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Train the Trainer: Tips for Enhancing Employee Learning (Presented at HighEdWeb 2016)

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Let’s be honest: no one truly enjoys sitting through an hour or more of training that is required as part of their job. This is especially the case when said topic is less than exciting or ever so slightly technical in nature. “Come sit for an hour to learn a web content management system so I can update the university website? Well, that sounds super fun and at the top of my to-do list!” Said no one, ever. When it’s your job to facilitate training, it can be discouraging to know that your participants may not be as engaged in the topic at hand as you are. In this presentation, we’ll cover three things that you as a training facilitator can do to enhance the learning experience of your participants, so they walk away not only having learned the required material, but actually having enjoyed their time with you.

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Train the Trainer: Tips for Enhancing Employee Learning (Presented at HighEdWeb 2016)

  1. 1. TRAIN THE TRAINER TIPS FOR ENHANCING EMPLOYEE LEARNING @HEYJUSTKATIEKATIE@NYU.EDU
  2. 2. KATIE SANTO
 WEB TRAINING & CONTENT SUPPORT SPECIALIST DIGITAL COMMUNICATIONS GROUP TIPS FOR ENHANCING EMPLOYEE LEARNING TRAIN THE TRAINER
  3. 3. LET’S THATCHANGE
  4. 4. HOW?
  5. 5. caring
  6. 6. GIVE THEM A REASON TO CARE
  7. 7. CARING QUESTIONS
  8. 8. CARING QUESTIONS • How does it apply to the mission statement of the university?
  9. 9. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role?
  10. 10. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role? • How will it make their daily tasks easier?
  11. 11. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role? • How will it make their daily tasks easier? • How will it save them time?
  12. 12. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role? • How will it make their daily tasks easier? • How will it save them time? • How will it save them money?
  13. 13. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role? • How will it make their daily tasks easier? • How will it save them time? • How will it save them money? • How will it help drive traffic to their webpage?
  14. 14. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role? • How will it make their daily tasks easier? • How will it save them time? • How will it save them money? • How will it help drive traffic to their webpage? • How will it encourage end-users to open an email or click a link?
  15. 15. CARING QUESTIONS • How does it apply to the mission statement of the university? • Why does the subject matter apply to them in their role? • How will it make their daily tasks easier? • How will it save them time? • How will it save them money? • How will it help drive traffic to their webpage? • How will it encourage end-users to open an email or click a link? • How will it spread awareness about their events?
  16. 16. How will it help them solve a problem they have been unable to find a solution for?
  17. 17. Let your participants know
 why they should care about
 what you have to say.
  18. 18. Let your participants know
 why they should care about
 what you have to say. And do so again when you have an important point to emphasize.
  19. 19. MAKE IT EASY FOR THEM TO CARE
  20. 20. Making training accessible for participants will make them more engaged.
  21. 21. How would you measure participant engagement?
  22. 22. CARING ACTIONS
  23. 23. CARING ACTIONS • Create a sense of ownership around training
  24. 24. CARING ACTIONS • Create a sense of ownership around training ‣ Survey participants about their training needs
  25. 25. CARING ACTIONS • Create a sense of ownership around training ‣ Survey participants about their training needs ‣ Solicit feedback after each session
  26. 26. CARING ACTIONS • Create a sense of ownership around training ‣ Survey participants about their training needs ‣ Solicit feedback after each session ‣ Implement feedback in future sessions
  27. 27. CARING ACTIONS
  28. 28. CARING ACTIONS • Create a safe learning environment
  29. 29. CARING ACTIONS • Create a safe learning environment ‣ Be respectful of your participants’ time
  30. 30. CARING ACTIONS • Create a safe learning environment ‣ Be respectful of your participants’ time ‣ Acknowledge any hindrances to learning
  31. 31. CARING ACTIONS • Create a safe learning environment ‣ Be respectful of your participants’ time ‣ Acknowledge any hindrances to learning ‣ Take advantage of open-ended questions
  32. 32. CARING ACTIONS • Create a safe learning environment ‣ Be respectful of your participants’ time ‣ Acknowledge any hindrances to learning ‣ Take advantage of open-ended questions ‣ There is no such thing as a stupid question
