By Brandon Greene,2014-02-10 19:59
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     TITLE Train The Trainer

    TARGET GROUP Departmental Trainers,

    Supervisors & Managers

    DURATION Day 2 of 3



    TRAINED BY Training Manager


    To create skilful, enthusiastic Departmental Trainers who support quality standards by

    competently delivering and evaluating department-specific training.


    ; Participants are selected by HOD’s

    ; Useful for a team member who is keen to develop their career but is not yet ready

    for a supervisory position

    ; This is one of the required programmes for all Supervisors & Managers


    By the end of this session participants will be able to:

1. Write a logical Task Breakdown

    2. Explain the elements of a ‘SMART’ standards

    3. Describe the features of effective questioning techniques 4. Explain how to respond to correct and incorrect answers given by participants

    5. Identify the ‘sandwich’ technique for giving feedback

    6. Write and deliver a 15 minute task training session that:

    a. uses the ‘A B C D E training format

    b. adheres to Adult Learning Principles

    c. maximizes retention

    d. respects different Learning Styles of participants

    e. demonstrates effective questioning skills and encourages participation

    7. Give effective verbal and written feedback to participants


    Every day Just for today Games

    Flipcharts, marker pens & Alphabet Review Running shoe alien

    blue tac

    Pen & highlighters per Email form to get email Human Knot

    person addresses to send session

    plan templates

    AV Equipment: Data Task Breakdown template Clumps (if larger group)

    projector, CD player & handout (spares)

    music, Laptop, digital


    Sticky Tape, hole punch, McDonalds Case Study x 4

    stapler, paper clips

    Chocolates for rewards;

    Table Toys: balloons,

    squeezy cush balls

    things to play with

    Attendance Sheet

ROOM SET-UP: Cabaret, mints on tables, Water / tea, coffee. Arrange biscuits/danishes

    1 Train the Trainer Day 2

for morning and afternoon tea

    Outline Timing Content

     Pre-session set up

    Setting the scene 5 min Welcome & self introduction (8.30am) 15 min ; Icebreaker Clumps or human knot Daily Review 15 min Alphabet Review

    15 min What:

    ; Days Objectives link to yesterday

    Interest: share story to create interest

    Need: WIIFM (What’s In It For Me) ‘B’ 45 min Demonstrate B stage again

    ; What happens during ‘B’

    ; Task breakdowns

    ; Write a task breakdown Stretch break 5 min Stretch Break

    Standards 40 min ; McDonalds role play

     ; Measurable standards Morning Tea 15 min Morning Tea Break (Or whenever needed) Break (10.45am)

    Standards cont. 30 min ; SMART standards

    ; Write standards for your task breakdown Questioning 30 min ; Purpose of questioning techniques ; Types of questions

    ; Game: Ask a silly question Handling answers 10 min ; How to respond

    Practise 25 min ; Demonstrate in pairs ‘A’ & ‘B’

    ; Give feedback & debrief LUNCH (12.45pm) 45 mins Lunch

    Game 10 min ; Energizer: Running Shoe Alien

    ; Recap

    ; ‘Key things to remember’ ‘C’ 20 min ; Demonstrate ‘C’

    ; Why we need to check

    ; Write list of questions ‘D’ 30 min ; Why every trainee must practice

    ; Feedback Sandwich ‘E’ 15 min ; Demonstrate ‘E’

    ; Discuss purpose

    ; Write ‘E’ notes

    Delivery style 20 min ; Game: How do you feel?

    ; Key point: Be yourself! Afternoon Tea 15 min Afternoon Tea Break (Or whenever needed) Break (3.00pm)

    Presentation 90 mins Demonstrate full session plan

    ; Groups of 4

    ; Feedback sheets Assessment 10 min ‘Key things to remember’

    Tick off learning objectives covered so far - FC 1 Wrap-up (5.00pm) 10 min ; Tidy tables

     ; Link to next session assessment

    ; Email addresses for templates

    ; Group photo

    ; Wrap up

    2 Train the Trainer Day 2

    Time Topic Learning Activity Resources

     DAY 2

    20 Pre-session Music playing Slide 1 mins set up Flipcharts prepared prior AV equipment set up F/C 1 on wall to F/C 1 on wall (Objectives) (Objectives) start Opening presentation slide on screen 5 min Setting the Welcome back!


