Trainer Bootcamp: Hands-On Train-the-Trainer Skills

The Complete Guide to Successful Training and Teaching.
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  • Lectures 65
  • Length 14.5 hours
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
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About This Course

Published 6/2015 English

Course Description

This 3 day bootcamp dives deeply into the strategies, techniques and tools you need to be an effective trainer. In this program you'll learn EVERYTHING we know about adult learning. You will not only discover HOW to motivate adult learners, keep them interested, deal with challenging or disgruntled participants, and maximize learning, you will actually DO it yourself. If your organization needs to quickly roll out a complete train-the-trainer program and ensure your trainers will be immediately effective, then this is the program for you.

This program is no joke, and consequently it may not be the place to start if you aren't ready to get your hands dirty and jump into live real world applications.

Why Rule The Room:

Our trainers are experienced adult learning specialists that can deliver a fast paced results-oriented training program. They approach everything from the perspective of both a trainer AND a trainee allowing participants to learn from a trainer that is also modeling everything they suggest trainers do. Adult learning is at the core of what we do so we spend a lot of time on it. For that reason, our adult learning programs have become the go-to curriculum for companies and universities nationwide.

But don't just take our word for it, here's what others had to say:

"These techniques have been extremely valuable to me as a trainer. The training tools are taught in such a way that you can walk away from the program and start implementing change in your classroom immediately. I've become better at answering questions and more confident in my teaching style."

Kara McCaffrey - Software Trainer


“Jason is an engaging teacher who is not only knowledgeable about this field, but is intensely passionate about it. This course not only gave me the knowledge, insight, and skills to excel in this new role, but the confidence to implement these new skills and to share this knowledge with others.”

Lorielle Ouimette - Physician Software Trainer


“This is Kelly Markowski from your Trinity Health bootcamp that ended yesterday (11/19). I just wanted to send a quick note of thanks for the great tools. I am constantly seeking to improve my training skills, both to have something better to offer trainees, as well as to increase my own comfort level with it, and I know that I will be using a lot of your material to do both! I think it's important to express genuine gratitude, so I just wanted to let you know that the bootcamp was very beneficial for me.”

Kelly Markowski, MHSA, RHIT - Consultant, Program Excellence - Trinity Health


What are the requirements?

  • You will need to download the Trainer bootcamp workbook and powerpoint before starting each lecture.

What am I going to get from this course?

  • Learn the 4 adult learning styles and how to maximize learning by teaching to all of them simultaneously
  • Create amazing training materials for any topic so participants will crave your class
  • Show confidence and credibility so your participants can focus on learning
  • Organize your material to make it easy for you to deliver and for your class to follow
  • Create and use visuals that make complex ideas clearer and more memorable
  • Engage your listeners so their minds never wander
  • Elicit questions and provide answers even when you have none
  • Quickly get even the toughest class to believe in you, listen to you, and trust you
  • Generate excitement and enthusiasm for your class
  • Build rapport and make participants feel comfortable immediately
  • Boost your evaluation scores
  • Control and engage a “hostile” class that doesn’t want to be there
  • Create content that makes your participants crave everything you say and motivates them to learn
  • Learn the 5-steps of adult learning and how to apply them to reach every learner
  • Boost enthusiasm even for dry or boring topics
  • Write the ideal curriculum for all of your objectives and learners
  • Handle challenging participants and minimize distractions

What is the target audience?

  • Trainers
  • Teachers
  • Project Managers
  • Human Resource Managers
  • Training Managers
  • Instructional Designers
  • Academic Leaders
  • Executives
  • Business Professionals
  • Curriculum Writers

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: Introduction
19:59

A welcome and introduction to the World Class Train the Trainer Bootcamp.

19:15

A welcome and introduction to the World Class Train the Trainer Bootcamp.

Section 2: Make Them Feel Safe Before Class
12:32

Focusing on the trainees prior to class even starting ensures you help them feel safe and excited about learning from you.

13:56

Focusing on the trainees prior to class even starting ensures you help them feel safe and excited about learning from you.

