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 design and deliver effective training. It discusses analyzing course material and learner information, establishing credibility as an instructor, managing the learning environment, using appropriate instructional methods, and evaluating learner performance. The design methodology involves envisioning the purpose of the training, analyzing the audience and tasks, defining objectives at the terminal, module, and session levels, and planning content and delivery. Learner behaviors and styles are also addressed to engage all participants. The goal is to equip trainers with best practices for creating and conducting impactful training programs.
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
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 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.
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.
Train the Trainer - Training and Development SessionAly Abbas Dilawar
This document provides guidance on how to conduct effective trainings. It discusses introducing yourself to participants, key elements of effective presentations such as preparing content, understanding your audience, confident delivery, and controlling the environment. Specific tips are provided, such as identifying a few key points, using examples, practicing, and using participants' names. The document also contrasts telling vs. teaching, provides sample activities for reflection and brainstorming, and discusses using storytelling, grabbing attention, and asking questions.
The document provides information about an upcoming two-day train the trainer workshop. It includes an overview of the workshop contents and objectives, which are to introduce training concepts so participants can design effective training sessions. The workshop will cover topics like the learning cycle, what makes a successful trainer, and a four-step plan for preparing and delivering training. Trainees will practice their skills and have an on-the-job assessment following the course.
The document provides guidance on how to design and deliver effective training. It discusses analyzing course material and learner information, establishing credibility as an instructor, managing the learning environment, using appropriate instructional methods, and evaluating learner performance. The design methodology involves envisioning the purpose of the training, analyzing the audience and tasks, defining objectives at the terminal, module, and session levels, and planning content and delivery. Learner behaviors and styles are also addressed to engage all participants. The goal is to equip trainers with best practices for creating and conducting impactful training programs.
This document outlines the agenda and key points for a "Train the Trainer" seminar. The seminar will cover:
1. Preparation, including understanding adult learning styles, the differences between teachers and instructors, creating checklists and lesson plans, and motivating audiences.
2. Training delivery, including gaining attention, setting aims and objectives, explaining content, facilitating discussions, and demonstrating techniques.
3. Best practices such as using multimedia, facilitating discussions, summarizing, and checking for understanding.
The goal is to equip participants to effectively plan, deliver, and facilitate their own training sessions.
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 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.
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.
Train the Trainer - Training and Development SessionAly Abbas Dilawar
This document provides guidance on how to conduct effective trainings. It discusses introducing yourself to participants, key elements of effective presentations such as preparing content, understanding your audience, confident delivery, and controlling the environment. Specific tips are provided, such as identifying a few key points, using examples, practicing, and using participants' names. The document also contrasts telling vs. teaching, provides sample activities for reflection and brainstorming, and discusses using storytelling, grabbing attention, and asking questions.
The document provides information about an upcoming two-day train the trainer workshop. It includes an overview of the workshop contents and objectives, which are to introduce training concepts so participants can design effective training sessions. The workshop will cover topics like the learning cycle, what makes a successful trainer, and a four-step plan for preparing and delivering training. Trainees will practice their skills and have an on-the-job assessment following the course.
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.
Learn how to run meetings that produce results every time.
1. Use Foundation Tools to Set the Stage for Success.
2. Proactively Manage the Three Meeting Phases.
3. Keep Participants Engaged and Accountable.
The document outlines an agenda for a training on facilitation skills. It includes the following:
- Learning objectives around understanding the roles and responsibilities of facilitators as well as basic facilitation skills and structure.
- A detailed timetable outlining sessions on getting started, basic responsibilities of facilitators, basic facilitation map, facilitation techniques, and conclusion.
- An overview of the modules including getting started, basic responsibilities, basic facilitation map, and basic facilitation techniques.
This two-day training program provides an overview of planning and organizing skills. Day one covers the fundamentals of management, planning, and applying a six-step planning process. Day two focuses on the definition and key elements of organizing, as well as delegation. Interactive activities are used to apply planning and organizing concepts to the National Integrated Policy Management Operations (NIPMO) work environment. The training aims to help participants effectively plan and manage resources through goal setting, strategy development, and monitoring outcomes.
The document provides an overview of the roles and responsibilities of a supervisor. It discusses the importance of supervisors in achieving organizational goals and linking upper management to frontline workers. The key responsibilities of a supervisor include achieving targets, overseeing production, assigning and monitoring work, and ensuring guidelines are followed. Effective supervision requires skills such as setting goals, making decisions, managing change, communication, delegation, training, monitoring performance, and dealing with conflict or poor performance.
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 developing effective presentation skills. It discusses that presenting is a learned skill developed through training and experience. It outlines an agenda for presentation topics, including planning, techniques, visual aids, and practice. It emphasizes that presentations help with career success by getting ideas across and building confidence. While public speaking fears are common, preparation, practice, and believing in oneself can help overcome anxiety. Effective presentations are audience-centered, accomplish their objective, and are fun for both the presenter and audience. The key is to plan thoroughly, practice extensively, and focus on delivering the main message.
This document outlines the key steps in an effective train-the-trainer process:
1. Analysis - Conduct a needs assessment to identify gaps between current and desired skills/knowledge through surveys, interviews, and reports. Determine clear training objectives and methods.
2. Design and development - Develop the training content and points based on the objectives. Organize the presentation and incorporate visual elements.
3. Delivery - Engage trainees through an interesting delivery style using techniques like questions, examples, and activities. Deal with questions from trainees respectfully.
4. Evaluation - Measure the success of the training against the original objectives using methods like surveys, interviews, or work results to evaluate learning progress and on-the-
The document provides an overview of fundamentals for coaching techniques to improve employee performance. It discusses the differences between mentoring and coaching, best practices for side-by-side coaching including giving feedback, and how to plan and structure coaching sessions. The goals of coaching are to improve performance, help people achieve their potential, and help the organization grow.
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.
