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Module 1a environment basic instructional skills

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Module 1a environment basic instructional skills

  1. 1. Basic Instructional Skills Enhancing Organization Productivity
  2. 2. Ice Breaker – Three Achievements
  3. 3. Checking In Expectations What is your expectation of this training?
  4. 4. Strength Based Wall Chart • Draw Your Friend’s Picture • Encouragement/Comments
  5. 5. What can be done instead of what can’t be done rather than problems more than weaknesses
  6. 6. Ground Rules • Confidentiality • Respect the Autonomy of Others • No put-downs • Only One Person to Speak at a time • Mobile phones must be in vibration mode • Commit Yourself
  7. 7. 9  Create a positive learning environment  Structure the learning experience to the learning objectives  Teach effectively using basic facilitation & presentation skills  Develop and use basic audio visual media effectively
  8. 8. 10  Create a positive learning environment  Structure the learning experience to the learning objectives  Teach effectively using basic facilitation & presentation skills  Develop and use basic audio visual media effectively
  9. 9. 11  Create a positive learning environment  Structure the learning experience to the learning objectives  Teach effectively using basic facilitation & presentation skills  Develop and use basic audio visual media effectively
  10. 10. 12  Create a positive learning environment  Structure the learning experience to the learning objectives  Teach effectively using basic facilitation & presentation skills  Develop and use basic audio visual media effectively
  11. 11. 13  Create a positive learning environment  Structure the learning experience to the learning objectives  Teach effectively using basic facilitation & presentation skills  Develop and use basic audio visual media effectively
  12. 12. 14 New employees in the Training & Development field New Trainers who have little or no experience in instructional skills Any other persons interested in developing skills for training adults Target Audience
  13. 13. 15 Agenda Background Adult Learning Theory 9.00 – 10.00 Module 1 Creating the right learning 10.30 environment a. physical environment Lunch b. emotional environment 2.30 Module 2 Structuring the training process 2.30 – 6.00 a. Developing Learning Objectives b. Developing Lesson Plans
  14. 14. ckby/BasicTTT/18Jul08/Rev6 16 Course outline (Day 2) Module 3 Presentation Basics a. Preparing the training / presentation materials b. Structuring Learning Process b. Using the basic a/v media (LCD Projector / OHP & Flipchart) c. Doing the presentation 2nd Day Agenda
  15. 15. Course outline (Day 2) Module 4 Facilitation Basics ■ Making everyone feel comfortable and valued ■ Clarifying Objectives ■ Encouraging participation ■ Increase understanding ■ Listening and observing ■ Guiding the group ■ Summarizing key points 3rd Day Agenda
  16. 16. 18 Module 1 Environment
  17. 17. 19 Agenda Background Adult Learning Theory 9.00 – 10.00 Module 1 Creating the right learning 10.30 environment a. physical environment Lunch b. emotional environment 2.30 Module 2 Structuring the training process 2.30 – 6.00 a. Developing Learning Objectives b. Developing Lesson Plans
  18. 18. Adult Learning Theory What Motivate Adults to Learn? 1st ModuleBackground
  19. 19. ckby/BasicTTT/18Jul08/Rev6 21 • Recognition • Participation • Achievement • Personal Growth Adult Learning Needs
  20. 20. ckby/BasicTTT/18Jul08/Rev6 22 Recognition Adult Learning Needs
  21. 21. ckby/BasicTTT/18Jul08/Rev6 23 Participation Adult Learning Needs
  22. 22. ckby/BasicTTT/18Jul08/Rev6 24 Achievement Adult Learning Needs
  23. 23. ckby/BasicTTT/18Jul08/Rev6 25 Personal Growth Adult Learning Needs
  24. 24. ckby/BasicTTT/18Jul08/Rev6 26 • Recognition • Participation • Achievement • Personal Growth
  25. 25. • Recognition – Praise, Know their name • Participation – Role Play, Games, Exercise • Achievement – Tell their story, Sharing • Personal Growth – Next Plan, Benefits Application in Training
  26. 26. Creating the right learning environment a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 1
  27. 27. Creating the right learning environment a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 1A Physical Environment
  28. 28. Exercise MESSY
  29. 29. Room Arrangement Exercise Part 1 • Break into teams • As a team, decide on the following – seating arrangement – where to place course materials – tent cards – a/v equipment – Lighting • Draw the layout and provide reasons for your team’s decision Time: 15 minutes
  30. 30. ckby/BasicTTT/18Jul08/Rev6 32 Room Arrangement Exercise Part 2 • Each team to present their proposal including justification • After completion of all presentations, every team will be required to come to a consensus on which layout is idea for this class • Everyone to rearrange the room according to the consensus layout • Time: 20 minutes
  31. 31. What format of arrangement to enhance participation?
