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3. Change RecordNumber: Description of ChangeEntered ByDate
4. Course Mission Statement This course provides an overview of concepts encountered within a training environment and instructs the trainee on techniques and skills required for being an effective trainer and facilitator within the classroom.
5. Terminal ObjectivesAt the completion of this course, the trainee will be able to:
Identify and describe a learning process, learning styles, and learner characteristics
Identify and apply appropriate training styles for the training environment
Apply appropriate presentation skills to ensure effective communication and successful training delivery
Develop facilitation skills to monitor trainees’ participation, obtain feedback, and improve performance in the classroom
Identify and apply the techniques provided in managing the classroom
9. Presentation and Facilitation Presentation skills involves the ability to communicate effectively course content.
Facilitation skills involve the ability to coach, guide, and motivate the trainee in comprehending course content.
10. Managing ClassroomsClassroom management addresses a number of areas:
Facilities and EnvironmentInstructional AidsMomentum and Flow
11. Lesson 1: Learning Styles
12. Lesson 1: Objectives Terminal Objective: Identify and describe a learning process, learning styles, and learner characteristics.
Identify major concepts in the learning process
Describe four main learning styles
List learner characteristics
13. Lesson 1: Enabling Objective 1.1 Knowledge: Identify the major steps that occur within the learning process.
14. SituationLesson 1 Concept: Learning ProcessLearner: Practice ExperimentationEvaluationReasoning & ReflectingLearner:
Changed & More ExperiencedLearner:
Relatively
UnchangedExperienceMemorizationJarvis 1987Learning is a change in behavior and cognitive abilities.
15. Lesson 1: Enabling Objective 1.2 Knowledge: Describe four learning styles with their attributes and related characteristics.
16. Exercise 1.1a: “What’s Your Orientation?”feeling.watching.thinking.doing.TOTALSI am receptive and open-minded.I am careful.I analyze ideas.I am practical.I like to observe.I evaluate things.I like to be active.AEI can try things out for myself.I am an accepting person.I am a reserved person.I am a rational person.I am a responsible person.a chance to try out and practice.I feel personally involved in things.I take my time before acting.I like ideas and theories. I like to see results from my work.CEROACrelationships.observations.rational theories.I rely on my feelings.I rely on my observations.I rely on my ideas.I get involved.I am open to new experiences.I am an observing I am a logical person.I am an active person.I look at all sides of issues.I like to analyze things.I like to try things out.I am an intuitive person.I have strong feelings and reactions.I am quiet and reserved.I tend to reason things out.I am responsible about things.I like to think about ideas.I like to be doing things.I trust my hunches and feelings.I listen and watch carefully.I rely on logical thinking.I work hard to get things done.The learning style inventory describes the way you learn and how you deal with ideas and daily situations. Below are 12 statements with a choice of four endings. Rank the endings for each statement according to how well you think each one fits with the way you go about learning something (i.e., recall some recent event were you had to learn something new). Then using the spaces provided, rank each response using a "4" for the ending that best describes how you learn, a "3" for the next best statement, a "2" for next to the least best, and a "1" being the least best of the choices. Please rank all the endings and DO NOT make any ties. After completing the choices, total up each column and put some sum on the TOTALS row.9. I learn best when:10. When I am learning:11. When I learn:1. When I learn:2. I learn best when:3. When I am learning:4. I learn by:Example: 0. When I learn: 4 I am happy 1 I am fast 2 I am logical 3 I am careful12. I learn best when: 5. When I learn:6. When I am learning:7. I learn best by:8. When I learn:I like to deal with my feelings.I like to watch and listen.