12:23

To connect with your audience, even before you say a word, you have to make an impressive physical impression.

06:02

Even before you start class, you want to make a brief announcement five minutes before class starts to put your trainees at ease and make them feel safe even more than they already are after your individual welcomes.

Section 3: Start With a Killer Opener
15:24

Many trainers take such care with the content of their training and don't spend much time thinking about the first impression they make when they come onstage.

18:56

Many trainers take such care with the content of their training and don't spend much time thinking about the first impression they make when they come onstage.

16:08

Many trainers take such care with the content of their training and don't spend much time thinking about the first impression they make when they come onstage.

10:48

Transition to them, tell them why you want their name/role, get them to write down their goal(s) and listen well.

11:06

Transition to them, tell them why you want their name/role, get them to write down their goal(s) and listen well.

15:48

Show them the takeaways and summarize them in one sentence.

13:26

Adult learners' greatest fear is looking foolish in front of their peers. That's why you want to set boundaries and expectations. If you tell them predominantly what you will do (boundary), you're much more apt to get compliance and keep your rapport intact.

20:00

Write a lesson hook for the first chapter that you teach. Start with WHY, then say WHAT.

Section 4: Build Credibility and Rapport
17:21

Oral reviews are some of the best ways to ensure the concepts that you have taught get stored in their long-term memory so that they are able to go out tomorrow and apply what you taught them.

04:42

Most trainers simply tell trainees to take a break, and then start up again when they get back. There are a few key subtle nuances you can do to make your breaks more exciting and dynamic without losing the focus of the class.

11:02

Most breaks are for you the trainer to take some quiet personal time and recharge your batteries. The first break one exception. This is a prime opportunity for you to walk and talk with people that you have not connected with yet or with trainees you have identified during introduction and welcome time as “problem” people.

15:53

Your trainees will also feel good if they feel good about you. It's important to endear yourself to the class. You want everyone to be thinking, I like this trainer. What a warm, smart, interesting person.

12:44

Your trainees will also feel good if they feel good about you. It's important to endear yourself to the class. You want everyone to be thinking, I like this trainer. What a warm, smart, interesting person.

Section 5: Open Convincingly Assessment
03:02

Take thirty minutes to prepare for your presentation on the following key tasks you learned in sessions one through three of this program. Then split up into classrooms of up to six trainers in each room.

Section 6: Keep Them Engaged
18:12

You have to show your trainees that in order to get the information they've come to hear, they have to listen to you. This advice seems deceptively obvious. I tell it to people who've come to me for training advice and they nod in agreement, as if to say, “Got it.” But they haven't.

19:37

One of the best ways to keep your trainees engaged is to ask the right types of questions.

09:58

One of the best ways to keep your trainees engaged is to ask the right types of questions.

14:27

One of the best ways to keep your trainees engaged is to ask the right types of questions.

10:03

Determine when you want your audience to do something, and use directionals to get them to do it.

16:11

You can and should target every learning style in every topic at some point. If you can train in a way that reaches all four styles simultaneously, you will be much more likely to keep your entire class attentive. I have discovered one tool that will help you do just that. I call it agree and see if you're right.

05:42

You can and should target every learning style in every topic at some point. If you can train in a way that reaches all four styles simultaneously, you will be much more likely to keep your entire class attentive. I have discovered one tool that will help you do just that. I call it agree and see if you're right.

Section 7: Help Them Follow Along
16:59

One of the best ways to keep them following along with you also happens to be a great way to make your trainees feel you wrote the training just for them. It's referring back to the hooks that captivated them in the first place. This is also a great way to re-engage your trainees.

05:50

The buddy system is for those few trainees who just can't follow along. That's what the person sitting next to them is for. That person is called their “buddy” and is a lot more convenient for the “slow” trainee than you are. You're in front…the buddy is right next to them. So, why not use them?

13:45

If you are training in a system where each trainee has their own computer screen, then inevitably, there will be some trainees that fall behind on their screens. Another great way to make sure trainees are following along with your screen is to work the room.