The document provides dos and don'ts for trainers during learning sessions. It recommends that trainers maintain eye contact, prepare in advance, involve participants, use visual aids, speak clearly and loudly, encourage questions, recap sessions, bridge topics, encourage participation, write clearly, summarize, use logical sequencing, manage time well, keep things simple, give feedback, position visuals so all can see, avoid distractions, be aware of body language, keep the group focused and provide clear instructions. It also advises trainers to not talk only to the flipchart, block visual aids, stand in one spot, ignore comments and feedback or read directly from the curriculum.
The document provides 10 tips for motivating people as a leader. 1) Motivation comes from within, leaders manage agreements not people. 2) Listen before speaking to be heard. 3) Provide constant feedback as achievement needs feedback. 4) Lead by example and be the first to volunteer. 5) Be honest and tell the truth quickly to foster trust. 6) Have a clear purpose and vision that the team can work towards. 7) Do unpleasant tasks first to set priorities. 8) Enhance people's strengths to allow them to reach their potential. 9) Relax as tension affects performance. 10) Admit when you're wrong as strong leaders are not always right.
Coaching involves improving employee performance through planned learning opportunities guided by a coach. It helps someone perform skills better with the goal of bringing work improvements. Coaching is ongoing and interactive, providing guidance to encourage productive decisions while allowing coachees ownership. A coach's role is to understand issues, set goals, provide tools for coachees to develop solutions independently, and support them through mistakes. Building a coaching culture benefits individuals through customized learning, teams by focusing on goals, and organizations by developing relationships and discovering new ways to help people grow. Good coaches have strong interpersonal skills, observe and interpret situations creatively, and have confidence in others' abilities. Coaching opportunities arise when advice is sought, mistakes are made, or performance
This document provides an outline for a train the trainer course. It covers preparation, conducting training, facilitation skills, demonstrations, and closing. The preparation section discusses understanding adult learning, the difference between teachers and instructors, creating checklists and lesson plans, and motivating audiences. The training section addresses introductions, aims, transitions, and delivering content. Facilitation skills like managing discussions and paraphrasing are also outlined. The document provides guidance for effective demonstrations and summaries.
This document discusses different types of meetings and elements that make meetings effective. It describes reporting/review meetings that happen weekly to review progress, key performance indicators, and priorities. Decision making/problem solving meetings require strong leadership as the moderator to keep discussions on track. Brainstorming meetings work best in an open and non-judgmental environment. Training/skill building meetings are most effective when the facilitator actively involves people and uses hands-on learning. Elements like clear purpose, agenda, outputs, behavior guidelines, attendee list, follow-ups, and timelines are discussed as important for all meeting types. Golden rules include starting on time, documenting minutes, and accepting decisions made.
Facilitation Skills for Training the Trainer (TTT) Programmegst-trichy
The document provides an overview of facilitation skills needed for effective training sessions. It discusses qualities of successful presentations such as planning, knowing the audience, and using examples. It outlines the structure of presentations including introductions, maintaining audience attention, conclusions. Facilitation skills are then covered, including the role of a facilitator, basic skills like attending, managing, observing, listening and questioning. Response types and tips for answering questions are also presented. The document concludes with tips for facilitation success.
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
CHANGETHIS True Team Building: More Than a Recreational RetreatBernard Moon
This document discusses an alternative model for team building and effectiveness called CARB, which stands for Commitment, Alignment, Relationships, and Behaviors. Traditional views of team building focus too much on relationships and fun activities, but high performance teams require commitment to goals and each other, clear alignment between team and organizational goals, developed relationships where strengths are understood, and effective behaviors and skills. The CARB model provides a more comprehensive approach for creating and maintaining effective teams.
Please turn on the main power switch now.
Student: *turns on main power switch*
Instructor: Thank you. Now please turn on the Gateway power switch.
Student: *turns on Gateway power switch*
Instructor: Great, now the system should be booting up. Let's give it a few moments. While we wait, are there any other questions so far?
Once the system is fully booted, the touch panel will be ready for use. Let's try turning on the projector using the touch panel. Please select the "Projector" button now.
Student: *selects Projector button on touch panel*
Instructor: Excellent! You've now
This document provides guidance on running effective meetings. It notes that 37% of employee time is spent in meetings and lists common meeting problems like lack of agendas and participant disengagement. The key aspects of effective meetings are ensuring the meeting is necessary, having a prepared facilitator, establishing rules, creating agendas, addressing issues like tardiness, using engagement tools, and regularly reviewing meeting effectiveness. The facilitator's role is to manage the agenda, objectives, participation, and follow-ups to make meetings worthwhile.
Facilitation Training Materials - Facilitator GuidePMSD Roadmap
A set of guidance notes and session plans to help a facilitator lead a training workshop for practitioners on Facilitation Skills and Attitudes. This module should be taught before practitioners are trained in how to facilitate workshops – i.e. before steps 4 to 8 of the Roadmap are covered.
All materials required for the workshop are linked to from within the guide.
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.
Learn how to run meetings that produce results every time.
1. Use Foundation Tools to Set the Stage for Success.
2. Proactively Manage the Three Meeting Phases.
3. Keep Participants Engaged and Accountable.
The document outlines an agenda for a training on facilitation skills. It includes the following:
- Learning objectives around understanding the roles and responsibilities of facilitators as well as basic facilitation skills and structure.
- A detailed timetable outlining sessions on getting started, basic responsibilities of facilitators, basic facilitation map, facilitation techniques, and conclusion.
- An overview of the modules including getting started, basic responsibilities, basic facilitation map, and basic facilitation techniques.
This two-day training program provides an overview of planning and organizing skills. Day one covers the fundamentals of management, planning, and applying a six-step planning process. Day two focuses on the definition and key elements of organizing, as well as delegation. Interactive activities are used to apply planning and organizing concepts to the National Integrated Policy Management Operations (NIPMO) work environment. The training aims to help participants effectively plan and manage resources through goal setting, strategy development, and monitoring outcomes.
The document provides an overview of the roles and responsibilities of a supervisor. It discusses the importance of supervisors in achieving organizational goals and linking upper management to frontline workers. The key responsibilities of a supervisor include achieving targets, overseeing production, assigning and monitoring work, and ensuring guidelines are followed. Effective supervision requires skills such as setting goals, making decisions, managing change, communication, delegation, training, monitoring performance, and dealing with conflict or poor performance.
