Presentation is loading. Please wait.

Presentation is loading. Please wait.

Pg 1 Welcome Trainers ! eLearning TTT. Pg 2 Helping Learners Learn On-line.

Similar presentations


Presentation on theme: "Pg 1 Welcome Trainers ! eLearning TTT. Pg 2 Helping Learners Learn On-line."— Presentation transcript:

1 Pg 1 Welcome Trainers ! eLearning TTT

2 Pg 2 Helping Learners Learn On-line

3 Pg 3 Bill Bateman eLearning Guild on-line Symposium Speaker Coach and Event Host CTT+ Commercial Training Centers Community College Author

4 Pg 4 Interaction

5 Pg 5 Context

6 Pg 6 Activity

7 Pg 7 Self-esteem

8 Pg 8 Relationship

9 Pg 9 Evaluation

10 Pg 10 Questions

11 Pg 11

12 Pg 12 Course Outline PowerPoint File Data SheetJob Aid Pre-class – Learners Materials Available

13 Pg 13 Instructors Day Pack Course slide deck, with notes (includes flow diag.) Course slide deck, with notes (includes flow diag.) Student WI Student WI Exercises & Data Sheet Exercises & Data Sheet Student Materials (see next slide) Student Materials (see next slide) TTT - Adult Learning / Presentation Skills, etc (this slide deck) TTT - Adult Learning / Presentation Skills, etc (this slide deck) TTT – Teaching on-line class materials TTT – Teaching on-line class materials WebEx Quick Reference Guides: Instructor and Attendee WebEx Quick Reference Guides: Instructor and Attendee

14 Pg 14 In-class – Learners Bring to Class Job Aids Job Aids Exercises Exercises Data Sheet Data SheetOptional Course Description Course Description Parts of Work Instructions Parts of Work Instructions

15 Pg 15 In-class – Learners are Provided Course slide deck Course slide deck Instructions on how to access Work Instructions on-line Instructions on how to access Work Instructions on-line URL to the assessment URL to the assessment Instructions for accessing sandbox Instructions for accessing sandbox

16 Pg 16 EFI 2006 on-line Training

17 Pg 17 Post-class assessment

18 Pg 18 Post-class - Learner Support All documentation on-line All documentation on-line Class Recording Class Recording Simulation / practice Simulation / practice SAP Sandbox SAP Sandbox Group/individual in-person coaching Group/individual in-person coaching SAP context help SAP context help Help Desk Help Desk

19 Pg 19 Your Learning Pyramid First on- line class! Dryrun TTT-Tech #3 TTT-Assignment #1 TTT-Tech #2 TTT-Tech #1 on-line Attendee TTT-Howdy-Do

20 Pg 20 Principles of Adult Learning Adults: Adults: Must want to learn Must want to learn Will only learn what they feel they need to learn Will only learn what they feel they need to learn Learn by doing Learn by doing Value Self-esteem Value Self-esteem

21 Pg 21 Principles of Adult Learning Adult learning centers on realistic problems Adult learning centers on realistic problems Adult learning is enhanced with a variety of methods Adult learning is enhanced with a variety of methods Adult learning is best in an informal environment Adult learning is best in an informal environment Previous experiences affect adult learning attitudes Previous experiences affect adult learning attitudes

22 Pg 22 Adult Learner Attitudes EnthusiasticConfidentEagerReadyEnthusiasticConfidentEagerReady AnxiousHostileTimidPessimisticResistantCautiousAnxiousHostileTimidPessimisticResistantCautious

23 Pg 23 Adult Learning Approach Learning to use a technical system requires an active learning approach Learning to use a technical system requires an active learning approach Tell Me Show Me Let Me Help Me

24 Pg 24 Training Approach Lecture Lecture Demonstration Demonstration Simulation Simulation Discussion Discussion Exercise Exercise Debrief Exercise Debrief Exercise Feedback and Evaluations Feedback and Evaluations

25 Pg 25 Managing the Adult Learning Environment Provide a clear structure for adult learners Ground RulesTime FrameObjectives Skills to be Acquired

