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There is 1 pending change awaiting review. There is 1 pending change awaiting review. A formal training manual ensures consistency in the presentation of the training program. Another major advantage is that all the training information on skills, processes, and other information necessary to perform the tasks is together in one place. Training manuals should support the training objectives.An effective manual:It could also include information or checklists on preparation for the session. The trainee’s version will have the basic text, examples and exercises, as well as space for making further notes.First, organize the contents into a logical sequence of topics. Break down the topics into smaller segments that describe a task, procedure or concept. Include an overview on how to use the manual. As preparation for the training session give a list of key points or a summary of what is going to be covered at the start of each chapter.Use short sentences and phrases and be straight to the point, Numbered steps are easier to follow than long paragraphs. It also adds visual interest. Illustrations should be in proper proportion to nearby text. A good index makes the manual usable as a reference work for future use. Implement any suggestions if appropriate.On the title page the following should appear: Name of the manual, author(s), company name, publishing date. A copyright notice can be included, as well as acknowledgement of contributors if appropriate.Good page layout increase readability and make the information more accessible.That is part of organizing the content in a logical order. Avoid too many separate elements on the page. Use close proximity to indicate unity between items. Use white space to separate unrelated items All the elements (text and graphics) should appear unified and interrelated by their placement on the page. It also unifies the different part of the manual and creates visual interest.
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Contrast is created by the use of fonts, line thickness, colours, shapes and space. Create a strong contrast to be effective. Fonts can be in italic, bold, light, heavy, or condensed versions. Titles, headings and subheadings should be in a larger size font than the body of the text. When combining different fonts, use fonts that are clearly distinct to create contrast. It is often recommended to use a sans serif font for headings and a serif font for the body of the text. When used judiciously it increases learning and retention. Avoid overuse of colour as it loses its interest value. The following techniques might be helpful:This is especially appropriate for a bulky manual that is to be used over several sessions. The manual can be updated easily, which adds to its reference value. As it follows the checklist it makes reviewing easy while training is ongoing. Illustrations are difficult to incorporate in the text, which have been handled as handouts to overcome this restriction. Some of the handouts lend themselves to appendices, such as the 'OSH guidelines' in the example. Since this manual has only three main sections with all the handouts filed after each section, it is still easy to handle, especially with the detailed index in the front of the manual. If it had more sections, then this format would be cumbersome to use. Although a detailed index would enhance its reference value in the workplace, this isn't the ideal format to use for future reference.When borrowers return their items, the items are discharged, resulting in the removing of the items form the borrower's record. Once the discharging is done, the displayed message will indicate what must be done with the discharged item.Different commands will be displayed on the Circulation Services screen.The date for discharging will be displayed and the system is now ready for discharging items.Slide the book past the scanner to wand in the barcode number of the book.
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Read the message on the screen and place the discharged book in the appropriate place.The illustrations are at the appropriate places which makes it easy to follow the text. The text tend to be 'wordier' than in the succinct bulleted style of the previous example. This format is good for future reference in the work place. It is also suited for describing more complex tasks and concepts. To assist navigation, a detailed index is essential, especially when it contains many sections.Policies and guidelines Contact us By using this site, you agree to the Terms of Use and Privacy Policy. The eLearning niche is vast, and you will find numerous theories, models, and resources that have worked for different experts. Each framework has its own advantages and disadvantages, and the choice of which to use will depend on which model works best for you, your company, and your learners. It allows you to communicate the purpose and reason behind a strategy. A framework gives you the birds-eye view of all the major components that have to be included in the course. However, the truth is that most designers still use ADDIE as a process for creating eLearning courses. Each phase of the model offers an opportunity for iterations and changes before moving to the next one. Here is a brief description of each step of the ADDIE process: Analysis drives design and the development process. IDs collaborate with the client and evaluate the impact of the course based on learner feedback, surveys, and even analytics. The whole ADDIE process is repeated. Proposed by David Merril in 2002, this framework holistically integrates five principles of learning, namely: Let them practice and learn from their mistakes. Let them see how your new material works in concrete situations These events follow a systematic instructional design process, creating a flexible model where events can be adapted to cater to different learning situations.
