Which Page?

when the trainer describes something which can be found in the handout materials, students will want to know where it's located.  prepare beforehand and write the relevant page number on the teaching notes. this ensures you won't be flicking madly back and forth through 50 pages of handout materials, trying to find a small detail, in front of 20 or more people.

tell the students the page number, turn to the page yourself, hold the materials up high enough for all the students to see (with the page facing the students) and then point to the location on the page.

stop talking, wait for all students to find the page and then start again with the discussion.

image found here

Listen to the Students

the ability to listen is one of a trainer's key skills.  a person who is able to really listen to others will find they gain power and respect - most people like nothing more than to speak about themselves.

listening is when you switch off the outside world and hear the words someone else is saying.  it's about giving the other person the silence and the space to speak and then responding to what they actually said, not what you thought they said, or what you expected them to say.

it's easy to spot a listener, they will be doing some, or all, of the following whilst you speak:

Non-Verbal Body Language.  the listener

1. faces the speaker
2. clears their desk, or makes a space between the speaker and themselves
3. nods their head in the right places
4. stipples their fingers (creates a triangle shape, be it behind their head, resting on their lips or chin or knee)
5. gives the correct facial expressions, depending on what is being said
6. switches off their phone
7. uses silence so the speaker is allowed to speak and is not interrupted 
8. writes notes

Verbal signs. the listener

1. uses fillers;  umm, err, yes, no
2. asks relevant questions
3. repeats key parts 
4. summarises what has been said

image found here

Attach your Computer to the TV screen

1. attach one end of the HDMI wire to the computer and the other end to the TV screen.  many TV screens have this located at the back and it can take some time to locate if the TV is attached to a wall
2. switch on the TV screen
3. on the remote control look for the button with the word ‘input’, or one which has a square shape and an arrow on it
4. switch on your computer and then press the 'Ctrl 'and 'F4' buttons at the same time to ensure both the TV and the computer screens are on.  Hold down the Ctrl button and then press the F4 button until you get the combination you require:  1, computer & no screen (useful for changing the PowerPoint without the students seeing);  2, screen & no computer;  3, computer and screen.

New Computers
only the F4 button will be needed to find the setting required  

Old Computers
With older computers you might need to use the F5, F6 or F7 button.
in addition, there might not be an HDMI port on an old computer and it is suggested the trainer takes the wire with them to the training room.

image taken from here

I

Trainer Talking Time (TTT)

talk less, listen more

1.     listen to what comes out of your mouth 
don't just speak, listen to yourself and assess:  does it make sense?  do I need to re-phrase?  repeat?  am I speaking too quickly?  boring myself?  waffling?  talking about something which has no relevance to the training?  which words do I use too often?

2.      face your students
how else can a trainer know if they are making sense to the student's?  watch their faces and body language, then question yourself, are the students confused?  bored?  ready for a break?  interested and want more information?  

3.       use short and simple words
never use a long word when a short one will work just as well (see here for more details).  this is something native English speakers find difficult to begin with, long complicated words seem to indicate intellectual ability. remember this: training aims to give students skills to use in the work place. using long and complicated words mean non-native speakers are wondering about what the words mean, rather than learning the skill

4.       use work-place examples and anecdotes [ann-ech-dotes]
relevant examples from the workplace explain quickly and easily what should be done, or what shouldn't be done and makes the training feel more relevant and realistic.  don't forget to summarise these when planning the training, they can go on for far too long if not.  

5.   stop talking
every so often ask the students questions, ask them to describe their experiences or do an activity.  it's tiring to listen to someone else talk and talk and then they talk some more.  and more. 

Practice

 1.

listen to what you say for 10 minutes for the next six days.  then replace all words with four or more syllables (and this means every single one) with words of three or less syllables.  

2.

go through the handout materials and do the same thing.  remove all words with four or more syllables and replace them with words of three or less syllables.

3.

time the amount of time spent talking in a training session.  track every single minute, then work out how to remove 10% of this talking time.  then do it again in the next session.  

image taken from here

Arrive an Hour B4hand

this post is about a general rule of training:  always plan to arrive in/at the training room an hour before the training starts - something will alway go wrong in the set up.

this hour will allow you to sit in unexpected heavy traffic, sort out any issues in the room before the students arrive, have a cup of coffee and collect your thoughts.  and still be on time for the start of the training event.  mostly those 60 minutes are a buffer to stop any potential panic attacks and help to keep your image professional. 

