The document provides guidance on planning effective e-learning training by outlining key considerations for audience analysis, training standards, memory principles, and developing an agenda and daily schedule that addresses objectives, time management, activities, and flexibility to meet participant needs. Recommendations include analyzing learner demographics, designing content accordingly, establishing performance metrics, and evaluating outcomes to ensure objectives were achieved. Daily planning should balance lectures, group work, breaks, and individual support to maintain engagement throughout the training.
The document provides an outline for a seminar on time management. It begins with objectives to clarify goals, handle time wasters, improve delegation, work efficiently, learn time saving skills, and overcome stress and procrastination. It then covers defining time management, importance of prioritization, scheduling and execution. Mythological backgrounds of time and definitions of time management are presented. Ten strategies for better time management are discussed, including knowing how time is spent, setting priorities, using planning tools, getting organized, scheduling appropriately, delegating, stopping procrastination, managing external time wasters like phones and meetings, avoiding multitasking, and staying healthy.
This document provides guidelines for facilitators on delivering diabetes education modules developed by the International Diabetes Federation (IDF). It outlines how to assess learning needs, prepare for and organize workshops, facilitate sessions, and evaluate outcomes. The primary goals are to standardize diabetes education, support the IDF curriculum, and provide accessible content globally to help address the growing diabetes epidemic.
This document is a 12-page training module on time management for the Georgia Division of Family and Children Services. It covers objectives like eliminating time wasters, setting priorities, and scheduling. The module defines common time wasters like procrastination and provides tips to address each one, such as understanding tasks, setting goals, and identifying interruptions. It also explains systems for prioritizing tasks and developing routines and reminders to stay on schedule amid shifting priorities. The training concludes by directing users to an online time management survey.
The document provides an overview of time management. It begins by outlining the course objectives, which include explaining various time management concepts and tools. It then discusses what time management is, its importance, and who can benefit from it. The document also covers time management elements and principles, different time management styles, and components of effective time management.
The document discusses time management. It begins by listing the objectives of a time management course which include explaining concepts like time management styles, principles, and tools. It then discusses Dave, a project manager who struggles with time management as evidenced by him being late, unorganized, and unable to complete tasks on time. This illustrates how a lack of time management can negatively impact both work and personal life. Effective time management is important for anyone as it helps improve organization, efficiency, and productivity while reducing stress.
This document provides guidance on remote work for teams, managers, and employees. It emphasizes that remote work requires trust management and servant leadership rather than just task management. It recommends mimicking company culture, allowing for social times, and enhancing transparency when working remotely. It also provides tips for remotely brainstorming such as using the right tools, keeping everyone involved, and maintaining timelines. Additional advice includes building trust with remote employees through communication, assigning meaningful work, and clearly defining expectations. Getting valuable output from remote workers requires focusing on team dynamics, using the right tools, and establishing good processes along with organizing routines and avoiding distractions.
This document discusses time management strategies and best practices. It emphasizes that time management is about developing an internal rhythm and aligning with external schedules. It is not about obsessively checking the clock, but rather planning and executing activities effectively. Some key tips include prioritizing tasks, avoiding procrastination, estimating task times accurately, documenting schedules, and revising schedules as needed. Managing time well requires discipline but allows one to treat time as a precious resource and seize opportunities.
This document provides a facilitator's guide for a time management workshop, including an outline of the workshop content and timeline. The workshop is designed to help students assess their current time management habits, identify common barriers to effective time management like procrastination and unrealistic expectations, and provide a framework to set goals and create a weekly time management plan. The facilitator is advised to introduce themselves, get students engaged through polling and activities, and orient students to additional time management resources.
The document provides an outline for a seminar on time management. It begins with objectives to clarify goals, handle time wasters, improve delegation, work efficiently, learn time saving skills, and overcome stress and procrastination. It then covers defining time management, importance of prioritization, scheduling and execution. Mythological backgrounds of time and definitions of time management are presented. Ten strategies for better time management are discussed, including knowing how time is spent, setting priorities, using planning tools, getting organized, scheduling appropriately, delegating, stopping procrastination, managing external time wasters like phones and meetings, avoiding multitasking, and staying healthy.
