培训师的培训(英文版)

nullTrain-the-TrainerTrain-the-TrainerT3-010How To Use This CoursewareHow To Use This CoursewareTo view this course online: Internet Explorer: A scroll bar is provided for navigation. Do not use the back button in the browser or it will take you back to the start of the course. To best view the course, right-click the first slide and choose Full Screen. Netscape: The course will open up in PowerPoint. Choose View > Slide Show or press F5 to start the course. To view the Speaker Notes: Right-click the slide and choose Speaker Notes. To access the Table of Contents: Click the button to return to the Table of Contents.Change RecordChange RecordCourse Mission StatementCourse Mission Statement This course provides an overview of concepts encountered within a training environment and instructs the trainee on techniques and skills required for being an effective trainer and facilitator within the classroom. Terminal ObjectivesTerminal ObjectivesAt the completion of this course, the trainee will be able to: Identify and describe a learning process, learning styles, and learner characteristics Identify and apply appropriate training styles for the training environment Apply appropriate presentation skills to ensure effective communication and successful training delivery Develop facilitation skills to monitor trainees’ participation, obtain feedback, and improve performance in the classroom Identify and apply the techniques provided in managing the classroomTable of ContentsTable of ContentsIntroduction to Train-the Trainer Lesson 1: Learning Styles Lesson 2: Trainers & Adult Learners Lesson 3: Presentation Skills Lesson 4: Facilitation Skills Lesson 5: Classroom Management Course ReviewIntroduction to Train-the-TrainerIntroduction to Train-the-TrainerStyles in TrainingStyles in TrainingLearningInstructingPresentation and FacilitationPresentation and Facilitation Presentation skills involves the ability to communicate effectively course content. Facilitation skills involve the ability to coach, guide, and motivate the trainee in comprehending course content. Managing ClassroomsManaging ClassroomsClassroom management addresses a number of areas: Facilities and EnvironmentInstructional AidsMomentum and FlowLesson 1: Learning StylesLesson 1: Learning StylesLesson 1: ObjectivesLesson 1: Objectives Terminal Objective: Identify and describe a learning process, learning styles, and learner characteristics. Identify major concepts in the learning process Describe four main learning styles List learner characteristicsLesson 1: Enabling Objective 1.1Lesson 1: Enabling Objective 1.1 Knowledge: Identify the major steps that occur within the learning process. Lesson 1 Concept: Learning ProcessLesson 1 Concept: Learning ProcessSituationEvaluationExperienceJarvis 1987Learning is a change in behavior and cognitive abilities.Lesson 1: Enabling Objective 1.2Lesson 1: Enabling Objective 1.2 Knowledge: Describe four learning styles with their attributes and related characteristics. Exercise 1.1a: “What’s Your Orientation?”Exercise 1.1a: “What’s Your Orientation?”Exercise 1.1a: Your OrientationExercise 1.1a: Your Orientation Lesson 1 Concept: Learning OrientationLesson 1 Concept: Learning OrientationExperiential Learning CycleLesson 1 Concept: Kolb’s Learning StylesLesson 1 Concept: Kolb’s Learning StylesDiverger: Imaginative Ability Small Group Discussion Broad InterestsConverger: Practical Application Technical Issues Independent Assimilator: Theoretical Models Abstract Concepts Research Oriented Accommodator: Hands-On Adaptable Intuitive Problem Solvers Lesson 1 Concept: Learning StyleLesson 1 Concept: Learning StyleExperiential Learning CycleAccommodatorDivergerAssimilatorConvergerLesson 1 Concept: Other StylesLesson 1 Concept: Other StylesReflective / Impulsive “Windshield Wiper” Holistic / Serialist Dependent / Independent Regardless of the perspective – Learning Styles Vary!Lesson 1: Enabling Objective 1.3Lesson 1: Enabling Objective 1.3 Knowledge: List the five common learner characteristics and some of their attributes. Lesson 1 Concept: Learner CharacteristicsLesson 1 Concept: Learner CharacteristicsReservoir of Experience Volume and Diversity Readiness to Learn Motivation & WIIFM Orientation to Learning Problem-centered Self-Concept Risk Assessment Defense Mechanisms Ability to Learn Style and Processing Lesson 1: ReviewLesson 1: ReviewReview Question 1: The objective within the learning process is? Review Question 2: List the four learning styles and an attribute of each? Review Question 3: List five learner characteristics. Lesson 2: Trainers & Adult LearnersLesson 2: Trainers & Adult LearnersLesson 2: ObjectivesLesson 2: Objectives Terminal Objective: Identify and apply appropriate training styles for the training environment. Identify four instructional approaches Describe three instructional styles List the characteristics