Training of Trainers

Training of Trainers Free

By UNITAR
20 Lessons
4.6
(23 reviews)

Do you want to become a trainer or are you already a trainer and want to improve your skills? This is the place to start. We will navigate you through the fundamentals of learning, training design, and group facilitation. Throughout the course, you will find self-reflection questions, mini scenario exercises, and inspiring examples. If you want to make a real impact on your participants, start here!

Training of Trainers course excerpts

Welcome!

Training of Trainers Course - Lesson Excerpt

Welcome to the Training of Trainers course.

See how to navigate this course.

Lesson 1 - What is learning?

Training of Trainers Course - Lesson Excerpt

Welcome!

Learning is a process through which individuals change and improve. It is part of human nature. We learn new things all the time, from birth to death.

Lesson 1 - What is learning?

Think of the word ‘learning’... What is the first thing that comes to your mind?

Lesson 1 - What is learning?

Did you think of students sitting in a room with a teacher standing in front and explaining something?

Lesson 1 - What is learning?

If you did, you are not alone! A lot of us associate learning with formal education.

However, learning is a key factor in our lives, it happens all the time and not only in the classroom environment. Let’s see some examples!

Lesson 1 - What is learning?

Learning how to drive.

Lesson 1 - What is learning?

Learning how to sew a button.

Lesson 1 - What is learning?

Learning a new cake recipe for your friend's birthday.

Lesson 1 - What is learning?

Learning about climate change reading the news.

Lesson 1 - What is learning?

Learning helps us to constantly adapt to our changing environment.

Lesson 1 - What is learning?

Let’s pause for a minute and reflect:

Lesson 1 - What is learning?

Let's take an example: Public speaking is something that we learn throughout our lives.

Lesson 1 - What is learning?

Can you think about changes in knowledge, skills and attitudes that are required to become a good public speaker?

Nice work! Let’s summarize… Learning is a process through which we change and improve. Learning, change and improvement may occur at three levels: ** Knowledge** - Acquiring new pieces of information. Skills - Building new practical competencies. **Attitudes **- Adjusting values, motivation, and emotional response.

Lesson 2 - Adult learning

Training of Trainers Course - Lesson Excerpt

Hello! Welcome to the lesson on adult learning.

As a learner... Do you remember a training in which your learned a lot? What happened that allowed you to learn?

Lesson 2 - Adult learning

As a trainer... What can you do to maximize your audience's learning?

Lesson 2 - Adult learning

These are the six principles of adult learning:

1- Adults bring a wealth of knowledge and experience to the training and are very often willing to share it.

Lesson 2 - Adult learning

2- Adults want to know why they should learn something before investing their time, money and energy.

Lesson 2 - Adult learning

3- Adults enjoy being active during the learning process and interacting with others.

Lesson 2 - Adult learning

4- Adults are willing to learn those things that they believe help them perform a task or solve a problem.

Lesson 2 - Adult learning

5- Adults tend to respond better to internal motivations than to external ones.

Lesson 2 - Adult learning

6- Adults appreciate being engaged and having fun.

Lesson 2 - Adult learning

Let’s pause for a minute and reflect:

Lesson 2 - Adult learning

Let’s summarize the principles of adult learning: They bring knowledge and experience to the training and are very often willing to share it They want to know why they should learn something. They enjoy being active and interacting with others. They are interested in learning things that can help them perform or solve problems. They respond better to internal motivations. They appreciate being engaged and having fun.

Lesson 3 - Learning styles

Training of Trainers Course - Lesson Excerpt

Hello! Welcome to the third lesson of the Training of Trainers course.

Adults learn in different ways. Some learn by listening, others by observing or by doing something with their hands. That’s what we call** learning styles**.

Lesson 3 - Learning styles

Visual learners prefer to learn by seeing. To incorporate this learning style, show pictures, charts and diagrams, specially with colors and make short visual presentations.

Lesson 3 - Learning styles

Aural learners prefer to learn by hearing. To incorporate this learning style, include songs, podcasts and group discussions.

