Train to Be a Trainer

Defining Training and Learning 

Training is the process of helping people to understand and carry out required tasks, duties, or responsibilities. Learning is a result of successful training. It may be in the form of new knowledge gained or a behavior change. The ADDIE model (Analyze, Design, Develop, Implement & Evaluate) is used when running any training event because it is a process of continuous improvement.

The purpose of training is to increase the knowledge, skill, and/or attitude of an individual or group, to enable them to produce more effective results. Training typically aims at improving the performance of current employees. It provides them with new skills that can be applied immediately on the job – which can result in increased satisfaction, motivation, sales, productivity, and higher profits.

Training is an investment in human capital. It is a commitment to the development of each team member’s knowledge, skills, attitudes, and behaviors that will ultimately contribute to increased organizational effectiveness. To be effective, training must be linked with individual job performance objectives within the context of an organization’s overall strategic plan. It must provide specific measurable benefits to the organization.

Training employees to be successful not only increases their knowledge and skills but also contributes directly to business success by increasing quality, productivity, and customer service. The results of well-designed training programs can include:

* Improved individual performance

* Enhanced customer satisfaction

* Reduction of human errors

* Improved product quality

* Lower operating costs

* Reduced customer complaints

With increased globalization and labor markets characterized by an unprecedented supply of skilled labor at every level, training has never been more important. The cost of poor or inadequate training can be high in terms of lower productivity, higher worker turnover, and reduced profits.

The ADDIE model:

The ADDIE model is the most widely used instructional design model for creating e-learning. It has five sequential steps:

1. Analyze:

Determine the learning objectives that should be met through training, and identify any gaps between what people currently do and what needs to be done.

2. Design:

Conduct research to help determine how best to support learning objectives.

3. Develop:

– Create the course, using storyboards to identify the content, information, and media needed for each module of instruction; develop scripts; create simulations; etc.

4. Implement:

Put into practice within your organization or classroom by either training individuals or groups at one time.

5. Evaluate:

Assess the effectiveness of training based on your original learning objectives.

 

 

 

Assessing Workplace Needs 

Determine what your learners need by doing a needs analysis. Employ the four-step process below to assess your learners’ needs.

Identify stakeholders:   Who are the people who will use this training?

Assess training needs:  What is required for them to do their jobs successfully? What obstacles currently exist that prevent them from doing their jobs effectively?

Identify performance gaps:     How well will your learners need to perform after they complete this training?

Develop performance objectives:  What level of knowledge, skills, and performance will your trainees attain after completing this training?

Once the needs assessment is completed, you can identify the appropriate instructional resources.

There are four types of instructional resources.

– Type 1: Those created by the people who will be using them (peer-produced).

– Type 2: Those developed by professionals, consultants, or content experts (commercial products).

– Type 3: Those developed by in-house trainers.

– Type 4: Free resources.

 

Designing the Program 

Work with others to create an outline of the desired output.

There are four main types of instructional materials to choose from when designing an e-learning course.

1. Script:

Where the learner follows a linear path through each screen and receives instruction while doing so, or after they perform a task.

2. Storyboard:

A hand-drawn storyboard is useful for developing the look, feel, and flow of your e-learning course. The storyboard describes what learners see on-screen at different points in their journey through the e-learning course. It should be detailed enough to give an idea about the design layout used for each screen – not all screens will use the same design. For example, promotional banners may be placed throughout the course with hyperlinks to other screens.

3. Presentation:

The most common type of instructional material, where content is delivered in a text format without any interactivity.

4. Simulation:

A simulation replicates some aspect of an actual job within an e-learning course or assessment that requires learners to perform a task. Simulations are used to allow learners to practice before applying their skills in a real work environment or to demonstrate that they have learned certain concepts.

 

 Planning a Curriculum: Determine what you will teach and how well your planned curriculum meets the needs assessment.

An instructional designer must plan the curriculum carefully. The following steps are appropriate to follow when planning a curriculum:

– Identify required skills, knowledge, and abilities of learners.

– Determine how much time each lesson or module should take to complete.

– Divide content into bite-sized pieces that can be presented in modules lasting 30 minutes or less.

– Determine which instructional resources are needed for each module.

– Establish the sequence of modules to ensure learners build on previous knowledge and skills.

– Create a flowchart that depicts how each module is related to other modules in the course.

 

Preparing for Training Sessions 

Learn about several training methods and how to conduct effective demonstrations, simulations, and role-plays. Evaluating training sessions helps you improve yourself as a trainer.

The following tips can help you become a more effective trainer:

– Anticipate learners’ questions before they start the training so that you have time to answer them.

– Ensure that your presentation materials are complete and in working order.

– Ensure that all course requirements are clear to learners before beginning training activities.

– Experiment with various teaching methods and delivery formats to see what works best for your trainees.

– Evaluate the data you gather during each training session and share it with your peers and management.

– Ensure that all equipment is working properly before training sessions begin, and replace defective equipment promptly.

– Keep track of learner progress throughout training so that you can identify and address problems.

– Rehearse your lesson plans for each training session before you begin teaching. This allows you to identify teaching points that need more explanation, switch presentation order if necessary, and revise materials as needed.

– Modify your course content or activities on the fly based on learner feedback or performance data.

 

Subject Matter Expertise

Know your subject matter. The depth of knowledge you have in a particular subject will determine whether you are an effective instructor. It will also affect how much you enjoy training others in that discipline. This means that, to be effective, the following must be true:

– You must be willing to learn about pedagogy and instructional design.

– You must be capable of teaching your subject with confidence and enthusiasm.

– You must be willing to provide feedback on the training programs you will teach.

 

Considerations (How Instructors Can Be Less Effective)

Although trainers’ effectiveness can vary, there are some common reasons why instructors may not do their best work in the classroom. For example, some instructors may struggle with:

– Confidence in their subject matter knowledge, or inexperience in instructional design.

– Instructor effectiveness can also be affected by external factors like noise and interruptions.

 

Teaching Styles?

There are several different teaching styles an instructor can use to effectively communicate instruction. The most common teaching styles are:

– Lecture (in which an instructor talks about a subject).

– Group discussion (in which learners work together to discuss ideas and concepts).

– Demonstration (which demonstrates how to perform a task or skill).

– Role play (which allows learners to practice skills and behaviors in a safe environment).

– Practice (in which learners participate in activities that encourage them to apply what they have learned).

– Adaptive instruction.

The Five Elements of an Effective Training Program:

When creating your training program, it’s important to consider five main areas: curriculum design, instructional strategy, learner need and preferences, delivery methods, and learner evaluation.

 

Curriculum Design:

Curriculum design is the overall structure of your training program. It includes developing learning objectives (what learners will be able to do at the end of training), determining the sequence in which they will be taught, identifying appropriate activities, organizing them into an effective lesson plan, and sequencing them into a logical progression.

Instructional Strategy:

Instructional strategy is the overall approach you will take to meet your learning objectives. It includes determining factors like training methods, time management, and class structure. You can choose from several different approaches for delivering instruction based on what you know about your learners’ backgrounds and preferences.

Learner Need and Preferences:

Learner needs and preferences describe your learners as individuals; they can affect how you design and deliver training. They include information about their demographics (e.g., age, experience, level of education), motivation (e.g., interest in topic), learning styles (visual, auditory or kinesthetic) and prior knowledge.

Delivery Methods:

There are many ways to deliver instruction, and you will need to choose what works best for your learners. Examples include self-paced learning (in which training is delivered using workbooks or computer software), online learning (delivered via a website or virtual classroom), instructor-led instruction (in which an instructor teaches live classes in a classroom or online), and a blended approach (combining some or all of these elements).

Learner Evaluation:

How will you know your training was effective? Will learners complete a pre-training needs assessment, participate in a focus group, receive follow-up coaching from the instructor, or take a post-training test? These are just a few examples of how you can evaluate your training program.

 

Addressing Challenges:

Consider the obstacles you may face as a trainer, and determine how to overcome them. Learners are influenced by emotional factors that affect learning, but you can use techniques to address these issues.

Learner attention spans can be influenced by the training environment; ensure your learners are comfortable and engaged throughout the training.

Effective instructors adapt their teaching styles to accommodate different learning styles.

Evaluate your training using customized rubrics. Keep records of your sessions to improve future efforts.

Ways to Get Your Learners’ Attention:

Use technology:

Consider using online or virtual classroom tools, such as discussion boards and chat rooms, to engage learners. It’s also a good idea to include games and other interactive activities in your training program.

Manage the climate:

Learners’ attitudes and beliefs about learning and your subject matter can be influenced by the training environment; make sure the room is conducive to effective learning, and that learners are comfortable throughout your training.

Use motivation techniques:

A learner’s interest level can also affect their participation in training. Use activities that are engaging, interesting, and relevant to motivate learners.

Get moving:

Learners will be more engaged if you make your training active rather than passive by involving them in activities like role-plays, case studies, small group discussions, and simulations.

Keep it short:

If learners have a low attention span, cut your content into briefer segments to make training sessions more interactive and engaging. Use technology to allow for flexibility in the timing of your program (e.g., through online learning programs).

Build motivation:

Allow learners to voice their thoughts and feelings about what they are learning, and use these insights to make your training program more relevant.

Use a variety of instructional methods:

Instructors should provide different types of activities to accommodate all learners’ preferences for visual, auditory, kinesthetic modalities.

The Role of Emotions in Learning:

The emotional state of the learner can affect how learners think, behave, and learn. If your learners are feeling stressed out or angry, for example, they may have difficulty focusing on training.

However, you can use techniques to help manage learner emotions by reducing fear and anxiety about learning new skills (e.g., show them what to expect in the training program), assuring them that they can learn and improve (e.g., demonstrate how they will benefit from completing the training), and providing them with positive feedback for their efforts.

When training learners in a specific set of skills, it is important to have not only the appropriate instructional methods in place but also materials that are relevant to your learners’ needs or interests.

Conclusion 

Train the trainer programs are beneficial because they allow you to develop your instructional design, presentation and facilitation skills. They are usually completed in a short period of time (details vary by organization) so they can provide an opportunity to enhance or supplement other training programs.