of learning Describe the principles in learning Identify the levels in learningLesson 2: Enabling Objective 2.1Lesson 2: Enabling Objective 2.1 Knowledge: Identify the four instructional approaches and their characteristics. Lesson 2 Concept: “The ApproachLesson 2 Concept: “The ApproachSocialization Mentoring Lesson 2: Enabling Objective 2.2Lesson 2: Enabling Objective 2.2 Knowledge: Describe three instructional styles and their characteristics. Lesson 2 Concept: Instructional StylesLesson 2 Concept: Instructional StylesAuthoritarian Dominates process One-way information flow Limited participation Democratic Learning is collaborative Trainer & trainee promotes topic Two-way information flow Open participation Laissez-faire Little direction Disorganized Topic-at-hand Lesson 2: Enabling Objective 2.3Lesson 2: Enabling Objective 2.3 Knowledge: List five characteristics of adult learning. Lesson 2 Concept: P.E.M.A.S.Lesson 2 Concept: P.E.M.A.S.Purposeful WIIFM Experience Know to Unknown Tactile/Auditory/Visual Multifaceted Problem-centered Psychomotor Active Display behavior change Styles Preference and orientation Lesson 2: Enabling Objective 2.4Lesson 2: Enabling Objective 2.4 Knowledge: List the six principles of adult learning. Lesson 2 Concept: R.E.E.P.I.R.Lesson 2 Concept: R.E.E.P.I.R.Readiness Establish purpose Exercise Repetition Effect Pleasant rewards Primacy First impressions Intensity Engaging Recency Sequencing Lesson 2: Enabling Objective 2.5Lesson 2: Enabling Objective 2.5 Knowledge: Identify the three domains of learning. Lesson 2 Concept: C.A.P.Lesson 2 Concept: C.A.P.Cognitive Knowledge Affective Attitudes and beliefs Psychomotor Physical / Motor skills Lesson 2: ReviewLesson 2: ReviewReview Question 1: List the three instructional styles and a characteristic of each? Review Question 2: What are the five characteristics of adult learning? Review Question 3: List the six principles in adult learning and an attribute of each.Lesson 3: Presentation SkillsLesson 3: Presentation SkillsLesson 3: ObjectivesLesson 3: Objectives Terminal Objective: Determine and apply presentation skills to ensure effective communications and successful training delivery. Develop and apply communications and presentation skills Describe the elements for a successful presentation Lesson 3: Enabling Objective 3.1Lesson 3: Enabling Objective 3.1 Knowledge: Develop and apply communications and presentation skills. Skill: Develop and apply communications and presentation skills within the training environment. Exercise 3.1a: Why Bad Performance OccursExercise 3.1a: Why Bad Performance OccursList all the things you can think of that contribute to a poorly delivered presentation. Turn the list around – create positive statements from the negative ones. You now have a list of some of the qualities a good presenter should have.Lesson 3 Concept: Presentation PreparationLesson 3 Concept: Presentation PreparationWHO is attending?HOW will I know they are learning?HOW do I get the message across?WHY should they learn this?WHERE am I doing this? WHEN am I doing this?WHAT do they need to learn?Lesson 3 Concept: Preparation (cont’d)Lesson 3 Concept: Preparation (cont’d)The basic plan The beginning – to excite and introduce The delivery – to inform and instruct The end – to confirm and leave a lasting impression Or Tell them what you’re going to say Tell them Tell them what you told themLesson 3 Concept: “The Beginning”Lesson 3 Concept: “The Beginning”I gnite N eed T itle R ange O bjectiveLesson 3 Concept: “The Beginning” (cont’d)Lesson 3 Concept: “The Beginning” (cont’d)Self-introduction Greet Identify Qualify Topic Time Surprises QuestionsLesson 3 Concept: Presentation “The Delivery”Lesson 3 Concept: Presentation “The Delivery”We remember only:Lesson 3 Concept: “Delivery Attitude” (cont’d)Lesson 3 Concept: “Delivery Attitude” (cont’d)Your attitude First impressions matter People associate attitude and appearance with quality of workLesson 3 Concept: “Posture & Delivery” (cont’d)Lesson 3 Concept: “Posture & Delivery” (cont’d)Your posture: Feet: Hip to shoulder width Weight: Balanced, not rocking Shoulders: Square to audience Arms: Use simple gestures in accordance with words (keeps attention and dissipates nervous energy) Movement: Move around the room with purpose Pocket: A hand in the pocket creates an informal style (But do not play with keys or coins)Lesson 3 Concept: “The Delivery” (cont’d)Lesson 3 Concept: “The Delivery” (cont’d) Your eye contact Where Focus on one individual at a time Hold until completed thought or phrase Randomize (3+ seconds) Keep body language consistent Benefits One-on-one communication simulation Reduce anxiety Confident appearance PaceLesson 3 Concept: “Voice & Delivery” (cont’d)Lesson 3 Concept: “Voice & Delivery” (cont’d) Your voice C lear L oud A ssertive P auseLesson 3 Concept: “Humor & Delivery” (cont’d)Lesson 