This document provides guidelines for facilitators on delivering diabetes education modules developed by the International Diabetes Federation (IDF). It outlines how to assess learning needs, prepare for and organize workshops, facilitate sessions, and evaluate outcomes. The primary goals are to standardize diabetes education, support the IDF curriculum, and provide accessible content globally to help address the growing diabetes epidemic.
This document is a 12-page training module on time management for the Georgia Division of Family and Children Services. It covers objectives like eliminating time wasters, setting priorities, and scheduling. The module defines common time wasters like procrastination and provides tips to address each one, such as understanding tasks, setting goals, and identifying interruptions. It also explains systems for prioritizing tasks and developing routines and reminders to stay on schedule amid shifting priorities. The training concludes by directing users to an online time management survey.
The document provides an overview of time management. It begins by outlining the course objectives, which include explaining various time management concepts and tools. It then discusses what time management is, its importance, and who can benefit from it. The document also covers time management elements and principles, different time management styles, and components of effective time management.
The document discusses time management. It begins by listing the objectives of a time management course which include explaining concepts like time management styles, principles, and tools. It then discusses Dave, a project manager who struggles with time management as evidenced by him being late, unorganized, and unable to complete tasks on time. This illustrates how a lack of time management can negatively impact both work and personal life. Effective time management is important for anyone as it helps improve organization, efficiency, and productivity while reducing stress.
This document provides guidance on remote work for teams, managers, and employees. It emphasizes that remote work requires trust management and servant leadership rather than just task management. It recommends mimicking company culture, allowing for social times, and enhancing transparency when working remotely. It also provides tips for remotely brainstorming such as using the right tools, keeping everyone involved, and maintaining timelines. Additional advice includes building trust with remote employees through communication, assigning meaningful work, and clearly defining expectations. Getting valuable output from remote workers requires focusing on team dynamics, using the right tools, and establishing good processes along with organizing routines and avoiding distractions.
This document discusses time management strategies and best practices. It emphasizes that time management is about developing an internal rhythm and aligning with external schedules. It is not about obsessively checking the clock, but rather planning and executing activities effectively. Some key tips include prioritizing tasks, avoiding procrastination, estimating task times accurately, documenting schedules, and revising schedules as needed. Managing time well requires discipline but allows one to treat time as a precious resource and seize opportunities.
This document provides a facilitator's guide for a time management workshop, including an outline of the workshop content and timeline. The workshop is designed to help students assess their current time management habits, identify common barriers to effective time management like procrastination and unrealistic expectations, and provide a framework to set goals and create a weekly time management plan. The facilitator is advised to introduce themselves, get students engaged through polling and activities, and orient students to additional time management resources.
This document provides an overview of concepts and methods for successful training. It discusses a trainer's checklist of pre-training tasks. It also explains constructivist learning theory and how to apply it through Socratic questioning. Additionally, it outlines the DGCP method for skills transfer and the ADDIE model for instructional design. The goal is to equip trainers with best practices for planning, facilitating, and evaluating effective training.
How to build your remote work plan PRODENSAGerardo Macias
This document provides guidance on building an effective remote work plan with a focus on communication. Key points include:
- Hold weekly virtual meetings with all collaborators to discuss work updates and address any issues. Choose communication tools like Teams or Zoom.
- Provide learning resources and online courses through platforms like edX, Coursera, and Udemy so employees can develop skills during downtime.
- Emphasize maintaining a work-life balance when working remotely through setting schedules, taking breaks, and dedicating time to hobbies and family.
Are you unsure what to expect in your first term?
Do you need to brush-up on organization, time management, and goal setting?
Do you need help keeping the momentum going throughout the term?
Completing orientation is only the first of many pieces to your success at SUNY Empire State College’s Northeast
Center (NEC). Now that you have met your mentor and learned about the many resources available to you, you are
ready to put together the other pieces that will help you have a successful first term.
At three important stages during the
term, we will offer workshops and
interactive sessions conducted by staff
and current students to provide you with
additional resources and effective
strategies to help you piece together a
successful academic experience. We
highly recommend this series for new
students, but all students are welcome
to participate each term.
Before You Begin HIGHLY recommended for new students
Being a Successful Learner
Communicating Effectively with your Mentor and Instructors
Setting Term Long Goals
Student Panel : The Balancing Act & Other Success Tips
As the name suggests, Train the Trainer is a training strategy where existing subject matter experts, domain facilitators, and trainers teach learners on practical approaches, latest tools and techniques to design and deliver training. Often the curriculum includes specific instructions, coaching and feedback.
