Training For Dummies-80 PPTs-Key ideas

1. TRAINING FOR DUMMIES
By
ELAINE BIECH
Slides Prepared By
Indranil Bhaduri
Freelance Sales Trainer
Contact for Content Writing
Sales and Soft Skills Training
BUYINDRANIL@GMAIL.COM

2. Big Question
What is training ?
Training is about CHANGE. It is about
TRANSFORMATION. It is all about
LEARNING Training is a PROCESS designed
to assist an individual to learn new
skills,knowledge, or attitudes.

3. Do you have
what it takes to
be a trainer?

4. Role of a Trainer
Career coach
Facilitator
Chief learning officer
Instructional designer
Computer-based training Designer
Instructor
Corporate trainer
Courseware designer
Curriculum development Specialist
Executive coach
Organization development Specialist
Technical trainer

5. What do Trainers Do?
Two roles (DESIGN and DELIVERY )
Whether you design, deliver, or do a bit of
both, you have two aspects to master:
CONTENT
PROCESS

6. Do You Have What It Takes to
be A TRAINER?
• Are you willing to work longer than an 8-
hour day?
• Are you also willing to stay later than your
official “ending” time?
• Can you stand on your feet all day?
• Can you perform even when you feel lousy?
• Are you prepared to constantly give of
yourself without expecting to receive
anything in return?

7. Do You Have What It Takes to
be A TRAINER?Contd…….
• Can you be the perfect role model all the
time?
• Can you cope with constant logistic
problems?
• Are you prepared to encourage your
participants even when there is a lack of
management commitment?
• Can you deliver hard feedback?

8. Why Adults Learn
• Think back to the past 60 days. What is
ONE thing you learned?

9. Adult Learning Theory:
Malcolm Knowles
• Malcolm Knowles’ 6 assumptions
• Adults have a need to know why they
should learn something before investing
time in a learning event
• Adults enter any learning situation with
an image of themselves as self
directing, responsible grown-ups.

10. Contd…
Adults come to a learning opportunity
with a wealth of experience and a great
deal to contribute.
Adults have a strong readiness to learn
those things that help them cope with
daily life effectively.

11. Contd..
• Adults are willing to devote energy to
learning those things that they believe
help them perform a task or solve a
problem.
• Adults are more responsive to internal
motivators such as increased self
esteem than external motivators such
as higher salaries.

12. Bloom’s Taxonomy
KSA
knowledge (cognitive),
skills (psychomotor)
attitude (affective)
Trainers address three types of learning:
knowledge (K), skills (S), and influencing
attitude (A).

13. Who’s who?
• Trainer
Title given to adults who are the
learning catalysts so other adults may
learn new skills and knowledge.

14. Facilitators
• Facilitators:
Title given to adults who ensure
learners’ participation; sometimes
interchangeable with trainers but more
often used when little knowledge or skill
is dispensed

15. Presenter
Title given to adults who deliver
speeches at conferences or to larger
groups

16. Instructor
Title used for teachers in academia.

17. Teacher
Title most often given those who are
instructing children; pedagogical

18. How about those who are
receiving the training?
• Learners: A neutral term that can be used
for anyone gaining information.
• Participants: A general term used by
trainers to refer to anyone in a learning or
intervention session
• Trainees: Synonymous with participants;
most recently has been replaced by
“learners” or “participants.”
• Students: Used for young children;
pedagogical.