Lesson 3 - Learning styles

Physical learners prefer to learn by doing. To incorporate this learning style, include experiential activities such as making models and provide opportunities for interactions.

Lesson 3 - Learning styles

Social learners prefer to learn by communicating and sharing with people. To incorporate this learning style, include card or board games and discussions where they can interact and build knowledge with each other.

Lesson 3 - Learning styles

There is not a right way to learn and every learner would benefit from a mix of learning styles.

Remember, there are different learning styles that a trainer should respect to optimize learning. Some of them are: Visual Aural Physical Social

Let’s pause for a minute and reflect:

Lesson 3 - Learning styles

Lesson 4 - The role of the trainer

Training of Trainers Course - Lesson Excerpt

Hello! Welcome to the fourth lesson.

What do you think your role as a trainer is?

Lesson 4 - The role of the trainer

Do you think your role changes depending on the context and the audience?

Lesson 4 - The role of the trainer

The role of a trainer is to support learners to gain the knowledge, skills and attitudes that are necessary to perform in their job. As a trainer, you wear one of these four hats:

Let’s pause for a minute and reflect:

Lesson 4 - The role of the trainer

A good trainer recognises what role they need to play in any circumstance and is able to perform this role.

Lesson 4 - The role of the trainer

Great work! Before we finish the lesson let’s review what we have learned: Trainers play different roles depending on the specific situation. The coach supports individual learners to overcome barriers between the current and desired behaviour. The** instructor** transfers knowledge and supports participants in their practice. The** facilitator** stimulates interaction among learners. The mentor shares experiences and insights that may be useful for the learner.

Lesson 5 - The training cycle

Training of Trainers Course - Lesson Excerpt

Welcome!

What is the training cycle? The training cycle is the process that ensures that your training addresses the needs of your audience, achieves the expected results, and creates lasting change.

Lesson 5 - The training cycle

What steps do you usually follow when you design a training?

The Training Cycle has five steps:

This model is not a simple linear process. Instead, you will move back and forth through the steps.

Lesson 5 - The training cycle

Let’s pause for a minute and reflect:

Lesson 5 - The training cycle

Before we finish, let's review what we have learned... The training cycle ensures that your training addresses the needs of your audience, achieves the expected results and creates lasting change. It consists of 5 steps: Analysis: identify the needs. Design: write learning objectives and define the sequence of the sessions. Development: define learning activities, content and materials. Implementation: deliver the training. Evaluation: analyse how the training contributed to the desired change.

Lesson 6 - Results-based learning

Training of Trainers Course - Lesson Excerpt

Hello!

What is results-based learning in your view?

Results-based learning is an approach that ensures that the training responds to the needs of the learners and the community or organization.

Lesson 6 - Results-based learning

It also guides post-training evaluation to determine whether or not the desired change has been made.

Lesson 6 - Results-based learning

The approach refers to four levels of needs assessment at which different results are expected.

Lesson 6 - Results-based learning

Level 4: Impact This level focuses on the results at the level of the community or organization. Level 4 results refer to the overall impact to be achieved in the community or organisation over the 6–18 months following the training.

Lesson 6 - Results-based learning

Level 3: Behaviour or task This level addresses task performance or behaviour. Level 3 results refer to a change in behaviour or task performance that learners will demonstrate in the months following the training. A change at level 3 contributes to making an impact at level 4.

Lesson 6 - Results-based learning

Level 2: Learning This level addresses the learning needs. Level 2 results refer to the knowledge, skills and attitudes that individuals will acquire during the training. Improvement at level 2 contributes to a change of behaviour or improvement of task performance at level 3.

Lesson 6 - Results-based learning

Level 1: Preferences This level addresses preferences of the target group. Level 1 refer to the learners' reaction to the training.

Lesson 6 - Results-based learning

The trainer must have clarity about the desired impact, behaviour, learning, and preferences before starting to design the training.

