This document outlines a training module for team leads on developing short, impactful training sessions. It discusses key principles of adult learning, such as applying prior knowledge and motivating learners by explaining relevance. Trainees are guided to create a 10-minute training on an ISM (important sales method) using a structured approach: state the rationale, set objectives, design engaging activities, and evaluate learning. The document models this process and provides worksheets for trainees to develop their own lesson plans to present.
The document provides guidance on how to conduct effective training sessions. It discusses setting training goals and objectives. It recommends using an organizing framework like PowerPoint presentations, along with additional materials. The document then gives tips for effectively presenting with PowerPoint, including using examples and encouraging participation. It also discusses how to create an active learning environment using techniques like brainstorming, case studies, demonstrations, and roleplaying. Finally, it emphasizes the importance of understanding the training materials, audience, and selecting an appropriate training room setup.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
Having trouble creating a training program for your team? Is your current training program not achieving the results you had hoped to see? This should put you on the right track!
Instructional module training plan i, ii, & iiiEmma Avila
This document outlines a training plan for a Customer Service I course aimed at bankers. The course will use a hybrid model, meeting twice per year for 6 hours each time. It aims to teach bankers how to provide an excellent customer experience by going above and beyond typical customer service. The plan will use Gagne's Nine Events of Instruction and direct instruction strategies. Key activities include viewing a video of poor customer service examples, discussing observations, and role-playing improved interactions. Participants will be assessed based on monthly sales numbers, customer retention, and survey feedback.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
Creating Effective Training Content is not just about slides. This presentation explores step-by-step the common mistakes trainers make in creating content.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
The document provides a template for developing an instructor-led training guide. It includes sections for the course overview, organization, goals and outcomes, hosting activities, instructor responsibilities, student requirements, agenda, and lesson plans. The template instructs users to replace text in red with course-specific information, update the table of contents, and delete all template instructions from the final guide. It also recommends formatting the instructor notes using PowerPoint's "Send to Word" feature to create slides with space below for notes.
The document provides guidance on how to conduct effective training sessions. It discusses setting training goals and objectives. It recommends using an organizing framework like PowerPoint presentations, along with additional materials. The document then gives tips for effectively presenting with PowerPoint, including using examples and encouraging participation. It also discusses how to create an active learning environment using techniques like brainstorming, case studies, demonstrations, and roleplaying. Finally, it emphasizes the importance of understanding the training materials, audience, and selecting an appropriate training room setup.
The document provides information about structuring a training process, including developing learning objectives and lesson plans. It includes an example lesson plan for a course on basic instruction skills for new trainers. The lesson plan covers developing learning objectives, explaining the components and structure of an effective lesson plan, and different training techniques. It aims to help participants understand how to develop well-structured training programs and teach them effectively.
Having trouble creating a training program for your team? Is your current training program not achieving the results you had hoped to see? This should put you on the right track!
Instructional module training plan i, ii, & iiiEmma Avila
This document outlines a training plan for a Customer Service I course aimed at bankers. The course will use a hybrid model, meeting twice per year for 6 hours each time. It aims to teach bankers how to provide an excellent customer experience by going above and beyond typical customer service. The plan will use Gagne's Nine Events of Instruction and direct instruction strategies. Key activities include viewing a video of poor customer service examples, discussing observations, and role-playing improved interactions. Participants will be assessed based on monthly sales numbers, customer retention, and survey feedback.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
Creating Effective Training Content is not just about slides. This presentation explores step-by-step the common mistakes trainers make in creating content.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
The document provides a template for developing an instructor-led training guide. It includes sections for the course overview, organization, goals and outcomes, hosting activities, instructor responsibilities, student requirements, agenda, and lesson plans. The template instructs users to replace text in red with course-specific information, update the table of contents, and delete all template instructions from the final guide. It also recommends formatting the instructor notes using PowerPoint's "Send to Word" feature to create slides with space below for notes.
This presentation is for those who are very new to Powerpoints and want to learn the art of making effective PPT's. Also the idea behind making a module, per say, is important and this PPT describes the parameters on which a Basic Training Module can be built. These parameters will help the new comers to get an Idea of how to prepare Training Modules
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
The document provides guidance for trainers on how to conduct effective training sessions. It defines training and outlines the objectives, responsibilities and characteristics of a good trainer. It discusses the importance of training for both employees and organizations. The document recommends using a four step training method including preparation, demonstration, practice and follow up. It also provides tips on different training methods, code of conduct, joining instructions and necessary equipment. The overall document serves as a reference for trainers on best practices for planning and delivering training.
Developing expertise to meet aspects of the teachers' standards ts learning ...Lee Hazeldine
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
The document discusses several topics related to training content design and development. It begins by noting that students forget 90% of what they learn within 30 days, with most forgetting occurring within the first few hours. It then introduces the ADDIE model for developing training, which includes the phases of analysis, design, development, implementation, and evaluation. Specific tasks and outputs for each phase are listed. The document also discusses course structuring guidelines and the ARCS model for motivating learners through gaining attention, establishing relevance, building confidence, and satisfying learners. Blooms taxonomy and the differences between learning and retention are briefly covered.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver a short training session, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain confidence and skills for training others.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
This document provides an overview and agenda for a "Train the Trainer" course. The course aims to help participants become effective teachers using adult learning principles. It covers fundamental teaching techniques, communication skills, engaging learners, leading activities, and classroom management. The 3-day agenda includes introductions, teaching techniques from experienced trainers, discussions of adult learning theory, activities to practice skills, and a wrap-up session. Participants are asked to identify a personal learning objective to focus their participation.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
The document discusses effective and ineffective qualities of trainers. It outlines that effective trainers have a well-integrated personality, the ability to communicate ideas, knowledge of the subject matter, an understanding of how people learn, and creative imagination. Ineffective trainers may bluff when unsure, not stick to the subject matter, bully poor learners, or have poorly timed comedy. The document also provides tips for trainers such as using questions to stimulate interaction, emphasizing key points, and incorporating active learning techniques rather than solely lecturing.
