Training Design for Trainers

You're the expert in your field and now you're being asked to train others. The only problem…you're not a trainer! Increasingly, more people with no training background or experience are asked to educate others. This interactive, "hands-on" course will introduce the basic tools you need to design and deliver effective training. At the conclusion of the course participants will be able to put theory into practice.

This program is designed to provide “non-trainers” with a basic understanding of the fundamental concepts of training design. The primary focus is on designing programs that incorporate basic concepts of adult learning. The program is most appropriate if you are a subject matter expert (SME) who has been asked to provide training to others in your area of expertise. Ideally you will be working with real examples of training you are (or will be) designing/redesigning.

Course Outline

• Review Expectations, Agenda, and Objectives of Train-the-Trainer Program
• Review of ASTD’s “Four Training Competencies”

• Introduction of case study concept
• Review today’s deliverables that will be used in class

• Learn the concepts of the five steps of the “ADDIE.” Instructional design model
• Apply the ADDIE concepts to the case study

• Learn the three components of a well-written objectives
• Using the “Task/Condition/Degree” model develop learning objectives for the case study.

• Learn the eight intelligences as described by Harold Gardner in the design and delivery of a training program.
• Incorporate the learning styles (visual, auditory, and tactile/kinesthetic) in the design and delivery of a training program.
• Define the role of the facilitator in training programs.
• Match appropriate instructional methods to a training program’s learning objectives.
• Increase participation levels during the delivery of training by incorporating standard facilitation techniques.

• Apply the concepts to a training program participants will be delivering in their workplaces.

• Address problematic participant behaviors during a training session.

• Q & A
• Assessing your own learning style and multiple intelligences.

Learner Outcomes

• Appraise her/his current skill level in the basic competencies for trainers as identified by the American Society for Training and Development (ASTD)
• Write learning objectives for a training program using the “task”, “condition” and “degree” criteria
• Incorporate the eight intelligences as described by Howard Gardner in the design and delivery of a training program
• Incorporate the three learning styles (visual, auditory, and tactile/kinesthetic) in the design and delivery of a training program
• Match appropriate instructional methods as described in the Train the Trainer participant workbook to a training program’s learning objectives
• Create a training program outline using a simplified version of the ADDIE model as described in the participant workbook
• Increase participation levels during the delivery of training by incorporating standard facilitation techniques outlined in the participant workbook
• Address problematic participant behaviors during a training session