4. Strength Based Wall Chart
• Draw Your Friend’s Picture
• Encouragement/Comments
5. What can be done
instead of what can’t be done
rather than problems
more than weaknesses
6.
7. Ground Rules
• Confidentiality
• Respect the Autonomy of Others
• No put-downs
• Only One Person to Speak at a time
• Mobile phones must be in vibration mode
• Commit Yourself
8.
9. 9
Create a positive learning environment
Structure the learning experience to the
learning objectives
Teach effectively using basic facilitation
& presentation skills
Develop and use basic audio visual media
effectively
10. 10
Create a positive learning environment
Structure the learning experience to the
learning objectives
Teach effectively using basic facilitation
& presentation skills
Develop and use basic audio visual media
effectively
11. 11
Create a positive learning environment
Structure the learning experience to the
learning objectives
Teach effectively using basic facilitation
& presentation skills
Develop and use basic audio visual media
effectively
12. 12
Create a positive learning environment
Structure the learning experience to the
learning objectives
Teach effectively using basic facilitation
& presentation skills
Develop and use basic audio visual media
effectively
13. 13
Create a positive learning environment
Structure the learning experience to the
learning objectives
Teach effectively using basic facilitation
& presentation skills
Develop and use basic audio visual media
effectively
14. 14
New employees in the Training &
Development field
New Trainers who have little or no
experience in instructional skills
Any other persons interested in
developing skills for training adults
Target Audience
15. 15
Agenda
Background Adult Learning Theory 9.00 – 10.00
Module 1 Creating the right learning 10.30
environment
a. physical environment Lunch
b. emotional environment 2.30
Module 2 Structuring the training process
2.30 – 6.00
a. Developing Learning Objectives
b. Developing Lesson Plans
16. ckby/BasicTTT/18Jul08/Rev6 16
Course outline (Day 2)
Module 3 Presentation Basics
a. Preparing the training / presentation materials
b. Structuring Learning Process
b. Using the basic a/v media (LCD Projector / OHP &
Flipchart)
c. Doing the presentation
2nd Day Agenda
17. Course outline (Day 2)
Module 4 Facilitation Basics
■ Making everyone feel comfortable and valued
■ Clarifying Objectives
■ Encouraging participation
■ Increase understanding
■ Listening and observing
■ Guiding the group
■ Summarizing key points
3rd Day Agenda
19. 19
Agenda
Background Adult Learning Theory 9.00 – 10.00
Module 1 Creating the right learning 10.30
environment
a. physical environment Lunch
b. emotional environment 2.30
Module 2 Structuring the training process
2.30 – 6.00
a. Developing Learning Objectives
b. Developing Lesson Plans
27. • Recognition – Praise, Know their name
• Participation – Role Play, Games, Exercise
• Achievement – Tell their story, Sharing
• Personal Growth – Next Plan, Benefits
Application in Training
28. Creating the right learning
environment
a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 1
29. Creating the right learning
environment
a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 1A
Physical Environment
31. Room Arrangement Exercise Part 1
• Break into teams
• As a team, decide on the following
– seating arrangement
– where to place course materials
– tent cards
– a/v equipment
– Lighting
• Draw the layout and provide reasons for your team’s decision
Time: 15 minutes
32. ckby/BasicTTT/18Jul08/Rev6 32
Room Arrangement Exercise Part 2
• Each team to present their proposal including
justification
• After completion of all presentations, every team
will be required to come to a consensus on which
layout is idea for this class
• Everyone to rearrange the room according to the
consensus layout
• Time: 20 minutes
34. a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleExamples of Physical
Environment
35.
36.
37.
38.
39.
40.
41.
42.
43. ROOM PREPARATION CHECKLIST
• _____ Start with a clean room
• _____ Select the seating arrangement
• _____ Set up audiovisual equipment
• _____ Place participant materials, blank name tents,
evaluation forms, pens and pencils
• _____ Have a sign-in sheet available.
44. ROOM PREPARATION CHECKLIST
• _____ Set up a water station or place water on tables
• _____ Set up refreshments
• _____ Provide trash cans
• _____ Have supplies available
• _____ Post names and telephone numbers of resource
• _____ Air quality
45. ROOM PREPARATION CHECKLIST
• _____ Comfortable Chairs and Tables
• _____ a large enough room to move around in
comfortably
• _____ Make safety a priority
• _____ Limit or eliminate outside distractions
• _____ Room Temperatures
• _____ Enough Lighting
46. a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 1.2
Emotional Environment
48. participants feel comfortable and safe
Results of comfortable and safe
environment
• try out new ideas,
• learn from others,
• explore new viewpoints,
• change attitudes and behaviors
• respects everyone’s viewpoints, and
66. Creating the right learning
environment
a. Physical Environment - Infrastructure
b. Emotional Environment - Mood
1st ModuleModule 1.4
Effective Learning
67. 67
Principles of effective learning
Recency
Appropriateness
Motivation
Primacy
2 way communication
Feedback
Active Learning
Multi-sensory Learning
Exercise
71. ckby/BasicTTT/18Jul08/Rev6 71
Recency
Principle
We remember best those that are learnt last:
• contents at the end of the session
• things that are freshest in our minds
Application
• Keep each session short - 30 mins
• If longer, do recap more often
• At end of session, recap whole
session & highlight key learning
points
• Keep pax aware on progress of
their learning
100%
50%
0 30 min 1 hr 1 hr 30 min
Retention Curves
72. Recency
Application
•Keep each session short - 30 mins
•If longer, do recap more often
•At end of session, recap whole session &
highlight key learning points
•Keep pax aware on progress of their learning
100%
50%
0 30 min 1 hr 1 hr 30 min
Retention Curves
76. Motivation
Application
•Ensure that the training is meaningful and relevant to
the pax, i.e. their needs are being addressed
•Use examples, descriptions, illustrations that pax are
familiar with
77. Motivation
Application
•Trainer must be role model. An highly motivated
trainer will most likely motivate the pax
•Encourage participation and use verbal reinforcers
generously to recognize positive behaviors and
achievements
•Use neutral reinforcers for unwanted behaviors
85. Feedback
Application
•Use neutral reinforcers on unwanted
behaviors. Negative reinforcers will shut off
the pax from further learning.
•Check for understanding regularly for get
feedback on participant progress. This can be
done through questions, exercises, test, quiz
etc.
97. ckby/BasicTTT/18Jul08/Rev6 97
Exercise
Application
•Get pax to recall frequently what has been
learnt so far as this is another form of
exercise
•Summarize frequently as this is another
form of exercise. Always summarize at the
conclusion of a session.
98. ckby/BasicTTT/18Jul08/Rev6 98
Comparison of Development Options
Traditional
external training
Performance
Evaluation
Special projects
Developmental jobs
Speed of job moves
Role models
Assessment-based
Feedback on strengths
and weaknesses
Informal
coaching
and
feedback
from
boss
360-degree
feedback
Mentoring
(career path
advice)
Individual
learning
Traditional internal training
Nontraditional
learning programs
Importance to self-development: rated “absolutely essential” or “very important”
Training
(#3 impact*)
Developmental
assignments (#1 impact*)
Individual Feedback/Coaching
(#2 impact*)
0 10 20 30 40 50 60 70 80 90
0
20
30
40
10
50
60
70
80
Response from executives in 50 large US companies (McKinsey study in 2000)
*Reference: For Your Improvement by Mike Lombardo & Robert Eichinger
100. 100
Principles of effective learning
Recency
Appropriateness
Motivation
Primacy
2 way communication
Feedback
Active Learning
Multi-sensory Learning
Exercise