TRAINING OF TRAINERS(TOT) SKILLS - Copymubiru rashid
This document provides guidance on training of trainers. It discusses what a training is, the aims and objectives of conducting trainings, and important aspects to consider when planning a training session. It covers topics like needs assessment, selecting appropriate content and training techniques. Six commonly used training techniques are described in detail: case study, role play, demonstrations, brainstorming, structured exercises, and group discussions. The advantages and disadvantages of each technique are also summarized.
Planning and running a successful target setting workshopAlaa Karam
The document provides guidance on planning and running a successful targets setting workshop. It discusses identifying stakeholders and their expectations, planning the workshop by defining its purpose, scope, objectives and deliverables. It also covers establishing a workshop team, communication plan, and logistics. The case study example involves planning a workshop to set 100-day targets for a new organization, identifying stakeholders, and defining success criteria to determine when the workshop is complete.
5 Online learning tips for student successIIBMSMumbai1
To ensure success in an online learning environment, students must adopt effective strategies and cultivate good habits. In this guide, we will explore five essential online learning tips that can empower students to thrive in their virtual academic pursuits.
This document outlines a scheme of work for a BTEC Level 1 Diploma in Business Administration program. It details the units, topics, learning outcomes, teaching methods, and assessments for each week. The aim is to give learners knowledge and skills applicable in a work-based environment, including administrative tasks, communication, organization, and confidentiality. It also covers policies on equality and diversity, safeguarding, and health and safety. Functional skills in English, math, and ICT are embedded throughout the curriculum.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
Time Management - ZBooker edits_April 27_2015Zsa-Zsa Booker
This document summarizes a presentation on time management strategies for success. The presentation discusses prioritizing tasks, avoiding procrastination through effective planning, and using tools like calendars, to-do lists, and the five day study plan to manage time. Specific tips are provided, such as scheduling in blocks of no more than two hours and taking breaks. The presenter aims to help attendees better organize their time through strategic planning and establishing routines.
The document provides an overview of a 3-day training program for new facilitators at Focus: Hope in Detroit, Michigan. The training will cover topics like attendance procedures, educating students, food bank operations, and community outreach. It will be led by Oluwafemi Osisanya and aims to provide skills for effective online facilitation. The training objectives are to develop skills in areas like communication, productivity, creativity, and guidance. Participants will be assessed through informal rubric-based assessments and simulations of the learning management system. The training will utilize various technology and media tools to engage learners online.
High Performing Blended and Online ClassroomsD2L Barry
This document provides tips for effective classroom management in online and blended learning environments. It recommends that instructors have an active presence in their courses, use videos to welcome and engage students, track student progress and participation, set clear communication expectations, create opportunities for peer support, recognize and reward student work, and encourage collaboration through discussion groups and other online tools. It also emphasizes the importance of time management for instructors, suggesting they chunk their days into tasks, use a scheduling tool for student appointments, and leave time for breaks and self-care.
1. The document discusses time management strategies for college students, highlighting the importance of planning, goal setting, prioritizing tasks, avoiding procrastination, and using tools like to-do lists and weekly/monthly calendars.
2. It also discusses strategies for effective reading, studying, and learning, including spacing out study sessions, reviewing material frequently, and using the read-recite-review method.
3. The document also introduces problem-based learning (PBL) as a teaching method where students learn through solving open-ended problems, and describes the typical PBL process of identifying issues, researching between sessions, and applying new knowledge.
This document outlines standards and plans for developing a computer-based training module for new engineers. It includes sections on instructional strategies, media and evaluation plans, how the training will be organized in an online learning management system, how the content will be organized for the target learner audience of new engineers, and a prototype rollout plan. Key points are that the training will provide skills practice, assessments without grades until the end, and Spanish language alternatives to meet the needs of the target learner group.
The document summarizes the creation of SprintZ.work, a company that trains people to manage remote innovation sprints. It discusses how the founder initially doubted remote work could foster innovation but conducted a remote sprint with experts that changed his view. This convinced him remote work was the future and the best way to learn management was by doing it. The company now runs intensive 5-day and 5-week training programs to teach these remote management and innovation skills.
