Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
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Identify
needs
确认需求
Design the
programme
设计课程
Set
objectives
设立目标
Select methods
of measurement
选定评估方法
Measure the
change in
performance
评估行为 /
表现上的改变
Run the
programme
执行课程
The Training Cycle
训练循环图
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
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Train The Trainer
Ian Strachan
Version 12/95
This session starts unconventionally and is designed to get people thinking straight away about the importance of setting a suitable climate for learning. Instead of usual easy beginnings, the questions on the next slide are designed to challenge and to make people feel a bit uncomfortable.
Welcome them briefly to the session then plunge straight in. Do not warm up the group before you ask the questions
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Six Questions
六个问题
1. How many of you have urgent jobs to do at your
desks?
多少人此刻在书桌上有急件待处理?
2. Who was told? however nicely, that attendance at
this programme was compulsory?
是否有人告诉你, 这个课程是"强迫性的"?
3. How few of you have a clear idea of the objectives of what is to come?
多少人觉得对下面课程目标有清楚的概念?
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
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4. Who amongst you feel that you are pretty good at training already? (Though you are prepared to come along to pass on your experience to those less fortunate) ?多少人认为自己对训练人材己经相当有经验了? (你来这里是打算把自己的珍贵经验传承给别人)
5. Is anyone feeling apprehensive? A bit uncertain?
开始有恐惧和不确定的感觉吗?
6. Is my asking you all these questions making you feel worse?
我问你这些问题让你感觉更糟吗?
Six Questions (Cont’d)
六个问题 (续)
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
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Take A Few Minutes
花几分钟的时间
Thinking about the series of questions you have just been asked, take a few minutes to reflect on what this is all about and be prepared to join in the subsequent discussion.
花几分钟想想看自己刚刚被问的一连串问题到底是怎麽回事?
After three or so minutes draw out from the group what this has been about and transition into the next slide. Draw out their feelings as well as their thoughts
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Barriers To Learning
学习的障碍
What we do in the first few minutes of a training session is crucial
每一个训练开始的几分钟最重要
At the start of a session, expect to have the following present in participants?minds
在每一段课程开始的时候,参加的人心里都有下列问题
Time pressures (时间压力)
Lack of motivation (没有动机)
Unclear focus (没有注意的焦点)
Know all attitudes (觉得自己什麽都知道 )
Feelings of apprehensiveness (觉得恐惧)
Defensiveness (自我防御)
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Jot Down What We Can Do To Help Overcome These Initial Barriers
我们如何能扫除这些学习障碍
1. Time Pressures. ........................................................
时间压力 ........................................................
2. Lack of motivation ........................................................
没有动机 ........................................................
3. Unclear focus ........................................................
没有注意的焦点 ........................................................
4. Know all attitudes ........................................................
觉得自己什麽都知道 ........................................................
5. Feeling apprehensive ........................................................
觉得恐惧 ........................................................
6. Defensiveness ........................................................
自我防御 ........................................................
Print and use as a handout.
Then draw out and post.
Then say you want to smart again and do it properly this time.
Welcome them to the session, thank them for coming and ask them to record where they are now on the next handout
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Trainer Competencies: Point A
讲师的能力
For each of the following competencies please indicate the level you have reached (1 = low, 5 = high)
1 2 3 4 5
Knowledge of subject material
对课目的了解
Ability to establish training needs
了解训练需求的能力
Skills in programme design
设计课程的能力
Knowledge of training technologies
对训练技巧的了解
Sensitivity to adult learners
对"成人学习"的敏感度
Facilitation skills
引导的技巧
Appropriate presentation style & skills
适当的提案技巧和风格
Measurement of learning & transfer
如何评估学习效果
Run copies of this as a handout
HANDOUT and ask participants to complete it .
COLLECT them , thank participants and close
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Outcomes
结果
By the end of this session you will ..…
本段结束你可以.....
1. Have an assessment of your current competencies as a trainer.
了解自己目前担任讲师的能力.
2. Employ different training technologies as appropriate to the needs of the subject and the group.
针对不同主题及阶层的需要选用适当的训练技巧.
3. Design your sessions for adult learning.
设计你自己"成人学习"的部份.
4. Be confident in your facilitation skills when standing up in front of a group.
当你站在人群前时,要对你自己的引导技巧有信心.
SAY that giving people a clear idea of WIIFM (What in it for me) right up front helps them find their way through sessions.
ASK them if there is anything else they would like to get out of the session today. POST any responses. Make sure you cover the items during the session and come back to the chart at the end
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
What We Will Cover in This Session
在这个段落中含盖了什麽
1. Warmup & intro (暖身及介绍)
2. KSA (知识, 技能,态度)
3. Adult learning (成人学习)
4. Learning styles (学习方式)
5. Participation (参与)
6. Evaluation (评估)
7. Transfer (知识的传承)
8. Anything else you want to cover (其他)
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Warmups
暖身
Essential, however brief. They
不管多短,绝对必要
flag the transition from the office environment
提供出办公室气氛“换场”的机会.
equalise the group by providing an opportunity for everyone to participate on equal terms
提供每个人公平的参与的机会.
energise the group and are fun
提神而有趣.
