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Module 2 Part B - Organizing Training
- 1. SNOHOMISH COUNTY PUD Trainthe Trainer Module 2 Part B Organizing Your Training
- 2. SNOHOMISH COUNTY PUD Overview •A Six Step Model for Organization • Some Additional Tips for Organization
- 3. SNOHOMISH COUNTY PUD OrganizingYour Training • Now that you have created your Learning Objectives you are ready to build and organize your training session. • Ensuring your training is organized from start to finish is key to a successful session.
- 4. SNOHOMISH COUNTY PUD SixStep Model for Organization • Goad (2010) has an effective Six Step Model to assist with organization: 1. Organize Learning Objectives into a logical sequence and group together where appropriate. Use the groupings to form the training modules. 2. Within each module, treat each Learning Objective as a major element of the module. Identify elements to include in each module. 3. Organize (sequence) the modules. 4. Determine times for each module. 5. Review the module. 6. Repeat for each remaining group of objectives Goad, T.W., (2010) The First Time Trainer (2nd Edition). American Management Association, New York.
- 5. SNOHOMISH COUNTY PUD AdditionalTips for Organization • Depending on the type of training being delivered, material should flow in one of these ways: – Chronological: A chronological flow will be a better option if you are covering aspects which are related to time. For example, if you’re discussing technical methods, you can start with the oldest one and move on to the latest. – Sequential: Following a sequential pattern will allow your information to flow in a logical manner. For example, you can start by explaining the different aspects of a problem and then explain its solution. – Point-Counterpoint: This technique emphasizes presenting two different sides of an issue. For example, you can explain the benefits of a software application and then counter it by mentioning its negative effects. https://www.ashfordglobalit.com/training-blog/business-skills/10-tips-for-developing-a-successful-training-session.html
- 6. SNOHOMISH COUNTY PUD AdditionalTips for Organization Cont. • Create specific and focused content for modules. Broad and general content is typically not well-received by adult learners. • Do not attempt to evenly divide the time between all modules – some will take less time than others and some will take more. They do not have to be equal. • Build in flexibility within modules in order to properly address questions and account for possible tangents that may arise. • Your materials should be succinct and easy to follow.
- 7. SNOHOMISH COUNTY PUD Endof Module 2 Part B Slides
Editor's Notes
- #4 CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- #5 CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- #6 CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!
- #7 CHARACTERISTICS OF ADULT LEARNERS Have years of experience and a wealth of information: Use on-the-job scenarios Draw upon and acknowledge the participants’ experience Have different learning styles and paces of learning Need frequent summarization to increase retention and recall Need to be supported as individuals – the participants may, or may not, agree with the need for change to a new system Need to be self-directed – they like to control their own learning and during training you should try to point out additional references / sources of information and additional learning opportunities Have a problem-centered orientation to learning – don’t just tell; give participants problems to solve Need emphasis on how learning can be applied in a practical setting Are now oriented – they typically like to see the benefits of change quickly and need to be motivated to learn when the benefits are not obvious: They want to know how the material will help them on the job Show participants “What’s in it for me?” – the big picture, “need-to-know” vs. “nice-to-know” Keeping the trainee interested is your responsibility!!!