Training with Impact

2. Training with Impact Cynthia Weiman Shields, MBA

3. Introductions

4. Expectations • What would you like to capture today?

6. Agenda 9:30-12:30/Morning Session (break ~11:00) • Setting training goals • Adult Learners • Basics of Planning a Training 12:30-1:00/Lunch 1:00-3:30/Afternoon Session (break ~2:15) • MCP Specific Training Topics • Creating a Training Plan

7. What does it mean to train with impact? • Impactful trainings are: • Effective: Are we meeting our trainees needs? Can they apply what they’ve learned? • Efficient: The learning isn’t any more uncomfortable than it has to be. • Engaging: Connecting the learners to the content, the facilitator, and each other. (M. Milano)

8. Start with the Basics… What is the goal of the training? A training goal is a short, concise, general statement of the overall purpose of a training program or activity. Ex) In this training, MCP grantees will develop the basic skills and tools needed to create and implement an effective, MCP specific, training plan for mentors.

9. Who is your audience?

10. Characteristics of Adult Learners Adult Learners: • are self-directed. • have accumulated a foundation of life experiences and knowledge. • are goal-oriented. • are relevancy-oriented& practical. • need a respectful, positive, and encouraging learning environment. (Knowles)

11. Adult Learners are Self-Directed They are self-reliant learners and prefer to learn when have Identified their own needs and when they determine they are ready. How can this be a barrier to your training program? What are some ways to address this barrier? • Actively involve the participants in the planning process • Get their perspective on what topics to cover • Use their connections to training resources • Ask them to take responsibility for a portion of the training • Demonstrate how this training will be useful to them • Serve as a facilitator, not a teacher • Allow participant input on start/stop/break times when possible

12. Adult Learners Have a Foundation of Life Experiences & Knowledge They need to be able to connect your training to this knowledge and experience base. How can this be a barrier to your training program? What are some ways to address this barrier? • Help participants' contribute their experience and knowledge which is relevant to the training • Use Open Ended Questions to draw out their knowledge • Provide opportunities for group discussion • Use their connections to training resources • Ask them to take responsibility for a portion of the training • Demonstrate how this training will be useful to them

13. Adults are Goal-Oriented The knowledge, skill or attitude learned must be useful immediately. How can this be a barrier to your training program? What are some ways to address this barrier? • Be able to say exactly how this training will be useful to them • Create an organized, well defined training program

14. Adults are Relevancy-Oriented & Practical They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. How can this be a barrier to your training program? What are some ways to address this barrier? • Training must be relative to their experience with their mentees • Ask participants to suggest topics that they would find useful • Focus trainings on direct application of skills • Explicitly tell learners how this is useful to them

15. Adult Learners Need a Respectful, Positive, & Encouraging Environment Adults expect to be treated as adults. Self-esteem and ego are at risk in a learning environment that is not perceived as safe or supportive. Participants will not ask questions or participate in learning if they are afraid of being put down or ridiculed. How can this be a barrier to your training program? What are some ways to address this barrier? • Allow participants to admit confusion, ignorance, fears, biases and different opinions • Acknowledge or thank participants for their responses and questions. • Treat all questions and comments with respect; avoid saying "I just covered that" if someone asks a repetitive question • Adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely

16. Six Motivational Factors for Adult Learners • Social relationships • External expectations • Social welfare • Personal advancement • Escape/Stimulation • Cognitive interest

17. Role Play

18. Best & Worst Exercise

19. Planning a Training • Who is your audience? • Where do you want them to go? Organizational needs Performance needs Learning objectives

20. Quick Tip: Adult Attention Spans • The average adult can "listen with understanding" for approximately 90 minutes, and "listen with retention" for approximately 20 minutes. • A good practice is to involve adult learners in the content approximately every 8 minutes. (Pike)

21. Training Basics • Be a good host: Do everything you can to make participants comfortable • Comfortable seating • Adequate space for number of participants • Refreshments when possible, water • Nametags/Table Tents • Be friendly

22. Tell a Story • Give concrete examples of the material being learned.

23. Make it FUN! • Find ways to incorporate fun or humor into the training. What are some ways to make a mentor training fun?

24. Training Methods • Lecture • Demonstrations • Experiential Situation • Debate and Panel Discussions • Group Participation • Individual Activity • Small Group Activity • Role Playing • Case Studies • Tests • Brain-Storming

25. How to Choose a Training Method • Objectives to Methods Compatibility Instructional methods vary in their effectiveness depending on what is to be learned, or the objectives of the training. Different methods have different capabilities. • Expectations of Learners Learners enter training seminars with expectations of what they want in terms of activities. Knowing the expectations of the target group is important. • Expectations of Organization Organizations can have expectations about how training will be conducted. • Your Own Comfort Levels Trainers have different comfort levels with different training techniques. Using a technique when the trainer is uncomfortable with it can be problematic, because the learners will tend to sniff out that discomfort. Or, the trainer will simply not execute the training activity effectively.

26. Encourage Participation • Create opportunities for participants to share their knowledge and experience. • Allow time for mentors to interact with each other informally, before or after the training.

27. Coaching Questions • Can you tell me more about that… • I’m curious about… • “I” statements, not “you” statements Things to watch out for: • “Why” can make a participant feel defensive • “Who can tell me..” can limit participation

28. Quick Tip: Involving Everyone • Some mentors are naturally more reserved or quiet than others – keep track of who hasn’t participated and try to draw them into the conversation by asking questions directed at them, particularly if you see them react to anything being said.

29. Evaluation • Survey participants after each training. • Content • Delivery • What they liked • What they’d like to change • Additional training topics • Use the results to enhance your training program.

30. Practice

31. MCP Specific Training Topics • What topics do you currently train mentors on? • What topics have your mentors asked for training on? • What topics would you like to learn more about? • What topics do you think mentors need to know about? • What agencies or organizations should your mentors be familiar with?

32. Celebrate!

33. Questions?

34. Helpful Websites • Energize, Inc. for leaders of volunteers: http://www.energizeinc.com/index.html • Characteristics of Adult Learners http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm • MCP Support Center Knowledge Centerwww.mcpsupportcenter.com