Train-the-Trainer Workshop
Robert Anderson, EdD
March 21-24, 2017

Learning Development Process
DesignDevelopment

Delivery Conduct Needs Assessment
 Set Learning Objectives

 Select, Sequence, & Prepare
Learning Activities

 Facilitate Learning Experience Evaluate Learning

Workshop Objectives
 Explain the elements and stages involved in managing a learning
process.
 Conduct a needs analysis and target learning interventions
effectively.
 Identify learning objectives and plan an evaluation approachaligned to organizational needs and capacities.
 Describe several learning styles and identify preferred methods oflearning for each.
 Develop and deliver interactive training content and facilitate
active‐learning sessions.

Results of Pre‐session Survey
Respondents: 13
1.Years of experience as trainer:
No experience: 2
1-2 years: 1
3-4 years 1
5-10 years: 5
10-20 years: 3
25+ years: 1
2. Conduct needs assessment before training?
Yes: 11
No: 2
Examples:• Pre-training survey (3)• Bio-data of participants; feedback from previous participants• Ask participants about expectations• Suggestions from statistical conferences• Training needs as identified by government agency• Ask national statistics officeResults of Pre‐session Survey
3. Objectives & Expectations:• Motivation of participants (5)• Understand needs & conduct gap analysis; pre-post surveys (5)• Presentation design & presentation skills (4)• Design learning activities such as case studies, optimal mix of theory
and practice (3)• Training tools and methods (1)• How to manage discussions (1)• Increase self confidence (1)• Learn best practices (1)Workshop Agenda
Day 1

Day 3

AM Introductions
Opening a Training Session
Conducting a Needs
Assessment

AM Presentation PracticeGroup Critique & Feedback

PM Writing Goals & Objectives
Evaluation Strategies

PM Interaction Skills:• Listening to Understand• Discussion Skills

Day 2

Day 4

AM Kolb Learning Styles
Developing & Sequencing
Learning Activities

AM Group Process Skills• Managing Resistance• Cultural Factors

PM Presentation Skills
Effective Visual Aids

PM Facilitation Skills
Facilitation Practice & Feedback
Closing a Training Session

Introductions
 Name Country/Professional Role Experience as a trainer
 Interesting fact about yourself

Your Expectations
 What are your objectives for this workshop?
 What do you hope to gain?
In table groups …
(5 minutes)

Guidelines Participate in workshop activities
 Listen for understanding Give feedback Take some risks
 Confidentiality
 Respect time frames
 Full attention to course activities: Wireless technology(Smart phones, computers, etc.) off or on “vibrate.”
 Have fun!!!

Open a Training Session
Using this workshop as an example, what does a trainer needto do in the Opening of a session to:
1. Establish a positive learning climate?
2. Bring focus to the training session?
3. Things to avoid?

Open a Training Session
A clear Opening answers the learners’ questions:
Is this workshop worth my time? What exactly will we cover?
Where does this material come from? Is the instructor
credible? How will we working together?
1.
2.
3.
4.
5.
6.

Purpose
Goals
MethodBackground
Introductions
Benefits

Organizational Needs“Determining your organizational needs will help you todetermine what training you need to do. More important,it will help you determine what training you don’t need todo, either because the organizational need cannot be
addressed by training or because the organization cannot
support the training that is needed.”— George M. Piskurich, Rapid Instructional Design

A Request for Training
1. Read the case study on page 9 and make a list of the needs
and factors that will be important to consider. How can you makesure that this training targets the needs of all stakeholders?
(5 min.)2. Discuss your list with the colleagues atyour table.
(5 min.)Role of Training

EDUCATIONVS.

TRAINING

Role of Training
Do not use training as a first step for:
 Poor supervision Lack of reward for good performance Inefficient work flow Unclear objectives
 Unrealistic expectations
 Lack of consequences for poor performance Inefficient workplace design Poor recruitment

Role of Training
Use training to improve individual or organizational performance bydeveloping learners’ knowledge, skills, and attitudes to achieve
performance standards.
Knowledge

Information that learners must know to perform
effectively: facts, concepts, rules, procedures,
policies, etc.