The trainer helps the trainees to learn by providing guidance, support and
feedback.
Facilitator: The trainer facilitates the learning process by creating a conducive
environment for learning.
Coach: The trainer coaches the trainees by providing feedback, guidance and support
for improving performance.
Counselor: The trainer provides counseling support to trainees by addressing their
concerns, doubts and issues.
Role Model: The trainer demonstrates desired behaviors and skills which are emulated
by trainees.
Evaluator: The trainer evaluates the learning and provides feedback for further
improvement.
Motivator: The trainer motivates the trainees and inspires higher and sustained efforts.
Catalyst: The trainer
Time management for supervisors - principles, tools and practiceCharles Cotter, PhD
This 2-day training program on time management for supervisors covers various principles, tools, and practices for effective time management. The training includes activities to help participants evaluate their own time management, identify time wasters, learn techniques like setting goals, prioritizing tasks, managing interruptions, and scheduling. Managing stress and conducting effective meetings are also addressed. Participants learn tools such as to-do lists, time logs, and delegation to help improve their time management in the workplace. The overall goal is for supervisors to minimize time wasted and maximize productivity and work-life balance through applying effective time management strategies.
The key considerations for developing an effective training program are needs assessment, learning objectives, delivery methods, content, and evaluation. A needs assessment should identify skills needed at the organizational, occupational, and individual level. Objectives and content are based on these needs. Delivery may include methods like online, coaching, and discussions. Evaluation ensures the training achieved its objectives and changed behaviors, as measured by Kirkpatrick's model of reaction, learning, behavior, and results.
Productivity: The Key to Organizational SuccessMuhammad Bilal
The document outlines several key elements for organizational success, including time management, motivation, planning, collaboration, discussion, managing multitasking, and continuous learning. It emphasizes setting schedules and priorities, staying positive, setting goals, sharing plans with others, using technology effectively, discussing problems and strategies, limiting multitasking, and upgrading skills on an ongoing basis. The overall message is that following these practices can help improve productivity and growth within an organization.
The document describes several physics problems involving forces and systems of forces acting on objects.
For the first problem, the forces acting on a particle are given. By equating the tangents of the angles between the forces and the resultant, the value of F is found to be 4 N.
The second problem gives forces acting at a vertex of a regular hexagon. The magnitude and direction of the resultant force is found to be 14 N along the DA direction. The distance from point B to the line of action of the resultant is 7√3 cm.
The third problem involves finding the algebraic and vector components of a force F in the direction of the line AB connecting two points. The algebraic component is found
This document provides an overview of concepts and methods for successful training. It discusses a trainer's checklist of pre-training tasks. It also explains constructivist learning theory and how to apply it through Socratic questioning. Additionally, it outlines the DGCP method for skills transfer and the ADDIE model for instructional design. The goal is to equip trainers with best practices for planning, facilitating, and evaluating effective training.
How to build your remote work plan PRODENSAGerardo Macias
This document provides guidance on building an effective remote work plan with a focus on communication. Key points include:
- Hold weekly virtual meetings with all collaborators to discuss work updates and address any issues. Choose communication tools like Teams or Zoom.
- Provide learning resources and online courses through platforms like edX, Coursera, and Udemy so employees can develop skills during downtime.
- Emphasize maintaining a work-life balance when working remotely through setting schedules, taking breaks, and dedicating time to hobbies and family.
Are you unsure what to expect in your first term?
Do you need to brush-up on organization, time management, and goal setting?
Do you need help keeping the momentum going throughout the term?
Completing orientation is only the first of many pieces to your success at SUNY Empire State College’s Northeast
Center (NEC). Now that you have met your mentor and learned about the many resources available to you, you are
ready to put together the other pieces that will help you have a successful first term.
At three important stages during the
term, we will offer workshops and
interactive sessions conducted by staff
and current students to provide you with
additional resources and effective
strategies to help you piece together a
successful academic experience. We
highly recommend this series for new
students, but all students are welcome
to participate each term.
Before You Begin HIGHLY recommended for new students
Being a Successful Learner
Communicating Effectively with your Mentor and Instructors
Setting Term Long Goals
Student Panel : The Balancing Act & Other Success Tips
As the name suggests, Train the Trainer is a training strategy where existing subject matter experts, domain facilitators, and trainers teach learners on practical approaches, latest tools and techniques to design and deliver training. Often the curriculum includes specific instructions, coaching and feedback.