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 developing effective presentation skills. It discusses that presenting is a learned skill developed through training and experience. It outlines an agenda for presentation topics, including planning, techniques, visual aids, and practice. It emphasizes that presentations help with career success by getting ideas across and building confidence. While public speaking fears are common, preparation, practice, and believing in oneself can help overcome anxiety. Effective presentations are audience-centered, accomplish their objective, and are fun for both the presenter and audience. The key is to plan thoroughly, practice extensively, and focus on delivering the main message.
This document outlines the key steps in an effective train-the-trainer process:
1. Analysis - Conduct a needs assessment to identify gaps between current and desired skills/knowledge through surveys, interviews, and reports. Determine clear training objectives and methods.
2. Design and development - Develop the training content and points based on the objectives. Organize the presentation and incorporate visual elements.
3. Delivery - Engage trainees through an interesting delivery style using techniques like questions, examples, and activities. Deal with questions from trainees respectfully.
4. Evaluation - Measure the success of the training against the original objectives using methods like surveys, interviews, or work results to evaluate learning progress and on-the-
The document provides an overview of fundamentals for coaching techniques to improve employee performance. It discusses the differences between mentoring and coaching, best practices for side-by-side coaching including giving feedback, and how to plan and structure coaching sessions. The goals of coaching are to improve performance, help people achieve their potential, and help the organization grow.
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.
The document provides dos and don'ts for trainers during learning sessions. It recommends that trainers maintain eye contact, prepare in advance, involve participants, use visual aids, speak clearly and loudly, encourage questions, recap sessions, bridge topics, encourage participation, write clearly, summarize, use logical sequencing, manage time well, keep things simple, give feedback, position visuals so all can see, avoid distractions, be aware of body language, keep the group focused and provide clear instructions. It also advises trainers to not talk only to the flipchart, block visual aids, stand in one spot, ignore comments and feedback or read directly from the curriculum.
The document provides 10 tips for motivating people as a leader. 1) Motivation comes from within, leaders manage agreements not people. 2) Listen before speaking to be heard. 3) Provide constant feedback as achievement needs feedback. 4) Lead by example and be the first to volunteer. 5) Be honest and tell the truth quickly to foster trust. 6) Have a clear purpose and vision that the team can work towards. 7) Do unpleasant tasks first to set priorities. 8) Enhance people's strengths to allow them to reach their potential. 9) Relax as tension affects performance. 10) Admit when you're wrong as strong leaders are not always right.
Coaching involves improving employee performance through planned learning opportunities guided by a coach. It helps someone perform skills better with the goal of bringing work improvements. Coaching is ongoing and interactive, providing guidance to encourage productive decisions while allowing coachees ownership. A coach's role is to understand issues, set goals, provide tools for coachees to develop solutions independently, and support them through mistakes. Building a coaching culture benefits individuals through customized learning, teams by focusing on goals, and organizations by developing relationships and discovering new ways to help people grow. Good coaches have strong interpersonal skills, observe and interpret situations creatively, and have confidence in others' abilities. Coaching opportunities arise when advice is sought, mistakes are made, or performance
This document provides an outline for a train the trainer course. It covers preparation, conducting training, facilitation skills, demonstrations, and closing. The preparation section discusses understanding adult learning, the difference between teachers and instructors, creating checklists and lesson plans, and motivating audiences. The training section addresses introductions, aims, transitions, and delivering content. Facilitation skills like managing discussions and paraphrasing are also outlined. The document provides guidance for effective demonstrations and summaries.
This document discusses different types of meetings and elements that make meetings effective. It describes reporting/review meetings that happen weekly to review progress, key performance indicators, and priorities. Decision making/problem solving meetings require strong leadership as the moderator to keep discussions on track. Brainstorming meetings work best in an open and non-judgmental environment. Training/skill building meetings are most effective when the facilitator actively involves people and uses hands-on learning. Elements like clear purpose, agenda, outputs, behavior guidelines, attendee list, follow-ups, and timelines are discussed as important for all meeting types. Golden rules include starting on time, documenting minutes, and accepting decisions made.
Facilitation Skills for Training the Trainer (TTT) Programmegst-trichy
The document provides an overview of facilitation skills needed for effective training sessions. It discusses qualities of successful presentations such as planning, knowing the audience, and using examples. It outlines the structure of presentations including introductions, maintaining audience attention, conclusions. Facilitation skills are then covered, including the role of a facilitator, basic skills like attending, managing, observing, listening and questioning. Response types and tips for answering questions are also presented. The document concludes with tips for facilitation success.
Train The Trainer Power Point Presentationpreethi_madhan
This document provides guidance on various aspects of designing and delivering effective training, including needs assessment, objectives, content development, delivery methods, and evaluation. It discusses qualities of a good trainer, such as subject matter expertise, presentation skills, and the ability to engage trainees. Key steps in the training process are identified, such as analyzing training needs, designing the content and structure, developing materials, implementing the training, and evaluating outcomes. Factors that influence training design decisions are also addressed, such as the training goals, skills required, and learners' readiness.
CHANGETHIS True Team Building: More Than a Recreational RetreatBernard Moon
This document discusses an alternative model for team building and effectiveness called CARB, which stands for Commitment, Alignment, Relationships, and Behaviors. Traditional views of team building focus too much on relationships and fun activities, but high performance teams require commitment to goals and each other, clear alignment between team and organizational goals, developed relationships where strengths are understood, and effective behaviors and skills. The CARB model provides a more comprehensive approach for creating and maintaining effective teams.
Please turn on the main power switch now.
Student: *turns on main power switch*
Instructor: Thank you. Now please turn on the Gateway power switch.
Student: *turns on Gateway power switch*
Instructor: Great, now the system should be booting up. Let's give it a few moments. While we wait, are there any other questions so far?
Once the system is fully booted, the touch panel will be ready for use. Let's try turning on the projector using the touch panel. Please select the "Projector" button now.