SkillsAbilities learners must have to perform effectively:
cognitive (analytical), communication skills,
psychomotor (manual dexterity), etc.

Attitudes

Values, feelings, beliefs, perceptions, styles, etc.
learners should have to perform effectively

 What examples can you give where training is the rightintervention?

Needs Analysis Steps Assess current performance level Assess expected performance level Identify performance gap
 Set goals and objectives
 Plan evaluation strategy

Conducting the Needs Analysis
Current
Performance

The Gap

What’s the situation
now?
Learners’ current
knowledge, skills,
attitudes
Personal factors that
affect performance
Organization al factorsthat affect performance
Factors that affectlearners’ access tolearning

Expected
Performance
What performance isdesired?

Learning
Experience
Goals &
Objectives

Performance standards
Factors influencing
maintenance of the
behaviour

National Statistics Office (NSO)
Case Practice
B Director
Training

A Developer

8 Professionals

4 Support
Staff

C Observer

Needs Analysis Exercise

Roles
A. Training Developer
B. Training Sponsor
C. Observer

Timing
Prepare: 5 min.
Conduct Interview: 15 min.
Give feedback and discuss: 5 min.

Assessment Methods
 Open‐ended Questionnaires
 Close‐ended Questionnaires
 Individual or Group Interviews
 Observation
 Analysis of Documents

Assessment Methods
After your meeting with the Director of Agriculture statistics, decide
what additional information you will need — and which tool you will use
on page 20. (10 min.) Open‐ended Questionnaires
 Close‐ended Questionnaires
 Individual or Group Interviews
 Observation
 Analysis of Documents

Application Exercise
1. Make some notes on the needs assessment that you will conduct foryour own training proposal. Use page 21 in this course workbook or use
the templates in the ToT Manual on pp. 6-7.
(10 min)2. Discuss your work with acolleague at your table.
(10 min)Goals & Objectives
Goal

A broad statement of the learning outcome thatyou want the learners to achieve.
Example: “Learners will be able conduct a needs
assessment.”

Objective A specific learning outcome to be accomplished. Eachlearning goal will usually have several objectives thatwhen met will indicate accomplishment of the goal.
Example: “Learners will be able to:• Differentiate between training needs and other needs• Use assessment tools to identify the need
• Identify the gap between current and expected levelsof performance”

Goals & Objectives
1. Read the objectives on page 24, and make a √ next tothe ones that are stated in behavioural terms.
For those not written that way, rewrite them so that they,
too, are written in behavioural terms. (5 min.)2. Compare your work with your colleagues at your table.
Reach an agreement on how these goals can be written inbehavioral terms. (5 min)Writing Objectives
Together with your colleagues in your table group, write 2-3 learning
objectives for the staff members in the agriculture statistics
department.
Make sure that they describe the learning outcomes in behaviouralterms: By the end of the workshop, participants will be able to …
(10 min.)Design
Application Exercise
Write a goal and behavioural objectives for a training programme
or module of your own design. Use page 26 of the course
workbook or use the template on page 8 of the ToT Manual.
Goal

Objective(s)Evaluation Strategy
D. KirkpatrickType

Did they like it?

MethodQuestionnaires completed
by learners at the end of aworkshop

Learning

Did they learn it?

In‐class tests, pre‐ andpost‐training tests

Behaviour

Surveys of learners and
Are the learners
using the skills on the their managers,
observationjob?

Results

Was it worth it?

ReactionCentral Question

Cost analyses, impact onorganisation

 Answer the questions on page 28 of your workshop manual.