Section 8: Ensure They Understand
15:47

Etch-a-Sketch is a note-taking feature of training materials for key ideas and important details presented during a lesson. Instead of having trainees take notes in the margins and whitespace of companion and workbook pages, etch-a-sketch gives them structured boxes and targeted areas on which to take notes.

17:03

Etch-a-Sketch is a note-taking feature of training materials for key ideas and important details presented during a lesson. Instead of having trainees take notes in the margins and whitespace of companion and workbook pages, etch-a-sketch gives them structured boxes and targeted areas on which to take notes.

14:44

The majority of trainees need visual instruction; by some estimates, only 15-20% of people can learn through auditory mode alone. Using visual aids immediately reaches out to the remaining 80-85% of trainees. They are extremely useful for promoting discussion and are often useful when teaching profound concepts.

14:16

The majority of trainees need visual instruction; by some estimates, only 15-20% of people can learn through auditory mode alone. Using visual aids immediately reaches out to the remaining 80-85% of trainees. They are extremely useful for promoting discussion and are often useful when teaching profound concepts.

18:31

A benchmark check is a way to determine if trainees understand a very difficult concept that requires leading and synthesis in order for them to fully grasp it. While leading questions help them understand, benchmarks find out if they do.

15:40

A benchmark check is a way to determine if trainees understand a very difficult concept that requires leading and synthesis in order for them to fully grasp it. While leading questions help them understand, benchmarks find out if they do.

Section 9: Use Effective Body Language and Tone
17:15

Imagine going into a room making eye contact with a person, smiling, and giving a wink to make that person feel comfortable. Now pretend you're talking to that same person on the radio. Without being able to rely on facial expression or body language, using your voice alone, how could you welcome someone and put him or her at ease?

17:17

Imagine going into a room making eye contact with a person, smiling, and giving a wink to make that person feel comfortable. Now pretend you're talking to that same person on the radio. Without being able to rely on facial expression or body language, using your voice alone, how could you welcome someone and put him or her at ease?

15:14

Imagine going into a room making eye contact with a person, smiling, and giving a wink to make that person feel comfortable. Now pretend you're talking to that same person on the radio. Without being able to rely on facial expression or body language, using your voice alone, how could you welcome someone and put him or her at ease?

19:57

Whether you are tutoring someone one-on-one or training to a classroom of one hundred, before you've said a word, people have made some kind of judgment about you. And while your superficial appearance is important—what you're wearing, how fit and groomed you are, and how attractive you may be—they determine what kind of a trainer you are based on cues that are far more subtle.

17:18

Whether you are tutoring someone one-on-one or training to a classroom of one hundred, before you've said a word, people have made some kind of judgment about you. And while your superficial appearance is important—what you're wearing, how fit and groomed you are, and how attractive you may be—they determine what kind of a trainer you are based on cues that are far more subtle.

18:52

One of the best ways to use what you've learned about tone and body language is when you want to show enthusiasm with your class. This is especially helpful when you're teaching software. Just like a sincere smile, you can't fake enthusiasm. It has to be sincere.

11:00

One of the best ways to use what you've learned about tone and body language is when you want to show enthusiasm with your class. This is especially helpful when you're teaching software. Just like a sincere smile, you can't fake enthusiasm. It has to be sincere.

Section 10: Teach Effectively Assessment
10:35

It's one thing to get great information on keeping them engaged, following along, understanding and using effective body language and tone. It's another to make it stick.

Section 11: Answer Any Question
15:47

Questions are a sign people are interested and provide an opportunity for interaction that makes your training livelier. Trainers often tell me they have a hard time getting responses when they invite questions. You can turn that around with just a few simple techniques.

09:22

Questions are a sign people are interested and provide an opportunity for interaction that makes your training livelier. Trainers often tell me they have a hard time getting responses when they invite questions. You can turn that around with just a few simple techniques.

14:04

The way you respond to the question is not nearly as important as how you respond to the questioner. You need to show that person that you care, that you will meet his or her need, and that you know the answer.

