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TRAININGtheTRAINERAnInfopeopleWorkshopAgenda•PurposeofTraining•Qualitiesofagoodtrainer•NeedsAssessmentandObjectives•Designing&DevelopingTrainingMaterials•DeliveryWhyOfferTraining•Yourtraininggoalsshouldsupportthegoalsofyourorganization–overallpurpose(s)–longrangevisions–broadPurposeofTrainingistoProduceChangeIn…•Skills–howto–steps•Knowledge–criticalthinking–decisionmaking•Attitudes–ethics/values–behaviorSkillsRequiredtobeaTrainer•Subjectmatterexpertise•Design–instructionaldesign–applylearningprinciples•Materialproduction–graphics,layout,mediacreation–computerexperience•Presentation–voice,personality,technicalexpertisePersonalQualitiestoLookForinaTrainer•Self-confidence•Awarenessofenvironment•Abilitytobuildbridges—relateoldtonew•Organizationalskills•Desiretolearn•Abilitytolisten•Senseofhumor•Communication&theatricalskills•Flexibility•Patience•Coolhead&warmheartTrainingorTeaching?•FacilitatororExpert•Real-LifeorTheoretical•ActiveorPassive•YoudoitorWatchMe•WhatwouldorHere’showtouseit.youdo?TrainingProcess:ADDIE•Analysis–formal/informalneedsassessment–determinegoals&objectives•Design–determinethecontent–determinedeliverymethod•Development–createthematerials•Implement–deliverthecontent•Evaluation–resultsbasedonobjectivesWhyDoANeedsAssessment?1.FindthegapinSKA:–SKA=Skills,Knowledge&Attitude–Gap=whattheyknowminuswhattheyneedtoknow2.Determineiftrainingistheanswer3.Determineobjectivesoftraining–Whatshouldtheydobettertoimprovejobperformanceorservicetothepublic?AssessmentMethods•Informal–observation–pre-classsurveys–groupdiscussions•Formal–interviews–taskanalysis–focusgroups–surveysNeedsAssessmentTips•Chooseasubgroupifunabletosurveyall•Contactthosemostrelevanttothetrainingfirst–becarefulnottobiasinput•Focusonparticipantoutcomesaftertraining•DominineedsassessmentbeforeeachtrainingObjectives(SMART)•Specific–statedesiredresultsindetail•Measurable(observable)–useverbsthatdescribewhattraineeswilllearn•Action–describeanactionthatthetraineewillperform•Realistic–achievable•Timeframe–howlongwillittakethetraineestolearntheskill?Evaluations•Evaluatebasedonobjectives•Didtheparticipants:–learnwhatyouhadplanned?–implementwhattheylearned?–improvetheirjobperformanceorservicetothepublic?ConsiderationsforTeachingAdults•AretheyREADY–sufficientskills–seeaneedtolearn•Howwilliteffecttheirdailyjoblife–personalbenefits•Practicalpractice–hands-onexercises,real-lifescenarios•Knowledgesharing/Participation–askquestions–encouragediscussion•RelatetrainingtosomethingtheyknowReadHearWordsWatchstillpictureWatchmovingpictureWatchdemonstrationDoasitevisitDoadramaticpresentationSimulatearealexperienceDotherealthingVisualKinesthetic(Experiential)Verbal10%ofwhattheyread20%ofwhattheyhear30%ofwhattheysee50%ofwhattheyhearandsee70%ofwhattheysayorwrite90%ofwhattheysayastheydoathing“ConeofExperience”Peoplegenerallyremember:AdaptedfromWiman&Meirhenry,.EducationalMedia,1960onEdgarDaleDesignStartsfromYourObjectives•Brainstormthetopic•Eliminatewhatisn’tnecessarytomatchyourneedsassessmentandobjectives–whattheyalreadyknow–morethantheyneedtoknownow;)•Considerlimitationsdueto–facilities–lengthoftraining–deliverymethod–howquicklythetrainingneedstohappenOptionsforSequencingMaterials•Storyboard•Outline•Powerpoint•Index...