TRAINING OF TRAINERS(TOT) SKILLS - Copymubiru rashid
This document provides guidance on training of trainers. It discusses what a training is, the aims and objectives of conducting trainings, and important aspects to consider when planning a training session. It covers topics like needs assessment, selecting appropriate content and training techniques. Six commonly used training techniques are described in detail: case study, role play, demonstrations, brainstorming, structured exercises, and group discussions. The advantages and disadvantages of each technique are also summarized.
Planning and running a successful target setting workshopAlaa Karam
The document provides guidance on planning and running a successful targets setting workshop. It discusses identifying stakeholders and their expectations, planning the workshop by defining its purpose, scope, objectives and deliverables. It also covers establishing a workshop team, communication plan, and logistics. The case study example involves planning a workshop to set 100-day targets for a new organization, identifying stakeholders, and defining success criteria to determine when the workshop is complete.
5 Online learning tips for student successIIBMSMumbai1
To ensure success in an online learning environment, students must adopt effective strategies and cultivate good habits. In this guide, we will explore five essential online learning tips that can empower students to thrive in their virtual academic pursuits.
This document outlines a scheme of work for a BTEC Level 1 Diploma in Business Administration program. It details the units, topics, learning outcomes, teaching methods, and assessments for each week. The aim is to give learners knowledge and skills applicable in a work-based environment, including administrative tasks, communication, organization, and confidentiality. It also covers policies on equality and diversity, safeguarding, and health and safety. Functional skills in English, math, and ICT are embedded throughout the curriculum.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
Time Management - ZBooker edits_April 27_2015Zsa-Zsa Booker
This document summarizes a presentation on time management strategies for success. The presentation discusses prioritizing tasks, avoiding procrastination through effective planning, and using tools like calendars, to-do lists, and the five day study plan to manage time. Specific tips are provided, such as scheduling in blocks of no more than two hours and taking breaks. The presenter aims to help attendees better organize their time through strategic planning and establishing routines.
The document provides an overview of a 3-day training program for new facilitators at Focus: Hope in Detroit, Michigan. The training will cover topics like attendance procedures, educating students, food bank operations, and community outreach. It will be led by Oluwafemi Osisanya and aims to provide skills for effective online facilitation. The training objectives are to develop skills in areas like communication, productivity, creativity, and guidance. Participants will be assessed through informal rubric-based assessments and simulations of the learning management system. The training will utilize various technology and media tools to engage learners online.
High Performing Blended and Online ClassroomsD2L Barry
This document provides tips for effective classroom management in online and blended learning environments. It recommends that instructors have an active presence in their courses, use videos to welcome and engage students, track student progress and participation, set clear communication expectations, create opportunities for peer support, recognize and reward student work, and encourage collaboration through discussion groups and other online tools. It also emphasizes the importance of time management for instructors, suggesting they chunk their days into tasks, use a scheduling tool for student appointments, and leave time for breaks and self-care.
1. The document discusses time management strategies for college students, highlighting the importance of planning, goal setting, prioritizing tasks, avoiding procrastination, and using tools like to-do lists and weekly/monthly calendars.
2. It also discusses strategies for effective reading, studying, and learning, including spacing out study sessions, reviewing material frequently, and using the read-recite-review method.
3. The document also introduces problem-based learning (PBL) as a teaching method where students learn through solving open-ended problems, and describes the typical PBL process of identifying issues, researching between sessions, and applying new knowledge.
This document outlines standards and plans for developing a computer-based training module for new engineers. It includes sections on instructional strategies, media and evaluation plans, how the training will be organized in an online learning management system, how the content will be organized for the target learner audience of new engineers, and a prototype rollout plan. Key points are that the training will provide skills practice, assessments without grades until the end, and Spanish language alternatives to meet the needs of the target learner group.
The document summarizes the creation of SprintZ.work, a company that trains people to manage remote innovation sprints. It discusses how the founder initially doubted remote work could foster innovation but conducted a remote sprint with experts that changed his view. This convinced him remote work was the future and the best way to learn management was by doing it. The company now runs intensive 5-day and 5-week training programs to teach these remote management and innovation skills.
The trainer helps the trainees to learn by providing guidance, support and
feedback.
