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Advanced Skills for the Practical Trainer

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Title: Advanced Skills for the Practical Trainer Author: Velsoft SoftSkills Description: PowerPoint Slides Last modified by: Sharon Acer Created Date – PowerPoint PPT presentation

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Date added: 2 April 2020
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Title: Advanced Skills for the Practical Trainer


1
Advanced Skills for the Practical Trainer
2
Agenda Day One
830-845 Session One Introduction and Course Overview
845-900 Icebreaker Spinning a Tale
900-1000 Session Two Preparing to Learn
1000-1015 Break
1015-1100 Session Three Understanding Learning
1100-1145 Session Four Competencies for Adult Educators
1145-1200 Morning Wrap-Up
1200-100 Lunch
100-115 Energizer Dress the Mummy
115-215 Session Five Accommodating Learning Preferences
215-230 Break
230-415 Session Six Adult Learning
415-430 Workshop Wrap-Up
3
Session One Course Overview
  • Enhance your understanding of learning styles and
    how to accommodate all four learning styles in
    the classroom
  • Understand the key principles of effective
    communication in a workshop setting
  • Use a variety of training techniques to stimulate
    participation
  • Develop a plan and prepare for an effective
    training session
  • Understand the different levels of evaluation and
    when to use each
  • Understand how and when to add fun and humor to
    your training session
  • Identify advanced interventions for difficult
    situations
  • Practice the skills needed for a team presentation

4
Session Two Preparing to Learn
  • As I think about my most successful experience as
    a trainer, I remember
  • What I like most about being a trainer is
  • My favorite instruction technique is
  • What I find most difficult about training is
  • What I most want to gain from this workshop is

5
Session Three Understanding Learning
  • Learning occurs everywhere in organizations,
    wherever employees face problems, deal with
    unforeseen issues, or maneuver their way around
    obstacles to get their work done.
  • In classrooms and in many training programs,
    teachers are responsible for determining the
    content of the material they present.
  • In a more self-directed type of learning, the
    learner has responsibility for his or her own
    learning and determines what they want to learn.
  • What implications does this have for those of us
    who have a training role in or for organizations?

6
Session Three Understanding Learning
  • According to the American Society for Training
    and Development, Models for Excellence
    facilitators need these skills
  • Presentation skills
  • Knowledge of adult learning principles
  • Understanding of training techniques and methods
  • Group process skills
  • Intellectual versatility
  • Feedback skills
  • Questioning skill
  • Computer competence
  • Relationship versatility

7
Session Four Competencies for Adult Educators
  • Please fill out the questionnaire in the
    workbook.
  • Place an R at each competency required for
    performing the role you are in/are preparing for.
  • Place a P at those competencies you have now.
  • From this self-analysis and group discussion,
    what do you believe are the critical skills for
    you to focus on if you want to enhance your
    facilitation skills?

8
Session Five Accommodating Learning Preferences
9
Session Five Accommodating Learning Preferences
  • Kolbs Learning Styles
  • The Divergent Learning Style
  • The Assimilative Style
  • The Convergent Style
  • The Accommodative Style

10
Session Six Adult Learning
  • Adult Motivation to Learn
  • Seek out learning experiences to cope with
    specific life changing events
  • Generally willing to engage in learning
    experiences before, after, or even during the
    actual life changing event
  • Learning is a means to an end
  • Increasing or maintaining ones sense of
    self-esteem and pleasure are strong secondary
    motivators

11
Session Six Adult Learning
  • Curriculum Design, Part I
  • Prefer single concept, single theory courses
  • Need to integrate new ideas with what they
    already
  • Information that conflicts sharply with what is
    already held to be true is integrated more slowly
  • Information that has little conceptual overlap
    with what is already known is acquired slowly
  • Fast-paced, complex, or unusual learning tasks
    interfere with the learning of the concepts or
    data
  • Tend to be more accurate and make fewer
    trial-and-error ventures
  • Tend to take errors personally and are more
    likely to let these errors affect their
    self-esteem

12
Session Six Adult Learning
  • Curriculum Design, Part II
  • Know whether the concepts and ideas will be in
    concert with or conflict with learner and
    organizational values
  • Programs should be designed to accept viewpoints
    from people in different life stages, with
    different value sets
  • Prefer self-directed and self-designed learning
    projects
  • Like selecting more than one medium for the
    design
  • Consider reading and talking to qualified peers
    to be good resources
  • Technical media such as books, programmed
    instruction, and television are becoming more
    popular
  • Wants a straightforward how to
  • Self-direction does not mean isolation

13
Session Six Adult Learning
  • In the Classroom
  • Learning environment must be physically and
    psychologically comfortable
  • View classroom situations as a risk
  • Have expectations that must be clarified
  • Bring a lot of life experience into the classroom
  • New knowledge has to be integrated with previous
    knowledge
  • Key to the instructor role is control
  • Instructor has to protect minority opinion, keep
    disagreements civil, make connections between
    various opinions and ideas
  • Give participants time to see how they can apply
    what they have learned
  • Learning and teaching theories function better as
    a resource than as theories that are cast in stone

