MICROSOFT PRESENTATION SKILLS CERTIFICATE
(a three-day
certification program)
This three-day workshop is for the trainer, subject matter expert or instructor who develops and/or presents training programs. The content and methods are appropriate for classroom instruction as well as on‑the‑job training. The 18 IBSTPI competencies are completed by the content identified in the outline below.
When we come on site, we customize our workshops in two ways.
First, we customize the workshop content to meet your instructional objectives. Second, we customize the examples in the exercises to make them specific to the services you provide.
There is no charge for this level of customization.
Pre-workshop assignment: Identify what course is going to be designed or presented by each person attending the workshop. If they exist, bring a description, outline and objectives of this course along with the client need being met through this training.
WHAT YOU'LL LEARN:
At the end of the training, you will be able to:
- Identify who is coming to a specific training class and how materials need to be customized for that group.
- Assess training and non-training issues as well as performance gaps.
- From a task breakdown, build a skills hierarchy that prioritizes tasks, and identifies training prerequisites.
- Write realistic training objectives that meet three conditions.
- Given your situations, select appropriate training methods.
- Use a method to sequence training activities for novice and mature learners.
- Apply a pacing method to make training more involving and less boring.
- Practice writing effective questions to uncover needs and test learning.
- Given case studies and the learner's course, identify appropriate evaluation methods.
- Given courses and target populations, identify how to measure training for bottom line results.
- Determine key elements in constructing leader's guides and lesson plans to be used by others.
- Describe how to use adult learning concepts in training.
- Practice a method of designing learning activities for different levels of learners.
- Given a lesson plan, teach a five-minute lesson to identify the effective elements of one's instructional style against 10 criteria.
- Apply eight techniques to motivate and involve participants during a lecture.
- Provide effective feedback to learners.
- Ask questions appropriately.
- Given a learner situation, identify feedback systems that enable the instructor to maintain control and learner safety.
- Build rapport to successfully handle problem learners.
- Use a framework to complete a needs analysis.
- Describe do's and don'ts of designing training needs surveys.
WORKSHOP CONTENT
Unit 1: Overview
- Review workshop content and objectives
- Inventory your skills (Competency 13)
- Set personal objectives for this session
Course Methods:
After completing an opening activity and personal inventory, participants identify personal objectives and share them in the large group. Expectations are clarified and set for the workshop.
Unit 2: Plan for Training
- Sort training and non-training issues: Is training the answer? (Competency 1,3,12)
- Partner with management (Competency 3)
- Compare approaches to training design
- Review the three phases of design
- Evaluate guidelines for developing needs assessment instruments: do's and don'ts (Competency 1)
- Analyze special assessment issues (Competency 1)
- Sort needs vs. wants using management development analysis
- Decide what you need to know about learners to be effective(Competency 1)
- Break down a task into teachable parts (Competency 1)
- Write realistic instructional objectives (Competency 1,12)
- Build a skills inventory (Competency 1)
- Determine if prerequisites are necessary (Competency 1)
- Develop a broad content outline (Competency 1)
Course Methods:
Participants use a performance analysis tool to identify when training is the answer to an operational issue. A case study illustrates when to implement a training solution. Approaches to developing a partnership with managers and learners are explored as a support to the design process. A brief overview lecture is given on the three phases of the design process: Planning, Development, and Evaluation. Each of these three phases are expanded upon in later units.
Guidelines for developing needs assessments are reviewed, one is practiced with a case study. Participants write a target population statement for a course they are currently developing. Tasks identified for a future training session are broken down into teachable parts to identify prerequisites and learning objectives. Participants write learning objectives that meet four criteria for a future training session. Participants use objectives and the task analysis to build a skills hierarchy and determine if course prerequisites are appropriate.
Unit 3: Help Adults Learn
- Teach a five minute lesson to a partner
- Evaluate ten aspects of your training style (Competency 13)
- Apply twenty adult learning concepts to enhance learning (Competency 1,2,3,4,10,11,12)
- How to build retention (Competency 1,2,3,4,10,11,12)
- Discover 50-50 training -- talking isn't training (Competency 1,2,3,4,10,11,12)
- Relate your training style to adult learners by using five steps of adult learning (Competency 1,2,3,4,7,10,11,12)
- Analyze questions to process learning through five adult learning steps (Competency 13)
Course Methods:
Adult learning concepts are distilled from a 60-minute simulation in which participants teach a partner a five-minute lesson. Each learner gets feedback on his natural teaching style and is measured against 10 aspects of his teaching style. Through a debriefing discussion, participants identify what helps adults learn and remember and how to improve their teaching style. Special emphasis is given on how to process any learning experience to maximize retention.