19. The Training Cycle
• Analysis
• Design
• Development
• Implementation
• Evaluation
• acronym ADDIE

20. Training Jargon
ADDIE/Andragogy /Assessment/Asynchronous
Training/Learning/Audiovisuals/Blended
learning/Bloom’s Taxonomy/CBT/Chunking
Criterion-referenced instruction/Delivery
method/Design/Development/Evaluation
Hard skills/Icebreaker/ISD/Job aid/KSA/
Learning objective/Learning style/SME/
Soft skills/Task analysis

21. Training Design :Stages
1.Assess and analyze needs
2.Develop learning objectives

22. STEPS of conducting a needs
assessment
• ASK
• Why?
• How?
• What?
• who?
• and when?

23. IMPORTANT
1.Identify a need or data to
investigate a problem
2.Determine a plan for gathering data
3.Gather the data (talk to people, read
books).
4.Analyze the data you collected
5.Make a decision (decide to go or not)

24. TIP
• No matter how extensive and
complete your assessment and analysis
are, it is always a good idea to
conduct a mini needs assessment at
the beginning of each session.

25. Blooms Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

26. GOOD objective must be
SMART
• Specific
• Measurable
• Attainable, yet a stretch
• Relevant
• Time-bound

27. FORMULA
• ABCDs
• Audience (who)
• Behavior (will do what)
• Condition (by when or some other
condition, such as with assistance)
• Degree (how well, if not 100 percent of
the time)
• Template:
• _______ will _______, by
_______, ________.

28. How Do I Begin?
STEP !
List all the learning objectives for the
session.This is the basis for the
content.
STEP !!
If you need to break the objectives
down to smaller, more manageable
units, do so now.

29. Step !!!
• Arrange the learning objectives into a
logical learning sequence.
• • Chronological
• • Procedural order
• • Problem/solution
• • Categories
• • General to specific
• • Simple to complex
• • Less risky to more risky
• • Known to unknown

30. Step !V
• Determine content, ensuring that you
have enough, but not too much.
• What do your learners need to know?
Need to do?
• What specific knowledge and skills will
help them achieve the learning
objectives?

31. STEP V
• Identify the BEST methodology
• role play OR
• Discussion OR
• Practice

32. STEP VI
• Develop or purchase the support
material you need to go along with
what will happen during the learning
experience.

33. STEP VII
• Conduct a pilot to determine what
needs to be changed or improved to
achieve success.

34. What else will your participants
expect in your design?
• Icebreaker: 15 minutes
• Introductions: 20 minutes (1 minute per person)
• Review agenda: 2 minutes
• Mini needs assessment: 3 minutes
• Introduce learning objectives: 10 minutes
• Clarify their expectations: 10 minutes
• Establish ground rules: 7 minutes
• Housekeeping information: 1 minute

35. How do you know which type of
activity to select?
• Knowledge
If you want people to gain knowledge about
something, furnish them with information
through these activities:
• Articles
• Literature
• Diagrams
• Audiotapes
• Buzz group

36. Skills
• If you want people to be able to do
something and acquire a new skill, help
them experiment by using these activities:
• Case studies
• Demonstrations
• Role playing
• Videos and practice
• Exercises
• Worksheets

37. ATTITUDE
If you want people to change their
values or priorities, assist them to
inquire into and observe the old versus
the new by using these:
• Instruments
• Role plays
• Debates
• Structured games
• Exercises
• Self-analysis

38. Training Design
• Make or buy? That’s the question!
• What should you know before you buy?

39. What should you know before you
buy?
• What’s the track record of the
company?
• What kind of support will you receive
from the company?
• Who is responsible for getting the
work completed?
• What’s the timeline for completing
the project?

40. SOME MORE………
• What, exactly, are you purchasing?
Participant materials? Trainer's guides?
Media support?
• What’s the quality of the materials?
• Does the program include a trainer’s
manual?
• Do you know how much you’re paying?
• How consistent are the objectives of the
program with the needs of your
organization?

