Training Basics

(Source: CDC)

Materials were adapted with assistance from Dr. Virginia Gonzales, I-TECH from the following resource: Train-up with Teachback Caribbean Training of Trainers Workshop Curriculum, Caribbean HIV/AIDS Regional Training Network (CHART), Centers for Disease Control and Prevention (CDC) and International Training and Education Center on HIV (I-TECH), 2005.

Objective for This Session

Participants will gain knowledge in -

The basics of facilitating training

What Makes a Good Trainer?

Do you remember a good trainer?

In your opinion, what 1 or 2 personal

characteristics made this person an effective trainer?

Important Training Concepts

1. 2. 3. 4.

Facilitate learning
Training is NOT just education Telling is NOT training Teaching more content does NOT mean that more learning will occur

Training Basics

Know Your Audience Use Adult Learning Principles Be Prepared to Train Manage the Training Communicate Effectively Engage the Participants

Know Your Audience

Why Know Your Audience?

Knowing your audience helps you Design your training to meet their needs Choose the right participants for the training Omit unnecessary content

What You Need to Know About Your Audience

Experience Skills Attitudes Age, sex Knowledge

Job/position Education New responsibilities Training needs

Choosing and Assessing the Right Participants (before the training)

Discuss participant selection with appropriate and authoritative people (i.e., managers and supervisors) Send course invitation letter Include goals, objectives, participant criteria, purpose and description of training, how the skills and knowledge can be applied to the job Send from person with organizational authority

Use a participant pre-assessment form Talk to a few potential participants

Get to Know Course Participants (during the training)

Use a get-to-know-you exercise Ask participants to share their expectations of

the course

Talk with them before the training starts, during

breaks, etc.

Use Adult Learning Principles

Training Adults

Adults learn differently from children and require different training approaches. Understanding adult learning principles helps you use the right training techniques to enhance learning.

Answers to Adult Learning Principles Quiz

Adult Learning Principle
1. Adults bring a wealth of knowledge & experience which they want to share.

Training Technique
C. Encourage participants to share their knowledge and experiences. Include activities that utilize their expertise.

2. Adults are decision-makers and self-directed learners.

B. Include problem-solving activities.

Answers to Adult Learning Principles Quiz (cont.)

Adult Learning Principle
3. Adults have different learning styles that must be respected.

Training Technique
A. Provide multiple ways for participants to learn the material.

4. Adults want to participate rather G. Create a participatory learning environment with than just listen to a lecture. various types of activities.

Answers to Adult Learning Principles Quiz (cont.)

Adult Learning Principle Training Technique

F. Relate the content and skills 5. Adults are motivated by to the participants jobs. information or tasks that are meaningful and applicable to their jobs. 6. Adults prefer training that focuses on real-life problems. E. Relate content to problems participants encounter in their jobs.

Answers to Adult Learning Principles Quiz (cont.)

Adult Learning Principle
7. Adults expect their time during the training to be used carefully.

Training Technique
D. Follow a realistic time schedule.

8. Adults feel anxious when J. Avoid criticism. participating in a group Acknowledge all that makes them look participants contributions. uninformed, either professionally or personally.

Answers to Adult Learning Principles Quiz (cont.)

Adult Learning Principle
9. Adults learn best in a positive environment where they feel respected and confident

Training Technique
H. Create a positive environment by providing positive feedback and showing respect to all participants I. Respect all differences and encourage participants to respect each others differences as well

10. Adults come from different cultures, life styles, religious preferences, genders, and ages.

3 Basic Learning Styles

Visual Learn through Watching Observing Reading

Auditory Learn through Listening Speaking

Tactile Learn through Moving Doing Practicing Touching

What Adults Remember

Read Hear
10 20 30 50 70 90 0 20 40 60 80 100

See
Hear & See Say Say & Do

More participation equals more remembered

% of What Adults Remember

Key Point to Learning Styles

Use a blend of training methods and materials to reach the greatest number of adult learners.
Learning methods Training materials

Interactive Lectures Discussions Exercises

Slides Manuals/handouts Videos

Use Repetition to Encourage Remembering

For people to learn something, they sometimes have to

hear it 7 times.

Repeat, Repeat, Repeat

Introduction: Tell them what you are going to

tell them Presentation: Tell them again Summary: Tell them what you just told them

Less Content and More Repetition Encourages Learning

Less Content
with More Repetition means

More Learning will occur!

Be Prepared to Train

Know What You Are Training!

Even the best training skills cannot hide the fact that a trainer does not know the content.

Review course material several weeks before

the training

Know the training goals and objectives

Know What You Are Training! (cont.)

Know the training content extremely well

Refer to the notes, slides, and other visuals during the presentation do NOT read them

Know the training activities

Discussions Exercises Role plays Demonstrations

Use Effective Organizational Skills

Organize training logically Follow a plan (stick to an agenda) Use checklists (before & during the training) for
things that must be done

Keep everyone informed

Prepare the Training Room

Check room before the training day (if possible) Make sure the materials, supplies, and
equipment are available

Arrange training room to allow for the best

learning situation

Arrive at least an hour early on the training day

Prepare the Training Room (cont.)

