Download - Slide
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Purpose of Training Qualities of a good trainer Needs Assessment and Objectives Designing & Developing Training Delivery
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Point of view Complicated task at first Skills require demonstration If need to learn to do it quickly and
independently, require practice• a diagram or illustration• need to know why
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Bends• Attach rope end to rope end
– make a long piece out of 2 shorter pieces
Sheet Bends are used to attach different
sizes of rope
Fisherman’s Knots are good for small rope or
fishing line
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Your training goals should support
the goals of your organization
•overall purpose(s)
•long range visions
•broad
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Skills• how to• steps
Knowledge• critical thinking• decision making
Attitudes• ethics/values• behavior
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Subject matter expertise Design
• instructional design• apply learning principles
Material production• graphics, layout, media creation• computer experience
Presentation• voice, personality, technical expertise
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Self-confidence Awareness of
environment Ability to build
bridges—relate old to new
Organizational skills
Desire to learn
Ability to listen Sense of humor Communication &
theatrical skills Flexibility Patience Cool head & warm
heart
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Facilitator or Expert Real-Life or Theoretical Active or Passive You do it or Watch Me What would or Here’s how to
use it. you do?
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Analysis• formal/informal needs assessment• determine goals & objectives
Design• determine the content• determine delivery method
Development• create the materials
Implement• deliver the content
Evaluation• results based on objectives
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1. Find the gap in SKA:• SKA = Skills, Knowledge & Attitude• Gap = what they know minus what they
need to know2. Determine if training is the answer3. Determine objectives of training
• What should they do better to improve job performance or service to the public?
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Informal• observation• pre-class surveys• group discussions
Formal• interviews• task analysis• focus groups• surveys
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Interview key people:• admin and staff• use consistent questions• be careful not to bias input
Choose a subgroup if unable to survey all • choose the middle of the pack,
not the best, not the worst
Do mini needs assessment before
each training
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Specific• state desired results in detail
Measurable ( or observable)• use verbs that describe what trainees will learn
Action• describe an action that the trainee will perform
Realistic• achievable
Time frame• how long will it take the trainees to learn the
skill?
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Evaluate based on objectives
Did the participants:• learn what you had planned?• implement what they learned?• improve their job performance or
service to the public?
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Read
Hear Words
Watch still picture
Watch moving picture
Watch demonstration
Do a site visit
Do a dramatic presentation
Simulate a real experience
Do the real thing
Visual
Kinesthetic(Experiential)
Verbal10% of what they read
20% of what they hear
30% of what they see
50% of what they hearand see
70% of what theysay or write
90% of whatthey say asthey do a thing
“Cone of Experience” People generally remember:
Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
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Are they READY• sufficient skills• see a need to learn
How will it effect their daily job life• personal benefits
Practical practice• hands-on exercises, real-life scenarios
Knowledge sharing/Participation• ask questions• encourage discussion
Relate training to something they know
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Brainstorm the topic Eliminate what isn’t necessary to
match your needs assessment and objectives • what they already know• more than they need to know now ;)
Consider limitations due to• facilities• length of training• delivery method• how quickly the training needs to happen
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Objective
Topics
Main points
Final content
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Storyboard Outline Powerpoint Index cards Sticky notes
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Set the stage• introductions (you & them)• agenda, breaks, bathrooms• get “buy-in” by telling them what and why
Content• logically organize the main points (in
chunks)• add sub-points to each chunk• include Visual Aids, Exercises, Handouts
End• summary• questions• other learning opportunities
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Long laundry list Put in order Chunk in to 3 to 5 main
parts• Main point
subpoint subpoint
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It depends! Does the audience need to:
• have an idea of how to do it?• be able to do it?• be able to think about it
independently?• come up with creative solutions?
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Instructor-led • One-on-one• Group • Lecture• Hands-on
Self-paced• Distance-Ed• Web tutorial• CD-ROM
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Humor Games
• training tool Icebreakers
• introductions• questions
Music
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Two purposes of rehearsing• logical order & transitions• timing
Revise• learn from the rehearsal• make modifications in:
chunks & logical order transition statements timing opportunities for interaction
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Make no assumptions• jargon• ask don’t tell
Ask questions you really want an answer to• count to 7
Vocal variety Non-verbals affect communication
• tone• appearance appropriate for audience
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Be prepared• know your presentation• rehearse
Calm yourself• isometrics• deep breathing
Turn your nervousness into energy
You don’t have to know everything. Adults like to share what they know
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