Module 1: Essential Skills

2. Module 1: Essential Skills In this Module, we will: • Explore the concept of being genuine • Discuss key communication skills • Learn the essentials of presentation skills • Explore the concept of being humble • Discover ways to nurture a readiness to learn in your participants

3. Being Genuine • Genuine is being real, being you, and not pretending to be someone or something else. • Being genuine, or authentic, means that we are who we are during training, just as we are in other areas of our life and work.

4. Being Genuine • Jean usually wears glasses to work, but wears contacts on training days. They get irritating in the bright lights and dry air of the training room, but Jean wears them anyway.

5. Being Genuine • Mark is a serious, introverted individual, but he has heard that training has to be fun in order for trainees to enjoy their experience. In order to develop his fun side, Mark is adding jokes and comedy to his training material.

6. Being Genuine • Tony forgot to photocopy the handouts for his session. He thought about making up an excuse and saying that the photocopier was broken, but then decided to be honest and say that he had forgotten to copy the handouts.

7. Communication Skills • Good communicators use body language, listening, and questioning techniques to enhance their message and to deliver it effectively. • How can body language impact your message? • When training in the workplace or providing public workshops, we have to be mindful of cultural ideas about communication.

8. Presentation Skills • If you are a natural when it comes to training, people may have complimented you on your excellent speaking skills, your pacing, the quality of your materials and handouts, and the atmosphere and energy that permeates your training. • Good trainers develop their skills in many areas.

9. Presentation Skills • No matter how brilliantly you speak, your audience will remember your points better when they are supported with appropriate pictures and stories. • Take a moment to think about being professional and how that relates to being genuine. What are some ways you can ensure that the professional image you project also reflects exactly who you are?

10. Presentation Skills • P=Purpose • A=Audience • F=Format • E =Evidence • O=Organization

11. Presentation Skills Which pattern would you use in each of the following situations? • A presentation on the benefits of exercise • An argument in favor of starting your own small business • A presentation that suggests Canadians are too wasteful • The story of your life to this point • How to deal with procrastination

12. Being Humble • Humility is about understanding that the trainees that you serve can teach as much or more than what you can teach them. • The humble trainer wants to serve their client. • They are comfortable with the knowledge that they have done the best work they could do, and that they have served their client well.

13. Nurturing a Readiness to Learn • When trainees arrive at your session hungry to get started, you will have an easier time establishing your learning environment and getting started. • When the training is scheduled, send a questionnaire with a few key questions to all the registered participants or their managers.

14. Summary • Being genuine is the most effective way to reach our trainees. • Communication includes much more than what we say; our body language and the quality of our voice have a lot to do with what people will learn from us. • Use PAFEO to organize your presentation. • Being humble means serving the needs of our participants instead of our own agenda. • Nurture a readiness to learn in trainees, before and during training session.

15. Review Questions • Good communicators do more than speak well. What other techniques do they use in order to enhance their message? • What do the initials PAFEO mean? • ________________ is an aspect of serving the people I train, rather than simply delivering content. • At what time could a trainer start nurturing a readiness to learn? • During the warm up exercises. • As soon as training is scheduled, well before the session actually begins. • Any time the chance presents itself. • A and B. • Describe what it means to be a genuine trainer.

16. Module 2: Understanding Adult Learning In this Module, we will: • Explore the principles of adult learning • Discuss the learning cycle • Learn how to apply different learning methods • Learn how to establish a learning climate • Discuss ways to deal with difficult trainees

17. Principles of Adult Learning • We learn to do by doing. • We have five senses. • We learn when we are ready to learn. • We make connections. • We learn one thing at a time. • We learn more rapidly when results are satisfying to us. • We need to understand what we learn. • We develop skill through practice. • We differ from one another in abilities and background. • Choose four of these principles and brainstorm how you might incorporate each into a time management workshop.

18. Principles of Adult Learning

19. Learning Methods • Lecturing is not the way most people prefer to learn. We learn best by doing. • Reuse a good design. • Research published designs that you can modify to suit your training needs. • Network and read.

20. Learning Methods • Demonstration • Case Study • Guided Teaching • Study Group • Role Play • Games and Simulations • E-Learning

21. Establishing a Learning Climate • Warmth and professionalism • Color and sound • Define the expectations • Establish clear goals • Use motivation and rewards • Some things have to be unlearned • Use group dynamics

22. Dealing with the Difficult • Since training involves people, it makes sense to prepare for behavior that can derail your training plan. • The behaviors often are the result of frustration, boredom, or personality characteristics that are well beyond your scope of delivering training. • Disruptive behaviors can come from a variety of learners.

23. Dealing with the Difficult • Not every disruptive behavior will be present in every course that you deliver. • It is the behavior that is disruptive, not the person. Don’t make it personal to them, and don’t take their poor behavior personally yourself. • In dealing with unwanted behaviors, you must consider why the participant is behaving in this way as you also decide how you will respond.

