How can you create presentations that will stick with learners and create lasting change? Use the OTAPE method, and you can help people become Batman. I'm totally serious. Batman.

1. Be the Bat
Using the OTAPE Method to Train Effectively
Dan Larsen

2. This is the current
Justice League.

3. I’m pretty unique compared
to the rest of the group.

4. He’s an Alantean (as in,
Atlantis) with super-strength
who can breath under water.

5. He has a ring that allows him to
create whatever he can imagine.
Oh, and fly through outer space.

6. She’s an Amazonian with
super-strength who can
deflect bullets and fly.

7. He’s an alien that gets pretty
much every super power there
is from our sun’s radiation.

8. He can run really
fast. Or something.

9. And he has super-advanced cybernetic
enhancements. When he wants to, he can
turn his arm into a laser gun. A laser gun.

10. In comparison, I’m “normal” – and
I catch flack for this on occasion,
mostly from the green one.

13. But here’s the thing – I’m just as awesome
as the rest of the Justice League, and I did
it without a power ring or a yellow sun.

15. I know what
you’re thinking.

16. That’s comic books.
The real world doesn’t
work that way.

17. Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate
Well, let’s talk about this
guy. He actually has a lot
in common with me.

18. Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate
Plus, comics are for
geeks, AMIRITE? Golf is
so much more refined.

19. Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate
Here’s what Tiger’s
accomplished so far.

20.  Won 78 official PGA tour events (including 14 majors)
 One of only five players to have achieved the Career Grand Slam by
winning all four major championships
– The only one to win them in a row
– The youngest to win all four (25-years-old)
Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate

21.  Won 78 official PGA tour events (including 14 majors)
 One of only five players to have achieved the Career Grand Slam by
winning all four major championships
– The only one to win them in a row
– The youngest to win all four (25-years-old)
Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate
Are you
seeing this?

22.  Won 78 official PGA tour events (including 14 majors)
 One of only five players to have achieved the Career Grand Slam by
winning all four major championships
– The only one to win them in a row
– The youngest to win all four (25-years-old)
Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate
He must be born to golf, right?
Have some innate talent for
being an incredible player?

23.  Won 78 official PGA tour events (including 14 majors)
 One of only five players to have achieved the Career Grand Slam by
winning all four major championships
– The only one to win them in a row
– The youngest to win all four (25-years-old)
Superhuman Talent
What Does it Take to be Great?
Overview Train Apply Practice/Evaluate
Nope.

24. Overview Train Apply Practice/Evaluate

25. Overview Train Apply Practice/Evaluate
This is Tiger at
three-years-old.

26. Overview Train Apply Practice/Evaluate
He became great just
like I did – with a
massive amount of
dedicated practice over
the course of decades.

27. Overview Train Apply Practice/Evaluate
That’s where
OTAPE comes in.
Let me explain.

28. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
OTAPE is not meant to
make people great,
like Tiger or myself.

29. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
This is Noel Tichy, a
management consultant
and business professor.

30. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
He said this:

31. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”

32. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
In my case, my parents were murdered
viciously in front of me…. Hopefully, I’m
the exception.
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”

33. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
But OTAPE is still
important, because
it is meant…
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”

34. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
To put greatness within reach
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”

35. Not to make them great
The Purpose of OTAPE
Overview Train Apply Practice/Evaluate
You’re leading them to water, in the words of
the famous proverb, and preparing them to
be successful whenever they decide to drink.
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”
To put greatness within reach

36. Not to make them great
The Purpose of OTAPE
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”
Overview Train Apply Practice/Evaluate
In non-proverbial language, you do this – put greatness
within reach – by teaching others how to practice the
way Tiger and I practiced to become great.
To put greatness within reach

37. Not to make them great
The Purpose of OTAPE
“Some people are much more motivated
than others, and that's the existential
question I cannot answer – why.”
Overview Train Apply Practice/Evaluate
That’s what
OTAPE does.
To put greatness within reach

38. The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
If you hadn’t guessed, it’s
called OTAPE for a reason.

39. 1. Overview
2. Train
3. Apply
4. Practice and Evaluate
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
O.T.A.P.E.

