed the previous day.

Before the Practice Training sessions start, there are still a couple of practical sessions left to help trainees get prepared.

Train-the-trainer - Day 3 schedule - Practice Training Delivery

The goal of this session is to give an introduction to the visualisation tools and techniques participants may use when delivering their training sessions. It is worthwhile to introduce the most common practices for using visuals in a training session (flipcharts, whiteboards, and PowerPoint or Keynote).

As we often do, in this introductory course we will focus on actionable advice, so the emphasis is on giving practical tips and suggestions for each visualisation method.

It makes sense to put an extra accent on the method that trainees will use during their Practice Delivery. In our case, flip charts are used, so by the end of the session trainees should have prepared flip chart sheets for the Practice Training

Lastly, before the Practice Training deliveries start, there is a short session that will provide some practical suggestions for trainees related to the in-classroom training delivery.

There are a lot of small details to pay attention to when running a session, ranging from logistics issues (making sure that all materials needed are taken care of, the room is set up, and other common issues) to body language during the session. These are the final suggestions for trainees before they start their first Practice Training Delivery!

Drumroll…!

First Practice Delivery

Practice makes perfect – that is why you will see two occasions in this course where participants get the opportunity to design and deliver their own training sessions.

This first one is only a short practice (a 45-60 minutes training module) but should be sufficient for your participants to apply training design principles, practice the art of delivering in front of other participants, and get candid feedback on their performance.

Trainees should co-deliver in pairs, and you should make sure that each pair has a trainer from your team observing the session. Depending on the number of your trainees – in our case, 16 trainees – this probably requires two rounds of delivery.

One small but very important thing is to make sure that you have volunteers (not trainees) organized who will attend the Practice Training sessions, so every trainee has an opportunity to practice in front of a real audience.

The goal is fairly straightforward here: get a real delivery experience after trainees have built up their session design, and then provide detailed feedback on their performance so they know what to focus on for their Final Training at the end of the course.

If you have a coaching / mentoring program running throughout the course, which I definitely recommend, you may close the day with optional coaching or mentoring sessions to provide individual or peer group support.

Managing the Group and the Space (Day 4)

There is so much that must be done for an engaging training session beyond just a trainer stepping on the stage, sharing knowledge and facilitating exercises. A lot of this is ‘soft’ stuff and comes with years of practice but the train the trainer model also creates space to explore this as a group.

So, this day is dedicated for all the soft trainer’s skills that make a well-designed session run smoothly in the classroom where flesh-and-blood participants interact with each other and the trainer.

The truth is, many of the subjects that we touch upon this day can be their own subjects of advanced sessions. Debriefing an experiential learning exercise, group facilitation and team dynamics – each are highly complex topics, and covering them in-depth during a single day is not a realistic endeavour.

Now, consider that your trainees are on their fourth day of a really intense learning experience, and they still have their final training delivery session in front of them.

What you really want here is to give them instantly actionable knowledge and tips in order to make their deliveries properly interactive. After they graduate from this starter program and have already delivered a few dozen training sessions of their own, then it is probably the right time to dig deeper into the subtler aspects of experiential learning and group dynamics. By then, your trainees will have their own real-life experience to reflect upon.

So, here are the topics we would include if we had one single day to spend on training essential interaction skills for new trainers:

Setting up the Learning Space

Group Facilitation and Interaction Types

Experiential Learning and Debriefing

Using Questions

Group dynamics.

Train-the-trainer - Day 4 schedule - Interaction

This session will focus on teaching the fundamentals of how to arrange the classroom to facilitate an interactive learning experience.

The way the room is set up will influence the interaction within the group and the participants’ learning process. For instance, having the session’s flip charts on the walls around can help remind participants of the essential theory of a session. A set of flip charts full of post-it notes created by participants themselves during exercises can provide a sense of creativity and progress.

Table and chair arrangements likewise affect the learning process, as do the kinds of settings you use for group work and individual presentations. It is essential to have enough room for people to do interactive exercises in groups without feeling chained to their seats.

Therefore, participants will be taught how to arrange the space so it helps achieve the desired outcome. This includes the important aspect of selecting the room and arranging seating (classroom, circle, semi-circle, breakout groups), tables, visuals, and so on. A thoughtful design of the training room is an important aspect of facilitating learning, and here are the more common types of room arrangements, recapped by Beth Kanter :

During this session, if location permits, try out the various set-ups with your participants. Discuss the characteristics of each room set-up and which arrangements are best for which activities.

To keep a group of participants engaged throughout a training session, a trainer needs to have a solid toolkit of facilitation techniques at hand. Using different group facilitation techniques is essential to having a balanced interaction during a training session.

If your participants sit in a theater-style arrangement during a whole session, sooner or later you will hear snoring sounds. Likewise, if you only switch between plenary discussion and individual work, your participants might get bored of the monotony. That is why your trainees should be aware of the most frequently-used methods to facilitate interaction within a group:

One-way presenting
Individual reflection
In pairs, triads and bigger groups
Plenary discussion (with the whole group)

There are also practical combinations of the techniques above, such as the 1-2-4 Dialogue method, idea generation techniques and decision-making techniques . You may also introduce facilitation techniques that help to manage bigger groups, for example, World Café , Rotating Flipcharts and Open Space Technology .

Growing one’s personal toolbox is a continuous personal development activity for a trainer, and this session should pique their interest beyond the starter kit.

Optionally, you may also introduce the VAK (Visual, Auditory, and Kinesthetic) Learning Styles concept as a supplementary theory to help trainees in thinking about how to keep a session interactive for participants with varying learning styles.

We’ve established that managing the attention and energy of people in the room is an essential responsibility of trainers. Beyond generic tips on how to keep up engagement and monitor the energy/attention level in the room, this session also covers how to deal with difficult participants and handle conflicts in the classroom.

When people from different backgrounds and life experiences meet to go through an intense learning event, there will inevitably be various reactions. Some might sit back, others will fully engage, and there will be some who will adopt blocking roles . This is a natural response to some sessions or specific tasks, so it is important that trainees be prepared to handle such situations.

These are situations with which most everyone has some previous personal experience, so a structured sharing session can be the right approach to leverage trainees’ existing knowledge.

As part of this block, arrange a facilitated group discussion or a rotating café style conversation to discuss different topics in smaller groups:

Keeping up the attention level (using different interaction techniques)
Handling difficult participants
Handling conflict situations.

If you look for a specific exercise to address challenging behaviours during a training session, then you might find useful the group exercise “ Participants from Hell ”. It gives a handy framework for letting participants brainstorm rules or guidelines for handling different kinds of disruptive behaviours.

Participants from Hell #train-the-trainer #disruptive participants #thiagi #structured sharing #issue analysis This is a structured sharing activity that enables us to explore techniques for handling participants who disrupt interactive training sessions. Different teams receive envelopes labeled with different types of disruptive participants. Participants brainstorm guidelines for handling disruptive behaviours, record the guidelines on a card, and place the card inside the envelope. Teams rotate the envelopes and generate guideline cards for handling other types of disruptive participants. During the evaluation round, team members review the guideline cards generated by other teams and identify the top five suggestions.

Experiential learning and debriefing

If you want participants to achieve long-lasting learning in any training event, then experiential learning is a very effective way to do that. In this segment, your trainees will practice how to brief and debrief an experiential learning activity..

Debriefing is the key that enables participants to identify and connect lessons from workshop or training activities to their real world.

We suggest a practical debriefing exercise for this: conduct a real experiential exercise during this session, then focus on the experience of how the briefing and the debriefing were done by the trainers.

This way participants will have the chance to first take part in a debriefing as participants and then analyse the experience they just had.

Using questions is essential during a training session, especially during a debriefing session. Give an overview of good questioning techniques and how to ask questions properly.

In addition, if your trainees are also expected to coach or mentor other people in the future during their career as a trainer, you may dedicate more time on how to use powerful questions effectively in coaching / mentoring situations.

Group dynamics play an important role not just in the training room but in our everyday lives, too. As a trainer, it is highly useful to be conscious of the dynamics taking place in the group and to be aware of the best ways to deal with a group depending on its dynamics. In this session, therefore, we introduce the topic of group dynamics and its influence on the training process.

A 90-minute session, as scheduled in our template agenda, gives only enough time to scratch the surface of this topic. Actually, this is an excellent topic for an advanced training development course, where participants already have hundreds of training hours behind them and thus many personal experiences to refer to.

But until then, you have to start somewhere, and this is the point for that.

The commonly used Tuckman & Jensen group dynamics theory , although mostly applicable to teams, may also be used in the training field to explain processes happening within groups going through a long-term training program.

This theory also supports a common view on how a trainer should react throughout each stage of the process.

Aside from starting this session with group dynamics theory, the lesson should be tailored to the group’s needs. For example, you may decide to deliver a sharing and reflection session so participants can reflect on their own group development supported by elements of group dynamics theory.