26 Pg 26 Setting the Tone – Classroom 1.Introduce yourself, co-instructors, and the course; tell why you-trainer? 2.Review agenda, schedule, and breaks 3.Acknowledge participants concern about change 4.Stress your availability before, during, and after class 5.Know the material and exercises 6.Be organized

27 Pg 27 Setting the Tone - on-line Recognize & welcome learners, Introduce self Recognize & welcome learners, Introduce self Verify attendee can hear you Verify attendee can hear you Checkout for their controls/knowledge of tools Checkout for their controls/knowledge of tools Personalize their experience Personalize their experience Indicate start time Indicate start time Get comfortable/ready tips Get comfortable/ready tips Special considerations Special considerations Getting help Getting help Ground rules Ground rules Welcome to : Intro co-presenters Welcome to : Intro co-presenters Acknowledge participants concern about change

28 Pg 28 Establish an Open Learning Environment Set up the on-line room early Set up the on-line room early Organize participant and instructor materials Organize participant and instructor materials Talk with participants as they arrive Talk with participants as they arrive Call each participant by name Call each participant by name Ask participants questions Ask participants questions Acknowledge and summarize participant input Acknowledge and summarize participant input

29 Pg 29 Key Points List and discuss as a group any key points found in this section List and discuss as a group any key points found in this section

30 Pg 30 ExtremelyEnthusiasticSupporter Sounding Board Systems Expert Communicator Coach Instructor Roles and Responsibilities

31 Pg 31 Instructor Roles and Responsibilities: Objectives At the end of this section, you will be able to: Identify when training is effective Identify when training is effective List five arenas in which effective instructors focus their activities List five arenas in which effective instructors focus their activities Identify different roles and responsibilities of effective instructors Identify different roles and responsibilities of effective instructors Describe instructor responsibilities when team teaching Describe instructor responsibilities when team teaching

32 Pg 32 Effective Instructors Presentation Skills Relationship to Business Process Relationship with Learners Material Content Facilitation Skills Effective instructors focus their instructional activities in these five arenas

33 Pg 33 Roles In the Classroom Instructor, Facilitator, SME Learner

34 Pg 34 Team Teaching Responsibilities Agree on roles and responsibilities ahead of time Agree on roles and responsibilities ahead of time All instructors are active participants All instructors are active participants Avoid private conversations Avoid private conversations Settle differences during a break or after class; do not contradict each other in front of learners Settle differences during a break or after class; do not contradict each other in front of learners Monitor participants understanding Monitor participants understanding Repeat questions to the group Repeat questions to the group Student-focused

35 Pg 35 Instructors Responsibilities: Before Class Review and understand all materials Review and understand all materials Be well prepared to manage all aspects of the course Be well prepared to manage all aspects of the course Ensure (extra) participant materials are prepared for the class Ensure (extra) participant materials are prepared for the class Learn how to operate all on-line tools Learn how to operate all on-line tools Ensure classroom and files are ready to be used Ensure classroom and files are ready to be used Test data that will be used in class Test data that will be used in class Data accuracy, user ids, system availability Data accuracy, user ids, system availability

36 Pg 36 Instructors Responsibilities During Class Create a memorable training experience Create a memorable training experience Enrich the course with real-life experience Enrich the course with real-life experience Tie the course into daily work activities Tie the course into daily work activities Support and encourage participants in the learning process Support and encourage participants in the learning process Facilitate classroom discussions Facilitate classroom discussions Recognize correct responses Recognize correct responses Correct misunderstandings (not opinions) immediately Correct misunderstandings (not opinions) immediately C O N T E X T Preserve self-esteem

37 Pg 37 Instructors Responsibilities: During Class Do not criticize answers Do not criticize answers Present the material in the way most comfortable to you Present the material in the way most comfortable to you Collect evaluations Collect evaluations Be yourself Be yourself HAVE FUN! HAVE FUN!

38 Pg 38 Instructors Responsibilities: After Class Exit the class, returning materials to defaults Exit the class, returning materials to defaults Report any problems to the training coordinator or producer Report any problems to the training coordinator or producer Follow up on unresolved issues and questions raised in class Follow up on unresolved issues and questions raised in class

39 Pg 39 Key Points List and discuss as a group any key points found in this section List and discuss as a group any key points found in this section

40 Pg 40 Learning and Evaluation

41 Pg 41 Learning and Evaluation Objectives At the end of this section, you will be able to: Describe the conditions that must be met for training to be successful Describe the conditions that must be met for training to be successful Discuss how student learning is evaluated Discuss how student learning is evaluated Discuss why evaluations are used Discuss why evaluations are used

42 Pg 42 Why Do We Evaluate? Determine if training was successful Determine if training was successful Gain information on how to improve future instruction Gain information on how to improve future instruction Decide whether to continue or discontinue certain training Decide whether to continue or discontinue certain training Analyze participant feedback: Analyze participant feedback: Effectiveness of the training Effectiveness of the training Usefulness of materials Usefulness of materials Instructor performance Instructor performance

43 Pg 43 When to Evaluate

44 Pg 44 How Do We Evaluate? Polls Polls Test/Quizzes Test/Quizzes Feedback to instructor Feedback to instructor Measuring on-the-job performance before and after training Measuring on-the-job performance before and after training Benchmarking Benchmarking Evaluation forms Evaluation forms

45 Pg 45 Instructor Skills

46 Pg 46 Instructor Skills Upon completion of this section participants will be able to: Explain the focus of skilled instructors Explain the focus of skilled instructors Identify ways to encourage participation Identify ways to encourage participation Identify the dos and donts of classroom training Identify the dos and donts of classroom training Describe important listening skills of effective instructors Describe important listening skills of effective instructors Identify how to make your training memorable and how to develop your own training style Identify how to make your training memorable and how to develop your own training style

47 Pg 47 Skilled Instructors Provide real-life examples and experiences Provide real-life examples and experiences Cope with change Cope with change Provide clear instruction Provide clear instruction Focus on participant performance Focus on participant performance Encourage participation Encourage participation Use analogies, stories and accelerated learning techniques Use analogies, stories and accelerated learning techniques

48 Pg 48 Encouraging Participation Enables the instructor to: Enables the instructor to: Measure learning Measure learning Get feedback on participants reactions Get feedback on participants reactions Refine your approach Refine your approach Enables the participant to: Enables the participant to: Improve retention Improve retention Transfer knowledge to the job Transfer knowledge to the job

49 Pg 49 Tips on Asking Questions Ask LOTS of questions Ask LOTS of questions Vary the types of questions Vary the types of questions Count to 9 before helping with answers Count to 9 before helping with answers Allows class to think of answers Allows class to think of answers If you dont get an answer, rephrase the question If you dont get an answer, rephrase the question

50 Pg 50 Types of Questions True/False T or F? SAP R/3 is replacing FileNet. Multiple Choice What will APO Demand Planning offer the customers? Essay In what ways are the legacy systems and SAP R/3 the same? True/False T or F? SAP R/3 is replacing FileNet. Multiple Choice What will APO Demand Planning offer the customers? Essay In what ways are the legacy systems and SAP R/3 the same? Closed Direct Open-ended Your use at work? Compare? Predict? Analyze? Others?

51 Pg 51 Tips on Answering Learner Questions Paraphrase the question asked Paraphrase the question asked Ensures that everyone has heard it and that youve understood correctly Ensures that everyone has heard it and that youve understood correctly Take off-topic, or complex questions off-line – into the Question Parking Lot Take off-topic, or complex questions off-line – into the Question Parking Lot Lists questions to be answered later Lists questions to be answered later Call an SME during a break or after class Call an SME during a break or after class

52 Pg 52 Listening Skills Respect the opinions of all participants Respect the opinions of all participants Practice active listening Practice active listening Be ready for impromptu feedback Be ready for impromptu feedback

53 Pg 53 Giving Clear Instructions Refer participants to the appropriate resource material Refer participants to the appropriate resource material Specify timeframes Specify timeframes Explain the importance of performing the task Explain the importance of performing the task Review objectives and outcomes of the task Review objectives and outcomes of the task Identify the steps involved Identify the steps involved Give a demonstration (where feasible) Give a demonstration (where feasible)

