Train the trainer CLV booklet final

Train the trainer
CLV

Service Standards

Contents

Objectives

By the end of the session the candidate will:

1. Know how and why adults learn
2. List the characteristics of a good trainer
3. Plan a simple training event including visual aids
4. Deliver a short training session to the group and receive feedback
5. Draw up an action plan for the next step

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Aims and Objectives

Objectives should include:
Useful verbs:

> List
> Explain
> Describe
> Demonstrate

The following terms are too vague:
> Understand, know, overview

Notes:

3

Aims and Objectives

“‘The aim is to hit the target, the objective is to hit the bull’s eye”
David Leigh

Aim

Aims state the purpose of the learning and what they will know or be
able to do afterwards

Example: Train the trainer To train the candidates to plan,
prepare and deliver a short
training session to a small group
of CLV staff

The three questions all trainers and facilitators should ask
> What am I trying to achieve?
> With what audience?
> Under what circumstances?

4

Aims and Objectives

Objectives should include:
Useful verbs such as:

> List
> Explain
> Describe
> Demonstrate
These can all be measured
The following terms are too vague and hard to measure:
> Understand, know, appreciate
Notes:

5

Aims and Objectives

Exercise 1 identify the measurable objectives below

By the end of the programme Which of thes are measurable?
participants will:

Understand the main elements of
employment law

Appreciate how to handle customer
calls

Demonstrate the 3 steps on how to
conduct a professional appraisal

Demonstrate the safe manual
handling lifting process for objects in
the Manchester Office

Describe the 3 step process to handle
a customer complaint on the
telephone.

List the 8 principles of the data
protection act and how they affect
your role

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Adult learning principles

1. Adults only learn what they want to learn and they like taking responsibility for what they
learn.

2. Adults expect their experiences and opinions to be acknowledged since they use these to
learn.

3. People learn more when each step is immediately strengthened or reinforced.

4. Adults appreciate a
good mixture of learning
materials

5. They generally
prefer an informal
learning environment

6. Dislike formal
assessments especially if
the results can be
compared to colleagues

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Learning cycle

People have different learning styles, so always be prepared to negotiate the
training methods

8

Knowledge review

Please tick the relevant box

Question 1-
Question2 -
Question3 -

Please complete the training cycle
Identify T……… ……. Need

P ……. ….. Training

E ………. …… Training.

Training D ………….

V…………. ……. Training

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Planning documents

3

Aims and Objectives

The title of my training session is:
The objectives for my session are:
1-
2-
3-

Notes:

11

Structuring your presentation

What Where

When Why
Who How

Which

12

Horizontal planning

Introduction, Definition, How it applies Where to get Action plan,
title, aims, quotes and to your advice, who summary,
objectives examples audience to contact questions.
duration , Securing
questions commitment
and aims

Notes:

13

Action plan

Based on you own evaluation of the session you delivered, what worked
well and what will you do differently when you next deliver a training
session

1-

2-

3-
Based on your colleagues comments of the session you delivered, what
worked well and what will you do differently when you next deliver a
training session

1-

2-

3-

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Top tips

Introduction

First Line managers and specialists are often called upon to deliver short training
sessions to teams in their own departments and in others. Assuming that these people
have the knowledge and relevant experience in their specialisms, then the ability to plan
prepare and deliver an interesting and stimulating training event is essential. The
following tips are for anyone who has been on training the trainer/facilitator course and
would benefit from an aid memoir.

Before

 Be clear about the aim of the training session
 Confirm the aim with the candidates and their manager before the event
 Be clear on how you will measure the outcomes in knowledge, skills or attitudes
 Contact a few of the candidates by phone or email and confirm there expectations
 Give the candidates a pre course task for them to complete (See list 1)
 Visit the venue and ask yourself whether you could sit there for a full day.
 Choose the most suitable layout e.g. Cabaret style, theatre style etc.
 Make sure the candidates arrive in the right frame of mind by ensuring that have

clear directions, car parking spaces, greeted warmly and given time to have a drink
and talk to other candidates.
 Remove any spare furniture and any other items from the room (Feng shui in the
training room)
 Let the candidates sit with their backs to the window and fill in their own name cards