17. Exercise 1.1a: Your Orientation41322143412323411432143221434123234114322314341228303032feeling.watching.thinking.doing.TOTALSI am receptive and open-minded.I am careful.I analyze ideas.I am practical.I like to observe.I evaluate things.I like to be active.AEI can try things out for myself.I am an accepting person.I am a reserved person.I am a rational person.I am a responsible person.a chance to try out and practice.I feel personally involved in things.I take my time before acting.I like ideas and theories. I like to see results from my work.CEROACrelationships.observations.rational theories.I rely on my feelings.I rely on my observations.I rely on my ideas.I get involved.I am open to new experiences.I am an observing I am a logical person.I am an active person.I look at all sides of issues.I like to analyze things.I like to try things out.I am an intuitive person.I have strong feelings and reactions.I am quiet and reserved.I tend to reason things out.I am responsible about things.I like to think about ideas.I like to be doing things.I trust my hunches and feelings.I listen and watch carefully.I rely on logical thinking.I work hard to get things done.The learning style inventory describes the way you learn and how you deal with ideas and daily situations. Below are 12 statements with a choice of four endings. Rank the endings for each statement according to how well you think each one fits with the way you go about learning something (i.e., recall some recent event were you had to learn something new). Then using the spaces provided, rank each response using a "4" for the ending that best describes how you learn, a "3" for the next best statement, a "2" for next to the least best, and a "1" being the least best of the choices. Please rank all the endings and DO NOT make any ties. After completing the choices, total up each column and put some sum on the TOTALS row.9. I learn best when:10. When I am learning:11. When I learn:1. When I learn:2. I learn best when:3. When I am learning:4. I learn by:Example: 0. When I learn: 4 I am happy 1 I am fast 2 I am logical 3 I am careful12. I learn best when: 5. When I learn:6. When I am learning:7. I learn best by:8. When I learn:I like to deal with my feelings.I like to watch and listen.
21. Lesson 1 Concept: Other StylesReflective / Impulsive
“Windshield Wiper”
Holistic / Serialist
Dependent / Independent
Regardless of the perspective – Learning Styles Vary!
22. Lesson 1: Enabling Objective 1.3 Knowledge: List the five common learner characteristics and some of their attributes.
23. Lesson 1 Concept: Learner CharacteristicsReservoir of Experience
Volume and Diversity
Readiness to Learn
Motivation & WIIFM
Orientation to Learning
Problem-centered
Self-Concept
Risk Assessment
Defense Mechanisms
Ability to Learn
Style and Processing
YouthfulnessVS.Wisdom
24. Lesson 1: ReviewReview Question 1: The objective within the learning process is?
Review Question 2: List the four learning styles and an attribute of each?
Review Question 3: List five learner characteristics.
25. Lesson 2: Trainers & Adult Learners
26. Lesson 2: Objectives Terminal Objective: Identify and apply appropriate training styles for the training environment.
Identify four instructional approaches
Describe three instructional styles
List the characteristics of learning
Describe the principles in learning
Identify the levels in learning
27. Lesson 2: Enabling Objective 2.1 Knowledge: Identify the four instructional approaches and their characteristics.
28. Lesson 2 Concept: “The ApproachSocialization Mentoring BEHAVIORISTCOGNITIVISTHUMANISTSOCIAL LEARNINGProcess viewChange in behaviorInternal mental process Comprehensive personal self-fulfillmentInteraction and observation within a social settingLocus of controlStimuli in external
environmentInternal cognitive structuringAffective & cognitive needsInteraction of person, behavior, & environmentPurpose of educationProduce behavioral change
in desired direction Develop capacity and skills to learn betterBecome self-actualized, autonomousModel new roles & behaviorInstructor's roleArranges environment to
elicit desired response Structures content of learning activityFacilitates development of whole personModels & guides new roles & behaviorsManifestation for the traineeBehavioral objectives Competency-basedSkill development Cognitive development Learning & memory Learning how to learnAndragogy Self-directed learningSocial roles ASPECTINSTRUCTIONAL APPROACH
29. Lesson 2: Enabling Objective 2.2 Knowledge: Describe three instructional styles and their characteristics.
30. Lesson 2 Concept: Instructional StylesAuthoritarian
Dominates process
One-way information flow
Limited participation
Democratic
Learning is collaborative
Trainer & trainee promotes topic
Two-way information flow
Open participation
Laissez-faire
Little direction
Disorganized
Topic-at-hand
31. Lesson 2: Enabling Objective 2.3 Knowledge: List five characteristics of adult learning.
32. Lesson 2 Concept: P.E.M.A.S.Purposeful
WIIFM
Experience
Know to Unknown
Tactile/Auditory/Visual
Multifaceted
Problem-centered
Psychomotor
Active
Display behavior change
Styles
Preference and orientation
33. Lesson 2: Enabling Objective 2.4 Knowledge: List the six principles of adult learning.
34. Lesson 2 Concept: R.E.E.P.I.R.Readiness
Establish purpose
Exercise
Repetition
Effect
Pleasant rewards
Primacy
First impressions
Intensity
Engaging
Recency
Sequencing
35. Lesson 2: Enabling Objective 2.5 Knowledge: Identify the three domains of learning.
36. Lesson 2 Concept: C.A.P.Cognitive
Knowledge
Affective
Attitudes and beliefs
Psychomotor
Physical / Motor skills
37. Lesson 2: ReviewReview Question 1: List the three instructional styles and a characteristic of each?
Review Question 2: What are the five characteristics of adult learning?
