Train the Train ers Pw C Objectives By

Train the Train ers Pw. C

Objectives By the end of the workshop you will have: • Learned the essentials of training design. • Worked in small teams to design an interactive training session and practice new skills. • Learned how to give feedback • Received individual feedback from the group. • Improved your ability to create exciting training aids.

2 key principles Learner-focused! needs, concerns, desires, fears, frustrations, characteristics Performance-based! not content-based, we want them to be able to perform, not merely to know and talk about it

Adul t learn i n princ g iples

Adult learning principles 4 key adult learning principles Experience Readiness Autonomy Action Page 5 Pricewaterhouse. Coopers

Adult learning principles Readiness • no information gets into a closed mind • learners are ready to learn when they decide to • show them “what’s in for them” not the organization Page 6 Pricewaterhouse. Coopers

Adult learning principles Experience • learners come to each learning event with former knowledge • they learn if the training is pitched at their level and type of experience Go over their heads or outside of their experience base Acknowledge and exploit their rich experience Treat them as if they have little or no experience Page 7 Pricewaterhouse. Coopers

Adult learning principles Experience – hints • check the backgrounds of your learners • use vocabulary, language style, examples and references that are familiar without being patronizing • draw examples and experiences from the group • diffuse resistance by demonstrating sympathetic awareness of past problems Page 8 Pricewaterhouse. Coopers

Adult learning principles Autonomy Adult learners… • understand best if they take charge of their learning • want to make their own decisions • like to participate actively and contribute toward their learning • want to be treated as independent, capable people Page 9 Pricewaterhouse. Coopers

Adult learning principles Autonomy – hints • create lots of opportunities for learners to participate (build in exercises, hands-on practice, cases, simulations, games, discussions, etc. ) • build in numerous opportunities for learners to contribute their unique ideas, suggestions, solutions, information, and examples. • reinforce independent and innovative ideas Page 10 Pricewaterhouse. Coopers

Adult learning principles Action • learners participate in training to learn how to improve their performance on the job • if they can’t see how to apply what they’ve learned immediately, their interest and learning decrease Page 11 Pricewaterhouse. Coopers

Adult learning principles Action – hints • provide opportunities within the training session to practice new learning in an environment that is as close to work setting as possible • ensure that the new learning can be applied on the job Page 12 Pricewaterhouse. Coopers

Ener gize r

Crea te te r train rific ing sess ions

The human learner Senses and perception Smell The more senses we engage in 83% organized and meaningful ways, the 11% more easily learning can occur. 3, 5% Touch 1, 5% Taste 1% Sight Hearing filter info Page 15 Pricewaterhouse. Coopers

The human learner Short- and long-term memory Short-term Long-term 10 – 15 seconds years… 5 – 9 items (chunks) relevant information chunked information filters long-term memory unlimited capacity short-term memory RETRIEVAL Page 16 Pricewaterhouse. Coopers

Create terrific training sessions 6 universal principles Pricewaterhouse. Coopers REWARD FEEDBACK RESPONSE STRUCTURE WHY WHAT Page 17

Create terrific training sessions Why and what If the learner knows “why” he or she is supposed to learn and that makes sense to (is valued by) the learner, the probability of learning increases. The clearer and more meaningful it is for the learners “what” it is they will be able to do by the end of the session, the higher the probability they will learn it. Page 18 Pricewaterhouse. Coopers

Objectives By the end of the workshop you will have: • Learned the essentials of training design. • Worked in small teams to design an interactive training session and practice new skills. • Learned how to give feedback • Received individual feedback from the group. • Improved your ability to create exciting training aids.

Create terrific training sessions Structure / Clustering $? $*#*$? Ł*Ł##? $? *ŁŁ? *#Ł#$ Humans seek order. If there is none, they will create it artificially. $$$$$? ? ? *****ŁŁŁŁŁ##### Page 20 Pricewaterhouse. Coopers

Create terrific training sessions Response You’ve driven for several minutes and then suddenly realized you’ve been on “automatic” and can’t remember what you’ve done. You performed your morning routine (shower, shave/make up, hair, etc. ), and then had to check whether or not you had put on deodorant. You studied for an exam and read several paragraphs or pages only to realize you can’t recall a thing about what you’ve just read. You’ve been introduced to new people at a social event, smiled, shook hands, and then noticed that you couldn’t remember the names of the people you had just met. You finished your meal then couldn’t remember what you just ate. Page 21 Pricewaterhouse. Coopers

Create terrific training sessions Response The more learners respond = the better they learn and retain it. Response needs to be a meaningful one. • answering a question • filling in a blank • brainstorming • solving a problem • making a decision • discussing or arguing Page 22 Pricewaterhouse. Coopers

Create terrific training sessions Feedback corrective or confirming • feedback that the learner perceives as directed toward the task helps improve performance • feedback that the learner perceives as a criticism of himself or herself tends to hinder or reduce performance • immediate feedback helps improve performance on simple tasks • frequent and specific feedback helps improve performance Page 23 Pricewaterhouse. Coopers

Create terrific training sessions Feedback More off… Less off… Page 24 Pricewaterhouse. Coopers

Create terrific training sessions Reward Page 25 Pricewaterhouse. Coopers

Gett i n learn g ers t o reme mbe r

Getting learners to remember Cognitive strategies • clustering • spatial • advance organizers • image-rich comparisons • memory aids Page 27 Pricewaterhouse. Coopers

Getting learners to remember Clustering Tennis, leopard, checkers, Australia, rice, tag, pasta, turkey, dog, Holland, orange, soccer, iguana, popcorn, billiards, ostrich, Denmark, bear, China, bagel Page 28 Pricewaterhouse. Coopers

Getting learners to remember Clustering Tennis, leopard, checkers, Australia, rice, tag, pasta, turkey, dog, Holland, orange, soccer, iguana, popcorn, billiards, ostrich, Denmark, bear, China, bagel Animals Games giraffe salamander goose wolf chocolate mouse hockey Fiji egg chess Russia pretzel skipping Belgium cherry ping-pong Norway handball Countries Japan Food peanut Page 29 Pricewaterhouse. Coopers

Getting learners to remember Spatial strategies – visually displaying information • process representation • flowchart • matrix Page 30 Pricewaterhouse. Coopers

Getting learners to remember Advance organizers • usually a brief introduction made prior to getting into a new topic • like an abstract for an article links prior knowledge to new stuff gives a heads-up about what’s coming outlines new content short mentally prepares the learner Page 31 Pricewaterhouse. Coopers

Getting learners to remember Image-rich comparisons • analogies • metaphors • comparisons Page 32 Pricewaterhouse. Coopers

Getting learners to remember Memory aids Mnemonics – group of easy to remember letters, words or images • acronyms • key words • rhymes Page 33 Pricewaterhouse. Coopers

Your turn

Que stion s, Com men ts, Feed back