Lesson 6 - Results-based learning

Let’s pause for a minute and reflect:

Lesson 6 - Results-based learning

Let’s summarize what we have learned… Results-based learning is an approach that ensures that the training meets needs at the four levels. These four levels are: 4- Impact 3- Behaviour or task performance 2- Learning 1- Preferences

Lesson 1 - Learning objectives

Training of Trainers Course - Lesson Excerpt

Hello! Welcome to the first lesson of this module.

‘Beginning with the end in mind’ To write your learning objectives it is necessary to determine what the learners should be able to do at the end of the training.

Lesson 1 - Learning objectives

Why are learning objectives important when designing training?

Why are learning objectives important after the training?

Learning objectives define the structure and **approach **of the training.

Lesson 1 - Learning objectives

Learning objectives determine the** content** and the training methods.

Lesson 1 - Learning objectives

Learning objectives determine the time you will spend on each session.

Lesson 1 - Learning objectives

Lastly, learning objectives will designate how you will evaluate the training.

Lesson 1 - Learning objectives

Let’s pause for a minute and reflect:

Lesson 1 - Learning objectives

Learning objectives are written with three components.

Lesson 1 - Learning objectives

We arrived at the end of the lesson. Let’s summarize... Learning objectives refer to the measurable performance that is desired by the end of the training. Learning objectives are the foundation of your training. subject + action verb + topic

Lesson 2 - SMART learning objectives

Training of Trainers Course - Lesson Excerpt

Welcome! In this lesson, we will discover how we can test the quality of our learning objectives.

What are SMART learning objectives?

Lesson 2 - SMART learning objectives

Are you ready to formulate your own SMART learning objectives?

Good job! Let’s review what we have learned: Learning objectives must be SMART. This means that they are: Specific ## Measurable Achievable Relevant Time-bound

Lesson 3 - Learning methods

Training of Trainers Course - Lesson Excerpt

Hello!

A learning method determines how learners interact with the content.

Lesson 3 - Learning methods

The purpose of a learning method is to allow learners to increase their knowledge or strengthen their skills.

Lesson 3 - Learning methods

Effective learning methods are engaging and lead to long-term learning.

Lesson 3 - Learning methods

Let’s pause for a minute and reflect:

Lesson 3 - Learning methods

Let’s have a closer look to some learning methods:

Lesson 3 - Learning methods

Which of these images represents a method of role-playing? The correct image is the one with a man and a woman sitting and discussing. The rest of the group is observing the role-play.

Lesson 3 - Learning methods

Which of these images represents a method of role-playing? The correct image is the one with a man and a woman sitting and discussing. The rest of the group is observing the role-play.

Lesson 3 - Learning methods

Which of these images represents a method of role-playing? The correct image is the one with a man and a woman sitting and discussing. The rest of the group is observing the role-play.

Lesson 3 - Learning methods

Which of these images represents a method of role-playing? The correct image is the one with a man and a woman sitting and discussing. The rest of the group is observing the role-play.

Lesson 3 - Learning methods

Which of these images represents a method of storytelling? The correct image is the one with the man telling a story with a microphone.

Lesson 3 - Learning methods

Which of these images represents a method of storytelling? The correct image is the one with the man telling a story with a microphone.

Lesson 3 - Learning methods

Which of these images represents a method of storytelling? The correct image is the one with the man telling a story with a microphone.

Lesson 3 - Learning methods

Which of these images represents a method of storytelling? The correct image is the one with the man telling a story with a microphone.

Lesson 3 - Learning methods

Good job! Let’s summarize what we have learned... The learning methods define how learners will interact with the content. Consider the following when you select learning methods: Learning objective Target audience Time Space Materials

Lesson 4 - The flow of a training session

Training of Trainers Course - Lesson Excerpt

Welcome!

A training session is a component of the training that covers a **specific topic **and focuses on one or more learning objectives.

Lesson 4 - The flow of a training session

Training sessions are the building blocks of a training event. A session takes approximately 15 to 60 minutes.

Lesson 4 - The flow of a training session

A training session that has a logical flow will optimize learning.

