1. Train the Trainer Metadata Train the Trainer – Course Overview SectionPage 1 – The Introduction………………………………….……………..XX 2 – What is Training? ………………………………………………XX 3 – Instructional Objectives ………………………………………..XX 4 – Instructional Methods ………………………………………….XX 5 – Training Aids & Visuals ………………………………………..XX 6 – Presentation Styles & Skills …………………………………...XX 7 – Lesson Plans ……………………………………………………XX 8 – Classroom Management ………………………………………XX 9 – Targeting Metadata Training…………………………………..XX 10 – Metadata Presentations ……………………………………….XX 11 – Bibliography …………………………………………………….XX

2. Train the Trainer The Introduction At the conclusion of this module the participant will be able to: Utilize the two types of introductions to gather participant information. Select and use an appropriate ice-breaker. Conduct and apply a needs and expectations exercise. Identify the need for: Agenda, Logistics, Materials, Refreshments. Objectives: The Introduction – Informal and Formal

3. Train the Trainer The Introduction The Introductions – Informal and Formal Informal Introduction Depending on the size of your class and your particular set-up, an informal ‘meet and greet’ style of introduction will allow you to gather some information on the participants beyond what you may have already discovered in pre-workshop surveys. It’s a social interchange that gives the participants a first impression of you as an instructor as well as the training. Obviously, this type of informal introduction works best with smaller class sizes in more intimate settings. For example, if you were conducting training for 30 or more participants in a hotel conference center, you might be limited in the amount of interaction within the timeframe you are working in. In this case, it might be better to consider the…

4. Train the Trainer The Introduction Formal Introduction In some cases, you might not have the opportunity to mingle with participants prior to the beginning of your training. In that case, your introduction will be more formal. Once the participants are seated and ready to begin, introduce yourself and give a brief mention of your background and experience with the topic at hand. Use this time to energize your participants and establish a lively tone for the workshop. In this initial introduction, you have the opportunity to demonstrate your style. Keep it friendly and active. Encourage the participants to take an active role in the training. During this introductions, you may choose to do an icebreaker activity. We’ll touch on those momentarily. Right now, let’s discuss what to cover during this introduction period. The Introductions – Informal and Formal

5. Train the Trainer The Introduction Items to address during the introduction The agenda provides participants with the operating guidelines of the workshop. It allows you to set the time frame for breaks, etc., as well as any additional course information. Take this time to discuss logistics, such as safety procedures, the locations of emergency exits, and restrooms. Identify and discuss the course materials provided. If you are providing food for lunch and/or breaks, point out when and where those breaks will occur. Finally, take some time to discuss the needs and expectations of the participants and of the group. This is where you can set the rules for asking questions and addressing issues outside of the scope of the agenda. It also provides you the opportunity to understand your participant’s concerns and anxieties, if any. This portion of the introduction can be used as an icebreaker, or you can…. The Introductions – Informal and Formal Agenda Logistics Materials Breaks Needs & Expectations Icebreaker

6. Train the Trainer The Introduction Engage your participants with icebreakers! The Introductions – Informal and Formal As future metadata trainers, you need to understand that it is vital to put workshop participants at ease. Your participants will most likely bring to this training all sorts of preconceived notions about metadata, and they need to feel comfortable in discussing these ideas. To set them at ease, use an icebreaker. After you have introduced yourself and given a quick rundown of your experience, have them do the same. As they introduce themselves, ask that they say where they work, and what they do. Then ask them what their top metadata concern is. Make a list of these concerns on an easel pad. As you address a topic, mark it off the list. At the end of the workshop, come back to the list one final time to tie up any loose strings. This exercise has several benefits. It brings out some of the concerns of the participants, allowing them to see that others may share their concern. It gives you an idea of the topics you may need to add, and it makes a great way to recap the workshop. Topics to Address Metadata is scary! Where do I start? When do I get my duck?