Facilitator: The trainer facilitates the learning process by creating a conducive
environment for learning.
Coach: The trainer coaches the trainees by providing feedback, guidance and support
for improving performance.
Counselor: The trainer provides counseling support to trainees by addressing their
concerns, doubts and issues.
Role Model: The trainer demonstrates desired behaviors and skills which are emulated
by trainees.
Evaluator: The trainer evaluates the learning and provides feedback for further
improvement.
Motivator: The trainer motivates the trainees and inspires higher and sustained efforts.
Catalyst: The trainer
Time management for supervisors - principles, tools and practiceCharles Cotter, PhD
This 2-day training program on time management for supervisors covers various principles, tools, and practices for effective time management. The training includes activities to help participants evaluate their own time management, identify time wasters, learn techniques like setting goals, prioritizing tasks, managing interruptions, and scheduling. Managing stress and conducting effective meetings are also addressed. Participants learn tools such as to-do lists, time logs, and delegation to help improve their time management in the workplace. The overall goal is for supervisors to minimize time wasted and maximize productivity and work-life balance through applying effective time management strategies.
The key considerations for developing an effective training program are needs assessment, learning objectives, delivery methods, content, and evaluation. A needs assessment should identify skills needed at the organizational, occupational, and individual level. Objectives and content are based on these needs. Delivery may include methods like online, coaching, and discussions. Evaluation ensures the training achieved its objectives and changed behaviors, as measured by Kirkpatrick's model of reaction, learning, behavior, and results.
Productivity: The Key to Organizational SuccessMuhammad Bilal
The document outlines several key elements for organizational success, including time management, motivation, planning, collaboration, discussion, managing multitasking, and continuous learning. It emphasizes setting schedules and priorities, staying positive, setting goals, sharing plans with others, using technology effectively, discussing problems and strategies, limiting multitasking, and upgrading skills on an ongoing basis. The overall message is that following these practices can help improve productivity and growth within an organization.
The document describes several physics problems involving forces and systems of forces acting on objects.
For the first problem, the forces acting on a particle are given. By equating the tangents of the angles between the forces and the resultant, the value of F is found to be 4 N.
The second problem gives forces acting at a vertex of a regular hexagon. The magnitude and direction of the resultant force is found to be 14 N along the DA direction. The distance from point B to the line of action of the resultant is 7√3 cm.
The third problem involves finding the algebraic and vector components of a force F in the direction of the line AB connecting two points. The algebraic component is found
I have created a photo album to showcase pictures from my recent trip to Yosemite National Park. The album includes scenic landscape shots of Half Dome, El Capitan, and Yosemite Falls. It also features photos of me hiking trails and enjoying the beautiful views in one of America's most iconic national parks.
The document discusses standards and SCORM (Sharable Content Object Reference Model) for eLearning. It provides an overview of SCORM, including that it is a collection of standards that enable interoperability, accessibility, and reusability of web-based learning content. The document also discusses how SCORM evolved from the Advanced Distributed Learning initiative and outlines some of SCORM's key concepts like shareable content, communications, sequencing and metadata.
The document discusses standards and SCORM (Sharable Content Object Reference Model) for eLearning. It provides an overview of SCORM, including that it is a collection of standards that enable interoperability, accessibility, and reusability of web-based learning content. The document also discusses how SCORM evolved from the Advanced Distributed Learning initiative and outlines some of SCORM's key concepts like shareable content, communications, sequencing and metadata.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
