Train-the-Trainer（英文版）

1、Train-the-Trainer1Train-the-TrainerT3-010Train-the-Trainer2How 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-cli

2、ck 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 Content

3、s.Train-the-Trainer3Change RecordNumber: Description of ChangeEntered ByDateTrain-the-Trainer4Course Mission StatementThis 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

4、facilitator within the classroom.Train-the-Trainer5Terminal ObjectivesAt the completion of this course, the trainee will be able to:Identify and describe a learning process, learning styles, and learner characteristicsIdentify and apply appropriate training styles for the training environmentApply a

5、ppropriate presentation skills to ensure effective communication and successful training deliveryDevelop facilitation skills to monitor trainees participation, obtain feedback, and improve performance in the classroomIdentify and apply the techniques provided in managing the classroomTrain-the-Train

6、er6Table of ContentsIntroduction to Train-the TrainerLesson 1: Learning StylesLesson 2: Trainers & Adult LearnersLesson 3: Presentation SkillsLesson 4: Facilitation SkillsLesson 5: Classroom ManagementCourse ReviewTrain-the-Trainer7Introduction to Train-the-TrainerTrain-the-Trainer8Styles in Tra

7、iningLearningInstructingTrain-the-Trainer9Presentation and FacilitationPresentation 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.Train-the-Trainer10Managing Cla

8、ssroomsClassroom management addresses a number of areas:Facilities and EnvironmentInstructional AidsMomentum and FlowTrain-the-Trainer11Lesson 1: Learning StylesTrain-the-Trainer12Lesson 1: ObjectivesTerminal Objective: Identify and describe a learning process, learning styles, and learner character

9、istics.Identify major concepts in the learning processDescribe four main learning stylesList learner characteristicsTrain-the-Trainer13Lesson 1: Enabling Objective 1.1Knowledge: Identify the major steps that occur within the learning process.Train-the-Trainer14SituationLesson 1 Concept: Learning Pro

10、cessLearner: Practice ExperimentationEvaluationReasoning & ReflectingLearner:Changed & More ExperiencedLearner:Relatively UnchangedExperienceMemorizationJarvis 1987Learning is a change in behavior and cognitive abilities.Train-the-Trainer15Lesson 1: Enabling Objective 1.2Knowledge: Describe

11、four learning styles with their attributes and related characteristics.Train-the-Trainer16Exercise 1.1a: “Whats Your Orientation?” feeling. watching. thinking. doing. TOTALSI am receptive and open-minded.I am careful.I analyze ideas.I am practical.I like to observe.I evaluate things.I like to be act

12、ive. AEI can try things out for myself.I am an accepting person.I am a reserved person.I am a rational person.I am a responsible person.a chance to try out and practice.I feel personally involved in things.I take my time before acting.I like ideas and theories. I like to see results from my work. CE

13、 RO ACrelationships.observations.rational theories.I rely on my feelings.I rely on my observations.I rely on my ideas.I get involved.I am open to new experiences.I am an observing I am a logical person.I am an active person.I look at all sides of issues.I like to analyze things.I like to try things

14、out.I am an intuitive person.I have strong feelings and reactions.I am quiet and reserved.I tend to reason things out.I am responsible about things.I like to think about ideas.I like to be doing things.I trust my hunches and feelings.I listen and watch carefully.I rely on logical thinking.I work har

15、d to get things done.The learning style inventory describes the way you learn and how you deal with ideas and daily situations. Below are 12 statements with a choice of four endings. Rank the endings for each statement according to how well you think each one fits with the way you go about learning

16、something (i.e., recall some recent event were you had to learn something new). Then using the spaces provided, rank each response using a 4 for the ending that best describes how you learn, a 3 for the next best statement, a 2 for next to the least best, and a 1 being the least best of the choices.