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As you can see, there's a new category at the top (Creating), three categories were renamed, and the categories are expressed as verbs instead than nouns. Ask questions about what they would like to improve. What are their goals for the training? Or is there a gap between the goals or standards of the organization and what the learner is doing? Alternatives to instructor-led training could be reading assignments, Web-based training, self-study plans, cross-training by a colleague, or even performance counseling.Issues to address include:Ask them for feedback about how well the training met their needs and about what it was like working with you. CDC twenty four seven. Saving Lives, Protecting People The goal of training is to improve the learner’s competence, capacity, and performance. Training uses communication and education techniques and tools to provide the learner with the knowledge and attitude to build skills. Using a systematic process for training development ensures that you follow key steps for successful development, provides a guide for managing the training project, and helps support communication about the project with your team. Use the specific framework or model that fits your training needs, that you are most comfortable with, or that your organization prefers. The cyclical model has five stages: Analyze, Design, Develop, Implement, and Evaluate. Each stage has a deliverable that feeds into the next stage and includes opportunities to gather feedback that informs training development. Stories behind workshop plans, post-its and markers.Have you been wondering about: Why create a train the trainer program at your organisation. How to design a train the trainer course. What are the essential ingredients of a train the trainer course. With this comprehensive post, we’d like to support you on your path to designing a train the trainer workshop.
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You will find a detailed breakdown of a 7-day, intensive train the trainer program including essential theories and concepts, practical tips and activities. And all this with a detailed explanation of why the course is designed as it is. Train the trainer courses can vary in length, scope, and design, though we hope you can take some inspiration from seeing a full intensive train the trainer course and build a program suitable for your needs. Have questions about train the trainer. See our FAQ section for quick answers to your burning questions about train the trainer courses. 10 topics to include a train the trainer course We will cover important elements of a train the trainer curriculum in this guide, such as: Team building Basic Presentation and Facilitation Skills Training Design principles Visualisation Learning Space Design Classroom Management Group Facilitation, Interaction and Group Dynamics Put on your trainer goggles and let’s get started. Save time with our train the trainer template. The Train the Trainer Model In our ever-changing world, one of the biggest challenges organisations face is how to stay on top of their game while adapting to new markets, new requirements and environments. To stay competitive, their workforce needs to be up-to-date with the latest trends and technologies, so it is not uncommon for employees to attend trainings in the workplace. A lot of training sessions call for a lot of trainers. Thus, unless you have an endless budget to hire external trainers, you might be better off training your own internal experts who can transfer skills and knowledge to other employees. A competent and skilled group of internal trainers will also help a lot in supporting any future change and transformation initiatives that your organisation might undertake. Additionally, having internal trainers allows an organisation to pass on domain or organisation-specific knowledge from experienced employees to newer ones.
The train the trainer model provides an effective strategy to equip employees and subject matter experts with new knowledge on how to teach others and how to foster an environment where everybody feels welcome to improve their skills. Types of Train the Trainer Courses Our team members at SessionLab have both participated in and organised various train the trainer events over the past years. Train the trainer courses are among the most challenging and comprehensive types of training courses. That is why we love designing and delivering them! ?? Perhaps you need to design short, 2-3 day programs aimed at equipping subject matter experts with training design and facilitation skills. Or maybe you are preparing a 2-week-long intensive train the trainer course to develop competency in designing and delivering soft skill training sessions. In either case, there are a lot of interesting questions about how to build up an effective program. We have had the opportunity to observe a wide range of train the trainer programs at several international NGOs, and from them we have drawn some best practices outlined in the next chapters. Let’s start with a brief categorisation. There are a myriad of options on how to structure a train the trainer course depending on your needs and timeframe. The goal is to empower trainees to deliver effective training sessions in their own fields of expertise. This is particularly useful if you have a diverse group of trainees who won’t need to work as a team later on but want to learn much of the advanced content of a train the trainer course. Trainees are usually expected to design and deliver sessions on a wide range of non-technical topics (e.g. “soft skills” training sessions). This format is particularly useful if your group of trainees will work together in the future, as the length and intensity of the event will accelerate their team development.
