1. Diana Fruth Kathryn C. Hall
Train the Trainer Fall 2017 University Housing Division of Student Affairs University of Georgia
Diana Fruth
Kathryn C. Hall

2. Learning Objectives Summarize the importance of learning styles
Identify and describe the learning styles in the VARK model
Provide at least 1 example of how to teach an individual who prefers each learning style
Discuss utilizing departmental resources in the training process

4. Visual Auditory Reading & Writing Kinesthetic VARK Learning Styles
*Multimodal Approach

5. Visual Learner Think in pictures Learn best by watching
Like to visualize things
Enjoy learning from visually stimulating presentations
Need visual aides

6. Auditory Learners Use word associations to remember information
Prefer to hear rather than read information
Think through dialogue
Verbal lectures and group discussions help them learn

7. Reading & Writing Learner
Prefer that information be displayed in words
Does well in retaining information after reading it
Writes a lot of notes
Lists, PowerPoint presentations and handouts are great teaching tools

8. Kinesthetic Learner Learn by doing
Think in terms of actions and experiences
Need activity and don’t do well sitting still for long periods of time
Learn best from demonstrations and role play

9. Multimodal Learners Utilize multiple learning styles and techniques
Blend learning styles

10. Effective Training Techniques
Training should proactively promote staff learning, development and engagement in order to promote a work environment which supports excellence!

11. Blooms Taxonomy
Although it received little attention when first published in 1956, Bloom's Taxonomy has since been translated into 22 languages and is one of the most widely applied and most often cited references in education.
In 1780 Abigail Adams stated:
"Learning is not attained by chance;
it must be sought for with ardor and
attended to with diligence"
Blooms Taxonomy are greatly used to create Learning Objectives.

12. Blooms Taxonomy Creating Evaluating Analyzing Applying Understanding
Remembering
Can the staff member develop a new point of view?
Creating
Can the staff member justify a decision?
Evaluating
Can the staff member distinguish between different steps?
Analyzing
Can the staff member use the information in a new way?
Applying
Can the staff member explain the ideas or concepts?
Understanding
Can the staff member recall or remember the information?
Remembering
Have participants draw a line between Applying / Analyzing: beside Applying write lower level of comprehension – beside Analyzing, write Higher level of comprehension.
Understand: “If you can’t explain it simply, you don’t understand it enough” – Albert Einstein
Gap of Knowing and Doing: “There is a great deal of difference Knowing and Understanding. You can know allot about something and not really understand
it.” – Charles F. Kettering
Applying: The most frustrating thing as an employee I had was being held accountable for something I did not understand. When you do something hat you are not totally confident of you second-guess yourself and that is where Selection by Consequence is birthed. Take the employee from the Gap of Intention to the realm of Understanding and Increased Awareness.
Choice is a function of Awareness.

13. Criteria for Training The training program should include the
following elements:
Training development: reflect on areas of training needs
Learning objectives
Course content and format
Resource materials
Criteria for course completion – were objectives met? (assessment)
Continuous improvement – ongoing training

14. Greatest Motivational Principle People Do what People See
Step 1  I do it.
Step 2  I do it and you’re with me.
Step 3  You do it and I’m with you.
Step 4  You do it.
Step 5  You do it and someone is with you.
Compounding (multiplication) happens when you equip someone who equips someone else.
1. Jim Collins: Good to Great: Get the right people on the bus (speaking of Master/Maestro). People Do what People See
2. 21 Irrefutable Laws of Leadership: To grow you teach your followers, To Multiply you Equip your Leaders.
3. Greatest Motivational Principle: People Do what People see. - John C. Maxwell
Source: John C. Maxwell 14 14

15. Adult learners retain:
Engaging Learners
Adult learners retain:
20% of what
they read
and hear
40% of what
they see
50% of what
they say
60% of what
they do
1. Adult Learners retain: Compare to after 1 year of training the average adults only retains only 10% to 15% of what was learned. For Trainer
2. Connecting is the ability to communicate & add value with another person in order to increase your influence.
3. Key is to have Conscious participation and engage Thinking and challenge peoples current limited belief system.
4. Master/Maestro is an integral component of what adult learners Do.
People do what people see.
Source: ASSE Professional Safety: August 2011

16. Techniques to Engage Learners
2. Role Playing (Kinetic)
Based on the participants and the believability of the scenario, participants will gain life and interpersonal skills.
1. Talk (Auditory)
All kinds of talking (monologues, dialogues, discussions, debates, interviews) promote creative and critical thinking. Lecturing is the most common form of training.
But only 20% of what is heard is retained.
3. Group Projects
Single Response (Auditory)
Break into 3 or 4 groups, give a scenario with the same questions to each group, and have each group respond to 2 questions. There is a time limit for answers, and each group will deliver their responses.
Everyone Communicate, Few Connect: Communication: Latin (comunis) – Common ground.
Source: ASSE Professional Safety: August 2011 16

17. Techniques to Engage Learners
5. Group Examination (Auditory)
Each group has a different scenario and questions and each group gives outcomes.
4. Group Projects Individual Responses (Reading/Writing)
Similar to technique 3, but instructors choose one person and each person writes their own answers.
Source: ASSE Professional Safety: August 2011 17