14
Agenda Day Two
830-845 Re-Connect Secret Identity
845-930 Session Seven The Art of Facilitation
930-1030 Session Eight Planning a Workshop
1030-1045 Break
1045-1100 Session Nine Visual Aids
1100-1145 Session Ten Your Role as an Effective Communicator
1145-1200 Morning Wrap-Up
1200-100 Lunch
100-115 Energizer Cup Challenge
115-130 Session Eleven Questioning as a Training Technique
130-300 Session Twelve Kirkpatricks Levels of Evaluation
300-330 Session Thirteen On-the-Job Support
330-415 Session Fourteen Dealing with Difficult Situations
415-430 Workshop Wrap-Up
15
Session Seven The Art of Facilitation
I hear and I forget, I see and I remember, I do
and I learn.
16
Session Seven The Art of Facilitation
  • What are some left brain/rational organizational
    skills we use in a training setting?
  • What are some of the ways we can nourish the
    creative side of our brains in a classroom
    setting?
  • How would you handle this situation if you were a
    traditional facilitator?
  • How would you handle it if you were a
    participative facilitator?
  • Are there times when you really must choose to be
    more directive in your approach?

17
Session Eight Planning a Workshop
  • Planning Guide
  • Needs assessment
  • Set objectives
  • Content to be covered
  • Methods of training
  • Timing
  • Learning plan

18
Session Eight Planning a Workshop
  • Some questions you will want to ask
  • Who are the people in the group? Male or female
    or both?
  • Do you know them? Do they know each other?
  • How long have they been with the organization?
  • What job function and level of seniority do they
    have?
  • What previous training have they had?
  • What will be their attitude toward the training?
    What are their expectations?

19
Session Eight Planning a Workshop
  • What might you do differently if you have someone
    in your group who cannot speak English?
  • What might you do differently if you have someone
    in your group who is legally blind?
  • What if you have someone who is severely
    disabled?
  • What if you have someone who has limited ability
    to read or write?
  • What are some other unexpected challenges you
    have dealt with in a workshop?

20
Session Nine Visual Aids
  • PowerPoint
  • Videos
  • Overheads
  • Flip charts
  • Whiteboard/chalkboard
  • Other aids?

21
Session Ten Your Role as Effective Communicator
  • What are some ways you might begin a discussion?
  • How do you encourage full participation and free
    discussion?
  • What can you do to keep the group on track, yet
    not cut off people who go on tangents?
  • What are some of your greatest challenges as a
    discussion leader?

22
Session Eleven Training Tools and Techniques
  • Types of Questions
  • Leading Questions
  • Factual Questions
  • Problem Questions
  • Attitudinal Questions

23
Session Twelve Evaluation
24
Session Thirteen OTJ Support
  • What are some of the reasons why organizations
    dont have on-the-job support in place?
  • What are some types of on-the job support you
    might suggest?

25
Session Fourteen Difficult Situations
  • People arent participating or act bored
  • You run out of time
  • You finish the workshop too early
  • The group is in conflict
  • An exercise you have planned doesnt work

26
Agenda Day Three
830-845 Icebreaker Mix and Mingle
845-915 Session Fifteen Adding Some Fun
915-1000 Session Sixteen Team Teaching
1000-1015 Break
1015-1145 Session Seventeen Training Preparation
1145-1200 Morning Wrap-Up
1200-100 Lunch
100-415 Training Presentations
415-430 Workshop Wrap-Up
27
Session Fifteen Adding Some Fun
  • Be CREATIF!
  • Clean
  • Rehearsed
  • Energizing
  • Action oriented
  • Truth
  • It makes a relevant point
  • Fun

28
Session Fifteen Adding Some Fun
  • What do these terms mean?
  • Game
  • Icebreakers
  • Energizer
  • Simulations
  • Brain teasers
  • Role Plays
  • Case Studies

29
Session Sixteen Team Teaching
  • How many of you have already tried your hand at
    co-facilitating?
  • Would some of you be willing to share your
    experiences?
  • What are the advantages and disadvantages?
  • What are some good guidelines?

30
Session Sixteen Team Teaching
  1. For me, the best part about training is
  2. For me, the worst part about training is
  3. I like to start off my training by
  4. I like to finish my training by
  5. I plan my workshop by
  6. In order to draw people out, I
  7. In order to keep people from talking too much, I
  8. To keep myself and the group on track I
  9. When there is conflict in the group I
  10. When someone comes late, I
  11. My favorite way to get people talking is
  12. When someone disagrees with what Ive just said,
    I usually
  13. I am most uncomfortable when
  14. I am most comfortable when
  15. Something else you should know is

31
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