This new, extended workbook provides state-of-the-art practical tips for situational training and teaching, and it serves as a source of information and companion for those trainers and teachers who want to make their mark. It is also designed as accompanying material for seminars on the subject of "Train the Trainer in Business (AHK)" concluded by a certification by the German Chamber of Commerce. The guide is part of the first module of your "Train the Trainer in Business (AHK)" - (AHK = "Auslandshandelskammer": German Chamber of Commerce).
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Foreword to the second edition
How to use this Workbook
Trainers and Learners
The Trainer´s Role
The Different Roles of a Trainer
Teach or open the Door?
NO: There are no Learning Types
Motivation as Key for the Training
Memorizing, archiving and anchoring
To think about
Beginning of a Seminar
Before the Training starts
Methods and Media
Present with a Flipchart – some hints
Vary the Elements: Social Modes
To think about
Motivation as Key for the Training
Active Constructive Responding
Activity and Engagement
To think about
Feedback and Evaluation
Evaluating Training Programs
Level 1 Reaction
Level 2: Learning
Level 3: Behavior
Level 4: Results
Selling your Service
Tips on how to market Training Courses
To think about
Learning in the 21
Competence oriented education
Other Successful Teaching Strategies
Successful Learning Strategies
Training Transfer Strategies
Brain-Based Learning Tips
In one of my trainer trainings a colleague shared the following story with us:
In my classes I always invest a lot of preparation time in the beginning: In the morning my students are still ready to learn, and I start to explain important content. I am well prepared to inform them about any basics and also about exceptions and circumstances. So the beginning is really crucial.
Last year I noticed that one student was nearly always late. He missed the first hour very often. When I asked him how this could happen he finally confessed: “Sir, it always takes soo long when you are explaining. Why don´t you tell us in much shorter time?” and I felt hurt and attacked and told him to be in time. Nevertheless, this did not happen. The student continiously was late. Though, in the final exam, he succeeded with best marks. Being asked again, how he could be so successful: “I always follow your content and watch the equivalent youtube videos. There I can get the important information very fast, and mostly it is presented very nicely and it is very motivating.”
Then I felt very embarrassed and literally superfluous. And then I started to integrate new ways of teaching into my classes…”
What would you do at his place?
I consider this story as a quite normal story in the nowadays agitated flurry hustle and bustle. Which shows the changing tasks for those who want to share valuable information with others – in the role as a presenter, as a trainer or as a teacher. There are, of course, always the basics for planning, for performing and for communicating with our learning partners in the learning situation, but we are also confronted with new brain based learning findings and with new digital technologies.
Good news: I always meet colleagues all over the world who are incorporating their newest ideas into their performance and who are giving new methods a try.
With this second edition I have added some new brain based learning tips and I have elaborated on some more methods how to actívate and to integrate our learners into the trial.
So I hope that reading through this book you´ll find new ideas and some useful advice to get even more options to vary the learning processes which you are going to perform.
Enjoy your training!
Bonn, December 2018
This workbook provides basic information and a huge number of practical tips for those whose task is to deliver special information to groups of trainees and clients.
This workbook is part of the training course
Train the Trainer in Business
from the German Chamber of Commerce
(DIHK / AHK).
The content is part of the certification.
Several important topics for professional trainers and teachers are described, lots of hints and tips for a successful training are-given.
You as a learner using this workbook as the self learning module
you can read the whole text from end to beginning or
you can also choose to skip parts and to jump from one chapter to another –
just make sure that you have finally covered all the mentioned topics.
How are you using this text?
What is most important content for you?
How would you describe it in your own words?
How would you like to visualize the content?
Which questions remain for you?
Enjoy your learning!
On the following pages you will find information about
The roles of a trainer -
between coach and speaker
The learning process -
and learning types, structure, motivation
Methods and media -
fundamental tips and brand new techniques Motivation –
what works for adults
basic thoughts and the “art of a sandwich”
Difficult situations in training -
- which do not arise when you are prepared and open Evaluation –
an important task for managers and trainers
Learning in the 21st century -
with up-to-date information about learning and teaching
At the end of the book you will find a short commented overview of some useful literature.
This book gives you a focused and concentrated overview of basic techniques which you can easily implement in your training.
During our “Train the trainer” / “Teach the Teacher” course, you will experience much more appreciation, visualization and activation in a live setting.
And you will have ample opportunity to put it all into practice!
I AM NOT A TEACHER, BUT AN AWAKENER.
–– ROBERT FROST
In a changing world, the way we teach and train is changing, too. Each of us has our own experience of how we have learned, and sometimes we tend to copy what has worked for us.
Which is fine.
