CERTIFIED
TECHNICAL TRAINING SPECIALIST
CERTIFICATE WORKSHOP
This five-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 and is suited to training employees and customers.
The CTTS Certificate is divided into four parts.
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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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Part 1: Classroom
Training
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Pre-workshop assignment: Identify what courses or modules
are going to be re-designed by each individual attending the
workshop. Bring a description, outline and objectives, and
existing materials for this course, along with the client
need being met through this training. For groups larger than
10-12, participants may be organized into design teams. |
WORKSHOP CONTENT
Review workshop
content and objectives
Set personal
objectives for this session
Sort training and
non-training issues: Is training the answer?
Develop a partnership
with management and learners
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Course
Methods:
After
completing an opening activity, participants identify
personal objectives and share them in the large group.
Expectations are clarified and set for the workshop.
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.
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Unit 1: Help Adults Learn
Teach a 5-minute
lesson to a partner
Evaluate 10 aspects of
your instructional style
Use 18 adult learning
concepts to enhance learning
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How to build retention
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Identify 3 styles of
learning
Relate your training
style to adult learners by using 5 adult learning steps
Analyze 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 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.
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 2: Plan for Training
Review the three
phases of design
Define what training
can accomplish
Decide what you need
to know about learners to be effective
Apply a model
illustrating consciousness and competence
Break down a task into
teachable parts
Write realistic
instructional objectives
Map objectives to the
appropriate level of learning
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Course
Methods:
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.
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 map
their objectives to the appropriate level of learning.
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Unit 3: Organize and Plan Materials Development
Examine the anatomy of
a module
Select the right
methods: match to objectives
Identify effective
technical training methods for recall and application
Sequence methods
appropriately
Decide how much
training and practice is needed to learn a skill
Use a copyrighted tool
to pace methods to avoid boredom
Develop activities and
exercises that build retention
Examine tips for
writing demonstrations with skill practice and case
studies, information searches, interviews, games, role plays,
self-assessments
Apply a comprehensive
guide to develop activities and exercises
Craft trainee
materials that work
Create programmed
notes, job aids and checklists
Use a 15-point
checklist to develop complete handouts
Determine when to
develop three types of lesson plans
Write lesson plans for
others to use easily
Use a lesson plan
checklist
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Course
Methods:
After a large group
discussion of the components of a module, five design 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.
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: Training Methods to Facilitate Adult Learning
Make those butterflies
work for you!
Practice five
effective delivery techniques
Get off to a good
start
Set the climate to
reduce risk of learning
Increase participation
during lectures
Use small groups
effectively
Discover how to get
the most from a discussion to enhance learning and
reach a goal
Identify four types of
questions to increase interaction
Effectively use basic
and follow-up questions to direct learning
Ask better questions
using a six step approach
Paraphrase for better
understanding
Give effective
feedback
Conduct effective
demonstration with skill practice
Apply four problem
learner strategies in case studies
Use audio-visual
support to enhance learning
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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.
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.
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
paraphrasing and delivering feedback in an instructional
environment are actively explored through inventories,
examples, exercises and application.
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.
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.
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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Unit 5: Evaluate the Results of Training
Identify four levels
of evaluation
Assess learner
reaction
Evaluate learning in
the classroom
Determine if new
skills are used back on the job
Use benefits to show
bottom-line results
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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
Directions for
testing, design plan review sessions and videotaped practice
presentation
WORKSHOP OBJECTIVES
By the end of the five
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.
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.
Practice using
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.
Apply a framework to
complete basic needs analysis.
Use audio-visual tools
effectively as support to learning.
A certificate of
attendance is provided for the four-day classroom workshop.
Part 2: CTTS Written
Test
The completed course
work to qualifies participants to take a multiple-part test to work
toward a designation of Certified Technical Training Specialist (CTTS).
The course work completed includes attending a custom version for 4 days
of training shown in the content outline above. Written tests ought to
be completed within two weeks following the classroom training.
There are two tests to
complete: a written test and a performance test/videotape.
The written test is in
two parts: up to 50 objective questions and five essay questions.
Directions to complete each part of the test are before each section.
Participants may use
materials received at the workshop to help complete the test answers
individually. This is an “open book” test and will be conducted on the
afternoon of the fourth day of training. After completing the test,
participants return the answer sheet and typed essay questions to The
Training Clinic.
Part 3: Design Plan
Review
During the workshop,
participants (or design teams) will revise a course/module using the
template provided by The Training Clinic. Following the four days of
classroom training, each participant (or team) will finish their Design
Plan. A list of the Design Plan contents is below.
On day five,
participants present a design review of the lesson they have worked on,
receiving feedback from peers and the instructor. Practice is in small
groups of no more than 12 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.
DESIGN
PLAN
The Methodology
Resource Guide (provided as a template during the four-day classroom
training) can help participants create a plan to design or redesign an
existing portion of a class.
The Design Plan must
contain:
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Identify the class/module.
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Describe the target
population and WIIFM.
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Write learning
objectives using 4 characteristics.
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Describe the best
learning experiences to reach the objectives?
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How will you process
learning using the five steps of adult learning?
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How will you sequence
activities?
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Use the Methods
Variety Scale to review the pace to include a
variety of methods.
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How much practice is
needed to acquire knowledge and/or skill?
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What type of
audiovisual support does this lesson need?
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How will you evaluate
what is learned? How will you test for knowledge
and or skill performance?
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What type of lesson
plan needs to be created for the instructor?
Part 4: Videotaped Lesson
and Critique
The final step in
completing the requirements to earn the CTTS designation is to complete
a videotape of an interactive classroom lesson that demonstrates the
five steps of adult learning. The videotaped lesson needs to be at
least 30 minutes and no more than 45 minutes.
When the videotaped
presentation is complete and sent to The Training Clinic following the
workshop, The Training Clinic’s instructor will critique each
participant’s videotape and provide detailed written feedback.
A Certificate plaque
is provided with the CTTS designation. 4 CEUs are offered with this
certificate. 10 contact hours equal one continuing education credit.
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3.5 CEUs (35 Contact
Hours) |
