The document provides an agenda and materials for a Train the Trainer workshop. The workshop will cover preparing trainers for content training days, including introductions, an overview of training binders and materials, and skills for participant preparation, presentation, and classroom management. Trainers will learn about considering participant characteristics and engagement, developing training components, practicing presentation techniques, and managing the learning process through techniques like introducing new ideas, confirming understanding, and closing programs. The goal is to equip trainers with consistent processes and tools to effectively deliver Workday trainings.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
A good guide to the science of coaching and developing your employees as well as the basic skills needed as a supervisor. New supervisors will find this training helpful in making the transition from a position where they were technically proficient to one where they rely on their subordinates for that proficiancy.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
A good guide to the science of coaching and developing your employees as well as the basic skills needed as a supervisor. New supervisors will find this training helpful in making the transition from a position where they were technically proficient to one where they rely on their subordinates for that proficiancy.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
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.
Basic Supervisory Skills Training Presentation. Includes placeholders for customized company info and training games. Topics covered include:
Interviewing, Performance Evaluations,
Coaching & Communication, and Progressive Discipline. NOTE: handwritten fonts don't convert in SlideShare and were replaced with ComicSans.
>>https://workexcel.convertri.com/see-all-14-skills
Even more details on New Supervisor Training: https://workexcel.convertri.com/14-vital-skills-for-supervisors -
This New Supervisor Training PowerPoint helps new supervisors or seasoned supervisors who need additional help to lead employees better, reduce risk to the organization, reduce their stress, and accelerate their skills to improve productivity, reduce conflicts, reduce grievances, and increase workplace harmony. It's all about relationships with supervisors....and it's all about leadership in those relationships, but you can't count on supervisory staff knowing what to say, how to say it, what to do, and how to do it. This program does that. It is stuffed with a zillion tips and we cut out all the fluff. You get all meat and potatoes, now hot air. We created this program to take any supervisor and in two hours pack their brain with skills and abilities like a sardine can---and then leave them with the ability to return to it 24 hours a day to get the answer to supervisory questions the need answered right now. This new supervisor training program goes the extra mail. It covers observing performance, documenting, confronting, communicating properly with upper management, reducing risk of violence in the workplace, doing investigations properly, praising and inspiring employees, and much more. Enjoy this skill #8 and feel free to remove the tags in it or edit the content to suit your purposes. New Supervisor Training PowerPoint help is now easily done. Please contact us if we can help you in anyway. Many other new supervisor training programs and courses are available. One of the most overlooked groups, with regards to training, is old supervisors. There are many new supervisor training programs, but few for seasoned supervisors. This can be a real disadvantage for a business and also for the experienced supervisor. The business world is constantly changing and everyone old and new needs to keep up with their training. Sections of new supervisor training may be totally new to even a seasoned supervisor and they can benefit by learning these new skills. Technology has made so many improvements in how we work and how we supervise that it is imperative that all supervisors are trained in these techniques. Laws and regulations are also constantly changing and sometimes old supervisors get lost in the past and training can help to bring them up to speed with the way laws and regulations are today. But nothing is more important the communication and relationship skills. These soft skills or rather a lack of them are what increase risk to organizations. With this new set of training courses both new supervisors and older supervisors will become champions of productivity.
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
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.
Basic Supervisory Skills Training Presentation. Includes placeholders for customized company info and training games. Topics covered include:
Interviewing, Performance Evaluations,
Coaching & Communication, and Progressive Discipline. NOTE: handwritten fonts don't convert in SlideShare and were replaced with ComicSans.