Of course, your trainees won’t become masters of group dynamics immediately after this session, but they can learn the importance of observing, and reacting to, the dynamics in their own future sessions.

Break and Final Training Preparations (Day 5)

By this point, your trainees have gone through over four very intense days of learning and self-development. It is time to give them a short break before they set out to prepare their Final Training which they will deliver the following day.

Therefore, the schedule for this day is split into two parts:

Free time in the morning
Preparation time in the afternoon

It might be tempting for you to try squeezing in more content with another session in the morning. However, our experience is that trainees do reach the tipping point by this day, and some real mental rest helps them to process the learnings of the course so far.

Offering individual free time is one way to go; however if your setting allows, it is best to organise a group leisure activity – something that keeps trainees both physically and mentally busy (e.g. some kind of outdoor activity).

Here’s one tip that might come handy: if you truly want to give space for your trainees to recharge, don’t brief about tomorrow’s Final Training Delivery details yet; save it for the afternoon. Fresher minds will be more effective in tackling the job.

Since this Final Training Delivery will also be done in pairs – everyone will deliver with a co-trainer – you need to make sure that pairs and their topics are chosen in advance. As the trainer of the course, it is your responsibility to facilitate this process. If you prefer, you can directly assign pairs that challenge participants in a healthy way. (Create pairs with complementing strengths, so each person can learn something from the other in the training design and delivery process.)

Or you might poll participants by the topics that each of them prefers to deliver. They won’t have too much time to prepare, so they should be comfortable with the topic of their training session in order to save their focus for the process instead of the content.

After pairs and topics are set, trainees can start preparing for the Final Training Delivery, which will be a 2-hour training session. There is half a day dedicated for preparations. Make sure to have a mentor assigned to each pair who will keep an eye on the training design process. Mentors help whenever trainees are stuck and should make sure that everyone gets a sound training agenda designed by the end of the day.

Lastly, the Final Training Deliveries will take place in two rounds where everyone will be the trainer in one of the rounds and a participant in the other.

To help trainees sign up themselves, create a schedule of the Final Deliveries so everyone can see when they deliver their session and so they can also sign up as participants for one of the sessions in another time slot.

Make sure that you get further participants for the Final Deliveries the following day, not only your trainees, and that those people are also distributed evenly between the Final Deliveries.

Final Delivery & Closing (Day 6)

This is the last day of our program, and time for trainees to put into practice everything they have learnt over the past days. The highlight of this day is the Final Training Delivery, where trainees conduct one more session to practice their freshly-gained interaction skills and to implement the feedback they received from their first delivery.

Train-the-trainer - Day 6 schedule - Final Training and Closing

Final Training Deliveries

Similarly to the Practice Training three days before, the scheduling of these sessions depends on the time you have available and the size of your team. Trainees should again deliver in pairs to practice the experience of co-delivery, and it is essential that one trainer from your team is there to observe and give feedback on the performance.

In our example template with 16 participants, we have split the Final Training sessions into two rounds of 2-hour deliveries, each followed by a round of feedback. You may even decide to record the session if you want to provide really thorough feedback by your whole team of trainers.

The ideal length of this session is somewhere between 2 and 4 hours – that should give trainees a thorough and hands-on experience of how it feels to deliver a complete session. This is the main assignment of the course, and completing it will provide your participants with a sense of accomplishment and closing.

Trainer Development Path

Your trainees have practically completed the course and passed their Final Delivery by this point.

This is just the beginning of their journey as a trainer, and now it is time to point out the various development opportunities they will have in your organisation.

Present the skill development opportunities your trainees can have in the future (including further training opportunities, advanced train the trainer courses).
Discuss how they can keep supporting each other in their development path after this course is over.
Present future expectations and practical next steps they will have as a trainer in your organisation.

Evaluation and Closing

As the event winds down, there will be a few formal but important steps left.

Firstly, make sure that your trainees take the time to reflect upon the week’s program and share their feedback on how to improve your training materials for the future.

You may provide them with a detailed survey soliciting answers around the various aspects of the event and their learning journey. These evaluations should give you useful insights on how to adjust the agenda and scope of your event next time.

Don’t forget to schedule time with your own trainer team, too, after the course is over for an evaluation round.

Lastly, prepare a nice, official closing ceremony for your trainees and hand out certificates for completing the course. They went through a really intense learning process and hopefully built bonds with their fellow trainees that will support them in their upcoming careers as trainers. Your trainees worked hard! Now celebrate the beginning of their journey as a trainer!

I hope you enjoyed this train the trainer design guide and that it gave you some inspiration. Keep in mind, there are a lot of different options for designing and running a train the trainer workshop.

You can have shorter events, or you can have a more extended program scattered over several weeks. You may go more in-depth on certain topics, such as learning styles or group dynamics, and you may set aside some topics as follow-up rounds to cover other learning principles.

Want to keep learning? Explore how to design an engaging training session plan in this guide and create unforgettable experiences.

Review our guide to the train the trainer model to understand the underlying methodology more deeply.

Ultimately, it is your own organization’s needs that should determine what the best formats are for you to teach capable new trainers. For this reason, you should not spare running a proper needs assessment before jumping into the exciting work of designing a course agenda.

Now It’s Your Turn

That’s it for this design guide. Now, we’d like to hear from you:

Do you have any questions about designing sessions using the train the trainer model? Anything specific about this 7-day course template?

Or maybe you have a cool tip that we didn’t include here.

Either way, let us know by leaving a comment below.

Robert took his first facilitation training in 2009, and since then immersed himself in designing and delivering experiential learning experiences, group workshop, and train-the-trainer/facilitator programs. His passion for facilitation led him to co-found SessionLab, the online platform that helps people design and facilitate better workshops.

55 Comments

I was of late ran over your website and have been perusing along. I thought I would leave my first remark. I don’t realize what to say aside from that I have delighted in perusing. Decent blog. I will continue going to this online journal frequently.

That’s great to hear, Gina, I hope you’ll find many useful facilitation and training tips on our site!

Robert, that is fantastic blog. Thanks for sharing.

You’re welcome, Juliana – great to see you enjoyed reading it!

Great content, diverse and well researched. Thank you for sharing! Dr. Pascoe.

You’re absolutely welcome!

This is an extraordinary motivating article. I am practically satisfied with your great work. You put truly extremely accommodating data…

Thank you for your kind words Gina, I’m glad to see you enjoyed reading it!

I am happy you take pride in what you compose. This makes you stand way out from numerous different authors that push ineffectively composed substance.

Thank you for your kind words, Gina! I’m happy if you find some useful tips in this guide :-)

amazing job indeed! keep going Robert!

Thank you, Toghrul, glad to see you enjoyed the guide!

I just want to say thank you for writing this best article. My request is please add more articles. I already bookmark your site and waiting for your new informative article

Thank you, Gina. What would you like to hear more about?

I stumbled upon your site ,, very informative and great contribution, please contact me on [email protected] wonder if you can run a session

Very comprehensive list of fundamental TTT elements. Thank you for sharing! We ran special sessions in adjunct to the TTT for; OJT, classroom, and virtual delivery as they required different skills.

Hi Robert, Great to see it more clear as I am just getting into TTT . Any chance if you contact me on ? [email protected]

Sure, Alexandro, I’ve PM-d you :-)

That’s great to hear, thanks Julie!

I hope you are doing well.

That a very good outline but I need some clarity on this. Do you think that people/organizations will invest their 7 days consecutive for this extensive training program?. In my experience, nobody can afford such a long training program.

I am not criticising it’s just sharing my experience.

That’s a good question, Kamal, thank you!

Training trainers for 7 days is expensive. But so does hiring external trainers to deliver hundreds/thousands of hours of training sessions.

I think it boils down to organisational needs: If you need to do a lot of training internally at your organisation, then it can pay off to train skilled trainers within your organisation. Plus there are a few more additional benefits: people undergoing a thorough train-the-trainer program are versatile assets in organisation, especially when it comes to supporting new change initiatives and running org dev projects. Usually, over a certain size, this becomes a worthy avenue to pursee – but indeed not for everyone.

Hi Robert, A fantastic piece of work..precised and deep into the details. Thanks a lot for the great effort. Regards Hisham

Thank you, Hisham – happy to hear you found it useful!

Dear Robert Congratulations for such a nice piece of creativity. How can an individual get “Train the Trainer” course online with certification plz?

Best Regards, Raja

Dear Raja, You’re welcome! We don’t have any online certification programme at SessionLab, but I hope the idea in this article will help you in your own development as a trainer. cheers, Robert

Hi A detailed and comprehensive blog. Extremely useful information for trainers compiled together. Thanks for sharing.

You’re welcome, Indu, it’s great to see you’ve found this TtT design guide useful!

