Here\'s a Trainer\'s Guide that I have created for Successful Training

1. Trainer’s Guide to Successful Training
In this module, you will know more about the following:
 Trainer’s Checklist 101
 What is “Constructivist Approach” In Learning?
 Socratic Questioning
 DGCP Method in Learning and Coaching
 Root Cause Analysis – Skill VS. Will
Trainer’s Checklist 101:
In Training, there’s more to just being in the “room”. There are items that need to be done prior to
the training itself.
Below are some of the items you might want to use as a guide before training a class:
 Coordinate with HR or Recruiting as to how many participants you will have.
 Print name tents once you get the roster from HR or Recruiting.
 Based on the headcount, prepare the training materials that you need.
o Modules, Hand outs.
o Dry Erase Markers
o White Board eraser
o Flip Charts
o Flip Chart markers
 Test all the PCs, systems you and your participants are going to
use. Make sure they are all working.
 Request for logins ahead of time.
 Everyday, have your agenda ready on the board. Adults want to
know what’s in store for the day!
 Don’t overwhelm your participant’s on Day 1. Let Day 1 be warm,
welcoming and FUN!
 Everyday, thank your participants for coming in.
 Check your participant’s attendance “ON TIME, ALL THE TIME”.
 After each class, make sure your training room is clean and ready
for the next class.
 Submit all the reports needed for the day.
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2. Trainer’s Guide to Successful Training
What is the "Constructivist Approach" in Learning?
Constructivism is a theory, used to explain how people know
what they know. The basic idea is that problem solving is at the
heart of learning, thinking, and development. As people solve
problems and discover the consequences of their actions -
through reflecting on past and immediate experiences - they
construct their own understanding. Learning is thus an active
process that requires a change in the learner. This is achieved
through the activities the learner engages in, including the
consequences of those activities, and through reflection. People
only deeply understand what they have constructed.
How do we do it the Constructivist way? - Through Socratic Questioning!
What is Socratic Questioning?
Named for the early Greek philosopher/teacher Socrates, a Socratic approach to teaching is one in
which the instructor poses thoughtful questions to help students learn.
Why Use Socratic Questioning?
Socratic questioning helps students to think critically by focusing
explicitly on the process of thinking. During disciplined, carefully
structured questioning, participants must slow down and examine
their own thinking processes (i.e., reflective thinking). Thoughtful,
disciplined questioning in the classroom can achieve the following
teaching and learning goals:
• Model scientific practices of inquiry
• Support active, student-centered learning
• Facilitate inquiry-based learning
• Help students to construct knowledge
• Help students to develop problem-solving skills
• Improve long-term retention of knowledge
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3. Trainer’s Guide to Successful Training
How to Use the Socratic Method in the Classroom:
Role of the Trainer
During Socratic questioning, the trainer is a model of critical thinking who respects participants'
viewpoints, probes their understanding, and shows genuine interest in their thinking. The trainer
poses questions that are more meaningful than those a novice of a given topic might develop on
his or her own. The teacher creates and sustains an intellectually stimulating classroom
environment and acknowledges the value of the participant in that environment. In an intellectually
open, safe, and demanding learning environment, participants will be challenged, yet comfortable
in answering questions honestly and fully in front of their peers.
Tips for the Trainer
• Plan significant questions that provide structure and direction to the lesson.
• Phrase the questions clearly and specifically.
• Wait Time: Maintain silence and wait at least 5 to 10 seconds for
students to respond.
• Keep the discussion focused.
• Follow up on students' responses and invite elaboration.
• Stimulate the discussion with probing questions.
• Periodically summarize (e.g., on blackboard or overhead projector)
what has been discussed.
• Draw as many participants as possible into the discussion.
• Do not pose yes/no questions, as they do little to promote thinking or encourage
discussion.
• Do not pose questions that are vague, ambiguous, or beyond the level of the students.
Role of the Participants
Before an exercise in thoughtful questioning, it is helpful if the trainer tells participants that they are
expected to do the following:
• Participate when called upon.
• Answer questions as carefully and clearly as possible.
• Address the whole class so that everyone can hear their answers.
