designgreattraining-110727221007-phpapp02.pptx

How to Design your training courses, sessions and ws

1. How to Design Great Training: Begin with the End in Mind

2. For trainers, teachers, and instructors by Sharon Bowman To remember this content longer, download and print the worksheet that accompanies this presentation. Worksheet URL: http://www.slideshare.net/sharonbowman/worksheet-for-how-to-design-great-training-begin-with-the-end-in-mind

3. Meet Anisha

4. She is a beginning trainer. aka: teacher, instructor, learning facilitator Meet Anisha

5. Meet Anisha Hi. I haven’t designed or delivered training yet, but I’m willing to learn. aka: teacher, instructor, learning facilitator She is a beginning trainer.

6. Meet her coach. aka: mentor, guide, master trainer, master teacher COACH

7. Meet her coach. Who is wearing the coach’s cap? YOU! That’s who. aka: mentor, guide, master trainer, master teacher COACH

8. Meet her coach. Who is wearing the coach’s cap? YOU! That’s who. You are helping Anisha learn how to design great training. aka: mentor, guide, master trainer, master teacher COACH

9. Ask yourself 3 questions: COACH

10. Ask yourself 3 questions: 1. What does Anisha need to know? COACH

11. Ask yourself 3 questions: 2. How will Anisha know she has learned it? 1. What does Anisha need to know? COACH

12. Ask yourself 3 questions: 2. How will Anisha know she has learned it? 1. What does Anisha need to know? 3. What will Anisha be able to do with it? COACH

13. Anisha needs to ask herself the same 3 questions about HER learners:

14. 2. How will they know they have learned it? 1. What do learners need to know? 3.What will they be able to do with it? Anisha needs to ask herself the same 3 questions about HER learners:

15. Write the 3 questions on your worksheet so that you will remember them. Begin with the End in Mind Three Questions to Ask Yourself 1. 2. 3. If you don’t have the worksheet, write the questions on a blank piece of paper.

16. 1. What do learners need to know?

17. Need-to-Know Nice-to-Know versus

18. major concepts critical information for job success crucial content for certification important procedures for skill proficiency main ideas Specific information to pass a test Need-to-Know

19. Teach only the need-to-know content. Use images, stories, graphics, demonstrations, props, metaphors, and analogies as well as lecture .

20. minor concepts extra information for job success non-crucial content for certification fine-tuning procedures for skill proficiency supporting details topic-related information that won’t be on a test Nice-to-Know

21. Put the nice-to-know content someplace else. Someplace else includes: handouts, worksheets, manuals, books, wall charts, table cards, and on the Internet.

22. Good. What do I need to know about organizing content? Hi, Anisha . Let’s talk about how to organize the content you plan to teach. COACH

23. Will you tell Anisha : Yes or No? You should teach all the information you know about the topic.

24. You should teach all the information you know about the topic. Will you tell Anisha : Yes or No? NO

25. Will you tell Anisha : Yes or No? You should divide the content into 2 categories: need-to-know and nice-to-know.

26. Will you tell Anisha : Yes or No? YES You should divide the content into 2 categories: need-to-know and nice-to-know.

27. Will you tell Anisha : Yes or No? During the training, you should emphasize the need-to-know concepts and put the nice-to-know information in a handout for later reading.

28. Will you tell Anisha : Yes or No? YES During the training, you should emphasize the need-to-know concepts and put the nice-to-know information in a handout for later reading.

29. STOP HERE Do fill-in-the blank #1 on your worksheet. Then click to the next slide. If you don’t have the worksheet, use blank paper and write a one-sentence definition of “need-to-know” content.

30. 2. How will they know they have learned it?

31. Learners can: Summarize the content. Demonstrate a skill. Do a written or verbal test. Explain concepts to each other. Create a visual display of content. Perform a skit using content or skills. Teach the content to someone else. Show someone the learned skill.

32. SUMMARIZE, DEMONSTRATE, DO, EXPLAIN, CREATE, PERFORM, TEACH, SHOW Observable Actions When learners can observe themselves using content or skills successfully, they will know that they have learned it. P.S. YOU will know that they have learned it too.

33. What advice will you give Anisha so that her learners will know they have learned the content?

34. Choose 1 response : 1. Anisha should ask if everyone understands the content. If they say yes, then they know (and she knows) they have learned it. 2. Anisha should ask questions about the content. If one learner can answer the questions, then all learners know the content . 3. Anisha should choose an observable action from the list on slide #31 that all learners will do to demonstrate that they’ve learned the content .

35. Choose 1 response . 3. Anisha should choose an observable action from the list on slide #31 that all learners will do to demonstrate that they’ve learned the content . Yes, this is the most helpful response. Anisha can also allow learners to make their own action choices from the list.

36. COACH I will have learners explain the content to each other and then ask each other questions about it. They will also take a written test and compare their answers with the correct ones. So, Anisha , what observable actions will learners do to demonstrate that they’ve learned the content?

37. STOP AGAIN Do fill-in-the blank #2 on your worksheet. Then click to the next slide. If you don’t have the worksheet, write an example of an observable action for learners to do.

38. 3. What will they be able to do with it?

39. Learners need to decide for themselves what they will do with what they have learned.

40. Let’s discuss how we can use this information back on the job.

41. I’ve written an action plan so that I will remember the new procedures. Let’s discuss how we can use this information back on the job.

42. I’ve written an action plan so that I will remember the new procedures. Based on what I’ve learned, I’ve made a commitment to change some of the ways I do my work. Let’s discuss how we can use this information back on the job.

43. group discussion written action plans pair-share (written or verbal commitments to use the content in specific ways)

44. COACH Tell me, Anisha , what do you plan to do with what you have learned from this coaching session? I will teach only the need-to know content. Also, I will have learners do something observable with the content to show that they have learned it. And I will have them discuss how they plan to use the information after the training is over. COACH BRAVO! A great way to begin to design great training!

45. THANKS, COACH!

46. LAST STOP Do fill-in-the blank #3 on your worksheet. Then click to the next slide. If you don’t have the worksheet, write a one sentence summary of how YOU plan to use the content from this presentation.

47. 2. How will they know they have learned it? 3. What will they be able to do with it? 1. What do learners need to know? When you ask yourself these 3 questions, you begin with the end in mind: Post them where you will remember to use them the next time you train or teach.

48. The End Result? Happy learners who know how to use what they have learned.

49. Want More? Go to the following on slideshare.net : “Different Trumps Same” “Movement Trumps Sitting” Teaching Adults ANYTHING in 4 Easy Steps”

50. www.Bowperson.com Sharon Bowman

51. Books by Sharon Bowman www.amazon.com for book purchases www.Bowperson.com for free book excerpts

52. More books by Sharon Bowman www.amazon.com for book purchases www.Bowperson.com for free book excerpts

53. Photo Copyright Credits Slides 1-49; 53: www.clipart.com ; commercial license Slides 13-14; 40-43: Bowman photo collection; used with permission ****************************** Licensing Permission Attribution, Non-Commercial, No Derivative Works You may copy, distribute, display, and use this slide presentation provided that you credit the author and do not distribute it commercially nor alter the content in any way.