Student: *selects Projector button on touch panel*
Instructor: Excellent! You've now
This document provides guidance on running effective meetings. It notes that 37% of employee time is spent in meetings and lists common meeting problems like lack of agendas and participant disengagement. The key aspects of effective meetings are ensuring the meeting is necessary, having a prepared facilitator, establishing rules, creating agendas, addressing issues like tardiness, using engagement tools, and regularly reviewing meeting effectiveness. The facilitator's role is to manage the agenda, objectives, participation, and follow-ups to make meetings worthwhile.
Facilitation Training Materials - Facilitator GuidePMSD Roadmap
A set of guidance notes and session plans to help a facilitator lead a training workshop for practitioners on Facilitation Skills and Attitudes. This module should be taught before practitioners are trained in how to facilitate workshops – i.e. before steps 4 to 8 of the Roadmap are covered.
All materials required for the workshop are linked to from within the guide.
This document provides an overview of a facilitator's guide for training senior housing and healthcare sales teams. The training focuses on eliminating lost revenue days through five key systems: call management, inquiry, visit, follow-up and closing, and achieving 100% occupancy. The guide instructs facilitators to introduce the training goals, which include capturing lost business and converting more inquiries to visits. It also provides details on facilitating exercises and discusses the modules to be covered in the seven hour training.
This document provides an instructor's guide for a workshop on engineering effective teams. The workshop uses a 13-minute instructional video and supplemental materials to teach undergraduate engineers strategies for successful group projects. These strategies include forming effective teams, creating goals and agendas, conducting check-ins, communicating well, handling conflicts, and developing shared understanding. The guide outlines a 55-minute facilitation plan that introduces an engineering project, shows the video, discusses key points and has teams complete a quiz, sets goals, and reviews templates for contracts, agendas, and conflict resolution.
Leading effective meetings facilitator guideLaura Staley
A facilitator guide for a class on leading effective meetings. It goes with this presentation - http://www.slideshare.net/LauraStaley1/leading-effective-meetings-slides.
This document provides guidance on facilitating meetings and building team skills. It discusses the basic skills of a facilitator, including making people comfortable, encouraging participation, listening, guiding discussion, and ensuring quality decisions. It also covers facilitating the opening, discussion, and conclusion of a meeting. Specifically, it recommends reviewing minutes, setting objectives/agenda, and introductions for the opening. For discussion, it suggests keeping the group on task and addressing confusing issues. And for conclusion, it proposes identifying next steps, evaluation, and ending positively. Finally, the document offers tips for handling challenges like side conversations or inability to reach consensus.
PAED Esthetic 101 is an enhancement program of the academy which aims to provide quality and relevant training and instruction in the field of Esthetic Dentistry to Dental Practitioners who are just starting to appreciate the principles in their practice as well as to the seasoned clinician who would want Esthetic Dentistry as the core of their dental care service
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.
This document outlines the agenda and program for a seminar, including:
1) An introduction by the moderators welcoming participants and outlining the day's program.
2) An invocation and national anthem to start the program.
3) Opening remarks to be delivered by the 5th year adviser.
4) Introduction of the guest speaker by the Academic Coordinator of the College of Engineering.
5) A question and answer session with the guest speaker after their talk.
6) Presentation of a token of appreciation to the guest speaker.
7) Closing remarks thanking participants for their involvement in the seminar.
This document provides an overview of ABIM certification and the certification process. It discusses:
1) ABIM's role in certifying physicians in internal medicine and various subspecialties. Certification recognizes excellence but is not required to practice.
2) The requirements to become certified, including medical education, training, licensure, and passing the certification exam.
3) Specific policies for initial certification, maintaining certification, and the certification process which involves applying online and scheduling an exam with Pearson VUE.
4) Details about eligibility periods, joint exams with other boards, and the use of eligibility files to facilitate physician registration.
This document discusses best practices for managing massive open online courses (MOOCs). It recommends creating community among self-paced students through daily announcements and open discussion forums. It also suggests setting clear expectations for student interactions, documenting all communications for continuous improvement, and collaboratively dividing labor among faculty. The document emphasizes testing minor changes during a course's run and tracking updates for future iterations.
Step 5 Training Materials - Facilitator GuidePMSD Roadmap
A set of guidance notes and session plans to help a facilitator lead a training workshop for practitioners on Engaging Key Actors.
All materials required for the workshop are linked to from within the guide.
Investigating focus groups as a research alternative, thinking about moderating, or looking for material to teach about focus groups, read on and copy what's valuable!
This document provides guidelines for creating facilitator guides and participant guides for training programs. Some key points include:
1. The facilitator guide and participant guide should match each other layout-wise, with the participant guide on the right side.
2. Each lesson should fit on one or two pages and include the running time and actual time.
3. The facilitator guide side provides instructions for the facilitator while the participant guide side includes the content and activities.
4. PowerPoint slides can be inserted as miniatures to accompany the text. Duplication of information between the guides should be avoided.
This document provides guidance for a training program on customer service for businesses and communities. The program goals are to help participants better serve customers, gain confidence in their jobs, and create a positive image for their community. Objectives include understanding the impact of tourists on the local economy, the importance of exceptional service, service principles, and how to handle difficult customers. The facilitator should use personal examples, YouTube videos, and encourage audience participation. Data is presented on the economic losses from poor customer service and the importance of tourism spending in local communities. The presentation materials provide tips on engaging participants and framing the importance of customer service.
Here are some key points about leadership styles from the document:
- There are different leadership styles such as authoritarian, participative, and delegating.
- An exercise asks participants to share examples from their own experience of when they have used different leadership styles.
- Understanding leadership styles is part of increasing one's leadership quotient by gaining self-awareness about how one leads and positioning oneself for growth.