At the start

 Have the title, aim and your name on a visual aid
 Confirm the aim and objectives, the programme content and style.
 Explain that you will be flexible according to their needs and that you are prepared

to negotiate the style and pace of the event
 Cover the domestics with a simple list on a visual aid (See List 2)
 Get them talking as soon as possible using a simple ice beaker
 Make sure the ice breaker is productive not just a time filler (Pairs introductions

always work - See list 3)
 Don’t call it an icebreaker
 Sit at the table with them not behind a desk.
 Be prepared to alter the programme based on what you have learned from the

introductions

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Top tips

During the delivery

 State the aim of each session and what they will learn from it
 If there is to be an assessment at the end then tell them
 Sell the benefits of the session by putting it into context with a story or

anecdote
 Look at their body language and react to it
 If they look puzzled, uncomfortable, irritated or distracted then stop and ask

them what the issue is
 Summarize regularly and get permission to move on
 Try and involve them every 10 minutes even with a simple rhetorical question
 Get them to work in pairs or small groups were they are sitting
 Use break out rooms sparingly, most people find them time wasting
 If you can tell them in one minute what they can discover in a 20-minute in a

break out room then just tell them, they will respect you for it.
 Respect them as individuals, they might not know as much as you on the topic

but they maybe the worlds expert on another.
 During exercises and break out sessions, listen in and make sure they have

understood the task
 When having a break, stress the importance of time keeping and give them a

specific time to return e.g. 14 minutes past eleven
 Add variety by using, quotes, anecdotes and examples.

Dealing with awkward situations

 If a candidate is showing obvious signs of disenchantment, through constant
interruptions or apathy then ask them straight out what is troubling them.

 Speak to them in the break and give them the opportunity to stay or leave
 Most people who behave like this are feeling frustrated and vulnerable and

don’t know the effect they are having on the group. As soon as you show you
understand they will more than likely begin to work with you.
 If someone is continually asking questions or giving all the answers, then thank
them for their contribution and point out to the others that this person is doing
all the work. This hidden compliment will have the desired effect.
 If you have apathy in a group and struggle to get questions from them it
maybe just nerves. Get them to ask questions by making it a pairs or team
challenge.
 Ask them to pair off and produce 1 question and 1 comment on the topic
covered and give them a tight time limit
 If a piece of equipment fails, apologise once only and do something about it.
 Get the group to do an activity while you solve the problem or send them on an
early break

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Top tips

Using Visual Aids (PowerPoint)

Tips:

 Use PowerPoint as an aid not a crutch
 Decide on your talk and then do the slides not the other way around
 Keep the background simple
 Ask the audience if any of the bullet points are unclear
 If you must read them out, add some further comments
 Pick out ones that need to be stressed
 Let them read the bullet point before you start talking
 Keep the bullet point to less than 10 words
 If you have 20 slides, halve them, the same as holiday packing
 Three colours maximum in your text
 Use the slides as a visual hook, rather than a script
 Make sure the images you choose do not need explaining
 Have a neutral slide with a link to the next phase
 If you must fly the points in keep the style consistent
 Use them to give instructions to the audience e.g. Questions anybody?

PowerPoint is a wonderful tool if used properly but it is only one of many visual aids.
The best PowerPoint presentation I ever saw was one that used slides with a single
image and a single word. Always remember the most powerful visual aid is an
enthusiastic face.

At the end
When finishing a training session the audiences need to warm down. I believe a
short break should be a prelude to the summary. This helps energise and focus the
audience on any requests or action points.

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Top tips

List 1- Pre course activities

Getting the candidates to carry out a pre course activity encourages commitment
and saves time on the day. The following list will give you some ideas.

 Complete a short questionnaire, with questions like;
 “What should the department start doing, stop doing, do more of?”
 “If you were promoted today what new skills would you need to learn?”
 Prepare to lead a short discussion on a given topic
 Prepare and deliver a 3 minute presentation on a given topic
 Prepare a 5 point action plan to overcome a common problem

List 2-Domestics arrangements

Listed below are a number of headings that are useful for informing the candidates
of the domestic and practical arrangements for the day

 Fire drill
 Safety brief
 Toilets
 Timings of lunches and breaks (stress the importance of punctuality)
 Special requirements e.g. Hearing and sight impairment
 Note taking
 Mobile phones
 Message arrangements
 Format for the day
 Questions

List 3- Pair’s introduction

One of the most effective and beneficial of all the icebreakers is the pair’s
introduction. It is less stressful than individual introductions and is a good way of
confirming the expectations of the group. Any combination of the following
questions can be used.

 Names
 Brief employment history
 Present job role
 Why have you attended the course?
 Thoughts and feelings when invited to attend
 3 things you would like to learn
 One thing you regret doing or not doing in your career
 Ask them for a tip on the training topic you are about to cover (e.g. Give me

one tip on time management that you already employ effectively

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Learning styles

1. I have strong beliefs about what is right and wrong, good and bad.

2. I often act without considering the possible consequences,

3. I tend to solve problems using a step-by-step approach
4. I believe that formal procedures and policies restrict people.