24. Dealing with the Difficult Common types of difficult behavior: • Jester • Cynic • Indifferent • Talker • Whisperer

25. Summary • Adults come to training with knowledge and a preferred style of learning new information. • Four-step learning cycle of behaviors and events. • Introduced several learning methods that can be applied to a training session, including case studies, role plays, online learning, and games. • Discussed how to establish a learning climate. • Five difficult behaviors: jester, cynic, indifferent, talker, whisperer.

26. Review Questions • What are the four steps to the learning cycle? • Describe two methods you might use to conduct a workshop in first aid, and explain why you would use them over other methods. • What are five behaviors that can disrupt a training session? • How can you use group dynamics to establish a learning climate? • What are two important factors when it comes to dealing with difficult behavior?

27. Module 3: Developing a Training Session In this Module, we will learn how to: • Identify your training audience • Conduct a needs analysis • Write learning objectives • Research, write, and test a program

28. Identifying Your Audience • Who needs this training? • Why do they need this training? • What do they already know? • What do they need to know?

29. Identifying Your Audience

30. Identifying Your Audience • Who needs this training? • Why do they need this training? • What do they/you already know? • What do they/you need to know?

31. Performing a Needs Analysis This formal type of assessment will help you identify: • The objectives of the organization • Gaps between what employees currently know and what they need to learn • Training that is required • Training that would be nice to have • When training may not be needed, or is not the right approach

32. Performing a Needs Analysis • Isolate the problem. • Consult with appropriate stakeholders to and assess the effect the problem is having on the organization. • Evaluate options and set up an action plan that meets organizational needs, and assemble the support that you need.

33. Performing a Needs Analysis

34. Writing Objectives • At the program design stage, you probably won’t include every single learning objective that the program will encompass. • Usually, objectives are broadly defined at the program design level, and then more narrowly defined at the lesson planning stages.

35. Writing Objectives Your objectives can be enhanced by including a measurement standard. Examples: • Accurate on ____ out of _____ attempts. • At least ______ percent correct. • At least _____ per hour. • In the correct sequence. • With no more than ____ errors. • While following all safety rules. • Within ____ minutes.

36. Writing Objectives • Knowledge Objectives • Skill Objectives • Attitude Objectives • These three categories are often referred to simply as KSAs.

37. Writing Objectives

38. Writing Objectives • Add • Arrange • Assemble • Build • Calculate • Carry • Choose • Collect • Color • Compute • Demonstrate • Count • Describe • Distribute • Draft • Estimate • Explain • Identify • Initiate • Label • List • Rewrite • Select • Supervise • Train

39. Writing Objectives • Review the list of verbs. • Create three to five learning objectives (at least one each of knowledge, skill, and attitude) that you could use to train someone at work who will replace you when you take your next vacation.

40. Outlining the Program • Learning Objectives • Target Audience • Prerequisites • Teaching Principles • Methodology • Time Frame • Materials

41. Researching & Writing the Program • Keep the quantity of content at a moderate level. • Use appropriate resources. • Where do you go for information? • How do you clarify what information is relevant? • What questions do you ask to identify information that is not practical or outdated or a part of a fad? • What coaching would you provide to new trainers to ensure that they were able to locate the exact information that they needed?

42. Researching & Writing the Program Other components that can support your program include: • Student Guides • Handouts • Electronic Slides • Other suggestions?

43. Testing the Program • Testing is an aspect of evaluation, but it is also important enough to stand on its own. • An effective way to test a program that will be delivered to a large number of staff is to run a pilot program. • Brainstorm a list of 10 items that required testing before the general public was able to use them.

44. Summary • Identify target audience to complete a needs analysis. • Objective statements can focus a session plan. • Session plan should contain learning objectives, target audience, prerequisites, teaching principles, methodology, time frame, and materials. • When writing program, keep the quantity of content at a moderate level and use appropriate resources. • Carefully consider supporting materials (student guides, handouts, slides). • Should test a program before rolling it out.

45. Review Questions • What does KSA stand for? • Write a sample knowledge objective. • What does ICE stand for? • List two of the questions you must ask to identify your audience. • Describe what a skill objective is.

46. Module 4: Adding Fun and Games In this Module, we will learn how to: • Enhance our training program by adding some fun • Effectively use humor in training • Find, organize, and include games in training • Troubleshoot when a game does not work in the way we expect

47. Types of Activities Fun and games brings the following elements to training: • Keeps the day moving at a stimulating pace • Fun helps to bring people together and break down barriers • Laughter leads to an endorphin release, which is healthy • Improves retention of material • Appeals to learners who enjoy activity 

48. Types of Activities • Game • Icebreakers • Energizer • Simulations • Role Plays • Case Studies

49. Types of Activities Facilitator Responsibilities • Keep your participants engaged. • Debrief the group. • Make sure games and related activities all reflect the principles of adult learning. • Make sure that your participants do not become so engrossed in an activity that they miss the learning objectives. • Establish your training as taking place in a safe environment.

50. Getting Buy-In • Keep in mind that not everyone is comfortable playing games. • Establish a safe training program. • Although some are going to join in the day for the perceived fun, most if not all wish to know what the value of your session is going to be. • In order to ensure buy-in, you should state the training objectives clearly and establish rules at the beginning of your session.