2 Timothy 2:15. Six rules for bible study.
I. STUDY THE BIBLE PRAYERFULLY.
II. STUDY THE BIBLE CAREFULLY.
III. STUDY THE BIBLE PRACTICALLY.
IV. STUDY THE BIBLE IMPARTIALLY.
V. STUDY THE BIBLE EXPECTANTLY.
VI. STUDY THE BIBLE REGULARLY.
LenCD learning package on capacity developmentBrian Lucas
Current thinking is that capacity development is central to the aid effectiveness agenda. However, many people, especially at country and sector level, are struggling to understand what this means for them within the changing paradigm articulated in the Paris Declaration and Accra Agenda for Action. This package is intended to respond to the need for practical learning opportunities about capacity development: a freely available virtual resource, designed to help country and sector level practitioners expand their knowledge and skills for facilitating sustainable capacity development.
This document provides guidance for academic staff on effective use of teaching aids. It discusses various visual aids like whiteboards, overhead projectors, and data projectors. For each aid, it covers advantages and disadvantages, preparation tips, and best practices. It also includes learning outcomes, why visual aids are useful, retention rates tied to different sensory modes, and tasks for participants to think about aids for their own lectures and provide feedback. The overall document aims to help academic staff incorporate visual elements into their teaching to enhance learning.
This document layouts out an introduction to Microsoft's DigiSeniors Curriculum and gives information to prospective instructors/trainers for how to leverage it in their classrooms.
Engineering students need more learning aids. Teachers can develop suitable learning aids or buy from the market. They can develop self instructional modules, case studies, textbooks, item banks, question banks, MMLPs, videos etc.
Step by step plan for producing video for online distance learningLeon Huijbers
The document provides a step-by-step plan for producing video for online distance learning courses at TU Delft. It outlines 14 steps, beginning with deciding what type of video to create and ending with posting the completed video online. The steps include having an advisory meeting to discuss plans, developing a script, recording/production, and enabling public access to the video. The document also provides tips on different video formats, locations for recording, educational principles for effective videos, and examples of different video types. The overall goal is to help lecturers efficiently and effectively create educational videos to support their online courses.
The purpose of this document is to provide guidelines for implementing keyboarding instruction using the Rapid Typing 5 software. It outlines 3 main objectives: 1) Prepare students to learn keyboarding by explaining keyboard parts and ergonomics; 2) Implement keyboarding in the classroom using Rapid Typing 5 and scope/sequence documents; 3) Utilize Rapid Typing 5 resources like the self-study plan. Strategies are suggested like reinforcing technique over speed and using the software to demonstrate techniques. The document provides an overview of the keyboarding toolkit.
The document outlines 10 keys to the success of a faculty development program. The keys are: 1) Establishing an office near classrooms for support, 2) Offering professors laptop loans and stipends, 3) Customizing instruction and staying flexible, 4) Setting easy goals like a 90-minute per week time commitment, 5) Providing additional online and technical support, 6) Developing a meaningful curriculum focused on technology skills, 7) Equipping classrooms with technology, 8) Graduating professors and keeping them involved as ambassadors, 9) Regular communication through newsletters, and 10) Providing instant service to faculty.
This document provides instructions and materials for learning how to operate a presentation package. It contains 5 learning outcomes covering creating presentations, customizing basic settings, formatting presentations, adding slideshow effects, and printing presentations. Each learning outcome includes information sheets, operation sheets, activity sheets, and checklists to guide students through hands-on learning activities. Upon completing all the activities and assessments, students will have the skills needed to effectively operate a presentation package.
The document outlines 10 keys to the success of a faculty development program called the Teacher Learner Center (TLC). The keys are: 1) Establishing an accessible office space, 2) Offering professors incentives like laptop loans, 3) Customizing instruction and maintaining flexibility, 4) Setting achievable goals, 5) Providing ongoing support through resources like online classes, 6) Developing a meaningful curriculum, 7) Equipping classrooms with technology, 8) Maintaining a graduation follow-up program engaging former professors, 9) Ensuring effective communication, and 10) Prioritizing instant service and support. The TLC aims to promote lifelong learning among faculty through its multifaceted development program.
The document describes a study on helping veteran high school teachers learn to use PowerPoint. It provides background on the teachers, the learning environment, and goals for an interactive CD-ROM training program. The program aims to teach teachers basic PowerPoint skills like creating slides, adding text and media, and using different views. The rationale is that a self-paced CD-ROM program can help teachers improve their technology skills in a comfortable environment where they can learn at their own pace.
The document outlines a 4-hour training course on Cisco routers for EMC service technicians. The purpose is to develop the technicians' knowledge of Cisco routers and troubleshooting processes. The course will provide an overview of router functions, benefits of proper troubleshooting, required service tasks, the 10-step troubleshooting process, and resources for support. It details the course objectives, parameters, materials needed and agenda which includes presentations, discussions, activities and exercises to help transfer skills to participants' work.
The student manual developed for face to face instruction of faculty members at University of North Dakota. The manual goes step by step with supporting images and instructions.
This three-day workshop aimed to familiarize participants with iLife and iWorks tools and help them build a draft professional development plan for their school. On day one, participants explored classroom management in technology-rich environments and lesson design principles. They learned about Mac OSX features and accessibility. On day two, participants showcased technology integration across the curriculum using tools like Pages, Keynote and the shared wiki space. On the final day, tools like GarageBand and iMovie were covered. Participants were asked to finalize their professional development plan, outlining skills for each tool and implementation steps.
This document provides an analysis of the didactic reflection for a lesson plan on flip flops to be presented to trainees. It includes an analysis of the curriculum, content, learning objectives, and conditions. Specifically, it discusses that the lesson will focus on the JK flip flop, T-type flip flop, and master-slave flip flop. It will utilize various teaching methods like lectures, group work, and worksheets. The classroom environment and trainees are also analyzed to help design an effective lesson for the 20 trainees of mixed understanding levels.
2016 ieee uae_student_day_sep_description_aau-dec-01-2015MUSAAB HASAN
This document describes a software engineering project competition to develop an Intelligent Time Table Scheduling system. It provides details on the competition rules, project summary, technical specifications, functionality requirements, theoretical knowledge evaluation, user interface criteria, documentation requirements, testing procedures, and evaluation metrics. Competing teams must develop a software system that generates course timetables for an educational institution by optimizing constraints such as classroom capacity, instructor workload, and student course preferences. The system will be judged on functionality, theoretical optimization knowledge, user-friendliness, additional features, and documentation.