Review Question 3: List the six principles in adult learning and an attribute of each.
38. Lesson 3: Presentation Skills
39. Lesson 3: Objectives Terminal Objective: Determine and apply presentation skills to ensure effective communications and successful training delivery.
Develop and apply communications and presentation skills
Describe the elements for a successful presentation
40. Lesson 3: Enabling Objective 3.1 Knowledge: Develop and apply communications and presentation skills.
Skill: Develop and apply communications and presentation skills within the training environment.
41. Exercise 3.1a: Why Bad Performance OccursList all the things you can think of that contribute to a poorly delivered presentation.
Turn the list around – create positive statements from the negative ones. You now have a list of some of the qualities a good presenter should have.
42. Lesson 3 Concept: Presentation PreparationWHO is attending?HOW will I know they are learning?HOW do I get the message across?WHY should they learn this?WHERE am I doing this? WHEN am I doing this?WHAT do they need to learn?
43. Lesson 3 Concept: Preparation (cont’d)The basic plan
The beginning – to excite and introduce
The delivery – to inform and instruct
The end – to confirm and leave a lasting impression
Or
Tell them what you’re going to say
Tell them
Tell them what you told them
44. Lesson 3 Concept: “The Beginning”I gnite
N eed
T itle
R ange
O bjectiveINTRO
45. Lesson 3 Concept: “The Beginning” (cont’d)Self-introduction
Greet
Identify
Qualify
Topic
Time
Surprises
Questions
46. Lesson 3 Concept: Presentation “The Delivery”We remember only:90 % of what we say and do70 % of what we say50 % of what we see and hear30 % of what we see20% of what we hear10% of what we read
47. Lesson 3 Concept: “Delivery Attitude” (cont’d)Your attitude
First impressions matter
People associate attitude and appearance with quality of work
48. Lesson 3 Concept: “Posture & Delivery” (cont’d)Your posture:
Feet: Hip to shoulder width
Weight: Balanced, not rocking
Shoulders: Square to audience
Arms: Use simple gestures in accordance with words(keeps attention and dissipates nervous energy)
Movement: Move around the room with purpose
Pocket: A hand in the pocket creates an informal style(But do not play with keys or coins)
49. Lesson 3 Concept: “The Delivery” (cont’d) Your eye contact
Where
Focus on one individual at a time
Hold until completed thought or phrase
Randomize (3+ seconds)
Keep body language consistent
Benefits
One-on-one communication simulation
Reduce anxiety
Confident appearance
Pace
50. Lesson 3 Concept: “Voice & Delivery” (cont’d) Your voice
C lear
L oud
A ssertive
P ause
51. Lesson 3 Concept: “Humor & Delivery” (cont’d)Humor
Appropriate for the topic and NEVER offensive
No humor about names, nationalities, etc.
Stop using humor if your audience is unresponsive
Avoid joke-book humor; originality is best
Get your timing right
Be spontaneous - take advantage of the moment
52. Lesson 3 Concept: The EndSummarize the key points – the objectives
Make your final closing statement in such a way that your message is driven home.
53. Lesson 3: Enabling Objective 3.2 Knowledge: Describe the elements for a successful presentation.
Skill: Apply the elements for a successful presentation when delivering a training class.
54. Lesson 3 Concept: Successful PresentationsYou understand the needs of your trainees
You know your subject
You have planned your presentation
You have rehearsed properly
You are confident in manner and style
You have effective classroom management skills
55. Lesson 3 Concept: Elements for SuccessTime management Practice Motivation Class climate
56. Lesson 3 Concept: TimingStart on time
Be consistent with timing
Track content periodically
Develop contingency plan if the class is running early or behind
Be flexible, but pragmatic
57. Lesson 3 Concept: Classroom ClimateFirst impressions count
Have course clearly identified
Have your name prominently displayed
Use trainees’ names
Refer to trainees’ ideas and examples
Maintain eye contact
Thank them for attention and participation
58. Lesson 3 Concept: MotivationBe positive
Set realistic goals
Example enthusiastic behavior
Practice makes “perfect”
59. Lesson 3 Concept: PracticePRACTICE, PRACTICE, PRACTICE…
Do not be too formal
Anticipate problems and have solutions
Relax
60. Lesson 3 Concept: Making Training StickInterpersonal SkillsPatienceHumorSensitivityEnthusiasmAuditory
Visual
Kinesthetic
61. Lesson 3: ReviewReview Question 1: What are some of the basic considerations when preparing for a course?
Review Question 2: Which presentation approach assures that the trainee will retain the most information from a learning experience?