Training Proposal
Purpose. Explain the broad issues the programme addresses. What are thebenefits to the organization and to the individuals who will be trained? What
will be the impact of the training?
Description of participants. What have you learned from your needs analysis?
What is the current level of performance? What is the expected level of
performance? What are the organizational factors that affect performance?
What systems and rewards will need to be in place in order to sustain theperformance?
Programme goals & objectives. Explain how your programme solves the
problem(s) you’ve identified in the needs analysis. List all the objectives so thatyou can get your sponsor’s (and manager’s) approval on each one. Explain how
you will evaluate the programme.
Programme requirements. Explain the length and format of the programme you
expect to produce. Outline the development time, instructor requirements, thebudget, conference room and audiovisual requirements, and a time table fordelivering the training.

Working with Training Providers
 Purpose of Project Scope of Needs Analysis
 Project Time Table Training Proposal Development
 Other Issues to Consider:Assignment for Tuesday
Complete the Kolb Learning Style Inventory before class.
Do the following:
1. Get in mind a “peak” learning experience.
1. Complete the 12 questions of the inventory.
1. Score the inventory by counting & recording your responses on
page 2 of the answer sheet.
2. Graph your scores on pages 3 & 8 of the inventory.

Characteristics of Adult Learners•

Adults have a reservoir of personal and work-related experience.

•

Adults’ attention needs to be gained and sustained.

•

Adults are task oriented.

•

Adults tend to be cautious, anxious, and easily discouraged in new
situations.

•

Adults need to be self directing and autonomous.

•

Adults expect high-quality learning experiences.

(Page 32)

Kolb Adult Learning Model
Concrete Experience“Experiencing”

Active Experimentation“Doing”

Reflective Observation“Reflecting”

Abstract Conceptualization“Thinking”
www.haygroup.com/leadershipandtalentondemand/video/details.aspx?id=303

Kolb Learning Style Inventory
Concrete Experience“Experiencing”

ACCOMMODATING

DIVERGING

Active Experimentation“Doing”

Reflective Observation“Reflecting”

CONVERGINGASSIMILATING

Abstract Conceptualization“Thinking”

Kolb Learning Style Inventory
In your small groups …
• Give examples of “peak” learning experiences.
• What made them particularly effective for you?
• Be prepared to explain your thoughts to the other groups.
(10 minutes)

Development
Sequencing Learning Activities
Broad picture

Details

Simple content

Complex content

TheoryBecomeaware

Application
Identify

ProduceDevelopment
Learning Activity

PurposeApplication Exercise

Identify steps or actions to use in learners’ own environment.

Case Study

Identify concepts and skills in a specific environment; apply knowledge

Demonstration

Observe skills in action, usually by instructor or experienced performer

Discussion

Draw on learner’s experience; encourage application; identify challenges
and obstacles

Fish Bowl

Observe skills in action; provide feedback

Games & Simulations

Discover learners’ habitual tendencies; establish a a need to change;
experience and analyze underlying issues; practice skills

Lecturette

Introduce new area of content; convey conceptual, historical ortheoretical information

Pen & Paper Exercise

Identify concepts and knowledge; practice and test knowledge

Personal Reflection

Create awareness of concept; encourage learner’s emotional
involvement

Reading/ Self Study

Introduce new area of content; gain broader background on topic

Role Play

Establish the need to change; practice skills in a work‐related context

Visualization

Engage learner’s imagination.

Development
Sequencing Learning Activities
1. Sequence the learning activities on page 37 by the placing theletter of the activity in the numbered blank. Make a note about why
you chose to place it where you did. (5 min)2. Discuss your choices with your colleagues. Agree on a consensus
list and the reasons for these choices. (10 min)

Development
Sequencing Learning Activities
Application Exercise
Select one of your objectives. Make a list of learning activities tohelp learners gain mastery of the objective. Use page 38 in the
workbook or page 15 in the ToT Manual. Be prepared to explain
the rationale for the activities and sequence you have planned.
(10 min.)Objective:

Timing:

Activity:

Development
Sequencing Learning Activities
Group Exercise
1. In your small group, each person explains the objective andsequence of learning activities. (12 minutes)
2. Choose one example from the four, work on it together. Write it
on a large piece of paper, and be prepared to explain it to thelarge group. (15 minutes)

Objective:

Timing:

Activity:

Presentation Skills
Two channels of communication:

 What are some of the distractions that affect thesechannels?
 What can we do as presenters to avoid them?

