HOW TO PRESENT TRAINING WITH IMPACT (2 or 3 days)
Train the Trainer
Training
Provided by The Training Clinic
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.
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HOW TO PRESENT TRAINING WITH IMPACT (2 or 3 days)
WORKSHOP CONTENT
Unit 1: GET READY TO TRAIN
Teaching/ learning theory inventory
Climate setting: session starters to begin well
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
EXPECTED OUTCOMES
At the end of the training, the employee will be able to:
1. A 4-step formula for "laying the ground rules"
2. Teach a lesson: get feedback on your style
3. Match your training style to five adult learning steps
4. Implement adult learning concepts using 3 unique process tools
5. How to fashion your training style to accomplish the objective
6. 12 "must know" characteristics of participative lecturing
7. Create a session starter to meet three criteria
8. How to structure role-play and demonstrations to reduce risk
9. 4 basic types of questions and what they can and can't do for you
10. A 6-step way of asking questions to get the right kind of answer
11. 24 pointers on overcoming fear of speaking before a group
12. How to be in control during even the most dynamic situations
13. Take the boredom out of training through appropriate pacing
14. Use audiovisuals to enhance not overcome the learning process
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/ films 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.
Unit 1: GET READY TO TRAIN
Teaching/ learning theory inventory
Climate setting: session starters to begin well
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
EXPECTED OUTCOMES
At the end of the training, the employee will be able to:
1. A 4-step formula for "laying the ground rules"
2. Teach a lesson: get feedback on your style
3. Match your training style to five adult learning steps
4. Implement adult learning concepts using 3 unique process tools
5. How to fashion your training style to accomplish the objective
6. 12 "must know" characteristics of participative lecturing
7. Create a session starter to meet three criteria
8. How to structure role-play and demonstrations to reduce risk
9. 4 basic types of questions and what they can and can't do for you
10. A 6-step way of asking questions to get the right kind of answer
11. 24 pointers on overcoming fear of speaking before a group
12. How to be in control during even the most dynamic situations
13. Take the boredom out of training through appropriate pacing
14. Use audiovisuals to enhance not overcome the learning process
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/ films 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.
About The Training Provider: The Training Clinic
The Training Clinic - The Training Clinic has been the leading train-the-trainer company in America since 1977. Utilizing a skilled master trainer staff of 18 we provide in-company workshops and certificate programs for the professional development of trainers, curriculum developers, training managers and coordinators.
Small workshops stress: Practicality, Adult Learning Methods, Participant Involvement and...