Lesson 4 - The flow of a training session

Let’s pause for a minute and reflect:

Lesson 4 - The flow of a training session

1- Introduction The trainer explains the session and provides learners with essential content.

Lesson 4 - The flow of a training session

2- Learning activity Participants interact with the content in way that enhances learning. Examples are a case study or role play.

Lesson 4 - The flow of a training session

3- Key questions Directly after the learning activity, the trainer asks key questions that are related to the learning objectives. They allow learners to reflect on what has happened during the learning activity. The key questions are a starting point for further discussion.

Lesson 4 - The flow of a training session

4- Discussion ## Learners explore various facets of the topic and learning activity. This is also the moment where they make the link between learning and application.

Lesson 4 - The flow of a training session

5- Key messages ## The trainer summarizes three or four key points that the learners need to remember.

Lesson 4 - The flow of a training session

We have arrived at the end of the lesson. Let’s review what we have learned... Training sessions are the building blocks of a training event. A training session with a clear and logical flow will optimize learning. Each training session has the following components: 1) introduction 2) learning method 3) key questions 4) discussion 5) key messages

Lesson 5 - Icebreakers

Training of Trainers Course - Lesson Excerpt

Welcome!

What are icebreakers? Icebreakers are activities that help learners to relax, warm up, and be actively involved.

Lesson 5 - Icebreakers

Icebreakers are essential at the beginning of the training as they allow for the breakdown of barriers that prevent a learner from fully participating.

Lesson 5 - Icebreakers

Let’s have a look at some examples of icebreakers:

Lesson 5 - Icebreakers

7 minutes Divide participants in small groups from 3 to 5 persons Give them 7 minutes to figure out what they all have in common. For example, they all have dark hair or they all love coffee. The group with the most original connection wins a prize.

Office trivia You will take note of the small details of the office that people often ignore: how many buttons the water dispenser has or how many plants are in the hallway. At the beginning of the training session, you will ask the audience to answer the questions in small groups. The group that remembers the most details wins a prize.

Basket of possessions Each participant will secretly give you a small object that they carry with them. You will place all the objects in a basket and pick up one object at the time. Ask the group who they think it belongs to while the owner remains silent. The person who guesses correctly most times wins a prize.

Let’s pause for a minute and reflect:

Lesson 5 - Icebreakers

What do you need to consider when selecting an icebreaker?

We have arrived at the end of the lesson... Remember: Icebreakers create a safe space for learners and make it easier to fully participate in the training.

Lesson 6 - Energizers

Training of Trainers Course - Lesson Excerpt

Welcome!

What are energizers? Energizers are short activities, commonly used after a break to stimulate or refocus the group. ## After the energizer, learners are ready for the next session.

Lesson 6 - Energizers

Let’s have a look at some examples of energizers:

Lesson 6 - Energizers

Birthday line up Ask people to line up according to the month they were born. ## To add more pressure and fun, give them a limited time.

Lesson 6 - Energizers

Rock, paper, scissors tournament The well-known game, with a twist. Losing players become fans of the winners and encourage them during their next battle. ## This continues until a final showdown with two large cheering crowds.

Lesson 6 - Energizers

Stand-up if ## Prepare a list of questions which can be answered by ‘yes’ or ‘no’. For example: Have you ever tried bungee-jumping? Read out the questions one by one. For each statement the participants stand up if they could answer the statement with yes.

Lesson 6 - Energizers

Let’s pause for a minute and reflect:

Lesson 6 - Energizers

There are many online resources with energizers that are freely accessible. Also, do not hesitate to ask participants to propose energizers. They may have some really great ideas!

Lesson 6 - Energizers

We have arrived at the end of the lesson... Remember: Energizers support learning because they stimulate or refocus the group.

Lesson 1 - Effective facilitation

Training of Trainers Course - Lesson Excerpt

Welcome to the module that covers facilitation in the Training of Trainers course.

Before we start... What is facilitation? Facilitation is the act of making something easier.