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Train the Trainer Course Agenda Overview While there is no single best way to design a train the trainer event for each of the categories above, we have created a high-level template agenda to show the essential topics we would include in a train the trainer program over the course of a week. The agenda below is optimised for a live week-long event, but you might also break this down into smaller blocks over a more extended period. Train-the-Rrainer Event Agenda Overview First, let’s start with the length of the event. 7 days? That sounds like a lot of time to ask of both participants and the organisation. And funding such an initiative is a big commitment. Remember, the people you train to become trainers themselves will make a tremendous impact on your organisation. They will likely train hundreds of people each year. That adds up to thousands of employee hours spent on training. Makes sense to ensure they will be trained by someone competent, right. In the course agenda above, you will find the most essential elements of a train the trainer program designed into a coherent flow. Day 2: Trainees will be introduced to essential training design principles and will design the agenda for their first Practice Training session. Day 3: The focus is on equipping your trainees with practical skills for creating and using visuals in their upcoming training sessions and giving useful tips on how to manage the delivery itself. In the afternoon, everyone has their Practice Training delivery session and receives feedback from the trainers. Day 6: Your trainees deliver their Final Training session (2-hour sessions) and receive feedback. You finish the day highlighting their future path and opportunities as a trainer in your organisation. Close the event with a neat official ceremony. Check out the detailed schedule and download the complete train the trainer event agenda template in SessionLab.
And now, let’s dive into a day-to-day breakdown of the agenda with a detailed explanation about what each session is for. This is the right moment to present the agenda and discuss the expectations you have of your trainees. Make sure also to discuss the expectations the trainees themselves have of the course. Whatever you do as a trainer during a particular session does not only serve the purpose of that specific session, it also models to your trainees how to do certain things as a trainer. For instance, when you collect expectations during the kick-off, it has a double purpose: Collect, review and align expectations from participants and yourself (needs assessment) To demonstrate how to collect, review and align expectations at any given training session. Beware: trainees still primarily need to be active participants in your course and not just observe the process from the outside. Team Building It is always useful to have some time dedicated to team building before things get serious and the intense learning begins. Team building activities enhance group cohesiveness and help participants get to know each other. It is often an integral part of training courses because it creates a safe, welcoming atmosphere and helps participants check in to the event mentally. This is an important learning point for your trainees. Now, should you plan just a few activities to warm up the group and break the ice, or do you need a more elaborate process to facilitate the forming of a real team. This really depends on what your organisation needs. If the group of trainees will be working together in the future, then you might want to put an extra accent on team building. Lastly, it is highly useful for your participants to experience a few practical team building activities themselves so they will already have a few familiar tricks up their sleeves when they need a team building game for one of their future sessions.
During this intro day, participants are given the opportunity to present what they prepared. You might even brief them to facilitate a short discussion afterward so that you get an initial idea of what their facilitation skills are like. And the big benefit is that it enables you to tailor the next day’s skill development session to their specific needs. In general, this intro day may range anywhere from 1-2 hours to a full day. If you need to do thorough team building and want to take advantage of the initial presentation activity, then you may take the whole day. Otherwise, you can just do the essential Introduction and Expectations sessions to kick off the course. Essential Skills Practice (Day 1) Most of the time spent at in-classroom training can be divided into a few distinct interaction types: you present as a trainer you facilitate a discussion your participants work on an exercise either alone or in groups. This is why we have included one session to focus on presentation skills practice and another session to cover the most essential facilitation skills. Agenda for Day 1: Practicing Essential Skills: Presentation, Facilitation and Giving Feedback Presentation Skills Practice As a trainer, you will frequently have the responsibility of standing in front of the room and presenting material. The amount of time you spend presenting theory as a trainer may vary largely on the types of training sessions you will run. But in any case, it is important to have solid presentation skills to be able to introduce concepts and theories in an understandable, structured way. The point of this session is to practice both how to structure a presentation and to practice different aspects of presenting, such as body language, voice and eye contact. Your trainees should get an opportunity to deliver short (a few minutes) presentations in front of each other and receive feedback from the group on their performance. And what is better than practice. More practice! ??