State Computer Technical Vocational Education and Training Institute December 2017
Training, Teaching and Learning Materials
(TTLM) Level – I
Sector: Economic Infrastructure
Occupation: Basic Clerical Works
Module Title: Participate in OHS Process
This document provides instructions for installing and using an interactive training course on SimBuilder. It outlines the technical requirements, installation process, and overview of the course interface and features. The course interface includes navigation buttons, a course map to track progress, units of instruction, learning activities, assessments with feedback, simulations to apply skills, and tools to review strengths and opportunities for improvement. Technical support contact information is also provided.
A smart classroom uses interactive technology like touch panels, projectors, and speakers to enhance the learning experience. It allows for digital notes, online resources, and communication to make learning more engaging and improve academic performance, though initial costs and teacher training present disadvantages.
Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
https://rb.gy/usj1a2
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
How are Lilac French Bulldogs Beauty Charming the World and Capturing Hearts....Lacey Max
“After being the most listed dog breed in the United States for 31
years in a row, the Labrador Retriever has dropped to second place
in the American Kennel Club's annual survey of the country's most
popular canines. The French Bulldog is the new top dog in the
United States as of 2022. The stylish puppy has ascended the
rankings in rapid time despite having health concerns and limited
color choices.”
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
Easily Verify Compliance and Security with Binance KYCAny kyc Account
Use our simple KYC verification guide to make sure your Binance account is safe and compliant. Discover the fundamentals, appreciate the significance of KYC, and trade on one of the biggest cryptocurrency exchanges with confidence.
Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
Building Your Employer Brand with Social MediaLuanWise
Presented at The Global HR Summit, 6th June 2024
In this keynote, Luan Wise will provide invaluable insights to elevate your employer brand on social media platforms including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok. You'll learn how compelling content can authentically showcase your company culture, values, and employee experiences to support your talent acquisition and retention objectives. Additionally, you'll understand the power of employee advocacy to amplify reach and engagement – helping to position your organization as an employer of choice in today's competitive talent landscape.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
How to Implement a Strategy: Transform Your Strategy with BSC Designer's Comp...Aleksey Savkin
The Strategy Implementation System offers a structured approach to translating stakeholder needs into actionable strategies using high-level and low-level scorecards. It involves stakeholder analysis, strategy decomposition, adoption of strategic frameworks like Balanced Scorecard or OKR, and alignment of goals, initiatives, and KPIs.
Key Components:
- Stakeholder Analysis
- Strategy Decomposition
- Adoption of Business Frameworks
- Goal Setting
- Initiatives and Action Plans
- KPIs and Performance Metrics
- Learning and Adaptation
- Alignment and Cascading of Scorecards
Benefits:
- Systematic strategy formulation and execution.
- Framework flexibility and automation.
- Enhanced alignment and strategic focus across the organization.
B2B payments are rapidly changing. Find out the 5 key questions you need to be asking yourself to be sure you are mastering B2B payments today. Learn more at www.BlueSnap.com.
Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...my Pandit
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At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
Brian Fitzsimmons on the Business Strategy and Content Flywheel of Barstool S...Neil Horowitz
On episode 272 of the Digital and Social Media Sports Podcast, Neil chatted with Brian Fitzsimmons, Director of Licensing and Business Development for Barstool Sports.
What follows is a collection of snippets from the podcast. To hear the full interview and more, check out the podcast on all podcast platforms and at www.dsmsports.net
Brian Fitzsimmons on the Business Strategy and Content Flywheel of Barstool S...
Facilitator guide template
1. USING THE INSTRUCTOR-LED TRAINING (ILT)
INSTRUCTOR GUIDE TEMPLATE
This template provides the format and lists the required information for an instructor-
led training. Use the template as a starting point for developing your guide.
Replace all text in RED with the information indicated or delete if not
applicable. Do NOT replace black text. It is boilerplate and represents our
curriculum-wide approach.
New sections should always start on an odd-numbered page; leave a blank
page with the text “Intentionally Blank” if necessary.
Change text color to black after making modifications.
Update the Table of Contents.
o Select the Table of Contents
o Press F9
Reformat as needed, especially the font.
Delete all template instructions.
Note that not all courses have pre-assignments and/or end-of-course exams. Be sure to
remove any information that does not apply to your course.
Using “Send to Word” for formatting Instructor Guide Notes Pages
A recommended format for creating the instructor guide notes pages is to use Microsoft
PowerPoint’s “Send to Word” notes page feature. This feature allows you to create a
thumbnail of the presentation slide with space below to record the instructor notes.
The process will vary depending on which version of PowerPoint you are using.
Note: Delete this page after completing your instructor guide.
3. TABLE OF CONTENTS
Introduction...................................................................................................................................................................4
Course Overview........................................................................................................................................................4
Course Organization ..................................................................................................................................................4
Target Audience.........................................................................................................................................................4
Course Goal and Outcomes...........................................................................................................................................5
Course Goal ...............................................................................................................................................................5
Course Outcomes ......................................................................................................................................................5
Class Size....................................................................................................................................................................5
Hosting Activities...........................................................................................................................................................6
Audiovisual Equipment Requirements ......................................................................................................................6
Room Requirements..................................................................................................................................................6
Training Coordinator’s Responsibilities .........................................................................................................................7
Training Site...............................................................................................................................................................7
Participants and Instructors.......................................................................................................................................7
Final Arrangements ...................................................................................................................................................8
Student Requirements...............................................................................................................................................9
Course Agenda.............................................................................................................................................................10
Instructor: Presentation Requirements......................................................................................................................11
Before the Training Event Preparation List..............................................................................................................11
During the Training Event........................................................................................................................................12
After the Training Event...........................................................................................................................................13
Lesson Plans.................................................................................................................................................................14
4. INTRODUCTION
The [Course Title] provides participants (insert information about content of course).