7. Train the Trainer The Introduction Icebreakers! Get your icebreakers! The Introductions – Informal and Formal Here are some other suggestions for breaking the ice: “Famous person or place” Working as a group or in pairs, have each participant write the name of a famous person or place on a card without showing the other participants. Taking turns, each participant is asked only yes or no questions by the other participants, one by one, until someone discovers their person/place. “What’s in a name” Each participant, in turn, says their first name. The second participant provides the first participants name followed by their name. The next participant would then give the names of the first two, followed by their name. This continues until all participants have been introduced. Variation. After each participant provides their name, the instructor asks a participant to point to a specific participant identified only by their name. If the participant has difficulty, another participant is asked to help.

8. Train the Trainer The Introduction Review The Introductions – Informal and Formal The information and activities in the introduction provide information to both the participant and the instructor. The introduction establishes the rapport between the instructor and the participants and the atmosphere for the workshop. Information in the introduction addresses the physical and emotional needs of the participant.

9. Train the Trainer At the conclusion of this module the participant will be able to: Explain the five characteristics of adult learners. Discuss three of the four barriers to training. Diagram or discuss the learning cycle including the impact of including activities or exercises in a presentation. Apply the levels of learning to the metadata module selected for development in this workshop. Discuss how an audience analysis can assist in the development and execution of a training workshop. Discuss methods a trainer can include in the post-training process. Objectives: What is Training?

10. Train the Trainer What is Training? Adult Learners What is Training? Unlike teaching in a more traditional academic setting, your audience will be composed of adult learners. Adult learners tend to exhibit certain characteristics that separate them from a traditional college or high school student. These differences include: Life experiences – Adult learners have had more ‘time in life’ as it were, and these experiences will dictate how they approach new material. These life experiences also dictate a participants’ attitudes and values, which form the emotional framework they operate under. Be aware that these attitudes and values may differ from yours. Take caution to avoid offending anyone, especially if they speak out with a different opinion of the topic at hand. Acknowledge their opinion, but do not berate them for it. Learn by doing – Adults tend to prefer to learn through hands-on activities. While you will have to have a certain amount of lecture material, don’t forget to break it up with activities that will give participants the opportunity to put into action what they have just learned.

11. Train the Trainer What is Training? Adult Learners What is Training? Unlike teaching in a more traditional academic setting, your audience will be composed of adult learners. Adult learners tend to exhibit certain characteristics that separate them from a traditional college or high school student. These differences include: Application to reality – Your participants are busy folks, and therefore want training that applies to real situations. Time spent on non-relevant topics could cause you to lose the attention of some participants, and reduce your credibility as an instructor. Guidance, not grades – Adult learners are not interested in getting a ‘grade.’ Instead, they want guidance on how best to address this new skill they are learning. Don’t be inflexible with your class. Allow them to explore, within reason, aspects of the topic at hand that they feel are relevant. Adults are self-directed – Overall, your participants will be self- motivated and as such, will not need much encouragement. Some will work faster than others. Your challenge will be to recognize when your pace is either too fast or too slow, and adjust accordingly. How is this relevant?

12. Train the Trainer Barriers to Learning – The Instructor What is Training? As with any teaching situation, there may be several barriers to learning that need to be addressed in order to provide effective instruction. As an instructor, some barriers that you have control over include: What is Training? Communication – The ability of the instructor to effectively communicate with the participants is critical. Not only is clear and proper speaking important, but the visual aids used must be simple and effective. We’ll address the issue of visual aids a bit later. Instructional Pace – New trainers tend to be nervous, and that nervousness often leads to a pace that is too fast for effective learning. On the flip side, a slow pace will lead to a drop in a participant’s attention level. Take heart. It takes time to get a feel for the proper pace. Practice your timing on colleagues. Connecting with the Participant – It is vital that you find a way to connect with your participants. Talking with each participant during breaks and other down time can help establish this connection. A lack of connectivity could lead to a loss in educational opportunity. Poor Presentation Skills – We have all been there, that workshop or presentation by person who has no business standing in front of a group of people. Practice, and mentoring by others, such as through your local Toastmasters club, can help you overcome any deficiencies in your presentation skills. Lack of Confidence – Like a predator can smell fear, your participants can detect your lack of confidence. Once again, know your material, and practice, practice, practice.