>>https://workexcel.convertri.com/see-all-14-skills
Even more details on New Supervisor Training: https://workexcel.convertri.com/14-vital-skills-for-supervisors -
This New Supervisor Training PowerPoint helps new supervisors or seasoned supervisors who need additional help to lead employees better, reduce risk to the organization, reduce their stress, and accelerate their skills to improve productivity, reduce conflicts, reduce grievances, and increase workplace harmony. It's all about relationships with supervisors....and it's all about leadership in those relationships, but you can't count on supervisory staff knowing what to say, how to say it, what to do, and how to do it. This program does that. It is stuffed with a zillion tips and we cut out all the fluff. You get all meat and potatoes, now hot air. We created this program to take any supervisor and in two hours pack their brain with skills and abilities like a sardine can---and then leave them with the ability to return to it 24 hours a day to get the answer to supervisory questions the need answered right now. This new supervisor training program goes the extra mail. It covers observing performance, documenting, confronting, communicating properly with upper management, reducing risk of violence in the workplace, doing investigations properly, praising and inspiring employees, and much more. Enjoy this skill #8 and feel free to remove the tags in it or edit the content to suit your purposes. New Supervisor Training PowerPoint help is now easily done. Please contact us if we can help you in anyway. Many other new supervisor training programs and courses are available. One of the most overlooked groups, with regards to training, is old supervisors. There are many new supervisor training programs, but few for seasoned supervisors. This can be a real disadvantage for a business and also for the experienced supervisor. The business world is constantly changing and everyone old and new needs to keep up with their training. Sections of new supervisor training may be totally new to even a seasoned supervisor and they can benefit by learning these new skills. Technology has made so many improvements in how we work and how we supervise that it is imperative that all supervisors are trained in these techniques. Laws and regulations are also constantly changing and sometimes old supervisors get lost in the past and training can help to bring them up to speed with the way laws and regulations are today. But nothing is more important the communication and relationship skills. These soft skills or rather a lack of them are what increase risk to organizations. With this new set of training courses both new supervisors and older supervisors will become champions of productivity.
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
The slides to accompany a ScaffoldLMS webinar on E-Assessment held on 2nd December 2014 at 10am AEDT. The webinar recordings can be accessed from the Nine Lanterns website: http://www.ninelanterns.com.au/knowledge-hub/welcome-nine-lanterns-elearning-knowledge-hub/demand-webinars
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
Designing and Conducting Training Program
Trainer’s Role: Role of Trainers, Qualities of a good Trainers, Internal Trainer Vs External Training, Training of Trainees
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
4. Agenda
8:30a – 9:00a Introductions
9:00a - 10:00a Getting Ready for Training
• Introductions
• Train the Trainer Workshop and Binder
• Content Training Day
• Training Day
10:15a – Noon Training Preparation
– Components of Training
– Participation discussion
– Presentation skills and techniques
1:00p-3:00p Prerequisite Training
– Workday Navigation and FDM Overview
5. Introductions
• Your Name?
• Department and Role?
• What course(s) you are training?
• What concerns you the most about training?
• What’s your favorite color?
7. Train the Trainer Workshop
• Purpose
– Set expectations
– Provide support and answer questions
– Prepare trainers with consistent process
– Provide tools and materials
• Selection Process
– Project Team
– Department Managers
– Change Network
8. Train the Trainer Binder
o Toolkit
o Tab 1
o Tool Kit
o Room logistics and contacts
o Generic Training Logins
o Links and Skype
o Trainer Expectations, Roles and Responsibilities
o Schedules
o Tab 2 – Workshop Presentation and Participant Guide
o Tab 3 – Workday Basics
o Workday Navigation and FDM Overview
o Workday for Managers
o Tab 4 – Your course content
o Tab 5 – Note paper
30. Engagement Techniques
Welcome Welcome as the students enter the room
State your name and the name of the class
Provide a brief course description
Introductions Introduce yourself
Allow the students to do introductions
Class Schedule Announce course duration and break schedule
Facility Point out restrooms and evacuation procedures
Materials Review courseware and other materials
Complete the name tents, check the sign in sheet
Main Topics Review on the whiteboard/flipchart
Guidelines for Success Two-way communication
Active participation
Respect others
Ask questions
Avoid outside distractions
Have fun!
31. Introduce New Idea
What?
