Training Methodology For Trainer’s

By Debele Kabeta
ERCA,May 2017
Addis Ababa, Ethiopia.

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Training Information and program
 General Information about the training
 Class Start and Stop Times
 Breaks and Lunch
 Training Discipline
 Procedures
 Participation

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Objectives of Training
IS:
• Maintains and achieving high service standards
• Provides information and refreshes memory of
employees
• Achieves learning about new things; technology,
products / service delivery
• Reduces mistakes and minimizing costs
• An Opportunity for staff to feedback / suggest
improvements
• Improves communication & relationships for
better teamwork
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 The ASK Concept
 If we follow the GAP concept, training is a means
to use activities to fill the gaps of performance
between the actual results and the expected results.
 This GAP can be separated into 3 main themes
 Attitude: realizing feelings, values,
motivation
 Skills: practical abilities measured in speed,
precision
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 Knowledge: specific facts, patterns, concepts
 Methodicals of Effetive Training
• Training System

• Trainer’s Roles

• Trainer’s Responsibilities

• Training Methods

• Training Process

• Training Principles
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• training Styles

• Training Exchanges

• Instructional Strategies

• Instructional Media

• Planning and Preparation

• Preparation Skills

• Delivery Skills
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• Do’s

• Don’ts

• Fatal /serious Mistakes

• Answering Questions

• Difficult Questions and trainees

• Evaluation and Continuous Improvement

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 The Training System

 Trainers  Participants

 Training  Instructional
Environment
Materials
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 Training System
• Focused
– what the worker needs to know
– what the worker needs to be able to do
• Linked
– instruction and outcomes
• Reusable, Repeatable

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• Planning and Preparation
• Training Delivery
• Revision of Materials
• Training Evaluation

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Trainer’s Roles
 is a Facilitator

 is a Presenter

 is a Coach

 is a Mentor

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• Trainer’s Responsibilities
• Trainer’s purpose should meld on the key
components of the audience, their training needs,
their skill and knowledge deficits, and on what
he/she wants to accomplish in the training course.

• Focus on trainee should leave the training with new

information and/or skills that they didn’t possess
prior to taking the training.
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• Setting the initial mood of the trainee

• Creating an effective situation for Training

• Motivate and encourage participants in the

Training process

• Accepts comments and avoid getting defensive

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• Optimizing the lighting for viewing and

change as necessary
• Ensuring the training room is comfortable

for participants

• Control disruptive participants

• Offer Yourself as a resource
• Allow for limited discussions and challenges
of the ideas presented
• Discuss how the Training can be applied in
real applications
• Always treat the participants with respect
• Avoid stereotypes ans Focus on reality
• Make yourself available at the break and
after class to answer individual participants
questions
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 Training Methods
Effectiveness of information retained is related to
training methods used.
Training Method % Retained
• Reading 10%
• Hearing 20%
• Seeing 30%
• Seeing & Hearing
50%
• Talking & Writing
70%
• + Doing
90% 16
 Training Process
 Connect Yourself with trainee/audience

 Ask them questions to get insight in to their

attitudes, beliefs, concerns, aspirations,
motivations, cultures, behaviors, preferences
 Tell and explain participants what you plan to
train them ( about the training subjects ,
objectives, activities, etc. is going to conduct in
the training and in future implementation )
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 Training Styles
• Active
 Presentations
 Participation – asking questions, etc.
 Class Activities
 Hands-on/practice
• Passive
 Read
 Listen
 Observe

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 Training / Learning Exchanges
1. Participant to Participant
– Participants learn from one another’s experiences
– Class Activities – hands- on

2. Participant to Trainer
– Trainer gains subject knowledge

3. Trainer to Participant
- Presentations
- Trainer guides discussions
- highlights and reinforces objectives

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 Instructional training Strategies
• Characteristics of workers
• Presentation
• Testing
• Practice
• Feedback

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• Talking Head
• Demonstrations
• Discussions
• One-on-one

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 Instructional Media
• PowerPoint presentations
• Laptops
• White boards
• Flip charts
• Handouts etc,

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 Planning and Preparation
Training
 Facility
–Location and directions
–Accommodations
–Adequate tables and chairs
–Food and beverage for breaks
–Arrive early to become familiar with:

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
Learning Environment
 Training Room should be suitable space
and accommodations for training
 Setup tables and chairs for participants and
trainee
Lighting the training room must be
available
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 Planning and Preparation
Audiovisual Equipment

– Lap Top Computer
– LCD projector & screen
– Wireless Presenter (PP slide changer)
– Spare batteries
– DVD Player/TV
– Related cables
– Extension cords and power strips
NB.Set-up and test all equipment before class
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 Training Materials and Supplies
– Handouts
– Flash Drive with PowerPoint presentation,
videos, etc.
– Easel, flipcharts, markers
– Pens / pencils/writing pads
– Clip boards
– Materials for activities