COURSE OVERVIEW
This section includes a brief description of the course and how it is organized.
COURSE ORGANIZATION
Lesson # Lesson Title & Description
1 Title
2 Title
3 Title
4 Title
5 Title
TARGET AUDIENCE
Identify the target audience and their characteristics. If there is a primary and
secondary audience, compare their similarities and differences. Always include:
Education
Experience, both on the job and in life
Drivers and barriers that may influence success
Also consider things such as:
Length of service with the organization
Status in organization
5. COURSE GOAL AND OUTCOMES
COURSE GOAL
Identify the overall purpose of the course and key points covered.
COURSE OUTCOMES
This section identifies what the participants should be able to do because of training and
must make a connection with the tasks they will be able to do on the job.
After completing this course, participants will be able to:
Course outcome 1
Course outcome 2
Course outcome 3
CLASS SIZE
The maximum class size permitted is 30 people; however, the smaller the class sizes the
better with a minimum of 20. The Participant Workbook and Reference Manual should
be placed at each participant’s seat prior to the beginning of the first day of class. A
writing pad and pen also should be provided for each participant. We will provide a
registration form, tent cards for participants name, course evaluation forms, student
registration forms and course certificates.
6. HOSTING ACTIVITIES
AUDIOVISUAL EQUIPMENT REQUIREMENTS
Visual aids for this course consist of PowerPoint slides, video clips etc.. The following
audiovisual equipment is necessary for delivery of this course:
LCD projector compatible with a notebook computer and cables for proper
connection (e.g., InFocus or similar make)
Spare projector bulb
Electronic remote device to advance slides in PowerPoint presentation, if
available
Projection screen (at least 6’ x 6’)
Pointer (preferably laser type)
Twenty-foot or longer extension cord
Whiteboard with dry erase pens and eraser, if available
Flip chart with markers
Large black markers for participant tent cards (at least one for every two participants
should be placed at their workspace)
All equipment should be placed in the room for the instructors to check at least one
hour prior to the first day of the course.
ROOM REQUIREMENTS
The room should be large enough to accommodate workspace and chairs for up to 30
participants and 2 instructors plus the aforementioned equipment—a large conference
room or classroom.
Instructors should be able to arrange the classroom as they deem most appropriate
given the exact number of participants. (The ideal arrangement allows participants to
interact with the instructors and each other; e.g., a U- or V-shape arrangement, clusters
of work areas, etc. Avoid “lecture hall” type of arrangements.) All participants should be
able to see the screen and instructors; however, participants and instructors should be
able to move about the room without obstruction.
A preparation table and presentation table should be provided for the instructors. The
room should be in a quiet area and have a lighting system that permits convenient
dimming of the lights, especially where the screen is located.
7. TRAINING COORDINATOR’S RESPONSIBILITIES
The coordinator is responsible for preparing the site prior to the instructor’s arrival.
Below is a checklist of the items the coordinator should prepare prior to the instructors
arrival. It is recommended that the instructors contact the coordinator to ensure these
steps have been taken.
TRAINING SITE
Before the instructors’ arrival, the coordinator should verify the following
accommodations are in place for the training site:
Selection of a training room is critical to the success of the course. Great care
should be taken to select a room that will not be overcrowded, too hot or too
cold, or subject to outside distractions. The instructor should contact you with
any specific requirements for the training facility.
Reserve a training room for the duration of the course.
Check to see if anyone else will be using the room for nighttime functions.
Determine if materials and equipment can be left in the room. Training courses
requiring special equipment or computers must have after-hours security.
Visit the classroom to make certain it meets all of the instructor’s
requirements.
Other considerations for the training room:
Heat or air conditioning-find out if the instructor can control these
Adequate shape and size. No poles or obstructions
Special arrangements for demonstrations, labs and experiments
Seating arrangements
Away from kitchen, construction area or other noise distractions
Electrical outlets
Lighting controls – Almost every training course uses visual aids that require a
projection screen. It is important to have a room where lighting can be
controlled to prevent glare on the screen while not placing the room in total
darkness.
Since a PowerPoint presentation will be used during instruction, make sure to consider
the following room accommodations:
Will shades completely darken all windows?
Can the lights be selectively dimmed when showing the presentation?
Will overhead lights shine directly on the screen?
Can a bulb be removed above the screen or will the whiteboard be too dark?
PARTICIPANTS AND INSTRUCTORS
8. If needed, reserve a block of hotel/motel rooms for the course participants and
instructors. Some hotels will provide a free meeting room if a minimum
number of participants stay at the hotel.
Participants and instructors should be:
o Informed of course starting and ending times
o Advised on hotel accommodations and room rates, check out times
o Furnished with maps
o Advised on parking arrangements
FINAL ARRANGEMENTS
Two (2) weeks before the course:
Check that all training materials have arrived:
o Participant Workbooks and Reference Manuals
o Tent cards (large felt tip markers will be needed)
o Evaluation forms
o Class roster form
o Student registration form
o Certificates
Reconfirm the training facilities.
Discuss the seating arrangements and who will set-up the room.
Discuss what time the room is unlocked/locked.
Check to make sure a technician is available in case there are problems setting
up the room or if something goes wrong during the course.
One (1) week before the course:
Prepare directional signs to classroom.
Email to contractor and instructors the list of participant names (needed for
Lesson 2 on Day 1 to be entered into an Excel Spreadsheet by instructor prior
to course start date).
No smoking in the classroom. Signs should be posted or written on the
whiteboard.
Identify smoking areas.
Determine if snacks are available.
Identify where telephones are – both for participants to make outgoing calls
and to receive incoming messages.
Distribute a list of places for lunch, along with a map.
Decide who will welcome the participants and introduce the instructors.
Special check out arrangements may be made to coincide with the course
completion time.
Determine who will prepare the certificates of training and who will pass them
out at the end of the course.
One (1) day before the course:
9. Set-up the classroom.
Organize the participant materials.
Post directional signs.
Test all equipment.
During the course:
Let the instructor know whom to contact if he/she needs assistance.
Provide a copy of the class roster to all course participants.