Wonderfully written blog! Thanks for taking time to share so much of information with us. This is really useful. Keep us updated.

Very informative and useful. Thanks for sharing these details.

You’re welcome, Sandeep!

Are you still offering the 7 day course, if so, where and how much?

Thank you for the question, Shannon! At this point, we only can support you with a session planner software (and a wide range of training and facilitation resources) for train-the-trainer course, but we don’t deliver the train-the-trainer programme described above. But I’d be glad to recommend some trainers from our network who deliver similar course – please reach out to [email protected] for specific recommendations on it.

Thank you so much for this great blog and for the 7 days agenda template. I had the opportunity to adapt it for a session of 9 consecutive days and everything was very useful to me.

We support trainers in different developing countries. I’m actually working on a train the trainer program, spread over 3 years. Year 1: 5 days in a row, followed by another 5 days couple of weeks later Year 2: 5 days in a row Year 3: 5 days in a row.

Any ideas or toughts on how to train the trainers across time? Your lights will be precious to me. Thanks again!

Thank you for sharing your case, Marianne!

I’d say there are actually a lot of benefits in splitting up train-the-trainer education to multiple stages, as it allows the trainees to have more practice time between the different stages. And it’s such a great opportunity when you can focus on more advanced sessions in the second and third years with people who already have practical trainer experience behind them. That said, I’d strive to involve more ‘soft’ skills in the follow-up editions, particularly focusing on group dynamics and classroom management (handling different group behaviours, which is easier to grasp when one already has experience. Also, including some on-site practice delivery in each round is a great way to have debrief-ready experience for participants.

I’d love to hear more on how you structure your 3-year course :-)

I came to this website hoping there was a ‘training’ I could take to become a trainer. Is there something like that available? Another questions is this: You want an organization to invest to train their own people to become trainers but then on what subject? There are so many things people can be trained on. When training someone to become a trainer, don’t they first need to be experts in a particular field to start training on that? e.g. suicide prevention; public speaking, media training etc.

As you can see I need clarity :-/ Thanks for putting this together though.

Hi Nargis, Thank you for your questions! 1) Currently we don’t offer training opportunities. Our main focus is developing a workshop/training planner that helps trainers and facilitators to design workshops and learning programmes. 2) As for trainers needing to be a subject matter expert or not: I see benefits of both approach. There are certain topics where you definitely need domain knowledge and the ‘trainer skills’ are rather enablers to pass on your knowledge. On the other hand, there are areas where the ‘trainer skills’ itself are the expertise, when the focus is on facilitating the learning process of participants.

Thank you Robert for this well researched information. I must say I am glad to have clicked on this. I have attended a Train the Trainer course but never been involved in facilitating one. This article just makes it easy for me to design one for my organisation. I am not trying to deliver a training that is expertly designed but at least, I have the basic and key information that is needed in designing my training. Many thanks again Robert.

That’s fantastic to hear, Manoi – I’m happy to hear you’ve find the guide useful :-)

Interesting article. Any suggestions as to how to adapt it to virtual instructor-led training sessions.

Thank you Robert for this well organized and elaborated document. I am actually looking at running some TTT programmes for our country trainers. My scope is to support any trainer in training, teaching and assessing trainees. This article really will help me to prepare myself. Please grant approval for me to use some of the information you have captured here in my trainings and I will sure quote your name when I am presenting. Thanks.

You’re welcome, Kishani, great to see that you’ve found the guide useful! Feel free to use the concepts presented here and refer back to SessionLab. Wishing best with your next sessions!

This is real good stuff. Thanks alot.

At my workplace there’s already a TTT course set up (previously designed), however, I’m now working on internal certification guidelines to have these trainees who completed the TTT to also complete a certain number of hours of training conducted byt them at their respective units. Do you have any guidelines/thoughts on this ?

thank you very much.

How do I register for the 7 day training? Thank you so much.

Hi Rebecca, Thank you for asking. However, so far there is no training course behind this agenda – it’s just a detailed write-up with a lots of advice on how to build a train-the-trainer course :-)

a very detailed and comprehensive information. Could you please cover train the trainer for remote training since this is something becoming a demand with the current situation?

Very impressive information, exactly what we need to know with amazing details. I did share the blog with my collogues, i am lucky to come across your blog Robert.

Thanks a million,

You’re absolutely welcome, Janan!

A very insightful blog, thanks for sharing.

You’re welcome, Patricia!

Thank you very much for the tips, excellent article!

Thank you for this blog, will definitely be putting things into practice. Blessings,

Just discovered this guide due to the magic of SEO. I am an experienced trainer building a TTT plan for the first time, and I must say this is a wonderful article.

Kudos to Robert and the SessionLab team for pulling together this work and sharing their experience and wisdom with the community. It is constructive and well written as all your blogs. THANK YOU

Thank you for your kind words, Thomas! And we’re always happy to see you at our Facilitation Community for a more interactive discussion at: https://community.sessionlab.com

Of all sources online, this is the best I’ve seen. Thanks, buddy. Great job.

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Train-the-Trainer Model, How to Create a Train-the-Trainer Course

Put ten people in a room. Whisper a phrase with more than 10 words into the ear of the first person. The second person then relays the message to the third person. This process continues over and over until the phrase reaches the final person. When you compare the first message with the last message, they will be totally different.

This is what often happens when organizations try to implement a train-the-trainer model of employee development .

However, this doesn’t have to occur. If you put the right steps and processes in place , your employee development can be phenomenal . (It is also the best way to cut your training costs dramatically as well.)

By the way, if you are wanting to learn how to teach or learn how to become a great trainer, the Fearless Presentations ® class is a training course that teaches best practices for facilitation skills . It is one of the most effective ways to develop the practical skills of a master trainer. Click this link for details.

What is the Train-the-Trainer Model (TTT Model) and How is It Supposed to Work.

Very simply, the Train-the-Trainer Model is a training model where Subject Matter Experts (SME’s) are trained to develop other Subject Matter Experts. The acronym SME is often used in the technical realm. However, subject matter expertise exists in all industries.

When I was in High School, I got a job working in the mall at Chick-fil-a. On my first day there, they didn’t put me on the cash register. They put me in the back breading chicken and squeezing lemons for lemonade. The owner didn’t train me to do this. The manager didn’t train me to do this. A kid about my own age trained me. In fact, that kid had only been working there for about five months longer than me. However, he had been doing those particular jobs for the first month that he was there. So, he was a subject-matter expert on breading chicken and squeezing lemons.

In contrast, when I studied to be a presentation coach, I went through a more intense train-the-trainer process. I spent three years studying with a certified trainer (SME). During those three years, I dissected every module and co-taught modules with my mentor. Finally, an instructor-trainer flew in to certify me.

Both processes followed the Train-the-Trainer Model.

Key Steps to Create a Great Train-the-Trainer Course.

(1) start by creating great content and training materials..

Start by Creating Great Content for Your Trainers to Teach

Years ago, I had so many clients that I sometimes double-booked myself, so I hired an assistant to help me. My assistant had management experience, so she was used to having procedures written down in step-by-step processes. Since my processes, were all in my head, the lack of structure frustrated her. She and I spent the next couple of weeks writing down and refining the process. By doing so, we could measure the effectiveness of each step. We adjusted the process over and over to increase both efficiency and effectiveness. Within months, I was able to work with almost three times as many clients.

Eventually, I brought on new team members. Since I had already created the process, I could easily train these new team members.

(2) Efficiently Organize Your Content into a Simple, Step-by-Step Process.

I’m currently training a new presentation coach. Because he has been a speaker for over a decade, he went through my class expecting to teach right away. I recently let him see the instructor manual for the first time. He was shocked at all the different steps that our instructors take in each session to ensure that our class members increase their confidence. We make it look really easy to the class members, but what our instructors are doing is very complex.

I explained to him that he and I would co-teach classes for the better part of a year. In each class, he’d start doing more and more of the process. So, every time we teach a class together, he is mastering a different component of the process. Over time, he will have mastered all of the training sessions.

When you design your train-the-trainer model course, create a simple step-by-step process. If the process is complex, break it down into easily learnable bite-sized pieces.

(3) Test and Measure the Process.

Test and Measure the Train-the-Trainer Process

In 1997, The Franklin Planner company merged with Stephen Covey’s leadership company. Since Covey taught time-management skills and Franklin sold day planners, it seemed like a sound merger. It didn’t work as expected, though. The new company created a train-the-trainer model to certify local trainers in every city. They had great content, but they didn’t test and measure the results of their trainer method.

My wife worked for a company that had quarterly “Covey Training” sessions. She dreaded every one of them. I remember her saying, “I’m going to another Covey Training, next week. These things are a complete waste of my time.” (I always thought that was funny since she was attending time management classes.)