This document provides information and instructions for trainers on how to lead a PreciseTM training course. It covers conducting the course introduction, leading topic discussions, concluding the course, and course evaluations. The introduction section discusses introducing prerequisites, audience, instructors, and the course schedule. The topic discussion section provides guidance on presenting instructional materials and improvising. The conclusion section addresses bringing the course to an end and evaluating success.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
This document discusses training and teaching. It defines training as a planned effort to modify knowledge, skills, and attitudes to achieve effective performance. Teaching involves giving knowledge, while training focuses on sharing knowledge and active participation. The document also discusses learning styles, including activist, reflector, theorist, and pragmatist learners. Finally, it outlines different types of trainers, including the teacher, relationship builder, drone, and movie star, categorized by their orientation and audience involvement.
This document provides guidance on logistics to consider when planning a training workshop. It emphasizes that location and timeframe are the two most important factors to consider, and instructs the reader to think about advantages and disadvantages of the location and how to overcome constraints. It also recommends determining audience needs, workshop goals, and appropriate dates/times that do not conflict with other events. Additional tips include preparing materials in advance, checking the venue early, facilitating interactive learning, and having contingencies for potential problems during the workshop.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver short sample training sessions, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain skills and confidence for developing and conducting effective training programs.
The document outlines Robert Gagne's 9 steps for instructional design and provides an example lesson plan applying the steps. The 9 steps are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting stimulus, 5) providing guidance, 6) eliciting performance, 7) giving feedback, 8) assessing performance, and 9) enhancing retention and transfer. The example lesson teaches 2nd graders how to create diagrams using Kidspiration software by guiding them through each step of Gagne's instructional model.
This document discusses using short writing assignments to actively engage students in learning course material. It describes four types of writing assignments that can be used in any classroom: the one minute paper, muddiest/clearest point, daily journal or log, and summary of a summary. These assignments encourage student learning and information retention by having them write brief responses about what they are understanding or finding confusing from class lessons. The writing also allows instructors to evaluate student understanding and provide help to students on concepts that need more explanation.
This Train-The-Trainer seminar aims to help participants become effective teachers through exploring best practices in adult learning theory and teaching tools. The training covers adult learning principles, fundamental teaching techniques, good communication skills, engaging learners, leading learning activities, and managing the classroom. Participants will learn about opening and closing lessons, interactive teaching methods, questions and answers, setting up activities, and handling difficult situations. The one-day agenda is split into morning and afternoon sessions covering these topics through modules with breaks for lunch.
This document provides an overview of a training session for trainers on how to conduct effective training sessions. The training covers structuring sessions, adult learning principles, and presentation skills. Specifically, it discusses how to structure a session with an introduction, main presentation, and summary. It also covers how to engage learners, prevent overload, and use voice, body language, language and demonstrations effectively when presenting.
The document discusses the World Wide Web and how it allows for multimedia content and interactive experiences on websites. It also mentions logos and design as important elements for websites. The Web provides a platform for sharing information globally through digital technologies and multimedia.
Apostila que acompanha o 6º vídeo da Playlist "Dicas para iniciantes" (no nosso canal do You Tube). Para entendê-la veja o vídeo.
https://www.youtube.com/watch?v=biWSr_AL5hM
Visite nosso canal:
https://www.youtube.com/c/sergiosolimando
This presentation is for those who are very new to Powerpoints and want to learn the art of making effective PPT's. Also the idea behind making a module, per say, is important and this PPT describes the parameters on which a Basic Training Module can be built. These parameters will help the new comers to get an Idea of how to prepare Training Modules
The document provides an overview of topics covered in a Train the Trainer program, including introduction and learning styles, needs analysis, program design, facilitation skills, and assessment methods. It discusses identifying learning needs, designing a training program, and tips for effective training. The contact information is also included for the training organization.
The document provides guidance for trainers on how to conduct effective training sessions. It defines training and outlines the objectives, responsibilities and characteristics of a good trainer. It discusses the importance of training for both employees and organizations. The document recommends using a four step training method including preparation, demonstration, practice and follow up. It also provides tips on different training methods, code of conduct, joining instructions and necessary equipment. The overall document serves as a reference for trainers on best practices for planning and delivering training.
Developing expertise to meet aspects of the teachers' standards ts learning ...Lee Hazeldine
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
The document discusses several topics related to training content design and development. It begins by noting that students forget 90% of what they learn within 30 days, with most forgetting occurring within the first few hours. It then introduces the ADDIE model for developing training, which includes the phases of analysis, design, development, implementation, and evaluation. Specific tasks and outputs for each phase are listed. The document also discusses course structuring guidelines and the ARCS model for motivating learners through gaining attention, establishing relevance, building confidence, and satisfying learners. Blooms taxonomy and the differences between learning and retention are briefly covered.
