As America's train-the-trainer leader, The Training Clinic prides itself on being an appropriate, high-energy role model for participant-centered learning in our Train-the-Trainer workshops. We practice what we preach and train through demonstration of each technique rather than lecturing about it. We don't just talk about creative training techniques, we use them!

After completing a personal inventory, participants complete personal objectives and share them in the large group. 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 exhibit classroom preparations. How to use brief videos/films as session starters is also included. Participants then design their own session starter and share that in a small group. A chart is provided that describes seating arrangements. A large group discussion is conducted about appropriateness of settings based on the learning objective.

Adult learning concepts are distilled from a 60-minute simulation in which participants teach a partner a five-minute lesson. A newly created, exclusive Training Clinic styles inventory of 12 situations helps participants match their preferred style to an adult learning model. An action plan is started to identify how to avoid the overuse of a preferred style and increase the underuse of a least preferred style. The inventory encourages style balance. The remainder of the workshop helps the participants build skills to achieve that balance.

Unit 2: Training Tools for the Adult Learner

Four tools are introduced, two are followed by a case study to demonstrate their use. The tools include use of appropriate methods, working with experienced learners and how to pace training to avoid boredom. The fourth tool suggests appropriate methods to train employees on technical procedures, processes and concepts.

Unit 3: Training Techniques

A large group discussion about fear of speaking is conducted followed by suggestions to use effective delivery characteristics. 12 techniques to increase participation are demonstrated by participant involvement in these exercises. This is followed by individual planning to improve personal lecturing style to incorporate participation techniques.

An inventory on group process skills is followed by a large group problem solving discussion. The instructor gives participants feedback on the balance of task and maintenance skills used during the discussion and how skills are used in a facilitated session. Strategies to handle negative participation characteristics are included.

A brief lecture/large group discussion about how to facilitate small groups is followed by types of questions and a written exercise to apply the concepts from the discussion. Participants then write appropriate open and closed questions for a class discussion of their own. These are critiqued by peers. How to deal with participant questions is also addressed.

To apply adult learning steps during a demonstration, a team development simulation is conducted that illustrates the five steps. Each step is identified as the instructor processes the simulation. Differences in low and high risk demonstrations are discussed in the large group. Then, 2 role plays are conducted to demonstrate appropriate use of non-threatening role plays. Discussions are used to debrief the process.

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 transparencies and teaching aids. This section includes a recap of how the instructor used various media throughout the workshop.