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.
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.
WHAT YOU'LL LEARN:
At the end of the training, 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).
Unit 1: Overview
- Review workshop content and objectives
- Complete a Training Skills inventory
- Set personal objectives for this session
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: 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
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.
Unit 3: 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
- Learn how to build retention
- 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
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.
Unit 4: 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
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.
Unit 5: 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
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.
Unit 6: 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
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.
Unit 7: 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
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.
Unit 8: Classroom Assertion Skills
- Compare behavior styles
- Complete a self inventory on assertion
- Clarify assertiveness skills in the classroom
- Handle problem learners assertively
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.
Unit 9: 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
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.
Unit 10: 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 11: 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
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.
"PRESENTATION SKILLS" CERTIFICATION
Each participant who wants to earn the "Presentation Skills" Certification must successfully complete a skills performance requirement during the program.
This workshop qualifies for 3.0 of continuing education units.