Empowering Experts: Effective Train-the-Trainer Program for Coast Guard SMEs

1. Effective Training A product of The T3 Group Turn your experts into trainers Ed Beale John Bannon EDTEC 572Spring 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 PresentationProject 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 PresentationContext • Designed for Coast Guard units • Small classes (<12) led by experienced trainers • Functional, flexible & motivational context

5. Instructional DesignADDIE • 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 DesignADDIE • 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) • Russo, C. S. (Ed.). (2005). Basic training for trainers. Infoline, 8808. (http://www.astd.org)

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

10. Instructional DesignADDIE • 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 1The 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. Slide#9 Eye Contact • Your main tool for building rapport • Also your best tool for building credibility • Talk directly to your students! 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 Slide#10 Eye Contact Sample

15. Eye Contact Slide#11 • 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 Sample

16. Slide#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! 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 5The 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. Slide#16 Lesson 2:Managing Classroom Disturbances • Now—on to Lesson 2: Managing student behaviors & disturbances • Moving from the classroom issues to student issues Sample

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

21. Slide#18 Lesson 2:Managing Classroom Disturbances • 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 Sample

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

23. Slide#20 Lesson 2:Managing Classroom Disturbances • The Know-it-all Sample

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

25. Companion Web Site

26. T3-101 PresentationSummary • 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

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 572Spring 2007