18. Techniques to Engage Learners
6. Accelerated Learning (Kinetic)
A combination of games or activities which involve imagination and all of the senses in order to create a rich memorable experience
(ex. Bingo)
7. Student Demonstrations (Kinetic)
Show what they know. Allow students who “know” or are proficient in a specific area (Maestro/Master) to show their proficiency by allowing five minutes to demonstrate/discuss their skill.
Source: ASSE Professional Safety: August 2011 18

19. 8. Peer Coaching (Kinetic)
Techniques to Engage Learners
8. Peer Coaching (Kinetic)
Peers provide one-on-one observation of work and give positive feedback.
9. Guided Discussion
(Auditory)
This method is useful when a trainer is trying to help students develop their ability to assess a situation and “think on their feet.”
“Thinking is the hardest thing a person can do, probably why so few of them do it.”
- Henry Ford
10. Simulations
(Kinetic and Visual)
A training environment set up to produce a comprehensive “workplace-like” experience.
Source: ASSE Professional Safety: August 2011 19

20. Storytelling must be relevant to the audience, not the storyteller.
Techniques to Engage Learners
11. Storytelling
(Auditory)
“The single most effective training is telling relevant stories and having students reflect on them.” (Blair & Seo. 2007)
Storytelling must be relevant to the audience, not the storyteller.
“Insight”
Experience
Reflection + =
-John C. Maxwell
Source: ASSE Professional Safety: August 2011 20

21. Reflection
Bloom’s Taxonomy is a resource for developing clear learning objectives and training that is understood.
In training, we need to create an environment conducive for the employees’ growth.
Use returners in the group and equip them to “multiply” others.

22. Reflection
Engage critical thinking and challenge limited belief systems with group discussions or questions. This will also increase communication, life and interpersonal skills.
Use storytelling as a way to inform, challenge and inspire.

23. When you decide to use a PowerPoint…
Discussion on David Phillips’ “How to avoid death by PowerPoint.”
Can you use this information?
Do you think setting up contrast is time consuming? Is it worth it?
What are your takeaways from his Ted Talk?

24. Quotes
“If you know the Why, you can live any How.” – Friedrich Nietzsche
“Change is inevitable. Growth is Optional.” -
JC Maxwell
“People do what People see.” – JC Maxwell
“People don’t care what you know until you show them that you care.” – JC Maxwell

25. Engaging Returning Staff Members
In your small groups, you will have 5 minutes to brainstorm ways to utilize returning staff members in your training efforts
Each group will have the opportunity to provide a way to engage a returning staff member in training each round. Once a method has been provided, it must be marked off of each small group list. The group that provides the most ways to engage returners will win a prize!

26. Ways to Engage Returners in Training
Present sessions
Q & A panel
Scenarios and Simulations
Returners host social for new staff
Lead Staff Meetings
Returners introduce new staff to BSW staff
Returners demonstrate rounds
Make YouTube videos
Conduct mock roommate mediations
Lead and create team builders and ice breakers
Explain process of program shopping

27. Ways to Engage Returners in Training
Peer mentors
Create presentations for training
Give tours of residence hall/ community
Share and tell
Develop professional development opportunities
Returners lead welcome week program teams
Co-presenters during training
Create case studies based on their experiences
Review presentations created by pro-staff for feedback
Lead reflection time after presentations
Role plays/ simulations
Present examples of great bulletin boards

28. Logistics Location with no/limited distractions
Location that is well lighted
Location that has AV equipment if needed
Consider seating…How long will they be sitting in the chairs? Comfortable?

29. Departmental Resources
Consistency and accuracy of information given is key!!!
Use up-to-date resources to gather training information
and guide presentations
Become Familiar with our website
Staff policies online recently updated
University Housing Community Guide
CA-RA Manual for (draft sent out by Tuesday)
DA-OA Manual for (draft sent out by Tuesday)
Recycling old materials does not capture an audience who have seen it before!

30. Check Your Attitude Enthusiasm is catching!
So is a lack of enthusiasm!
What you say and how you say it matters!!!

31. Collaboration
Community level training does not mean presenters cannot collaborate
Community level training does not mean communities cannot meet together to hear a presentation
Share responsibilities…Share information…Share presentations
Work together!!!

32. How will you know your training has been successful?

33. Questions

34. References
Bloom's Taxonomy. (n.d.). Retrieved June 21, 2016, from
Buckingham, M. (2011). StandOut: The groundbreaking new strengths assessment from the leader of the strengths revolution. Nashville, TN: Thomas Nelson.
Fleming, N.D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11,
Hernandez, Mark A. “Effective Training Techniques” Powerpoint Presentation.
Maxwell, J. C. (2010). Everyone communicates, few connect: What the most effective people do differently. Harper Collins.
Reflect all notes and prioritize according to A, C, & T, then apply.
Be a lifelong learner. Success is determined in what you do daily. 34

35. References
Phillips, David. “How to Avoid Death by PowerPoint”.
Reflect all notes and prioritize according to A, C, & T, then apply.
Be a lifelong learner. Success is determined in what you do daily. 35