Training
Presenter Certificate
This five day workshop is for the
subject matter expert or instructor who facilitates training. The
content and methods are appropriate for large group instruction as well
as on‑the‑job training.
Pre-workshop assignment: Identify
what course is going to be facilitated by each person attending the
workshop. If they exist, bring a description, outline and objectives of
this course along with the business need being met through this
training.
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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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WORKSHOP CONTENT
Introductions
Review
workshop content and objectives
Complete a Training Skills inventory
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: Get Ready to Train
Get off
to a good start – How to set and reset an adult learning climate
Identify what's in it for the learner
Balance
your time between climate setting, content and application
Create
session starters to begin well: purpose of session starters, criteria
for effective starters,
how to select session starters, and examples
Determine best seating arrangements
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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 chart is provided that describes seating
arrangements. A large group discussion is conducted about
appropriateness of settings based on the learning objective.
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Unit 2:
Helping Adults Learn
Teach a
five-minute lesson to a partner
Evaluate ten aspects of your instructional style
Apply
18 adult learning concepts to enhance learning
o Learn how to
build retention
o Identify 3 styles
of learning
Increase learner retention by using 5 steps of adult learning
Ask key
questions to process learning through 5 adult learning steps
Complete a Trainer Style Inventory
Relate
your training style to adult learners – flex your style to be more
effective
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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 and is measured against ten aspects
of his natural 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.
A newly created,
exclusive Training Clinic styles inventory of 12 situations
helps participants match their preferred style to an adult
learning model. An action plan is started to identify how
to avoid the overuse of a preferred style and increase the
under use of a least preferred style. The inventory
encourages style balance. The remainder of the workshop
helps the participants build skills to achieve that balance.
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Unit 3: Training Tools to Prepare
to Teach the Adult Learner
Examine
the anatomy of a module
Determine why we bother with objectives
Select
appropriate methods based on the learning objective
Identify effective technical training methods for recall and application
Work
with mature, experienced learners effectively
Provide
sufficient practice to change behavior
Pace
methods to avoid boredom
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Course Methods:
After a large group
discussion of the components of a module, participants write
learning objectives that meet four criteria for a future
training session. Five tools are introduced, three are
followed by a case study or exercise to demonstrate and
practice their use. The tools include 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.
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Unit 4: Training Techniques that
Relate to the Learner
Make
those butterflies work for you!
Practice five effective delivery techniques
Facilitate group process and discussions effectively
Identify four types of questions to increase interaction
Use
basic and follow-up questions to promote understanding
Ask
better questions using a six step approach
Actively listen for better understanding
Paraphrase to clarify
Give
effective feedback to learners to motivate and correct
Build
learner self esteem
Focus
on behaviors
Examine
co-facilitation techniques
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Course Methods:
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.
An inventory on group
process skills is followed by a large group problem solving
discussion. The instructor gives participants feedback on
the balance of task and maintenance skills used during the
discussion and how skills are used in a facilitated session.
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.
Five key issues that
impact the art of co-facilitation are explored in a small
group activity.
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Unit 5:
Training Methods to Facilitate Adult Learning
Avoid
overuse of lectures by increasing participation
Use
quick puzzles and games effectively
Apply
learning using case studies and exercises
Define
types of demonstrations
Use
role play for empathy and skill practice
Process
simulations to teach specific points
Assess
skills using inventories and quizzes
Brainstorm to facilitate learning
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Course Methods:
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.
Five quick activities
are introduced by having the participants experience them.
During a debrief discussion, participants identify the
appropriate use of these alternatives to lecture. Use of
case studies as an application activity are explored with
participants identifying what each of the five steps of
adult learning looks like for a case study process.
To apply adult
learning steps during a demonstration, a team development
simulation is conducted that illustrates the five steps.
Each step is identified as the instructor processes the
simulation. Differences in low and high risk demonstrations
are discussed in the large group. Then, two role plays are
conducted to demonstrate appropriate use of non-threatening
role plays. Discussions are used to debrief the process.
