MICROSOFT
PRESENTATION SKILLS CERTIFICATE
THREE-DAY WORKSHOP
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.
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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.
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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.
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WORKSHOP CONTENT
Review workshop
content and objectives
Inventory your skills
(Competency 13)
Set personal
objectives for this session
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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.
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Unit 1: 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)
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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.
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Unit 2: 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)
o
How to build retention
(Competency 1,2,3,4,10,11,12)
o
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)
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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.
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Unit 3: 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)
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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.
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Unit 4: 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)
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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.
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Unit 5: 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)
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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.
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Unit 6: Resources
WORKSHOP OBJECTIVES
By the end of the
three day workshop, as a participant 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.
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2 CEUs (20 Contact
Hours) |