    15 Icebreaker Clumps or Human Knot min

    15 Daily Review min ; To enhance retention , lets recap what we covered yesterday:

    Alphabet Review (see Kempi Games) Slide 2

    ; Show Slide 2 after the Alphabet Review

    15 What: Slide 3 min ; LINK to yesterday Yesterday focused mainly on HOW adults

    learn, today we will also look at WHAT they will learn F/C 1 Day 2

    ; You will write and deliver a 15 minute presentation today Objectives

    ; Today’s Objectives refer to flip chart (and keep going back to

    the objectives throughout the day) WB pg 1

    Interest: share story to create interest about today’s topics


    Q: Today you’re going to learn how to write the rest of a training

    session plan AND you will deliver the session to a small group how is

    doing this beneficial to you?

    A: Get to practices before the final assessment on Day 3, greater

    confidence, skills in writing session plans useful as Departmental


    3 Train the Trainer Day 2

    Time Topic Learning Activity Resources

    10 Session Plan Writing the rest of the session plan:


    Q: What are the 5 stages of a session plan? Slide 4

    A: Slide 4

    We covered ‘A’ yesterday now lets look at ‘B’

    B Demonstrate B stage again

    Q: What happens during the B stage?


    ; The trainer introduces, demonstrates and explains one stage at

    a time.

    ; The trainer explains and asks questions during the instruction,

    demonstration to involve the trainee and to help them think

    about the task.

    ; The trainer gives the trainees feedback when they answer or

    ask questions praise and encourage them to build confidence.

    ; If the trainee has difficulties, the trainer takes time to explain

    and demonstrate again



    4 Train the Trainer Day 2

    Time Topic Learning Activity Resources

    10 Task Remember the ‘eating an elephant’ example because as we get more min Breakdown and more experienced and trained we forget how difficult a routine

    task can be for a new starter. Slide 5

    Q: What can every big job be broken down into?

    A: Smaller jobs or ‘tasks - a task is the smallest trainable part of a

    job from which a specific end product is achieved.

    Q: What would be an example of a task?

    A : Frying Eggs, serving coffee, assigning a room, folding a napkin,

    making a cocktail etc. Slide 6

    Q: Why is it important to have a full task breakdown for every job

    that you are responsible for training?

    A: So that no aspects will be left out and so that a logical training

    order can be established.

    Key point: Every department should have a manual with all the SOP’s

    (Standard Operating Procedures). The SOP should list the task

    breakdown for every task. Use the SOP task breakdown for the B

    stage of your session plan.

    Have participant/s read aloud WB pg 4 WB pg 4 25 Writing a task Chunking information Slide 7 min breakdown ; The human brain more easily absorbs information in small


    ; Don’t have more than 5-7 main steps for each task breakdown

     WB pg 5-9

    Introduce the Task Breakdown Template pg 5 - 9

    Activity: Write a task breakdown for your training topic WB pg 6

    5 Train the Trainer Day 2

    Time Topic Learning Activity Resources

    5 min Stretch Stretch Break


    6 Train the Trainer Day 2

    Time Topic Learning Activity Resources

    20 Standards Training task breakdowns also need to have standards to ensure Slide 8

    min consistency and quality.

    Think of one of the most brilliantly standardized products in the global Slide 9 economy McDonalds.

A Big Mac tastes the same in Rio de Janeiro as it does in Chicago as it

    does in Casablanca. How do they achieve this?

Q: Has any one worked for McDonalds? (If anyone has, ask them how

    they achieve the same product world wide. A: standards)

    Activity: McDonalds Case Study McDonalds

    ; Ask for 4 volunteers case Study x

    ; each one reads a role in the McDonald role play (the narrator 4

    needs to be animated so read it yourself if no one will do it


    Q: Name some products and services have MacDonald’s standardised?

