Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Course delivery

595 views

Published on

Mel Silberman Active Training; part 3

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

Course delivery

  1. 1. Conducting an Active Training Program Part III 1
  2. 2. What do top-notch trainers do? Involve participants in an activity in the first five minutes. Frequently check for understanding. Modify plans based on participant feedback. Use self-disclosure and humor to develop an open climate. 2
  3. 3. What do top-notch trainers do? Listen carefully and match what’s happening to the needs of the participants. Use a wide variety of learning methods. Give participants the “what-why-how” for every training activity. Review where the group has been, give an overview of where it’s going, and summarize periodically along the way. 3
  4. 4. The delivery phase of a trainingprogram is a period of continually Adjusting Refining Redesigning 4
  5. 5. Leading Them Your credibility as a leader depends on your ability to set: • Group norms • Eliminate training time wasters • Get the group’s attention • Win over wary participants • Manage difficult behaviors 5
  6. 6. Different Roles as a Trainer As a Stimulator, you give presentations and lead discussions. As a Facilitator, you guide participants through structured (and often team-based) activities. 6
  7. 7. Your Success Will Depend Upon How well you present information Lead discussions Direct participants through exercises Make effective transitions from one event in the program to another. 7
  8. 8. Concluding a Training Program Review the program Handle remaining questions Guide back-on-the-job application Evaluate training results 8
  9. 9. Beginning an Active Training Program Ch.11 9
  10. 10. Preparing Yourself Mentally Typical preparations include determining the date and time for the course. Reproducing manuals and course materials. Arranging for room space and AV equipment. Confirming course attendance. 10
  11. 11. Preparing Yourself Mentally Make the effort to connect with participants before you begin. • This will reduce your tension and build your confidence. • The purpose of their coming to training is not so that they can be impressed by you; it is so they may take something back with them when they leave. 11
  12. 12. Preparing Yourself Mentally How do you handle questions when you don’t know the answer? Have a backup exercise if a planned activity does not fit the characteristics of your current training group. 12
  13. 13. Preventing Trainer Burnout Tell yourself to focus on the participants and not myself. Try to find as many opportunities as possible for them to contribute to the discussion. Vary the location and the environment 13
  14. 14. Preventing Trainer Burnout Be flexible with your lesson plans and designs by trying out new delivery techniques and styles. Watch others train the same program. Take time to pick up new delivery techniques and styles. 14
  15. 15. Arranging the Physical Environment Horseshoe arrangement Circle or Square for full-group discussion 15
  16. 16. Typical Classroom Arrangement 16
  17. 17. U-Shape Arrangement 17
  18. 18. Setting Up Subgroups 18
  19. 19. Fishbowl Design 19
  20. 20. 20
  21. 21. Greeting Participants and Establishing Rapport Be available and ready to greet participants at least 15 minutes prior to the start of the program. Walk around casually as people enter. Make eye contact, and try to shake hands as participants make themselves comfortable with the training environment. Learn as many names as you can. 21
  22. 22. Greeting Participants and Establishing Rapport “I’ve got something for you.” “I’ve been through this, too.” “I admire you.” “You interest me.” 22
  23. 23. Getting the Best From the First Minutes of Training Impatience Competence Compatibility Trust Out-of-class concerns 23
  24. 24. Reviewing the Agenda Clue the audience into what they can expect out of the training program and what detail is expected of them. Tell them how the program will be run and what you need from them in order for the program to be successful. 24
  25. 25. Inviting Feedback to the Agenda Ask, “Does this match what you hope to gain from this program? Is there anything you would like to add to the agenda?” Ask, what hopes and concerns they might have. 25
  26. 26. Gaining Leadership of the Training Group Ch.12 26
  27. 27. Overview Setting group norms Controlling timing and pacing Getting the group’s attention Increasing receptivity to your leadership Handling problem situations 27