Unit 4: Organize and Plan Materials Development
- Develop lean yet effective methods
- Select the right methods: match to objectives (Competency 4,6,10,12)
- Identify effective technical training methods for recall and application (Competency 4,10)
- Sequence methods appropriately (Competency 4,6,10,12)
- Decide how much training and practice is needed to learn a skill(Competency 1,4,6,9,10)
- Pace methods to avoid boredom (Competency 3,4,6,10)
- Select appropriate presentation technology and visual support (Competency 2,11)
- Identify advantages and disadvantages of various media (Competency 2,11)
- Develop trainee materials that work
- Craft exercises and activities that build retention (Competency 1,10)
- Create "discovery learning" in your activities
- Write inventories, skill practice, case studies and exercises (Competency 10)
- Use a 15-point checklist to develop complete handouts (Competency 1,2)
- Develop lesson plans for others to use easily (Competency 1)
- Use a 15-point lesson plan checklist (Competency 1)
Course Methods:
After a brief participative lecture, participants use design tools to select the best learning experiences including use of appropriate methods, working with experienced learners, how to identify how much practice is needed to learn a skill and how to pace training to avoid boredom. The fifth tool suggests appropriate methods to train employees on technical procedures, processes and concepts. Participants apply these tools to case studies and then their own course.
Large group discussion/lecture on resources for AV is followed by demonstration of different types of graphs, charts, pictures, etc., for the appropriate visuals. Helpful hints are given to prepare electronic presentations and teaching aids. This section includes a recap of how the instructor used various media throughout the workshop.
Participants are given a process for developing training activities and tips for crafting various types of learning experiences. Learners work with examples of activities and write appropriate process questions for the examples.
Suggestions for creating effective handouts, job aids and programmed notes are shared and expanded upon by the group. An inventory is provided to decide which of three types of lesson plans are appropriate and a brief activity is completed to identify how to expand a lesson plan.
Unit 5: Facilitate Adult Learning
- Set the climate to reduce risk of learning (Competency 1,3,4,7,9,10)
- Make those butterflies work for you! (Competency 6)
- Practice five effective delivery techniques (Competency 6)
- Use discussion techniques to enhance learning and reach a goal(Competency 3,4,5,7)
- Identify four types of questions to increase interaction (Competency 5,7,8)
- Use basic and follow-up questions to direct learning (Competency 4,5,7,8)
- Paraphrase for better understanding (Competency 4,5,7,8)
- Avoid overuse of lectures and increase retention (Competency 4,6,10)
- Use small groups effectively (Competency 4,10)
- Give effective feedback (Competency 4,5,8,9)
- Deal with problem learner situations (Competency 3,4)
Course Methods:
Using the opening of the workshop as a learning laboratory, a "clinic" (large group discussion) about how we set the learning climate during the first 30 minutes is followed by a brief lecture on the 4 elements of climate setting that reduce the risk of learning and help participants focus on learning. Setting and resetting of the climate during multiple day programs is discussed and modeled during this workshop. Participants then design their own session starter and share that in a small group.
A large group discussion about fear of speaking is conducted followed by suggestions to use effective delivery characteristics. Delivery techniques are practiced in small groups with peer feedback.
Eight techniques to increase participation are demonstrated by participant involvement in exercises. This is followed by individual planning to improve personal lecturing style to incorporate participation techniques.
A brief lecture/large group discussion about how to facilitate discussions is followed by demonstrations and examples of types of questions and a written exercise to apply the concepts from the discussion. Questioning techniques are expanded upon as a method to increase participation and improve understanding. Participants then write appropriate open and closed questions for a class discussion of their own. These are critiqued by peers.
The use of active listening, paraphrasing and delivering feedback in an instructional environment are actively explored through inventories, examples, exercises and application.
Problem learner situations, causes and strategies to deal with them are reviewed in the large group. Participants complete case studies applying four sets of strategies.
Unit 6: Evaluate the Results of Training
- Identify four levels of evaluation (Competency 12,14)
- Assess learner reaction (Competency 3,12,13,14)
- Evaluate learning in the classroom (Competency 12,14)
- Determine if new skills used back on the job (Competency 1,12,13,14)
- Use benefits to show bottom-line results (Competency 12,14)
Course Methods:
Kirkpatrick's four levels of evaluation model is used to develop four types of evaluations. Participants see models and write questions to measure knowledge. Skill performance checklists are shown and the participants complete a case study. A model of cost-benefit analysis is shown and participants complete a brief exercise to identify appropriate performance indicators.
Unit 7: Resources
"MICROSOFT PRESENTATION SKILLS" CERTIFICATION
Each participant who wants to earn the "Microsoft Presentation Skills" Certification
must successfully complete a skills performance requirement during the program.
CEUs:
This workshop qualifies for 1.8 of continuing education units.
