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Training Adults Getting & Keeping Attention Rebecca Jones 905.731.5836 Dysart & Jones Associates.

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Presentation on theme: "Training Adults Getting & Keeping Attention Rebecca Jones 905.731.5836 Dysart & Jones Associates."— Presentation transcript:

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2 Training Adults Getting & Keeping Attention Rebecca Jones rebecca@dysartjones.com 905.731.5836 rebecca@dysartjones.com Dysart & Jones Associates

3 Begin at the beginning The trainers role is:____________ Working with the person beside you, introduce yourself Then complete the sentence above on the post-it in less than 8 words Place post-it on side wall in 5 minutes

4 Objective & Agenda To develop or enhance training skills, based on adult learning practices & principles Foundation Preparation Selection Application

5 Guidelines for Today SOT Respect the 5 minute T zone Be here Be willing to try Respect differing opinions & styles Actively listen (one person speaks/time) Enjoy mutually funny humour…or humor Use the parking lot What behaviours are important for us to work together effectively?

6 So what IS the trainers role?

7 Trainers role Is to guide participants interaction & acquisition of ideas, insights, know hows & know thats To raise awareness It is not to persuade (or bury them in content)

8 Ongoing evaluations Complete the first part of the evaluation What are your objectives?

9 Your session Your perspective Complete this mindmap How am I currently successful as a trainer? If I had this workshop my way, how would I like it to be? What experience, skills & knowledge do I bring? How will I know whether this day was valuable for me? What do I expect Im going to learn? What do I know about the adult learning? Adapted from Hot Tips for Facilitators by Abernathy & Reardon

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11 Training or Presenting? What are the differences & similarities between training & presenting? Clarify what you are going to cover Cover it Clarify whats important in whats been covered Clarify whats been covered In training, you

12 Foundation

13 Perspective: the lens Critical perspective for us as trainers: Training is not about us Training is all about the participants… …..and they are adults

14 Enabling adults to learn The Foundation: Adult Learning Decide for themselves what is important to be learned. Need to validate the information based on their beliefs and values. Expect what they are learning to be immediately useful. Have substantial experience upon which to draw. May have fixed viewpoints. Significant ability to serve as a knowledgeable resource to the trainer and fellow learners. What did you see as the key points? So what? http://www.ojp.usdoj.gov/ovc/assist/instructor/section2.html

15 Adult learning Depends on: Readiness Participation Linked, relevant self-direction Safe, mistake-welcome environment Clear connections to existing knowledge Appeal to learning styles Clarity & succinctness

16 Adult learning Adult Responsible for themselves Self-directing Learning Acquisition of new abilities, attitudes & thinking Results in change

17 Learning Styles & Preferences Auditory, visual, or kinesthetic? Visual learners prefer, enjoy, or require: –Graphics, drawings, designs –Colour codes –Written materials & wall charts –Sitting in front to see instructors face, gestures, or visuals; –Taking notes –Instructors repeating instructions or details Auditory learners prefer, enjoy, or require: –Hearing new information in lectures or group discussions with report backs –Verbal exchanges –Stories they can remember & repeat –Sound or word cues to help them remember information.

18 Learning Styles & Preferences Kinesthetic learners prefer, enjoy, or require: –Some type of movement during a lecture –Hands-on experience or role playing –Trying new things without much explanation – just doing it –Frequent breaks

19 TV, the Net, Games Impact: Conditioned adults to expect immediacy, attention-getting ways of conveying information Reduced the length of time adults pay attention…..to…..yeah….10-12 minutes Reminded adults of the power of images to convey messages, influence & makes things memorable The Ten-Minute Trainer by Dave Meier

20 Implications for training My learning preference is: That means I need to consider:

21 In groups of 3 Determine what approaches to use in your training to appeal to all types of learning preferences. Please take 5 minutes & write as many approaches down as you can!

