put the skids on boring training tba 102016 (3) [read-only] · put the skids on boring training...

Your State Association Presents

Put the Skids on

Boring Training

Program Materials

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Tuesday, October 18, 2016

Presenter: Honey Shelton

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PUT THE SKIDS ON BORING TRAINING Honey [email protected]

INTERACTION-TRAINING.COM | 1

WHAT WE HAVE IN COMMON

High desire to know your subject

Strong determination

After the same end result – learning takes place

Knock it Out of the Park

[email protected]


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OUR AUDIENCE

SMEs that provide training

Trainers


MAKE THE MOST OF THIS

Do not disturb

Listen for what you need

Take notes

Use what you learn


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YOU NEED TRAINING, TOO!

Reinforcement

Networking


LEARNING IMPACT ISSUES

Culture

Characteristics of Successful Trainers

Training Adults

Responsible Parties

Procedures in Writing


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WHAT DO YOU SEE?


WHAT DO YOU SEE?


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ENCOURAGE A LEARNING CULTURE AT YOUR BANK

Learning versus training

Set the bar high


AIM HIGH!

Deliver quality training

Tie the training to the learner’s success

Key principles when training adults


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KEY CHARACTERISTICS OF EFFECTIVE DESIGNERS AND BUILDERS OF TRAINING PROGRAMS

Be either an expert in the content or have the skills to draw the information out of a subject matter expert (SME).

Have a big-picture perspective, as well as an eye for the details.

Be both logical and creative.

Apply adult learning principles.


MALCOLM KNOWLES

Considered the father of Andragogy.

Believed that his role in adult education was not one of being a teacher, but rather one of being a facilitator of learning.


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MALCOLM KNOWLES & ADULT LEARNING

Adults…

… have a need to know why they should learn something before they invest time in a learning event.

… enter any learning situation with a self-concept of themselves as self-directing, responsible grown-ups.

… come to a learning opportunity with a wealth of experience and a great deal to contribute.


MALCOLM KNOWLES & ADULT LEARNING

Adults…

… have a strong readiness to learn those things that will help them cope with daily life effectively.

… are willing to devote energy to learning those things that they believe will help them perform a task or solve a problem.

… are more responsive to internal motivators, such as increased self-esteem, than to external motivators, such as higher salaries.


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OBTAIN BUY-IN AND ESTABLISH KEY PARTNERSHIPS WITH MAJOR STAKEHOLDERS

Executive level – “voice”, endorsement, dollars, accountability

Senior level – convey expectations, promote support

Supervision – meet expectations, convey expectations, coach, reinforce, and train

Staff – open mind, learn, apply, meet expectations


PROCEDURES IN WRITING

Template

Tested by a user

Flowchart


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HOW SUCCESSFUL DO YOU WANT TO BE?

1 2 3 4 5 6 7 8 9 10

...How successful are you now?

1 2 3 4 5 6 7 8 9 10


THREE PRIMARY PLAYERS Making Training Stick


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TRANSFER OF TRAINING


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MAKE IT OR BREAK IT The Supervisor


A-E PROFESSIONAL DEVELOPMENT MODEL™

Created by Honey Shelton in 2013

Setting the Standards

Certification for Bank & Credit Union Trainers


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ALL-INCLUSIVE 5 STEP APPROACH TO TRAINING


LEARNING OBJECTIVES

Assess key factors including pre-testing and/or post-testing

Build exceptionally engaging training material

Create tools and exercises that increase engagement and recall

Deliver training that is memorable, practical and effective

Evaluate the effectiveness of the program


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ASSESS: TRAINING PREPAREDNESS

Assess key factors

Who needs what…why…how…when…where

Develop a plan of action that spells out how to get started building your program


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LAYING OUT YOUR PLAN

Requesting parties.

Who is requesting training and why they are requesting it. What is the budget? What is the sense of urgency? Is this required? How does it fit with the strategic plan?


PLANNING FOR THE FINISH AT THE START

How the training effectiveness will be evaluated.

This must be established before training design is created.


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YOUR AUDIENCE

Learners: who they are, their knowledge of the subject, and reactions they might have to the subject matter.