The company made a big mistake. They began to certify anyone who paid a small fee and attended a short train-the-trainer class. The people leading the sessions weren’t Subject Matter Experts. Since they never measured the results of the train-the-trainer model classes, they never knew. They just watched their stock price and market share drop year after year.

(4) People Learn by Doing. Add Activity/Application to Your Train-the-Trainer Model.

Add Activity or Application to Your Train-the-Trainer Model

Years ago, I attended a marketing seminar here in Dallas. The organizers invited the participants to bring some of their marketing pieces to the seminar. As the speakers covered their curriculum, they had us recreate our marketing pieces. The program was very practical because we were actually re-designing items for our individual companies.

Another good example was with the Red Cross. I taught a presentation class for a group of trainers in their blood bank. They were responsible for teaching their techs the SOP’s (Standard Operating Procedures). They were getting really poor results from their sessions. The technique that they used was to do a half-day of classroom training followed by lab time. I suggested that they spend just 10 to 20 minutes in the classroom teaching part of the process. Then, go into the lab to practice. After the practice, come back to the classroom. Then, go back to the lab. It worked much better.

Train Your Internal Trainers Using the Train-the-Trainer Model.

That last story leads us into the next step of the train-the-trainer model — the actual training process.

Good Presentation Skills are Essential to the Train-the-Trainer Model.

Remember that being a great public speaker is not a natural gift. It is a skill. This skill takes time to develop. When helping companies create or revitalize a train-the-trainer process, we almost always start here. If the Subject Matter Experts are confident and if they communicate well, the programs are always more effective. If the SME’s are poor communicators, the process will fail almost 100% of the time.

If your SMEs are not experienced trainers, you might consider adding platform techniques to their professional development.

For details about the specific communication skills to focus on, refer to 7 Qualities of a Great Public Speaker .

Develop Your Subject Matter Experts.

When you institute the train-the-trainer model within your organization, start small. Use the “fast food” model that I mentioned above. Have “Subject Matter Experts in Training” explain part of the process to a newer team member.

“ Docendo Discimus (by teaching, we learn).” — Seneca

Over time, as your team members become more knowledgeable and skilled, increase their opportunity to teach. The technique that I use with my instructors is to have them start by watching me (or another instructor) teach a session. Next, give them a fun activity to lead while co-teaching with another instructor. Little by little, I increase their face-time in front of the group. In most cases, after they have developed good presentation skills, this learning happens fast.

Audit Both the SME’s and the Results of the Train-the-Trainer Model.

A big mistake that I made early on was not auditing my trainer’s classes. I assumed that since they spent over a year developing the train-the-trainer skill, the skill would be permanent. If you recall the telephone game that I described in the first part of this session, that is what can happen. I call divergence the “anomaly/snowball effect.”

An anomaly occurs. Most of the time, it is something really small. It is out of the ordinary and may never happen again. However, the trainer sees this anomaly as a problem with the way that the training session has occurred. As a result, he/she changes something slightly. The change then causes another challenge. Another adjustment is made. Every time a change is made that is outside of the original procedure, the divergence gets bigger and bigger. Over time, the SME isn’t following the outlined procedure from step one at all.

Before making changes to the process, it is a good idea to audit the programs to measure the effectiveness of the train-the-trainer process. This will ensure that critical skills are being properly taught to the next generation. The process you are using may be fine. The problem may be that you need to use corporate trainers with more teaching experience.

Effective training of your potential instructors will help you produce a more high quality learning process for your team.

Want to Create a Train-the-Trainer Program for your Organization?

Our expert facilitators can help you both create and implement a custom train-the-trainer program. Visit our page that describes a few of the Custom Corporate Coaching sessions available. You can also call us at 1-800-975-6151.

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Train The Trainer Powerpoint Templates

Train the Trainer

Transcript: Communication Styles Stages of Group Development What’s the purpose of the training? Activities Definition: Persuading through reasoning If you don’t know the answer say so. Promise to check for the answer and deliver it next time. When you don’t want to answer, say so and explain why. “That’s a personal matter and I’m here to discuss technical issues”. Check if the inquirer understood the answer. Turn the question to the audience. Implementation ”Reluctants” Spontaneous Planning Outputs habit inherent knowledge confidence Definition: Persuasion by using your perceived creditability P.L.E Self Presentation Skills Analytic Handouts Flipcharts Slide shows Videos Props During and at the end of the training process. Objective tools. Trainer's evaluation. Changes will be implemented. Documentation of each step in the process of training Implementation Spontaneous Building Rapport Learning Styles Communication Styles Flipcharts Effective Trainer Assessment Planning Avoid gimmicks and sophisticated patents. List the cost and benefits involved. Prove that things have already been done. Provide all the information needed and prepare answers to challenging questions. Handling Tough Questions Finding commonalities Using body language Observing and adjusting Characteristics of Effective Trainer Has clear learning objectives Sticks to plan and shows flexibility. Highly motivated and enthusiastic. Skilled in interpersonal communication: Explanation, questioning, active listening, feedback Maintains constructive relationships. Tone (vocal liking) Implementation Communication Styles Miller & Bebcock Creative, Entrepreneur, Initiator Innovation, Freedom Risk taking Big picture Exciting, Enthusiastic Variety Unexpected, changing Charisma Vision, Pro-active Trainee Special needs, expectations and values, cultural values, personal characteristic. Learning needs What he knows, what his goals are. Learning Styles Visual, Auditory, Tactile and Kinesthetic. Level of education, capability Learning Readiness Energy, motivation, emotional and physical availability. Implementation Planning Communication Styles Thank You for participating Techniques for making an Assessment Interview representatives of the trainees Use questionnaires and follow-up form Consultation with professionals Observation Trainees’ requests and feedback Spontaneous 3. aware that skilled Icebreakers Energizers Exercises Role play/simulation Group work Discussions Panels Implementation effort tension learning Prepare a 60 second presentation. Use the BE-A Formula. Make sure there is P.L.E in your presentation. Practice with a colleague. Present it to the group. Color Size of letters Graphics Posting pages Touch, turn and tell Enthusiasts Implementation empathy Creating Power PPT. Evaluation Creating Power PPT. 1 Authoritative 3 Power, Influence Control Rebellious Determined Fighter Actions Having Quick decisions Results Power Opening + Opening: SAY what the workshop is about Body: Outlines/Sub-Topics examples data facts SAY and train stories activities Ending: SAY what has been learned Power Ending: inspiration, call for action, + powerful question, humor results Present facts in a short, documented way. State the goal of every meeting. Do not tell them how to do things; only suggest. Be specific when delegating: say exactly: who, what, when. Lower risk of them losing control. Show them options for influencing the result. Focus on results and applications. 1. unaware that unskilled obligation experience improvement Resisters Authoritative Maintaining Attention Summarize every 15 minutes Introduce the new sub topic Change of body posture, gesture Change in tone or volume Long pause, sudden silence Activate the audience Humor 2. aware that unskilled Get down to the heart of the matter quickly. Don’t push towards quick decision making. Be well organized, moving logically from one point to another. Present facts, not opinions. Suggest ways to reduce risks. 4 Implementation Event- personal story Action- I call you… Benefit - what will you gain from it? Assessment 60 seconds What is your communication style? Fill up a questionnaire to verify your answer. How to communicate with each style? Training System Analysis Implementation Authoritative PLANNING Evaluation Train the Trainer Evaluation 1 Planning The Workshop Plan (+sss+) feedback Analyze the purpose of the training session you will facilitate. BE – A Formula Avoiders Training Principles (continued) Understand that training can cause anxiety and resistance. Allow enough time to learn and practice. Encouraged active participation. Plan techniques to reinforce learning. Create a comfortable learning environment. Consider the pressure conditions of the trainees’ life 4 Analytic Evaluation Characteristics of Effective Trainer (continued) Builds an appropriate learning environment. Has emotional intelligence. Applies principles of change. Creative One subject for each slide - Title No more than 7 words per line No more