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 Administrative
– Registration and sign forms
– Class Schedule
– Hard copies of PowerPoint Presentation and all training materials
– Learning/Smile Survey
– Pre Class and Post Class Tests
– Door prizes
– Certificates

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 Preparation Skills
• Know your audience/trainee skills, capacity and
gaps

• Expect to be nervous/ uncomfortable of the trainee

• Review all training materials and the trainers guide

so you are thoroughly familiar with all information
to present

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• Knowledge of the topic and materials will
increase your confidence
• Practice your training presentation on family
or co-workers
• The more you practice the better you will
become

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 Training delivery skill
• Use Ice Breaker

• Communicate the session objectives at the beginning of your

presentation

• Learn/know the name of the trainees quickly

• Supplement PowerPoint slide information with examples
relating to the topic and specific location

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• Be familiar enough with the training materials
so you should avoid reading directly from PP
slides
• Be sensitive to participants literacy differences
-Not equally skilled in writing, speaking, reading
-Read aloud all instructions and info written down
-Ask for volunteers to read or write material

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• Speak loud enough to ensure participants in the
back can hear
• Enunciate your words clearly
• Avoid saying uhm….., e..e..e…
• Avoid distracting mannerisms such as jingling
change or playing with your hair

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• Involve participants by encouraging and asking
questions
• Follow class schedule strictly
- Implement training discipline
- Start on time
- keep breaks and lunch time
- Finish on time

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• Pace your delivery according to the time
schedule and the material to be covered

• Cover everything in the training module –

handouts, activities, etc., or explain changes

• Keep aware of class climate

• Recognize your strengths and weaknesses

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• Maximize your strengths and minimize your
weakness

• Don’t pretend to know all the answers

• If you don’t know something:

Discuss the question with the trainees

Let the participants know will get the answer

Remember to follow up
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 Do’s
• Positive mental attitude 

• Dress appropriately 

• Be energetic and enthusiastic

• Have fun

• Be energetic 

• Avoid excessive slang 

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 Do’s
• Speak up 

• Be yourself 

• Practice what you preach and teach 

• Watch your body language 

• Be the best ‘you’ that you can be 

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 Do’s
• Be prepared 
• Be sensitive 
• Acknowledge Trainees 
• Use your sense of humor/funinnus 
• Always ask questions and answer
• Be respectful 

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 Do’s
• Be accessible and approachable 
• Be responsive 
• Move freely around the class 
• Allow Trainees to lead 
• Be flexible 
• Maintain your schedule 

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 Don’ts
 Loose control

 Be unprepared

 Avoid eye contact

 Catch people unprepared

 Be afraid to say you do not know

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 Don’ts
• Be too formal
• Be a know it all
• Talk down to Trainees
• Use profanity/bad language
• Be distracting/confusing

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 Fatal Mistakes
• Poor first impression

• No learning objectives

• Dull/cloudy, dry and boring

• Frozen/stationary in one spot

• Weak eye contact

• Poor visual presentation

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 Fatal Mistakes
• No humor/funinness

• Poor preparation

• Not involving participants

• No enthusiasm or conviction

• Poor facial expression

• Weak review and close the training

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 Answering Questions
• Repeat the question
– Answer now/later
– Redirect
– Discussion
• Don’t bluff
– You know
– You don’t know

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 Trainer Self-Evaluation
Trainer’s Individual Activity:
Purpose: Identify trainer strengths and areas of
their strength, development and weakness (By
Trainer Self-Evaluation Checklist)
-Each participant will evaluate their skills and
techniques by completing a Trainer Self-
Evaluation Checklist.

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Evaluation and Continuous Improvement
• Use participant evaluations to improve:
- training materials
- trainer’s future performance
• Continue to improve trainer’s knowledge of
the subject
• Revise materials as necessary

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Summary and Review
• Training Objectives
• Training System
• Trainer’s Roles
• Trainer’s Responsibilities
• Training Methods
• Training Process
• Principles of Training

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• Training Styles

• Learning Exchanges

• Instructional Strategies

• Instructional Media

• Planning and Preparation

• Preparation Skills

• Delivery Skills

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• Do’s
• Don’ts
• Fatal Mistakes
• Answering Questions
• Evaluation and Continuous Improvement

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Trainer Individual Development Plan
Purpose: Each Trainer will develop a personal plan to
further develop their training skills to maximize
training ineffectiveness. Hence, Trainers will develop a
personal action plan to develop their future training
skills utilizing.

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Thank You For Your Attention !

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Smile Survey

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