Practical Trainer's Skills: The Trainer's Complete Toolkit
Contents
FRAMEWORK
1. The training process
Effective training.
How training fits into the business plan.
From training needs to the trainer's role.
The training process and the training cycle.
2. Identification of training needs
An introduction to identifying training needs.
Identifying needs from the business plan, and in discussions with line managers.
Analysing individual skills and needs.
UNDERSTANDING YOUR TRAINERS
3. How adults learn
How adults learn and absorb information.
An introduction to learning styles and training styles.
The language that trainers should or should not use to help people learn.
Possible effects of the trainer's preferred learning style and training style on the trainees.
Blockages to learning which some trainees may experience.
4. Body language for trainers
Using your own body language positively when training.
DESIGNING A TRAINING SESSION, COURSE OR PROGRAMME
5. Planning a training session, course or programme
The framework for planning a training session, course or programme.
Checking the viability of one designed by someone else.
Training objectives and outcomes.
6. Structuring a training session or course
Structuring or designing a training session or course.
How to allocate the correct amount of time for each activity.
Ensuring a good balance of activities, to maintain trainees' interest.
7. Selecting resources
How to find the films, exercises, case studies, notes, and so on, for the training you are planning.
How to check whether they are of the correct length to fit into your design and that they are suitable.
How to 'road-test' activities, to check they will achieve what you intend.
8. Adapting materials
Adapting existing training materials and activities, to save time and work involved in writing your own.
9. Trainer notes
How to lay out the trainer notes you will need for running a training session.
Hints and tips on the programme or agenda you give to the trainees at the beginning of the session or course.
RUNNING THE SESSION OR COURSE
10. Presentation skills
Hints and tips on putting your message across, and preparation.
Assessing your own presentation performance.
11. Setting the scene at the beginning of the session
Setting the right atmosphere with participants right away, to achieve effective learning.
Introduction methods and ice-breakers.
12. Running a training session or course
Framework of how to run the session or course.
When and when not to intervene.
Encouraging trainees.
Handling difficult trainees.
Effective use of questions.
13. Flexibility and pacing when running a session
Reacting 'on the spot' and how to adapt your training session as you run it, in order to meet the needs of your trainees.
Running the training at the right pace or speed for the trainees, including when to extend or shorten a session.
Selecting and using energisers.
14. Running exercises, case studies and discussions
Briefing trainees for exercises and case studies, including explaining the purpose, and how they should carry out the activity.
What to look and listen for during the activity.
How to lead a discussion.
How to get the best from activities.
15. Debriefing exercises, case studies and discussions
How to debrief activities to help trainees gain maximum learning from them.
Using prepared debrief sheets.
Debriefing without preparation.
Probing and adding further questions.
Writing your own debrief sheet for a specific activity.
16. Running role-plays
Selecting role-plays.
Overcoming resistance and fear by trainees.
Preparing and briefing trainees, to get the best from role-plays.
Debriefing role-plays, to help the trainees make the most of the learning.
17. Using video for role-plays
Setting up and running a video camera to record role-plays, as well as other activities.
How to avoid potential mishaps.
EVALUATING THE TRAINING
18. Debriefing for evaluation
How to evaluate the effectiveness of the training, and to link this with assessment of trainees' performance.
Probing and adding further questions, to help the trainer and trainees relate learning to the workplace.
Long-term evaluation, to examine how the learning from a whole course or series of activities has been applied in the workplace.
19. Giving and receiving feedback
How to give feedback to trainees, in groups as well as one-to-one.
How to receive feedback, both as a trainer on your own performance, and as a trainee. Advising trainees how they should receive feedback, so they gain maximum benefit.
DEVELOPING YOURSELF
20. Identifying and developing your own skills
Analysing your own performance and training needs, to plan your further development.
How to get help and guidance from a coach, so as to learn from their experience.
How to select your coach or mentor, and use them to maximum effect.
272 pages, with 110 OK to copy pages
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