• Brief description
• Lesson topics or objectives
• Business concept slides
Why?
• Framework
• Point of reference, WIIFM statements
• Expectation: what’s changing, what’s the same
33. Confirm Understanding
• Check in with participants throughout the
class using
– Questions
– Exercises
– Revisit and link ideas
34. Transition
• Transition to new topic
– Link previous concepts to the next topic
– Provide relationships between concepts to reinforce
understanding
– Provide clarity between unrelated topics
• Transition to end of course
– Set the stage for wrap up activities and next steps
35. Close Program
• Course summary module
– Review course objectives
– Review key processes/systems
– Ask reassurance questions
– Address outstanding parking lot items
– Remind them where/how to get help
– Reinforce next steps; give timelines when possible
– Answer any last minute questions
36. Evaluate Program
• Evaluation is focused on feedback
– Rate the overall course
– Rate the training material
– Rate the confidence in completing a task/ business process
• Gather information and improve future
instruction
38. Wrap-up
• How well did we cover your concerns about
training?
• If you have additional question – please
contact Rebecca x 8340
• Please stay for the Workday Navigation and
FDM Overview class after lunch
Say:
Welcome to the Workday Phase I Financials Train the Trainer Workshop. This is course is for everyone who will be teaching Workday courses in this phase.
My name is XXX on the project and I will be your instructor this morning.
Before we get started, I want to go over a few housekeeping items.
This class will go until noon today
We plan to have at least 1? break
Restrooms are located in the hallway outside the class
Vending machines are in the hall on the first floor
In the event of an emergency, do not use the elevator. Take the main staircase in the hallway and exit directly through the main doors to the parking lot
Please take a few moments to turn our cell phones to vibrate
Say:
Before we move on to the agenda and details, we want to say a HUGE THANK YOU for agreeing to be a Trainer! We could not accomplish all of the training needs in 6 weeks without your help!
We want to make this the best experience possible for you as trainers
If you have any questions – please ask them!
SAY:
Review Agenda
Do:
Have Participants Introduce themselves.
Name
Department
Role
What course(s) you are training
Last movie you watched
SAY:
Set expectations –
How we can help:
We will provide you with the materials you need to handle your courses
We want trainers to feel comfortable and know you are supported!
We want you to have the tools you need – when you need them so you don’t have to worry about it.
What was the selection process?
DO:
Hand out trainer binders
Say:
This is how the binder is organized
Review trainer guide purpose (this is their reference for content, support and requirements as a trainer).
Trainers are responsible for building their guide during the train the trainer process gathering information from their scheduled workshops and inserting content into their trainer guide.
There are then responsible for their guide, taking it with them to the courses they train, making sure they have it with them at all times. Because they are custom built during their train the trainer process, there is no replacement for it.
Review items in the trainer guide already provided such as list of support contacts/ important phone numbers and check lists for training (which is reviewed in more detail later in this presentation)
Review schedule (print out in trainer guide for reference) and expectations
SAY:
Please feel free to add anything else you might need – some ideas were: safety pins, sewing kit, pain killers,.
Teach Backs- once you’ve completed your functional training workshop you’ll have 1 hour to prep for a 15-30 minute portion of your total presentation, of your choosing, to teach back to the project team instructors and other trainers for your functional area.
Need the schedule for teach backs (list of schedule for each person that is a trainer to provide them as well)
WELCOME!
SAY: We are moving into the Training Skills Workshop. This is the first workshop you’ll complete as part of your Train the Trainer process. The purpose of this workshop is to help you learn how to develop and conduct effective training. It is designed for “non-trainers” who may never train or train on an occasional basis. It covers the basic skills necessary for you to effectively develop and conduct the training you are asked to do in your job.
Review the agenda (1 minute)
Reference the participant guide information and explain how it is used during this workshop.
Review the definition of training in order to ensure all participants have the same idea of what is being accomplished during the Workday training. Reiterate the goals of making sure end users are using the system at time of go live and receive a similar training experience when learning the system.
