Effective Training A product of The T3 Group

1. Effective Training A product of The T3 Group T3-101: Turn your experts into trainers Module 5: The Effective Manager

2. Module 5 • What do we mean by training related to managing?

3. Module 5 • Module 5 focuses on 3 training related management techniques: • Managing the physical training environment needs • Managing disruptive or problematic student behaviors • Managing training class flow

4. T3-101 Review • Module 5 builds upon previous modules • Module 1: Presentation & Listening skills • Module 2: Training preparations & objectives • Module 3: Motivating & encouraging learning • Module 4: Evaluating learning • Effective training pulls from all of these lessons

5. Module 5 Introduction So—how do we define Management related to training? • Management definition: “The act of directing and controlling a group of people for the purpose of coordinating and harmonizing the group towards accomplishing a goal.” - From Wikipedia (http://en.wikipedia.org/wiki/Management)

6. Module 5 Introduction • Exercise: How is Seinfeld effectively or ineffectively “controlling” the classroom? http://www.metacafe.com/w/175211/

7. Module 5 Overview • Three module lessons • End of module group interactive role-play • Lesson 1: Managing the Training Environment • Lesson 2: Managing Classroom Problems • Lesson 3: Managing Class Flow

8. Lesson 1:Managing the Training Environment • Lesson 1 objective: Identify barriers to effective training and preventative solution systems for managing the physical environment: • Logistics • Space/seating • Training aids • Using Technology • Training Direction • Atmosphere • Ground rules • Agenda

9. Lesson 1:Managing the Training Environment • Case Study Exercise: “As Kim began his training, he realized he did not have his latest PowerPoint with him. He was also having trouble with the projector being a pain to turn on. It was not the one he expected to use! The room was small, the chairs/tables were not arranged—such that some wont be able to see the screen very well. 10 minutes have already gone by! Class is getting restless, the air/heater is not working, cell phones are ringing, and his training confidence was fading by the second”

10. Lesson 1:Managing the Training Environment • What could have Kim improved upon? • What methods to prepare & manage the classroom effectively?

11. Lesson 1: Managing the Training Environment • 1st —let’s look at Training Logistics • Many environment problems can be prevented before the class begins

12. Lesson 1:Managing the Training Environment • 2nd —the role of Technology

13. Lesson 1:Managing the Training Environment • 3rd —the role of class direction

14. Lesson 1:Training Environment Job Aid • Is the room an appropriate size for class and group discussions? • Is the room formatted for audio-visual and computer needs? Do they work? • Are all of the training handouts printed/ready? • Does the room work properly for lighting, Internet, heating/air? • Are there restrooms located near by? • Is the agenda and class information prepared?

15. Lesson 1:Managing the TrainingEnvironment Review • What did we learn in Lesson 1? • Physical training environment problems (logistics, technology, direction) can be easily mitigated by planning & preparing) • Know your space • Know your tools • Know your agenda • Set your atmosphere “When you aim for perfection, you discover it’s a moving target.”

16. Lesson 2:Managing Classroom Disturbances • Now—on to Lesson 2: Managing student behaviors & disturbances • Moving from the classroom issues to student issues

17. Lesson 2:Managing Classroom Disturbances • In this lesson, you will learn to: • Identify and differentiate disruptive or problematic students by the 4 broad categories • Identify and apply strategies to manage disruptive/ problematic students

18. Lesson 2:Managing Classroom Disturbances • Disruptive/problematic student behaviors can be classified in 4 broad categories: • The Know-it-all • The Distracting Chatter • The Silent Student • The Challenger/Disruptor • Most behavior problems are minor in nature

19. Lesson 2:Managing Classroom Disturbances • Reflect: What type of behavior are you in class usually? • The Know-it-all • The Distracting Chatter • The Silent Student • The Challenger/Disruptor

20. Lesson 2:Managing Classroom Disturbances • 1st - The Know-it-all

21. Lesson 2:Managing Classroom Disturbances • 2nd - The Distracting chatter

22. Lesson 2:Managing Classroom Disturbances • 3rd - The Silent Student

23. Lesson 2:Managing Classroom Disturbances • 4th - The Challenger/Disruptor

24. Lesson 2:Managing Classroom Disturbances • Let’s Practice • Role Play • The Know-it-all • The Distracting Chatter • The Silent Student • The Challenger/Disruptor

25. Lesson 2:Managing Classroom Disturbances Review • Managing classroom behaviors • Applying effective response strategies to control the training environment • The Know-it-all • The Distracting Chatter • The Silent Student • The Challenger/Disruptor

26. Break! Coming up: The final Lesson-Lesson 3: Class flow And then training role play!

27. Lesson 3:Managing Class Flow • Module 5 Review • Managing the physical environment (the room) • Managing disruptive orproblematic behaviors (the students) • …Now let’s look at managing classroom “instruction flow”…

28. Lesson 3:Managing Class Flow • Lesson 3: • Identify the three general parts of managing effective training • Understand the three step process of Prime, Prompt, and Perform

29. Lesson 3:Managing Class Flow • Most training follows a typical flow • Flow ensures training is on time & effective • Circular class flow nature

30. Lesson 3:Managing Class Flow Step 1: Prime • Tell them what you’re going to tell them • State your goals and objectives • Explain the focus and expectations

31. Lesson 3:Managing Class Flow Step 2: Prompt • Tell them the learning lesson • Facilitate discussion & questions • Perform demonstrations

32. Lesson 3:Managing Class Flow Step 3: Perform • Repeat: Tell them what you told them • Use practice exercises & provide feedback • Review key learning points

33. Lesson 3:Managing Classroom Flow • Review • Systematic instruction model • 3 phases: • Prime: Tell them what you are going to tell them • Prompt:Tell them • Repeat what you told them and practice!

34. Final Exercise !!! • Interactive group practice • Practicing Lessons 1-3 • Objective: Hands-on Interactive practice managing a class, students, & class flow! • Giving training in 5 minutes !

35. Exercise • Perform training! • 3 teams of 4 students • 10 minutes to prepare • 5 minutes to present • Each team has 4 roles: • 2 trainers, 1 evaluator, 1 “Problematic Student” • Debrief / Evaluation review afterwards

36. Exercise • After exercise debrief • Exercise Feedback • Module 5 Evaluation sheets

37. T3-101 Effective Training:Turning your experts into trainers Seminar Summary • 5 modules focusing on becoming effective trainers • Effective presentation & communication skills • Clear outcome based learning objectives • Motivational instruction • Measuring & evaluating learning transfer • Managing the learning environment

38. Effective TrainingA product of The T3 Group Thank-you for your time and participation! Please fill out your training critique forms!