17、 Please rank all the endings and DO NOT make any ties. After completing the choices, total up each column and put some sum on the TOTALS row.9. I learn best when:10. When I am learning:11. When I learn:1. When I learn:2. I learn best when:3. When I am learning:4. I learn by:Example: 0. When I learn:

18、 4 I am happy 1 I am fast 2 I am logical 3 I am careful12. I learn best when: 5. When I learn:6. When I am learning:7. I learn best by:8. When I learn:I like to deal with my feelings.I like to watch and listen.Train-the-Trainer17Exercise 1.1a: Your Orientation4132214341232341143214322143412323411432

19、2314341228303032 feeling. watching. thinking. doing. TOTALSI am receptive and open-minded.I am careful.I analyze ideas.I am practical.I like to observe.I evaluate things.I like to be active. AEI can try things out for myself.I am an accepting person.I am a reserved person.I am a rational person.I am

20、 a responsible person.a chance to try out and practice.I feel personally involved in things.I take my time before acting.I like ideas and theories. I like to see results from my work. CE RO ACrelationships.observations.rational theories.I rely on my feelings.I rely on my observations.I rely on my id

21、eas.I get involved.I am open to new experiences.I am an observing I am a logical person.I am an active person.I look at all sides of issues.I like to analyze things.I like to try things out.I am an intuitive person.I have strong feelings and reactions.I am quiet and reserved.I tend to reason things

22、out.I am responsible about things.I like to think about ideas.I like to be doing things.I trust my hunches and feelings.I listen and watch carefully.I rely on logical thinking.I work hard to get things done.The learning style inventory describes the way you learn and how you deal with ideas and dail

23、y situations. Below are 12 statements with a choice of four endings. Rank the endings for each statement according to how well you think each one fits with the way you go about learning something (i.e., recall some recent event were you had to learn something new). Then using the spaces provided, ra

24、nk each response using a 4 for the ending that best describes how you learn, a 3 for the next best statement, a 2 for next to the least best, and a 1 being the least best of the choices. Please rank all the endings and DO NOT make any ties. After completing the choices, total up each column and put

25、some sum on the TOTALS row.9. I learn best when:10. When I am learning:11. When I learn:1. When I learn:2. I learn best when:3. When I am learning:4. I learn by:Example: 0. When I learn: 4 I am happy 1 I am fast 2 I am logical 3 I am careful12. I learn best when: 5. When I learn:6. When I am learnin

26、g:7. I learn best by:8. When I learn:I like to deal with my feelings.I like to watch and listen.Train-the-Trainer18Lesson 1 Concept: Learning OrientationExperiential Learning CycleCEExperiencingFeelingROProcessingWatchingACGeneralizationThinkingAEApplyingDoingTrain-the-Trainer19Lesson 1 Concept: Kol

27、bs Learning StylesDiverger:Imaginative AbilitySmall Group DiscussionBroad InterestsConverger:Practical ApplicationTechnical IssuesIndependent Assimilator: Theoretical Models Abstract Concepts Research Oriented Accommodator: Hands-On Adaptable Intuitive Problem SolversTrain-the-Trainer20Lesson 1 Conc

28、ept: Learning StyleExperiential Learning CycleCEExperiencingFeelingROProcessingWatchingACGeneralizationThinkingAEApplyingDoingAccommodatorDivergerAssimilatorConvergerTrain-the-Trainer21Lesson 1 Concept: Other StylesReflective / Impulsive“Windshield Wiper”Holistic / SerialistDependent / Independent R

29、egardless of the perspective Learning Styles Vary!Train-the-Trainer22Lesson 1: Enabling Objective 1.3Knowledge: List the five common learner characteristics and some of their attributes.Train-the-Trainer23Lesson 1 Concept: Learner CharacteristicsReservoir of ExperienceVolume and DiversityReadiness t

30、o LearnMotivation & WIIFMOrientation to LearningProblem-centeredSelf-ConceptRisk AssessmentDefense MechanismsAbility to LearnStyle and ProcessingYouthfulnessVS.WisdomTrain-the-Trainer24Lesson 1: ReviewReview Question 1: The objective within the learning process is?Review Question 2: List the fou

31、r learning styles and an attribute of each?Review Question 3: List five learner characteristics. Train-the-Trainer25Lesson 2: Trainers & Adult LearnersTrain-the-Trainer26Lesson 2: ObjectivesTerminal Objective: Identify and apply appropriate training styles for the training environment.Identify f

