Training Instructions

How to set up a training course

Based on the Alfa Laval Train the Trainer-course

Caroline Carlstedt
Parts & Service Competence Development
2009
 One basic rule for being
a Trainer

© Alfa Laval Slide 2 www.alfalaval.com

About helping (and teaching!)

The Trainer role

“When you truly want to succeed in bringing a human being from
one place to another, first and foremost you have to find him there
where he is, and then begin there.

This is the secret of the art of helping.

...

Truly being able to help another person, I have to understand more

than him – however first and foremost to understand, what he
understands. Not doing that, my superior understanding will not help
him at all.

If I all the same want to impose my superior understanding on him,

then it is because I am terribly proud, in fact rather than helping him,
I want to be admired by him.”

The Danish philosopher Søren Kierkegaard (1859)

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 Key issues for Training
General objective for training

Participants
at the beginning Learning Participants
at the end +
The training process

Target group Objectives Planning Training Evaluation

for the training for the training Content the of the training
participants objective

© Alfa Laval Preparation Slide 4 www.alfalaval.com

 The training process

Target group Objectives Planning Training Evaluation

for the training for the training Content the of the training
participants objective

© Alfa Laval Slide 5 www.alfalaval.com

 Perception

Why is that important for you ?

You can not automatically assume that, what you perceive
and understand is also what the other person perceives
(see, hear, mean etc.) and understands.

By creating a framework and overview of what you want to

achieve and how, you guide the other person in his/hers
understanding.

And the only way you can be sure, that your understanding
also is the other persons understanding, is by checking in
whatever form you may prefer.
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Ambiguous perceptions

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The perception process External factors
Physical and social
context

Influence Sensing Processing Perception

Internal factors
Attitude
Motivation
Knowledge
Values
Prejudices
Intelligence
Personality
etc.
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”Guiding” the perception process
in training
1. State the objective
2. Create a clear structure First tell them what you are going to tell them
3. Explaining the process

4. Train the people Then you tell them

5. Summarise And then, you tell them what you just told them

6. Check that you in fact

did achieve what you
wanted to achieve

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 The training process

Target group Objectives Planning Training Evaluation

for the training for the training Content the of the training
participants objective

© Alfa Laval Slide 10 www.alfalaval.com

 The training process

Target group
A thorough description is important

• for successful preparation and completion of a training

session
• because it will reveal if the participants’ background and
needs are different
• and consequently your training both in content and form must
be different to be efficient

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 The training process

Target group
Analysing the target group
There are – at least – 3 areas which have to be analysed:

1. Who are you going to train ?

Position, professional background, years with the company, number of
participants, relations in the team etc

2. Which are their expectations?

What will interest them, what will help them in their daily job after the training?

3. Which are their pre-qualifications?

Pre-training, educational background, language skills etc

© Alfa Laval Slide 12 www.alfalaval.com

 The training process

Target group Objectives Planning Training Evaluation

for the training for the training Content the of the training
participants objective

© Alfa Laval Slide 13 www.alfalaval.com

 The training process

Define training objectives

Why is that important for you ?
It will guide the whole planning of the training session both in
relation to content, methods and time.

There is a major difference between conducting a training where

you only want the participants to have knowledge about the
subject and where you want them to have a deep understanding
and proficiency in applying the knowledge.

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 The training process

Define training objectives

There are 3 elements in a well defined training objective

1. Learning level
Which learning level is reached by the participants after the training
has been conducted (i e after the training the participant should be able
to apply…..)

2. Criteria
Defines when the participant has demonstrated a satisfactory level
of learning: ”The participant should mention all parts in a ”Kit sales
suitcase”.

3. Conditions for demonstrating the learned

For example: ”The participant should be able to mention all parts in
a ”Kit sales suitcase” without use of manuals, checklists etc.

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 Learning levels
Increasing Increasing
level of difficulty demands for training
6. Be able to evaluate

5. Be able to synthesise

4. Be able to analyse

3. Be able to apply

2. Have understanding of

1. Have knowledge about

0. Receive information
 The training process

Define training objectives

Examples
 A well defined objective for a training session could for example be:
After the training, the participants should demonstrate knowledge
about the content of a ”Kit Sales Suitcase” (learning level).
The participant should work alone without use of manuals, checklists
etc (condition) and should mention all parts in a ”Kit sales suitcase”
(criteria).

 A too loose objective could be:

The participants should have a good idea about the content of
a ”Kit sales suitcase”.

© Alfa Laval Slide 17 www.alfalaval.com

 The training process

Target group Objectives Planning Training Evaluation

for the training for the training Content the of the training
participants objective

© Alfa Laval Slide 18 www.alfalaval.com

© Alfa Laval Slide 19 www.alfalaval.com
 The training process

Prepare the training plan

Why is that important for you?

It is vital for an efficient training session.

There are 3 aspects to consider in order to develop a

balanced successful training:

Content, Process, Personal Performance

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Aspects to consider in the session
Content
Objective

Elements

Personal Process
performance
Steps
Body language etc
Dynamics

Creating a balanced approach

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Content
Objective Question everything you plan to do!
1. Learning level Every slide Why this one?
+
Every flipchart What is the message
Criteria I want to get across?
+ Every exercise
Conditions

2. What are you going to train the participants in

Why is this important for the participants including the training objective
How are you going to train them - structure.

3. Evaluation of training

© Alfa Laval Slide 22 www.alfalaval.com

Process
Steps Dynamics
● First, second, third etc.
● Presentation
● The “red thread”
● Individual work
● 1. First tell them what you are ● Group work
going to tell them.
● Plenum discussion
2. Then you tell them.
3. And then, you tell them what ● Demonstration
you told them. ● Exercises
● Competition
● 10 – 80 – 10 distribution.
● Video film

(beginning/content/the end)

© Alfa Laval Slide 23 www.alfalaval.com

Personal performance
● Body language

● Voice

● Gestures

● Placing in the room

● Active listening

etc.

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 The training process

Target group Objectives Planning Training Evaluation

for the training for the training Content the of the training
participants objective

© Alfa Laval Slide 25 www.alfalaval.com

© Alfa Laval Slide 26 www.alfalaval.com
 The training process

Evaluation of the training objective

Test/control of participants knowledge and ability to apply

what you taught them

Why is that important for you?

It is part of your role as trainer to test and check if the participants
have acquired the knowledge or proficiency which you expected.

You don’t want to waste neither the participants’ time nor your own.

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 The training process

Evaluation of the training objective

Methods for evaluation
1. Questionnaires

2. Exercises
Practical exercises. The participant should for example, assemble
or disassemble a piece of equipment

3. Job simulation/role play

A situation is arranged which is similar to a real situation and the
participant is asked to display what he/she has been taught.

© Alfa Laval Slide 28 www.alfalaval.com

 Questionnaires; multiple choice questions

1. Alfa Laval is a part of the IKEA group ? yes no don’t know

2. Which of the following Business Groups does Cetetherm belong to:

A. NIRO
B. ABB
C Alfa Laval

3. Which of the following statements are correct in relation to Parts and

Service ? correct incorrect

a. P&S conducts audit and consulting

b. P&S makes repair
c. P&S supplies heat exchangers
d. P&S have their own development department www.alfalaval.com
© Alfa Laval Slide 29
 Questionnaires; open questions

1. Mention 3 Scandinavian competitors to Alfa Laval:

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2. Apply the Features-Advantages-Benefits technique on a computer

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 Questionnaires: Increasing the degree of
learning from level 1-6
1. What are the 3 key elements of the FAB technique:
1.-------------------------------------------
Knowledge (1)
2.-------------------------------------------- (counting)
3.--------------------------------------------
2. What are the advantages of using the FAB technique ?
----------------------------------------------------- Understanding (2)
(interpretation)
-----------------------------------------------------
3. Apply the FAB technique on a computer
---------------------------------------------------- Apply (3)
(interpretation)
----------------------------------------------------
© Alfa Laval Slide 31 www.alfalaval.com
 Questionnaires: Increasing the degree of
learning from level 1-6

4. Apply the FAB technique on the DOC - Dedicated Oil Cooler

to customer XX :

Features:

Advantages:

Benefits:

Analyse/synthesise (4,5)
(interpretation)
© Alfa Laval Slide 32 www.alfalaval.com
 Questionnaires: Increasing the degree of
learning from level 1-6

5. Which are in your opinion the biggest strategic challenges for Alfa
Laval the next 3 years seen in the light of the new economy in the
former Eastern Europe?
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Evaluation (6)
(interpretation)
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 Questionnaires: Feedback to the participants

The traditional ”hard way”

1. Hand out the questionnaire to the participants,

2. Give them 5 – 10 min to fill in the questionnaire (Duration of training 45-60 min).
3. After the timeframe you collect the questionnaires and correct them
4. You hand them back to the participants with the score.
5. You state what is pass and fail level (or who passed/failed)
6. You go through the correct answers

© Alfa Laval Slide 34 www.alfalaval.com

 Questionnaires: Feedback to the participants
Other options are:
1. You show the questions on the screen and
2. You ask for answers in plenum
3. Anyone can answer or
4. You go from right to left and ask the participants in turn to answer one question.

1. You do not hand out the questions, but take them on the overhead projector
2. You ask the participants in groups of two to sit just for 2 min each with a
question to answer,
3. Then you take the answers in plenum.

1. A very ”soft” approach is that after the participants have filled in the questionnaires,
which they keep themselves
2. You go through the right answers on the screen
There are many other ways so feel free to use your creativity here !!
© Alfa Laval Slide 35 www.alfalaval.com