What is the Definition of Training?

Training:

The successful transfer of appropriate information in

an effective and time-efficient manner.

How Many Different Ways Can You Provide

Training?

Newsletters In-depth documentation One-on-one sessions One-on-many classroom sessions Mentored self-coaching Computer-based training Brown-bag lunchtime sessions On-line help Video Audio

Training can be provided via:

Pre-Planning

Define Your Goals

If you cannot define your goals, you cannot have a successful class.

Goals (cont.)

Goals help you decide: If you teach Who you teach What you teach How you teach Where you teach How long you teach

Goals (cont.)

My goals for this class:

In 6 hours, in a classroom environment, and using a “coaching” style, familiarize TTT2 members with:Adult education theoryPre-planning, planning and classroom issues,

including goal and audience definition, mind mapping, curriculum planning, suggestions for dealing with difficult students, helpful tools and concepts, and training tips and tricks.

Goals (cont.)

Class: “Intro to Running DataExpress Reports” Goals: In 3 hours, in a classroom

environment, and using a “classroom” teaching style, students will learn: What DataExpress is, why we use it, who uses it How to log on to the DataExpress system How to find pre-existing reports How to generate reports How to view the reports on-screen How to print reports

Goals (cont.) Class: “Intro to Creating DataExpress Reports” Goals: In 8 hours, in a classroom environment,

and using a “classroom” teaching style, students will learn : What DataExpress is, why we use it, who uses it What the terms “database,” “data set” and “data

element” mean What a database structure is and how it relates to

FMS (or SMS or PPMS) How to create a basic procedure including finding

and choosing data elements

Goals (cont.) Class: “Creating Multi-Pass Procedures using

DataExpress” Goals: In 8 hours, in a classroom environment and

using combined “classroom” and “coaching” teaching style, students will: Be familiar with the formats of self-describing files Learn how to create a multi-pass procedure Learn how to create a multi-pass procedure using a

temporary file Learn how to link to self-describing files or DataExpress

subfiles Create a multi-pass procedure using a KSAM SD file

Goals (cont.)

Compare the class curriculum and the class results against your goals to find out how successful the class has been.

Goals (cont.)

If something needs to be changed,don’t be afraid to do so. And, remember,

sometimes it is the goals thatneed changing!

Define Your Audience

If you cannot define your audience, you have no way of knowing if you are teaching them what they need to know.

Define Your Audience (cont.)

Like defining your goals, defining your audience will help you decide:If you teachWho you teachWhat you teachHow you teachWhere you teachHow long you teach

Define Your Audience (cont.)

Some questions you can ask yourself:Who should be in the class?How many people will be in the class?How do the people in the class relate to one

another?How old are they?How much life experience do they have?How much business experience do they have?

Define Your Audience (cont.)

Why will they be coming to class?What can I teach them that will help

them in their specific jobs?What about this class needs to be

unique to meet the needs of this particular group?

Define Your Audience (cont.)

My audience definition for this class:11 administrative and IT employees of

the various community collegesYoung to middle-agedSome to extensive life experienceSome to extensive business and career

experience

Define Your Audience (cont.)

Most likely have little to a medium amount of teaching experience

Most likely enthusiastic about the training and learning opportunities being offered them

Most likely verbal, and willing to participate in open class discussion

Technologically savvy

Define Your Audience (cont.)

Audience exerciseGoal and Audience discussion

Planningand Curriculum

Development

Adult Education andHow Adults Learn

It is important, over time, to learn about the different ways adults learn, and what motivates them.

Adult Education (cont.)

Principles of adult learningLearning stylesResources

An Important Rule of Thumb

It can take up to 8 hours to develop1 hour of class curriculum!

Mind-Mapping

Mind-mapping is a way of freeing yourself from linear thinking and simply “dumping” your thoughts on paper without worrying about the weight or importance of any

particular topic.

Mind-Mapping (cont.)