13. Train the Trainer Barriers to Learning – The Participant What is Training? While you can control some of these barriers to learning, others you cannot. The participants of your workshop have to take responsibility for their own learning. The items listed here can be discussed at the beginning of the workshop if you feel it necessary, but be careful how you approach them. Keep a positive spin on your presentation. What is Training? Attendance – If the participant is not there physically, it’s impossible to learn. Stress the importance of showing up on time, both at the start of the workshop and at the end of breaks. Commitment to Learn – As we mentioned earlier, the participants at your workshop usually come because of their own interests. They tend to have a greater commitment to learning the material, but it might help to mention the benefits of completing the assignments in the workshop, as well as participating in the workshop through asking questions where appropriate, and engaging in discussion with other’s in the class. Distractions and Concentration – Depending on the setup for your training, there may be various distractions that will fight for the attention and concentration of you participants. Some of these you can control, some you cannot. At the beginning of the workshop, discuss some of these distractions, such as use of cell phones and checking email during class. Ask that participants turn off the ringer on their phones, and wait until the break to check and reply to email. Nothing is more distracting than trying to lecture on a particular topic only to have someone pecking away at a keyboard in the back of the room.

14. Train the Trainer Analyzing your Audience - Benefits What is Training? One of the most powerful tools you can use when designing your workshop is a pre-workshop audience analysis. This analysis is used to identify certain characteristics of potential participants such as interest, skill level, behaviors, and subject knowledge. The results of an analysis such as this will provide you with information that you can use to design the workshop content to meet the learning goals of the workshop by identifying the primary goals of the learner. What is Training? Why analyze your audience? Here are some reasons this can be beneficial: Ensures appropriate course objectives and objectives are accomplished – Looking at who will be coming to your workshop can help you develop good workshop objectives that will address any specific needs of the participants. Plus, a well-developed list of objectives can be used as a guide to ensure you cover the material required to meet those objectives. Allows for adjustments – Analyzing your audience can help you identify areas in your training that can be adapted to meet particular needs of the participants. If your workshop participants have some experience with metadata, you might be able to adjust your workshop content to cut out some introductory material and use that additional time for more appropriate topics, or to give more time to hands-on exercises.

15. Train the Trainer What is in an audience analysis? What is Training? If you have never conducted an audience analysis, here are some questions to consider: What is Training? Demographics – Are your workshop participants manager-types (team leaders, middle or top level managers)? Are they field personnel, technicians, analysts, or students? Are they the ones that are going to be creating the metadata, or are they just responsible for managing others in the creation of metadata? Previous knowledge / experience – What level of subject knowledge are they bringing to the workshop? Are they familiar with the background information? Have they written metadata? Do they write metadata on a regular basis? Do they teach others about metadata? Or have they never even heard of metadata? Relevance – How relevant will the training be to their particular job? Are they attending because of their interest, or were they told to attend? Will they be writing metadata as soon as they get back in the office, or will there be lag time? How much detail to they need? Upper level managers generally only need an overview, project managers need to know what good metadata looks like and what resources are involved in the creation and publication, and technicians might need to know the inner workings of the metadata standard and related creation tools.

16. Train the Trainer Where does this information come from? What is Training? There are several sources of potential information on your participants that can be used in your analysis. These include, but are not limited, to: What is Training? Registration forms / pre-workshop surveys – These forms offer the most direct way to ask pertinent questions. Make sure you get the appropriate approval from your organization beforehand. Also, make sure to review your form thoroughly to ensure you that the questions you are asking will provide you with the information you need. Other instructors – Often times, other, more experienced instructors have familiarity with various organizations who might be sending participants to your workshop. In addition, networking with other instructors is a great way to get new material, and to have your material reviewed. Previous participants – It is not unusual to have participants from organizations that you have worked with in the past. In those cases, rely on your network to contact the co-workers of the participants that will be attending your workshop to gain some added insight into skill level, job duties, etc. Personal experience – Once you have conducted several workshops, you will have gained significant personal experience that will help you customize your surveys and interpret the results to adjust your workshop content. Common sense – Enough said.