3 Concept: “Humor & Delivery” (cont’d)Humor Appropriate for the topic and NEVER offensive No humor about names, nationalities, etc. Stop using humor if your audience is unresponsive Avoid joke-book humor; originality is best Get your timing right Be spontaneous - take advantage of the momentLesson 3 Concept: The EndLesson 3 Concept: The EndSummarize the key points – the objectives Make your final closing statement in such a way that your message is driven home.Lesson 3: Enabling Objective 3.2Lesson 3: Enabling Objective 3.2 Knowledge: Describe the elements for a successful presentation. Skill: Apply the elements for a successful presentation when delivering a training class.Lesson 3 Concept: Successful PresentationsLesson 3 Concept: Successful PresentationsYou understand the needs of your trainees You know your subject You have planned your presentation You have rehearsed properly You are confident in manner and style You have effective classroom management skillsLesson 3 Concept: Elements for SuccessLesson 3 Concept: Elements for SuccessTime management Practice Motivation Class climateLesson 3 Concept: TimingLesson 3 Concept: TimingStart on time Be consistent with timing Track content periodically Develop contingency plan if the class is running early or behind Be flexible, but pragmaticLesson 3 Concept: Classroom ClimateLesson 3 Concept: Classroom ClimateFirst impressions count Have course clearly identified Have your name prominently displayed Use trainees’ names Refer to trainees’ ideas and examples Maintain eye contact Thank them for attention and participationLesson 3 Concept: MotivationLesson 3 Concept: MotivationBe positive Set realistic goals Example enthusiastic behavior Practice makes “perfect”Lesson 3 Concept: PracticeLesson 3 Concept: PracticePRACTICE, PRACTICE, PRACTICE… Do not be too formal Anticipate problems and have solutions RelaxLesson 3 Concept: Making Training StickLesson 3 Concept: Making Training StickAuditory Visual Kinesthetic Lesson 3: ReviewLesson 3: ReviewReview Question 1: What are some of the basic considerations when preparing for a course? Review Question 2: Which presentation approach assures that the trainee will retain the most information from a learning experience? Review Question 3: The most important and essential aspect when preparing to present a course is to? Lesson 4: Facilitation SkillsLesson 4: Facilitation SkillsLesson 4: ObjectivesLesson 4: Objectives Terminal Objective: Develop facilitation skills to monitor trainees’ participation, obtain feedback, and improve performance in the classroom. List the common facilitation skills and their characteristics Describe the common facilitation situations Lesson 4: Enabling Objective 4.1Lesson 4: Enabling Objective 4.1 Knowledge: List the four common facilitation skills and their characteristics. Lesson 4 Concept: Skill TypesLesson 4 Concept: Skill TypesAttending Observing Listening QuestioningLesson 4 Concept: AttendingLesson 4 Concept: AttendingPresent yourself in a manner that shows your interests in the topic and the trainees. Build rapport Communicate trainee value Note non-verbal behaviorsLesson 4 Concept: ObservingLesson 4 Concept: ObservingThis skill helps you assess how well the training is being received. Observe their body language Evaluate and make the inference Adjust appropriatelyLesson 4 Concept: ListeningLesson 4 Concept: ListeningThis skill provides you the opportunity to verify the trainees’ understanding of the content. Listening also provides you the with the feedback on how the training is being received. Listen first for content and meaning Paraphrase if necessary for clarification Observe and use non-verbal cues Observe and use verbal cues Let them finish Lesson 4 Concept: QuestionsLesson 4 Concept: QuestionsQuestions helps you determine: What the trainees already know How the training is being received Enable the trainees to assess their level of understanding Three skills associated with questions are: Asking questions Handling trainee answers to questions Responding to trainee questionsLesson 4 Concept: QuestionsLesson 4 Concept: QuestionsOpen vs. Closed Open questions are phrased for a response that might facilitate discussion. Class controls answers. Closed questions are phrased for a specific answer. The trainer controls answer. Overhead vs. Direct Overhead questions are asked to the class as a whole. Direct questions are asked for participation or expert opinion.Lesson 4 Concept: Questioning TipsLesson 4 Concept: Questioning TipsShould be developed when developing your content Should be brief Should be at various difficulty levels Should seek to involve all trainees Should always restate and point out positives from responsesLesson 4 Concept: Handling AnswersLesson 4 Concept: Handling AnswersUse positive reinforcement for correct answer Acknowledge the effort. Use positive or neutral acknowledgement