Train-the-Trainer

Transcript: Back-to-Basics: Communication Skills Community Recreation Supervisor - Fairbank Memorial Community Centre [email protected] You are in Charge: Everyone is a customer Every person you come in contact with should always be treated with professionalism and a caring and welcoming attitude. Make the first move Use every opportunity to interact and communicate with everyone who enters the facility Be Sincere, Honest and Positive Customers instantly notice whether or not you are sincere in your effort Smile Be Positive Be Patient Signal your willingness to serve by maintain direct eye contact with each participant(s), promote positive body language and always end an encounter with a positive note Present a professional attitude Your appearance, attitude and actions send a clear message Know the answers to a customer's questions Our goal is to respond thoroughly, accurately and promptly Be honest if you do not know Professional Manner Your behaviour can promote a positive image of yourself, your facility and the City Communication: Avoid Breakdown of Communication A breakdown of communication caused by such things as: 1. emotion 2. preconceived judgments 3. different positions 4. conflicting personalities 5. distrust of fear 6. jargon and technical terms 7. positional approaches Expressing empathy shows that you are understanding their needs Practice makes perfect Practice Scenarios Receive Feedback Auditions The Buy In: Janice Morrison Empathize: Back-to-Basics: Communication Skills Customer Service Skills Trouble-shooting Practice Makes Perfect Use empathetic words and phrases Miranda Greene YOW - O'Connor Community Centre [email protected] Show interest and concern through voice tone and body language during discussions YOW - Driftwood Community Centre [email protected] Is your TONE... Prepared By: Zecko Jalloul A person with a positive attitude will find that people are more co-operative What the %^&$ ASSERTIVENESS Assertiveness is the ability to express one's feeling and assert one's rights while respecting the feeling and rights of others. Assertive communication is direct, open and honest. It clearly expresses our position to the other person. Common Misconceptions: That you will always get what you want when you are assertive Assertiveness is saying everything that comes to mind – because it serves you to express yourself. Assertiveness requires civility and tact When I express negative information, challenge or confront others – I am making them upset, angry, or hurting their feelings. We are not responsible for other's feelings. However, by definition we are respectful of them. Zecko Jalloul COMPONENTS OF ASSERTIVE BEHAVIOUR: Genevieve Fong See the training from their point of view Know your material Verbal - The words we say Eye contact - Look directly at the person being spoken to Body Language - Relax. Face the person, stand or sit appropriately close, lean towards the person, hold your head erect, yet remain relaxed. Attempt to appear confident Face - Have your facial expression agree with the message being verbally conveyed. Don't smile if it isn't a 'smiley' topic Voice - Voice Tone, inflection and volume can be level, well modulated and conversational. You want to come across as not being upset or disinterested Timing - Be ready for spontaneous expression Stay calm and cool, remain patient Be hard on the problem, but soft on the people Be proactive—ask the other side what you can do to resolve the problem Stay open-minded and look at various perspectives Communicate clearly and assertively Customer Service: Vocal - The Tone we use YOW - Oakdale Community Centre [email protected] Lance Merraro You're the BOSS Julio Alvarado Train-the-Trainer Troubleshooting Troubleshooting YOW - Lawrence Heights Community Centre [email protected] When People Become Difficult: Expectations not being met Because We Can! To Be Difficult – When things go wrong From Boredom To Be Helpful Learn to Manage Conflict Caring? - Are you interested in the topic? Do you want to be here? Do not allow the trainees train you Be mindful; Be confident; Be empathic Dexter Slater CONFLICTS HAPPEN! Conflict is commonplace in problem solving and during negotiations because, as we have seen, people take positions and get emotionally involved or invested in certain outcomes Conflict does not lie in an objective reality so much as it lies in people heads Those who manage conflict well are exceedingly influential because they succeed at solving problem and, at the same time, strengthen their relationships with others The YCC - Youth Training Sub-committee Presents: Practice Makes Perfect Defensive? - Hostile, argumentative, condescending CRP - Oakdale Community Centre [email protected] YOW - Dennis R. Timbrell Community Centre [email protected] Your Tone sets the mood of your training: Non-Verbal - Our body language and Actions can underscore what is being said References Customer Service Skills Practice Makes Perfect

Transcript: WHO: New Company Associates New to the industry, company and/or property/department WHAT: Fundamentals and Key Essentials Company culture, roles and responsibilities New company programs and services Vendor training versus ConAm training Establishing a foundation WHEN: Upon the start date of the new associate Every 2 weeks training request forms sent to RPMs WHERE: In-person and Online Foundation onboarding - web based LMS Role and property/department specific - in-person WHY: Consistency! Every team member, regardless of position, receives the same onboarding and will have the same requirements WHO: Top Performing Associates Desire and motivation for advancement Our future CMs, RPMs, Accountants, REMs WHAT: High-level Learning Opportunities Cross training Committees, task forces, peer leadership programs WHEN: Continuous, Ongoing Immediately identify candidates for mentorship Create succession plans Update quarterly WHERE: Internal Onsite and within departments Current leadership needs to identify our future leaders WHY: Our Company Grows With Our People Let's invest our time, energy and resources in the associates that want to do the same for us WHO: Current Company Associates Most effective for underperforming associates/properties Applicable for those meeting expectations, but need a refresher WHAT: Specialized and Customized Operations Topics Focused on the root of the performance issue Follow-up and follow-through necessary for success Workshops and webinars WHEN: As needed and requested RPMs and CMs coordinate with REMs Monthly scheduled workshops and webinars Third Tuesday Trainings, Education Calendar, "Netflix Training" WHERE: In-person and Online 1:1 in-person coaching Pre-recorded "How-To's" as well as instructor led webinars Hosted workshops in neutral locations WHY: Invest in our Assets People are the most valuable asset in our company Recognize the new direction of the education department in 2016 Emphasize the importance of training new company associates in a consistent manner Understand how to effectively and proactively provide coaching to team members in need Realize the opportunity we have to mentor the future leaders of ConAm New Year, New US! Time for change and time to shift our focus Let's re-brand ourselves and build upon the value we bring to this company REMs aren't the only team members that provide support and development to our associates Today's values can and will be applied throughout the portfolio This is a roadmap for how the education department will approach the overall intention of our jobs WE WILL set the tone for how the operations teams perform as leaders In 2016, we are going to be better Trainers, Coaches and Mentors

TRAIN THE TRAINER

Transcript: TRAIN THE TRAINER SBI Practice and activities are a key part of the learning process. You also need corrective feedback in order for it to be effective. Imagine learning to drive without someone giving you corrective feedback. OBJECTIVES Now you are successfully able to: Describe the differences between coaching and feedback. Identify when to coach and when to provide feedback. Apply probing strategy to elicit specific information from an agent. Give people credit for effort Start with easy questions, go to difficult when participants succeed Invite people to ask questions Pay attention to body language NEVER MAKE FUN OF A RESPONSE Handle incorrect responses delicately COACHING AND CONSTRUCTIVE FEEDBACK How to Give Feedback EFFECTIVE FEEDBACK Giving Feedback in a Safe Environment INTRODUCTION By the end of this training you will be able to: Describe the differences between coaching and feedback. Identify when to coach and when to provide feedback. Apply probing strategy to elicit specific information from an agent. Conclusion Do it IMMEDIATELY Use names Reinforce and explain correct responses Ask learners to elaborate Use the group Be tactful but CLEAR Feedback Tool Situation What was the time, place and circumstance(s)? Behavior What did the person actually do or say? Impact How did the behavior affect you or others? How did it impact customers or the business?

Transcript: Addresses weaknesses in order to strengthen them Excellent time management Must have great interpersonal skills Role of Training in Industry Deal with loud groups Skills required to carry out group training Skills required to carry out one-to-0ne practical training Being able to answer questions on the spot Training allows the person to be better able to perform their job Know that you're not always right Expand the knowledge base of all employees Structured training programs ensures that the employees have equal skills Benefits the company and the employers Must have to ability to train the employee for task in hand http://smallbusiness.chron.com/ Train the Trainer http://www.adaptastraining.com/ Risk taking Listening skills http://www.derekstockley.com.au/ Understand what they have to train, have a great knowledge of the subject