5. I have a reputation for saying what I think, simply and directly.

6. I often find that actions based on feelings are as sound as those based on careful
thought and analysis.

7. I like the sort of work where I have time for thorough preparation and implementation.

8. I regularly question people about their basic assumptions.

9 What matters most is whether something works in practice.

10. I actively seek out new experiences.

11. When I hear about a new idea or approach I immediately start working out how to
apply it in practice.

12. I am keen on self-discipline such as watching my diet, taking regular exercise, sticking to a
fixed routine, etc.

13. I take pride in doing a thorough job.

14. I get on best with logical, analytical people and less well with spontaneous,
'irrational' people.

15. I take care over the interpretation of data available to me and avoid jumping to
conclusions.

16. I like to reach a decision carefully after weighing up many alternatives.

17. I'm attracted more to novel, unusual ideas than to practical ones.

18. I don't like disorganised things and prefer to fit things into a coherent process

19. I accept and stick to laid down procedures and policies so long as I regard them as an
efficient way of getting the job done.

20. I like to relate my actions to a general principle.

21. In discussions, I like to get straight to the point.

22. I tend to have distant, rather formal relationships with people at work.

23. I thrive on the challenge of tackling something new and different.

24.. I enjoy fun-loving, spontaneous people

25. I pay meticulous attention to detail before coming to a conclusion.

26. I find it difficult to produce ideas on impulse.

27. I believe in coming to the point immediately.

28. I am careful not to jump to conclusions too quickly.

29. I prefer to have as many sources of information as possible — the more data to think
over the better.

30. Flippant people who don't take things seriously enough usually irritate me.

31. I listen to other people's points of view before putting my own forward.

1
9

Learning styles

32. I tend to be open about how I'm feeling.
33. In discussions I enjoy watching the manoeuvrings of the other participants.

34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in
advance.

35. I tend to be attracted to techniques such as network analysis, flow charts, branching
programmes, contingency planning, etc.

37. I tend to judge people's ideas on their practical merits.
38. Quiet, thoughtful people tend to make me feel uneasy.
39. I often get irritated by people who want to rush things.
40. It is more important to enjoy the present moment than to think about the past or future.

41. I think that decisions based on a thorough analysis of all the information are sounder
than those based on intuition.

42. I tend to be a perfectionist.
43. In discussions I usually produce lots of spontaneous ideas.
44. In meetings I put forward practical, realistic ideas.
45. More often than not, rules are there to be broken.
46. I prefer to stand back from a situation and consider all the perspectives.

47. I can often see inconsistencies and weaknesses in other people's arguments.

48. On balance I talk more than I listen.
49. I can often see better, more practical ways to get things done.
50. I think written reports should be short and to the point.
51. I believe that rational, logical thinking should win the day.
52. I tend to discuss specific things with people rather than engaging in social discussion.

53. I like people who approach things realistically rather than theoretically.

54. In discussions I get impatient with irrelevancies and digressions.
55. If I have a report to write I tend to produce lots of drafts before settling on the final

version.
56. I am keen to try things out to see if they work in practice. I am keen to reach answers via a

logical approach.
58. I enjoy being the one that talks a lot.
59. In discussions I often find I am the realist, keeping people to the point and avoiding wild

speculations.
60. I like to ponder many alternatives before making up my mind.
61. In discussion with people I often find I am the most dispassionate and objective.

62. In discussions I'm more likely to adopt a "low profile' than to take the lead and do most of the
talking.

63. I like to be able to relate current actions to a longer term bigger picture

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Learning styles

64. When things go wrong I am happy to shrug if off and 'put it down
to experience’.

65. I tend to reject wild, spontaneous ideas as being impractical.
66. It's best to think carefully before taking action.
67. On balance I do the listening rather than the talking.
68. I tend to be tough on people who find it difficult to adopt a

logical approach.
69. Most times I believe the end justifies the means.
70. I don't mind hurting people's feelings so long as the job gets done.
71. I find the formality of having specific objectives and plans stifling.
72. I'm usually one of the people who puts life into a party
73. I do whatever is expedient to get the job done
74. I quickly get bored with methodical, detailed work.
75. I am keen on exploring the basic assumptions, principles

and theories under-pinning things and events.
76. I'm always interested to find out what people think.
77. I like meetings to be run on methodical lines, sticking to a laid

down agenda, etc.
78. I steer clear of subjective or ambiguous topics.
79. I enjoy the drama and excitement of a crisis situation.
80. People often find me insensitive to their feelings.

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Learning styles

SCORING There are no points for items you
did not tick
You score one point for each item you
ticked
Simply indicate on the lists below which
items were ticked

Activist Reflector Theorist Pragmatist

2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80

Totals

12