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MICROSOFT
PRESENTATION SKILLS CERTIFICATE
a
three-day workshop
|
This
workshop is approved by Microsoft for those seeking a designation of
Microsoft Certified Trainer (MCT) and meets the 14 competencies required
for instructors. |
WORKSHOP CONTENT
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Workshop introduction and objectives
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Inventory your skills (Competency 13)
-
Set personal objectives for this session
Unit 1: Plan for Training
 |
Sort
training and non-training issues: Is training the answer? (Competency
1,3,12) |
|
Partnership
with management (Competency 3) |
|
Approaches
to training design |
|
Three
phases of design |
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Guidelines
for developing needs assessment instruments: do’s and don’ts
(Competency 1) |
|
Special
assessment issues (Competency 1) |
|
Management
development analysis: sorting needs vs. wants |
|
What
do you need to know about learners to be effective? (Competency 1) |
|
Break
down a task into teachable parts (Competency 1) |
|
Write
realistic instructional objectives (Competency 1,12) |
|
Build
a skills inventory (Competency 1) |
|
Are
prerequisites necessary? (Competency 1) |
|
Develop
a broad content outline (Competency 1) |
Unit 2: Help Adults Learn
|
Evaluate
10 aspects of your training style (Competency 13) |
|
How
to build retention (Competency 1,2,3,4,10,11,12) |
|
50-50
training – talking isn’t training (Competency 1,2,3,4,10,11,12) |
|
Use
18 adult learning concepts to enhance learning (Competency
1,2,3,4,10,11,12) |
|
Five
steps of adult learning and key questions to ask (Competency
1,2,3,4,7,10,11,12) |
|
Match
your training style to adult learning needs of the group (Competency 13) |
Unit 3: Organize and Plan Materials Development
|
How
to develop lean yet effective methods |
|
Select
the right methods: match to objectives (Competency 4,6,10,12) |
|
Technical
training methods (Competency 4,10) |
|
Sequence
methods appropriately (Competency 4,6,10,12) |
|
Decide
how much training and practice is needed to learn a skill (Competency
1,4,6,9,10) |
|
Pace
methods to avoid boredom (Competency 3,4,6,10) |
|
Select
appropriate presentation technology and visual support (Competency 2,11) |
|
Identify
advantages and disadvantages of various media (Competency 2,11) |
|
Develop
trainee materials that work |
|
Develop
exercises and activities that build retention (Competency 1,10) |
|
Create
"discovery learning" in your activities |
|
Create
inventories, skill practice, case studies and exercises (Competency 10) |
|
Use
a 15-point checklist to develop complete handouts (Competency 1,2) |
|
Develop
lesson plans for others to use easily (Competency 1) |
|
Use
a 15-point lesson plan checklist (Competency 1) |
Unit 4: Facilitate Adult Learning
|
Set
the climate to reduce risk of learning (Competency 1,3,4,7,9,10) |
|
Butterflies
and what to do (Competency 6) |
|
Effective
delivery techniques (Competency 6) |
|
Use
discussion techniques to enhance learning and reach a goal (Competency
3,4,5,7) |
|
Four
types of questions to increase interaction (Competency 5,7,8) |
|
Use
basic and follow-up questions to direct learning (Competency 4,5,7,8) |
|
Paraphrase
for better understanding (Competency 4,5,7,8) |
|
Avoid
overuse of lectures and increase retention (Competency 4,6,10) |
|
Using
small groups (Competency 4,10) |
|
How
to give effective feedback (Competency 4,5,8,9) |
|
Dealing
with problem learner situations (Competency 3,4) |
Unit 5: Evaluate the Results of Training
|
Four
levels of evaluation (Competency 12,14) |
|
Assess
learner reaction (Competency 3,12,13,14) |
|
Methods
to evaluate learning in the classroom (Competency 12,14) |
|
Are
new skills used back on the job? (Competency 1,12,13,14) |
|
Did
you get bottom-line results? (Competency 12,14) |
Unit 6: Resources
EXPECTED OUTCOMES
At
the end of the training, the employee will be able to:
| 1. | Identify
who is coming to a specific training class and how materials need to be
customized for that group. |
| 2. | Identify
training and non-training issues as well as performance gaps. |
| 3. | From
a task breakdown, build a skills hierarchy that prioritizes tasks, and
identifies training prerequisites. |
| 4. | Write
realistic training objectives that meet three conditions. |
| 5. | Given
your situations, select appropriate training methods. |
| 6. | Use
a method to sequence training activities for novice and mature learners.
|
| 7. | Use
a pacing method to make training more involving and less boring. |
| 8. | Practice
writing effective questions to uncover needs and test learning. |
| 9. | Given
case studies and the learner's course, identify appropriate evaluation
methods. |
| 10. | Given
courses and target populations, identify how to measure training for
bottom line results. |
| 11. | Identify
key elements in constructing leader's guides and lesson plans to be used
by others. |
| 12. | Identify
how to use 14 adult learning concepts in training. |
| 13. | Practice
a method of designing learning activities for different levels of
learners. |
| 14. | Given
a lesson plan, teach a five-minute lesson to identify the effective
elements of one's instructional style against 10 criteria. |
| 15. | Use
12 techniques to motivate and involve participants during a lecture. |
| 16. | Practice
how to identify learner errors and when to correct errors. |
| 17. | Practice
using questions appropriately. |
| 18. | Given
a learner situation, identify feedback systems that enable the
instructor to maintain control and learner safety. |
| 19. | Identify
methods to build rapport to successfully handle problem learners. |
| 20. | Use
a framework to complete a needs analysis. |
| 21. | Do
and don’ts of designing training needs surveys. |
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