TTT_-_Session_Plan_Day_1_v1-0_Jun_07

TRAIN THE TRAINER (TTT) PROGRAM OVERVIEW TITLE Train The Trainer Program Overview TARGET GROUP Departmental Trainers, Supervisors & Managers DURATION 3 days VENUE Training Room GROUP SIZE 8 - 12 TRAINED BY Training Manager PURPOSE To create skilful, enthusiastic Departmental Trainers who support quality standards by competently delivering and evaluating department-specific training. SELECTION CRITERIA · Participants are selected by HOD’s and should be subject matter experts ie. They know how to do all tasks in their work area to a high standard · Participants should be a positive role model to other team members in their behaviour, attitude and quality of work · This program is suitable for team members who are keen to develop their career and take on more responsibility, but are not yet ready for a supervisory position · This is one of the required programmes for all Supervisors and Managers DEPARTMENTAL TRAINING The Train The Trainer Program is the first step in creating effective Departmental Training. The program not only provides participants with skills in skills training design and delivery but also motivates them to accept the role of a departmental trainer with determination and enthusiasm. Departmental Training is when the vast majority of task training occurs for team members and is a fundamental requirement for consistency of 5* standards, quality service delivery and skilled, confident team members. To create a Departmental Training Framework (or refresh your existing one) the following process is effective: 1. Meet with your HR Manager and GM and EAM/RM to discuss the upcoming Train The Trainer Program: a. Outline the People Training Standard 3 and KPI’s regarding Departmental Training and request their initial and ongoing support for a Departmental Training Framework b. Agree on the scope of the program e.g. How many Dept Trainers, when they will meet, expected outcomes. (See the slide presentation ‘Departmental Training Framework” for an example of a Departmental Training Framework) c. Ask them to ensure that HOD’s send at least 1 representative from each section of hotel operations. Small departments such as Engineering or Security need only send 1, larger departments such as F&B should send representatives from every major outlet and each kitchen. 2. Schedule and invite participants. Write an enthusiastic yet professional email which outlines the new focus on Departmental Training and the ongoing support given by the GM, EAM and Training department. (If this is the first time you are establishing Departmental Training, it would be excellent if your GM sent this email). Outline a few needs that will be addressed through quality departmental training: a. Consistent 5* standards within their departments b. More skilled and confident staff c. Higher guest satisfaction ratings d. Fewer safety incidents e. More motivated team members f. Greater staff retention 3. Deliver a brilliant 3 day program! (Prepare, practice and polish your presentation!) 4. Give individual assessment feedback to each participant and respond to any concerns, insecurities, ambitions 5. Receive and post Monthly Departmental Training Calendars (part of Train The Trainer assessment) 6. Schedule the first Departmental Trainers meeting a. Invite the GM, EAM/RM, HOD’s, supervisors and new Departmental Trainers b. Review People Training Standard 3, present a suggested departmental training framework (see slide presentation in TTT folder on intranet); discuss reporting timeframes and frequency of Departmental Trainers meetings c. Place responsibility for it’s success primarily in the hands of the HOD’s d. Schedule next meeting 7. Ensure Monthly Training Calendars are being posted by 26th of each month and provide ongoing support at Departmental Trainers meetings. RESOURCES Apart from a normal room set up (lollies, water, pens etc.), try to organise the following resources for the program: · Video camera, tripod and disks – to video the final assessment for self evaluation. This is a very powerful way to improve performance. · Kempinski Training Folders · Access Kempinski Intranet: People Management · Daily workbooks should be hole-punched and put into the folders each day of the program · Trainers will then use these folders for filing all future training materials, session plans etc. · The folders give a very professional image and creates a positive perception about Departmental Training and the value Kempinski places on training SUGGESTED SCHEDULING · Day 1 & 2 to follow each other · Day 3 can be delivered up to 5 days later – this gives participants time to access the soft copy of the Task Breakdown/session plan template and re-write it in a MS Word format · Approximately8.5 hrs per day including 45 minutes lunch (e.g. 9am – 5.30pm) TOPICS