Developing the Content
Learning goals for training.
Performance Objectives
"This will NEVER work!"
Mr./Ms. Negativity
Ideas are initially recorded without judgement, and then later evaluated.
Brainstorm
This section of the training is not the time to introduce new information for the class.
Closing
The trainer acts as a guide while participants explore concepts on their own.
Self-directed
A sketch based on your performance objectives
Training Outline
"I don't see why I really need to know this now."
Short Timer
Interactive exploration of concepts through participants’ input.
Discussion/Small Group
Reaction, Learning, Behavior and Results.
Kirkpatrick’s 4 Levels of Evaluation
Validating feedback, experiences and efforts put forth by trainees .
Respect
This section clarifies the goals and objectives of your training.
Introduction
"You know I used to know someone just like that and it didn't matter what I tried, but I just said to myself..."
Chatterbox
Supports a key learning point through another’s perspective
Quotes
This set up has tables put together so small groups of 5-6 people are seated together.
Pod style
The training relates to personal goals of participants.
Relevancy
This section describes how you will assist participants to reach the goals, objectives & expectations of training.
Body
“According to the most recent study, that is not really true anymore, is it?”
Know-it-all
Participants learn to integrate multiple concepts through problem-based learning
Case Studies/Scenarios
To prevent this, use positive self talk, focus on your audience and eat breakfast!
Anxiety
Drawing on the knowledge of participants
Life Experience
This section includes the main points of your presentation
Closing
The best way to prepare for problem participants is to ________ them.
Anticipate
A graphical representation of a brainstorm or outline
Mind Map
When training your body language should be _____ and _____, not closed and authoritative.
Training is useful to participants and they can apply the skills learned.
Practicality