Test all equipment before the training Download files onto computers (if necessary) Prepare ahead (i.e., prepare flipchart pages;
distribute manuals/handouts; arrange for activities, exercises, and demonstrations)

Have a Back-up Plan

Be prepared for any and all problems by

having a back-up plan

Have extra supplies and materials Use multiple formats (handouts, slides,
overhead transparencies)

Be flexible Make positive situations out of negative ones

Practice Your Presentations

Practice out loud in front of a mirror or

with a colleague

Rehearse in the training room, if

possible

Time your presentation

Practice Your Presentations (cont.)

Practice with the equipment and materials

Use only 1 set of notes (either the handout, facilitator guide, or printouts of the slides, but not all 3)
Practice holding the notes and a microphone while advancing the slides Practice with audiovisual equipment, props, and supplies

Manage the Training

Manage the Training

As the facilitator, you are the manager of the

training course.

You are responsible for creating a

training that successfully meets the goals and objectives.

Ways to Manage Training

Manage difficulties with -

The time The participants The locations Unexpected situations

Case Study Keeping on Time

In 2 weeks you and Joe will conduct a training

course on TB/HIV surveillance. You have conducted this training with Joe several times. His presentations always come before yours. Joe does not always keep on time. His presentation takes 15 - 30 minutes longer than the time allowed on the agenda.

Case Study Questions

1.
2. 3.

How does this make you and the course participants feel?
How does this impact the course?

What can be done before the training to help Joe keep on time?
What can be done during the training to help Joe keep on time?

4.

Case Study Review

1.

How does it make you and the course participants feel? It shows disrespect for The trainers who follow his presentation The participants

It creates anxiety for other trainers because of the change in the schedule

Case Study Review (cont.)

2.

How does it impact the course?

The agenda may have to be revised

The hours of the training may need to be extended Other presentations may have to be shortened or deleted

Case Study Review (cont.)

3.

What can be done before the training to help keep Joe on time?
On the agenda, show the time of day and the amount of time for each presentation

Review the agenda with all facilitators

Set up a time-keeping structure and review with facilitators (i.e., signs, bell)

Practice before the training

Case Study Review (cont.)

3.

What can be done before the training to help keep Joe on time?
Discuss how to keep on time
Keep training focused on the objectives

Let participants know what to expect

Give clear instructions Emphasize only the need-to-know content

Know what content or activities can be shortened or deleted if necessary

Use the Parking Lot Refer to handouts/manual for more detailed information

Case Study Review (cont.)

4.

What can be done during the training to help keep Joe on time?
Use a clock that the trainer can see Use the time-keeping system (signs, bell)

As a last resort if all else fails adjust the schedule

Shorten breaks, lunch

Lengthen the day Delete some presentations or activities

Difficult Participants
Blah, blah, bla, bla. Listen here.

Dominates the conversation

You dont know.

Interrupts others
I am not saying a word.

Is a know-it-all

Does not participate

Ways to Manage Difficult Participants

Maintain control Use verbal cues Use body language Refer to the Ground Rules Use the Parking Lot Give the person a specific task Talk to the person outside the classroom Never loose your cool or be rude

Manage Difficult Training Situations

Location of the training course In the same city where participants live

Difficult or expensive to travel to

Training room Temperature, electricity, lighting, room layout, outside noise Equipment Check out before the training Materials Plan ahead of time Have a back-up plan!

Communicate Effectively

Use Your Voice

This is the most important communication skill

Set the tone of the training Convey most of the training content Show enthusiasm Encourage participation Provide positive reinforcement Manage the training

Use Your Voice (cont.)

Use your trainers voice

Project your voice so everyone can hear

you

Vary your pitch Use comfortable and varied pace Speak at the audiences technical level Use a friendly tone Use a microphone if necessary

Use Your Eyes

Communicate to participants through eye contact

Show enthusiasm Encourage participation Provide positive reinforcement Manage the training

Use Your Eyes (cont.)

Observe participants

Are participants engaged? Do participants understand? What is the energy level? Are there group dynamics? Who is not participating?

Use Your Ears

Use listening skills

Wait for participants to finish what they are

saying

Use pauses to allow participants to respond Listen to what participants are saying
Do they understand? Are there concerns? What are the needs of the participants?

Use silence to manage the training

Use Your Ears

Nature gave us 1 tongue and 2 ears so we could hear twice as much as we speak.

Use Body Language Convey a friendly,

enthusiastic, facial expression

Provide positive reinforcement Encourage participation Manage the training Use hands naturally Move around the room
Can ease nervousness Provides variety

Use Your Mind

Be adaptable and resourceful Be creative Anticipate problems Make positive situations out of negatives

Use Your Heart

Show respect Recognize that everyone has his or her own

style

Show support when mistakes are made Show compassion

QUESTIONS?

55

The End
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