When we come on site, we customize our workshops in two ways.

First, we customize the workshop content to meet your instructional objectives. Second, we customize the examples in the exercises to make them specific to the services you provide.

There is no charge for this level of customization.

Pre-workshop assignment: Identify what courses or modules are going to be re-designed by each individual attending the workshop. Bring a description, outline and objectives, and existing materials for this course, along with the client need being met through this training. For groups larger than 10-12, participants may be organized into design teams.

Course Methods:

After completing an opening activity, participants identify personal objectives and share them in the large group. Expectations are clarified and set for the workshop.

Participants use a performance analysis tool to identify when training is the answer to an operational issue. A case study illustrates when to implement a training solution. Approaches to developing a partnership with managers and learners are explored as a support to the design process.

Course Methods:

Adult learning concepts are distilled from a 60-minute simulation in which participants teach a partner a five-minute lesson. Each learner gets feedback on his natural teaching style and is measured against 10 aspects of his teaching style. Through a debriefing discussion, participants identify what helps adults learn and remember and how to improve their teaching style. Special emphasis is given on how to process any learning experience to maximize retention.

A newly created, exclusive Training Clinic styles inventory of 12 situations helps participants match their preferred style to an adult learning model. An action plan is started to identify how to avoid the overuse of a preferred style and increase the under use of a least preferred style. The inventory encourages style balance. The remainder of the workshop helps the participants build skills to achieve that balance.

Course Methods:

A brief overview lecture is given on the three phases of the design process: Planning, Development, and Evaluation. Each of these three phases are expanded upon in later units. Participants write a target population statement for a course they are currently developing. Tasks identified for a future training session are broken down into teachable parts to identify prerequisites and learning objectives. Participants write learning objectives that meet four criteria for a future training session.  Participants map their objectives to the appropriate level of learning.

Course Methods:

After a large group discussion of the components of a module, five design tools are introduced, three are followed by a case study or exercise to demonstrate and practice their use. The tools include use of appropriate methods, working with experienced learners, how to identify how much practice is needed to learn a skill and how to pace training to avoid boredom. The fifth tool suggests appropriate methods to train employees on technical procedures, processes and concepts. Participants are given a process for developing training activities and tips for crafting various types of learning experiences. Learners work with examples of activities and write appropriate process questions for the examples. Suggestions for creating effective handouts, job aids and programmed notes are shared and expanded upon by the group. An inventory is provided to decide which of three types of lesson plans are appropriate and a brief activity is completed to identify how to expand a lesson plan.

Course Methods:

A large group discussion about fear of speaking is conducted followed by suggestions to use effective delivery characteristics. Delivery techniques are practiced in small groups with peer feedback.

Using the opening of the workshop as a learning laboratory, a "clinic" (large group discussion) about how we set the learning climate during the first 30 minutes is followed by a brief lecture on the 4 elements of climate setting that reduce the risk of learning and help participants focus on learning. Setting and resetting of the climate during multiple day programs is discussed and modeled during this workshop. Participants then design their own session starter and share that in a small group.

Eight techniques to increase participation are demonstrated by participant involvement in exercises. This is followed by individual planning to improve personal lecturing style to incorporate participation techniques.

A brief lecture/large group discussion about how to facilitate discussions is followed by demonstrations and examples of types of questions and a written exercise to apply the concepts from the discussion. Questioning techniques are expanded upon as a method to increase participation and improve understanding. Participants then write appropriate open and closed questions for a class discussion of their own. These are critiqued by peers.

The use of paraphrasing and delivering feedback in an instructional environment are actively explored through inventories, examples, exercises and application.

To apply adult learning steps during a demonstration, a team development simulation is conducted that illustrates the five steps. Each step is identified as the instructor processes the simulation. Differences in low and high risk demonstrations are discussed in the large group.

Problem learner situations, causes and strategies to deal with them are reviewed in the large group. Participants complete case studies applying four sets of strategies.

Large group discussion/lecture on resources for AV is followed by demonstration of different types of graphs, charts, pictures, etc., for the appropriate visuals. Helpful hints are given to prepare electronic presentations and teaching aids. This section includes a recap of how the instructor used various media throughout the workshop.

Course Methods:

Kirkpatrick's four levels of evaluation model is used to develop four types of evaluations. Participants see models and write questions to measure knowledge. Skill performance checklists are shown and the participants complete a case study. A model of cost-benefit analysis is shown and participants complete a brief exercise to identify appropriate performance indicators.

"CERTIFIED TECHNICAL TRAINING SPECIALIST" CERTIFICATE WORKSHOP

Each participant who wants to earn the "Certified Technical Training Specialist" Certification must successfully complete a skills performance requirement during the program.