Q: What are the benefits of standardisation for:

    ; Customers

     A: consistent product & quality

    ; MacDonald’s and its management teams

     A: quality reputation, marketing image, cost control, clear

    training guidelines, clear performance standards for performance

    evaluations etc

    ; Employees

    A: not confusing when learning the job, fair performance


    7 Train the Trainer Day 2

    Time Topic Learning Activity Resources

    15 Morning Tea Morning Tea Break (Or whenever needed) min Break

    30 SMART For standards to be really useful (as they are in McDonalds) they min standards need to be SMART.

    Think of this scenario (some of you may have experienced it):

    You’ve just set up mis en place as you’ve been shown and the Restaurant

    Manager come past and starts moving chairs & the ashtray etc. and rolls her eyes and sighs as if to say ‘can’t these people do it right’. Then the F&B Director comes in and moves things again because she has a different idea of how things should be set up & if you’re having a REALLY bad day the GM comes in for lunch

     and shouts ‘What isn’t this restaurant set up properly!”.

    (Depending on who your participants are you can change the scenario

    e.g. Housekeeping folding towels, set up of the guest information

    folder, bathroom amenities)

    Q: How does that make you feel?

    A: (like a loser, worried what your boss thinks, nothing is organized

    in this company)

    In the scenario everyone HAS standards but they are not AGREED or


     Slide 10

    SMART standards WB pg 10

    ; Explain each point WB pg 10 Slide 11

    ; Discuss statements that are not SMART Slide 11

    Keep in mind:

    ; Standards are useful only when they are put in writing and

    clearly communicated to the employees responsible for

    maintaining them.

    ; Standards should be re-evaluated periodically as operating

    conditions and markets change

    8 Train the Trainer Day 2

    Time Topic Learning Activity Resources

     ; SOP’s should be reviewed periodically (once a year) and signed off

    by all managers in the department (making the standard a SMART

    one- i.e. Agreed)

    ; Standards are impacted by (Slide 12) Slide 12

    15 Write Activity: write standards for the task breakdown for your topic WB pg 6-8 min standards

    20 Questioning Now that we have the ‘content’ for the B stage (task breakdown and

    min techniques standards) we need a strong ‘process’ to help people learn more

    effectively: QUESTIONING

    ; Questioning technique is one of the most powerful tools a

    trainer can use.

    ; Carefully planned questioning by the trainer is an effective

    means of making the trainee think, thereby helping them to

    learn, understand and remember.

    Q: In general, why do we ask questions during training? WB pg 7

    A: (WB pg 7) Slide 13

    ; to recap on previous training.

    ; to establish the trainee’s previous knowledge.

    ; to gain the trainee’s interest

    ; to encourage the trainee to reason things out

    ; to keep the trainee involved and to maintain their interest

    ; to check progress, understanding and learning

    ; to ensure they will conduct the task safely

    There are 4 key types of questions: open, closed, group & direct

    ; Read out Rudyard Kipling poem WB pg 6 and discuss the value WB pg 11

    of Open questions

    ; Discuss merits and uses of other kinds of questions read Slide 14 & 15

    through WB pg 7

    9 Train the Trainer Day 2

    Time Topic Learning Activity Resources

    10 Game Game: Ask a silly question See Kempi Games (10 min) WB pg 13 min

    10 Handling Q: How should we respond to answers provided by participants? Slide 16 min answers A: All questions and responses from participants must be handled WB pg 14

    with respect because:

    ; Adults hate being embarrassed or looking ‘dumb’

    ; If you criticize wrong answers, participants will stop

    participating and therefore stop learning

    ; Read WB pg 14

    20 Practise A&B ; Find a partner and demonstrate ‘A’ & ‘B’ of your session to each min other

    ; Give feedback to each other

    ; (Trainer to circulate and give ad hoc feedback where required)

    ; Purpose: to build up more confidence and to critique our

    presentation so that we can improve

    45 LUNCH Lunch mins

    10 Train the Trainer Day 2

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