32、our instructional approachesDescribe three instructional stylesList the characteristics of learningDescribe the principles in learningIdentify the levels in learningTrain-the-Trainer27Lesson 2: Enabling Objective 2.1Knowledge: Identify the four instructional approaches and their characteristics.Trai

33、n-the-Trainer28Lesson 2 Concept: “The ApproachSocialization Mentoring BEHAVIORISTCOGNITIVISTHUMANISTSOCIAL LEARNINGProcess viewChange in behaviorInternal mental process Comprehensive personal self-fulfillmentInteraction and observation within a social settingLocus of controlStimuli in external envir

34、onmentInternal cognitive structuringAffective & cognitive needsInteraction of person, behavior, & environmentPurpose of educationProduce behavioral change in desired direction Develop capacity and skills to learn betterBecome self-actualized, autonomousModel new roles & behaviorInstructo

35、rs roleArranges environment toelicit desired response Structures content of learning activityFacilitates development of whole personModels & guides new roles & behaviorsManifestation for the traineeBehavioral objectives Competency-basedSkill development Cognitive development Learning & m

36、emory Learning how to learnAndragogy Self-directed learningSocial roles ASPECTINSTRUCTIONAL APPROACHTrain-the-Trainer29Lesson 2: Enabling Objective 2.2Knowledge: Describe three instructional styles and their characteristics.Train-the-Trainer30Lesson 2 Concept: Instructional StylesAuthoritarianDomina

37、tes processOne-way information flowLimited participationDemocraticLearning is collaborativeTrainer & trainee promotes topicTwo-way information flowOpen participationLaissez-faireLittle directionDisorganizedTopic-at-hand Train-the-Trainer31Lesson 2: Enabling Objective 2.3Knowledge: List five char

38、acteristics of adult learning.Train-the-Trainer32Lesson 2 Concept: P.E.M.A.S.PurposefulWIIFMExperienceKnow to UnknownTactile/Auditory/VisualMultifacetedProblem-centeredPsychomotorActiveDisplay behavior changeStylesPreference and orientationTrain-the-Trainer33Lesson 2: Enabling Objective 2.4Knowledge

39、: List the six principles of adult learning.Train-the-Trainer34Lesson 2 Concept: R.E.E.P.I.R.ReadinessEstablish purposeExerciseRepetitionEffectPleasant rewardsPrimacyFirst impressionsIntensityEngagingRecencySequencingTrain-the-Trainer35Lesson 2: Enabling Objective 2.5Knowledge: Identify the three do

40、mains of learning.Train-the-Trainer36Lesson 2 Concept: C.A.P.CognitiveKnowledgeAffectiveAttitudes and beliefsPsychomotorPhysical / Motor skillsTrain-the-Trainer37Lesson 2: ReviewReview Question 1: List the three instructional styles and a characteristic of each?Review Question 2: What are the five c

41、haracteristics of adult learning?Review Question 3: List the six principles in adult learning and an attribute of each.Train-the-Trainer38Lesson 3: Presentation SkillsTrain-the-Trainer39Lesson 3: ObjectivesTerminal Objective: Determine and apply presentation skills to ensure effective communications

42、 and successful training delivery.Develop and apply communications and presentation skillsDescribe the elements for a successful presentation Train-the-Trainer40Lesson 3: Enabling Objective 3.1Knowledge: Develop and apply communications and presentation skills.Skill: Develop and apply communications

43、 and presentation skills within the training environment.Train-the-Trainer41Exercise 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

44、some of the qualities a good presenter should have.Train-the-Trainer42Lesson 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?Train-t

45、he-Trainer43Lesson 3 Concept: Preparation (contd)The basic planThe beginning to excite and introduceThe delivery to inform and instructThe end to confirm and leave a lasting impressionOrTell them what youre going to sayTell themTell them what you told themTrain-the-Trainer44Lesson 3 Concept: “The Be

46、ginning”I gniteN eedT itleR angeO bjectiveTrain-the-Trainer45Lesson 3 Concept: “The Beginning” (contd)Self-introductionGreetIdentifyQualifyTopicTimeSurprisesQuestionsTrain-the-Trainer46Lesson 3 Concept: Presentation “The Delivery”We remember only:90 % of what we say and do70 % of what we say50 % of