4. Audience analysis
:A process to identify the characteristics
Demographics, skill level, behaviors, and
.knowledge
The analysis allows the instructor to design and
determine content to meet the learning goals
.of the training
5. ?What is in an audience analysis
Demographics.…,: age, gender, education level
Demographics
Learning styles: to meeting audience needs to
increase learning, visual, verbal, active, reflective,
..……,sequential, global
6. Memory levels
10% what is read
20% what is heard
30% what is seen
50% what is heard and seen
70% what is said and written
90% what is said as it is done
7. Training standards
Training standards measures collective or individual
performance based on task accomplishment, and also
defines the level of proficiency required to satisfy the
.task
A training standard consists of three component: the
task to be accomplished, the condition under
which the task is performed , and the evaluation
criteria used to determine if the task was performed
.at a satisfactory level
8. Basic concepts
The task
A unit of work usually performed over a short period of time, it has
.a specific beginning and ending, can be measured
Conditions
.Equipment, environmental conditions
Standards
.…,Accuracy, time limits, sequencing, quality, product, process
Performance steps
.To a accomplish the training objective
9. Evaluation
After training is completed ,
the training standards are
again used to ensure that
individuals and teams can
successfully perform all the
.required tasks
10. Agenda
1. Aims and objectives of the training?
2. Who is to be trained?
3. When will the training take place?
4. Where will the training take place?
5. How is the training to be provided?
11. 1. Aims and Objectives of the training
• The aims provide an overview of what is hoped will
happen. They provide a direction but it is not easy
to know when an aim has been achieved.
At the end of the training, an evaluation is needed to check
that participants are satisfied with the programme and have
learnt what was planned. On occasions it is of value to
involve people from outside to provide an unbiased
assessment.
12. 1. Who is to be trained?
• It is important to know how people have been selected for
training. If everyone came from a similar school, similar
subjects and similar levels of expertise it would make the
training easier. In reality people come from a wide range of
experiences which means more work for the Trainers.
• Consideration needs to be given to how many people will be
trained at one time. This will depend on a number of
factors including the number of computers available but
there is a limit to the number of people that Trainers can
interact with at one time. From experience, 30 people are
the maximum number that can be managed effectively
13. • When will it take place?
• Some participants will demand longer hours than this, but
this is impractical since the training is intense and both
Trainers and trainees need to rest. Trainers also need
working time at either ends of the day. In the morning,
time is needed to make sure that everything is available and
working, at the end of the day time is needed to assess
progress and where necessary amend the programme for
subsequent days. This can easily add an extra two hours
per day to the Trainer’s workload. Be ready to say NO!
14. • Where will training take place?
• For their own convenience, Trainers need to be aware of where it will take
place and how they will get there. It has been found essential to arrive at the
training centre at least a day ahead of the start of training. Days before
travelling to a centre, Trainers must receive reassurance that everything is
working and when they get there, check again for themselves. By arriving
early it may be possible to move the furniture around so that it best matches
the Trainers’ style of delivery.
• The best format is to have a separate area for discussion and group work.
This means that it is possible to get participants away from the computers.
This arrangement ensures that trainees give their full attention and do not
continue to work on the computers. It is a disadvantage having people
sitting at their computers throughout the training, even when the computer
facilities are excellent.
15. 1. How is the training to be delivered?
• Along with the training there will be a need for administrative
support and technical support. it is also important to ensure
that there is good technical support particularly for Trainers
working for the first time.
• It is also necessary to decide on how important it is for
participants to be able to speak, read and write in English as
well as Arabic.
• At present most of the Internet and software for Science
relies heavily on a good knowledge of English. Organisers
and Trainers must decide and agree on the importance
attached to this and to what extent it affects the training
programme.
16. Planning the Programme for One Day
• Trainers must plan in detail what they will do each day
• The outline programme includes details for all that will be covered each
day. It will enable Trainers to see how they will be able to fit in all the
activities proposed. For each day it is important to address the following
areas;
3. Time available
4. Meeting objectives
5. The day before and the day after
6. Access to the Internet
7. Maintaining a balance of activities
8. Planning for the unexpected
17. Time available
• This means how much time will be available in the training area
and on the computers. In some places it is possible to use the
training facilities beyond the times of the official programme.
Inevitably this will affect everything that is done. It is important
to find out how much time is available for each day as soon as
possible. Some trainees will want to work on beyond the
planned end of day
• Time will have to be allowed for rest breaks each day and for
lunch. Getting people out and back in again can often cut into
this time. If people have to travel on a bus to lunch then a little
more time might have to be allowed for. Adding on time at the
end of the day can make this up.
18. Meeting Objectives
What is planned for each day will be affected by the overall
objectives so for one day the intention could be to introduce
spreadsheets, show how they can be used for calculating,
modelling and creating graphs. These are clear-cut and
easy to know whether or not you have achieved them.
Sometimes there will be temptations to do things not planned
for, but which have interested participants. Now while
there is always some flexibility in any programme it is
important that Trainers do not stray to far from what was
originally agreed. Neither organisers nor participants will
be pleased if you do not deliver what was expected.
