Total
Trainer Certificate
This five-day workshop
is for the trainer, subject matter expert or instructor who develops
and/or presents training programs. The content and methods are
appropriate for classroom instruction as well as on‑the‑job training and
is suited to training employees and customers.
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When we come on site,
we customize our workshops in two ways.
First, we customize
the workshop content to meet your instructional objectives.
Second, we customize the examples in the exercises to make
them specific to the services you provide.
There is no charge for
this level of customization.
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Pre-workshop assignment: Identify what courses or modules
are going to be designed or re-designed by each participant
attending the workshop. Bring a description, outline and
objectives, and existing materials for this course, along
with the client need being met through this training.
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WORKSHOP CONTENT
Review workshop
content and objectives
Inventory your skills
Set personal
objectives for this session
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Course Methods:
After completing an
opening activity and personal inventory, participants
identify personal objectives and share them in the large
group. Expectations are clarified and set for the workshop.
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Unit 1: Plan for Training
Sort training
and non-training issues: Is training the answer?
Partner with
management
Compare approaches to
training design
Review the three
phases of design
Evaluate guidelines
for developing needs assessment instruments: do's
and don'ts
Analyze special
assessment issues
Sort needs vs. wants
using management development analysis
Decide what you need
to know about learners to be effective
Break down a task into
teachable parts
Write realistic
instructional objectives
Build a skills
inventory
Determine if
prerequisites are necessary
Develop a broad
content outline
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Course
Methods:
Participants use a performance analysis tool to identify
when training is the answer to an operational issue. A case
study illustrates when to implement a training solution.
Approaches to developing a partnership with managers and
learners are explored as a support to the design process. A
brief overview lecture is given on the three phases of the
design process: Planning, Development, and Evaluation. Each
of these three phases are expanded upon in later units.
Guidelines
for developing needs assessments are reviewed, one is
practiced with a case study. Participants write a target
population statement for a course they are currently
developing. Tasks identified for a future training session
are broken down into teachable parts to identify
prerequisites and learning objectives. Participants write
learning objectives that meet four criteria for a future
training session. Participants use objectives and the task
analysis to build a skills hierarchy and determine if course
prerequisites are appropriate.
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Unit 2:
Helping Adults Learn
Teach a
five-minute lesson to a partner
Evaluate ten aspects of your instructional style
Apply
twenty adult learning concepts to enhance learning
o How to
build retention
o Identify
three styles
of learning
Relate your training style to adult learners by using 5 adult learning
steps
Analyze
questions to process learning through 5 adult learning steps
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Course Methods:
Adult learning
concepts are distilled from a 60-minute simulation in which
participants teach a partner a five-minute lesson. Each
learner gets feedback on his natural teaching style and is
measured against 10 aspects of his teaching style. Through a debriefing
discussion, participants identify what helps adults learn
and remember and how to improve their teaching style.
Special emphasis is given on how to process any learning
experience to maximize retention.
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Unit 3: Organize and Plan
Materials Development
Examine
the anatomy of a module
Select appropriate
methods based on the learning objective
Identify effective
technical training methods for recall and application
Sequence methods
appropriately
Provide sufficient
practice to change behavior
Pace methods to avoid
boredom
Discuss special
techniques for software demonstrations
Select appropriate
presentation technology and visual support
Identify advantages
and disadvantages of various media
Develop activities and
exercises that build retention
Examine tips for
writing demonstrations with skill practice and case studies,
information
searches, interviews, games, role plays, self-assessments
Apply a comprehensive
guide to develop activities and exercises
Craft trainee
materials that work
Create programmed
notes, job aids and checklists
Use a fifteen-point
checklist to develop complete handouts
Determine when to
develop one of three types of lesson plans
Write lesson plans for
others to use easily
Use a lesson plan
checklist
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Course
Methods:
After a brief participative
lecture, participants use design tools to select the best
learning experiences including
use of appropriate methods,
working with experienced learners, how to identify how much
practice is needed to learn a skill and how to pace training
to avoid boredom. The fifth tool suggests appropriate
methods to train employees on technical procedures,
processes and concepts.
Participants apply these tools to case studies and then
their own course.
Large
group discussion/lecture on resources for AV is followed by
demonstration of different types of graphs, charts,
pictures, etc., for the appropriate visuals. Helpful hints
are given to prepare electronic presentations and teaching
aids. This section includes a recap of how the instructor
used various media throughout the workshop.
Participants are given a process for developing training
activities and tips for crafting various types of learning
experiences. Learners work with examples of activities and
write appropriate process questions for the examples.
Suggestions for creating effective handouts, job aids and
programmed notes are shared and expanded upon by the group.
