Training the

Trainers
Ladylyn M. Mercado

Source: MGQ Career Development Center

 Rationale:

To bring out the best in every new

trainer.
 Objectives:
At the end of the seminar/ workshop, each
participant is expected to:

 Be more confident in conducting seminar/

training.

 Like and appreciate the value of his/her role

as speaker.
 Objectives:
See the importance of training.
Learn the different methods in
running the program.
Discover some tips on how to deal
with different participants.
 Objectives:
 Learn some energizers, icebreakers,
and some game trainers’ play to make
the seminar more lively.
 Apply and utilize some new
techniques in training people.
WHAT IS TRAINING?
A systematic process of assisting a
person acquire:
KNOWLEDGE
ATTITUDE
SKILLS
HABITS
 WHAT IS TRAINING?
Training for specific skills and for building a stable
working force is a program designed by
management to achieve the following objectives:
1. Productivity
2. Effectiveness of the new job
3. Qualification for a better job
4. Morale booster
 Training Needs
Identification

Identify problems that can be

addressed by training.
 Stating Training Objectives

Focusing on outcomes and

results/ Identifying and
developing realistic learning
objectives
 Signals for TRAINING
• Decreased productivity
• High wastage or scrap age
• Larger than expected reject rate
• High accident rate
• Change in employee career plans and organization
objectives, structure and staffing for the future
• Untapped potentials that are promising
 What is a Trainer?
 A Coach
A Morale
Builder
A Counselor
A
Friend
A Teacher
An
Adviser
 Personality Plus
(the plus factors)
 P – Polite and pleasant
 E – Energetic and enthusiastic
 R – Responsible and reliable
 S – Smart and skillful
 O – Open-minded and observant
 N – Nimble and non-judgmental
 A – Alert and approachable
 L – Lively and logical
 I – Informative
 T – Time-conscious and trustworthy
 Y – Young at heart
 Qualities of a Trainer
 Has a positive attitude
 With strong will and determination
 Has commitment
 Spiritually and morally upright (with good
values)
 With pleasant personality
 Has good communication skills (oral & written)
 Basics of Training
 It must me recognized that training is the
COMPANY’S CONCERN.
 It must be recognized that training is not a
matter of EMPLOYEE’S CHOICE.
 It must be recognized training is a LINE
RESPONSIBILITY.
 Basics of Training
continuation…
 It must be recognized that training must
be geared to the needs of the individual as
measured by the requirements of his
present and probable future job in order
to PREVENT WASTE and to ASSURE
MAXIMUM EFFECTIVENESS and
DEVELOPMENT of the employee.
 Basics of Training: How to
Persuade
 Present truthful information
 Build an emotional arousal
 Always be honest but tactful and
trustworthy
 Be knowledgeable
 Use energizers and icebreakers if needed
 Maxims to Remember
Walk with dignity and authority
Pause and pick out friendly faces
Smile as you begin to talk
Look at the audience as you speak
Use variety in your voice and vary your
pitch for emphasis
Speak important phrases only
 Types of TRAINING
1. On-the-job training (OJT)
2. Employee training in technical or non-technical
areas in company seminars and workshops
3. Job rotation
4. Supervisory training
5. Conferences, special seminars, lectures or
workshops in different subject areas
 Types of TRAINING
continuation…

6. Management or leadership development

for potential managers
7. Training within the industry
8. Learners in industry
 TRAINING Cycle
NEEDS
ANALYSIS

TRAINING
DESIGN
EVALUATION

DESIGN PREPARATION
IMPLEMENTATION
 Training NEEDS ANALYSIS
 An analysis which an organization performs to
determine areas of job performance in which an
employee needs training
 A survey or assessment that is often conducted
before any training takes place as well as after the
training in order to determine the effectiveness of
the training implemented
 continuation…
Training NEEDS ANALYSIS
 Identifies where the training is needed in
an organization, industry or sector
(organizational analysis), what the content
of the training should be (operations
analysis), who needs the training and what
kind of training should be implemented
(personnel analysis)
 Types of NEEDS ANALYSES
 Work Analysis – identifying job content in terms of
activities
 User Analysis – developing spot that will successfully
meet the needs of prospective users
 Content Analysis – meaning of the information
 Training Suitability Analysis
 Cost Benefit Analysis
 Needs Assessment Tools &
Techniques
1. Interview (Individual / Group)
2. Group Conference
3. Observation
4. Questionnaires (checklist, rating scales)
5. Work Samples
6. Performance
7. Reports of Supervisors
8. Records Examination
9. Review of related literature
 Training DESIGN
Some considerations during this phase:
1. How complex is the training that is needed?
2. How much time do learners have to learn the new
knowledge and skills?
3. How much money is available to pay for the training,
whether in-house or using a consultant?
4. How capable are learners to undertake the training?
5. What are learner’s learning preferences?
 Guide Questions for the
PREPARATION of a
Training Design
1. Objectives and Output / Expected Results
2. Context
3. Methodology
4. Materials
5. Do the teaching-learning activities consider the
Teaching-Learning principle?
 Training DESIGN Content
 Rationale
 Training Objectives
- describe the behavior the learner will be capable of doing at the end of the
training or explicitly describes the outcome the program is expected to produce.
S – pecific
M – easureable
A – ction-oriented
R – ealistic
T – ime-bound
 continuation…
Training DESIGN Content
 Conceptual Framework
1. Is the content appropriate to the objectives set?
2. Is there a logical flow in the presentation of topics?
 From general to specific
 From basic to complex
 From easy to difficult
3. A structure which outlines the initial and continuing training
4. Teaching plan which provides for active trainee participation
 continuation…
Training DESIGN Content
 Course Content
 Methodology
CRITERIA ON THE ADEQUACY of the TRAINING METHODOLOGY