40. 1. Overview
2. Train
3. Apply
4. Practice and Evaluate
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Follow these steps
while you present.

41. 1. Overview
2. Train
3. Apply
4. Practice and Evaluate
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Those of you who are astute may
notice some similarities between
OTAPE and the running agenda below.

42. 1. Overview
2. Train
3. Apply
4. Practice and Evaluate
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
“Ohhhhhhhhh….”

43. 1. Overview
2. Train
3. Apply
4. Practice and Evaluate
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
We’ll come back
to that later.

44. 1. Overview
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Let’s start with
an overview

45. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
As you can see, the
overview is the why
behind the what.

46. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
It’s your opportunity, as the presenter, to sell
your audience on the idea. If you’re good,
you’ll also do it in a way that’s memorable.

47. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
There’s a tricky balance
at play, though.
Balance

48. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
How can you be memorable,
but not too distracting?
Balance

49. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Take this training,
for example.

50. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
I picked Batman and golf
as the mechanisms to
make this training “stick”.

51. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Is that too goofy? Maybe for
some. Like I said, it’s a balance.

52. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
You can be as ‘professional’
as you want…

53. O.T.A.P.E. Trainings
Presenter
Date

54. • The OTAPE method will help people practice unfamiliar skills and
improve their performance
• There is a proverb that says, “You can lead a horse to water,
but you can’t make it drink.” With OTAPE, you are leading
them to water, telling them how drinking will help them,
showing them how to drink. Ultimately, they need to work at
it themselves, but if you’ve trained them right, they’ll have
the tools they need to be successful.
• The “O” stands for “Overview”
• Tell participants why you are training them on a specific skill.
Make the overview memorable.
• The “T” stands for “Train”
• Choose three to five basic steps that participants can learn
and practice. You will practice together.

55. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
But you should ask yourself
what your objective is –

56. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Are you setting out to present
your material in the most
‘professional’ way possible?

57. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Or are you trying to create
lasting , meaningful change?

58. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
The two are not mutually exclusive,
but priority is important.

59. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Luckily, I have a
principle to guide you.

60. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Pro-tip:

61. Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
2X2 matrixes
make you look
like a genius.

62. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
BAM!
Told you.

63. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Think about it in
terms of food.

64. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
You’re feeding your
audience an idea.

65. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
The tastiest
marshmallow won’t
change their lives…

66. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
…and they won’t even
try the broccoli.

67. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
With Batman and
golf, I’ve tried to
end up here.

68. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
Hopefully I’ve
been successful.

69. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
You won’t win
with everyone…

70. Nutrition (Information Usefulness)
Taste
(Message
Entertainment)
Overview Train Apply Practice/Evaluate
A Good Overview
Finding a Balance Between Entertainment and Information
…but if you’re smart,
you’ll win with most.

71. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Next is to train.
Balance

72. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
If an overview is the why,
the training is the how.
Balance

73. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Keep the steps brief, or they
will be too hard to practice.
Balance

74. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
OTAPE has four
steps, for example.
Balance

75. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
After you train on the steps, you have an
opportunity to give a good demonstration
of what the skill looks like in action.
Balance

76. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Since you’re going to make participants
role-play, it’s only fair to show them how.
Balance

77. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Finally, practice and
evaluate the skill together.
Balance

78. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Evaluation should be relatively simple, since
it’s based on the steps you just covered.
Balance

79. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
This is probably the most
important thing you’ll do.
Balance

80. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Remember, we’re trying to
create lasting change.
Balance
Lasting
Change

81. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
That change won’t happen
during your training, rock star.
Balance
Lasting
Change

82. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
They’ll have to
drink on their own.
Balance
Lasting
Change

83. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Over and over and
over and over….
Balance
Lasting
Change

84. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Drinking with them will give them a
good start, because practice is hard.
Balance
Lasting
Change

85. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
At least, the kind of practice
they’ll need to be doing is hard.
Balance
Lasting
Change

86. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Let me explain.
Balance
Lasting
Change

87. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
Back to golf.

88. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
This is Geoffrey Colvin,
the man behind the idea
of “deliberate practice”.

89. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
He said this:

90. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.

91. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
I know what
you’re thinking.

92. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
“Well, no duh Geoffrey Colvin.
You’ve gotta hit a bunch of buckets.
Psh, can you believe this guy?”

93. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
Not quite.

94. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
Therein lies what makes
deliberate practice so difficult.

95. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
There’s 20 years of experience,
and then there’s one year of
experience 20 times.

96. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
The two are
very different.

97. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
In the same way, there’s practice,
and then there’s deliberate
practice. Colvin continues:

98. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
“Hitting an eight-iron 300 times with a goal of
leaving the ball within 20 feet of the pin 80% of
time time, continually observing results and
making appropriate adjustments, and doing that
for hours every day – that’s deliberate practice.”

99. Good Practice and Evaluation
Helping Participants Practice How to Practice
Overview Train Demonstrate Practice/Evaluate
“Simply hitting a bucket of balls is not deliberate
practice, which is why most golfers don’t get better.
“Hitting an eight-iron 300 times with a goal of
leaving the ball within 20 feet of the pin 80% of
time time, continually observing results and
making appropriate adjustments, and doing that
for hours every day – that’s deliberate practice.”
See the
difference?

100. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Without doing really well on steps 2 through
4, participants are at a tremendous
disadvantage when they start to practice.
Balance
Lasting
Change

101. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
They likely won’t even
be able to achieve
deliberate practice.
Balance
Lasting
Change

102. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
And without doing really
well on step 1, no one will
care enough to practice.
Balance
Lasting
Change

103. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Especially the kind of practice
that is difficult and painful, but
essential to lasting change.
Balance
Lasting
Change

104. 1. Overview
– The why behind the what
– Creates buy-in
– Makes your training “sticky”
2. Train
– The how behind the what
– Three to five simple steps that participants can practice
3. Apply (or Demonstrate)
– Give a good demonstration of the skill
– This step prepares participants to practice themselves
4. Practice and Evaluate
– Participants role-play the skill; the group then evaluates
– Use the steps outlined in training to help evaluation
– Participants are practicing how to practice the skill
The OTAPE Method
Step-by-Step
Overview Train Apply Practice/Evaluate
Do you see how it
all fits together?
Balance
Lasting
Change

105. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
Now, I would be remiss in my duty if I did not
give a good demonstration of the OTAPE skill.

106. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
Frankly, it would be
Morissette-level ironic.

107. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
So let’s look for OTAPE
in this OTAPE training!

108. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
Did you see
the overview?
1. Overview

109. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
1. Overview

110. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
And what
about training?
1. Overview
2. Train

111. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train

112. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
And the
demonstration?
1. Overview
2. Train
3. Apply (or Demonstrate)

113. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)

114. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
And step 4 would
come after we’re
done demonstrating.
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate

115. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
This OTAPE training is a
fantastic example of OTAPE.
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate

116. The OTAPE Method
Demonstration
Overview Train Demonstrate Practice/Evaluate
I take it back. That’s
Morissette-level ironic.
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate

117. The OTAPE Method
Time to Practice
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate Now, I can’t really
practice with you.

118. The OTAPE Method
Time to Practice
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate You get what you
pay for and all that.

119. The OTAPE Method
Time to Practice
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate But you’re a
champ. Give it a try.

120. The OTAPE Method
Time to Practice
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate With time, this will
be second nature.

121. The OTAPE Method
Time to Practice
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate You’ll help people
experience meaningful,
lasting change.

122. The OTAPE Method
Time to Practice
Overview Train Demonstrate Practice/Evaluate
1. Overview
2. Train
3. Apply (or Demonstrate)
4. Practice and Evaluate
You’ll be the bat.

123. And the bat rocks.