loosing your trainer credibility is incredibly easy; just arrive at 08:56 for a class that starts at 09:00 and find it impossible to switch on the PowerPoint presentation and then start blaming the technician for the entire fiasco [see here for some ideas on what can go wrong].  students will rightly snigger, enjoy the show and wonder if the trainer actually knows what they are doing.

the extra hour will give you time to sit in traffic, find a technician, sort out any issues which plague plugging in and switching on computers, as well as allow you to sort out your PowerPoint presentation and look rested and ready to train when the students arrive at 08:55.

image taken from here

Take These Things with You

on the night before the training takes place, make sure to have the following items ready to go:

1. white board pens & eraser
2. camera 
3. attendance sheet [see here for more details]
4. handout materials [see here for more details]
5. stationary for the students tables [see here for more details]
6. note pad 
7. realia [re-arr-lee-ah] actual items
8. computer & powerpoint presentations [see here for more details]

image taken from here

Recruitment Process, Internal

here are a series of emails which you can copy and paste should you wish and are self-explanatory regarding the recruitment of trainers internally:

-

email 1; ask staff to apply

Dear all,

It gives us a great pleasure to announce we intend to run a train the trainer course during <insert date>. 

This course will cover the principles of learning, how to train and how to ensure learning is transferred to participants.  It will be as inter-active as possible and should you be selected to attend, you will be expected to run several training sessions during the course.

Upon completion of the course you'll be able to conduct training in <state location/s & subject areas> on a part time basis.  

This opportunity is open to all <state level of authority in the organisation> and application does not depend on length of service.  Please note however, personal files will be checked and taken into account during the recruitment process.

Please send an updated CV and a letter of interest by <insert date> to <insert name> at;  <insert email address>

Short listed candidates will be asked to prepare a 10 minute presentation and an interview (details of which will be sent once the application deadline has passed).

We look forward to hearing from you.

Best regards,

-

email 2; reply to applications, if sent before the stated deadline

Dear <insert name>,

Many thanks for your application! 

We're very happy you applied, and we'll be in touch soon.

Best regards,

-

email 3; explain what is required at the presentation/ interview

Dear <insert name>,

Thank you for applying for the recently advertised position of part-time service trainer.

We're aiming to hold interviews in <insert location> and in <insert second location, if relevant> at the end of <date at least one week ahead, but a month is better for the candidates>.  We will then run a <insert name of course> for <insert number of days> in <insert approximate date> for successful applicants.  (please note all dates will be dependent on operational requirements)

In preparation for the interview please choose one of the following subjects and create a 10 minute PowerPoint presentation, with no more than 6 slides:

1.            

2.            

3.            

Any notes used during your presentation should be handed over once you have finished the interview.

Following your presentation, there will be a half hour interview with a panel.

please make sure your:

 presentation takes no less than 12 minutes and no more than 18 minutes

supporting handout materials are no less than two and no more than three pages of A4 

If you have any questions, no matter how small, regarding the interview or the PowerPoint presentation, please do not hesitate to contact me on this email address <insert email address> or on my mobile:  <insert number>

I'm very happy you applied and all the best in your preparations.

Best regards,

-

email 4; state individual date & time of interview

Dear <insert name of applicant>,

I am writing to let you know your interview for Train the Trainer will take place on <insert date> at <insert time> in the <insert room, floor number and building name + name of city and directions, if applicable>.

Please arrive 5 mins early, with a digital copy of your presentation. 

A computer will be available for use, however if you would prefer to bring your own computer with you please do.  Please be sure to bring a bring a copy of the presentation on a USB, just in case the wire to the TV screen does not connect with your computer. 

If you have any questions about any part of the process, please do not hesitate to contact me on mobile <insert number>.

Best regards,

-

email 5; successful or unsuccessful at interview

Dear

I am writing to let you know you successfully completed the train the trainer course which was held last week.  CONGRATULATIONS and well done.  

I’ll be in touch in the near future with more details with how your development will continue and the courses we are intending to run. 

Welcome onboard the training team, it’s good to have you here.

Best regards,

-

Dear

I’m writing to let you know unfortunately you were unsuccessful at the interview for train the trainer which was held last week. 

Should you wish to set up a meeting to discuss any part of the interview, please contact me on <insert email address>

Many thanks once again for your effort and interest in train the trainer.

Best regards,

-

email 6; start date for train the trainer course 

Dear <insert name of applicant>,

I am writing to let you know the Train the Trainer course will take place from <insert start date> to <insert finish date> at <insert time> in the <insert room, floor number and building name + name of city and directions, if applicable>.

If you have any questions about any part of the process, please do not hesitate to send an email or contact me on mobile <insert number>.