• Be as concise as possible in the interest of maximizing classroom time and effectiveness.
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4. Trainer’s Guide to Successful Training
DGCP Method in Learning and Coaching
DGCP is a great method to use when transferring skills. DGCP stands for Demonstrate, Guide,
Coach and Practice.
In Training, DGCP is ideal when teaching your participants on how to use new systems,
applications and when teaching them skills such as sales skills, customer service skills, etc.
Here’s how you execute the process:
DEMONSTRATE:
 When teaching an application or system, tell the class what the system is about or when
they will use it.
 Have the participants switch their monitors off so they can pay closer attention.
 Show the system to the class through the projector.
The Skill / Will Matrix
The matrix can be used to assess your employee's skill and willingness to do a specific task.
Based on that assessment, you can choose how to best manage the employee towards success.
An employee is rarely in one quadrant all the time. An employee will fall into one quadrant or
another depending on the task and their
• Skill: Experience with the task, training, knowledge, and natural talents.
• Will: Desire or achieve, incentives to do task, security surrounding job, confidence in
abilities, and feelings about task ("attitude")
Guide Delegate
• Be clear regarding expected outcomes • Be clear regarding expected outcomes
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5. Trainer’s Guide to Successful Training
(goals) and limitations of time, budget, (goals) and limitations of time, budget,
etc. etc.
• Discuss and set methods. • Involve in decision-making
• Check for understanding • Frequently ask employee for opinions
• Identify and provide required training. • Check for understanding
• Accept early mistakes as important • Give responsibility and authority because
"coaching" moments. employee is competent and committed.
• Give responsibility and authority for the • Provide feedback.
pieces of tasks employee can do. • Ask for check-ins at key milestones or
• Structure tasks to minimize possible risks when employee has questions.
to employee and company
• Provide frequent feedback. • Praise and reward for success
• Require frequent check-ins (verbal or
written) early in the project, but relax
control as progress is shown
• Praise and reward for success
Direct Excite
• Discuss what would motivate employee. • Discuss why task is important and why
Agree on what is possible. employee is best choice.
• Be clear regarding expected outcomes • Discuss what would motivate employee.
(goals) and limitations of time, budget, Agree on what is possible.
etc. • Be clear regarding expected outcomes
• Set clear rules, methods, and (goals) and limitations of time, budget,
deadlines etc.
• Check for understanding • Check for understanding
• Give responsibility and authority for the • Give responsibility and authority because
pieces of tasks employee can do. employee is competent
• Structure tasks for quick wins • Provide frequent feedback.
• Identify and provide required training. • Require frequent check-ins (verbal or
• Provide frequent feedback. written)
• Require frequent check-ins (verbal or
written) early in the project, but relax • Praise and reward for success
control as progress is shown.
• Praise and reward for success
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6. Trainer’s Guide to Successful Training
SAVI Model
SAVI MODEL - soma [hands-on]; aural [listening & speaking]; visual [seeing];
intellectual
Soma - physical; learning by moving, Aural - learn by sounds, dialogue, reading aloud,
touching, and doing; tactile, kinesthetic, hands- telling someone what they just experienced;
on learning - getting physical and using & remembering jingles & rhymes; listening to audio
moving your body while you learn; build, cassettes; repeating sounds in their heads; talking
physically manipulate, create pictogram & out loud while solving problems; manipulating
peripherals; act out a process; have an models, gathering information, making action
experience; complete a physical project; plans, create personal meaning for self; read out
simulation or game; take a field trip; write, loud from manuals & computer screens; read &
draw, talk about an experience; interview; paraphrase; tape reading; create own tape for key
create an active exercise for whole class. words, processes, definitions, procedures; tell
stories with learning embedded in them; paired
discussion, telling, review; create a rhyme, rap,
auditory mnemonic; practice while describing
aloud what you are doing; talk nonstop during
creative problem-salving or long-term
planning.