Organizing Content
Listener
ProfileOpening

PurposeAgendaBenefits

Body

Development• Structuring Techniques• Rhetorical Strategies

Close

Recap of Agenda
Take Away Message

Listener Questions• What are you going to talk about?
• Why important?
• How?
• What’s in it for me?

Opening Practice• Give brief overview of Listener Profile• Deliver Opening (Purpose, Agenda, Benefits)• Get feedback on Opening from colleagues
5 minutes X 3 = 15 minutes

Effective Visual Aids

Agenda• Preparation Steps• Structuring Techniques• Rhetorical Strategies• Delivery Tips

Benefits

How to Prepare for a Presentation• Think about your audience’s needs, concernsand priorities• Write down in one sentence the main ideathat you wish to communicate• Plan an agenda that explains how you intend
to cover the information• Create visuals aids that bring the information
to lifePreparation Steps• Analyze your audience• Determine purpose• Create agenda• Add visual aids

Preparation Steps• Analyze youraudience• Determine purpose• Create agenda• Add visual aids

Bridging the Attention Gap
Attention
Of
Listeners

Opening

Close

Body
Length of Presentation*Adapted from David Peoples, Presentation Plus.

Role of Visual Communication
In oral communication, meaning comes from . . .
Words• Tone of Voice• Visual Experience• Words

7%

Visual Experience

A. Mehrabian, Psychology Today

55%

38%

Tone of VoiceVisuals Increase Retention
After 3 hours
Verbal Only

After 3 days

70%
10%Visual Only
72%
20%
Verbal & Visual
85%
65%*University of Minnesota Study
Quoted in Cheryl Hamilton, Communicating for Results

Using PowerPoint
This image cannot currently be display ed.

+• High impact• Easy to create• Good for standardized
messages• Technical difficulties• Somewhat inflexible• Transitions can be difficult

Presenting as a Team
Step 1

Step 2

Step 3

Step 4

Plan

PreparePractice

Present

Room Set Up
LeaderRhetorical Strategies• Learning a new delivery skill islittle like tennis …
• New procedures are a lot like newshoes …
• A successful training programme
is like a … ????

Rhetorical Strategies• Set the scene• Set up the tension• Resolve the tension• Highlight the truth

Rhetorical Strategies
Competency = skills, knowledge, attitude
Let’s take driving as an example. What are
the …
• Skills?
• Knowledge?
• Attitudes?

Rhetorical Strategies
Yours: In my 10 years’ experience as aprogramme officer …
The Idea’s: This approach is already successfullyin use at the World Bank and UNICEF …
Listeners’: You know what it’s like when you are
getting many requests and no one issetting priorities. In a similar way, thecurrent situation is creating …

Rhetorical Strategies
 People Institutions
 Periodicals
 Research Studies
 Reference Books

Rhetorical Strategies
Documented numbers, statistics,
evidence, and proof fromcredible sources …
Remember to cite yoursource.

Delivery Tips
• Rehearse (but don’t memorize)• Glance, turn, talk
• Use transitions• Interact with the visual aids, but …
• Talk to your listeners

Summary
For an Effective Presentation,
Remember …
• Preparation Steps• Structuring Techniques• Rhetorical Strategies• Delivery Tips

Your
Presentation

Organisation
Body of Presentation

Organisation
Close• Summary (Recap of Agenda)• Take Away Message

Work Session
Steps
1. Develop content for Body of presentation
2. Create slides to support on content (pp. 5‐6)
(15 minutes)
Feedback• Work in pairs; explain Listener Profile; describe the slides you have drawn• Get feedback from partner• Repeat process for second person(10 minutes x 2 = 20 minutes)

Assignment for Wednesday• Come prepared to deliver a 6‐minutepresentation• Prepare the presentation on your laptop using
effective PowerPoint slides.

Presentation Practice
Steps to Follow• Give brief background on youraudience.
• Deliver your presentation (6 min.)• Receive feedback from youcolleagues.
• View your video and complete theself‐rating sheet.
• Return to group and be a listener forthe other presenters.

DeliveryYour Expert Knowledge
Building Blocks:

Learning
Methodology

Presentation Interaction
SkillsSkillsAdult Learning Theory

Group
Process

Interaction Skills
Restatement

Drawing Out

Building

Differing

Communication Process

To send a message from one person to another takes six steps and toreceive a response, six more — a total of 12!

Average Listening Efficiency

Ralph Nichols,
Are You Listening?

Active Listening
Restatement• So what you’re saying is ...
• If I hear you correctly, your concern is ...
• You think ...
• Your concern is …

Restatement Practice:
Person A: “One thing I learned about presentation skills was …”
Person B: Restates Person’s A message in his/her own words to Person
A’s satisfaction.
Continue around the table until all have practiced restating.

Active Listening

Drawing Out

Restatement• What do you mean by _____?
• Could you give me an example?
• How would you describe the situation?
• What are the reasons for _____?
• Tell me more about that ...
• So what you’re saying is ...
• If I hear you correctly, your concern is ...
• You think ...
• Your concern is …

Listening to UnderstandExercise
Person A(Speaker)

Step
1

Speaker makes“controversial
statement”

Listener asks questions &restates to fully understandwithout judging
Listener restates what
speaker said, explaining
what he/she said and why
he/she said it

Step
2
Step
3

Person B(Listener)

Speaker gives
feedback on:
1. How well listenersummarized
2. How effective werelistener’squestions

3 min.

1 min.

2 min.

Interaction Skills
Restatement• So what you’re saying is ...
• If I hear you correctly, your concern is ...
• You think ...
• Your concern is …

Drawing Out• What do you mean by _____?
• Could you give me an example?
• How would you describe the situation?
• What are the reasons for _____?
• Tell me more about that ...

Building• Your idea makes me think of ...
• Just to build on that, we could ...
• Not only that, it will also ...
• Another way we could achieve that goal ...

Interaction Skills
Restatement• So what you’re saying is ...
• If I hear you correctly, your concern is ...
• You think ...
• Your concern is …

Drawing Out• What do you mean by _____?
• Could you give me an example?
• How would you describe the situation?
• What are the reasons for _____?
• Tell me more about that ...

Building• Your idea makes me think of ...
• Just to build on that, we could ...
• Not only that, it will also ...
• Another way we could achieve that goal ...

Differing

For positives• What I like about your plan ...
• I agree that ...
BUT
For concerns• My concern is ...
• I see the following disadvantages ...

Interaction Skills Practice
1. Complete Form A or Form B of the Interaction Skills exercise.
(10 minutes)
2. Practice with a colleague: First person reads “Other person says …”
 Second person reads response.
 First person identifies response as DO, R, B or DF
 Both discuss appropriateness of response Continue until all responses have been read.
3. Reverse roles and repeat step 2.
(10 minutes)

Interactive Presentations
ExampleSpeaker (Asking for a show of hands) How many of you have studied the UN in school? How
many of you have visited a UN office? (closed questions)
The UN is a family of organisations. What are some examples of UN organisations?
(open-ended question.)
Student

UNESCO

Speaker That’s right. What are some others? (open-ended question)
Student

The Red Cross

Speaker Well, yes, the Red Cross is an important international organisation; however, it is notpart of the UN system (differing). What are some others?
Speaker (moving on) What do you think are some of the goals of the UN?
Student

Helping the poor countries in the world.