  32. 32. a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleExamples of Physical Environment
  33. 33. ROOM PREPARATION CHECKLIST • _____ Start with a clean room • _____ Select the seating arrangement • _____ Set up audiovisual equipment • _____ Place participant materials, blank name tents, evaluation forms, pens and pencils • _____ Have a sign-in sheet available.
  34. 34. ROOM PREPARATION CHECKLIST • _____ Set up a water station or place water on tables • _____ Set up refreshments • _____ Provide trash cans • _____ Have supplies available • _____ Post names and telephone numbers of resource • _____ Air quality
  35. 35. ROOM PREPARATION CHECKLIST • _____ Comfortable Chairs and Tables • _____ a large enough room to move around in comfortably • _____ Make safety a priority • _____ Limit or eliminate outside distractions • _____ Room Temperatures • _____ Enough Lighting
  36. 36. a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 1.2 Emotional Environment
  37. 37. participants feel comfortable and safe A comfortable and safe environment Bad/Good Manager Bad/Good Trainer
  38. 38. participants feel comfortable and safe Results of comfortable and safe environment • try out new ideas, • learn from others, • explore new viewpoints, • change attitudes and behaviors • respects everyone’s viewpoints, and
  39. 39. participants feel comfortable and safe How to create a safe and comfortable environment?
  40. 40. • Do not belittle learners
  41. 41. • Encourage learners
  42. 42. • Manage negative behaviors
  43. 43. • Questions
  44. 44. • Celebrate “small wins”
  45. 45. • Create a climate of fun
  46. 46. a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 1.3 Adult Learning
  47. 47. ckby/BasicTTT/18Jul08/Rev6 57 • Self-Concept • Experience • Readiness to Learn • Time perspective
  48. 48. 58 • Self-Concept : Independent / Self directing
  49. 49. 59 • Self-Concept : Independent / Self directing • WIIFM • Objectives • Benefits • Big Picture
  50. 50. Experience: Can be utilized as a resource for learning
  51. 51. ckby/BasicTTT/18Jul08/Rev6 61 Experience: Can be utilized as a resource for learning • Facilitate Discussion • Listening • Role Play • Questioning skills
  52. 52. 62 • Readiness to Learn: Based on need to know
  53. 53. 63 • Readiness to Learn: Based on need to know • How I s it related to work • Able to apply at work • Teach what is necessary
  54. 54. 64 • Time perspective : Learn by doing immediately
  55. 55. ckby/BasicTTT/18Jul08/Rev6 65 • Time perspective : Learn by doing immediately • Role Play/Simulation • Feedback • Immediate application
  56. 56. Creating the right learning environment a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 1.4 Effective Learning
  57. 57. 67 Principles of effective learning Recency Appropriateness Motivation Primacy 2 way communication Feedback Active Learning Multi-sensory Learning Exercise
  58. 58. Reflection • Which principles of effective learning are applicable to the course you are teaching? Why?
  59. 59. Reflection • How many of the principles are currently applied in the course you are teaching? How?
  60. 60. ckby/BasicTTT/18Jul08/Rev6 70 Reflection • Which principle(s) do you intend to incorporate in your course? How?
  61. 61. ckby/BasicTTT/18Jul08/Rev6 71 Recency Principle We remember best those that are learnt last: • contents at the end of the session • things that are freshest in our minds Application • Keep each session short - 30 mins • If longer, do recap more often • At end of session, recap whole session & highlight key learning points • Keep pax aware on progress of their learning 100% 50% 0 30 min 1 hr 1 hr 30 min Retention Curves
  62. 62. Recency Application •Keep each session short - 30 mins •If longer, do recap more often •At end of session, recap whole session & highlight key learning points •Keep pax aware on progress of their learning 100% 50% 0 30 min 1 hr 1 hr 30 min Retention Curves
  63. 63. 73 Appropriateness Principle The training must be relevant to the participant’s needs (information, training aids, case studies etc).
  64. 64. 74 Appropriateness Application •Trainer should match training objectives to pax needs •Use examples, descriptions, illustrations that pax are familiar with
  65. 65. ckby/BasicTTT/18Jul08/Rev6 75 Motivation Principle The participants must want to learn, be ready to learn and the must be reason to learn
  66. 66. Motivation Application •Ensure that the training is meaningful and relevant to the pax, i.e. their needs are being addressed •Use examples, descriptions, illustrations that pax are familiar with
  67. 67. Motivation Application •Trainer must be role model. An highly motivated trainer will most likely motivate the pax •Encourage participation and use verbal reinforcers generously to recognize positive behaviors and achievements •Use neutral reinforcers for unwanted behaviors
  68. 68. ckby/BasicTTT/18Jul08/Rev6 78 Primacy Principle The first things learnt are usually learnt best 100% 50% 0 30 min 1 hr 1 hr 30 min Retention Curves
  69. 69. ckby/BasicTTT/18Jul08/Rev6 79 Primacy Application •Keep each session short - 30 mins •If longer, do recap more often •Put in as much important info at the beginning 100% 50% 0 30 min 1 hr 1 hr 30 min Retention Curves
  70. 70. ckby/BasicTTT/18Jul08/Rev6 80 Primacy Application •Keep pax aware on progress of their learning •Ensure that pax get things right the first time you require them to do something 100% 50% 0 30 min 1 hr 1 hr 30 min Retention Curves
  71. 71. ckby/BasicTTT/18Jul08/Rev6 81 2-Way communication Principle The training process involves communication with the participants, not at them! There should be as much interaction as possible.