54 Pg 54 Training Style Review and discuss: Make Your Training Memorable Develop Your Own Training Style

55 Pg 55 List exemplary traits

56 Pg 56 List things to avoid doing

57 Pg 57 General Instruction Skills Smile, really! Smile, really! Speak clearly Speak clearly Vary your delivery style Vary your delivery style Involve the audience Involve the audience Use good posture, really! Use good posture, really! Express yourself Express yourself Be yourself Be yourself Turn off your computer Turn off your computer Talk with your mouth full Talk with your mouth full Discourage participation Discourage participation Play with the pointer Play with the pointer Read the slides Read the slides DODO NOT

58 Pg 58 Skilled Technical Trainers Avoid acronyms or jargon, and define Avoid acronyms or jargon, and define Provide familiar system landmarks Provide familiar system landmarks Help participants manage multiple sources of information Help participants manage multiple sources of information Avoid distracting participants by moving the mouse rapidly Avoid distracting participants by moving the mouse rapidly Continue to teach while the system is processing and retrieving information Continue to teach while the system is processing and retrieving information Slow down during demonstrations Slow down during demonstrations DO

59 Pg 59 Skilled Instructors Lecture Lecture Use humor at someones expense Use humor at someones expense Embarrass participants Embarrass participants Lose control Lose control Judge others opinions Judge others opinions Have an attitude Have an attitude Use sarcasm Use sarcasm DO NOT Preserve self-esteem

60 Pg 60 The Challenging Learner Let the facilitator interact with them Let the facilitator interact with them 1:1, not in class 1:1, not in class Find out what the issue is Find out what the issue is Listen, first, without solving Listen, first, without solving Ask what you can do to remedy issue Ask what you can do to remedy issue Offer alternatives Offer alternatives Nuclear optionNuclear option

61 Pg 61 Key Points List and discuss as a group any key points found in this section List and discuss as a group any key points found in this section

62 Pg 62 Using Training Materials

63 Pg 63 Using Training Materials Upon completion of this section participants will be able to: Describe the different training material components and explain how they are used Describe the different training material components and explain how they are used List and discuss the events that occur in a classroom List and discuss the events that occur in a classroom Describe how to conduct an instructor-led demonstration and exercise Describe how to conduct an instructor-led demonstration and exercise

64 Pg 64 Training Materials Concept slides Concept slides End user flow diagrams End user flow diagrams Exercise scenarios Exercise scenarios Data sheets Data sheets Quick references (Job Aids) Quick references (Job Aids) Work instructions Work instructions

65 Pg 65 Adult Learning Approach Learning to use a technical system requires an active learning approach Learning to use a technical system requires an active learning approach Tell Me Show Me Let Me Help Me

66 Pg 66 Tell Me Concept slides: Concept slides: Used by instructor to lead a discussion of conceptual material and processes Used by instructor to lead a discussion of conceptual material and processes Contain the following standard slides: Contain the following standard slides: Title Title Objectives (course and section) Objectives (course and section) Key Terms Key Terms Demonstrations Demonstrations Exercise Exercise Questions and Answer Questions and Answer Summary Summary Tell Me Show Me Let Me Help Me

67 Pg 67 Tell Me (continued) Process Flow Diagrams Process Flow Diagrams Used by instructors to explain processes and show the relationship of steps to the big picture Used by instructors to explain processes and show the relationship of steps to the big picture Contain graphical pictures or references of the applicable business processes Contain graphical pictures or references of the applicable business processes Includes a wide range of information from the broad to the very specific Includes a wide range of information from the broad to the very specific Tell Me Show Me Let Me Help Me

68 Pg 68 Presenting Conceptual Material Review and discuss: Sample Concepts Materials Tell Me Show Me Let Me Help Me Ask More Questions

69 Pg 69 Before Introducing Concepts Tell Me Show Me Let Me Help Me Transition from the topic or activity Transition from the topic or activity Review integration between one topic and the next one being discussed Review integration between one topic and the next one being discussed Re-introduce the SME and support instructor, if necessary Re-introduce the SME and support instructor, if necessary Remind participants of where they are in the process: Remind participants of where they are in the process: At a minimum, each time you move to a new step At a minimum, each time you move to a new step