Best regards,

-

email 7: successful or unsuccessful at train the trainer course

Dear <insert name of applicant>,

I am writing to let you know you successfully completed the train the trainer course which was held last week.  CONGRATULATIONS and well done.  

I’ll be in touch in the near future with more details with how your development will continue and the courses we are intending to run. 

Welcome on-board the training team, it’s good to have you here.

Best regards,

-

Dear <insert name of applicant>,

I’m writing to let you know unfortunately you were unsuccessful on the train the trainer course which was held last week. 

I know you spent a lot of time working on the materials and your development – you really did make a great effort.  With that in mind I would like to say how sorry I am about not passing. 

If you are interested, I’d like to suggest you contact me to set up a meeting so we can discuss the course and your future development. 

Many thanks once again for your effort and interest in the course.

Best regards,

image taken from here

Introduce an Activity

this needs to be done correctly, or a great big horrible mess will take place and the trainer will be slap bang in the middle of it.  

the students will be annoyed, you'll feel frustrated and some serious self-flagellation is likely to take place later that evening.  the main thing to remember is this; when introducing a topic prepare before hand.

at the very minimum it is suggested you think about the following points, it is also suggested your thoughts are written down at least 24 hours before the training session:

1. the reason for including the activity; how relevant is it to the aims of the training session?
2. now re-think; does the activity really suit the aims of the overall training event?  is it included simply because it was the first thing that came to mind?
3. what are the three key learning points which will be gained by the students by taking part in this activity?
4. can the activity be improved?  the answer is usually a, "YES!" now think; how can it be improved?  what can be added or taken away?
5. what will the students gain by doing this activity?  what is the WIIFM?  can this be explained clearly to the students? [click here for more info on WIIFM]
6. what steps need to be included in the introduction?  is it better to separate the instructions into two or three distinct parts?
7. what will happen if the students don't understand the instructions?
8. what questions can be asked to help the students understand the task?
9. do the students have all the skills needed for this activity to take place?  does anything need to be pre-trained/ taught before this activity is introduced?
10. is the activity organised so the easy/ easier parts happen before the more difficult/ difficult parts? 
11. what do I need to prepare for this activity?  do I have those items available?  can the students do it instead of me and as part of the overall learning experience?
12. will the students need to be moved into smaller groups before the activity starts?  what size is best for this particular activity?  for this particular group?  for this particular room?
13. how will the students move from one chair to a different chair in the training room you're using?  what difficulties could happen?
14. anything else you can think of and which is not listed here

when you start as a trainer always prepare notes on how you're going to introduce the topic.  run it through in your mind before carrying it out in the training room and review.  think about what could go wrong, what might be better and review, review, review.

it goes without saying the students need to understand each part of the above.

when the activity starts watch the students.  ensure the task which you wanted the students to carry out is actually been done by the students.  if not, stop the class and re-explain.  it's easier to re-explain to the entire class than one by one. 

Benefits

1. trainer appears professional
2. students will actually do the activity you want them to do
3. no wasted time in the classroom trying to explain a task, then explain it again, and then yet again
4. no need to repeat instructions and re-state to each group

Practice

try introducing an activity something like this:

1. the name of the topic
2. the reason it's included - how it fits in with the overall training session that is being run
3. the reason the students need to understand and/ or do this
4. the activity - what is to be done
5. who is to do what, where and with whom
6. approximate timing & what is to be achieved in that time
7. ask, "does any one have any questions?" or "what else do you need to know?" wait 5 seconds [click here for more info on waiting 5 seconds]
8. pick a student who looks most confused and ask them to describe what is to be done
9. check again, "does anyone have any other questions?"  wait for 5 seconds and then 
10. start the activity

image taken from here

10 Key Points

1.       Respect all participants

2.       The trainer is the person who controls the training room

3.       Slow is more effective than fast

4.       Less is more effective than more

5.       Use open questions whenever possible  [see here for more details]

6.       Wait 5 seconds before answering your own question

7.       ‘Listen’ contains exactly the same letters as ‘silent’

8.       Always reuse an activity whenever you can

9.       Students prefer to leave training with a skill or knowledge (something/ anything) they can use in the workplace immediately

10.   Prepare and/ or print the handout materials the night before the class takes place

image taken from here

Close an Activity

when designing a training course activities will often be given a proposed amount of time.  remember, it's not set in stone and can be changed.  think about your students, what has gone on earlier in the day, the group as a whole and what you aim to achieve by the end of the session.  would it make sense to expand it, time wise?  will the students gain if it is expanded?

as a general rule of  allow all activities to finish naturally.  wait until most participants have completed the task, (even if it means allowing it to run for an additional half hour) and then wrap it up and carry out the review.  

if you do stop an activity before the students have finished, you’ll find you hear cries of, “just five more minutes”, "we haven't finished yet", "ohhh no" and will receive some dirty looks.  in general, students never want to stop an activity if they haven't finished it, even if they weren't too committed to it when they started.

if you want students to speed up, give them time warnings so they can move faster at their own pace, e.g. "you have five minutes left", "you have one minute left", "you have half a minute left" etc., etc.