17. Train the Trainer Learning Styles What is Training? Learning is an individual and personal journey. A successful journey requires the participant to identify the learning style and method that suits them. No learning style is incorrect. Your challenge as an instructor is to be able to address various learning styles that your participants will bring to the workshop. Participants learn through various methods: visual, auditory, or kinetics. People also switch between learning styles. To be effective with your instruction, you must recognize that different people learn in different ways, and you must be able to adapt your material to address these various styles. What is Training? This stuff is great!

18. Train the Trainer The Kolb Learning Styles What is Training? Based on David Kolb’s Learning Styles, 1984 © 2002 Alan Chapman www.businessballs.com Let’s take a look at one model of learning styles, the Kolb learning styles model. Keep in mind, this is just one model among many. If you will be active in training, it might be beneficial to research other learning styles to aid in preparation for your workshops.

19. Train the Trainer The Kolb Learning Styles What is Training? Based on David Kolb’s Learning Styles, 1984 © 2002 Alan Chapman www.businessballs.com Developed in 1984 by David Kolb, this learning styles model focuses on two continuums. One is an approach to a task, the other our emotional response. These continuums generally show up as two lines of axis. The east-west axis is called the Processing Continuum, and refers to how we approach a task. The north-south axis is called the Perception Continuum, and refers to our emotional response, or how we think and feel. At each end of the continuums are four preferences, which can also be translated to possible different learning methods. These preferences and possible methods are: Doing (active experimentation) Watching (reflective observation) Feeling (concrete experience) Thinking (abstract conceptualization) Thinking WatchingDoing Feeling

20. Train the Trainer The Kolb Learning Styles What is Training? Based on David Kolb’s Learning Styles, 1984 © 2002 Alan Chapman www.businessballs.com The combination of where an individual’s learning preference lies on each axis will produce four possible learning styles. Activist (doing and feeling preferences, or concrete-active) Reflector (watching and doing, or concrete-reflective) Theorist (watching and thinking, or abstract-reflective) Pragmatist (thinking and doing, or abstract-active) Thinking WatchingDoing Feeling Theorist Pragmatist ReflectorActivist

21. Train the Trainer The Kolb Learning Styles What is Training? Based on David Kolb’s Learning Styles, 1984 © 2002 Alan Chapman www.businessballs.com Knowing your participants learning styles will enable you to tailor your instruction to a preferred method or methods. However, it’s almost impossible to determine learning styles ahead of time. With that in mind, here are some examples of approaches you can employ that will best fit with these different styles. Remember, this model is a guide, not an absolute set of rules. Activists – These folks are hands-on, using their intuition more than logic. They often use other’s analyses, and they like a practical, experiential approach. Reflectors – Able to look at things from different perspectives, Reflectors tend to be more sensitive, and they prefer to watch rather than do. They gather information and use their imagination to solve problems. Theorists – These individuals are concise and prefer a logical approach to problems. Ideas and concepts are important, and they require good clear explanation rather than practical opportunity. Pragmatist – Similar to theorists in that they prefer technical tasks more than people and interpersonal aspects of problem solving, Pragmatists apply learned skills to find practical solutions to problems.

22. Train the Trainer Other Learning Styles What is Training? Knowing your participants learning styles will enable you to tailor your instruction to a preferred method or methods. However, it’s almost impossible to determine learning styles ahead of time. With that in mind, here are some examples of approaches you can employ that will best fit with these different styles. Remember, this model is a guide, not an absolute set of rules. Activists – These folks are hands-on, using their intuition more than logic. They often use other’s analyses, and they like a practical, experiential approach. Reflectors – Able to look at things from different perspectives, Reflectors tend to be more sensitive, and they prefer to watch rather than do. They gather information and use their imagination to solve problems. Theorists – These individuals are concise and prefer a logical approach to problems. Ideas and concepts are important, and they require good clear explanation rather than practical opportunity. Pragmatist – Similar to theorists in that they prefer technical tasks more than people and interpersonal aspects of problem solving, Pragmatists apply learned skills to find practical solutions to problems.

23. Train the Trainer