70 Pg 70 While Introducing Concepts Paraphrase words and concepts Paraphrase words and concepts Verbally walk participants through flows or processes Verbally walk participants through flows or processes Provide additional texture: Provide additional texture: Additional relevant details to participants Additional relevant details to participants Examples that relate to participants job Examples that relate to participants job Examples from your own experiences as a new user Examples from your own experiences as a new user C O N T E X T Tell Me Show Me Let Me Help Me

71 After Introducing Concepts Check understanding Check understanding Ask participants to paraphrase or give example of what was covered Ask participants to paraphrase or give example of what was covered Ask participants if they have any questions before you continue Ask participants if they have any questions before you continue Remember that people dont always know what to ask Remember that people dont always know what to ask Transition to demonstration or exercise Transition to demonstration or exercise Think about it: How will you use your skills as a Change Agent here? Tell Me Show Me Let Me Help Me

72 Pg 72 Show Me Demonstrate what you just told the participants Demonstrate what you just told the participants Task Based Work Instructions Task Based Work Instructions Provide step-by-step assistance to end users Provide step-by-step assistance to end users Quick references (SAP) Quick references (SAP) Consist of boxes linked together to form a screen flow Consist of boxes linked together to form a screen flow Each box in the flow contains an SAP R/3 screen that assists end users in system navigation Each box in the flow contains an SAP R/3 screen that assists end users in system navigation Required fields are listed next to each screen Required fields are listed next to each screen Business Process Flow Business Process Flow Tell Me Show Me Let Me Help Me

73 Pg 73 Demonstrating a Transaction Tell Me Show Me Let Me Help Me Serve the Learner

74 Pg 74 Before Demonstrations Tell Me Show Me Let Me Help Me Practice doing the demonstration with the data created for class Practice doing the demonstration with the data created for class Decide which paths to emphasize and which to omit Decide which paths to emphasize and which to omit Decide which key fields to mention Decide which key fields to mention Ensure that your emphasis is right for your audience Ensure that your emphasis is right for your audience

75 Pg 75 During Demonstrations Build on existing knowledge Build on existing knowledge Point out actions that are common Point out actions that are common Point out uncommon actions or keystrokes Point out uncommon actions or keystrokes Demonstrate the main (most used) path Demonstrate the main (most used) path Vocalize every button being clicked Vocalize every button being clicked Tell Me Show Me Let Me Help Me Do not suggest shortcuts to beginners Do not suggest shortcuts to beginners Pace your delivery Pace your delivery Follow the work instruction Follow the work instruction Ask participants to tell you the next step to ensure they are following the work instruction Ask participants to tell you the next step to ensure they are following the work instruction

76 Pg 76 During Demonstrations... Verbalize what you are doing Verbalize what you are doing Use the mouse pointer to draw attention Use the mouse pointer to draw attention S L O W D O W N!!!! S L O W D O W N!!!! Expect people to remember your actions without a work instruction Expect people to remember your actions without a work instruction Jump around from screen to screen without clearly explaining where you are going Jump around from screen to screen without clearly explaining where you are going DO Tell Me Show Me Let Me Help Me DO NOT

77 Pg 77 After Demonstrations Reinforce the information Reinforce the information Ask questions about key points Ask questions about key points Summarize Summarize Think about it: How will you use your skills as a Change Agent here? Tell Me Show Me Let Me Help Me

78 Pg 78 Let Them Follow Along? Advantages: Advantages: Participants Participants Are more involved Are more involved Can see the screen better in front of them Can see the screen better in front of them Have more hands-on time Have more hands-on time Disadvantages: Disadvantages: Participants Participants Get lost and cant follow complex transactions Get lost and cant follow complex transactions Dont listen Dont listen Instructor Instructor Cant stop demonstration to help if a participant gets stuck Cant stop demonstration to help if a participant gets stuck

