Let’s be honest: no one truly enjoys sitting through an hour or more of training that is required as part of their job. This is especially the case when said topic is less than exciting or ever so slightly technical in nature. “Come sit for an hour to learn a web content management system so I can update the university website? Well, that sounds super fun and at the top of my to-do list!” Said no one, ever. When it’s your job to facilitate training, it can be discouraging to know that your participants may not be as engaged in the topic at hand as you are. In this presentation, we’ll cover three things that you as a training facilitator can do to enhance the learning experience of your participants, so they walk away not only having learned the required material, but actually having enjoyed their time with you.

1. TRAIN THE TRAINER
TIPS FOR ENHANCING EMPLOYEE LEARNING
@HEYJUSTKATIEKATIE@NYU.EDU

2. KATIE SANTO
WEB TRAINING & CONTENT SUPPORT SPECIALIST
DIGITAL COMMUNICATIONS GROUP
TIPS FOR ENHANCING EMPLOYEE LEARNING
TRAIN THE TRAINER

7. LET’S THATCHANGE

8. HOW?

10. caring

11. GIVE THEM A
REASON TO
CARE

12. CARING QUESTIONS

13. CARING QUESTIONS
• How does it apply to the mission statement of the university?

14. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?

15. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?

16. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?

17. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?

18. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
• How will it help drive traffic to their webpage?

19. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
• How will it help drive traffic to their webpage?
• How will it encourage end-users to open an email or click a link?

20. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
• How will it help drive traffic to their webpage?
• How will it encourage end-users to open an email or click a link?
• How will it spread awareness about their events?

22. How will it help them solve a
problem they have been
unable to find a solution for?

24. Let your participants know
why they should care about
what you have to say.

25. Let your participants know
why they should care about
what you have to say.
And do so again when you have
an important point to emphasize.

26. MAKE IT EASY
FOR THEM TO
CARE

28. Making training accessible
for participants will make
them more engaged.

29. How would you measure
participant engagement?

30. CARING ACTIONS

31. CARING ACTIONS
• Create a sense of ownership around training

32. CARING ACTIONS
• Create a sense of ownership around training
‣ Survey participants about their training needs

33. CARING ACTIONS
• Create a sense of ownership around training
‣ Survey participants about their training needs
‣ Solicit feedback after each session

34. CARING ACTIONS
• Create a sense of ownership around training
‣ Survey participants about their training needs
‣ Solicit feedback after each session
‣ Implement feedback in future sessions

35. CARING ACTIONS

36. CARING ACTIONS
• Create a safe learning environment

37. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time

38. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
‣ Acknowledge any hindrances to learning

39. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
‣ Acknowledge any hindrances to learning
‣ Take advantage of open-ended questions

40. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
‣ Acknowledge any hindrances to learning
‣ Take advantage of open-ended questions
‣ There is no such thing as a stupid question

41. CARING ACTIONS

42. CARING ACTIONS
• Create memorable learning experiences

43. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session

44. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
‣ Watch out for monotone speaking, overloaded or loud
slides, and lack of movement

45. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
‣ Watch out for monotone speaking, overloaded or loud
slides, and lack of movement
‣ Offer hands-on training whenever you can

46. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
‣ Watch out for monotone speaking, overloaded or loud
slides, and lack of movement
‣ Offer hands-on training whenever you can
‣ Consider using visuals when possible to provide variety
within content delivery

47. Make it easy for participants to care
about the material you’re teaching
so they feel more comfortable
engaging with training.

48. SHOW THEM
THAT YOU
CARE

51. HIGH TOUCH PORTION!

52. How can you show mutual
buy-in and respect?

53. CARING BEHAVIORS

54. CARING BEHAVIORS
• Arrive early and stay late to talk to participants

55. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on

56. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible

57. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise

58. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise
• Acknowledge their concerns when answering questions

59. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise
• Acknowledge their concerns when answering questions
• Follow up with your participants within 1-2 days of training

60. Show participants that you care
about them and their success
just as much as they do.

61. Show participants that you care
about them and their success
just as much as they do.
Think about what you can do
as a facilitator that will add
that extra sparkle.sparkle

62. THERE IS
VALUEIN WHAT
TEACHYOU

63. GIVE THEM A
REASON TO CARE

64. GIVE THEM A
REASON TO CARE
MAKE IT EASY FOR
THEM TO CARE

65. GIVE THEM A
REASON TO CARE
MAKE IT EASY FOR
THEM TO CARE
SHOW THEM THAT
YOU CARE

67. WHAT QUESTIONS
DO YOU HAVE?

68. THANK YOU
@HEYJUSTKATIEKATIE@NYU.EDU

69. RESOURCES:
•Global Human Capital Trends 2016
Deloitte University Press
http://www.workdayrising.com/pdf/Deloitte_GlobalHumanCapitalTrends_2016_3.pdf
•Employee Engagement and Commitment
Society for Human Resource Management
https://www.shrm.org/about/foundation/research/Documents/
1006EmployeeEngagementOnlineReport.pdf
•Design Thinking Comes of Age by Jon Kolko
Harvard Business Review
https://hbr.org/2015/09/design-thinking-comes-of-age
•The Value of Training
IBM
https://www-304.ibm.com/services/learning/pdfs/IBMTraining-TheValueofTraining.pdf
•The Modern Corporate Learner by Nina Buik
IBM Training and Skills Blog
https://www.ibm.com/blogs/ibm-training/the-modern-corporate-learner/
•The Power of Influence in the Workplace by Jocelyn Bérard
Global Knowledge
https://www.globalknowledge.com/ca-en/resources/resource-library/recorded-webinar/
the-power-of-influence-in-the-workplace/

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