Ev682 planning to teach and facilitate learning wb 29.9.14MikeHayler
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver a short training session, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain confidence and skills for training others.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
This document provides an overview and agenda for a "Train the Trainer" course. The course aims to help participants become effective teachers using adult learning principles. It covers fundamental teaching techniques, communication skills, engaging learners, leading activities, and classroom management. The 3-day agenda includes introductions, teaching techniques from experienced trainers, discussions of adult learning theory, activities to practice skills, and a wrap-up session. Participants are asked to identify a personal learning objective to focus their participation.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
The document discusses effective and ineffective qualities of trainers. It outlines that effective trainers have a well-integrated personality, the ability to communicate ideas, knowledge of the subject matter, an understanding of how people learn, and creative imagination. Ineffective trainers may bluff when unsure, not stick to the subject matter, bully poor learners, or have poorly timed comedy. The document also provides tips for trainers such as using questions to stimulate interaction, emphasizing key points, and incorporating active learning techniques rather than solely lecturing.
This document provides information and instructions for trainers on how to lead a PreciseTM training course. It covers conducting the course introduction, leading topic discussions, concluding the course, and course evaluations. The introduction section discusses introducing prerequisites, audience, instructors, and the course schedule. The topic discussion section provides guidance on presenting instructional materials and improvising. The conclusion section addresses bringing the course to an end and evaluating success.
The document discusses the qualities and skills of an effective trainer. It states that trainers should use language and a style of speech that is appropriate for their audience. They should have a comprehensive understanding of the subject, be willing to continually learn and update their skills, and have experience doing the job they are training. An effective trainer understands different learning styles, facilitates improvement, and helps both new and experienced trainees learn. They serve as a role model, have strong communication and listening skills, and enjoy helping others grow.
This document discusses training and teaching. It defines training as a planned effort to modify knowledge, skills, and attitudes to achieve effective performance. Teaching involves giving knowledge, while training focuses on sharing knowledge and active participation. The document also discusses learning styles, including activist, reflector, theorist, and pragmatist learners. Finally, it outlines different types of trainers, including the teacher, relationship builder, drone, and movie star, categorized by their orientation and audience involvement.
This document provides guidance on logistics to consider when planning a training workshop. It emphasizes that location and timeframe are the two most important factors to consider, and instructs the reader to think about advantages and disadvantages of the location and how to overcome constraints. It also recommends determining audience needs, workshop goals, and appropriate dates/times that do not conflict with other events. Additional tips include preparing materials in advance, checking the venue early, facilitating interactive learning, and having contingencies for potential problems during the workshop.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver short sample training sessions, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain skills and confidence for developing and conducting effective training programs.
The document outlines Robert Gagne's 9 steps for instructional design and provides an example lesson plan applying the steps. The 9 steps are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting stimulus, 5) providing guidance, 6) eliciting performance, 7) giving feedback, 8) assessing performance, and 9) enhancing retention and transfer. The example lesson teaches 2nd graders how to create diagrams using Kidspiration software by guiding them through each step of Gagne's instructional model.
This document discusses using short writing assignments to actively engage students in learning course material. It describes four types of writing assignments that can be used in any classroom: the one minute paper, muddiest/clearest point, daily journal or log, and summary of a summary. These assignments encourage student learning and information retention by having them write brief responses about what they are understanding or finding confusing from class lessons. The writing also allows instructors to evaluate student understanding and provide help to students on concepts that need more explanation.
This Train-The-Trainer seminar aims to help participants become effective teachers through exploring best practices in adult learning theory and teaching tools. The training covers adult learning principles, fundamental teaching techniques, good communication skills, engaging learners, leading learning activities, and managing the classroom. Participants will learn about opening and closing lessons, interactive teaching methods, questions and answers, setting up activities, and handling difficult situations. The one-day agenda is split into morning and afternoon sessions covering these topics through modules with breaks for lunch.
This document provides an overview of a training session for trainers on how to conduct effective training sessions. The training covers structuring sessions, adult learning principles, and presentation skills. Specifically, it discusses how to structure a session with an introduction, main presentation, and summary. It also covers how to engage learners, prevent overload, and use voice, body language, language and demonstrations effectively when presenting.
The document discusses the World Wide Web and how it allows for multimedia content and interactive experiences on websites. It also mentions logos and design as important elements for websites. The Web provides a platform for sharing information globally through digital technologies and multimedia.
Apostila que acompanha o 6º vídeo da Playlist "Dicas para iniciantes" (no nosso canal do You Tube). Para entendê-la veja o vídeo.
https://www.youtube.com/watch?v=biWSr_AL5hM
Visite nosso canal:
https://www.youtube.com/c/sergiosolimando
El documento presenta una línea de tiempo de los microprocesadores más importantes desde la creación del Intel 80386 en 1985 hasta el lanzamiento del procesador Tegra 4 de Nvidia en 2013. Algunos hitos clave incluyen el Intel 80286 en 1982, el Intel 486 en 1991, el Pentium en 1993, el AMD Athlon en 1999, el Intel Core 2 en 2006 y el Intel Core Ivy Bridge en 2012.
El documento resume las 7 etapas del desarrollo humano: 1) etapa prenatal, 2) infancia, 3) adolescencia, 4) juventud, 5) adultez, 6) ancianidad y 7) vejez. Describe las características físicas, cognitivas y psicológicas clave de cada etapa, incluidos cambios en el tamaño y la forma del cuerpo, el desarrollo cerebral, la independencia y la madurez emocional. El desarrollo humano es un proceso continuo que comienza desde la concepción
1) O documento descreve um curso online para aprender violão chamado "Você Pode Tocar", criado por Renato Faleiro, músico profissional há mais de 15 anos.