Lesson 1 - Effective facilitation

In training, facilitation is the process where the trainer makes learning easier for the participants.

Lesson 1 - Effective facilitation

Let’s pause for a minute and reflect:

Lesson 1 - Effective facilitation

Tip: Create a document on your desktop where you can write down any lessons learned that comes to you during or after a training session that you facilitated. Before your next session, you can review these lessons learned and improve!

Lesson 1 - Effective facilitation

Let’s review what we have learned... ## Facilitation is the process through which learning is made easier. For effective facilitation always keep in mind: Learning objectives are the guiding light of your session. Always respect the needs of participants. Respond effectively to actions, words and expressions of learners.

Lesson 2 - Co-facilitate a training

Training of Trainers Course - Lesson Excerpt

Hello!

Most trainings are co-facilitated by two or more trainers.

Lesson 2 - Co-facilitate a training

Co-facilitation is about each trainer taking full responsibility for the delivery and outcome of the training as a whole.

Lesson 2 - Co-facilitate a training

Co-facilitators work together before, during and after the training.

Before the training...

Co-facilitators need to agree on how the training will unfold.

Lesson 2 - Co-facilitate a training

Let’s pause for a minute and reflect:

Lesson 2 - Co-facilitate a training

During the training...

Co-facilitators need to support each other to ensure efficient collaboration.

Lesson 2 - Co-facilitate a training

Let’s pause for a minute and reflect:

Lesson 2 - Co-facilitate a training

After the training...

Co-facilitators meet after the training to talk about the lessons learned.

Lesson 2 - Co-facilitate a training

Let’s pause for a minute and reflect:

Lesson 2 - Co-facilitate a training

Let’s pause for a minute and reflect:

Lesson 2 - Co-facilitate a training

Congrats! You have finalised the lesson. Remember... Co-facilitation is about each trainer taking full responsibility for the delivery and outcome of the training as a whole. ## Prepare the training with your partner. Support your partner during the delivery of his/her sessions. Meet after the training to talk about the lessons learned.

Lesson 3 - Ground rules

Training of Trainers Course - Lesson Excerpt

Welcome to the lesson about ground rules.

Ground rules are behavioural norms that are created and agreed upon by the learners and the trainer. The purpose is to create a learning environment where everyone can thrive.

Lesson 3 - Ground rules

What are ground rules for?

Ground rules have to be defined at the start of the training. Our suggestion is that you invite participants to come up with ground rules and write these on a flipchart. If participants do not come up with new ideas, the trainer can make some suggestions. After everyone agreed, hang the chart on the wall, so you can remind the participants if needed.

Let’s pause for a minute and reflect:

Lesson 3 - Ground rules

In this scenario, where sensitive issues are being worked on, ground rules can ensure respect for the opinions of others and respect for confidentiality.

Lesson 3 - Ground rules

In this way, the responsibility for a safe learning environment is shared between learners and trainers.

Lesson 3 - Ground rules

We have arrived at the end of the lesson, let’s summarize… Ground rules are behavioural norms agreed upon by participants and trainers. They are defined at the start of the training. They help the trainer to manage the learning environment. They create a safe space for learners.

Lesson 4 - Asking good questions

Training of Trainers Course - Lesson Excerpt

Welcome!

Why is asking good questions important for learning?

Lesson 4 - Asking good questions

A good question ensures that learners keep their focus on the main points. Example of a good question: What were the key points touched upon during this lecture?

Lesson 4 - Asking good questions

A good question can be used to informally **assess **participants. Example of a good question: Can anyone remember what are the main components of a well-defined learning objective?

Lesson 4 - Asking good questions

A good question can be the starting point for a discussion. Example of a good question: How can the soldier in the documentary improve his performance?

Lesson 4 - Asking good questions

A good question helps learners to think critically. Example of a good question: What would a child protection officer need to do differently to gain the trust of a family with traditional values?