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Warmups (Cont’d)
暖身 (续)
Model them yourself to reduce risk
亲身试验以减低参与的风险
Warn which way you will go round
提醒他们你会来回查看
Keep them simple
保持简单
Look for opportunities to theme your warm-up with your subject material
找机会运用暖身内容引出你的主题
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Warm-up Example : Creative Problem Solving Session
暖身练习: 创意问题解决
Describe (形容)
1. The view inside a grain of sand.
一粒沙内的景观.
2. The feeling of chewing aluminum foil.
嚼锡铂纸的感觉.
3. What birds say when they are chirping all day.
鸟儿吱吱喳喳地说了一天, 到底在说些什麽.
4. Resisting a sneeze.
忍住不要打喷嚏的感觉.
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Warm-up Example : Creative Problem Solving Session (Cont’d)
暖身练习: 创意问题解决 (续)
Describe (形容)
5. What night is like for a tree.
对一棵树而言,夜晚的感觉是什麽.
6. What the sea is like for a floating plastic bag.
如果海像一个漂浮的塑胶袋会是怎样.
7. The feeling of hunger.
饥肠辘辘的感觉.
8. How a Pepsi can feels when it is opened.
当一个百事可乐的瓶子被打开後,它的感觉是什麽.
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Warm-up For This Session
本段落的暖身
Suggest a warm-up appropriate for this session (remembering the criteria for successful warmups)
建议一个适合这个段落的暖身 (记住成功暖身的标准)
POST the ideas
GO THROUGH them against the criteria and draw out whether they feel there are likely to be any traps with any of the suggested ideas and discuss
One trap is that the warm-up allows for put-downs of participants (.. I ask the group to tell everyone about their last holiday and model it on my recent holiday to somewhere really exotic.... putting down the person who hasn had much money this year and stayed at home and redecorated)
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Cumulative Effects That Are Acting Against Us
打击我们的累计效应
Selected
选择
Grasped
了解
Unfaded
不被遗忘
Applied
运用
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Cumulative Effects
累计效应
Selected
选择
Grasped
了解
Unfaded
不被遗忘
Since we can never take our key people off
the job long enough to train them in everything
they need to know, it is necessary to prioritise
and select
因为我们不可能让我们的属下离开那麽长的时间来
训练所有的东西,所以列出优先顺序及选择是必要的.
Applied
运用
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Selected
选择
Grasped
了解
Even with the best design and presentation
skills, not everyone will grasp all of the material
during the session.
即使有了最好的设计及简报技巧,并不代表所有的人
都能了解教材的内容.
Unfaded
不被遗忘
Applied
运用
Cumulative Effects (Cont’d)
累计效应(续)
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Unfaded
不被遗忘
Of the material actually grasped, unfortunately
a very large amount fades rapidly after the session
即使大家都真正了解教材的内容,不幸的是,在课程结束
後大部份的内容都很快的被遗忘了.
Selected
选择
Grasped
了解
Applied
运用
Cumulative Effects (Cont’d)
累计效应(续)
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
The Retention Curve Is The Enemy Of Learning
记忆曲线是学习的敌人
L
E
A
R
N
I
N
G
100
75
50
25
0
1
2
3
4
5
6
7
8
9
10
11
12
13
%
Weeks
by 3 months most is gone unless practiced
除非练习,否则三
个月後都消失了
25-50% slips away in 4 weeks
在四周内
25-40% 立即下滑
学习
周 数
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Applied
运用
It is often difficult for the learner to see how to
apply the general principles or concepts learned
in his own specific on-the-job situation.
通常对一个学习者而言,该如何将基本的原则或概念
运用在他的日常工作中,是相当困难的.
Cumulative Effects (Cont’d)
累计效应(续)
Selected
选择
Grasped
了解
Unfaded
不被遗忘
Ogilvy & Mather
Ref:TRAINING/TT/1SETUP/rc
*
Challenge
挑战
How do we make sure something changes in the job after the training? - otherwise we have all wasted our time
如何才能确定训练後情况是会改变?
- 否则我们的时间都浪费掉了.
This session starts unconventionally and is designed to get people thinking straight away about the importance of setting a suitable climate for learning. Instead of usual easy beginnings, the questions on the next slide are designed to challenge and to make people feel a bit uncomfortable.
Welcome them briefly to the session then plunge straight in. Do not warm up the group before you ask the questions
After three or so minutes draw out from the group what this has been about and transition into the next slide. Draw out their feelings as well as their thoughts
Print and use as a handout.
Then draw out and post.
Then say you want to smart again and do it properly this time.
Welcome them to the session, thank them for coming and ask them to record where they are now on the next handout
Run copies of this as a handout
HANDOUT and ask participants to complete it .
COLLECT them , thank participants and close
SAY that giving people a clear idea of WIIFM (What in it for me) right up front helps them find their way through sessions.
ASK them if there is anything else they would like to get out of the session today. POST any responses. Make sure you cover the items during the session and come back to the chart at the end
POST the ideas
GO THROUGH them against the criteria and draw out whether they feel there are likely to be any traps with any of the suggested ideas and discuss
One trap is that the warm-up allows for put-downs of participants (.. I ask the group to tell everyone about their last holiday and model it on my recent holiday to somewhere really exotic.... putting down the person who hasn had much money this year and stayed at home and redecorated)