47、what we see and hear30 % of what we see20% of what we hear10% of what we readTrain-the-Trainer47Lesson 3 Concept: “Delivery Attitude” (contd)Your attitudeFirst impressions matterPeople associate attitude and appearance with quality of workTrain-the-Trainer48Lesson 3 Concept: “Posture & Delivery”

48、 (contd)Your posture: Feet: Hip to shoulder widthWeight: Balanced, not rockingShoulders: Square to audienceArms: Use simple gestures in accordance with words(keeps attention and dissipates nervous energy)Movement: Move around the room with purposePocket: A hand in the pocket creates an informal styl

49、e(But do not play with keys or coins)Train-the-Trainer49Lesson 3 Concept: “The Delivery” (contd) Your eye contactWhereFocus on one individual at a timeHold until completed thought or phraseRandomize (3+ seconds)Keep body language consistentBenefitsOne-on-one communication simulationReduce anxietyCon

50、fident appearancePaceTrain-the-Trainer50Lesson 3 Concept: “Voice & Delivery” (contd) Your voiceC learL oudA ssertiveP auseTrain-the-Trainer51Lesson 3 Concept: “Humor & Delivery” (contd)HumorAppropriate for the topic and NEVER offensiveNo humor about names, nationalities, etc.Stop using humor

51、 if your audience is unresponsiveAvoid joke-book humor; originality is bestGet your timing rightBe spontaneous - take advantage of the momentTrain-the-Trainer52Lesson 3 Concept: The EndSummarize the key points the objectivesMake your final closing statement in such a way that your message is driven

52、home.Train-the-Trainer53Lesson 3: Enabling Objective 3.2Knowledge: Describe the elements for a successful presentation.Skill: Apply the elements for a successful presentation when delivering a training class.Train-the-Trainer54Lesson 3 Concept: Successful PresentationsYou understand the needs of you

53、r traineesYou know your subjectYou have planned your presentationYou have rehearsed properlyYou are confident in manner and styleYou have effective classroom management skillsTrain-the-Trainer55Lesson 3 Concept: Elements for SuccessTime management Practice Motivation Class climateTrain-the-Trainer56

54、Lesson 3 Concept: TimingStart on timeBe consistent with timingTrack content periodicallyDevelop contingency plan if the class is running early or behindBe flexible, but pragmaticTrain-the-Trainer57Lesson 3 Concept: Classroom ClimateFirst impressions countHave course clearly identifiedHave your name

55、prominently displayedUse trainees namesRefer to trainees ideas and examplesMaintain eye contactThank them for attention and participationTrain-the-Trainer58Lesson 3 Concept: MotivationBe positiveSet realistic goalsExample enthusiastic behaviorPractice makes “perfect”Train-the-Trainer59Lesson 3 Conce

56、pt: PracticePRACTICE, PRACTICE, PRACTICEDo not be too formalAnticipate problems and have solutionsRelaxTrain-the-Trainer60Lesson 3 Concept: Making Training StickInterpersonal SkillsPatienceHumorSensitivityEnthusiasmAuditoryVisualKinestheticTrain-the-Trainer61Lesson 3: ReviewReview Question 1: What a

57、re 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?Trai

58、n-the-Trainer62Lesson 4: Facilitation SkillsTrain-the-Trainer63Lesson 4: ObjectivesTerminal Objective: Develop facilitation skills to monitor trainees participation, obtain feedback, and improve performance in the classroom.List the common facilitation skills and their characteristicsDescribe the co

59、mmon facilitation situations Train-the-Trainer64Lesson 4: Enabling Objective 4.1Knowledge: List the four common facilitation skills and their characteristics.Train-the-Trainer65Lesson 4 Concept: Skill TypesAttendingObservingListeningQuestioningTrain-the-Trainer66Lesson 4 Concept: AttendingPresent yo

60、urself in a manner that shows your interests in the topic and the trainees.Build rapportCommunicate trainee valueNote non-verbal behaviorsTrain-the-Trainer67Lesson 4 Concept: ObservingThis skill helps you assess how well the training is being received. Observe their body languageEvaluate and make the inferenceAdjust appropriatelyTrain-the-Trainer68Less