SAS Integration Trainer (SASIT)

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Module 3:
Introduction to Training Techniques

In this module:
  • Module 3 Introduction
  • Topic A
  • Needs of Adult Learners
  • Adult Learning Theory
  • Characteristics of Facilitators
  • Questioning Techniques
  • Topic A Activities
  • Topic B
  • Successful Traning
  • Tips for Successful Training
  • The Basics
  • Closing the Training Session
  • Topic B Activities
  • Topic C
  • Training Registration
  • Registration and Workshop Evaluation
  • Overview
  • Topic A
    • Addressing the Needs of Adult Learners: Introduction
    • Overview of Adult Learning Theory
    • Characteristics of Facilitators
    • Questioning Techniques
    • Assessment 3-A-1
  • Topic B
    • Tips for Successful Training: Introduction
    • General Tips for Successful Training
    • The Basics: Content, Time Management, and Encouraging Participation
    • Closing the Training Session
    • Assessment 3-B-1
  • Topic C
    • Training Registration and Workshop Evaluation: Introduction
    • Training Registration and Workshop Evaluation Demonstration

Characteristics of Facilitators

Within a training session, the person leading the session should assume the role of a facilitator.  Facilitators have the responsibility of creating an environment which is conducive to learning, where everyone brings a contribution to the session.  Instead of being a “sage on the stage”, effective trainers are “guides on the side” that orchestrate the learning experience.  A few key points regarding effective facilitation are provided below.

The Role of the Facilitator is to…

  • Guide activities and conversations, while providing clear and concise directions.
  • Recognize and foster the sharing of knowledge and honor the experience of all participants.
  • Model 21st century teaching and learning; be explicit when using it, and articulate what you have done.  For example, incorporate formative assessment strategies and instructional strategies like cooperative learning, scaffolding, meta-cognitive strategies and indirect instruction.

 

Facilitators Need to Effectively Utilize Course Materials…
In order to take into account learning types, preferences, and styles to train adult learners, facilitators need to “translate” the material created by the course developers such that the training experience is engaging.  A few ideas are listed below:

Course Developers

 

Trainers
  • Determine goals and set objectives to meet them.
  • Motivate toward those goals.
  • Organize training materials in a logical sequence, while reinforcing key items needed for required skills.
  • “Here is what comes next.”
  • “Here is why you should be interested”
  • “Here is where you can use it”

  • "Is there anything I can review or clarify?”
  • Develop demonstrations.
  • "Let me show you how"
  • Design training exercises to practice new skills.
  • "Try if for yourself" or “You Show Me”
  • Create knowledge checks.
  • Encourage participation and check for understanding.


When Working on a Facilitator Team…

  • Usually one person will take the lead for a section within the session.  Other team members should be circulating and checking that people understand the directions and answering questions at individual tables.
  • At times, there could be two lead facilitators, one to give directions, the other to explain the technology being used.
  • One of the facilitators should take the role of timekeeper and inform other facilitators and the group about time limits.


Additional Facilitation Techniques…

  1. Hand out or show in the front of the room a preprinted response sheet that they can complete throughout the lesson (e.g., a flowchart, checklist, schematic diagram, list of advantages and disadvantages, etc).
  1. Distribute a self-assessment:  a self-scoring, quickly administered exercise that lets you and the learner know where they stand.  This can be used to tap knowledge, attitude, or skills.
  1. Ask for a show of hands.  This is especially useful when you want to polarize the group on a dichotomous issues.  An alternative to this would be to ask participants to stand on one side of the room or the other, depending upon their response.  This alternate approach helps to vary the activity and to “get people moving”.  In either case, the facilitator leads the discussion from there.
  1. Think-Pair-Share--In asking thought-provoking questions, have participants write down the answer on a piece of paper.  After a few minutes of thought, have participants discuss with a neighbor.  Finally facilitate a sharing out process to the whole group.
  1. After every new topic (lesson, module, sequence), have participants complete an Action Plan sheet and write down what they plan to do back on the job to apply the topic just discussed.
  1. Allow time for silent decisions or reflections on questions that do not require an overt response because you know that participants will answer to themselves (e.g., When did you last write a note commending one of your workers for a job well done?)  Then discuss feelings or perceptions.
  1. When responses are confidential or sensitive in nature (e.g., how you scored on the management style assessment), have the participants make the responses on a piece of scrap paper and fold it.  Then collect these in a box, shake them up, then draw them out for posting on a flip chart or whiteboard, where you can then discuss and process data.

 

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Introduction to Training Techniques  •  Addressing the Needs of Adult Learners  •  Tips for Successful Training  •  Training Registration and Workshop Evaluation

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