This workbook aims to provide you with information for all the other cases and to open your eyes to all the other options you have as a trainer during a training process.
One important thing to consider is the fact that you are dealing with adults. Be aware that adults have much more experience than younger learners and that they know how to live in this world. This means three consequences for us as trainers in business:
Adults bring their work experience into the training. They want to share this, so give them space and opportunity to do so.
Adults are experts in what they do at work. They know how to do their job, so you can profit by listening. Your task is then to shape their knowledge into an understandable and clear form.
Adults´ experiences differ from each other. In a nutshell - different lives, different experiences. This means for the trainer that we never generalize, but always remain aware of each person´s special knowledge.
This influences the learners´
Interpretation of information
Retrieval of knowledge
Organization of new information
Synthesis and application of new knowledge
Adjustment to new situations
As modern training entails a lot of activity on the part of the participants, this might feel relaxing for us as trainers, as the learner also has the final decision about what she wants to learn. On the other hand, we are fully responsible for the environment of the learning process. As trainers we are responsible for arranging learning situations where the learner finds time and motivation to go through this process.
In the train-the-trainer session you will experience, practice and integrate different techniques of visualization, interaction and appreciation. In this workbook you will find basic content and information about preparation, learning, motivation, evaluation - and many useful ideas and tips for the everyday situations you encounter as a trainer in business.
THE TRAINER´S ROLE
The fascinating thing about the TRAINER TRAINING is that we are working constantly on 2 levels:
Associated: "within YOURself"
Introspection: observing your own learning progress
Dissociated: "outside of YOURself"
How can I deal with this in the future as a trainer?
As a trainer and subject expert who knows more than the participants, we might have a tendency to teach and to talk. But this is not how learning works - not with children and especially not with adults. Some very good trainers claim to follow the 25/75 rule: They only speak 25% of the training time- 75% belongs to the trainees.
It is our task to maintain the balance between what time we need to present content and what time we give to participants
Seems to be a lot of time, doesn´t it? This is the reason we need face to face training rather than just books and other self-learning media. The learner can read or hear content in many ways – but the process of learning requires more steps, which we arrange and influence in live training sessions. As trainers we are not only the experts on the content, but also tutors who support learners in actively learning their content.
Mixed roles will always occur. Clear initial communication and definition is essential. Therefore additional leadership training with input on communication structures, coaching in conflicts and additional personal coaching elements might be helpful.
A trainer teaches knowledge and skills. He knows at least a bit more than the participants.
Alternatively you call him a „lecturer or „referee“ or “teacher“.
A coach reflects the coachee/theattendees, retrieves answers from the participants and sets the stage for scenarios. Together with the participants he checks, if the skills work in practice. He is just a door opener and not an absolute authority.
The moderator creates the frame in which something should happen. He does not have to be an expert in the subject.
He is responsible for keeping the structure and working out the results
Purely this is a person giving a speech. The speaker is an expert in his field and is presenting his knowledge. He could but does not have to involve the audience. Stay as short as possible.
Audience looses focus after 2 minutes.
A TR might have the task of a balancing conflict manager between two parties. There is room for both parties to present their concern and how they see the case. The TR keeps always neutral. He might make suggestions.
Mixed roles will always occur. Clear initial communication and definition is essential.
Additional leadership training with input about communication structures and coaching in conflicts and additional personal coaching elements might be helpful.
The good news is that while you can't make a person learn, you can create an environment that is more conducive to learning. You do this by tapping into the learner's motivation. Your job is to figure out what will motivate your learners and then use that angle to lure them into the course. Search for meaning.
People are motivated when their learning has meaning. For example, if I know that passing a course will help me to find new tools to perform my work easier, faster or successfully then I am motivated to pass the course.
In the same time the TR should stay positive and search to reach the highest goal possible - for him and for the PAs.
If you have to transfer knowledge you as a trainer (TR) are an expert in the subject and know more than the participants. This enables you to teach the participants (PA). There is a natural imbalance in competence regarding the special knowledge between the expert and the learners. For the role of the teacher it seems clear that he has the responsibility to share his knowledge with the PA to even the imbalance. So the TR is transferring his knowledge to the PA- often resulting in a kind of knowledge-shower. The danger lies in a constant and boring sprinkling of the PA.
Nowadays learning is seen as an active process with high responsibility on the PA side. It is not only the additional knowledge PA get but also to connect this with the already available skills and existing competence in a daily routine. This is a highly active operation which costs a lot of energy. For the role of the TR it does NOT mean he can be passive or does not need his skills or proficiency. It is much more complex.
The trainer is
on one hand the expert in the subject and
on the other hand „tutor“ for the actively learning participants.
The intensity of this “tutorship“ will vary individually, depending of e.g.
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