  28. 28. Setting Group Norms Encourage participants to express themselves honestly. Ask that confidentiality be respected. Urge risk taking. Expect participation from everyone. Promote the value of performance feedback. 28
  29. 29. Setting Group Norms Require participants to sit in different spots. Reassure participants that their questions are welcomed. Insist on punctuality. Norm setting does not have to rely on direct verbal statements. 29
  30. 30. Controlling Timing and Pacing A leisurely pace should be considered for small group activities to allow sufficient time for each person to be heard and directly involved in the activity. A much faster pace is necessary to keep the attention of all of the participants when you are working with the whole group. 30
  31. 31. Time Waster Starting late after breaks or lunch. Starting an activity when the participants are confused about what they are supposed to do. Writing lecture points on flip charts while participants watch. Passing out participant materials individually. 31
  32. 32. Time Waster Demonstrating every part of a new skill. Having every subgroup report back to the whole group one by one. Letting discussions drag on an on. Waiting for volunteers to emerge from the group. Pulling ideas or questions from a tired or lethargic group. 32
  33. 33. Getting the Group’s Attention Flick a light switch ever so slightly Make a dramatic announcement Create a verbal wave Use clapping Play pre-recorded music 33
  34. 34. Getting the Group’s Attention Use a silent signal Use a sound signal Tell a joke Can we talk? Announce “break time” 34
  35. 35. Increasing Receptivity to YourLeadership Make “liking” statements Convey respect and appreciation Encourage disagreement Convey a desire for collaboration 35
  36. 36. Increasing Receptivity to YourLeadership Share what you have in common with participants Phrase your advice and directives indirectly State what’s positive about participants’ contrary viewpoints 36
  37. 37. Handling Problem Situations Prisoners Vacationers Managing your feelings and remaining in control are important to your overall leadership of the class A good guideline is to intervene only if the problem behavior is repetitive or affects the entire training program. 37
  38. 38. List of Some Common Behaviors YouMight Face Monopolizing Tangents Private conversations Disagreeing Distractions 38
  39. 39. List of Some Common Behaviors YouMight Face Time schedules Nonparticipation Sleeping One-upping Complaining 39
  40. 40. List of Some Common Behaviors YouMight Face Intellectualizing Withdrawing Arguing Questioning Clowning (jokes) 40
  41. 41. Giving Presentations and Leading Discussions Ch.13 41
  42. 42. Knowing Your Group What is the nature of the participants Aim your initial remarks at the immediate concerns of your listeners. Understand why you are communicating this information. Use language familiar to your listeners to establish bridges between your experiences and theirs. 42
  43. 43. Organizing Your Presentation Make sure your opening is effective. Provide a preview of information prior to an explanation. (Overview) Cover a few points of information within a step-by-step sequence. Avoid tangents and getting off track. Signal transitions between information. 43
  44. 44. Organizing Your Presentation Be as specific as possible in your lecture points. Provide for brief pauses at appropriate times during the presentation. Review or allow participants to recap information frequently. Estimate the time each part of your presentation will take. 44
  45. 45. Watching Your Body Language Establish your comfort level with the group through natural, positive body language. Individualize your audience by making eye contact with the participants. Be aware of the pace and volume of your voice as you speak. 45
  46. 46. Watching Your Body Language Alter speech habits that are annoying to your listeners. Voice Delivery Facial Expressions Posture 46
  47. 47. 47
  48. 48. Adding Visuals Pictures are processed by the mind with very little effort. Pictures act as keys to the memory. Pictures can easily illustrate tasks that words are not suited to. Vibrant visuals provide a common focus for the audience. 48
  49. 49. Adding Visuals Visuals allow the presenter to direct the attention of the audience to his or her goals. Visuals allow the audience to pause, scan the message, linger for a moment, and then absorb the message more thoroughly. Research has shown that presenters using graphics are seen as better prepared, more professional, more persuasive, more credible, and more interesting. 49