Appropriate processing
of simulations, inventories, and quizzes are modeled,
reviewed and/or experienced by the participants as an
alternative to lecture and the debrief discussion identifies
appropriate use of these techniques. Three types of
brainstorming activities are conducted. Through a debrief
discussion, participants identify the appropriate use of
this alternative to lecture.
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Unit 6: Use Visual Support
Effectively
Select
the best audio-visual support
Compare
advantages/disadvantages of AV
Assess
what's effective
Identify effective use of projectors and electronic slides
Evaluate charting techniques
Clarify
the psychology of color
Select
audio-visual materials using a checklist
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Course Methods:
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.
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Module 7: Classroom Assertion
Skills
Compare
behavior styles
Complete a self inventory on assertion
Clarify
assertiveness skills in the classroom
Handle
problem learners assertively
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Course Methods:
Assertive classroom
management is introduced with participative lecture, compare
and contrast, and an inventory. Assertive classroom skills
are reviewed and applied to case study situation. 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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Module 8: Transfer of Learning
Define
transfer of learning
Identify barriers to transfer of learning
Determine whose job is it to apply what's been learned
Create
a three-way partnership between trainer, manager and learner
Use
post training performance analysis
Describe the supervisor’s role in making training stick
Deal
with resistance to new ideas/learning/change
Build
commitment to change vs. compliance with required change
Specify
the time and difficulty to make effective change happen
Apply
eight key tips for preparing the employee before and after training
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Course Methods:
Through large group
discussion and participative lecture, participants identify
barriers to transfer of learning and begin to develop
strategies for themselves, learners and managers for how to
overcome the barriers. A tool for analyzing poor
performance following training is introduced and practiced
using a case study. Change is specifically addressed as a
barrier to transfer of learning.
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Unit 9: Participant Practice
Sessions
On day five, each participant
demonstrates competency by conducting a practice facilitation and
receives feedback from peers and the instructor. Practice sessions may
be recorded for participant review after the workshop. Practice is in
small groups of no more than 10 participants, each working with a
Training Clinic Instructor. Detailed coaching and feedback from the
instructor ensures appropriate application of concepts and skills and
expands the learning.
Unit 10: Tool Kit and Resources
Identify core instructor competencies
Evaluate current performance against benchmarks
Use a
special inventory for on-the-job-trainers
Define
areas for coaching, feedback and training
Develop
a personal Performance Improvement Plan
Review
answers and directions to puzzles and activities
Give
directions effectively
Action
Plan
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Course Methods:
This information is
included for reference. It includes competencies for
advanced instructional skills that are published in Jean
Barbazette's book, The Trainer's Journey to
Competence" published by Pfeiffer in 2005. If appropriate,
the instructor can refer to these materials to supplement
learning during class time, or as a standalone reference.
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WORKSHOP OBJECTIVES
By the end of
the five day workshop, as a participant you will be able to:
Demonstrate four aspects of setting an adult learning climate.
Use
adult learning techniques effectively to build retention.
Enhance
your training style to match the five steps of adult learning.
Practice a technique to build your confidence.
Match
learning activities to the learning objective and select the most
appropriate learning method.
Pace
learning appropriately.
Use a
learner’s experience to sequence training activities appropriately.
Identify how much practice is required to build a skill.
Practice techniques to overcome nervousness and use appropriate training
delivery characteristics.
Apply
ways to make training interactive, enjoyable and effective.
Ask
appropriate basic and follow-up questions in a training setting.
Use
paraphrase and other active listening skills effectively in a training
setting.
Give
feedback to learners while maintaining the learner’s self-esteem.
Conduct
demonstrations appropriately using a five-step adult learning model.
Facilitate a non-defensive role play to get results.
Assertively handle a variety of problem learner situations.
Make
appropriate use of audiovisual materials and equipment
(including
overhead projector and flipcharts).
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3.5 CEUs (35 Contact
Hours) |