BAUGHERS.COM/ckfinder/userfiles/files/contractor-health-and-safety-manual.pdf
So, after learning some tips from you, they will have another round of presenting and receiving feedback. It is best to do this exercise in small groups of 4-6 participants. Verbal Tools for Training Facilitation Importantly, each trainee should have an opportunity to facilitate a group conversation during the session. While they facilitate, they should apply the various facilitation techniques they have learned. Most of the time, your participants will have varying levels of experience, so you can choose between these different tactics: Design a session that covers the basics of presentation and facilitation and includes plenty of opportunities for practice and feedback. This allows everyone to learn tips and tricks from one another, and more experienced trainees can help younger ones. Keep in mind, this requires that you really have a prior opportunity to properly observe and evaluate the skills of your trainees before the session. It is very important here that you as the trainer evaluate participants personally and do not rely solely on self-evaluations from the trainees themselves. Lastly, you can benefit a lot from a short session that gives a shared baseline for your preferred method of giving feedback. People often have very mixed views about feedback, so it’s useful to get everyone on the same page and use one (or a few) models consistently during the event. How to Design a Learning Experience (Day 2) One of the most essential skills for any trainer is to know how to structure and build a training session to be engaging and effective. It is important to understand the basics of how people, particularly adults, learn, what kind of learning styles they may have, and how to design a training program that respects different learning styles while also covering your learning objectives.
These are topics that could be their own full course; however, when there is only one day to cover the basics and give actionable learning during a train the trainer program, we would include the following: How to conduct Needs Assessment Setting Learning Objectives Learning Styles: introduce a learning styles theory (for instance, Kolb and 4MAT) that you prefer your trainees to follow. Guide participants through the design process with this framework. Schedule Design How to design an exercise Agenda for Day 2: All about Training Design Adult Learning Before jumping into the detailed design of this day’s agenda, let’s have a quick look at adult learning. There are a few general principles that can help you orientate yourself while designing your training sessions for your train the trainer course. When we learn as adults, it is a different experience than when we were children. We are better able to make decisions, draw conclusions, and recognise patterns. We are less likely to do something just because, because we expect logical reasons and arguments to do it. Malcolm Knowles, an expert in adult learning, identified four principles that help us create an environment where adults learn best. Adults need to be involved in the planning and evaluation of their training. Experience, including mistakes, provides the best basis for learning activities. Adults are most interested in learning subjects that have immediate relevance and impact on their job or personal life. Adult learning is problem-centered rather than content-oriented. These are key principles that should always be kept in mind when designing training sessions, so getting these clarified early in the training program gives a useful reference point. And now let’s review how to proceed with a full day that is dedicated to the topic of Training Design. Needs Assessment Before you start preparing for any training project, you need information in order to know exactly what is expected of you.
You need to understand what the needs of the participants are: what are their current situations, and what do they want to improve. Sometimes a training is not going to fulfill certain needs, and this is something that must be considered by, and communicated early to, your trainees. When and where the session will take place Logistics (rooms, equipment, visuals, etc.) You can explain to your trainees that the methods of their needs assessment will primarily depend on the time they have and the availability of their future participants. Surveys and interviews with key stakeholders, including the sponsor of the training and key participants, are essential tools toward getting a good understanding of the group’s needs. When there is finally enough information to work with, it is time to craft that information into learning goals. Course Note: Due to the constraints of this specific train the trainer course (participants have already picked the subject of their practice delivery by this time), trainees will not have the opportunity to do a real needs assessment here. So, the focus of this session is to communicate the proper mindset and approach to needs assessment. Setting Learning Objectives Every training session needs clear Learning Objectives, and in this session trainees will practice how to formulate sound Learning Objectives. Fulfilling the Learning Objectives will be the most important guideline for the rest of the preparation process. In fact, as a principle, your trainees should learn to keep their Learning Objectives fixed and the content and process flexible in order to facilitate great learning experiences. In general, the Learning Objectives should come out of the needs assessment. It frequently happens that you can’t address every need and expectation, but that’s perfectly okay. It is better to have fewer goals that are attainable than have too many goals and shift the topic every 15 minutes.