Student

Trying to stop wars.

Speaker Right. So you see development as a UN priority. (restatement) And, in addition tothat, working for peace in the world. (building)Group Process“The steps that you and the group take to define, agree on, and movetoward achieving learning outputs.”

 Clear purpose statement for learning session
 Logical agenda and clear time frames for activities
 Input from learners on issues to be addressed Agreement on norms to be followed Clear goals and logical plans for conducting learning activities toachieve the greatest impact

 Consultation with learners when a change in course seems
necessary Trainer’s and group’s commitment to achieving outputs agreed toManaging the Process
Intervention

Definition

ExampleGet agreement on the
purpose, agenda,
decision making
process, and groundrules

Reviewing and checking
for agreement at the
beginning of session“Before we get started, I'd like to review the
purpose of the session and the way we willproceed.”Make a proceduralsuggestion

Suggesting a way for thegroup to proceed"I'm not convinced we have the time to deal withthat issue right now. What do others in the groupthink?"

Get agreement on how
the group will proceed

Checking for agreement
on a process that has
been suggested.

“Is everyone in agreement that we should finish
analysing the problem before discussing thesolution?”Throw back to group

Returning a question to
the person asking or to
the group“So what are the risks? How do you see it? What
do others in the group think?”

Maintain/Regain focus

Making sure everyone isfocused on one thing at
at time“Wait a minute. These are all important points.
Let's take them one at a time.”

Managing the Process
Intervention

Definition

ExampleAsk /Say what's
going onNaming something that isn't
working and getting it out inthe open so group can deal
with it“I sense that you are not all in agreement withthe way we are making this decision. Let's talkabout it.”

Enforce procedural
agreements

Reminding the group of aprevious agreement or
ground rule

“We agreed that during brainstorming we will
withhold evaluation. Could you hold onto thatidea for later?”

Deal with or defer

Deciding with the group if
it's appropriate to deal with
an idea or defer till later“I'd like to suggest that we finish looking at all
aspects of the problem before discussing thesolution.”

Focusing attention througheye contact and movement

Regain focus by standing up, moving to thecenter of the room, or increasing energy
levels.

Use body language

PraiseLetting individuals and thegroup know how pleased
you are with theircontributions“That's an important insight.” “We've madeexcellent progress today.”

HumourMaking a joke to relieve thetension (but being careful
not to do it at someone’s
expense“I flunked penmanship in grade school, but I
studied remedial flipchart writing in graduate
school.”Discussion Techniques
Bulleted List
When

To gain more information about a topic
To identify reasons or examples
To understand the value or benefits of a topic
or issue

How

State the reason behind the question you
are about to ask.
Ask an open‐ended question. Wait.
Restate and post responses on a flipchart orwhite board.
Summarize responses and relate them backto the reason you asked the question.

Discussion Techniques
Balanced Assessment
When

To decide on which of two actions to takeTo encourage learners to understandseveral points of view
To persuade learner of the value of acertain action

How

Ask: “What are the advantages of the idea?
Ask: “What are the disadvantages?”
Post response on flipchart labeled (+) and (‐)
Summarize responses and relate them backto the reason you asked the question.

Assignment for Thursday• Read pages 72‐74 in your course workbooks.
• Think of a scenario where you could facilitate a
discussion using a “bulleted list” or “balanced
assessment” as a trainer.
• Come prepared to conduct a 10‐minutefacilitation using one of these methods.

Handling ResistanceWhat are some forms of resistance that you haveexperienced in a meeting?

Handling Resistance
Step 1: Pick up the clues
Step 2: Name the resistance. Encourage the person to make amore direct statement about what he/she isexperiencing.
Step 3: Be quiet and let the other person respond. Listen
actively.
Step 4: Restate other’s concern in a positive, or moreproductive, way.
Step 5: Respond to the other’s concern.