An inventory is provided to decide which of three types of
lesson plans are appropriate and a brief activity is
completed to identify how to expand a lesson plan.
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Unit 4: Facilitate Adult
Learning
Set the
climate to reduce risk of learning
Make those butterflies
work for you!
Practice five
effective delivery techniques
Increase participation
during lectures
Discover how to get
the most from a discussion to enhance learning and
reach a goal
Identify four types of
questions to increase interaction
Effectively use basic
and follow-up questions to direct learning
Ask better questions
using a six step approach
Paraphrase for better
understanding
Use small groups
Give
effective feedback
Deal with problem learner situations
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Course
Methods:
Using the
opening of the workshop as a learning laboratory, a "clinic"
(large group discussion) about how we set the learning
climate during the first 30 minutes is followed by a brief
lecture on the 4 elements of climate setting that reduce the
risk of learning and help participants focus on learning.
Setting and resetting of the climate during multiple day
programs is discussed and modeled during this workshop.
Participants then design their own session starter and share
that in a small group.
A large
group discussion about fear of speaking is conducted
followed by suggestions to use effective delivery
characteristics. Delivery techniques are practiced in small
groups with peer feedback.
Eight
techniques to increase participation are demonstrated by
participant involvement in exercises. This is followed by
individual planning to improve personal lecturing style to
incorporate participation techniques.
A brief
lecture/large group discussion about how to facilitate
discussions is followed by demonstrations and examples of
types of questions and a written exercise to apply the
concepts from the discussion. Questioning techniques are
expanded upon as a method to increase participation and
improve understanding. Participants then write appropriate
open and closed questions for a class discussion of their
own. These are critiqued by peers.
The use of
active listening, paraphrasing and delivering feedback in an
instructional environment are actively explored through
inventories, examples, exercises and application.
Problem
learner situations, causes and strategies to deal with them
are reviewed in the large group. Participants complete case
studies applying four sets of strategies.
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Unit 5:
Evaluate
the Results of Training
Identify four levels
of evaluation
Assess learner
reaction
Evaluate learning in
the classroom
Determine if new
skills are used back on the job
Use benefits to show
bottom-line results
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Course
Methods:
Kirkpatrick's four levels of evaluation model is used to
develop four types of evaluations. Participants see models
and write questions to measure knowledge. Skill performance
checklists are shown and the participants complete a case
study. A model of cost-benefit analysis is shown and
participants complete a brief exercise to identify
appropriate performance indicators.
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Unit 6:
Participant Practice and Resources
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Option 1
During the
workshop, individuals will revise the course/module using
the template provided by The Training Clinic. Following the
four days of classroom training, each individual will finish
his/her Design Plan. Design Plans will be presented to
peers and a Training Clinic instructor on day 5 and receive
a critique. Because of the design review sessions, class
size is limited to 10 participants or the group can be split
into smaller practice groups, each with a Training Clinic
instructor.
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OR
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Option 2
Alternatively, on day five each participant demonstrates
competency by conducting a practice session and receives
feedback from peers and the instructor. Each practice
session can be recorded for participant review after the
workshop. Because of the participant practice sessions,
class size is limited to 10 participants or the group can be
split into smaller practice groups, each with a Training
Clinic instructor.
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WORKSHOP OBJECTIVES
At the end of the
workshop, as a participant you will be able to:
Identify who is coming
to a specific training class and how materials need
to be customized for
that group.
Assess training and
non-training issues as well as performance gaps.
From a task breakdown,
build a skills hierarchy that prioritizes tasks and
identifies
training prerequisites.
Write realistic
training objectives that meet three conditions.
Given your situation,
select appropriate training methods.
Use a method to
sequence training activities for novice and mature learners.
Apply a pacing method
to make training more involving and less boring.
Practice writing
effective questions to uncover needs and test learning.
Given case studies and
the learner's course, identify appropriate
evaluation methods.
Given courses and
target populations, identify how to measure training for
bottom line
results.
Determine key elements
in constructing leader's guides and lesson plans to
be used by others.
Describe how to use 14
adult learning concepts in training.
Practice a method of
designing learning activities for different levels of learners.
Given a lesson plan,
teach a five-minute lesson to identify the effective elements
of one's instructional
style against 10 criteria.
Apply eight techniques
to motivate and involve participants during a lecture.
Provide effective
feedback to learners.
Ask questions
appropriately.
Given a learner
situation, identify feedback systems that enable the instructor
to
maintain control
and
learner safety.
Build rapport to
successfully handle problem learners.
Use a framework to
complete a needs analysis.
Describe do's and
don'ts of designing training needs surveys.
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3.5 CEUs (35 Contact
Hours) |