Review Question 3: The most important and essential aspect when preparing to present a course is to?
62. Lesson 4: Facilitation Skills
63. Lesson 4: Objectives Terminal Objective: Develop facilitation skills to monitor trainees’ participation, obtain feedback, and improve performance in the classroom.
List the common facilitation skills and their characteristics
Describe the common facilitation situations
64. Lesson 4: Enabling Objective 4.1 Knowledge: List the four common facilitation skills and their characteristics.
66. Lesson 4 Concept: AttendingPresent yourself in a manner that shows your interests in the topic and the trainees.
Build rapport
Communicate trainee value
Note non-verbal behaviors
67. Lesson 4 Concept: ObservingThis skill helps you assess how well the training is being received.
Observe their body language
Evaluate and make the inference
Adjust appropriately
68. Lesson 4 Concept: ListeningThis skill provides you the opportunity to verify the trainees’ understanding of the content.
Listening also provides you the with the feedback on how the training is being received.
Listen first for content and meaning
Paraphrase if necessary for clarification
Observe and use non-verbal cues
Observe and use verbal cues
Let them finish
69. Lesson 4 Concept: QuestionsQuestions helps you determine:
What the trainees already know
How the training is being received
Enable the trainees to assess their level of understanding
Three skills associated with questions are:
Asking questions
Handling trainee answers to questions
Responding to trainee questions
70. Lesson 4 Concept: QuestionsOpen vs. Closed
Open questions are phrased for a response that might facilitate discussion. Class controls answers.
Closed questions are phrased for a specific answer. The trainer controls answer.
Overhead vs. Direct
Overhead questions are asked to the class as a whole.
Direct questions are asked for participation or expert opinion.
71. Lesson 4 Concept: Questioning TipsShould be developed when developing your content
Should be brief
Should be at various difficulty levels
Should seek to involve all trainees
Should always restate and point out positives from responses
72. Lesson 4 Concept: Handling AnswersUse positive reinforcement for correct answer
Acknowledge the effort.
Use positive or neutral acknowledgement for an incorrect answer.
Respond in a fashion that maintains continuity and pace
73. Lesson 4 Concept: Responding to QuestionsProvide the answer
Redirect the question
Defer the question
REMEMBER…
The way you handle the question and answer process initially sets the tone and the environment for collaborative learning.
74. Lesson 4 Concept: Managing DiscussionsDiscussion is an exchange of opinions and feelings.
Listening is two-thirds of a discussion.
Opinions are neither right nor wrong.
Everyone may contribute.
A pre-determined objective must be set.
75. Lesson 4: Enabling Object 4.2Knowledge: Describe four common facilitation situations encountered within a training environment and how to manage them.
76. Lesson 4 Concept: When to…….. Common facilitation scenarios can include:
Enlisting participation and motivating
Guiding and rewarding desired performance
Correcting errors or misunderstandings
Resolving issues
77. Lesson 4 Concept: Participation Various levels of trainee participation can be expected. Key in the process is the ability of the instructor to identify trainees that need support and motivation to meet the objectives of the course.
78. Lesson 4 Concept: Guiding The learning environment provides the opportunity to obtain the desired performance by the trainee. Guiding the “willing” or “confused” motivates and rewards all participants.
79. Lesson 4 Concept: Misunderstandings or ErrorsTeach:
When the trainee does not have the knowledge to respond or execute
Coach:
When the trainee has the knowledge but is having difficulty applying the knowledge
Counsel:
When the trainee has the knowledge and knows they have made an error
80. Lesson 4 Concept: Issue ResolutionObserve body language, facial expression, eye contact, and vocal expression
Decide if the situation warrants action
Determine appropriate action
Take action and follow-through
81. Lesson 4: ReviewReview Question 1: List the four facilitation skill types.
Review Question 2: What three conditions can be determined by using questions?
Review Question 3: List the common facilitation scenarios.
82. Lesson 5: Classroom Management
83. Lesson 5: Objectives Terminal Objective: Identify and apply the techniques provided in preparing and managing the classroom.
List and prepare the support requirements for training
Develop your strategy for conducting training and managing the trainees
Prepare required visual aids
84. Lesson 5: Enabling Objective 5.1 Knowledge: Prepare and list the logistical support requirements for training.
85. Lesson 5 Concept: “Be Prepared”Use of a checklist assures that your support requirements are in place. Items to consider include:
Site infrastructure (rooms, seating, location, etc.)
