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PUT SOME ENERGY IN YOUR TRAINING
HOW TO PRESENT TRAINING
WITH IMPACT
(a two-day workshop)
If all or part of your job requires you to present training programs, this two-day workshop will improve your delivery of the content and build your rapport and confidence with your learners. Whether you are a personnel officer, training department manager, trainer, coordinator or specialist, you too can feel comfortable and "in charge" while successfully communicating your training message.
WHAT YOU'LL LEARN:
At the end of the training, you will be able to:
- Use a 4-step formula for "laying the ground rules"
- Teach a lesson: get feedback on your style
- Match your training style to five adult learning steps
- Implement adult learning concepts using 3 unique process tools
- Fashion your training style to accomplish the objective
- Use 12 "must know" characteristics of participative lecturing
- Create a session starter to meet three criteria
- Structure role-play and demonstrations to reduce risk
- Use 4 basic types of questions and what they can and can't do for you
- Use a 6-step way of asking questions to get the right kind of answer
- Use 24 pointers on overcoming fear of speaking before a group
- Be in control during even the most dynamic situations
- Take the boredom out of training through appropriate pacing
- Use audiovisuals to enhance not overcome the learning process
WORKSHOP CONTENT
Unit 1: GET READY TO TRAIN
- Climate setting: session starters to begin well
- Teaching/learning theory inventory
- Suggested seating arrangements
- Analyze the effectiveness of your teaching style
- How to use adult learning concepts to promote understanding and retention
- Match your training style to the adult learning steps
Unit 2: TRAINING TOOLS FOR THE ADULT LEARNER
- Select appropriate methods
- Special techniques for technical trainers
- Sequence methods to reach mature learners
- Use a pacing tool to avoid boredom
Unit 3: TRAINING TECHNIQUES
- Butterflies and what to do
- Five Effective delivery characteristics
- Selective lecturing - choosing the right time
- 12 must use ways to increase participation during lectures
- How to get the most from a discussion
- Four types of questions
- Effectively use basic and follow-up questions
- Six steps to asking better questions
- How to use paraphrase in training
- How to conduct effective demonstration
- Conduct non-threatening role plays
Unit 4: AUDIOVISUAL TECHNIQUES
- Advantages/disadvantages of AV
- What's effective visual support?
- How to use an overhead projector effectively
- Charting techniques to generate discussion and verify understanding
- Psychology of color
- Selecting audio-visual materials checklist
DESCRIPTION OF CLASS EXERCISES
As America's train-the-trainer leader, The Training Clinic prides itself on being an appropriate, high-energy role model for participant-centered learning in our Train-the-Trainer workshops. We practice what we preach and train through demonstration of each technique rather than lecturing about it. We don't just talk about creative training techniques, we use them!
Unit 1: Get Ready to Train
After completing a personal inventory, participants complete personal objectives and share them in the large group. 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 exhibit classroom preparations. How to use brief videos as session starters is also included. 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.
Adult learning concepts are distilled from a 60-minute simulation in which participants teach a partner a five-minute lesson. 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 underuse 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 2: Training Tools for the Adult Learner
Four tools are introduced, two are followed by a case study to demonstrate their use. The tools include use of appropriate methods, working with experienced learners and how to pace training to avoid boredom. The fourth tool suggests appropriate methods to train employees on technical procedures, processes and concepts.
Unit 3: Training Techniques
A large group discussion about fear of speaking is conducted followed by suggestions to use effective delivery characteristics. 12 techniques to increase participation are demonstrated by participant involvement in these exercises. This is followed by individual planning to improve personal lecturing style to incorporate participation techniques.
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. Strategies to handle negative participation characteristics are included.
A brief lecture/large group discussion about how to facilitate small groups is followed by types of questions and a written exercise to apply the concepts from the discussion. Participants then write appropriate open and closed questions for a class discussion of their own. These are critiqued by peers. How to deal with participant questions is also addressed.
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, 2 role plays are conducted to demonstrate appropriate use of non-threatening role plays. Discussions are used to debrief the process.
Unit 4: Audio-Visual Techniques
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 transparencies and teaching aids. This section includes a recap of how the instructor used various media throughout the workshop.
CEUs:
This workshop qualifies for 1.2 of continuing education units.