Handling ResistanceIn the examples on page 69 …
Step 4: Restate the other’s concern in a positive, or moreproductive, way.
(5 minutes)

Cultural Factors
Japanese
Latin
America
ChineseSpanishItalianEnglishU.S.
GermanHigh Context• Indirect• Emphasis on
relationships• Harmony• “Codes”

Low Context• Direct• Emphasis onwords• Argument &persuasion-E.T. Hall

Cultural Factors
Statement: “We would greatly appreciate your department's
help on this project.”High
Context
Speaker
Says …

Response

Intention"We would verymuch like to help.
We will talk it overwith the groupand try to help,
but it might bedifficult."

Say noImpact on a
Low Context
Listener
Confusion
Frustration
Misunderstanding

Cultural Factors
Statement: “We would greatly appreciate your department's
help on this project.”

Response
Low
Context
Speaker
Says …

"It's impossible for
us to help at thistime. We don't
have themanpower, thebudget, or thetime."

Intention

Impact on a
High Context
Listener

Say noJudges otheras:“Aggressive”“Rude”

Cultural Factors
How might low‐context (direct) and high‐context (indirect)
communication influence participants’ behavior in groups?
1.
2.
3.
4.
5.
6.

Expectations about meetings
Communication style
Attitude toward status and hierarchy
Attitude toward conflict
Decision making style
Attitude toward silence

Debriefing a Role Play
1.

Start with the learners with most at stake (often, the ones practicing the skills.)
Ask: “What went well? What could you have done differently? What might you
do differently next time?”

2.

Get feedback from the “receivers” of the practice. Ask: “What stood out for you?
What was most effective? How could this have been even more effective?”3.

Ask other participants for their feedback.

4.

Synthesize the comments by ask the group to summarize what they have learned.
Ask them to link their learning back to the work situation.You can do this byasking: “What are some points to remember for the future?” OR “What will bemost important for you to follow up on?”5.

Post the participants’ comments on a flip chart. This is a good way to “focus” thelearning for later recall.

Training PracticePurpose: Practice training skills and gain feedback on strengths &opportunities for develop
How: Groups of five. Each person practices for 10 minutes in frontof 3‐4 other people.
Timing: Prepare learning activity (page 72‐75)
15 minutes‐Person 1 conducts
10 min.
15 min. x 5 = 75 minutes‐Feedback on Person 1 5 min.
‐Person 2 conducts‐Feedback on Person 2… etc.

Total = 1 hour, 30 minutes

Feedback on Training
Step 1: Trainer speaks first: What went well? What did you learn?
What could you have done differently?
Step 2: After listening to trainer’s self assessment, participants build on
trainer’s comments:
 What went well?
 What would have made the facilitation even more effective?

Training Development Process
DesignDevelopment

Delivery Conduct Needs Assessment
 Set Learning Objectives

 Select, Sequence, & Prepare
Learning Activities

 Facilitate Learning Experience Evaluate Learning

Learning Integration
Workshop Review
1. Using the topic given to you, your team will prepare apresentation to summarize this topic for the group.
2. Use the Train-the-Trainer manual to help you prepare thepresentation. You will have 15 minutes to prepare yourflipchart.
3. Deliver a 5-minute presentation to the group.

Workshop Agenda
Day 1
AM Introductions
Opening a Training Session
Conducting a Needs
Assessment

Day 3
AM Presentation PracticeGroup Critique & Feedback

PM Writing Goals & Objectives
Evaluation Strategies

PM Interaction Skills:• Listening to Understand• Discussion Skills

Day 2
AM Kolb Learning Styles
Developing & Sequencing
Learning Activities

Day 4
AM Group Process Skills• Managing Resistance• Cultural Factors

PM Presentation Skills
Effective Visual Aids

PM Facilitation Skills
Facilitation Practice & Feedback
Closing a Training Session

Action Plan
Make note of what you have learned about yourself in this workshop andwhat you intend to make full use of your learning on page 82 of yourtraining workbook.
(10 min)