(2 minutes)
DISCUSSION (5 minutes): Using the PG; have the participants recall trainings or presentations they’ve attended in the past and list a few items they felt made the presentation great. Follow the same question for trainers they’ve seen and what made the trainer great. Ask for volunteers to read their list (at least 4) and write them on the white board. Discuss why these made the training great and/ or memorable and state the purpose and learning objectives of the course;
ACTIVITY (3 minutes): Using the PG; ask participants to list what they feel their strengths are as trainers and areas of opportunity they’d like to work on. Then have them share this in groups to identify people with the same/ and opposite strengths and opportunities within the room. Reiterate that this is a journey they are taking together, as trainers for this project, they are each others support team. Have each person identify at least 2 accountability partners with opposing strengths to their opportunities to lean on during this process.
SAY (2 minutes): there are 3 main components to all trainings a trainer needs to know; who is participating, what they need to prepare and how they need to present based on the audience and materials they have at hand. These 3 components are being considered at all phases of the training. This means a trainer is in the process of thinking, acting and observing throughout the entire training process. This may sound like a lot so we will start with what we need to know. First, participants (Next Slide)
DISCUSSION (5 minutes): Using the PG; have the participants recall trainings or presentations they’ve attended in the past and list a few items they felt made the presentation great. Follow the same question for trainers they’ve seen and what made the trainer great. Ask for volunteers to read their list (at least 4) and write them on the white board. Discuss why these made the training great and/ or memorable and state the purpose and learning objectives of the course;
ACTIVITY (3 minutes): Using the PG; ask participants to list what they feel their strengths are as trainers and areas of opportunity they’d like to work on. Then have them share this in groups to identify people with the same/ and opposite strengths and opportunities within the room. Reiterate that this is a journey they are taking together, as trainers for this project, they are each others support team. Have each person identify at least 2 accountability partners with opposing strengths to their opportunities to lean on during this process.
ASK/ DISCUSSION (3 minutes): what are the characteristics of the participants you are training for Workday Financials? After responses, click to list the characteristics on the slide. Based on responses, relate them to one or more of the three characteristics listed.
ASK/ DISCUSSION (3 minutes): what are the participant needs as employees? The goal is to get the trainers to consider what employees concerns before they enter the training environment so they can begin to think of how to prepare to address them. Some answers may include “what’s different”, “how has my job changed”, “how does this affect me”, “where do I get support”
ASK/ DISCUSS (5 minutes): what are the needs of adult learners? Follow same discussion format and review the following through the discussion or say
Adults are results-oriented and require motivation for learning new material. This is the what’s in it for me topic we discussed earlier today.
Adults prefer to be self-directing and quickly use what they learn. They need to put the new ideas into practice, which is the combination of “say and do” that we saw on the previous slide.
Adults come to training with a rich body of life experience, clear attitudes and preferences, and a lot to lose from failure. We should leverage these skills and experiences as we present new topics. This can be done easily by relating new topics to the concepts they already know.
Adults are problem-centered and welcome problem-based learning exercises. They can solve problems using their prior knowledge and newly acquired knowledge. The demonstrations and exercises in training should be scenario based, which helps them to find a solution to a business scenario.
Adults learn best in a democratic, participatory, and collaborative environment. By engaging them in dialogue and allowing them to practice skills, they feel included. You make the course more of a group event and less of a lecture.
SAY (2 minutes): and of course there are the human needs, basic considerations such as reading when the room needs a break, considering the temperature and practicing a level of transparency to reduce concern about the unknown.
ASK/ DISCISSION (3 minutes): While considering anything that impacts the ability of the participants to stay engaged in the content, what should you look for during the course to determine the level of participation/ engagement? CLICK TO SHOW ANSWERS ONCE THEY HAVE PROVIDED EXAMPLES and briefly discuss what each one may look like in the classroom
NEXT SLIDE
SAY: considering your participants and their learning needs is preparation skill. You use that information and course materials to prepare for your training.