Visual - more equipment in everyone’s head Intellectual - intellect is the sense-maker of the
for processing visual info than for any other mind; the means by which we “think,” integrate
sense; using visual imagery in learning results new experiences, create new neural networks, &
in 12% better on immediate recall & 26% better learn; intellect connects the body’s mental,
on long-term retention; helps all to see what physical, emotional, and intuitive experiences to
presenter is talking about; see real-world build fresh meaning for itself; intellect is the
examples, diagrams, idea maps, icons, means by which the mind turns experience into
pictures, images while learning; learn by knowledge, knowledge into understanding, and
creating idea maps; create pictogram, icons, 3- understanding [we hope] into wisdom! Need
D table-top displays; solve real-world situation - sufficient intellectual challenge for the exercises to
then think & talk about it, drawing out be meaningful to the learners. solving problems,
processes, principles, & meanings that it analyzing experience, doing strategic planning,
illustrates; picturesque language: metaphors & generating creative ideas, accessing & distilling
analogies; images; vivid presentation graphics; info; formulating questions, creating mental
3-D objects; dramatic body language; vivid models, applying new ideas to the job, creating
stories; pictogram creation; icon job aids; field personal meaning, thinking through the
observations; colorful decorations; room implications of an idea; use all four SAVI elements
peripherals; mental imagery exercises. in a single learning event: watch, do, talk, think
about applying such to the job; enhance problem-
solving skills by simultaneously manipulating
something to produce pictogram or 3-D display
while talking aloud re what is being done.
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7. Trainer’s Guide to Successful Training
The ADDIE Model
The ADDIE model is the generic process traditionally used by instructional designers and training
developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—
represent a dynamic, flexible guideline for building effective training and performance support tools.
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models
are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp
ISD models. One commonly accepted improvement to this model is the use of rapid prototyping.
This is the idea of receiving continual or formative feedback while instructional materials are being
created. This model attempts to save time and money by catching problems while they are still
easy to fix. For example, the ADDIE model was used in the framework for helping create new
research topics in learning technology (Liu, 2008).
Instructional theories also play an important role in the design of instructional materials. Theories
such as behaviorism, constructivism, social learning and cognitivism help shape and define the
outcome of instructional materials.
Step Process
In the ADDIE concept, each step has an outcome that bleeds into the subsequent step.
Analysis > Design > Development > Implementation > Evaluation
Analysis Phase
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives
are established and the learning environment and learner's existing knowledge and skills are
identified. Below are some of the questions that are addressed during the analysis phase:
• Who is the audience and what are their characteristics?
• What is the new behavioral outcome?
• What types of learning constraints exist?
• What are the delivery options?
• What are the online pedagogical considerations?
• What are the Adult Learning Theory considerations?
• What is the timeline for project completion?
Design Phase
The design phase deals with learning objectives, assessment instruments, exercises, content,
subject matter analysis, lesson planning and media selection. The design phase should be
systematic and specific. Systematic means a logical, orderly method of identifying, developing and
evaluating a set of planned strategies targeted for attaining the project's goals. Specific means
each element of the instructional design plan needs to be executed with attention to details.
These are steps involved in design phase:
• Document the project's instructional, visual and technical design strategy
• Apply instructional strategies according to the intended behavioral outcomes by domain
(cognitive, affective, and psychomotor).
• Design the user interface and user experience
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8. Trainer’s Guide to Successful Training
• Create prototype
• Apply visual design (graphic design)
Development Phase
The development phase is where instructional designers and developers create and assemble the
content assets that were blueprinted in the design phase. In this phase, storyboards and graphics
are designed. If elearning is involved, programmers develop and/or integrate technologies. Testers
perform debugging procedures. The project is reviewed and revised according to the feedback
received.
Implementation Phase
During the implementation phase, a procedure for training the facilitators and the learners is
developed. The facilitators' training should cover the course curriculum, learning outcomes, method
of delivery, and testing procedures. Preparation of the learners includes training them on new tools
(software or hardware) and student registration.
This is also the phase where the project manager ensures that the books, hands-on equipment,
tools, CD-ROMs and software are in place, and that the learning application or website is
functional.
Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation is
present in each stage of the ADDIE process. Summative evaluation consists of tests designed for
domain specific criterion-related referenced items and providing opportunities for feedback from the
users which were identified
Training & Learning