2) O método ensina de forma passo a passo e flexível, permitindo que o aluno estude no conforto de casa e no horário que preferir.
3) O curso oferece garantia de devolução do dinheiro durante 30 dias caso o aluno não fique satisfeito, removendo qualquer risco da compra.
Mushroom poisioning A Lecture By Mr Allah Dad Khan Former DG Agriculture Exte...Mr.Allah Dad Khan
Mushrooms have been used for food and medicine throughout history, but some species can cause poisoning. The document discusses the historical aspects of mushroom poisoning, including cases from ancient times through the modern era. Poisonings have occurred due to accidental ingestion of toxic species as well as deliberate consumption for ritual or suicidal purposes.
The government community is realizing the importance of incorporating technology into the translation workflow for mission areas that deal with foreign languages. In this era of big data, human linguists can no longer handle the workload alone. Therefore, there is growing interest in how to incorporate the best attributes of human translators with those of translation technologies into workflows that make sense for government entities. This session will discuss a variety of translation technologies (translator skill assessment, computer-assisted translation, machine translation, and translation management) and how they are used in government environments today. Specific topics to be discussed will include: an introduction to government language standards and policies, an innovative use of technology for translation testing, differences between the commercial and government settings, and a case study discussing the operational use of translation technology.
Francisco Alcaide ha impartido numerosas conferencias sobre desarrollo personal y liderazgo/management tanto en empresas privadas (SHA Wellness Clinic, Energy Sistem, Pastelería Mallorca...), escuelas de negocio (EIG, ICADE, IMF, Loyola...) como foros y congresos (ExpoLearning, Manager Business Forum, Málaga Emplea...).
Francisco Alcaide es conferenciante, escritor y formador. Ha escrito, sólo o en colaboración, diez libros, entre ellos el best-seller ‘Aprendiendo de los mejores’, ya en su 9ª edición, traducido al chino y entre los 25 mejores libros de negocios y desarrollo personal a nivel internacional junto a Daniel Goleman, Jack Welch o Richard Branson.
www.franciscoalcaide.com
www.aprendiendodelosmejores.es
www.tufuturoeshoy.com
@falcaide
UML. Un análisis comparativo para la diagramación de softwareYaskelly Yedra
Este documento realiza un análisis comparativo entre el Lenguaje de Modelado Unificado (UML) con el desarrollo estructurado y los métodos orientados a objetos. Describe los elementos, relaciones y diagramas de UML, el desarrollo estructurado y los métodos orientados a objetos. Luego, realiza un análisis comparativo entre estos para descubrir similitudes y diferencias. Concluye que UML no garantiza el éxito de un proyecto pero permite a los ingenieros centrarse en la entrega de un producto
Congreso Brand Care: ponencia de Koke, Jorge González, desposicionamiento de contenido en google, orm, reputacion online, blackhat seo, seo, seo pr, press seo
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
The four-part lesson plan consists of four parts: 1) Connection (Do Now), 2) Activation, 3) Demonstration, and 4) Consolidation. Each part builds upon the next to help students master the learning objectives. In the Connection phase, a Do Now activity recalls prior knowledge and connects it to the lesson. The Activation phase presents new information actively without being passive or a lecture. In the Demonstration phase, students apply their understanding and take ownership of their learning. Finally, the Consolidation phase allows students to reflect on and consolidate their learning to ensure mastery of the objectives.
The document discusses key concepts related to learning environments and organizational learning. It covers learning definitions and outcomes, learning styles, Gagne's and Bloom's taxonomies of learning, the ADDIE model of instructional design, and characteristics of learning organizations. It also outlines some common challenges to becoming a learning organization, such as employee resistance to change, lack of leadership training, short-term focus, and high turnover.
This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
Copy of step_professional_development_part_1plouis
The document provides information on team building activities, change management strategies, adult learning principles, learning styles, and presentation skills. It includes definitions of key terms like andragogy and discusses differences between how children and adults learn. Guidelines are presented for developing a Change Implementation Plan (ChIP) and tips are offered for effective delivery including establishing norms, controlling pace, and varying energy. The content emphasizes making learning relevant, allowing self-direction, and drawing on life experiences of adult learners.
This document outlines the backward design instructional design principle. It involves 3 key steps: 1) identifying the desired results and learning objectives students should achieve, 2) determining acceptable evidence that students have achieved the objectives through assessments, and 3) planning the learning experiences and instruction to help students achieve the objectives and pass the assessments. The process is meant to start with the end goal in mind and work backwards to design the course.
This document outlines the backward design instructional design principle. It involves 3 key steps: 1) identifying the desired results and learning objectives students should achieve, 2) determining acceptable evidence that students have achieved the objectives through assessments, and 3) planning the learning experiences and instruction to help students achieve the objectives and pass the assessments. The process is meant to start with the end goal in mind and work backwards to design the instructional content and activities.
1. The document provides an introduction to an 8-step process for developing and presenting effective safety training. The steps include assessing learner needs, setting goals and objectives, designing the curriculum, selecting methods and media, writing the course outline, coordinating logistics, presenting the training, documenting the training, and evaluating the results.
2. The document uses examples to illustrate each step of the process, including conducting a needs analysis for a training at GeeWiz Widgets and developing goals, objectives, curriculum design, and evaluation plan for that training.