41. FINALLY………
• Is the program rich in content?
• How will your most critical
participants view the program?

42. Showtime:
Delivering a Dynamic
Training Session

43. Facilitation and Presentation
What’s the Difference?
Are you a trainer or a facilitator?

44. Experiential learning activities
(ELAs)
• Step 1, Experiencing: Do something
• Step 2,Publishing: Share observations
• Step 3, Processing: Interpret
dynamics or concepts

45. Experiential learning activities
(ELAs)
• Step 4, Generalizing: Connect to real
life
• Step 5, Applying: Plan effective change

46. REACTing
• Relaxed and informal atmosphere
• Encourage participation
• Accept them where they are
• Communication is open, friendly, and honest
• Take control of their own learning

47. ShowTime
• Opening with a bang!!!!!!!!!!
• Creating a supportive learning
environment!!
• Getting to know your participants and
their needs!!
• Training and presenting like a pro!!
• Encouraging questions!!
• Using smooth transitions to move from
one place to another!!!
• Bringing closure to a training event!!!

48. What’s in a name: Five secrets
to remembering names
• Obtain a copy of the roster prior to
your training session. Read it over and
try to get a big-picture vision of how
many people, men, women, and names.
• Also look for names that may be
difficult to pronounce so that you can
take extra care to listen when they
introduce themselves.

49. What’s in a name: Five secrets
to remembering names
• Work the introductions
• Use name tents
• Use small-group time
• Play a game

50. Cheat……!!!!!!!!!
• Finally, when all else fails, do what I do
— cheat. Before the session starts I
draw a sketch of the room and the table
arrangement. As participants introduce
themselves, I jot the person’s name at
the corresponding place in the sketch. I
can use that later as I practice
everyone’s name. Participants feel good
when you use their names. Work at
remembering them.

51. What do they hear? The six Ps
• Projection
• Pitch
• Pace
• Pauses
• Pronunciation
• Phillers

52. What do they see?
• Body stance is one of the first things
participants notice
• Gestures
• Facial expression
• Eye contact
• Nervousness

53. NOTES: To USE or NOT to
USE?…Answer IS YES…………
• Use the trainer’s manual as your
guide.
• Use the participant manual/materials
as your guide.
• Develop your own notes.

54. Wrapping Up an Effective
Training Session
• Ensure that expectations were met
• Summarize the accomplishments and
gain commitment to action
• Send them off with a final encouraging
word — or two

55. Mastering Media and
Other Visuals
• Computer projection systems
• Videos and DVDs
• Overhead projectors
• Flipcharts
• Boards of all types (including electronic)
• Props

56. Training with Style
• Using Color to Evoke Emotions and
Energize
• Red says, “Pay attention!”
• Evokes happiness, cheerfulness, and
warmth.
• Blue creates a feeling of
reliability, trust, maturity, authority, peac
e, and tranquility. Dark blue projects a
masculine image, while light blue projects
youth. Use blue early in a session to
establish trust.

57. Contd…
• Indicates productivity, growth, youth, and
health
• Stimulates energy, enthusiasm, and
positive thinking
• Projects
assertiveness, boldness, passion, and
power.
• Usually indicates
cleanliness, honesty, innocence, or
goodness.
• Creates feelings of independence and
solidarity

58. Contd..
• Indicates strength, support, solidly
earthy, and a lack of superiority.
• Light pink indicates femininity and fun.
• project elegance and an image of status.
May also suggest riches.

59. AUDIENCE :Managing disruptive
types
• Movie Stars
• Movie Stars like attention and want to
be the center of the action.
• Deserters
• Comedians Comedians, the class
clowns, may also be looking for attention
through humorous remarks.

60. AUDIENCE
• Blockers
• Blockers are the naysayers in the group.
They are the ones who are negative and
don’t believe anything will work.
• Attackers
• Attackers toss out barbs directed
toward the trainer, other
participants, or the content.

61. Dominators
Dominators take up much air time by
talking, sometimes repeating
themselves,and sometimes speaking
slowly and in great detail.

62. A 15-second relaxer
Try this relaxation technique. It takes
only 15 seconds and works in almost any
situation when you need to reduce
anxiety.

63. A 15-second relaxer
1. Lower your head so that you’re
looking straight down.
2. Squeeze your thumb and index
fingertips together on both hands.
3. While squeezing your thumb and
finger, inhale deeply while silently
affirming, “I am calm and relaxed.”