79 Pg 79 Let Me Tell Me Show Me Let Me Help Me Allows users to perform the task in the system Exercises Exercises Specific Task exercise Specific Task exercise Summary exercise Summary exercise Incorporates several linked tasks Incorporates several linked tasks Data sheets Data sheets Provide each student with accurate data to be used to complete exercises Provide each student with accurate data to be used to complete exercises

80 Pg 80 Conducting Exercises Review and discuss: Exercise Checklist Tell Me Show Me Let Me Help Me

81 Pg 81 Introducing Exercises Tell Me Show Me Let Me Help Me Read the scenario of the exercise aloud Read the scenario of the exercise aloud Help participants locate the exercise and work instruction Help participants locate the exercise and work instruction Ensure that each participant has the correct data to complete the exercise Ensure that each participant has the correct data to complete the exercise Announce the time allotted to complete the exercise Announce the time allotted to complete the exercise Ask if anyone has any questions before beginning Ask if anyone has any questions before beginning Ensure participants are logged into the correct SAP client, if applicable Ensure participants are logged into the correct SAP client, if applicable

82 Pg 82 Coaching Exercises Monitor progress using Q&A or Breakout rooms Monitor progress using Q&A or Breakout rooms Assist by answering questions and pointing out where they are in the work instruction Assist by answering questions and pointing out where they are in the work instruction COACH, perform the transaction again, if necessary COACH, perform the transaction again, if necessary Use breakout rooms or app shares to help students who are stuck Use breakout rooms or app shares to help students who are stuck Clarify global issues or challenges to the entire class Clarify global issues or challenges to the entire class Tell Me Show Me Let Me Help Me

83 Pg 83 Debriefing Exercises Tell Me Show Me Let Me Help Me Reinforce the purpose of the exercise Reinforce the purpose of the exercise Find out if everyone was successful in completing the exercise Find out if everyone was successful in completing the exercise Answer exercise questions as a group Answer exercise questions as a group Ask additional questions to ensure understanding of the exercise task Ask additional questions to ensure understanding of the exercise task Compare the exercise task with others they have done Compare the exercise task with others they have done Answer participant questions before continuing Answer participant questions before continuing

84 Pg 84 Help Me Quick references Quick references Procedural job aids Procedural job aids Practice Environment (sandbox) Practice Environment (sandbox) Users can safely practice transactions Users can safely practice transactions on-line help on-line help System links to based work instructions System links to based work instructions Replay recorded training session Replay recorded training session Watch simulations Watch simulations Coaching in-person Coaching in-person Help Desk Help Desk Tell Me Show Me Let Me Help Me

85 Pg 85 Key Points List and discuss as a group any key points found in this section List and discuss as a group any key points found in this section

86 Pg 86 Prepping for Your First Class Ask More Questions

87 Pg 87 Preparation Upon completion of this section participants will be able to: Demonstrate how to prepare for course instruction Demonstrate how to prepare for course instruction Discuss the importance of being familiar with the on-line tools Discuss the importance of being familiar with the on-line tools Describe the SAP R/3 system and data strategy used for training Describe the SAP R/3 system and data strategy used for training

88 Pg 88 How will you prep?

89 Pg 89 Getting Prepared Meet with co-instructors, facilitators Meet with co-instructors, facilitators Review the test system schedule Review the test system schedule Review training materials Review training materials Check facilities, equipment, and the delivery technology Check facilities, equipment, and the delivery technology Test data Test data Practice Practice System tasks System tasks Pilot Courses Pilot Courses

90 Pg 90 Set Timing/Agenda Know your audience Know your audience Examples: Buyers, HR, Accounts Payable, Production Examples: Buyers, HR, Accounts Payable, Production Concentrate on the most pertinent topics (As and Bs – priority tasks) Concentrate on the most pertinent topics (As and Bs – priority tasks) Time the course based on content Time the course based on content Prepare course agenda with times Prepare course agenda with times

91 Pg 91 Review Training Materials Obtain electronic copy of concept slides Obtain electronic copy of concept slides Review participant and instructor materials Review participant and instructor materials

92 Pg 92 Manage Your Time Before class: Before class: Do one or two dry runs Do one or two dry runs Plan one or more alternative schedules Plan one or more alternative schedules During class: During class: Post the schedule, including breaks Post the schedule, including breaks Have an observer help you keep time Have an observer help you keep time Address detailed topics offline Address detailed topics offline Remember: The timing will change every time you teach - be flexible!

