1. Effective Training A product of The T3 Group Turn your experts into trainers Ed Beale John Bannon EDTEC 572 Spring 2007

2. T3-101 Presentation Overview of our Train-the-Trainer Outline design theories, influences & applications Review of our modules (1 & 5) Discuss Lessons Learned

3. T3-101 Presentation Project Overview Coast Guard Train-the-Trainer course Geared towards SMEs with little training experience 4 modules 2 hr. ILT + 1-30 min. online Focus on “need to know” information

4. T3-101 Presentation Context Designed for Coast Guard units Small classes (<12) led by experienced trainers Functional, flexible & motivational context

5. Instructional Design ADDIE Analysis Survey of sample population (n=6) supported training Focus on SMEs needs as part- time trainers Training needs to be flexible to office field-work/schedules

6. Instructional Design ADDIE Analysis Content analysis focused on defining “need- to-know” SME training Narrowing the scope to 8.5 hrs. Using available content/resources: Trautman, S., & Klein, K. (1993, July). Ask an expert. Training and Development Magazine, 45-48. Russo, C. S. (Ed.). (2004). Teaching SMEs to train. Infoline, 9977. (http://www.astd.org)http://www.astd.org Russo, C. S. (Ed.). (2005). Basic training for trainers. Infoline, 8808. (http://www.astd.org)http://www.astd.org

7. Instructional Design ADDIE Design Consistent format & look Easy to use instructor & student guides Emphasis on higher order & interactive learning Incorporation of: Bloom, ARCS, Gagne and ICARE

8. Instructional Design ADDIE Module Design Overview Module 1: The Effective Presenter Communicator (Ed) Module 2: The Prepared Trainer Module 3: Motivational Trainer (30 minute online module) Module 4: Results Focused Trainer Module 5: Effective Manager-Trainer (John)

9. Instructional Design ADDIE Development Use of Constructivist learning techniques Use of role play, case studies & exercises Paper based & online availability Deliverables: Instructor & student guides

10. Instructional Design ADDIE Evaluation Exercise Rubrics Kirkpatrick Level 1- 2 surveys Post-training follow-up Kirkpatrick Level 3 survey

11. Module 1 The Effective Presenter/Communicator Terminal Objective: Perform & understand effective verbal and non-verbal communication techniques Enabling Objectives: Demonstrate effective posture, eye-contact & gestures during non-verbal communication Demonstrate volume, tone, speed, and articulation during verbal communication Demonstrate active listening techniques

12. Module 1 The Effective Presenter/Communicator Rationale SMEs may not be expert communicators Emphasis on practice Use of techniques with high impact Deliverables Learning activities Solution systems (notes, job aids) Example of Module 1 Training:

13. Eye Contact Your main tool for building rapport Also your best tool for building credibility Talk directly to your students! Slide#9 Sample

14. Bad Eye Contact: Darting eyes - avoiding everyone Looking at the back wall Talking to the board or podium Good Eye Contact: Lock your eyes on someone before speaking Look at your students, not over them Turn, look, and make your point Eye Contact Slide#10 Sample

15. Eye Contact While Presenting: Look- speak to one student at a time Hold- give that student 3-5 seconds Move- finish your point, then move on Repeat- evenly distribute your time between all students Slide#11 Sample

16. Practice! Form groups of three or four Tell them about your last vacation Maintain good eye contact, for both presenting and receiving Rate the presenter Switch! Slide#16 Sample

17. Module 5 The Effective Manager Terminal Objective: Apply & understand training management techniques for the physical classroom, student challenges & the training flow Enabling Objectives: Identify 3 potential training environment distractions based on logistics, technology & direction Differentiate disruptive student behaviors & identify solution systems Recognize the role of each of the 3 parts of training flow

18. Module 5 The Effective Manager Rationale Role of managing the training environment Focus on 3 key areas Deliverables Final synthesis learning activity Practice role play & case studies Solution systems (notes/job aids) Example of Module 5 training:

19. Now—on to Lesson 2: Managing student behaviors & disturbances Moving from the classroom issues to student issues Lesson 2: Managing Classroom Disturbances Slide#16 Sample

20. In this lesson, you will learn to: 1. Identify and differentiate disruptive or problematic students by the 4 broad categories 2. Identify and apply strategies to manage disruptive/ problematic students Lesson 2: Managing Classroom Disturbances Slide#17 Sample

21. Disruptive/problematic student behaviors can be classified in 4 broad categories: The Know-it-all The Distracting Chatter The Silent Student The Challenger/Disruptor Most behavior problems are minor in nature Lesson 2: Managing Classroom Disturbances Slide#18 Sample

22. Reflect: What type of behavior are you? Why? The Know-it-all The Distracting Chatter The Silent Student The Challenger/Disruptor Lesson 2: Managing Classroom Disturbances Slide#19 Sample

23. Lesson 2: Managing Classroom Disturbances The Know-it-all Behaviors: Talks frequently Answers at length Interrupts instructor and other students Interpret & explains everything on a frequent basis Strategies: Eye contact, politely cut them off, acknowledge their response, move on Acknowledge with: “now let’s have others respond” or “what does the rest of the class think?” Talk to student on break; individually in private Slide#20 Sample

24. Let’s Practice Trainer-student Role Play The Know-it-all The Distracting Chatter The Silent Student The Challenger/Disruptor Lesson 2: Managing Classroom Disturbances Slide#24 Sample

25. Companion Web Site

26. T3-101 Presentation Summary 8.5 hr. Train-the-Trainer designed for Coast Guard SMEs in-house training Modular in nature with a focus on “need to know” information ICARE-based ISD framework, including ARCS and Bloom To learn more, go to: http://www.t3group.com/training http://www.t3group.com/training

27. Resources Hahne, G. (1986) How can subject matter experts prepare themselves to be trainers? Training and Development Journal, (34)5, 16-21. Hoffman, B., & Ritchie, D. (1998). Teaching and learning online: Tools, templates, and training. Pfeiffer, J. (1989) The encyclopedia of group activities. San Diego, CA: Pfeiffer. Portner, H. (2006). Workshops that really work. Thousand Oaks, CA: Corwin Press. Russo, C. S. (Ed.). (2004). Teaching SMEs to train. Infoline, 9977. Russo, C. S. (Ed.). (2005). Basic training for trainers. Infoline, 8808. Trautman, S., & Klein, K. (1993, July). Ask an expert. Training and Development Magazine, 45-48. Van Kavelaar, E. K. (1998). Conducting training workships. San Francisco: Pfeiffer.

28. Effective Training A product of The T3 Group Questions? Ed Beale John Bannon EDTEC 572 Spring 2007