64. A 15-second relaxer
4. Exhale slowly, relax your
fingers, and tell yourself, “I am
prepared and confident.”
5. Repeat four times as you visualize a
successful training session.
6.Lift your head and smile to whoever
is in your eyesight.

65. Evaluation
It’s Not
Over Yet!

66. Evaluation
• Level I: Reaction
• Level II: Learning
• Level III: Behavior
• Level IV: Results
• Level V: Return on investment

67. ROI: What’s All the Hype?
In recent years a fifth level has been
added to Kirkpatrick’s Four Levels of
Evaluation: return on investment (ROI).
Trainers face a persistent trend to be
more accountable and to prove their
worth!!!!

68. What’s the ROI process?
• 1. Collect post-program data.
• 2. Isolate the effects of training.
• 3. Convert data to a monetary value.
• 4. Tabulate program costs.
• 5. Calculate the ROI

69. TRAINER…….DO IT YOURSELF
• Become a Lifelong Learner
• Consider certification
• Attend conferences
• Join an association or a group
• Create mentoring opportunities
• Train with a partner
• Read
• Go the Extra Mile: Stay on Top
• of Your Game!

70. Ten core skills of a master
trainer
• 1. Make and keep commitments. This
means that a “yes” is a “yes” and a “no” is a
“no.”
• 2. Face each day with a positiveattitude.
• 3. Persist until you succeed.
• 4. Have a clear positive self-image.
• 5. Multiply your value 100-fold.
• 6. Treat this day as if it were your last.

71. Ten core skills of a master
trainer
• 7. Master your emotions
• 8. Laugh at the world and yourself
• 9. See a need, take action.
• 10. Seek guidance
Read Og Mandino’s book, The Greatest Salesman in
the World. This book is less about selling and more
about developing the personal skills needed to
succeed in any job.

72. What’s to know about e-learning?
• Computer-based training (CBT)
• CD-ROM courses
• Web-based training (WBT)
• Performance Support System (PSS)
• Electronic Performance Support System
(EPSS)
• Distance learning
• Distributed learning
• Webinars

73. Tips to Start Off
on the Right Foot
• Establish a Climate Conducive to
Learning
• Clarify Participants’ Expectations
• Introduce the Content
• Surprise!
• Introduce Participants
• Learn About the Group

74. Tips to Start Off
on the Right Foot
• Establish Ground Rules
• Confront Any Issues
• Establish Your Credibility and Style
• Take a Break!

75. Ten Ways to Increase
Participation
• Begin to Encourage Participation Right
from the Start
• Cards for the Shy and Faint of Heart
• Give Your Role Away
• Participation; Repeat, Participation
• On Your Feet!
• Say a Lot without a Word

76. Ten Ways to Increase
Participation
• Remove the Tables
• Attention-Getting Answers
• The Quietest
• Participation Right to the End

77. Ways to Save Time
in the Training Room
• Consider the Relationship of Time to
Small Groups
• One Activity, Two (or More) Objectives
• Different Pace for Different Folks
• Cut Out the Fat
• Use Timekeepers

78. Ways to Form
Small Groups
• Count Off
• Go to Your Corners
• Personal Data
• Secret Codes
• Code the participants’ materials in
various ways. Purchase stickers and
place them on the training materials

79. Adding
Humor to Training
• I’m Lost!
• Don’t Be Original!
• All of your humor does not need to be
original. In fact, it may be better if
someone else has tested it for you.

80. 10 Icebreakers That Work
• Bingo
• Expectations
• Hopes and Fears
• Introduce Me, I Introduce You
• Go to Your Corners
• Little White Lie
• Personal Coat of Arms

81. TRAINING FOR DUMMIES
By
ELAINE BIECH
Slides Prepared By
Indranil Bhaduri
Freelance Sales Trainer
Contact for Content Writing
Sales and Soft Skills Training
BUYINDRANIL@GMAIL.COM