CONTENT

What resources do you need to tap into, what is the expected content development time?


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LOGISTICS

Where, when, how long, what…timing, delivery options, location, and physical arrangements needed.


THE FOCUS

Learning Objectives: what the learners will leave knowing how to do.


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CREATING LEARNING OBJECTIVES

K S A

Knowledge (K) involves the development of intellectual skills

Skills (S) refers to physical movement, coordination, communication, use of motor skills, and demonstration of all soft skills

Attitude (A) refers to how we deal with things emotionally, such as feelings, motivation, and enthusiasm.


MORE ON ATTITUDE

Although attitude is not taught, it may affect an individual’s performance.

Trainers sometimes discuss whether it is the learner’s “skill” or “will” that prevents top-notch performance.

Trainers cannot change attitudes, but they frequently have the opportunity to influence attitudes.


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HOW DO YOU KNOW WHAT THEY KNOW NOW?

� Pre-test

�Q & A

�Definitions

� Examples

�Data


BENJAMIN BLOOM’S TAXONOMY

In the early 1960s, Benjamin Bloom and a university committee identified three learning domains: cognitive, psychomotor, and affective.

Trainers typically use knowledge (cognitive), skills (psychomotor), and attitude (affective) to describe the three categories of learning.

You may think of the KSAs as the ultimate goals of the training process—what your learner will acquire as a result of training.


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BLOOM’S COGNITIVE DOMAIN

It displays the hierarchy of cognitive (knowledge) learning. Notice that as you move from left to right on the table, the verbs refer to more difficult tasks.


YOU WANT TO HELP THE LEARNERUNDERSTAND AND REMEMBER


Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

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PERFORMANCE IMPACT KITS

Prepare and send pre-course letter to supervisor. Include learning objectives,

how to prepare learner for the training, the need to schedule debrief with their learner, tips on how to reinforce the training, remind the supervisor to review the action plan the learner will return with, etc.

Prepare and send welcome letter to attendees. Where to park, what to

wear, when to arrive, food available, when the training will start and conclude, etc. Any pre-work.


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DESIGNING THE TRAINING

Learn the essential design components of every effective training program


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EFFECTIVE TRAINING DESIGN

Objectives: Build the training on your learning objectives

It’s likely you will add learning objectives in the design phase.


MODULES

Design your program using a module approach.


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NO INFORMATION OVERLOAD

Less content – more learning


DEVELOPING THE MODULE

Each page of the training module typically includes instructional text, visuals and a list of resources for further details.

Start with general topic and then introduce specifics. Provide ways for learners to check their understanding.

For example, include a multiple choice, matching, fill-in-the-blank or short answer question.

Supplemental materials usually include case studies, examples and testimonials from experts.


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LIMITATIONS

Remember the constraints that limit the design, including time, money, and support.


BE RESOURCEFUL

Use the resources available to you for content: SMEs, books, your own experience, or off-the-shelf materials.

Web – training content – previously recorded webinars, blogs, authored material, etc.


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CONNECT THE DOTS


SEQUENCING THE CONTENT

� easy to hard

� job order

� less risky to more risky

�process steps

�problem-solution

� chronological

�broad to specific

�priority order

�build on a concept


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ESTABLISH EXPECTATIONS EARLY

Ensure that the first 30 minutes of your design sets the stage for the rest of the design.

Video tape a message from your endorser

Have an endorser open the program

If you expect participation, get participation early.

If it will be fast-paced, begin with a fast pace.


ACTIVITIES AND MEDIA

The key is to take advantage of the hundreds of activities, such as case studies, games, role plays, demonstrations, puzzles, and discussions, and incorporate as many as you can.

Engagement is

what you are after!


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NEVER FORGET

The goal is learning!



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SELECTING ACTIVITIES

Audience (who, how many, and what they know)

Objectives (skill, knowledge, and attitude)

Your style

Time issues – time of day, time available

Location



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INCREASE PARTICIPATION

• Design pop quizzes in the middle of the lecturette.

• Ask questions about predictions or recall of information.