A practical way for your trainees to familiarise themselves with setting learning objectives is if they start working on their Practice Training and set the relevant learning objectives. When setting up Learning Objectives for a training session, they should be measurable, so the trainer can decide at the end of the training if the goals were achieved or not. Giving your trainees an exercise to set up their SMART goals will help make objectives measurable so they can decide at the end of the training what went well and how to improve on the session next time. If you prefer a different method to set goals, then go ahead with that one. The essence of this session is the importance of just setting goals, even if they’re based on a different model. Learning Styles When dealing with a group, it is essential to know that most people learn and acquire knowledge in their own way. To fully involve everyone in a training session, trainers need to create an environment where every participant is able and welcomed to learn. Often times, an organisation may already have a preference for a model they already use for planning training programs. If not, then you have an opportunity to choose which model you prefer. For this template agenda, we would go with either the Kolb cycle or 4MAT. We have found that they work well for teaching structured agenda design at train the trainer events where there are time constraints, as in our course agenda. If you have already chosen a different one, just switch to the model you prefer in this block of the train the trainer event. What is important is that your own trainer team must be confident and knowledgeable in using the learning styles framework you choose. The Kolb Cycle David Kolb created his learning styles model more than 30 years ago. His experiential learning theory works on two levels: a four-stage cycle of learning and four separate learning styles.
The Kolb cycle emphasizes the cognitive process of how people go through an experience to form patterns based on that experience. Therefore, the Kolb learning style theory is presented as a learning cycle with four stages where learners should go through the full cycle. Effective learning happens when a person progresses through a cycle of four stages in the following sequence: Having a concrete experience Observing and reflecting on that experience Formulating abstract concepts and general conclusions Testing the hypotheses in future situations (based on the conclusions generated), resulting in new experiences. The Kolb Experiential Learning Cycle and Learning Styles It is important to ensure that activities in a training session are designed in a way that allows each learner to engage with the content in the style that suits them best. Ideally, a training session agenda should be developed in a way that includes each stage and offers a balance of these stages in the process. Kolb’s learning theory also sets out four distinct learning styles that are based on the experiential learning cycle. These learning styles are determined by two fundamental aspects: how we approach a task and what our reactions to it are. You may dive deeper into individual learning styles, although it is important to note that the key takeaway here is the balanced design of a training session. Primarily, the role of the Kolb cycle is to provide a framework for you and your trainees to include activities in a training plan in a way in which participants will have the opportunity to engage with a concept in different ways. The 4MAT Model Another popular theory, building further on the Kolb experiential learning cycle, is the 4MAT model. Regarding training design, the underlying idea is very similar to the Kolb cycle. When designing a training session, try to incorporate the complete 4MAT cycle for each learning block you have.
In practice, it looks like this: Assign an initial experiential exercise that lays the foundations of why a particular topic will be relevant. (This includes the debriefing of the activity.) Provide the theory, and explain what the concept is. Give opportunities for participants to practice how to apply the knowledge they have learnt. This practice may take place with close mentoring, as the focus here is on learning a particular skill. Provide an opportunity for participants to adapt the freshly-learned skills themselves. What if they try applying their new skills in a new context. You may find more details on the 4MAT framework at the 4MAT for Education and 4MAT for Business sites. The Learning Styles Debate Which Learning Styles theory should I go with. Or should the question rather be the following: Are Learning Styles a myth. Are they worthy of the time and effort at all. There is a long-standing controversy about the validity of learning styles theories. Resources are readily available about debunking learning styles. As a trainer, it is your responsibility to take your own professional stance on the topic of learning styles. While opinions may vary, there are some takeaways that might be helpful for your trainees. Possibly the biggest misuse of learning style theories is to label learners with a particular learning style. This often encourages them to resist certain exercises that they consider not aligned with their learning style. The essence of applying a particular learning styles theory should be that you provide multiple ways for your training participants to familiarise themselves with the topics you are teaching and to demonstrate their understanding of those concepts. So to sum up the Learning Styles discussion, make sure you teach your prospective trainees to provide multiple ways to engage with a topic in the training sessions they design.