16:49

The whole process—the asking of the questions and the paraphrase—should last for fifteen to thirty seconds and no more. After that, take your attention away from the individual and direct it back where it belongs, to the audience as a whole so that you can handle the question for everyone.

10:21

The whole process—the asking of the questions and the paraphrase—should last for fifteen to thirty seconds and no more. After that, take your attention away from the individual and direct it back where it belongs, to the audience as a whole so that you can handle the question for everyone.

11:30

Conclude a Question You have Answered

Section 12: Minimize Distractions
17:03

People may stop the flow of your training by jumping in with questions and comments or trying to start conversations at inappropriate times.

19:59

People may stop the flow of your training by jumping in with questions and comments or trying to start conversations at inappropriate times.

15:13

Negative people tend to be Resenters, Naysayers, or Faultfinders. It's important to understand the motivation of such people who are at a training. They are often people who were required to attend, and they resent it.

13:00

Negative people tend to be Resenters, Naysayers, or Faultfinders. It's important to understand the motivation of such people who are at a training. They are often people who were required to attend, and they resent it.

11:48

Section 6 has a number of valuable techniques that will work to keep the attention of nearly anyone in your class. But for some trainees you'll need a few other tricks up your sleeve.

Section 13: Show it was Worthwhile
13:29

The oral review is one of the easiest ways to show trainees they are learning from you. That's because the oral review shows trainees they are remembering what you taught them. It also shows trainees they have been getting some pretty cool stuff.

07:34

The classic rules for any sort of writing apply to training: Tell them what you're going to tell them, tell them, and then tell them what you told them. At the very end of your training, remind your traineesWhat they got and Why they would want it.

13:58

When you're finished summarizing the training, and while you're still on the summary slide of all the takeaways, make your final question request.

Section 14: Ensure Individual Success
06:34

Recall from session seven that a benchmark check is a way to determine if trainees understand a very difficult concept that requires leading and synthesis in order for them to fully grasp it. It's time to take this a step further and not just find out whether they understand, but also tutor those that don't.

06:55

An independent assessment is a way to find out if trainees are able to perform critical tasks that each trainee needs to be able to accomplish based on the job role that they will be performing when they leave this class.

02:54

When you thank your trainees, give an actual, specific reason to thank them and you will seem even more sincere. Many trainers tend to thank the trainees for their time, which suggests they might have been spending their time doing something more important. Instead, mention why you appreciate something they have done.

Section 15: Manage Trainees Assessment
02:10

It's one thing to get great information on how to answer questions, minimize distractions and close conclusively. It's another to make it stick.

Section 16: Prepare an Irresistible Training
16:13

So far in this course, you have predominantly been working with one lesson plan to add all of the tools from this program to make that lesson really shine. It's now time to take those tools and apply them to all of the remaining lesson plans for your course.

04:00

The next step is to practice what you will say for each of the key pieces of your training. You likely won't have time to practice everything you'll say and do, but you want to practice the key components that can “make or break” a successful class.

15:37

This last section contains all of the things you will want to do on the day of training to get yourself in the right frame of mind and be ready to go. You may be doing these things already, but if not, this is a nice checklist to have.

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Instructor Biography

Jason Teteak, Author, Keynote & TEDx Speaker, CEO Rule the Room

Jason Teteak knows what it takes to Rule the Room. The master trainer and speaking presentation teacher has taught more than 50,000 people how to flawlessly command attention.

He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring communications skills via practical, simple, universal, and immediately actionable techniques.

Jason first made a reputation in the medical training industry, where he was known as “the presentation coach and trainer who trains the trainers.” Teteak’s attention to detail and precision in communicating definitive information was honed in serving this lifesaving industry.

In response to many requests, he began to offer personalized services and quickly developed a following as a private coach and a consultant whose clientele includes elite institutions, universities, and top corporate executives.

His new book, Rule the Room, was recently published in the summer of 2013. He has developed more than fifty presentation and communication training programs ranging in length from one hour to three days that serve as the basis for this unique, practical, and comprehensive course.

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