Prepare certificates of training. The time needed to prepare them may be
reduced and the appearance improved by using a computer with a graphics
program and a laser printer.
Check with the instructor at least once a day to resolve any problems.
After the course:
Make certain the instructor has the class roster, course evaluation forms, and
student registration forms. The instructor is responsible for submitting these
items.
STUDENT REQUIREMENTS
In addition to the Reference Manual and Participant Workbook, provide notepads and
pens, or instruct participants to bring notepads and pens with them.
10. COURSE AGENDA
Time Lesson Title/Description
(Breaks may vary from site to site according to local guidelines or class preference. The
breaks listed here are not mandatory.)
11. INSTRUCTOR: PRESENTATION REQUIREMENTS
BEFORE THE TRAINING EVENT PREPARATION LIST
Confirm the training dates, location, and number of participants. (Thirty is the maximum
number of participants.)
1. Ensure you have the following materials:
o Instructor Guide, one copy for each instructor
o PowerPoint Presentation appropriate to the location of the course
o Participant Workbook
o Attendance Sign-in Sheets
o A computer loaded with Windows® 7 and PowerPoint 2010
o An LCD projector compatible with the instructor’s notebook computer
(e.g., InFocus or similar make)
o Cables necessary to connect projector to computer
o Spare projector bulb
o Electronic remote device to advance slides in the PowerPoint
Presentation, if available
o Learning Assessment
o Course Evaluation
2. Read and study the Instructor Guide, PowerPoint presentation, and
documentation pertaining to the local environment. If using case studies,
review ahead of time and select the most appropriate cases studies for your
audience. Familiarize yourself with the Participant Workbook. Collaborate with
training coordinator to determine who will print the certification of completion
for each participant.
3. Arrange for equipment and supplies at the venue. Ensure that you have the
following:
o LCD projector compatible with a notebook computer (e.g., InFocus or
similar make), if possible
o Cables necessary to connect projector to computer, if possible
o Spare projector bulb, if possible
o Electronic remote device to advance slides in PowerPoint
presentation, if available
o Projection screen
o Power strip
o Twenty-foot or longer extension cord
o Whiteboard with dry erase pens and eraser
o Flip charts (at least four)
o Large markers, assorted colors (at least seven sets)
o Large black markers for participant name tags (at least one for every
two participants)
o Masking tape (at least two rolls)
12. 4. Prepare the agenda (below) on a flip chart page. (Cover the agenda with the
flip chart pad's cover or a blank flip chart page, and leave it covered until you
review it during the training event, then post it on the wall so it is visible during
the entire event.)
AGENDA
Course Introduction
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Wrap-up / Q & A
Course Review and Assessment
(Breaks as appropriate)
5. Prepare the following ground rules on a flip chart page. (Cover the ground rules
with the flip chart pad's cover or a blank flip chart page, and leave it covered
until you review it during the training event. Then post it on the wall so it is
visible during the entire event.) If time permits, solicit the ground rules from
the participants and write them in class.
GROUNDRULES
Participate.
Be on time.
Stay on task.
Share responsibility for training.
Listen when others talk.
Respect the opinions and attitudes of others.
Turn off cell phones and pagers.
Use flip chart parking lot.
6. Ensure the room is set-up properly (i.e., tables and chairs are arranged to
maximize interaction, projectors do not block participants' lines of sight, flip
charts are convenient to you and visible to participants, etc.).
7. Test the equipment.
8. Arrange materials so they are convenient for you and the participants. On the
first day, ensure each participant's place has:
o One copy of the Participant Workbook.
o One name tag and one name tent.
o One pen and pad (unless participants have been instructed to bring
their own).
o One black marker for every two participants (so they can write their
names on their name tags and name tents).
DURING THE TRAINING EVENT
1. Arrive early. Give yourself plenty of time to get organized.
2. Circulate the Attendance Sign-in Sheet each day and after lunch each day. Be
sure all participants sign-in.
3. Start on time and stay on track. Always start on time, even if only one
participant is in the room. Keep exercises within their time limits. End
13. discussions when they cease to be productive. Lead participants away from
digressions and tangents and back to the lesson.
4. Be available during breaks, after class, and during site visits for questions.
5. Mentor participants during the activities. Walk among groups in class and on-
site as they work on their activities, and answer questions and offer guidance
as appropriate. Ensure participants are on track as they work. Give
constructive feedback during the presentations and discussions.
6. Review Questions: Review the content of each lesson throughout the course to
reinforce the learning outcomes for that lesson and to connect to upcoming
material. As a general rule, review or discussion questions should be asked
every 6-8 slides. Avoid YES or NO questions and try to use open-ended
questions to draw participants into the material. Sample review questions are
available in the Instructor's guide; however, you can also develop additional
questions, as appropriate. Make sure all questions directly relate to and
support the learning outcomes.
7. Lesson Outcomes: At the beginning of each lesson, review that lesson's
outcomes. Make sure participants are fully aware of the topics to be addressed
in the lesson. At the end of each lesson, review the outcomes once again using
review questions or an activity/exercise to ensure the outcomes were met.
AFTER THE TRAINING EVENT
Have participants complete Learning Assessments and Course Evaluations. Collect the
assessments and evaluations so that you can send them to NHI.
14. LESSON PLANS
This section contains the Lesson Plan for each lesson.
Slide 1
Lesson 1
Introduction of Course and
Participants
1-1
Key Message:
Background Information:
Facilitation technique (flipchart, whiteboard, audio, video, slideshows etc.):
Content References (if required):
Supporting Anecdotes (include minimum 2, if required):
Activity Guidelines (if required):
Notes:
15. Slide 2
Course Outcomes
By the end of this course, you will be able
to:
• Describe
• Identify
• Define
(7 x 7 rule) – (7 words per line and 7 lines
per slide)
1-2
Key Message:
Background Information:
Facilitation technique (flipchart, whiteboard, audio, video, slideshows etc.):
Content References (if required):
Supporting Anecdotes (include minimum 2, if required):
Activity Guidelines (if required):
Notes: