Purpose of Training

Qualities of a good trainer

Needs Assessment and Objectives
Designing & Developing Training
Delivery
 Point of view
Complicated task at first
Skills require demonstration
If need to learn to do it quickly and
independently, require practice
a diagram or illustration
need to know why
 Bends
Attach rope end to rope end
make a long piece out of 2 shorter pieces

Fishermans Knots are Sheet Bends are used

good for small rope or to attach different
fishing line sizes of rope
 Yourtraining goals should support
the goals of your organization
overall purpose(s)

long range visions

broad
 Skills
how to
steps
Knowledge
critical thinking
decision making
Attitudes
ethics/values
behavior
 Subject matter expertise
Design
instructional design
apply learning principles
Material production
graphics, layout, media creation
computer experience
Presentation
voice, personality, technical expertise
 Self-confidence Ability to listen
Sense of humor
Awareness of Communication &
environment theatrical skills
Ability to build Flexibility
bridgesrelate old Patience
to new Cool head & warm
Organizational skills heart
Desire to learn
 Facilitator or Expert
Real-Life or Theoretical
Active or Passive
You do it or Watch Me
What would or Heres how to use
it. you do?
 Analysis
formal/informal needs assessment
determine goals & objectives
Design
determine the content
determine delivery method
Development
create the materials
Implement
deliver the content
Evaluation
results based on objectives
1. Find the gap in SKA:
SKA = Skills, Knowledge & Attitude
Gap = what they know minus what they
need to know
2. Determine if training is the answer
3. Determine objectives of training
What should they do better to improve job
performance or service to the public?
 Informal
observation
pre-class surveys
group discussions
Formal
interviews
task analysis
focus groups
surveys
 Interview key people:
admin and staff
use consistent questions
be careful not to bias input
Choose a subgroup if unable to survey
all
choose the middle of the pack,
not the best, not the worst
Do mini needs assessment before each
training
 Specific
state desired results in detail
Measurable ( or observable)
use verbs that describe what trainees will learn
Action
describe an action that the trainee will perform
Realistic
achievable
Time frame
how long will it take the trainees to learn the skill?
 Evaluate based on objectives

Did the participants:

learn what you had planned?
implement what they learned?
improve their job performance or service
to the public?
 Cone of Experience
People generally remember:
Read
10% of what they read
Verbal
20% of what they Hear Words
hear
Watch still picture
Watch moving picture
30% of what they see
Visual
Watch demonstration
50% of what they hear
and see
70% of what they Do a site visit
say or write
Do a dramatic presentation Kinesthetic
90% of what
they say as
Simulate a real experience (Experiential)
they do a thing Do the real thing

Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
 Are they READY
sufficient skills
see a need to learn
How will it effect their daily job life
personal benefits
Practical practice
hands-on exercises, real-life scenarios
Knowledge sharing/Participation
ask questions
encourage discussion
Relate training to something they
know
 Brainstorm the topic
Eliminate what isnt necessary to match
your needs assessment and objectives
what they already know
more than they need to know now ;)
Consider limitations due to
facilities
length of training
delivery method
how quickly the training needs to happen
Objective
Topics

Main points

Final content
 Storyboard
Outline
Powerpoint
Index cards
Sticky notes
 Set the stage
introductions (you & them)
agenda, breaks, bathrooms
get buy-in by telling them what and why
Content
logically organize the main points (in chunks)
add sub-points to each chunk
include Visual Aids, Exercises, Handouts
End
summary
questions
other learning opportunities
 Long laundry list
Put in order
Chunk in to 3 to 5 main parts
Main point
subpoint
subpoint
 It
depends!
Does the audience need to:
have an idea of how to do it?
be able to do it?
be able to think about it independently?
come up with creative solutions?
 Instructor-led
One-on-one
Group
Lecture
Hands-on
Self-paced
Distance-Ed
Web tutorial
CD-ROM
 Humor
Games
training tool
Icebreakers
introductions
questions
Music
 Two purposes of rehearsing
logical order & transitions
timing

Revise
learn from the rehearsal
make modifications in:
chunks & logical order
transition statements
timing
opportunities for interaction
 Make no assumptions
jargon
ask dont tell
Ask questions you really want an answer
to
count to 7
Vocalvariety
Non-verbals affect communication
tone
appearance appropriate for audience
 Be prepared
know your presentation
rehearse
Calm yourself
isometrics
deep breathing
Turn your nervousness into energy

You dont have to know everything.

Adults like to share what they know