Trainee information
Course material
Training aids available and work (e.g., computers, audiovisual, flipchart, markers, pointers, name cards, pens, note paper)
Contact information (trainers and trainees)
Contacts for site and system problems
86. Lesson 5 Concept: ContingenciesBe prepared for the unexpected with contingencies that address issues like:
If the PCs fail before or during the class
If the logons do not work
If the SAP R/3 training system is uncooperative
If hard copies are not available
If your trainees are a no show
87. Lesson 5: Enabling Objective 5.2 Knowledge: Develop your strategy for conducting training and managing the trainees.
88. Lesson 5 Concept: Before BeginningRehearse your timing, pace, process, and procedures
Arrive early to prepare the room
Check and adjust room temperature and lighting
Distribute course material, pencils, etc.
Test audiovisual equipment and other training aids
Verify that all PCs are working properly
Check Internet access on the PCs
Check SAP R/3 access
89. Lesson 5 Concept: Starting OutIntroduce yourself and your background
Introduce the course
Have trainees introduce themselves and their background
Check the attendance list / fill in attendance sheets
Review the “house “rules
Explain the course agenda
Start your training on schedule
90. Lesson 5 Concept: Delivery Introduce topic
Recognize in-class resources
Cover objectives
Establish importance and relevance
Instruct with concise information
Use examples and demonstrate
Facilitate exercises
Answer questions honestly
Defer challenging questions to the “parking lot”
Provide feedback often and when appropriateKNOWLEDGE
91. Lesson 5 Concept: “The End”Summarize the key points / objectives
Assure capabilities in conducting transactions
Give follow up assistance if needed
Shut down all AV equipment
Complete the feedback forms
92. Lesson 5 Concept: Challenging TraineesManaging the training environment may require handling the challenging trainee. Be prepared for the:
Know-it-all
Combative
Condescending
Questioner
Emotional
Quiet mouse
Chronically late
Conversationalist
93. Exercise 5.1a: Handling ChallengesUse the behavior of the previous slide as examples, discuss the approaches you would take to handle these challenging trainees.
Share your thoughts with the class.
94. Lesson 5: Enabling Objective 5.3 Knowledge: Identify and prepare the visual aids required for the training session.
95. Lesson 5 Concept: AV EquipmentUsing visual aids
Be familiar with the technology (e.g., computers, or in-focus projectors, etc.)
Point to visual
Face audience
Speak to topic, do not read verbatim
Dim lights as needed
96. Lesson 5 Concept: Charts and Boards Use flipcharts / grease boards:
To capture class specific information
To capture questions to be answered
Remember to:
Underline and highlight key points
Print clearly
Avoid bottom ¼ of page
Use colors if possible
97. Lesson 5: ReviewReview Question 1: List two items for consideration before you begin training.
Review Question 2: List three items for consideration during you training delivery.
Review Question 3: Describe two challenging trainee types and how you would manage the situation.
98. Course Review:The ultimate objective in the training environment is to change the learner behavior by gaining knowledge and skills to do the job.
There are various learning styles in a training environment. Thus, one task of a trainer is to provide a variety of approaches in order to reach the widest possible audience of styles.
Learner characteristics include:
Reservoir of experience
Readiness to learn
Learning orientation
Self-concept
Ability to learn
99. Course Review:Authoritarian, democratic, and laissez-faire are three instructional styles. Apply the appropriate style for the given situation.
Adult learning characteristics include:
Purpose
Experience
Multifaceted
Active
Styles
101. Course ReviewWhen preparing your training, consider:
WHO is attending?
WHAT do they need to learn?
WHEN am I doing this?
WHERE am I doing this?
WHY should they learn this?
HOW do I get the message across?
HOW will I know they are learning? Have a basic plan of approach that provides the:
Beginning
Delivery
Summary
102. Course ReviewWe remember only:90 % of what we say and do70 % of what we say50 % of what we see and hear30 % of what we see20% of what we hear10% of what we read
104. Course ReviewSuccessful presentations include:
Understanding trainee needs
Knowing your subject
Planning your course
Having a style
Managing the classroom
PRACTICING the course!
105. Course ReviewFacilitating involves
Attending
Observing
Listening
Questioning
Classroom management involves:
Preparing your support requirements
Developing your strategy in conducting training and managing the trainees
Preparing the visual aids and
106. Questions?Final Questions?
107. Course Evaluation Please Complete the Course Evaluation
Thank You!