3 days

Most people who call themselves trainers today probably didn’t start out to be trainers. They often work in a field where they develop extensive knowledge and then are asked to share what they know. Many trainers have some experience with teaching, writing, or leadership, although they come from nearly every field.

As such, people who work as trainers are often put into difficult situations without much understanding of what training is or how to do it well. We know that being a good trainer is the result of developing skills to bring information to an audience. This information will then engage, empower, and encourage continued learning and development.

This three-day workshop will give you the skills that you need so that your students not only learn, but also enjoy the process, retain information shared, and use their new skills back in the workplace.

Participants will also have the opportunity to conduct a short group training session that incorporates these training concepts.

Learning objectives will include:

  • Recognize the importance of considering the participants and their training needs, including the different learning styles and adult learning principles.
  • Know how to write objectives and evaluate whether these objectives have been met at the end of a training session.
  • Develop an effective training style, using appropriate training aids and techniques.
  • Conduct a short group training session that incorporates these training concepts.

Course Outline

Session One: Course Overview

Session Two: Defining a Successful Training Program

  • Defining Successful Training
  • About Audiences
  • Advantages of Workplace Training

Session Three: What Makes a Successful Trainer?

  • Key Characteristics
  • Mistakes and Solutions
  • Stimulating a Readiness to Learn

Session Four: A Word About Adult Learning

Session Five: The Learning Process

Session Six: Principles of Adult Learning

  • Making Connections
  • The Principles of Adult Learning
  • Making Connections

Session Seven: What’s Your Type? How About Mine?

  • Assessing Your Preferences
  • What Does it Mean To Have a Number?
  • The Experiential Learning Cycle
  • Learning Styles

Session Eight: Applying the Learning Cycle

  • The Four-Stage Cycle
  • Making Connections
  • Individual Exercise

Session Nine: Extroverts and Introverts

  • Introversion/Extroversion Survey
  • Case Study

Session Ten: The Training Process

  • Process in Brief
  • When is Training Necessary?
  • Three Steps to an Efficient Needs Analysis
  • Help! I Need a Template!

Session Eleven: Planning Training

  • Developing Objectives
  • Writing Objectives
  • Researching Content
  • Planning an Interactive Program

Session Twelve: Choosing Training Methods

  • Training Methods
  • Environmental Concerns
  • Individual Exercises

Session Thirteen: Designing a Learning Sequence

  • The Model
  • Sample Sequences
  • Session Fourteen: Adding Games
  • The Value of Games
  • Types of Games

Session Fifteen: Setting the Climate

Session Sixteen: Presentation Skills

  • Telling vs. Showing
  • The Delivery
  • Tips for Stunning Visuals
  • Types of Visual Aids

Session Seventeen: Dealing with Difficult Trainees

Session Eighteen: On-the-Job Training

Session Nineteen: Training Presentations

Session Twenty: Designing Evaluations