3. Key aspects of effective training discussed include making sure objectives are observable, measurable, and specify a performance standard; using a variety of methods like case studies,
Ev682 assessment for learning and development wb 9th november 2015MikeHayler
This document discusses assessment for learning (AfL) and formative assessment. It outlines the key principles of AfL, including that it is part of effective planning, focuses on how students learn, and promotes self-assessment. The basic elements of AfL are sharing learning goals, effective questioning, self and peer evaluation, and effective feedback. Peer assessment can help students understand task requirements and different approaches. Proper planning is required to implement peer assessment, including preparing students to assess each other's work effectively. Formative assessment should be ongoing and used to inform future lesson planning.
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr. Dr. John Persico
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
Using coaching skills to improve the use of learning technologiesscbetts
This document outlines a workshop on using coaching skills to support engagement with learning technologies. The workshop objectives are to help participants identify challenges, reflect on their coaching skills, learn coaching techniques like questioning and listening, and consider how to apply these skills in their roles. Various activities are described to help participants practice coaching, including setting goals, considering options, and planning next steps. Key coaching models like GROW and techniques for effective questioning and listening are also covered.
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
To help you explore ways of developing more powerful learnin.docxjuliennehar
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
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Lion Nathan, a New Zealand-based alcoholic beverage company, experienced growth in the early 1990s but began losing profits and market share by 1996. The CEO responded by critically evaluating the company's leadership and culture. In 1997, Lion Nathan began working with Human Synergistics to assess leadership styles and organizational culture. Surveys found that most leaders had aggressive styles that were negatively impacting the culture. Over 10 years, Lion Nathan focused on developing constructive leadership behaviors and aligning practices like talent management with its new values of integrity, facing reality, and passion for business. This led to improved employee engagement, customer satisfaction, and financial performance.
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2. After completing this module, you will be able to:
Apply key principles of adult learning to improve agent performance
Distinguish between telling and training in order to increase application of
new knowledge
Design short training lesson based on adult learning principles
Deliver the training session with feedback from instructor
Objectives
2
3. 3
How many of you want to be trainers?
● What is your motivation?
How many of you are less excited about becoming trainers?
● Why are you hesitant?
Introduction
4. 4
“Today, I will show you how to use the all-new call documentation software.”
Teaching
“If the customer says _________, then you say ____________.”
Telling
“We are changing the way we document repurchase and replacement
requests. We will go through the process together today, and you’ll get time
to practice.”
Training
Teaching, Telling, Or Training?
5. 5
At work and at home,
When do you find yourself teaching?
When do you find yourself telling?
When do you find yourself training?
DISCUSS: Teaching, Telling, Or Training?
6. Know Your Audience: Adult Learners
6
What do adult learners value?
• Autonomy—participating, sharing thoughts and ideas
• Action—applying what was learned as quickly as possible
7. Know Your Audience: What’s In It For Me?
7
• Consider the lives of your team members
• Selling the relevance of the training helps learners see that
they should make room for it
• Motivation to learn increases as the perceived value of the
information increases
• Mood is a factor
8. What are the Key Ingredients for Learning?
8
Ability
Monetary Incentives
The instructor
PowerPoint slides with flashy
animations
Prior Knowledge
Not wanting to feel bad about oneself
The setting/training room
Competition
Fear of repercussions for not learning
Motivation
Video content
Refreshments
Entertainment factor
9. The Key Ingredients for Learning
9
Ability—the potential we have to leverage
Prior Knowledge—what learners already know can help them learn easier
Motivation—those who care, have drive, and the desire to achieve are
primed to learn, but these factors also affect motivation
● Confidence helps, but under and overconfidence do not
● Mood—if we aren’t in the mood to learn, motivation decreases
10. REFLECT: The Key Ingredients for Learning
10
Write down how you think ability, prior knowledge, and motivation influence
your training efforts on this job
How can you use these to create future training?
How can you encourage motivation to learn?
Share with the person next to you
11. Project: Create a 10-Minute Training Module
11
Project Milestone Deliverable(s)
Create an outline for a 10-Minute
training session on one of the ISMs
Walk through the ISM from concept
(what is it?) to action (how should
agents enact this ISM?)
Content outline completed for
class presentation today in class
Create a script for the training
session and
Script for training session sent to
Training and Knowledge Team
within one week from today
Revise the lesson with feedback
from Training and Knowledge
Revised lesson one week after
feedback delivered
Deliver lesson with observer in room Lesson delivered and feedback
delivered to trainer
12. Choose Your ISM
12
Now, choose your ISM and write it on the Worksheet
• First things first
• Make it easy
• Keep commitments – ALWAYS
• Affirmative Always. Yes before No
• Reaffirm the customer's purchase decision
13. 13
Five-Step Model for Structuring Training Sessions
Rationale: Begin with why
Objectives: What are we going to cover?
Activities: Apply the Concepts
Evaluation: Test Learners
OK
?
Confirming
Feedback
Corrective
Feedback
YES NO
14. 14
Rationale
Learners expect to be presented with the reason for the learning session
If they can see a reason to learn the material, they will want to learn it
Objectives
State what learners will be able to do by the end of the session in concrete,
verifiable terms
Activities
If learners practice doing the objectives or something that leads to them,
they will be more likely to attain them
Be sure that activities are directly related to the objectives
They should be fun and a little challenging
They must be related to how the learn will use the content
How to Structure Training for Adults that Sticks
15. 15
Evaluation
Check to see if the learners have learned
Evaluate performance, not the person
Feedback
Provide performance in terms of the objectives. Let learners know when
they’ve got it and provide correction when needed
How to Structure Training for Adults that Sticks
16. 16
Use your handout to determine the rationale for creating a lesson around the
ISM you chose
Why should your learners need to learn this ISM?
