導(dǎo)師培訓(xùn)（課堂PPT）

1、TRAINING the TRAINERAn Infopeople WorkshopCheryl GSpring 2003AgendaPurpose of TrainingQualities of a good trainerNeeds Assessment and ObjectivesDesigning & Developing Training MaterialsDeliveryWhy Offer TrainingYour training goals should support the goals of your organiza

2、tion overall purpose(s) long range visions broadPurpose of Training is to Produce Change InSkills how to stepsKnowledge critical thinking decision makingAttitudes ethics/values behaviorSkills Required to be a TrainerSubject matter expertiseDesign instructional design apply learning principlesMateria

3、l production graphics, layout, media creation computer experiencePresentation voice, personality, technical expertisePersonal Qualities to Look For in a TrainerSelf-confidenceAwareness of environmentAbility to build bridgesrelate old to newOrganizational skillsDesire to learnAbility to listenSense o

4、f humorCommunication & theatrical skillsFlexibilityPatienceCool head & warm heartTraining or Teaching?Facilitatoror ExpertReal-Life orTheoreticalActive orPassiveYou do itor Watch Me What would or Heres how to use it. you do?Training Process: ADDIE Analysis formal/informal needs assessment de

5、termine goals & objectivesDesign determine the content determine delivery methodDevelopment create the materialsImplement deliver the contentEvaluation results based on objectivesWhy Do A Needs Assessment?Find the gap in SKA:SKA = Skills, Knowledge & AttitudeGap = what they know minus what t

6、hey need to knowDetermine if training is the answerDetermine objectives of trainingWhat should they do better to improve job performance or service to the public?Assessment MethodsInformal observation pre-class surveys group discussionsFormal interviews task analysis focus groups surveysNeeds Assess

7、ment TipsChoose a subgroup if unable to survey allContact those most relevant to the training first be careful not to bias inputFocus on participant outcomes after trainingDo mini needs assessment before each trainingObjectives (SMART)Specific state desired results in detailMeasurable (observable) u

8、se verbs that describe what trainees will learnAction describe an action that the trainee will performRealistic achievable Time frame how long will it take the trainees to learn the skill?EvaluationsEvaluate based on objectivesDid the participants: learn what you had planned? implement what they lea

9、rned? improve their job performance or service to the public?Considerations for Teaching AdultsAre they READY sufficient skills see a need to learnHow will it effect their daily job life personal benefitsPractical practice hands-on exercises, real-life scenariosKnowledge sharing/Participation ask qu

10、estions encourage discussionRelate training to something they knowReadHear WordsWatch still pictureWatch moving pictureWatch demonstrationDo a site visitDo a dramatic presentationSimulate a real experienceDo the real thingVisualKinesthetic(Experiential)Verbal10% of what they read20% of what they hea

11、r30% of what they see50% of what they hearand see70% of what theysay or write90% of whatthey say asthey do a thing“Cone of Experience” People generally remember:Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar DaleDesign Starts from Your ObjectivesBrainstorm the topicEliminate w

12、hat isnt necessary to match your needs assessment and objectives what they already know more than they need to know now ;)Consider limitations due to facilities length of training delivery method how quickly the training needs to happenOptions for Sequencing MaterialsStoryboardOutline PowerpointInde

13、x cardsSticky notesOrganizing the PresentationSet the stage introductions (you & them) agenda, breaks, bathrooms get “buy-in” by telling them what and whyContent logically organize the main points (in chunks) add sub-points to each chunk include Visual Aids, Exercises, HandoutsEnd summary questi

14、ons other learning opportunitiesFor Every ChunkTell them what you are going to teach and why they care big picture/overview how it fits into their work life with examplesTeach them show them how do an exercise ask/receive questionsGet them to personalize, by having them: say how they will use it con

15、sider pros, cons and barriersHow Much Detail is Needed?It depends!Does the audience need to: have an idea of how to do it? be able to do it? be able to think about it independently? come up with creative solutions?Methods of Delivering TrainingInstructor-led One-on-one Group LectureSelf-paced Distan

16、ce-Ed Web tutorial CD-ROMWhen to CreateVisual AidsComplex point to be madeTo show process or stepsTo show change over timeMake something stand outTypes of Visual AidsVideos/Audios/SlidesCheat sheets/HandoutsCharts, graphs, diagramsFlip chartsPosters/IllustrationsModelsDesign Guidelines for Visual Ai

17、dsEasy to seeEasy to navigateQuick to scanAccurateRelevantClearComplete (in relation to task)Its Ok to Have Fun!HumorGames training toolIcebreakers introductions questionsMusicRehearsing & RevisingTwo purposes of rehearsing logical order & transitions timingRevise learn from the rehearsal ma

18、ke modifications in: chunks & logical order transition statements timing opportunities for interactionDelivery TipsMake no assumptions jargon ask dont tellAsk questions you really want an answer to count to 7Vocal varietyNon-verbals affect communication tone appearance appropriate for audienceManaging FearBe prepared know your presentation rehearseCalm yourself isometrics deep breathingTurn your nervousness into energyYou dont have to know