  33. 33. CARING ACTIONS
  34. 34. CARING ACTIONS • Create memorable learning experiences
  35. 35. CARING ACTIONS • Create memorable learning experiences ‣ Remember that you set the tone of the training session
  36. 36. CARING ACTIONS • Create memorable learning experiences ‣ Remember that you set the tone of the training session ‣ Watch out for monotone speaking, overloaded or loud slides, and lack of movement
  37. 37. CARING ACTIONS • Create memorable learning experiences ‣ Remember that you set the tone of the training session ‣ Watch out for monotone speaking, overloaded or loud slides, and lack of movement ‣ Offer hands-on training whenever you can
  38. 38. CARING ACTIONS • Create memorable learning experiences ‣ Remember that you set the tone of the training session ‣ Watch out for monotone speaking, overloaded or loud slides, and lack of movement ‣ Offer hands-on training whenever you can ‣ Consider using visuals when possible to provide variety within content delivery
  39. 39. Make it easy for participants to care about the material you’re teaching so they feel more comfortable engaging with training.
  40. 40. SHOW THEM THAT YOU CARE
  41. 41. HIGH TOUCH PORTION!
  42. 42. How can you show mutual buy-in and respect?
  43. 43. CARING BEHAVIORS
  44. 44. CARING BEHAVIORS • Arrive early and stay late to talk to participants
  45. 45. CARING BEHAVIORS • Arrive early and stay late to talk to participants • Ask their names, departments, and project(s) they’re working on
  46. 46. CARING BEHAVIORS • Arrive early and stay late to talk to participants • Ask their names, departments, and project(s) they’re working on • Call on participants by name when possible
  47. 47. CARING BEHAVIORS • Arrive early and stay late to talk to participants • Ask their names, departments, and project(s) they’re working on • Call on participants by name when possible • Listen to their questions for the concerns they raise
  48. 48. CARING BEHAVIORS • Arrive early and stay late to talk to participants • Ask their names, departments, and project(s) they’re working on • Call on participants by name when possible • Listen to their questions for the concerns they raise • Acknowledge their concerns when answering questions
  49. 49. CARING BEHAVIORS • Arrive early and stay late to talk to participants • Ask their names, departments, and project(s) they’re working on • Call on participants by name when possible • Listen to their questions for the concerns they raise • Acknowledge their concerns when answering questions • Follow up with your participants within 1-2 days of training
  50. 50. Show participants that you care about them and their success just as much as they do.
  51. 51. Show participants that you care about them and their success just as much as they do. Think about what you can do
 as a facilitator that will add
 that extra sparkle.sparkle
  52. 52. THERE IS VALUEIN WHAT TEACHYOU
  53. 53. GIVE THEM A REASON TO CARE
  54. 54. GIVE THEM A REASON TO CARE MAKE IT EASY FOR THEM TO CARE
  55. 55. GIVE THEM A REASON TO CARE MAKE IT EASY FOR THEM TO CARE SHOW THEM THAT YOU CARE
  56. 56. WHAT QUESTIONS DO YOU HAVE?
  57. 57. THANK YOU @HEYJUSTKATIEKATIE@NYU.EDU
  58. 58. RESOURCES: •Global Human Capital Trends 2016
 Deloitte University Press
 http://www.workdayrising.com/pdf/Deloitte_GlobalHumanCapitalTrends_2016_3.pdf •Employee Engagement and Commitment
 Society for Human Resource Management
 https://www.shrm.org/about/foundation/research/Documents/ 1006EmployeeEngagementOnlineReport.pdf •Design Thinking Comes of Age by Jon Kolko
 Harvard Business Review
 https://hbr.org/2015/09/design-thinking-comes-of-age •The Value of Training
 IBM
 https://www-304.ibm.com/services/learning/pdfs/IBMTraining-TheValueofTraining.pdf •The Modern Corporate Learner by Nina Buik
 IBM Training and Skills Blog
 https://www.ibm.com/blogs/ibm-training/the-modern-corporate-learner/ •The Power of Influence in the Workplace by Jocelyn Bérard
 Global Knowledge
 https://www.globalknowledge.com/ca-en/resources/resource-library/recorded-webinar/ the-power-of-influence-in-the-workplace/
  59. 59. DIGITAL MEDIA COURTESY OF: •parkjisun. Icon [SVG]. Noun Project. •S.,Showalter. Icon [SVG]. Noun Project. •F., Botero. Pope Leo X (After Raphael) [Painting]. •Doctor Who [Television series]. BBC America. •E., Kucharik. Care Bears [Cartoon]. American Greetings. •T., Phillips (Director). (2009). The Hangover [Film]. Warner Bros. Pictures. •C., Nolan (Director). (2010). Inception [Film]. Warner Bros. Pictures. •C., Columbus (Director). (2001). Harry Potter and the Sorcerer’s Stone [Film]. Warner Bros. Pictures. •J., Moore (Director). (2012). Pitch Perfect [Film]. Universal Pictures. •Parks and Recreation [Television series]. NBC Universal.

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