  50. 50. Visual Types Flip charts Overheads Slides Electronic presentations Handouts 50
  51. 51. Making Smooth Transitions Involves briefly reminding the participants of what you have already covered, then indication what is to follow. • References to periods of time • Mini-subject review • Agenda check • Change of visual aid • Change of group format 51
  52. 52. Facilitating a Lively Discussion Start off the discussion with an open- ended question Open discussion Response cards Subgroup discussions Calling on the next speaker 52
  53. 53. Facilitating a Lively Discussion Polling Partners Go-arounds Games Panels Fishbowls 53
  54. 54. Point Facilitation Menu Paraphrase  Disagree Check  Mediate Compliment  Pull Elaborate  Change Energize  Summarize 54
  55. 55. Facilitating StructuredActivities & Promoting Team Learning Ch.14 55
  56. 56. Structured Activities Motivating participation Directing participants’ activities Managing the group process Keeping participants involved Processing the activity 56
  57. 57. Motivating Participation Explain your objectives Sell the benefits Convey enthusiasm 57
  58. 58. Motivating Participation Connect the activity to previous activities Share personal feelings with participants Express confidence in participants 58
  59. 59. Directing Participants’ Activities Speak slowly Use visual backup Define important terms Demonstrate the activity 59
  60. 60. Managing the Group Process Form groups in a variety of ways. Mix teams and seat partners. Vary the number of people in any activity based upon that exercise’s specific requirements. Divide participants into teams before giving further directions. 60
  61. 61. Managing the Group Process Ask groups of five or more to elect a facilitator or timekeeper. Give groups instructions separately in a multipart activity. Keep people busy. Inform the subgroups how much time they have. 61
  62. 62. Keeping Participants Involved Keep the activity moving. Challenge the participants. Reinforce participants for their involvement in the activity. Build physical movement into the activity. Let your enthusiasm show. 62
  63. 63. Processing the Activity Ask relevant questions. Carefully structure the first processing experiences. Observe how participants react during the processing. Assist a subgroup that is having trouble processing an activity. Keep your own reactions to yourself until after you’ve heard from the participants. 63
  64. 64. Team Learning Confusion Tangents Unequal participation One-way communication No division of labor Superficiality 64
  65. 65. Composing Learning Teams Random assignment Diversity Homogeneity Prior acquaintance 65
  66. 66. Building Learning Teams 1st Initial team-building activities 2nd Set expectations and ground rules 66
  67. 67. 67
  68. 68. Building Learning Teams 3rd Share lists, combine ideas, and formulate a brief vision statement 4th Assign crucial jobs to be done • Facilitator • Timekeeper • Secretary/note taker • Checker • Investigator 68
  69. 69. Involving Participants in TeamLearning Study group Information search Group inquiry Jigsaw learning Learning tournament 69
  70. 70. Concluding & Evaluating an Active Training Program Ch.15 70
  71. 71. Reviewing Program Content Recall Reminisce Rehearse Reconsider 71
  72. 72. Obtaining Final Questions andConcerns Prepare a list of questions you would like the participants to take away with them. Hold a final question and answer period. Write the following on a flip chart 72
  73. 73. Obtaining Final Questions andConcerns Break participants into small groups and ask each group to record on newsprint their final questions and concerns. Hand out two index cards. Ask each participant to complete the following sentences: 73
  74. 74. Promoting Self-Assessment Ask participants to complete a questionnaire or test that provides feedback about their current functioning in areas related to the training. Design a way for fellow participants to give each other feedback and then ask them each to develop a personal profile based on the feedback they receive. 74
  75. 75. Promoting Self-Assessment Create one or more statements that assess participant change. Ask participants to write a short essay in response to the question, “How do you see yourself now as a result of this program?” At the beginning of a training session, ask participants to write down how they hope to be able to use the training on the job. 75
  76. 76. Expressing Final Sentiments Group photograph Artistic product Closing circle Web of connections Touch of humor 76