DemonstrationHandoutsExercise

The Five-Minute Rule

If you can’t even begin to figure out where to start with your class curriculum, try

applying the “Five Minute Rule.”

Timing the Class

Use your class goals, what you know about your audience, and outline of topics

to determine how long or short to make the class.

But…

Timing the Class (cont.)

…take into account all the “nickel and dime” events that will eat away at your class time.

Timing the Class (cont.)

“Nickel and dime events” can include:

BreaksQuestionsLunchExercisesHandoutsWrap-up/class evaluationsSetup/breakdown/administrationEquipment malfunctions

Your Outline

Make a detailed outline of everything that you plan on doing in class including:

Administrative issuesAll topics and subtopicsWhen you distribute handoutsWhen you use exercisesQuestionsPage number referencesNew slides in presentationAnything else you can think of

Your Outline (cont.)

Use a lot of white space for legibility.Use large fonts so you can read it from a

few feet away.Make more than one and post them

around the room.Use colors, italics, bolding different fonts to

indicate questions, exercises, page number references, and so on.

Plan for the Worst

Take time to imagine what the worst things are that could happen in your class and develop a solution. Don’t be caught

unprepared!

The Classroom

If possible, rearrange the training room in a way that reflects the type of training you are doing.

Do a walk-through of the classroom at least one day before class.

Make sure everything works the way it is supposed to (flipcharts, overhead, markers, projector, laptop, network connection).

The Classroom (cont.)

Make sure you can see all the students.

Make sure you can reach all of the students for one-on-one work.

Sit in some of the students’ desks and make sure they have a good view of you and the front of the room.

Rehearsal

Try to rehearse your class in its entirety at least once or twice before the first day of class, preferably in the actual room. You will be amazed at how many things you will have to change.

If necessary, remember to reserve the training room for this activity!

The Class

What to Wear

Wear what gives you confidence in yourself and gives your students confidence in you.

Wear layers.Wear comfortable shoes.Do not wear perfume or after shave.

How to Present

Teach with enthusiasm!

How to Present (cont.)

Own the room!

How to Present (cont.)

Do not be afraid of silences.

If you need to take time to look something up, do so.

How to Present (cont.)

Teach with PH&H.

How to Present (cont.)

Teach from a place of empathy, not a place of authority

or power.

How to Present (cont.)

Droning is deadly. Speak with a clear, projected, modulated voice.

How to Present (cont.)

Watch out for repetitive speech and gesture mannerisms.

How to Present (cont.)

Develop, and be comfortable with, a teaching “persona.”

How to Present (cont.)

Variety, variety, variety!

Use anecdotes whenever possible.

How to Present (cont.)

How to Present (cont.)

Start asking questions of the students immediately. Engage them and

acknowledge that they have something to contribute as soon as possible.

Don’t just “give” all the information away; encourage students to participate by asking such questions as: What should I do next? What would happen if I made this selection? If I selected this option, would that be wrong or right?

How to Present (cont.)

How to Present (cont.)

Use the “pigtail” method to drive home concepts.

How to Present (cont.)

Use mini-summaries to drive home concepts.

How to Present (cont.)

Meet known problems head-on and provide solutions.

How to Present (cont.)

Provide students with as many post-class resources as possible.

Provide plenty of breaks! You can’t fight human physiology.

Follow all breaks with a little “pigtail” review.

How to Present (cont.)

Remember that a classroom is not a democracy. Always have your students’ best interests at heart, but you need to

maintain control at all times.

How to Present (cont.)

Develop extra “bonus” exercises for students who need extra work to occupy them while they are waiting for others to

catch up.

How to Present (cont.)

How to Present (cont.)

Develop an arsenal of techniques, concepts and phrases that you can

call on when needed.

How to Present (cont.)

Be flexible!

Be prepared to abandon your entire class plan and go off on a tangent.

How to Present (cont.)

No class will ever be perfect,but that’s okay.

Difficult Students(or Students Who Are Different

From You)

Handout

Exercise

“Arsenal”

Final Thoughts