19. The day before and the day after
• Even planning for the first day can be affected by
unforeseen events so there has to be an ongoing
evaluation of what can and cannot be done each day.
The plan for successive days will depend on each
other and in discussion with organisers, priorities
will have to be decided. Initial planning provides a
guideline for what is to be done, but this can be
adapted throughout the week.
20. WHEN ACTIVITY
Well
before the •Arrive early as possible to make sure you can get
starting in and that everything is working properly;
time. •First of all check resources including computers
(One hour and software that will be used first by trainer and
if
then for participants;
possible)
•Check Internet access if that is to be used today;
•Check printers each day;
•Arrange chairs and tables for the first session;
•Check with the technical support;
•Make sure that the photocopying needed for
today is available
Start of day
21. During sessions
•Check that you have participants full attention;
•Check that participants understand;
•When participants have gone into groups for discussions check that they understand what
they have to do and that everyone has a chance to take part; it is sometimes advisable to
make a working sheet
•Watch how participants use the computers and make sure that anyone who needs extra
help is able to work with others who are more competent;
Break times Getting people out for tea break and lunch breaks can be very difficult, as often they want to
finish the work that they are doing. It is not always essential that everyone goes out at the
same time, but that they all have time to get a drink and do anything else they need to do.
On the other hand, we have not found it difficult in getting people back in on time. If people
have to travel together by bus to the dining hall for example, then everyone does have to
leave and return at the same time.
If you can, sit with different groups of people at break times and at lunch times. You can
then get some feedback on how things are going and whether or not there are any problems
such as with the accommodation.
End of day The days work is very intensive and trainers should think carefully before committing
themselves to staying after the finishing time. The priorities for trainers are to rest, to
evaluate what has been done that day and prepare for the next day.
In some places the management will allow participants to remain in the training rooms for
an hour or so after the end of the training. This is a good thing, and often appreciated by the
trainees, but the trainers should not need to be involved.
Modify the next days programme according to comments arising from the days work
22. Sessn Activity Duration
(mins)
1 Welcome
2 Forming Groups
3 Teachers and Students Making Presentations
4 Spreadsheets
5 Evaluating software
6 Internet Resources for Science
revision time at start of days 2 -4
Summary and clarifications at end of sessions each day
Evaluation sheet at end
Presentation of certificates at end
TOTAL TIME
TIME AVAILABLE
23. Welcome and Introduction
At the end of this introduction participants will
be able to:
• explain why they are being trained;
• identify the trainers for their group;
• describe how the teachers will be trained;
24. No. Name Position School Address Location Telephone E-Mail
26. Activity When Who Why
Identify need for training and To get started
who the trainers will be
Agree aims and objectives Needed for planning
Trainers receive contracts Ratifies commitments and sets in motion finances
Provide course outline, rationale Releases finance that will pay for travel
and plans for training
-Specific software obtained -Software needed including MS Office
-Specific hardware or software - In time for agency to meet those needs
needed made clear
Trainees identified and informed Provides essential information for teachers and their
schools
Confirm location and facilities Ensure facilities are still available
Computer facilities and technical Computer setups, availability of projectors, internet
support checked out access, available software and access for printing.
Who will support trainers?
Materials sent for photocopying Sent by email and processed at employers office
27. Activity When How long to do Why
Trainers analyse Immediately after Depending on the Provides information on what went well
evaluation forms. training has number of and what needs to be improved.
been completed. participants, This will help planning for future
training sessions.
Trainers analyse Immediately after This will take up to Provides information on what went well
recommendations of training has one hour. and what needs to be improved.
participants. been completed. This will help planning for future
training sessions.
Trainers produce a Within 4 weeks from This will take at As an Employing agency requirement
report according to the end of the least 2 days and to provide a record of the
guidelines provided training training. Final payment to trainers
by Employing will not occur until this is
agency. completed.
Decide on which digital When report is At least 3 hours Provides visual images of activities in
photographs4 and almost with report and ensures a professional
graphics will be used completed consultations product
and insert in best
place in report
Final editing and Within 3 months of This will take As an Employing agency requirement
professional printing end of training several weeks and to provide a record of the
of report managed training
by Employing agency
Dissemination of report Within a month after Two weeks So that the participants have a reference
by employing agency printing the document to review and apply what
to all participants report they have learnt.