How does knowing the ISM apply to their work?
Share your answers with another person in the room
Stand up to have your idea exchange
ACTIVITY: Describe the Rationale
17. 17
If learners know what they are supposed to learn, there’s a better chance
that they will learn it
State the objectives in terms of the learner
● You will be able to transfer calls to other departments
● I will show you how to transfer calls
Also, state the objectives in concrete terms
● You will be able reassign a case to a case manager
● You will know the process for assigning a case to a case manager
Creating Performance Objectives
18. 18
Create two possible performance objectives for your ISMs-based lesson
Write them on your Worksheet
Share them with another person
Discuss whether the objectives are learner-centered and concretely
verifiable
● Revise if necessary
Write the performance objectives you plan to use on your Worksheet
ACTIVITY: Creating Performance Objectives
19. 19
Activities must lead learners to attaining performance objectives
● Review your objectives to determine what form the activities should take
Remember, they should be appropriately challenging and should use some
of the learner’s prior knowledge if possible
Activities must be relevant to how the learner will use the information
For a 10-Minute session, aim for one 1-minute activity
What are some activities that spring to mind, even from training you’ve
experienced?
Choosing and Developing Activities
20. 20
Activities can take many forms
● Self-directed write and reflect
● Share with a partner
● Report out to the group
● Signals (e.g. “Raise your hand if…”)
● Draw a visual to show understanding
● Pop-up (e.g. “Stand up and share an empathy statement”)
Remember, they should be appropriately challenging and should use some
of the learner’s prior knowledge if possible
Choosing and Developing Activities
21. 21
Partner up with one other person
Spend 10 minutes brainstorming activity ideas for your training sessions
Be sure to consider how the activities:
● Stimulate transfer of training to the floor
● Encourage learners to contribute their own experience and judgment
● Difficulty level aligns with the learners’ knowledge, skills, and abilities
● Might be used in other aspects of the job
Write the activities you plan to use on your Worksheet
ACTIVITY: Choosing and Developing Activities
22. 22
Evaluations should focus on the performance of the objectives
Could take the form of performance tests, oral tests, written tests, and
performance results
Provides a way to deliver Confirmation Feedback or Corrective Feedback
Other Evaluation Methods:
Ticket Out: Ask learners what they’ve learned, what’s still confusing, what
they think is most important
Action Plan: Ask what learners are going to do with what they’ve learned
Evaluating Learner Performance
23. 23
Partner up with one other person
Spend 10 minutes brainstorming activity ideas for evaluating learner
performance
Be sure to consider how the activities:
● Will let the learner know he or she has got it right (Confirming Feedback)
● Will help them get back on course if they’ve got it wrong (Correcting Feedback)
Write the evaluation methods you plan to use on your sheet
ACTIVITY: Evaluating Learner Performance
24. 24
Using a Script Sheet can help you develop content and plan the lesson
Review the Handout
Use it to develop your lesson
Developing Training Content
25. 25
Present your Worksheet to the Group
Include:
● The ISM you are going to teach
● Rationale
● Objectives
● Activities
● Evaluation
ACTIVITY: Bring It All Together
27. 27
Set clear a clear purpose
Map out your lesson using the tools provided
State the learning objectives in terms of the learner
Remember “What’s in it for me?”
Allow learners to share experience and leverage it for learning
Use hands-on practice early and often
As You Begin Your Journey…
28. 28
Over the next week:
Complete the Training Session Script Sheet
Complete your ISM lesson and send it to me for feedback
You will receive feedback from the Training and Knowledge Team to
enhance and develop your training
Watch for emails and tips from me!
NEXT STEPS: Complete the Script and Lesson
Editor's Notes
TIME: 2 minutes
PRESENT:Slide content
TRANSITION:Now, let’s talk about your new hat, “trainer,” and how you feel about it.
TIME: 5 minutes
PRESENT:Slide content.
EMPHASIZE:When it is done with the appropriate level of planning and practice, training becomes less daunting.
Whether you are motivated to become a trainer or not, by the time we complete this module, you will have a variety of strategies to develop lessons that stick with your team.
TRANSITION:Now, let’s get started by talking about the differences between telling, teaching, and training.
TIME: 5 minutes
PRESENT:Activity—slide animation reveals whether example is teaching or training.
EMPHASIZE:
There are differences among teaching, telling, and training.
-Teaching requires no prior knowledge.
-Telling is directive; doesn’t require any additional thought or processing. Adults (and lots of kids) don’t like this much.
-Training is about providing information that learners need to absorb and apply. They may or may not have some prior knowledge.
We are here to learn to develop training. That means we are going to learn to provide information to your team members that they can absorb and apply to their jobs successfully. Your agents have prior knowledge. We just need to build upon that foundation.
TRANSITION:Now that we understand what it means to train, let’s look at what we find ourselves doing at and away from work.
TIME 10 minutes
PRESENT:Slide content
EMPHASIZE:
There are differences among teaching, telling, and training.
-Teaching requires no prior knowledge for the learners.