• Create a conversation between the trainer and the participants.

• Intersperse demonstrations.


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ACTIVITIES:BEST TO INCORPORATE MORE THAN ONE

• Lecturette

• Debate

• Group or Panel Discussion

• Brainstorming

• Case Study

• Role Play

• Demonstration with Practice

• Video

• Game

• Simulation

• Exercise

• Handouts

• Hands-On

• Guided Note Taking


INVOLVEMENT

Develop a page of guided note taking in the form of questions or fill in the blanks.

Develop key word outlines of the presentation, leaving room to add additional ideas.

Use visuals to go with the lecturette, so participants can follow your words visually.


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TRY THESE

Stop at several points along the way to ask everyone to recall what was covered.

Design a partial story at the beginning and complete the story at the end of the lecturette.

Find ways to interject humor, such as creating a cartoon to match the content.


OPTIONS

Demonstrations

Discussions

Problem/Case Studies

Team or Individual Presentations


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GET CREATIVE

Have you ever attended a session that used unusual items such as flashlights, paper bags, balloons, yarn, tape measures, ball and jacks, jump ropes, crayons, jelly beans, or chalk?

Training modules will be remembered if the learner is involved.


ICEBREAKERS

Establishes The Climate

• Encourages individuals to participate immediately

• Sets the tone and climate for your session

Supports Your Participants

• Creates a nonthreatening way for participants to meet each other

• Lets participants know what to expect


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ICEBREAKERS

Congruent With The Content• Sets a compatible mood

• Introduces and generates interest

• Answers questions

• Creates curiosity

Facilitates Your Role• Introduces your role as a facilitator

• Helps you determine characteristics of your participants

• Decreases your nervousness


STORY TELLING

Introductions in the classroom or at a meeting where the topic would be enriched by the sharing of personal stories. This exercise gives everyone a chance to share their story, and helps you manage storytelling later.

Time needed? Depends on the number of people and the time you allow for personal stories.

Give each learner the same handout and ask them to read the section you have indicated for them to talk about. They re to read and create a flipchart or visual and teach it to the class.


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FLIPCHARTS

Prepare flipcharts in advance.

Use colored flipchart markers.

Limit colors to one dark and one accent.

Design your flipchart on paper first.

Change colors for emphasis. (i.e. title in blue, bullets in green)

Draw out the flipchart in pencil first.


MORE ON FLIPCHARTS

Use letters that are big enough to be seen at the back of the room.

Keep text short.

Avoid using colors that are difficult to read.

Use a graphic as necessary.

Put only one idea or concept on a page.

Take your time.

Limit your text to 6-8 lines.


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POWERPOINT

Always number slides and handouts

Watch out for text overload

Best – six words, six lines

Create a simple background

Don’t talk to the slide


FONT – NOTHING FANCY

A one-inch letter is readable from 10 feet.

A two-inch letter is readable from 20 feet.

A three-inch letter is readable from 30 feet.


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GRAPHICS

Use graphics to help tell your story

Don't overwhelm your audience by adding too many graphics


KEEPING THEIR ATTENTION

Change up how you are presenting information every 15-20 minutes. � This will help in keeping you participants engaged.

Utilize as many different media to reach as many learners as possible. � Remember, different learning styles, need different engagement. It may not be possible to engage all learning styles, but where possible impact the

majority.


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GLOSSARY & FAQS

Frequently Asked Questions

The FDIC has put together answers to questions you might have regarding various subjects.

General Questions

Deposit Insurance

Consumer Protection

Statistics & Analysis

Failed Bank Information

Sale of Real Estate and Assets from Failed Banks

Getting More Information from FDIC

Contacts at FDIC


QRGS


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SAMPLE QRG


CHECKLISTS AND FLOWCHARTS


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OWN THE ROOM

Where they sit

How Q & A will work

Ground rules


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CONFIDENCE BUILDERS

• Notes should be considered as a guide to keep you on track and on time.

• Practice with your notes…use a “speak and peek” process.

• Learn to hold your notes comfortably and unobtrusively.

• Record yourself or present in front of a full-length mirror

• Don’t fold or staple your notes.

