A Conceptual Model

As the National Weather Service (NWS) restructures its training program, new approaches to training delivery are being explored and implemented. "Train-the-trainer" approach is one of several strategies available for NWS training. The purpose of this article is to define a "train-the-trainer" conceptual model. It was based on what we have learned about "train-the-trainer" over the past two years. It will outline how "train-the-trainer" works, examine the advantages and disadvantages of the "train-the-trainer" approach, and include recommendations that will minimize the disadvantages.

Keep in mind, however, that "train-the-trainer" is not a simple and straight-forward means to accomplish training objectives. Our experience during the last two years has shown that certain things must be done to ensure that "train-the-trainer" works well.

The "train-the-trainer" approach involves four steps.

Step 1: Subject Matter Training for Local Trainers

One or two people from each WFO come to a centralized residence course where they cover some topic in detail. They develop a basic knowledge and proficiency in the operational application of the subject matter. This training also addresses recommendations for on-station training strategies, provides training material for on-station use, and conducts a brief review of basic training techniques and logistics issues.

The recommendation for on-station training strategies outlines how the training might be broken down into digestible chunks or phases for delivery to the staff. To enhance this effort there is a need to provide the local trainers with lesson plans, exercises, and proficiency test (if applicable). This material allows them to conduct Step 3 training without having to develop training material. The availability of this material is one key to the success of the train-the-trainer approach.

In this step the local trainer returns to his/her office and spends time working with the subject matter, enhancing his/her expertise or proficiency with the training material, and planning how local training will be conducted. This step is very important if the training involves a software application, e.g., one of the AWIPS applications. The only way to become proficient with a software application is to spend time using it. This on-station proficiency time must occur within the first 30 days following the training in order to reinforce what the trainee has learned. If the material is not reinforced within 30 days, the retention level will be low and the local trainer will have to spend additional time to re-learn the subject matter.

During Step 3, the local trainer provides training to the applicable WFO staff. This process could extend over several months depending upon the complexity of the subject matter and staffing/shift work considerations. For some training materials different members of the staff may be at different phases of the training at any given time.

Finally, in Step 4, each member of the WFO staff spends time working with the subject matter, developing operational expertise or proficiency, and, at the same time, interacting with the local trainer and other staff members. Time to work with the new material is important, particularly for software applications where practice time is a critical factor in the learning process.

The overall success (or failure) of the "train-the-trainer" approach depends upon successful completion of each step and several other factors discussed below.

There are several advantages to the "train-the-trainer" approach. First, the staff members from each WFO who attend the centralized training receive in-depth instruction on a particular subject and become the local experts. This approach spreads "expertise" around. As these local experts use the training material, they enhance their knowledge and skills through reinforcement and can provide feedback to local users, the centralized training facility, software developers, and other users.

Next, due to the fact that local trainers know the peculiarities of the WFO county warning area (CWA) and how local operations work, they can tailor the local training to office operations. This factor will help to integrate the new material into local operations faster than other approaches.

If new personnel arrive on station who are unfamiliar with the subject matter, the local trainer will have both the expertise and training material to ensure that this new person develops the expertise or becomes proficient in the operational application of the topic.

With the training expertise at the local level, local training is scheduled so it will have a minimal impact on local operations. Scheduling training at any WFO will be difficult given staffing and operational requirements, but local control of the scheduling will help the overall situation.

Finally, there already exists at the WFO level an on-station training program and training program leader, the SOO or DOH. A local training program can be built upon this existing foundation.

There are several disadvantages to the "train-the-trainer" approach. First, and critically important, the local trainer must be carefully chosen. The person or persons selected to attend the centralized training and conduct the local training must be willing to do this training, have the communications skills to transfer information effectively, and know something about basic training concepts. Not everyone fits these criteria.

Also critically important is local management and union support. The local Meteorologist in Charge (MIC) must provide a climate that supports and encourages the "train-the-trainer" approach. The support of the local union is also important to this success. If local management and union support is not present, this concept will have a difficult time succeeding.

Local equipment and software must be available immediately after initial training to ensure that the local trainer can reinforce his/her knowledge and skills via practice prior to conducting the local training (Step 2 above). A certain level of expertise will be developed at the centralized training, but reinforcement of the subject matter following the initial training is needed.

If the local trainer is a shift worker, scheduling the trainer and the training can be a challenge. It may take several months to ensure that all staff members who need training are trained properly. Similarly, each staff member will need time to work with the new material and reinforce their new knowledge and skills.

Finally, with local training being done by at least 119 different people, consistency from office to office will suffer due to differences in the local trainer's ability to train. The depth of the training at each office will also vary.

The success of the "train-the-trainer" approach depends upon overcoming the disadvantages listed above. Critical to this process are the first two items: selecting the proper local trainer, and local management and union support for this approach to training. Without a good local trainer or positive local support, the "train-the-trainer" approach will fail before it starts. Regional and National level management must strongly encourage local officials to make this approach work.

The centralized training obtained in Step 1 can be the best in the world, but if Steps 2 through 4 are not allowed to happen, the entire process will fail. Providing time to the local trainer to develop proficiency with the subject matter and setting up local training is a scheduling challenge that can be overcome. It may stress the local schedule in the short term, but the long term payoff in improved office performance will be the benefit.

Similarly, when lesson plans, exercises, and proficiency tests are provided to the local trainer, local training becomes easier to prepare and deliver. This material is a necessary part of a good "train-the-trainer" program. It also contributes to a consistent training effort at all 119 WFOs.

The shift to distance training within the National Weather Service training program requires the application of good training methodology to overcome the reduced resources available to the training effort. The "train-the-trainer" approach is one strategy that can be used. This strategy can be applied when everyone in a WFO needs to learn, for example, a complex AWIPS applications, but offices cannot afford, either money-wise or time-wise, to send everyone off to school as we did with WSR-88D training.

The "train-the-trainer" model described above is based on our limited experience with the "train-the-trainer" concept. "Train-the-trainer" requires effort to work and is not a simple and easy approach to training. However, it can work. But it requires a commitment of time and resources on the part of the local office and the support of local management to pay dividends.