93 Pg 93 Ground Rules for on-line Sessions Who so ever shall be ruled, let them too create those rules King William the Second of Poland (2006)

94 Pg 94 Identify Ground Rules G ive and review the lessons of your and others experiences R each consensus on issues O ffer input; everyone has value to add U nderstand what is being said, or ask for clarification N o side conversations; it is distracting and excluding; no phone calls or pagers during class D iscuss issues openly with conversations being confidential unless we reach consensus to discuss/record specific issues R emember we start & end on time unless agreed to as a group U nleash creative, innovative ideas L eave mental baggage at the door E nforce all ground rules S hare all relevant information within the allotted time, and park other ideas for later

95 Pg 95 Check Classroom Facilities Check your equipment Check your equipment Electronic files with course slides Electronic files with course slides Computer and SAP R/3 connections Computer and SAP R/3 connections Check participants equipment Check participants equipment Basic connectivity to session Basic connectivity to session User IDs User IDs SAP R/3 connections SAP R/3 connections

96 Pg 96 SAP Training Environment Created initially from the most complete environment Created initially from the most complete environment Contains training data for participants to practice Contains training data for participants to practice Exists entirely separately from the live production system Exists entirely separately from the live production system Works all day, everyday Works all day, everyday

97 Pg 97 Become Familiar with Training Data Data will be created for participant exercises Data will be created for participant exercises Training data resembles production data, but is not exactly the same Training data resembles production data, but is not exactly the same Limited sets of data for each exercise; participants are assigned specific data Limited sets of data for each exercise; participants are assigned specific data Data is based on a pre-set refreshed schedule Data is based on a pre-set refreshed schedule

98 Pg 98 Troubleshooting What do you do if you experience technical problems during training? What do you do if you experience technical problems during training?

99 Pg 99 Checklist for Class Preparation Review and Discuss: Classroom Preparation Checklist

100 Pg 100 Key Points List and discuss as a group any key points found in this section List and discuss as a group any key points found in this section

101 Pg 101 Continuous Improvement YOU are the best avenue to improve YOU are the best avenue to improve Say it Say it Do it Do it State a Rationale State a Rationale Evaluate Results Evaluate Results

102 Pg 102 Summary In this course, you have been given information intended to help you deliver training to other personnel within OCPS. In this course, you have been given information intended to help you deliver training to other personnel within OCPS. The topics pertained to adult learners, the classroom, using course materials, and conducting the training event. The topics pertained to adult learners, the classroom, using course materials, and conducting the training event. Keep this manual as a reference and to refresh your memory any time you are preparing to deliver training. Keep this manual as a reference and to refresh your memory any time you are preparing to deliver training. Dont forget to practice, practice, practice. Dont forget to practice, practice, practice. GOOD BYE, AND GOOD LUCK! GOOD BYE, AND GOOD LUCK!

103 Pg 103 Learning Objectives Review You should now be able to: You should now be able to: Describe personal strengths as an instructor and identify areas for improvement Describe personal strengths as an instructor and identify areas for improvement Discuss the adult learning environment Discuss the adult learning environment Describe how adult learning principles affect training Describe how adult learning principles affect training Describe desired skills, roles and responsibilities of an instructor Describe desired skills, roles and responsibilities of an instructor Use questioning, answering, and listening techniques to increase class participation Use questioning, answering, and listening techniques to increase class participation Use training materials to teach a class Use training materials to teach a class Identify suggested preparation steps to teach a class Identify suggested preparation steps to teach a class Identify ways to resolve challenging classroom situations Identify ways to resolve challenging classroom situations Reduce stress and make training an enjoyable experience Reduce stress and make training an enjoyable experience Understand and apply appropriate Change Agent skills Understand and apply appropriate Change Agent skills


Download ppt "Pg 1 Welcome Trainers ! eLearning TTT. Pg 2 Helping Learners Learn On-line."

Similar presentations


Ads by Google