  72. 72. ckby/BasicTTT/18Jul08/Rev6 82 2-Way communication Application •Build in interaction in your training •Body language is also included in 2 way communication. Therefore, ensure your body language is congruent to what you are saying.
  73. 73. Feedback Principle Both trainer and participant need feedback from each other.
  74. 74. ckby/BasicTTT/18Jul08/Rev6 84 Feedback Application •Use positive reinforcers to reward participants for doing things right •Neutral reinforces - •Provide feedback on negative behavior as an opportunity to improve further
  75. 75. Feedback Application •Use neutral reinforcers on unwanted behaviors. Negative reinforcers will shut off the pax from further learning. •Check for understanding regularly for get feedback on participant progress. This can be done through questions, exercises, test, quiz etc.
  76. 76. ckby/BasicTTT/18Jul08/Rev6 86 Active learning Principle Participants learn more when they are actively involved in the learning process
  77. 77. ckby/BasicTTT/18Jul08/Rev6 87 Active learning Application •Use plenty of questions to engage participants into discussions •Use many activities which involve the participants, e.g. exercises, quiz, simulations, hands-on practice, games
  78. 78. ckby/BasicTTT/18Jul08/Rev6 88 Multi-sensory learning Principle Learning is for more effective if the participants use more than one of their five senses
  79. 79. ckby/BasicTTT/18Jul08/Rev6 89 Multi-sensory learning Teach Others 90% Practice by Doing 75% Discussion 50% Demo 30% AV 20% Reading 10% Lecture 5%
  80. 80. ckby/BasicTTT/18Jul08/Rev6 90 Multi-sensory learning Bob Pike: Adding visual – 14-38% retention
  81. 81. ckby/BasicTTT/18Jul08/Rev6 91 Multi-sensory learning Application •If you tell pax about something, try to show them, and let them do as well •When using multi-sensory learning, ensure that the sense selected can be used. – visual, audio and kinesthetic
  82. 82. Learning Styles • Visual Picture, Video, Slides, demo • Auditory Lecture, discussion and Q&A • Kinesthetic Role Plays, Games and Group Exercise
  83. 83. ckby/BasicTTT/18Jul08/Rev6 93 Exercise Principle Things that are repeated as best remembered - Practice makes perfect.
  84. 84. 94 Exercise Brain Learn actively: ON Where does it fit? Does it confirm with I already know? Does it challenge what I already know?
  85. 85. 95 Exercise Brain: ON State info in their own words Give examples Connection with other facts Apply it to case situation
  86. 86. ckby/BasicTTT/18Jul08/Rev6 96 Exercise Application •By asking frequent questions, we are encouraging exercise •Pax must perform the exercise themselves
  87. 87. ckby/BasicTTT/18Jul08/Rev6 97 Exercise Application •Get pax to recall frequently what has been learnt so far as this is another form of exercise •Summarize frequently as this is another form of exercise. Always summarize at the conclusion of a session.
  88. 88. ckby/BasicTTT/18Jul08/Rev6 98 Comparison of Development Options Traditional external training Performance Evaluation Special projects Developmental jobs Speed of job moves Role models Assessment-based Feedback on strengths and weaknesses Informal coaching and feedback from boss 360-degree feedback Mentoring (career path advice) Individual learning Traditional internal training Nontraditional learning programs Importance to self-development: rated “absolutely essential” or “very important” Training (#3 impact*) Developmental assignments (#1 impact*) Individual Feedback/Coaching (#2 impact*) 0 10 20 30 40 50 60 70 80 90 0 20 30 40 10 50 60 70 80 Response from executives in 50 large US companies (McKinsey study in 2000) *Reference: For Your Improvement by Mike Lombardo & Robert Eichinger
  89. 89. Reflection
  90. 90. 100 Principles of effective learning Recency Appropriateness Motivation Primacy 2 way communication Feedback Active Learning Multi-sensory Learning Exercise
  91. 91. Reflection • Which principles of effective learning are applicable to the course you are teaching? Why?
  92. 92. Reflection • How many of the principles are currently applied in the course you are teaching? How?
  93. 93. ckby/BasicTTT/18Jul08/Rev6 103 Reflection • Which principle(s) do you intend to incorporate in your course? How?
  94. 94. 104 Sharing

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