ASK: What do you think the recommended prepping ratio is to teaching material?
ANSWER: It is suggested that trainers spend two hours prepping for every hour of teaching material (2:1)!
TELL: Materials include the facilitator and participant guides, as well as other handouts and supplies. Review items in the participant guide
Say:
Review Software Preparation
Explore the software
Ask questions
Know required data
Prep for demos/ exercises
Say:
What are course components? Course concepts or PPPT slides are used to explain concepts, processes, and tasks.
Walk-Thurs enable you to practice performing a task in Workday.
For Demonstrations, I will demonstrate a process in the Workday training tenant.
Task Exercises are designed for you to practice performing a task in a training tenant.
You may have questions during this course:
Always repeat the question so that every hears and understands it
Answer questions you know
Record on parking lot for questions that you have partial or no answer. Parking Lot questions will be answered after class.
TRANSITION: The second major category of preparation is the equipment. Because much of what you will train is application-based training, you need to know the equipment in each training room and be prepared to help the students use it.
Computers: You need to know what kind of equipment is in the room and the proper usernames/passwords for each workstation. Also, you need to know if you are required to bring your own computer or if one will be provided for the facilitator. You also need to know the usernames/passwords for any application you will use during the class.
Data Files: If you need to load any simulations or other samples/data on each workstation, you may need to have those files on a flash drive and then copy it to each workstation in the room before class begins.
Software: You need to ensure that each workstation has the right software and applications to perform the tasks required in training. Is the web browser available and up to date?
Visual Equipment: You will present the training from your facilitator workstation, but you also need to be familiar with how the projector works in each training room. Never assume it works; test it every morning even if you’re in the same room every day. You never know when the bulb may burn out or if someone else used the room and damaged the equipment after your last class.
TRANSITION: The final major category of preparation is the facility. If the room and fixtures in it don’t support training, then it’s likely the distractions will reduce how much the students actually learn. Reference logistics from the participant guide.
SAY:
Point out where the restrooms, water fountains, vending machines are located
Review the items in the participant guide
Review the items in the participant guide
TELL:
Every course begins by engaging the audience, drawing them into the course. Make the students want to be there, or at least understand why they have to be there.
Then you introduce each new idea and set the stage for learning the topic.
You present the supporting material to explain the topic.
Then you confirm the audience’s understanding of the topic.
You can then transition to a new topic or move on to…
…close the course by ensuring the students have an overall understanding and confidence with the learning topics.
Finally, you evaluate the program to ensure that it meets the needs and expectations of the project.
TRANSITION: Let’s begin by talking about audience engagement techniques.
Review the items in the participant guide
Review the items in the participant guide
TRANSITION: The second step in the course flow is the introduction of new ideas.
TELL: As you begin each new lesson or topic within a module, you must provide the students with a brief description of the idea or concept. This introduction may appear as either objectives at the beginning of a module or business concept slides before a demo/exercise.
TELL: By introducing the topic with objectives or an overview, you provide a framework for the students… a launching point for further learning. You set expectations for what they are about to learn.
TRANSITION: The third step in the course flow is the presentation of material.
Review the items in the participant guide
TRANSITION: The fourth step in the course flow is the confirmation of understanding.
Review the items in the participant guide
TRANSITION: The fifth step in the course flow is the transition.
Review the items in the participant guide
TRANSITION: The sixth step in the course flow is closing the course.
Review the items in the participant guide
TRANSITION: The seventh and final step in the course flow is the course evaluation.
Review the items in the participant guide
Give everyone a few minutes to prepare their 1 minute presentation on the topic they choose from the hat at the beginning of the presentation. Each person comes up to the front, gives their presentation and uses the techniques learned to engage and inform quickly and effectively.
Review items and next steps
SAY:
Thank you for attending
If you have additional question afterwards – contact Rebecca