Improving Products, People and Places Building Effective Training in 5 Easy Steps July 24, 2008

Introduction “ Telling Ain’t Training ” Adults have different learning needs Measure your success

“ Telling Ain’t Training ”

Adults have different learning needs

Measure your success

Objectives Demonstrate how to identify appropriate content for your training based on overall training needs and learner needs. Organize content and demonstrate how to support the transfer of knowledge to your learners. State the five steps in delivering effective training and apply it to the delivery of effective training. State and demonstrate the do’s and don’ts of effective training.

Demonstrate how to identify appropriate content for your training based on overall training needs and learner needs.

Organize content and demonstrate how to support the transfer of knowledge to your learners.

State the five steps in delivering effective training and apply it to the delivery of effective training.

State and demonstrate the do’s and don’ts of effective training.

The Mantra “ Learner-centered, performance based.” Learner-centered Who they are, characteristics, traits, etc. What they need to know, not everything. Performance-based What it is you expect your learners to do after training.

“ Learner-centered, performance based.”

Learner-centered

Who they are, characteristics, traits, etc.

What they need to know, not everything.

Performance-based

What it is you expect your learners to do after training.

ACTIVITY Which choice is learner-centered ? Choice 1 You research small engine mechanics and prepare a training to cover the main points of the topic. Choice 2 You identify what learners need to know about small engine mechanics, how they will use this new knowledge on the brands they service and how the company expects them to use it.

Which choice is learner-centered ?

Choice 1

You research small engine mechanics and prepare a training to cover the main points of the topic.

Choice 2

You identify what learners need to know about small engine mechanics, how they will use this new knowledge on the brands they service and how the company expects them to use it.

Knowledge Types Two kinds of knowledge types: Declarative Information you recall / identify. Procedural Ability to do something.

Two kinds of knowledge types:

Declarative

Information you recall / identify.

Procedural

Ability to do something.

ACTIVITY Which statements are declarative ? Which statements are procedural ? Making coffee Driving a car Evacuating your home in an emergency Checking your bank balance online Using a computer to check e-mail Your company’s family leave policy Cause of the Civil War Location of the fire extinguisher Branches of the Federal government Your cell phone number Column 2 Column 1

Which statements are declarative ? Which statements are procedural ?

Making coffee

Driving a car

Evacuating your home in an emergency

Checking your bank balance online

Using a computer to check e-mail

Your company’s family leave policy

Cause of the Civil War

Location of the fire extinguisher

Branches of the Federal government

Your cell phone number

Focus One thing at a time. Don’t overwhelm the learner. Chunking / organization Break down the content. Organize it in a logical fashion. Support the transfer of knowledge Give handouts. Use visuals.

One thing at a time. Don’t overwhelm the learner.

Chunking / organization

Break down the content.

Organize it in a logical fashion.

Support the transfer of knowledge

Give handouts.

Use visuals.

Model for Effective Learning – 5 Steps Stolovitch & Keeps – Telling Ain’t Training Rationale – Why? What’s in it for me? Objectives – Tell them what they are about to learn in concrete, verifiable terms. Activities – Have them do what you want them to learn. Evaluation – Ask them questions and/or have them demonstrate. Feedback – Confirm or correct.

Do’s and Don’ts of Effective Training Start late Tolerate bad behavior Fake it Allow discussions to stray Info dump Dazzle them with your media skills Indulge your quirks Embarrass your participants Prepare! Be clear with your objectives Engage your learners Stick with your agenda Address learner needs Use visuals Survey your training facility Evaluate Be professional Don’t Do

Start late

Tolerate bad behavior

Fake it

Allow discussions to stray

Info dump

Dazzle them with your media skills

Indulge your quirks

Embarrass your participants

Prepare!

Be clear with your objectives

Engage your learners

Stick with your agenda

Address learner needs

Use visuals

Survey your training facility

Evaluate

Be professional

Contact Us Questions or comments: Phone (208) 377-9395 E-mail [email_address] Web www.pinpointperformance.net

Questions or comments:

Phone

(208) 377-9395

E-mail

[email_address]

Web

www.pinpointperformance.net

Improving Products, People and Places Thank You