Transcript: Train the Trainer By Rachael Babcock An in house training program with the necessary room space to accommodate approximately 20 trainees Trainer A vivid, dramatic and exciting learning experience is more likely to be remembered A well arranged room for easy access by the trainees The objective is to build a pool of competent and qualified trainers who are recruited from staff within the organization, service sectors, advocacy groups and other organizations and interested parties 1. If the participants are self directing individuals, to better motivate them give the training in a way that is meaningful and relevant to them A well prepared lecture and interactive session Michael Armstrong, A Handbook of Personnel Management Practice, reproduced in Personnel in Practice, Currie, Donald: Blackwell Business (Oxford, UK); 1997 Noe, R. (n.d.). Bookshelf Online. Retrieved August 07, 2016, from https://ambassadored.vitalsource.com/#/books/1259766268/cfi/6/2[;vnd.vst.idref=body001] Knowles, M. S. 'Andragogy: Adult Learning Theory In Perspective'. Community College Review 5.3 (1978): 9-20. Web. Objective 2. If the trainees are adult learners they learn differently then children wold learn. Communication material needs to be passed our to all trainees Trial and error - by trying for themselves. Being told -by receiving direct instruction, either orally, or in writing. Imitation - by copying the actions of another person, usually an instructor or a skilled person. Thinking - by organizing one's thoughts about a topic or problem to arrive at an explanation or solution Choosing the Trainer 5. Law of intensity Case studies would be a very effective training plan for these individuals. If a good case is discussed starting from how a particular object of training and learning is to be done and the audience is taken through the various stages of the actual scenario it makes the entire subject come to life and the participants are more likely to remember it. A train the trainer model will be used to assist participants to develop & expand their skills to conduct effective trainings that are specifically related to fulfill the need Trainer Adult learners tend to learn best when they are actively involved in determining what, how, and when. Adults learners feel that the process is more important than the content. Thus, how it is taught is relatively more important than what is being taught 4. Allowing enough time to practice the learning during the training program 6. Ways of learning 8. Assessments The trainer has a significant role in facilitating the learning process and, to make it more effective, they should take into consideration the following factors: 3. The needs of the trainees, meaningful associations between the new material and the familiar learning. Overall goal is to modify or teach a trainee a behavior. Treat all trainee's participating in the learning event as individuals Recognize the differences in their knowledge, skills and attitudes. Provide sufficient time for each individual to achieve success. Create a learning environment that is pleasant, well organized, and free from anxiety as to make it comfortable for the trainee to participate in learning activities designed to bring about the required changes in behavior at work Use assessment to: Determine whether the trainee has acquired the proposed knowledge, skills and attitudes. Determine whether the trainee is now able to perform the task, as per the specified standard. Asking the trainee to comment on the value of the newly acquired expertise in relation to performance of the task and to his or her job in general An overhead projector or any other necessary multimedia tools 7. Structure of the program References: 1. Gain practical, and how to overview of entire training function Necessary writing material, including a post training questionare Learning proceeds smoothly, if we move from the Known to the Unknown. The information should be sequenced so that it proceeds from the simple to the complex. Learning is an active and voluntary process. Involvement enhances learning, as it inspires the learner to retain the information. 2. Through modeling of the best practices and latest techniques in training delivery, trainers can discover the 4ps of training: Purpose & assessments, Planning & preparation, Presentation & facilitation, Performance & Evaluation 3. New trainers will gain a strong foundation in critical training skills and seasoned trainers will be introduced to new approaches for delivering powerful training Preparing for Training Allow time for assimilation, testing, acceptance and internalization. Success is a great motivator . Hence, learning is facilitated by knowledge of results, Allow time for feedback to the trainee on their learning. The feedback should be immediate. Training

Transcript: Choose the correct site for training: Comfortable & Accessible Quiet, private, free from distractions/interruptions Space to move easily Bring learners together in an environment that is similar to their actual workplace Selecting/Preparing a Training Site Wrap-Up Feedback Questions? Evaluation (surveys) Follow up (with learners to ensure training is implemented) Overview Program Design Choose the Right Trainer! Job Aid Selecting/Preparing a training site Choosing Trainers Learning Theories Conducive to Learning Curriculum Road Map Pre/Post Training Activities Program Design Management Support of Training Assessments Job Aid Members of the training team should include: Males and females, to model to equal participation and promote gender sensitivtiy in the program Experts in areas relevant to the focus of the program (knowlege/experience in the area that is being taught) Trainers must have good presentation skills, communication skills, and public speaking ability (Harrington, 2013) Trainers need the freedom to bring up personal experiences/obstacles they have encountered that might thelp the participants later The most important consideration when selecting a trainer is if they are well suited to the training design required to meet the learning goals. For example, if learners prefer computer-based instruction, they'll benefit from a trainer who understands online training technologies. If learners prefer ongoing coaching, they'll benefit from a trainer who is readily accesible to the employee for ongoing advice and guidance. If learners struggle with communication skills, they'll benefit from a trainer who can integrate remedial communications strategies with other training methods. Management should be engaged in all training aspects and ensure employees are as well. Managers must motivate and instill how important training is. Management should ensure that all employees complete training and are utilizing the tools/resources given to them to help the organization succeed. Assessment Trainers must ensure they create a learning setting, prepare materials correctly, and be aware of their audience, and have classroom management. To make the site condusive, the class shouldn't be too big, people must be in a comfortable environment and proper seating Pre: Prepare Course Curriculum/Lessons Study materials and form a presentation routine Gather Supplies (which may include): White board with dry erase markers, Poster Paper (with a stand/sticky back) Ensure binders have appropriate participant materials for this session Room Prep: Arrange tables and chairs in a U-shape so that everyone can see one another as well as the board The best way to assess and ensure training is successful is to monitor participant results that attending the training Issue a test or hands-on piece to evaluate how the employees did Make the Instructor/Site Conducive to Learning! Post: Which Learning Theory? Train the Trainer (Like a Champion!) Program design is a very important piece of training - it sets the standard for how successful the course will be 1.) Ensure the training site is conducive to the training program 2.) Choose the correct trainer 3.) Create an effective presentation 4.) Ensure the lesson plan is relevant to accomplish the course Trainers should use goal theories. This sets a goal for a training session, which helps learners take in all the information presented to make them better employees. Adult learners should use the social learning theory. Participants can learn a lot from others due to social media and taking advice from any training they received. In order to create a good curriculum road map, there should be various training aspects within a training course. A form of computer based training will will ensure that they learner is prepared for the materials they will learn. The face-to-face part of the training course comes next. Last, but not least, the learner needs to perform a type of proficiency tests (hands on training, tests, etc.) in oder to ensure they understand the materials. Level of Management Pre/Post Training Activities! The Curriculum Road Map Maria Fasano 04/17/2016

Train - the - Trainer

Transcript: Addressing Resistance The Key www.annualcreditreport.com 1. Training videos 2. Documents -Tracking -Helpful Information No ONE approach will work for everyone (you guys already know that ). How is this different than what I was already doing? Periodic Fixed Expenses Part-Time hourly employees can be harder to calculate if hours vary. First few meetings What's a "good" score? Throughout Case 1971 - FCRA The Fair Credit Reporting Act was established to promote accuracy and fairness in credit reporting and protect us from inaccurate information on our credit reports. 1975 - ECOA The Equal Credit Opportunity Act made it illegal for creditors to discriminate against borrowers based on race, color, religion, national origin, sex, marital status, or age. 1978 - FDCPA The Fair Debt Collection Practices Act created legal protection from abusive debt collection practices. 2010 - CFPB Consumer Financial Protection Bureau was created after the 2008 financial crisis to provide financial protections. Available to all clients anytime during or after their case 1540.81 x 52 / 12 + = $6676.84 - Budgeting - Credit - Consumer Protection Your Questions & Concerns 2. You contact Laura Find The Average Watch program videos Budget started Am I committed? Allows clients to fully disclose without ACTUALLY fully disclosing -Alex Johnson Credit counseling Budget review Debt reduction planning Refer to other services Green Path Legal Aid CNH Where do I want to go? WHO 52 - 26 - 24 TransUnion Equifax Experian How to Bring up Budgeting Not always illegal... What that looks like... What steps do I need to take? We Want to be... CREDIT Emphasize the benefits. What's the worst that could happen? Remind them that they get to make the decisions. You're just a guide. weekly bi-weekly twice monthly 1. Client Documents 2. SSS Only Documents immediately admit to the debt pay until you know it's yours All disputes to credit bureaus must be in writing. Client documents SSS documents & resources Field questions by phone & e-mail 1-on-1 client counseling sessions Group classes ✳✱* Consumer Protection anytime access to important information learn at their own pace Where to Pull Credit Mystery Categories Train - the - Trainer WHY Difficult Budget Issues Familiarize clients with forms and other resources Assist with basic budgeting Problem solving basic budget issues Financial Basics Wants/Needs Dealing with Creditors Filing for bankruptcy Accounts for those with ChexSystems Variety of Budget forms Rising Auto Insurance Banking ChexSystems Pay Day Loans Cost Recommendation Sheets What's good/bad credit? Building credit Referral Process Prioritizing Start Simply Get details of the debt Get the caller's name and company Try to work out a settelment Get agreement in writing before you pay dispute in writing if the debt is not yours Available on Google Drive Realistic: Stop the bleeding consistent use & type of resources online training for clients allows you time to focus on other things reduces liability provides outside source for addressing complex financial issues The Program Client Resources Working with Clients Referral Process Financial Basics Q & A Offer Options Don't surprise them. "Next time I'd like to go over your budget. Does that work for you?" Don't call it budgeting. "spending plan" "Can You Relate to These?" List of statements to determine if you should try a budget Real-Life Examples Use a third-party example of how budgeting helped someone you know or have worked with in the past. Use the In & Out Budget sheet first. DO Documents Financial Empowerment Coach non-judgmental non-emotional straight forward goal oriented Budgeting DON'T Can only call from 8AM - 9PM Cannot contact third parties Must stop contacting you if you request it in writing cannot threaten or harrass What isn't different? - are they able to pay necessary bills? - how much is their debt costing them? - how quickly can they eliminate it? - advise & let them decide Debt Collectors All Clients Financial Empowerment Coaching Financial Psychology Budgeting Credit Saving & Debt Insurance Banking Video Worksheets Income Verification 1. Use the last two paychecks. 2. $222 + $175 / 2 = $198.50 average 3. Calculate normally What got me here? Errors? Approaching Budgeting My Goal SESSIONS INCLUDE: "What's working for you right now? What's not working?" "How have you tried managing your money in the past? How did it go? "How do you feel about your money? If you have concerns, do you mind if I help you work on it?" "Is there anything that you'd like to be able to do financially that you haven't been able to? "I'm here to help. Do you have any specific concerns about your finances? inadequate or false disclosure high interest rates to high-risk borrowers inflated fees & Charges packaging unnecessary products repeated refinances to "fix" problems FINANCIALLY STABLE?? 1. If they've worked there a full year, use last year's YTD divided by 12. 2. If they've worked there only part of the

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Train-the Trainer Training Tips and Tricks

Published by Adam Short Modified over 6 years ago

Presentation on theme: "Train-the Trainer Training Tips and Tricks"— Presentation transcript:

Adult Learners Discuss importance of taking trainees from the known to the unknown. List 5 characteristics that make adult learners unique. Describe the.