Day 1 Day 2 Day 3 What is quality training? Write ‘B’ step Training Cycle Value of training to business Demonstrate ‘A & B’ Identify Training Needs Learning Theories Write ‘C, D, E’ of session plan Plan Monthly Calendar Writing a session plan Questioning skills Delivery Style Write ‘A’ step of session plan Giving feedback Review and Evaluate Demonstrate ‘A’ Demonstrate ‘ABCDE’ Records and Reporting Final presentation OBJECTIVES Generally, participants will be able to write and deliver training sessions for operational tasks, which incorporate effective questioning skills, participation by trainees, respect Adult Learning Principles and ensure good retention of learned skills. They will also have a good understanding of their role as a departmental trainer and be able to advocate for the importance of training to the organization. Specifically, by the end of this program participants will be able to: Day 1 1. List the characteristics of quality training sessions 2. Explain why Kempinski invests in training 3. Debate how the benefits of quality training outweigh the costs to business operations 4. Maximize how people learn by applying the following Learning Theories during training sessions: a. Adult Learning Principles b. Learning Styles c. Retention d. Multi-sensory Learning 5. Discuss the features of the ‘ABCDE’ session plan framework 6. Write and deliver an attention-grabbing ‘A’ step of their training session. Day 2 1. Explain the elements of ‘SMART’ standards 2. Write a logical Task Breakdown 3. Describe the features of effective questioning techniques 4. Explain how to respond to correct and incorrect answers given by participants 5. Identify the ‘sandwich’ technique for giving feedback 6. Write and deliver a 15 minute skills training session that: a. uses the ‘A B C D E” training format b. adheres to Adult Learning Principles c. maximizes retention d. respects different Learning Styles of participants e. demonstrates effective questioning skills and encourages participation 7. Give effective verbal and written feedback to participants Day 3 1. List the 5 stages of the Training Cycle 2. Identify Training Needs within their department 3. Explain the role of a Departmental Trainer 4. Write a Monthly Departmental Training Calendar that is responsive to business needs 5. Complete Departmental Training administration forms and processes 6. Write and deliver to the group a 15 minute training session that shows improvement in all areas from the previous presentation including: a. Delivery style b. Participation by trainees c. Flow of ABCDE steps d. Body language e. Confidence 7. Evaluate their own performance and the effectiveness of their training sessions TRAINING SESSION PLAN TRAIN THE TRAINER DAY 1 TITLE Train The Trainer TARGET GROUP Departmental Trainers, new supervisors DURATION Day 1 of 3 VENUE Training Room GROUP SIZE 8-12 TRAINED BY Training Manager DAY 1 OBJECTIVES By the end of this session participants will be able to: 1. List the characteristics of quality training sessions 2. Explain why Kempinski invests in training 3. Debate how the benefits of quality training outweigh the costs to business operations 4. Maximize how people learn by applying the following Learning Theories during training sessions: a. Adult Learning Principles b. Learning Styles c. Retention d. Multi-sensory Learning 5. Discuss the features of the ‘ABCDE’ session plan framework 6. Explain the elements of a ‘SMART’ objective and standards 7. Write a logical Task Breakdown 8. Write and deliver an attention-grabbing ‘A’ step of their training session. RESOURCES Every day Just for today Games Flipcharts, marker pens & blue tac Training Folder with Workbook Day 1,2,3 People Bingo Pen & highlighters per person McDonalds Case Role Play scripts x 4 Do you like your neighbour (if more than 10 people) AV Equipment: Data projector, CD player & music, Laptop, digital camera Silent Line-up Sticky Tape, hole punch, stapler, paper clips Slaps Chocolates for rewards( Stretches Table Toys: balloons, squeezy cush balls – things to play with Stop watch Attendance Sheet Print out Leading Quality Assurance (LQA) and some actual departmental Task Breakdowns and SOP’s for reference throughout the program. Participants can use it for writing task breakdowns, standards and when discussing Evaluating Training ROOM SET-UP: Cabaret, mints on tables, Water / tea, coffee. Arrange biscuits/danishes for morning and afternoon tea NOTE: Place all Departmental Training Templates on the shared drive for participants to access Outline Timing Content Pre-session set up Setting the scene (9am) 5 min Welcome & self introduction 20 min Icebreaker – People Bingo, Do you like your neighbour 20 min What: · Departmental Training · Course Overview · Assessment · Days Objectives Who: has prior experience? Materials – Workbook, library books Interest: share story to create interest Need: WIIFM (What’s In It For Me) Characteristics of quality training 15 mins How do you want this course to be run? · Good vs. Bad training · Training vs. Teaching Stretch break (10am) 5 min Stretch Break & Silent line-up to mix up tables Why we invest intraining 45 min -Definition -Benefits -Costs -Why do we train our staff? · People Management session (10 min) · Ranjit’s case study (25 min) · Costs vs. benefits (25 min) Morning Tea Break (11.10am) 15 min Morning Tea Break (or whenever required) Brief recap Learning Theories 70 min · Learning Styles (35 min) · Retention (10 min) · Adult Learning Principles (ALP) (20 min) · Multi Sensory Learning (5 min) LUNCH (1pm) 45 min LUNCH 10 min Energiser: ‘Slaps’ Re-cap: ‘Key things to remember’ ABCDE Session Plan 70 min Session Plan Overview: · ABCDE (25) · Demonstrate a 15 min session · ‘How’ vs. ‘What’ people learn (20 min) Stretch break 3 min Stretch Break: Stetches (whenever required) ‘A’ 30 min ‘How’ people learn · Choose a task · Write step ‘A’ of your session plan (20 min) · Group practise with stop watch (10 min) Afternoon Tea Break (4.00pm) 15 min Afternoon Tea Break (whenever required) Brief recap ‘A’ continued 45 min · Demonstrate to whole group (30 min -45 min depending on size of group) · General feedback from trainer (10 min) Stretch break 2 min Stretch Break: Dancing! (Whenever required) Assessment 10 min ‘Key things to remember’ Wrap-up (5.30pm) 5 min Tidy tables Link to tomorrow Wrap up DAY 1 20 mins prior to start Pre-session set up Music playing Flipcharts prepared AV equipment set up F/C 1 on wall – Days Objectives Opening slide on screen Slide 1 5 min Introduction WIIFM Welcome & self introduction 20 min Icebreakers – People Bingo, Do you like your neighbour? (See Kempi Games) 20 min · What we’ll cover today: · Departmental Training kick-off · Course Overview – Slide 3 & 4 · Assessment – see WB pg 2 (WB = workbook) · Days Objectives - F/C 2 · HOW we’ll work – participation, lots of questions and activities, stretch & smoke breaks, drink lots of water to stay focused, Evacuation – nearest exit, Focus on participation, good learning & fun. · Use of workbooks – take many notes – quiz at end of programme, the more notes you take the better you will remember the information. The quiz is ‘open book’ so your note will come in handy! We hope you enjoy the Training Folder – our gift to you! · WHEN does the session finish & have breaks · WHO is in the room with us today? Lets meet each other through a quick activity – Icebreaker · WHO: has prior experience? · Interest: share story to create interest · Resources available – Workbook: take many notes, library books, KempiGames · Need: (What’s In It For Me) Slides 3 & 4 WB pg 2 F/C 1 WB pg 2 15 mins Characteristics of quality training Table Team Activity Think of all the training sessions you have attended. - Identify the characteristics that made fantastic training sessions and write them on WB pg 9 - Then discuss and list all the characteristics of terrible training sessions and write on WB pg 9 Ask the group for their ideas and list them on a F/C – this is a list of how they would like to see the TTT program run, commit to doing your best to meet their expectations (where realistic) - the list also demonstrates their understanding of how adults learn (eg need for meaningful, applicable content – link back to this when doscussing ALP’s WB pg 9 5 min Stretch break (10am) Stretch Break & Silent line-up to mix up tables 45 min Definition Benefits of training Costs of training Training defininition Training vs. Teaching Table Team Activity as per Slide 5 - present to whole group and post FC’s on walls - refer to WB pg 10 after the activity Ask a participant/s to read aloud WB pg 11 Effects of not investing in training  Drop in standards  Mistakes  Breakage’s  Less productivity  Less efficiency  Reduced up-selling & cross-selling  Lower morale  Staff turnover  Bad reputation in the market  Ales fall  Business Closes!! - “So you can see how important our role is in the hotel. There are very good reasons why training is an integral part of good management and profitable businesses. You will play a vital role in this hotel as a qualified Departmental Trainer.” Slide 7 Slide 8 Slide 9 FC paper and pens per table WB pg 10 Slide 10 WB pg 11 15 min People Management session The reasons why Kempinski invests in training (Also a good WIIFM for participants regarding career opportunities) · People Training Standard No. 3 – read and discuss participants role in achieving this standard. Slides 11 - 16 Slide 17 WB pg 12 10 min Ranjit’s case study · Have participants take turns to read aloud · Table Team Activity: discuss and complete pg 16 · Discuss answers as a group – LINK to People Management strategy and