• Be sure the pages are clearly numbered.

• Cue yourself about where to look for specific information on your notes.



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DELIVER LIKE THE PROS

Rehearse

Face trainees

Smile, breathe

Maintain appropriate eye contact

Move toward trainees

Avoid behavior that distracts

Try a “word diet”


ENGAGEMENT

Recall Breaks

Assignments

Questions


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QUESTIONS?

Plan some questions in advance.

Increase participation by including questions early in the session.

Why questions: to create discussion, introduce controversy, correct response, review information, or hear hypothetical comments.

Keep questions short.

Consider whether it should be an open-ended question.


QUESTIONS?

If asking a direct question, say the participant’s name first, and then ask the question.

Pause for answers.

Use follow-up questions to further clarify or expand the initial response.

Paraphrase responses, especially when the response was not focused.

Use a round-robin if you want to hear from everyone.


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POLLING OPTIONS

Ballots

Smart phone


NERVOUS AT THE FRONT OF THE ROOM?

Recognize that you will be nervous.

Know your signs of nervousness

Find the best way to relax before you begin..

Arrive early, to take ownership of the training room.

Wear clothes that you feel great in. Avoid a new suit, new shoes, or a new haircut.


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ON YOUR MARK, GET SET, GO

Put your organizational skills into overdrive. It will relax you to know that everything is where it belongs and is ready to go.

Tell yourself positive statements

Get participants involved early. You could ask a question, start a discussion, or organize an activity. After that, it will feel more like a two-way conversation.


PROBLEM PARTICIPANTS

• Begin by ignoring the behavior.

• Stop the behavior if it is disruptive to others

• Stay cool

• Continue to respect the individual

• Keep the participant involved

• Maintain the involvement of the rest of the group.


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MAY NEED TO TRY THESE

• Stop talking until the behavior ends.

• Use nonverbal cues, such as talking in between a side conversation, holding up your hand.

• Refer to the ground rules if appropriate.

• Directly ask for the behavior to stop or change.

• Take a break.

• Discuss the behavior with the individual at a break.


CLOSING YOUR SESSION

• Ensure that expectations were met.

• Allow time for individuals to set goals and make final plans.

• Summarize the accomplishments and gain commitment to action.

• Bring closure to the experience with a final group experience.

• Send them off with a final encouraging word or two.


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EVALUATE EFFECTIVENESS

What do you need to know about your presentation? Material?

Your focus is to improve your participants’ skills and knowledge.

Evaluation allows you to determine whether there has been any improvement.

Evaluation can also determine the cost-benefit of the program.

It can track participant progress, identify future participants, and determine the strengths and weaknesses of the training program.


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DONALD KIRKPATRICK

Donald Kirkpatrick first published his ideas on training evaluation in 1959. His four-level model is now considered an industry standard across the HR and training communities.

It was later redefined and updated in his 1998 book, Evaluating Training Programs: The Four Levels.


FOUR LEVELS

According to Kirkpatrick, each of these evaluation levels tells you something different.

1. reaction of student – what they thought and felt about the training

2. learning – the resulting increase in knowledge or capability

3. behavior – extent of behavior and capability improvement and application

4. results – the effects on the business or environment resulting from the trainee’s performance


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COMMUNICATE YOUR FINDINGS

What is monitored, can be managed.

Maintain open communication with key partners.

Welcome helpful feedback and give it.


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RESOURCES



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YOUR TAKEAWAYS

Assess key factors including pre-testing and/or post-testing

Build exceptionally engaging training material

Create tools and exercises that increase engagement and recall

Deliver training that is memorable, practical and effective

Evaluate the effectiveness of the program


LEARNING IMPACT ISSUES

Culture

Characteristics of Successful Trainers

Training Adults

Responsible Parties


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ALWAYS A PLEASURE!

INTERACTION-TRAINING.COM 104

www.linkedin.com/company/interaction-training

www.facebook.com/InterActionTraining

@HoneyShelton

www.interaction-training.com

[email protected]

(281) 812-0211

18250 Enchanted Rock Trail | Humble, TX 77346

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