-Telling is directive; doesn’t require any additional thought or processing. Adults (and lots of kids) don’t like this much.
-Training is about providing information that learners need to absorb and apply. They may or may not have some prior knowledge.
We are here to learn to develop training. That means we are going to learn to provide information to your team members that they can absorb and apply to their jobs successfully. Your agents have prior knowledge. We just need to build upon that foundation.
TRANSITION:Now that we understand what it means to train, let’s look at the most important ingredients in adult learning.
TIME: 5 minutes
PRESENT:Slide content.
how to plan an effective training session.
EMPHASIZE:You’ve all experienced death by PowerPoint; seek to train others the way you’d like to be trained. What kinds of training experiences did you enjoy? Dislike?
TIME: 5 minutes
PRESENT:Slide content.
Adult learners need a strong “what’s in it for me?” pitch to pay attention. The more perceived value your training has, the more they will work to learn.
Help them see why they need the training, how it will help them do the job more easily/more effectively/more efficiently. Think about what drives your team’s performance and call attention to how the training helps them do something that’s important to them better.
The agents’ mood can be a factor as well. Sometimes people use time off the floor to “check out,” they have other things on their minds, or just aren’t in the mood to learn. This is where emphasizing what’s in it for them is critical.
EMPHASIZE:
You’ll be developing a 10-Minute training session, complete with an explanation of the ISM, as well as how and when to use it.
TRANSITION:Now, let’s talk about the key ingredients for adult learning.
TIME: 10 minutes
PRESENT:Which of these items do you think facilitates learning?
-This is good news for those of us in the room. Our agents have ability, prior knowledge, and motivation. Learning is a stew of motivation, prior knowledge, and ability. People who have the ability to learning, some prior knowledge, and motivation are most likely to learn and transfer the training to the floor.
-While it’s easy to think that money is a great incentive for learning, it only goes so far. What if people don’t think they’re being paid enough?
-While some people naturally want to please the teacher or the team lead, this doesn’t necessarily translate to learning. Sometimes people will just tell us what we want to hear, and the transfer of training won’t be successful.
-And while I’d love to think that the instructor is the key, I’m not.
TRANSITION:Now, let’s dig deeper into ability, prior knowledge, and motivation.
TIME: 5 minutes
PRESENT:
How can you use this information to develop short training lessons for your agents?
EMPHASIZE:
It’s true that our agents have different levels of ability, but they all have a baseline in that they’re doing the same job. Some do it better than others, but they’re all doing it.
Because we do the training, we know what agents should know. This can help us design. If the content is new, such as a policy or procedure change, we can position it with relation to what they have been doing. If we’re doing a refresher, we know that many aren’t doing something we’ve asked them to do.
TRANSITION:
Now, let’s think about how these factors influence the way training is developed.
TIME: 10 minutes
PRESENT:Questions for discussion. Have TLs write down brief answers to these questions and to discuss with a peer. 5 minutes.
Ask one or two pairs to report out to the group.
EMPHASIZE:
Profile of best agents—problem solvers. They are comfortable with changes and updates to job.
Our agents live in a world of consistent change, so they are accustomed to updates and changes.
We can encourage motivation to learn by reinforcing in a variety of ways. You know your agents—what motivates them? Family? Paying the bills? Personal satisfaction? It is different for each person. Find out what motivates them and use that to reach them. In most cases, “Do it or you won’t have a job here” isn’t a good motivator.
TRANSITION:Now let’s talk about the task we will be completing today.
TIME: 5 minutes
PRESENT:You will use what we learn today to develop your first 10-Minute Training session on one of the ISMs.
EMPHASIZE:Confirm that learners understand the project scope, milestones, and deadlines
TRANSITION: Let’s begin by choosing your ISM.
TIME: 5 minutes
PRESENT:Slide content.
You could choose the ISM you have the most passion for, or the one that your team needs to develop. Or the one that you’d like to teach your agents how to use in a certain way.
Write the ISM you will be training on the outline sheet.
TRANSITION:Now, let’s talk about how to plan an effective training session.
TIME: 10 minutes
PRESENT:This model provides a structure for when and how to create training sessions.
-The rationale is important because we should have a reason when we create a training session. It could be something new, something that needs reinforcement, or some other reason
-Next, we need to determine what will be covered during the session. Objectives specifically state what you want the learners to be able to do after the training
-Activities will help learners apply the knowledge provided and test how it fits in with what they already know
-In order to know if the learners got what you wanted them to get from the session, we need to evaluate.
-If they didn’t get it, we need to double back to correct mistakes. If they did, we should focus our message on confirming for them that they did get it.
EMPHASIZE:
This structure is the one we’ll use in the class, and it has application beyond today. You can apply this to any training session you design.
TRANSITION:
Now, let’s dive deeper into the process.
TIME: 5 minutes
PRESENT:Slide content
EMPHASIZE:
It is not necessary to talk and talk and talk or to try to cram too much info into one session. How has that made you feel in the past as a learner?
The clearer the purpose and objectives of the training, the more learners will get from it. They will understand why they are in the training and what they should be able to do when they’ve completed it.
This is why any activities you use must be relevant to how the information will be used on the job. Crosswords or word searches are not good training activities unless you are seeking to create better word searchers or crossword puzzlers.
QUESTION:What do you want your learners to get out of the ISM session you’re designing?
TRANSITION:
Let’s look at the last two elements of the structure.