22 Preparation

23 Preparing to prepare Training is, yes, a project Basic rules of engagement –Initiate (who is/are the client(s)) –Contract –Gather (needs assessment) –Design –Implement Work is 1 long pilot project

24 Basic components What are the components for a training project? Pre-work: Engagement & Expectations Participants: Expectations & Experience Contract: Clarify Takeaways Content: Aligned with takeaways Less text More context Props & Logistics

25 Preparing for what you need ContractParticipantsPre-WorkContentProps & Logistics

26 Selection

27 Approaches & activities Refer to the pre-work Use visuals & images Make it easy to engage: –Worksheets or easy ways to take notes –short small group discussions –personal action plans Bring up barriers & address openly Assign training partners if the course is multi-day or on the web

28 Icebreakers: why? Relieves tension (everyones!) Enhances interpersonal relationships Introduces people Engages & involves people Initiates their thinking about the topic

29 Icebreakers: Sample list They dont know each other: –Paired to introduce each other and their objectives –Pick a theme related to the season (Halloween, summer, etc.) and have them talk about their favourite costume, holiday, etc –Find others born near them; who has the same first letter in their name, something in common, etc. They know each other, focus icebreaker on topic

30 Activities Must support workshop learning objectives & desired takeaways Design to engage, reinforce concepts & ignite further thinking Keep physical & cultural factors in mind Allow as much physical movement as possible Rule of thumb: content, activity, content, activity, content, activity

31 Selecting activities Samples: Workbook, worksheets Actual case studies: how to apply on the job Barriers & strategies: ask them to identify barriers to apply what youve just covered when they are back at work, & identify strategies for dealing with these barriers Case studies: create a situation close to what theyll experience Letters to management: they draft a memo to their manager presenting what theyve learned & how theyll use it on the job

32 Worksheet What makes a good icebreaker or activity?

33 Application

34 Challenges On a 3x5 card write a challenge youve encountered, or youve witnessed What gives trainers headaches?

35 Resistance Is predictable, natural & necessary in any learning or change process Reduces or eliminates learning, so it must be addressed Usually means people dont understand whats in it for them Indicates no or low readiness What impacts readiness?

36 Resistance – recognizing it I dont understand it –May Mean: I dont like it Going off on tangents –May mean: I dont want to do it Silence –May mean : I dont understand what youre saying

37 Resistance – dealing with it Name the resistance; be specific –You are very quiet. What does your silence mean? The difficulty is living with the tension Listening actively; be at tension

38 Resistance – dealing with it A short exercise… Palms together – now push Palms together – only 1 pushes… Fighting resistance only reinforces resistance Instead, celebrate it!

39 Celebrate resistance? The more people push back, the better you can understand what is missing for them and fill the gaps Resistance can only exist when you resist back

40 Resistance: dealing with emotions Acknowledge the persons emotions I hear or I see or I sense – am I right? I hear frustration in your voice, am I right? Stay calm & detached; take your time Focus is on maintaining a working relationship & environment

41 Participant challenges An individual dominates with too much detail: Thanks for the background, can you use a headline or short statement to tie it to the topic? Walk into their personal space How do you do this on the web?

42 Participant challenges Someone keeps changing the subject or going off on a tangent: Were off-topic & our ground rule/guideline is to stay on topic; I suggest we park this for now – are we all ok with that? Check in with person at break

43 Participant challenges An individual participates very little Terry, we havent heard from you – what are your thoughts on this issue/topic? Check with them at break

44 Participant challenges An individual gripes about management or situation Acknowledge their comment Park the issue Remind them that the workshop cant address policy, and that it can deal with the learning objectives Check with them at break &, if possible, refer them to appropriate person

45 Check-ins What are the surprises from what has just been covered? How does this connect with what you thought – or knew - previously? Who would like to summarize where we are so that we can move forward?

46 Feel good! If training were easy, everyone would do it! It is challenging & a learning experience! Participants are adults & responsible for their learning As Richard Leblanc says…..see his top 10

47 http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm

48 E:\gallery_of_e-learning_case_studies [e- Learning for Librarians An Ideas Playground].mht E:\tips_and_tools_for_e-learning [e- Learning for Librarians An Ideas Playground].mht

49 Shuffle the cards Pass out the challenge cards Answer the challenge

50 Wrap: Stump that Trainer Have a quick look at your notes Select 2 learnings or tips you particularly want to remember Record each on a post-it Group into 2 teams Each team places their post-its on a wall for their team to see Based on the posted learnings design 3 challenging questions for the other team

51 The end is the beginning Next steps for you –Personal action plan worksheet Next steps for me –Evaluation Thank you!


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