I have facilitated many trainings, but this will be my first time developing a train-the-trainer program. I am planning three segments:
- a half day training on the topic
- a segment on how to train
- practice session

I could use some advice on what to include in the 'how to train' section. Ideas thus far include information about learning styles, audience participation, what to do when you do not know the answer and general facilitation skills. Wondering if there is anything else you can suggest? Also, what if anything, is different between facilitating a training and a train-the-trainer program?

Thanks!

Thanks!

Hello! I have taught 2 different Trainer Development courses in my 14 year career.
Here are the topics for the Basic/Foundational course:
-Adult Learning Principles
-Multimedia use tips (i.e. PowerPoint (size of font, amount of info per slide, etc), overheads (similar to PPT), flip charts (best colors to show up, how to enhance the look, how to asign scribe, etc), music (when to play it, the type to play, et)
Facilitation Skills including:
-Preparing for class (tips and recommendations)
-Questioning skills to engage participants
-Handling participant questions (when to defer, when to answer, when to open to the group, etc)
-Guaging participation (including attending skills) and what to do when in wanes (energizers, icebreakers, review games, etc)
-Handling challenging participants (and the various types)
-Team Training (creating a contract)
-Feedback on 2 facilitation skills practice (including video tape so they can view and rate their own performance)

This was a 3 day course so this may be too much for what you want, but hopefully it gives you more information in what you can include.

All participants who went through this training really felt more confident, enthusiastic, and empowered to facilitate their courses. Hope this helps!

This seems an odd paradox.

How long is this "segment" on facilitation?

In a TTT course the primary thing to remember is that you are modeling skills for them. Your activities need to be very targeted. You model something, then you break it down with them explaining what you just did. Then you have them synthesize it and model it back to you.

The key component to a good TTT is that the participants actively demonstrate the skills and critique each other. So, when you teach them questioning-- they have to do a model lesson with questioning that they prepare, then they deliver it and you and the class critique it.

When I teach TTT, it is a multi-day, multi-segment course and the participants demonstrate every single thing before they leave, up to and including teaching a model lesson that includes ALL elements of what I've taught them, and they must master all the skills to "pass" the course. Some do not have what it takes to be skilled facilitators and they do not move on to become facilitators.

This isn't something you do in an afternoon. This is a skill building endeavor that happens over the course of time.

Thanks for the wonderful feedback. This is a state funded program, so training resources are somewhat limited. I will be teaching them about a specific type of cancer and how to train their staff to recognize the symptoms and what to do if a client has them. Unfortunately, I think the trainees' time will also be limited.
I am thinking of making it a 1.5 day TTT program, although may need to rethink this once I actually start developing it. The training program participants will present to their staff will take them approximately 45 minutes to one hour.

Thanks again!