Effective Training A product of The T3 Group

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Effective Training
A product of The T3 Group

• Turn your experts into trainers
• Ed Beale
• John Bannon
• EDTEC 572Spring 2007

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T3-101 Presentation

• Overview of our Train-the-Trainer
• Outline design theories, influences
  applications
• Review of our modules (1 5)
• Discuss Lessons Learned

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T3-101 PresentationProject Overview

• Coast Guard Train-the-Trainer course
• Geared towards SMEs with little training
  experience
• 4 modules
• 2 hr. ILT 1-30 min. online
• Focus on need to know information

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T3-101 PresentationContext

• Designed for Coast Guard units
• Small classes (lt12) led by experienced trainers
• Functional, flexible motivational context

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Instructional DesignADDIE

• Analysis
• Survey of sample population (n6) supported
  training
• Focus on SMEs needs as part-time trainers
• Training needs to be flexible to office
  field-work/schedules

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Instructional DesignADDIE

• Analysis
• Content analysis focused on defining
  need-to-know SME training
• Narrowing the scope to 8.5 hrs.
• Using available content/resources
• Trautman, S., Klein, K. (1993, July). Ask an
  expert. Training and Development Magazine, 45-48.
• Russo, C. S. (Ed.). (2004). Teaching SMEs to
  train. Infoline, 9977. (http//www.astd.org)
• Russo, C. S. (Ed.). (2005). Basic training for
  trainers. Infoline, 8808. (http//www.astd.org)

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Instructional DesignADDIE

• Design
• Consistent format look
• Easy to use instructor student guides
• Emphasis on higher order interactive learning
• Incorporation of Bloom, ARCS, Gagne and ICARE

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Instructional DesignADDIE

• Module Design Overview
• Module 1 The Effective Presenter
  Communicator (Ed)
• Module 2 The Prepared Trainer
• Module 3 Motivational Trainer (30 minute online
  module)
• Module 4 Results Focused Trainer
• Module 5 Effective Manager-Trainer (John)

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Instructional DesignADDIE

• Development
• Use of Constructivist learning techniques
• Use of role play, case studies exercises
• Paper based online availability
• Deliverables Instructor student guides

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Instructional DesignADDIE

• Evaluation
• Exercise Rubrics
• Kirkpatrick Level 1-2 surveys
• Post-training follow-up Kirkpatrick Level 3
  survey

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Module 1 The Effective Presenter/Communicator

• Terminal Objective
• Perform understand effective verbal and
  non-verbal communication techniques
• Enabling Objectives
• Demonstrate effective posture, eye-contact
  gestures during non-verbal communication
• Demonstrate volume, tone, speed, and articulation
  during verbal communication
• Demonstrate active listening techniques

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Module 1The Effective Presenter/Communicator

• Rationale
• SMEs may not be expert communicators
• Emphasis on practice
• Use of techniques with high impact
• Deliverables
• Learning activities
• Solution systems (notes, job aids)
• Example of Module 1 Training

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Eye Contact
Slide9

• Your main tool for building rapport
• Also your best tool for building credibility
• Talk directly to your students!

Sample
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Eye Contact
Slide10

• Good Eye Contact
• Lock your eyes on someone before speaking
• Look at your students, not over them
• Turn, look, and make your point

• Bad Eye Contact
• Darting eyes - avoiding everyone
• Looking at the back wall
• Talking to the board or podium

Sample
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Eye Contact
Slide11

• While Presenting
• Look - speak to one student at a time
• Hold - give that student 3-5 seconds
• Move - finish your point, then move on
• Repeat - evenly distribute your time between all
  students

Sample
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Practice!
Slide16

• Form groups of three or four
• Tell them about your last vacation
• Maintain good eye contact, for both presenting
  and receiving
• Rate the presenter
• Switch!

Sample
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Module 5 The Effective Manager

• Terminal Objective
• Apply understand training management techniques
  for the physical classroom, student challenges
  the training flow
• Enabling Objectives
• Identify 3 potential training environment
  distractions based on logistics, technology
  direction
• Differentiate disruptive student behaviors
  identify solution systems
• Recognize the role of each of the 3 parts of
  training flow

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Module 5The Effective Manager

• Rationale
• Role of managing the training environment
• Focus on 3 key areas
• Deliverables
• Final synthesis learning activity
• Practice role play case studies
• Solution systems (notes/job aids)
• Example of Module 5 training

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Lesson 2Managing Classroom Disturbances
Slide16

• Nowon to Lesson 2 Managing student behaviors
  disturbances
• Moving from the classroom issues to student
  issues

Sample
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Lesson 2Managing Classroom Disturbances
Slide17

• In this lesson, you will learn to
• Identify and differentiate disruptive or
  problematic students by the 4 broad categories
• Identify and apply strategies to manage
  disruptive/ problematic students

Sample
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Lesson 2Managing Classroom Disturbances
Slide18

• Disruptive/problematic student behaviors can be
  classified in 4 broad categories
• The Know-it-all
• The Distracting Chatter
• The Silent Student
• The Challenger/Disruptor
• Most behavior problems are minor in nature

Sample
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Lesson 2Managing Classroom Disturbances
Slide19

• Reflect What type of behavior are you? Why?
• The Know-it-all
• The Distracting Chatter
• The Silent Student
• The Challenger/Disruptor

Sample
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Lesson 2Managing Classroom Disturbances
Slide20

• The Know-it-all

Behaviors Talks frequently Answers at length Interrupts instructor and other students Interpret explains everything on a frequent basis Strategies Eye contact, politely cut them off, acknowledge their response, move on Acknowledge with now lets have others respond or what does the rest of the class think? Talk to student on break individually in private
Sample
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Lesson 2Managing Classroom Disturbances
Slide24

• Lets Practice
• Trainer-student Role Play
• The Know-it-all
• The Distracting Chatter
• The Silent Student
• The Challenger/Disruptor

Sample
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Companion Web Site
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T3-101 PresentationSummary

• 8.5 hr. Train-the-Trainer designed for Coast
  Guard SMEs in-house training
• Modular in nature with a focus on need to know
  information
• ICARE-based ISD framework, including ARCS and
  Bloom
• To learn more, go to http//www.t3group.com/train
  ing

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Resources

• Hahne, G. (1986) How can subject matter experts
  prepare themselves to be trainers? Training and
  Development Journal, (34)5, 16-21.
• Hoffman, B., Ritchie, D. (1998). Teaching and
  learning online Tools, templates, and training.
• Pfeiffer, J. (1989) The encyclopedia of group
  activities. San Diego, CA Pfeiffer.
• Portner, H. (2006). Workshops that really work.
  Thousand Oaks, CA Corwin Press.
• Russo, C. S. (Ed.). (2004). Teaching SMEs to
  train. Infoline, 9977.
• Russo, C. S. (Ed.). (2005). Basic training for
  trainers. Infoline, 8808.
• Trautman, S., Klein, K. (1993, July). Ask an
  expert. Training and Development Magazine, 45-48.
  
• Van Kavelaar, E. K. (1998). Conducting training
  workships. San Francisco Pfeiffer.

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Effective Training
A product of The T3 Group

• Questions?
• Ed Beale
• John Bannon
• EDTEC 572Spring 2007