Qualities of a good facilitator

CERT Train-the-Trainer: Maximize Learning

Copyright, Robert J. Lackie and Joanne P. Roukens Powering Up Your Library Instruction: Teaching Methods & Facilitation Skills Robert J. Lackie.

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Financial System Upgrade Train-the Trainer Training Tips and Tricks.

Prud’homme Beer Certification® Beer Sommelier

QUALITY ASSURANCE PROJECT Improvement Coach The purpose of this session is to introduce participants to the role of the improvement coach and prepare for.

Adult Learner Characteristics & Teaching Implications.

Lecture 16. Train-The-Trainer Maximize Learning Train-The-Trainer.

Unit 2: Your Role as Instructor CERT Basic Train-the-Trainer.

District 6 Toastmasters Train the Trainer June 21, 2013 Presented by District Trainers: Raymond Norton & Helena Gagoud Tools for Trainers Who Train Club.

Chapter 13– Strategies for Effective Oral Presentations The goal of the presentation is to communicate, clearly and concisely, the results and implications.

ENHANCING THE IMPACT AND OUTCOME OF LECTURING WHY GIVE A LECTURE To give information not available in print to a large audience To give information which.

Using Various Delivery Techniques Getting Started and Improving on Basic Techniques.

OCAN Train the Trainer For Trainers Version 2.0 December 2010.

Good Agricultural Practices Teaching Adult Learners.

Step 5 Training Session: Interview Techniques. Questions Generate useful information Generate useful information Focus on reasons or motives Focus on.

1Clinical Training Skills - Delivering Interactive Presentations DELIVERING INTERACTIVE PRESENTATIONS.

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Train the Trainer - PowerPoint PPT Presentation

Train the Trainer

Train the trainer host facilitator be prepared be available we absorb or retain: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and ... – powerpoint ppt presentation.

Be prepared
Be available
10 of what we read
20 of what we hear
30 of what we see
50 of what we see and hear
70 of what we say
90 of what we say as we act
1 through taste
1.5 through touch
3.5 through smell
11 through hearing
83 through sight
I hear and I forget
I see and I remember
I do and I understand
A picture is worth a thousand words
People dont argue with their own data
Learning is directly proportional to the amount of fun you have
Learning has not taken place until behavior has changed
Three Person Teaching
Triple Transfer of Training
Adults will sit for 90 minutes
But will retain only 20 minutes of information
We are conditioned to 8 minute spans of information
Personal Learning Insights Profile
Why you want to learn something
Prefers to learn material that relates to what you already know, and want to know how you can use it
Informative
Prefers new and interesting information, whether its practical or not
Practical/Informative
May learn both, depending upon the situation
How you structure information, how you want it presented
Prefer information to be presented in a specific, organized, highly structured manner
Prefer information to be presented in a very general way, you make you own structure
Specific/General
Your preference for presentation varies
How active you want the learning process to be
Participative
You like to be actively involved in the learning process
You like to think about the information you take
Participative/Reflective
Comfortable with both
Brain Dominance
Results driven
Opportunity
Traditional
Lecture facts, details
Research findings
Higher order reasoning
Critical thinking
Textbooks, readings
Case studies
Use of experts
Apply logic
Metacognition
Thinking strategies
Graphic organizer
Checklists, worksheets
Number sequences
Policies, procedures
Organization, summaries
Who, what, why, where, when
Exercises with steps
Problem solving with steps
Brainstorming
Mental pictures
Active imagination
Illustrations/pictures
Mind mapping, synthesis
Holistic exercises (big picture)
Painting/drawing
Patterns/designs
Cooperative learning
Group discussions
Role playing
Body language
Sharing personal experiences
Listening and sharing ideas
Storytelling
Musical and rythmic
Physical activities
OR - know your audience well enough to tailor it to their specific needs
Enhances understanding of abstract concepts
Increases retention
Adds interest
Choose your words carefully
Maximum 6 words per line
Maximum 6 lines per visual
But dont OVERUSE color
3 per visual is a good rule of thumb
Each visual should communicate a single idea
Use Highlighting
Or Revelation
Use a maximum of 2 fonts
6 foot rule!
When designing transparencies, if you can read it from 6 away, it will probably be large enough to read as an overhead
Can you read this?
Use contrast
Use overlays
Flip Charts
Transparencies
Use Upper and Lower Case Letters
ALL CAPS CAN BE DIFFICULT FOR SOME
Upper and Lower Case, with the Right Font is Easier
Sometimes bold is better
Sometimes bold is not better

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Tennessee Titans wide receiver Bryce Oliver (80) squares up with New Orleans Saints cornerback Rico Payton (36)

New Orleans Saints

Rico Payton went from an undrafted signing that few knew anything about to reportedly the newest member of the New Orleans Saints. As first reported by Saints beat reporter Nick Underhill and confirmed by our John Hendrix, Payton will make the Saints initial 53-man roster.

Undrafted out of tiny Pittsburg State in Kansas, Payton already had an uphill climb to make an NFL roster as an undrafted player. His odds grew even larger at a New Orleans cornerback position that includes Marshon Lattimore, Paulson Adebo, Alontae Taylor, and rookie second-round selection Kool-Aid McKinstry.

Payton responded to the immense challenge by making an immediate impact in training camp. Even when facing the Saints top wideouts, he didn't back down and held his own in one-on-one matchups.

RELATED: Saints Roster Cuts and Tracker

New Orleans Saints cornerback Rico Payton (36) breaks up a pass intended for San Francisco 49ers wide receiver Danny Gray (6)

Once the preseason began, Payton raised his game to an even higher level. Heavily targeted throughout all three preseason contests, he'd turn into one of the team's defensive stars of the preseason.

Payton was targeted 14 times over three games. He allowed just three receptions while breaking up four passes and even added a sack on a corner blitz from the slot. Equally effective from the slot and the outside, Payton's play made it nearly impossible for the coaches to release him.

Every year in the NFL, there are surprise stories throughout the league and unheralded players that go on to stardom. Against all early predictions, Payton has now earned his first NFL job.

It's way too early to tell if Rico Payton will be one of those overlooked stars. For now though, he's beaten the odds to take a major step forward in his NFL journey.

Covers the New Orleans Saints as a senior writer for the Saints News Network. Co-Host of the Bayou Blitz Podcast.

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2024 chargers training camp, preseason awards, share this article.

The Chargers have until 1 p.m. PT Tuesday afternoon to finalize their initial 53-man roster, the culmination of over a month of training camp and the preseason.

With a new regime from top to bottom, Los Angeles looks like a much different team than a season ago. So what better time than to hand out some awards, from the good to the bad?

Offensive MVP: Simi Fehoko

Photo by Sam Hodde/Getty Images

Another year, another Fehoko standing out for the Chargers in the preseason. Even after spending stretches of last season on the active roster, it felt like Fehoko would be squeezed out of a roster spot by the numbers game in front of him on the depth chart. But he was the only consistent target all preseason, hauling in 7 receptions for 170 yards and a 78-yard touchdown against Dallas.

It’s forced Los Angeles into a conundrum: do the Chargers keep seven receivers, or hope that Fehoko or seventh rounder Brenden Rice make it through to the practice squad?

Defensive MVP: Deane Leonard

Kirby Lee-USA TODAY Sports

Los Angeles came into training camp with no drama at the cornerback position: Asante Samuel Jr. and Kristian Fulton will start, with Leonard, Ja’Sir Taylor, Cam Hart, and Tarheeb Still behind them. But Leonard made a strong case for a healthy complement of reps once the season begins, showing a quicker trigger and heightened awareness than in 2023. If his 11 tackles and red zone interception translate to the regular season, the depth chart may shake itself up sooner than later.