Lesson 4 - Asking good questions

Let’s pause for a minute and reflect:

Lesson 4 - Asking good questions

Asking questions is a great alternative to presenting information. Asking good questions has multiple purposes. There are different** types of questions**, each with its own objectives. Let’s have a closer look:

Lesson 4 - Asking good questions

Mastering the different types of questions will help you formulate the most effective question for your objective.

Lesson 4 - Asking good questions

Remember, questioning is a great tool to: ## Keep the focus on the key concepts. Start a discussion. Assess your learners informally. Help learners think in an analytical way. They are different types of questions: open-ended, close-ended, convergent, divergent, probing and hypothetical.

Lesson 5 - Active listening

Training of Trainers Course - Lesson Excerpt

Welcome!

Active listening is the ability to accurately receive and interpret messages during communication.

Lesson 5 - Active listening

There are five key elements that will help you improve your listening skills:

1- Pay attention to the speaker.

Lesson 5 - Active listening

2- Demonstrate that you are listening.

Lesson 5 - Active listening

3- Make sure that you understand the message correctly.

Lesson 5 - Active listening

4- Be patient.

Lesson 5 - Active listening

5- Respond appropriately.

Lesson 5 - Active listening

Being an active listener will enable you to understand the message and improve your relationships with the learners.

Let’s pause for a minute and reflect:

Lesson 5 - Active listening

**Tip: ** Next time you are having a conversation with a friend or colleague, pay attention to how you are listening to the other person. What are your gestures and postures? Are your thoughts elsewhere? Are you interrupting? How do you respond?

Lesson 5 - Active listening

Before ending this lesson, let's review what we have learned… Active listening is the ability to accurately receive and interpret messages. ## To be an active listener: - Pay attention to the speaker - Demonstrate that you are listening - Make sure you understand correctly ## - Be patient - Respond appropriately - Ask for clarifications when needed

Lesson 6 - Providing feedback

Training of Trainers Course - Lesson Excerpt

Hello!

By providing feedback, you offer a great learning opportunity to the learners.

Lesson 6 - Providing feedback

If not provided carefully, feedback may discourage, embarrass, hurt, or even turn learners against you.

Lesson 6 - Providing feedback

To provide constructive feedback, consider the following:

Be prepared Write down your feedback, choose what is most useful, and decide how you will say it before you say it.

Lesson 6 - Providing feedback

Be empathetic Ask learners if they are open to receive feedback before you provide it.

Lesson 6 - Providing feedback

Be specific ## Make detailed comments about concrete observations instead of general statements.

Lesson 6 - Providing feedback

Be objective ## Share what you observed and keep it personal: “I saw, I heard or I felt this...” instead of “you did, you said, or you make me feel”.

Lesson 6 - Providing feedback

Be kind ## Make sure that feedback build ownership and confidence of your learners, not break it.

Lesson 6 - Providing feedback

Be timely Give feedback right after the exercise, so that learners remember the details of what has happened.

Lesson 6 - Providing feedback

Be honest Provide feedback with the primary objective to help someone improve, not to make them feel good. For example: ‘When you said…, I really lost the connection with you.’

Lesson 6 - Providing feedback

Be consistent ## Make sure that your non-verbal communication is consistent with your verbal message.

Lesson 6 - Providing feedback

Be patient ## Give time to the learner to reflect on what you just said and the opportunity to react without entering into discussion.

Lesson 6 - Providing feedback

Let’s pause for a minute and reflect:

Lesson 6 - Providing feedback

We have arrived at the end of the lesson... As you can see, constructive feedback provides a learning opportunity to the students. Remember: Be prepared ## Be empathetic ## Be specific ## Be objective Be kind Be timely Be honest Be consistent Be patient

Next steps

Training of Trainers Course - Lesson Excerpt

Congratulations!

You have taken another step towards becoming a qualified trainer.

Training of Trainers Course Author

UNITARThe United Nations Institute for Training and Research (UNITAR) is a dedicated training arm of the United Nations system.

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Enjoyable and full with necessary information, creative and engaging design. A pocket size course

Good quality content & nicely presented.

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