TIME: 5 minutes
PRESENT:Slide content
EMPHASIZE:It’s important to determine if your learners got what you wanted them to get from the training. It’s also important for you to confirm or correct the learners’ ideas about the takeaways.
Evaluation can take many forms, and we’ll cover several ways to do so later.
TRANSITION:
Now, let’s start planning your training session.
TIME: 10 minutes
PRESENT:Directions on the slide.
EMPHASIZE:The stronger case you’re able to make about why learners need to know the information you’re going to train, and the more clear it is how the material relates to their jobs, the more likely they are to be motivated to learn it.
TIME: 5 Minutes
PRESENT:Slide content
EMPHASIZE:
Adult learners benefit from clear objectives. People want to know why they are in training and what they are supposed to get from being there.
The second example under State the Objectives in Terms of the Learner does not state the objective in terms of the learner.
The second example under State the Objectives in Concrete terms does not do so. Knowing a process is not the same as doing it.
Again, try not to cram too much into one session.
TRANSITION:Now, let’s practice writing performance objectives for your lesson.
TIME: 10 Minutes
PRESENT:
Slide content
EMPHASIZE:It’s important to construct the objectives in a terms of the learner and in concrete terms. What specifically will the agents be able to do after the training?
NOTE:Confirm that the objectives developed meet the criteria by asking the group to share their objectives. Provide corrective feedback if necessary.
TRANSITION:
TIME: 5 Minutes
PRESENT:Slide content
EMPHASIZE: Look at the objectives you’ve developed to guide your activity development.
Don’t forget to make it a little challenging, and try to tie to prior knowledge.
ASK:
How can you use agents’ knowledge of the ISMs to develop a lesson that encourages correct usage of the ISM you’ve selected.
TRANSITION:Now, let’s talk about some activities that could be used in your lesson.
TIME: 5 Minutes
PRESENT:Slide content
EMPHASIZE:Activities can be somewhat informal, but they need to be relevant (i.e. no crosswords, hangman, etc.).
Getting people moving around can help to avoid fatigue and keep engagement.
TRANSITION:
Next, you will decide on an activity for your lesson.
TIME: 10 Minutes
PRESENT:Slide content
EMPHASIZE:In designing the activity, consider the stories you can use. Your agents have commonalities and shared experiences as more than just call center agents. This is where your knowledge of your team can help you develop context and relevance in your lesson.
TRANSITION:
Now, let’s talk about how to check for understanding of content.
TIME: 5 Minutes
PRESENT:Evaluations can come in many forms. Sometimes we test in the classroom and continue to test via follow-up activities.
It need not feel like a “test” to your agents. The key is that it provides an opportunity to provide confirming or corrective feedback.
And the corrective feedback can be delivered in a variety of methods, too. You can have another learner build on or redirect the initial response. You can ask a follow up question (“How would that sound to a customer?”) or other methods.
EMPHASIZE:Having learners take ownership of what they’ve learned helps the transfer of training content to the floor.
TRANSITION:Now, let’s develop the evaluation for your modules.
TIME: 10 Minutes
PRESENT:Directions
EMPHASIZE:Evaluations are important for the learner and the trainer. They help the learner ensure that he/she got the important information and help the trainer know he/she has facilitated learning.
TRANSITION:
Now, we will take a look at a tool that will help you develop your module beyond the outline.
TIME: 10 Minutes
HANDOUT: Training Script Sheet
PRESENT:Review the Script Sheet. Talk about what should be in each field on it.
Title, Audience, Time, and Objectives.
EMPHASIZE:You will complete this Script Sheet and send it to the Training and Knowledge team for review.
This is the same process that Training and Knowledge goes through when developing training lessons.
Each field will help you plan your lesson. You can use the sheet to plan your sessions using the principles we’ve outlined in class.
Write the content to the level of detail that someone else could step in and conduct the session.
You might even want to write down the stories you want to use to help the material stick.
Planning your lesson fully will help you practice and feel better about presenting.
DO: The order or outline of what you and the learners will be doing during the lesson. Plan the lesson’s steps from Introduction to final takeaways or actions.
SAY: Script out what you will say to the level of detail that someone else could do the session. Include any points to emphasize.
RESOURCES: Include any videos, handouts, audio files, or other media that will be used.
TIME: Plan out how much time you will spend on each part of the training—our goal is a 10 minute session.
Complete this form and send it to my team for review within the next week.
TRANSITION: Now, it’s time to present your planning outline.
PRESENT:
Slide content.
NOTES:
Have the learners present their Worksheets individually and provide brief feedback if course correction is needed.
EMPHASIZE:Learners, listen carefully. Imagine yourself participating in the lesson. Do you have any questions about it?
Learning is collaboration. Don’t be afraid to borrow a good idea from your colleagues.
TRANSITION: Here’s one last video to pull everything we’ve talked about today.
TIME: 5 minutes
PRESENT:
This video is a good recap of many of the ideas we’ve covered today.
EMPHASIZE:Remember what you know about adult learners—keep instructions short and get to practice and application quickly!
TRANSITION:Now, a few more reminders to send you on your way.
TIME: 5 minutes
PRESENT: Here are some tips to remember as you begin designing your lesson.
TRANSITION:Now, let’s review the next steps in your training.
TIME: 5 Minutes
PRESENT:Slide content.
EMPHASIZE:Training sessions will be observed by a member of the Training and Knowledge team and feedback will be provided.
TRANSITION:Thank you for your time. I look forward to seeing the scripts you create and to watching the sessions be delivered.