Departmental Training as a way to avoid problems such as Ranjit’s Slide 18 WB pg 13 - 16 15 min Morning Tea Break (11.10am) Morning Tea Break (or whenever required) Brief recap Energiser game: Gotcha 35 min Learning Theories (see Appendix 1 for more information) Learning Styles · Participants complete pages 17 – 19 · Have participants identify which ‘fruit’ their highest number falls under - and stand in groups with everyone else of the same fruit · Explain concept of different learning styles– and read some of the characteristics of each group and ask if this is true for them Key point: We tend to train in a way that suits our own learning style BUT as trainers we must understand that everyone has different needs and must design session plans that embrace all styles. e.g. “I’ve TOLD her how to do it 100 time!” – yes, but if she’s a kinesthetic learner you will have to get him to DO it before she learns. LINK: back to Ranjits case study: Alan probably had a very different learning style to Ranjit and therefore delivered training in the style which suited him , not Ranjit. Slide 19 WB pg 17-21 10 min Learning Theories Retention Q: What do we mean by ‘retention’? A: The amount of new information learned, which stays in our memory · Explain diagram WB pg 23. · Key point: people must DO an activity to get maximum retention · F/C · Participants reflect on what it means for them as a trainer and write it on WB pg 23 (A: they have to get their trainees to practice the task) WB pg 23 20 min Adult learning Principles (ALP) · Have a participant/s read aloud the paragraph on ALP Q: How can we apply ALP in our training? A: · Checking for prior experience & knowledge at the start of the session · Identify clear objectives and show how they are useful to helping the adult achieve their goals · Validating trainees comments during the session – be respectful with all questions, answers and comments · Asking many questions to draw on past experience and opinions · Discuss the practical use of new skills & knowledge WB pg 24 5 min Learning Theories Multi Sensory Learning Q: What are the 5 senses? A: Taste, touch, smell, sight, hearing Q: How might you incorporate multi-sensory learning into your training session A: · Ensure they DO the task and talk about it and see it demonstrated · Have trainees examine, smell, touch and where relevant, taste the different products – very useful for F&B training · Have music playing during activities · Use the new Kempinski scent! ;) Participants complete WB pg 24 WB pg 24 45 min LUNCH (1pm) LUNCH 10 min Energiser: ‘Slaps’ See Kempi Games Re-cap: · Tick off Objectives covered so far on F/C 2 · Complete ‘Key things to remember’ WB pg22 – think of the key points, ideas and learnings from this morning and record them on pg 22. Don’t just list the topics – write the most valuable points you have learned 3 min ABCDE Session Plan (Trainers note: This is a just a brief overview of the ABCDE - each step will be examined more closely just before participants have to write that section of their session plan) Key point: Training is NOT just showing someone how to do a task We must write and deliver a training session that: · uses ADP’s (to maximize trainee attention) · uses effective instruction and questioning (to maximize learning) · allows trainees to practice (to maximize proficiency & retention) A session plan is the ‘road map’ for you when you are delivering your session. ABCDE is a great guide to ensure you deleiver a session that maximizes adult attention, learning, proficiency and retention See WB pg 25 & 26 for an example Session Plan – we use the traditional hotel operations Task Breakdown and add A, C, D & E stages to create a full session plan Slide 20 WB pg 25&26 2 min A ‘WINning’ the attention of the trainees – a great place to apply ADP’s · W = Welcome & What is going to be learned · I = Interest: show the end product, tell a storyshow a picture or diagram ANYTHING to make them feel interested in the topic · N = Need: WIIFM – what are the personal/professional benefits from attending this session Key point: Show your personality!!! SMILE ( Slide 21 3 min B Q: What’s an example of a task you might train someone in? A: (folding a shirt etc.) For someone to learn how to ‘fold a shirt’ correctly and to the appropriate standard, is essential that the trainer gives them sufficient information and detail about the task. In order to do this, the task must be broken down into steps Q: How do you eat an elephant? A: One bite at a time! …it’s the same with a task breakdown – it must be presented 1 step (or one bite!) at a time. It is important to ask lots of questions during this section to help the trainee learn. Q: Why does asking questions help a trainee learn? A: · It makes them think, draw on prior knowledge and experience, solve problems · Enga