Train The Trainer TTT

‘’Teachers, new generation will be your masterpiece.’’ M. Kemal Atatürk . 


When I only hear, I forget. When I hear and see, I remember a little bit. When I hear, see, can ask question and discuss the matter with someone, I begin to understand. When I hear, see, discuss and do, I develop knowledge and skill. When I teach a subject, I become master. It is adapted from Confucius.

Adult training is not a passive communication from trainer to learner. Dominant and authoritarian trainer has no place in adult training. The relation is based on mutual respect. Trainer has no role of teacher but of instructor or facilitator. Adults can learn better when they actively engage in learning. Having lessons passively sitting behind desk or tables is not for suitable adults’ nature. 

In adult training, responsibility belongs to both trainer and learner. In Andragogy, the role of trainer is defined as a guide person rather than an instructor or a magician. For that reason, in adult training, the role of trainer is to help the person who is the position of student. Therefore, some adult trainers prefer to use “facilitator” instead of “trainer” for the term meaning a person who trains and teaches adults. 


Purpose:

In traditional pedagogic applications, the function of teacher is generally defined as “teaching.” All responsibilities for anything happening in the training/teaching processes are given to the teacher. The role of learner is to take in passively the information that the teacher transfers. 


Ensure engagement

Ensure vocational competence by increasing performance related to work

Increase quality of work and service


In the adult training, trainers having these 4 main characteristics are trained.  

1. Training should be carried out, basing on experiences of adults. Because, adults have rich experiences that have developed during their life. 

2. They should be given the opportunity of seeing the relation between the application they learn and their life.

3. Personal engagement should be stressed on. For this, different engagement training methods should be employed. 

4. They should actively engage in whole learning process until the evaluation.  


In adult training, trainings can be organized to meet these following expectations. 

They want the training to relate to their matters and jobs,

If the training is about their matters, they get motivated,

They want to actively engage in the training,

They want diversity on training method and transferring style,

They want their personal needs to be considered.


Day 1 – Content and Strategy  

ADULT TRAINING AND FUNDAMENTAL PRINCIPLES 

Brain and Learning

Kolb Learning Style Model

Dunn&Dunn Learning Style Model

Multiple Intelligence Theory- Gardner

Honey and Mumford Learning Style Model

Activity: The learning style I prefer


BASIC TRAINER COMPETENCES

Internal Trainer Identity 

Analyzing Needs of Training (TNA)

Writing the training target


SETTING TARGETS IN OUR ACTIVE TRAINING

Determining General Purpose of the Training

Determining Your Specific Targets

Expressing Training Targets


Day 2 – Performance and Action

ICEBREAKERS

10 ways of ensuring engagement from the beginning

Alternative methods to lecturing

Applied Demonstration-Demo

Guided Learning

Group Questioning

Information Research

Work Group

Competitive Learning

Evaluation Activity


EXPRIENTIAL LEARNING METHODS– EOL 

Role Play

Game and Simulations

Observation

Learning by Experiencing 


BRINGING TRAINING DESIGN TOGETHER FEEDBACK IS THE BREAKFAST OF CHAMPIONS!

How effective training feedback should be received and given?


Program Details
Duration 2 Days
Capacity Max 12 Persons
Training Type Classroom / Virtual Classroom


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