Practice

1. in your lesson plan write additional relevant activities into your lesson plan, then if an activity finishes quicker than you expect, you'll have extra tasks for the students to carry out
2. before the training starts, work out which activities in your lesson plan might take longer than you expect and then work out which tasks can be shortened

image taken from here

Competencies

competencies are the knowledge, skills and attitudes (easily remembered by the initials K.S.A. or Kingdom of Saudi Arabia) used by an employee to carry out their job in the most effective (quality) and efficient (quantity, speed) manner. 

knowledge, skills and attitudes (KSA) can be further explained as follows:

		Explanation
K	Knowledge	Things learnt in a classroom or training – theory, background knowledge.  the trainer will decide what is learnt, when it's learnt (the order it's introduced and how it's learnt)
S	Skills	Things learnt in no particular order which are usually described using a verb. e.g. write, speak, listen, cook, draw
A	Attitudes	How you deal with situations, people and work Usually described using an adjective.  e.g. happy, sad, angry, frustrated,

as a trainer, thinking about competencies is important simply because if you need to feedback to a student about their need to improve, they are far more likely to accept feedback in areas which are either knowledge or skills, rather than attitudes.

knowledge and skills are external - suggested and passed on by others and can easily be improved or changed, simply by attending a training session or through coaching and feedback.  attitudes however arise from inside a person and are the summary of what they have experienced.    

Practice

decide which of the following competencies are Knowledge, which are Skills and which are Attitudes.  Then decide if they have more than one of K, S or A:

1. Technical Ability

Carries out company standard service at all times.  Monitors & maintains quality and productivity.  Plans in advance.  Avoids waste

  

2. Communicates:  Listens, Speaks

Willingly speaks and listens to all.  All communication is carried out in a friendly respectful manner, regardless of nationality, clothes, role, age, ability or gender

  

3. Solves Problems & Makes Decisions

Uses initiative, asks for further information to understand problems.  Checks facts and data.  Makes rational decisions from this information

4. Manages Time

Works productively & actively under pressure

5. Focuses on the Customer

Demonstrates willingness to deliver a world class service with a ‘why not?’ attitude.  Relates well to all types of customers.  Responds quickly to their needs, their reactions & their feedback

   

6. Professionalism

Manages own impression on customers and coworkers.  Maintains a positive outlook.  Controls emotions during difficult situations, stress and/or fatigue. 

  

7. Complies with Policies & Procedures (P&P)

Follows company and regulatory P&P.  Remains updated with amendments and changes

  

8. The Company

Up to date knowledge about the company and marketing campaigns.  Aware of competitor activity & industry trends.  Ambassador for the company

9. Leadership

Builds team spirit.  Shares information & expertise.  Aims for respect rather than being liked.  Understands the team is only as good as the weakest member/s

image taken from here

Power Point Presentations

key Thoughts

1.  people come to hear you, not to watch a PowerPoint presentation.  your PowerPoint should support you and your presentation, not be the presentation
2. talk to your participants and not the PowerPoint presentation
3. always tell your participants if there will be handout copies of the PowerPoint slides
4. never stand in front of your PowerPoint presentation
5. 
   

PowerPoint Presentations

1. no more than 36 words on one slide.  ever.
2. some of the best PowerPoint presentations have no words, only pictures
3. no more than 30 numbers on one slide.  ever.
4. font size should be between 18 and 30
5. animation should be kept to a minimum - use only once (or not at all) in a presentation
6. graphics/ pictures should be high quality and not taken from the internet – they will be blurry
7. pictures, videos and audio help participants remember your message
8. in general a new presentation, if you are taking it seriously, will take 1 hour to design each slide.  leave enough time to design the slides rather than staying up all night
9. keep the background to your slides white whenever possible – its much quicker and cheaper when printing.  it’s also easier on the student's eyes
10. when printing the slides as handouts, print three, four or six slides to one A4 page.  never print one slide to a page, it looks as if you are inexperienced.  print on both sides of the page when you can - again it makes printing quicker and cheaper

 

picture taken from here