Best comeback: Stone Smartt

Gary A. Vasquez-USA TODAY Sports

Smartt seemed like an afterthought in the roster picture after the Chargers signed Will Dissly and Hayden Hurst this offseason. Between those two and Donald Parham Jr., a trio of complementary skillsets seemed fairly easy to compose.

This preseason has shown that Chargers tight ends have to be able to block in order to see the field, however, and Smartt has taken a massive leap as a blocker that Parham has not matched. After a tough 2023 campaign that included eight games with a PFF run blocking grade under 50, the former UDFA from Old Dominion has taken an encouraging enough step forward that it seems he will make the roster on Tuesday.

Positive surprise: Jaret Patterson

Patterson spent most of last season on the Chargers practice squad before being released just before Christmas and heading to Washington, where he finished the season before re-signing with LA. A year ago, he was behind Isaiah Spiller and Elijah Dotson on the depth chart.

Fast forward to this preseason and Patterson was drawing starts over Spiller and Dotson with JK Dobbins, Gus Edwards, and Kimani Vidal all injured. It didn’t take long to see why: Patterson averaged nearly a yard per carry more than Dotson and more than three yards per carry more than Spiller on roughly equivalent reps across three games. LA will likely carry four running backs with so many health questions, and Patterson has earned that final spot.

Most impressive: Tre'mon Morris-Brash

Jonathan Hui-USA TODAY Sports

Much like wide receiver, we didn’t think the Chargers had much drama at the edge rusher position coming into the preseason. Joey Bosa, Khalil Mack, Tuli Tuipulotu, and Bud Dupree make up one of the best quartets in the league, and if LA was going to carry a fifth rusher, it would likely be Chris Rumph II.

With Rumph likely heading to short-term IR on Tuesday, it would’ve been easy to say that it opened a spot elsewhere on the roster. But Morris-Brash has been everywhere this preseason, to the point that he may have made the roster over Rumph even if the veteran was healthy. The UDFA out of UCF had four pressures, a sack, and a pick six in extended action this preseason.

Most valuable newcomer: Joe Alt

It was en vogue early in training camp to point out the lack of Alt highlights on social media, but that was mostly due to being an offensive lineman and practicing against the aforementioned edge rusher quartet. Alt didn’t play a ton in the preseason – only 55 snaps while taking the Cowboys game completely off – but it was evident immediately that the transition to right tackle wasn’t bothering him much. The fifth overall pick finished with only one hurry allowed in 30 pass blocking snaps.

Biggest disappointment: Easton Stick

There’s not much question here. Stick looked like a competent backup when pressed into action for Justin Herbert at the end of 2023, but took several steps backwards this offseason en route to a 45.5% completion percentage this preseason. Los Angeles brought in Luis Perez mid-camp to challenge Stick more than Max Duggan or Casey Bauman were able to.

I would still expect Stick to be the QB2 when the roster trims down to 53 on Tuesday, but general manager Joe Hortiz has shown a willingness to be aggressive during this time of year. A potential reunion with former Ravens quarterback Tyler Huntley, likely to be cut by the Browns, could be one of the options on the horizon.

Biggest rookie surprise: Thomas Harper

Harper signed with the Chargers as an undrafted free agent from Notre Dame, where safeties coach Chris O’Leary worked in 2023. Those sorts of UDFA signings, while typical, seem to rarely pan out the way that Harper’s had.

An injury that held the rookie out of the preseason finale halted some of his momentum, but there’s still a smidgen of an argument for Harper to make the initial 53-man roster based on his two-game body of work. He had a sack against Seattle and a pass breakup against the Rams while filling his assignments well. It’s likely that he will return on the practice squad, but may quickly climb to the active roster once healthy.

Biggest rookie disappointment: Cam Hart

It felt like highway robbery when the Chargers were able to draft Hart in the fifth round this April, but injuries have slowed the Notre Dame corner’s on-ramp to the NFL. After missing the Seahawks game due to injury, Hart debuted with 10 relatively anonymous snaps against the Rams. He played 80 snaps against Dallas, allowing 6 receptions for 73 yards on 9 targets and missing two tackles.

LA doesn’t need Hart to contribute on defense right away with Samuel, Fulton, and Leonard forming a strong trio of outside corners. Still, it wasn’t exactly a dream start for Hart, who will now be battling his way up the depth chart all season.

53-man puzzle: Teair Tart

Photo by Harry How/Getty Images

The Chargers brought Tart in less than two weeks ago, as his signing was made official on August 16 after he was released by Miami. But he showed in LA’s final two preseason games that he’s talented enough to not only make the roster, but play a significant role for a Chargers defensive line that struggled mightily against Seattle. Tart making the 53 necessarily pushes a rosterable player to the bubble, however.

Do the Chargers keep only five defensive linemen? That would require cutting one of Scott Matlock or fourth-round pick Justin Eboigbe. Keeping six linemen forces a cut somewhere else, likely either at running back, wide receiver, or safety.

Reason for hope: Justin Herbert is back already

Kiyoshi Mio-USA TODAY Sports

After being put in a walking boot midway through camp with an injury to his plantar fascia, Herbert returned to practice last week. Every report since then has been downright glowing , with various outlets calling his sessions “magical”.

With as much as Herbert’s backups struggled this preseason, it’s a huge relief that he seems to be on track to play in Week 1 against the Raiders. The timing of his return also allows him to get valuable reps in with the first team in the new offense, which has already shown a better capacity for running the ball than the 2023 outfit did.

Best quote: Jim Harbaugh on Chargers players stuck in elevator

“You get in those situations, and it’s a test of wills. I was proud of each of the guys and the two women that were on that elevator. That’s a win. You feel good about yourself. You were challenged. It was a test of will, and you pull it down, or pull it in. And it was hot. As each person came off the elevator, sweating and some had the shirt off. Justin Herbert, his hair was a little wet. But his shirt was completely dry. That was another thing that blew me away.”

“Justin Herbert’s a leader. He was a rock. Kept everybody calm. And everybody kept their poise. It was like, ‘Wish I could have been there with those guys.’ But Justin Herbert was.”

“Who’s got it better than those guys that were on that elevator?!”

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Train - the - Trainer

Jul 12, 2012

200 likes | 506 Views

Train - the - Trainer. Objectives. Skills for planning, conducting, and evaluating training Characteristics of adult learners Resources for safety training materials Various teaching methods Creating audio-visual materials Presentation skills. Agenda. Day 1 Stages of designing training

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Objectives • Skills for planning, conducting, and evaluating training • Characteristics of adult learners • Resources for safety training materials • Various teaching methods • Creating audio-visual materials • Presentation skills

Agenda Day 1 Stages of designing training Resources for safety training Audio-visual materials Day 2 Training documentation Training methods Presentation Skills

Three Stagesin Designing Training • Planning • Conducting • Evaluating

Planning • Content: What are you going to train? • Audience: Who are you going to train? • Resources: What do you need? • Evaluation; What feedback do you want?

Aim your Instruction at the Bull’s Eye!! Must know Should know Like to know Helpful to know

Retention Rates • Hands-on 90% • Lecture w/participation 70% • Lecture only 20%

Resources • Time • Space • Money • Staff • Equipment/Materials • Management support

Classroom Style Front

Table Cluster Front

U - Shape Front

Modified Classroom Front

Resources for Safety Materials • Division of Safety & Hygiene • OSHA • NIOSH

Accident Costs • Direct costs - Medical, lost time compensation, and reserves and premium increases • Indirect costs - loss of quality employees, hiring & training temporary/new employees, down time, overtime, equipment costs • Indirect costs are 4-10 times direct costs

Accident Costs What does it cost to recover a claim cost of $30,000 if a company is operating on a 5% profit margin?

Accident Costs Sales required to cover direct costs $30,000/0.05 = $600,000

Using Videos • Selecting a video • Previewing a video • Introducing the video • Showing the video • Discussing the video

Visual Aid Guidelines • One idea per visual • No more than seven words per line • No more than seven lines per visual • Simple short words • Big and readable letters

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Train the Trainer Course – A Complete Design Guide (With Examples)

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The Train the Trainer Model

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Visualisation

Kick-off and Team Building (Day 0)

Introduction / Kick-off

Team Building

Optional Exercise for Soft Skills Assessment

Essential Skills Practice (Day 1)

Presentation Skills Practice

Facilitation Skills Practice

How to Design a Learning Experience (Day 2)

Setting Learning Objectives

Schedule Design

Adult Learning

Needs Assessment

Learning Styles

The Kolb Cycle

The 4MAT Model

Exercise Design

Practice Makes Perfect (Day 3)

First Practice Delivery

Managing the Group and the Space (Day 4)

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Using Questions

Experiential learning and debriefing

Break and Final Training Preparations (Day 5)

Final Delivery & Closing (Day 6)

Final Training Deliveries

Trainer Development Path

Evaluation and Closing

Now It’s Your Turn

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