  77. 77. Evaluating the Program 77
  78. 78. Interim Feedback Post session reaction surveys Anonymous remarks Oral survey Informal interview Advisory group 78
  79. 79. Final Assessment Kirkpatrick’s 4 levels of Evaluation • Evaluate Reaction • Evaluate Learning • Evaluate Behavior • Evaluate Results 79
  80. 80. Level 1 Evaluation - Reaction What Is It? • How favorably participants react to the training (“Customer satisfaction”) • Collects reactions to instructor, course, and learning environment • Communicates to trainees that their feedback is valued • Can provide quantitative information 80
  81. 81. Level 1 Evaluation - Reaction What It Looks Like • Questionnaire - Most common collection tool • Content • Methods • Media • Trainer style • Facilities • Course materials 81
  82. 82. Level 1 Evaluation - Reaction Connection to Other Levels • The Connection - Can ask trainees if they: • Will use new skill(s) or information (Level II) • Plan to change behavior (Level III) • Expect improvements in results (Level IV) • The Disconnection - Does not: • Measure what was learned (Level II) • Guarantee behavioral change (Level III) • Quantify results from learning (Level IV) 82
  83. 83. Level 1 Evaluation - Reaction How to Perform • Determine what you want to find out • Design a form to collect/quantify reactions • Do Immediately • Develop acceptable scoring standards • Follow-up as appropriate 83
  84. 84. Level 2 Evaluation - Learning Learning - What Is It? • Knowledge • Skills • Attitudes 84
  85. 85. Level 2 Evaluation - Learning Learning: Connection to Other Levels • The Connection - People who learn can: • Experience pride (Level I) • Experiment with new behaviors (Level III) • Achieve better results (Level IV) • The Disconnection - It doesn’t ensure they: • Liked training program (Level I) • Will behave differently (Level III) • Will get expected results (Level IV) 85
  86. 86. Level 2 Evaluation - Learning Learning - What It Looks Like • Media used to measure learning: • Text • Voice • Demonstration • Methods used to measure learning: • Interviews • Surveys • Tests (pre-/post-) • Observations • Combinations 86
  87. 87. Level 2 Evaluation - Learning Learning - How to Perform • Use a control group, if feasible • Evaluate knowledge, skills, and/or attitudes before and after • Get 100% participation or use statistical sample • Follow-up as appropriate 87
  88. 88. Level 3 Evaluation - Behavior Behavior - What Is It? • Transfer of knowledge, skills, and/or attitude to the real world • Measure achievement of performance objectives 88
  89. 89. Level 3 Evaluation - Behavior Behavior - What It Looks Like • Observe performer, first-hand • Survey key people who observe performer • Use checklists, questionnaires, interviews, or combinations 89
  90. 90. Level 3 Evaluation - Behavior Behavior: Connection to Other Levels • The Connection - Can determine: • Degree to which learning transfers to the post- training environment (Level II) • The Disconnection - Cannot determine if: • Participants like the training (Level I) • Participants understand (Level II) • Behaviors accomplish results (Level IV) 90
  91. 91. Level 3 Evaluation - Behavior Behavior - How to Perform • Evaluate before and after training • Allow ample time before observing • Survey key people • Consider cost vs. benefits • 100% participation or a sampling • Repeated evaluations at appropriate intervals • Use of a control group 91
  92. 92. Level 4 Evaluation - Results Results - What Is It? • Assesses “bottom line,” final results • Definition of “results” dependent upon the goal of the training program 92
  93. 93. Level 4 Evaluation - Results Results - What It Looks Like • Depends upon objectives of training program • Quantify • Proof vs. Evidence • Proof is concrete • Evidence is soft 93
  94. 94. Level 4 Evaluation - Results Results: Connection to Other Levels • The Connection • Positive Levels 1, 2, 3 evaluations results can provide positive Level 4 evidence • The Disconnection - Does not: • Tell if participants liked training (Level I) • Prove trainees understand (Level II) • Prove use of preferred behaviors (Level III) 94
  95. 95. Level 4 Evaluation - Results Results - How to Perform • Use a control group • Allow time for results to be realized • Measure before and after the program • Consider cost versus benefits • Be satisfied with evidence when proof is not possible 95
  96. 96. Conclusion We’ve reached the end of the cafeteria line for now. 96
  97. 97. Questions? 97

×