1. Appropriateness to member needs

2. Helpfulness in relating the training and job situation
3. Location within the Trainer’ Range of Competence
4. Optimal Emotional Impact
5. Self-correction
6. Presence of Support for Learning
7. Clarity
 continuation…
Training DESIGN Content
Methodology Continuation …
TRAINING METHODOLOGY – it is the instructional,
teaching or learning method that can best contribute to
achieve the learning objectives
1. Lecture
2. Group Discussion
3. Workshop
4. Case Studies
 continuation…
Training DESIGN Content
 Target Participants
 Training Norms
 Training Schedules
 Resource Speaker/s
 Logistics
 Budget
TRAINING PREPARATION
(The 5 W’s)

WHO?
WHAT?
WHEN?
WHERE?
WHY?
 COURSE TIMING
DOWN TIME
In a training day of 9 hours (8:00am – 5:00pm) always
plan for downtime as follows:
- Latecomers, settling, housekeeping = 10 minutes
- Coffee / Tea breaks = 20 + 20 = 40 minutes e :
tim tes
(even if you have planned 15 min. breaks) n
w in u
- Lunch and re-settling after lunch = 75 minutes l D
o m
a 30
t
To rs &
(even if you have planned 1 hour)
o u
2h
- Stretch breaks = 25 minutes
 When is a VISUAL AID
needed?
1. To emphasize key points
2. To channel thinking
3. To help audience retain information
4. To present financial or statistical data in
understandable ways
 Making Checklist

 Effectiveness class management skills &

Techniques (Preparation Checklist)
 Activity on Planning (Pen and Paper)
 The Presentation Kit
 Whiteboard
 Overhead Projector
 Music / Sound
 Video
 Voice
 How to Use Visual
Effectively
 Introduce each visual before showing it
 Show the visuals only when using them
 Teach the audience to read complicated
visuals
 Use visuals as support, not a control
 Speak to the audience, not the visual
 PRACTICE your
Presentation
Examples:
Talk to the
MIRROR
Talk to the CAR
Talk to a FRIEND
 Tips in Reducing Anxiety
1. Organize
2. Visualize
3. Practice
4. Breathe
5. Focus on relaxing
6. Release tension
7. Move
8. Maintain eye contact with audience
 The LEARNING Theory
Learning – it is a change in behavior that
occurs when people acquire new knowledge,
new skills or new attitudes
In training the learning is geared to
change the performance of people doing
jobs in an organization.
continuation…

Changes are classified as:

 Psychomotor
 Cognitive A.S.K
 Affective
demonstrated by physical skills (SKILLS)

Involves intellectual activities (KNOWLEDGE)

relating to moods, feelings, and attitudes (ATTITUDE)

 continuation…
The LEARNING Theory
WE LEARN …
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we HEAR and SEE
70% of what we SAY
90% of what we SAY and DO
 continuation…
The LEARNING Theory
1. Sight “Learning involves impressions
which are received through the
2. Hearing senses.”
3. Smell
“Good instructions makes use of
4. Muscular as many senses as possible as well
5. Taste as other channels.”
The trainer should work in a climate or environment which
6. Touch encourages learning and improvement.
 The Principles of Learning
 is an experience that occurs inside the learner
 is discovering the meaning and relevance of
ideas
 is a consequence of experience
 is a cooperative & collaboration process
 is an evolutionary process
continuation…
The Principles of Learning
 is sometimes painful
 has at its richest source the learner himself
 is an emotional and intellectual process
 is a highly unique and individual process
 The Principles of Adult Learning
ADULTS MUST WANT TO LEARN.
• Adults will learn only when they feel a need to learn
• Adults learn by doing
• Adults learn by solving realistic problems
• Experience affects adult learning
• Adults learn best in an informed environment
• Adults respond to a variety of training methods
• Adults want guidance, not grades
The Experiential Learning Cycle
Experiencin
g

Applying Processing

Generalizing
Handling Questions and Difficult
Participants
 Dealing with Difficult Participants
The Person The Behavior What To Do
Probably insecure - Never get upset
- Find merit, express agreement, move
Gets satisfaction from needling
on
1. HECKLER
- Wait for a misstatement of fact and
Aggressive and argumentative then throw it out to the group for
correction
- Wait 'til he/she takes a breath, thanks,
An eager beaver / chatter box
refocus and move on
- Slow him/her down with a tough
A show-off
question
- Jump in and ask for group to
2. The GRIPER Well informed and anxious to show it
comment
Feels "hard done by" - Get him/her to be specific
- Show that the purpose of your
Probably has a pet "peeve" presentation is to be positive and
constructive
Will use you as a scapegoat - Use peer pressure
continuation…
Dealing with Difficult Participants
The Person The Behavior What To Do

Don't understand what's going on -

clarifying or translating - Stop talking, wait for them to
look up and non-verbally ask for
3. The WHISPERERS Sharing anecdotes trigerred by your their permission to continue
presentation
- Use "lighthouse" technique
Bored, mischievous, hypercritical

- Ask any questions; boost his/her

4. The SILENT ONE Timid, insecure, shy, bored, indifferent ego in discussing answer; refer to
by name when giving examples

- Don't embarrass the person, but

SIDE call him/her by name and ask easy
May be commenting on subject matter questions
5. CONVERSATIONALIS
but usually personal conversation.
T
- Call him/her by name then
restate the last opinion
 OVERCOMING FEAR
 Read a lot and make research
 Update your learning, upgrade yourself
 Study
 Practice
 Be confident
 Share
 Enhance Communication Skill
 OVERCOMING NERVOUSNESS

 Trust GOD
 Speak with confidence
 Select the subject which is close to your heart
 Make an outline
 Then rehearse and try it without notes
 Be sincere
 Involve your listener