for an incorrect answer. Respond in a fashion that maintains continuity and paceLesson 4 Concept: Responding to QuestionsLesson 4 Concept: Responding to QuestionsProvide the answer Redirect the question Defer the question REMEMBER… The way you handle the question and answer process initially sets the tone and the environment for collaborative learning.Lesson 4 Concept: Managing DiscussionsLesson 4 Concept: Managing DiscussionsDiscussion is an exchange of opinions and feelings. Listening is two-thirds of a discussion. Opinions are neither right nor wrong. Everyone may contribute. A pre-determined objective must be set.Lesson 4: Enabling Object 4.2Lesson 4: Enabling Object 4.2Knowledge: Describe four common facilitation situations encountered within a training environment and how to manage them.Lesson 4 Concept: When to…….. Lesson 4 Concept: When to…….. Common facilitation scenarios can include: Enlisting participation and motivating Guiding and rewarding desired performance Correcting errors or misunderstandings Resolving issuesLesson 4 Concept: Participation Lesson 4 Concept: Participation Various levels of trainee participation can be expected. Key in the process is the ability of the instructor to identify trainees that need support and motivation to meet the objectives of the course. Lesson 4 Concept: Guiding Lesson 4 Concept: Guiding The learning environment provides the opportunity to obtain the desired performance by the trainee. Guiding the “willing” or “confused” motivates and rewards all participants.Lesson 4 Concept: Misunderstandings or ErrorsLesson 4 Concept: Misunderstandings or ErrorsTeach: When the trainee does not have the knowledge to respond or execute Coach: When the trainee has the knowledge but is having difficulty applying the knowledge Counsel: When the trainee has the knowledge and knows they have made an errorLesson 4 Concept: Issue ResolutionLesson 4 Concept: Issue ResolutionObserve body language, facial expression, eye contact, and vocal expression Decide if the situation warrants action Determine appropriate action Take action and follow-throughLesson 4: ReviewLesson 4: ReviewReview Question 1: List the four facilitation skill types. Review Question 2: What three conditions can be determined by using questions? Review Question 3: List the common facilitation scenarios.Lesson 5: Classroom ManagementLesson 5: Classroom ManagementLesson 5: ObjectivesLesson 5: Objectives Terminal Objective: Identify and apply the techniques provided in preparing and managing the classroom. List and prepare the support requirements for training Develop your strategy for conducting training and managing the trainees Prepare required visual aids Lesson 5: Enabling Objective 5.1Lesson 5: Enabling Objective 5.1 Knowledge: Prepare and list the logistical support requirements for training. Lesson 5 Concept: “Be Prepared”Lesson 5 Concept: “Be Prepared”Use of a checklist assures that your support requirements are in place. Items to consider include: Site infrastructure (rooms, seating, location, etc.) Trainee information Course material Training aids available and work (e.g., computers, audiovisual, flipchart, markers, pointers, name cards, pens, note paper) Contact information (trainers and trainees) Contacts for site and system problemsLesson 5 Concept: ContingenciesLesson 5 Concept: ContingenciesBe prepared for the unexpected with contingencies that address issues like: If the PCs fail before or during the class If the logons do not work If the SAP R/3 training system is uncooperative If hard copies are not available If your trainees are a no show Lesson 5: Enabling Objective 5.2Lesson 5: Enabling Objective 5.2 Knowledge: Develop your strategy for conducting training and managing the trainees. Lesson 5 Concept: Before BeginningLesson 5 Concept: Before BeginningRehearse your timing, pace, process, and procedures Arrive early to prepare the room Check and adjust room temperature and lighting Distribute course material, pencils, etc. Test audiovisual equipment and other training aids Verify that all PCs are working properly Check Internet access on the PCs Check SAP R/3 access Lesson 5 Concept: Starting OutLesson 5 Concept: Starting OutIntroduce yourself and your background Introduce the course Have trainees introduce themselves and their background Check the attendance list / fill in attendance sheets Review the “house “rules Explain the course agenda Start your training on scheduleLesson 5 Concept: Delivery Lesson 5 Concept: Delivery Introduce topic Recognize in-class resources Cover objectives Establish importance and relevance Instruct with concise information Use examples and demonstrate Facilitate exercises Answer questions honestly Defer challenging questions to the “parking lot” Provide feedback often and when appropriateKNOWLEDGELesson 5 Concept: “The End”Lesson 5 Concept: “The End”Summarize the key points / ob