Presentation is loading. Please wait.

Presentation is loading. Please wait.

Welcome Trainers ! eLearning TTT.

Similar presentations


Presentation on theme: "Welcome Trainers ! eLearning TTT."— Presentation transcript:

1 Welcome Trainers ! eLearning TTT

2 Helping Learners Learn On-line

3 Bill Bateman 585-317-3890 bill.bateman@ocps.net
eLearning Guild on-line Symposium Speaker Coach and Event Host CTT+ Commercial Training Centers Community College Author

4 Interaction

5 Context

6 Activity

7 Self-esteem

8 Relationship

9 Evaluation

10 Questions

11 Old process: Linear – once and done Passive – sit back and learn New Process: Reinforcing – repeat until user is comfortable Continuous – supports continuous learning Active – users take active role in own development

12 Pre-class – Learner’s Materials Available
Course Outline PowerPoint File Data Sheet Job Aid

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

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

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

16 EFI 2006 on-line Training

17 Post-class assessment

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

19 Your Learning Pyramid

20 Principles of Adult Learning
Adults: Must want to learn Will only learn what they feel they need to learn Learn by doing Value Self-esteem Adults resist mandatory learning Adults are practical in their approach to learning and expect to be taught what they need to know to get the job done Adults require active participation in the learning process to be successful and will retain knowledge and skills much better with this approach

21 Principles of Adult Learning
Adult learning centers on realistic problems Adult learning is enhanced with a variety of methods Adult learning is best in an informal environment Previous experiences affect adult learning attitudes Realistic scenarios challenge adult learners more effectively when they are allowed to solve real life problems Adults prefer variety in their training. Most technical training includes concept presentations, demonstrations, and practice exercises It is important to acknowledge prior experience as valuable to build on this experience when developing new skills

22 Adult Learner Attitudes
Trainer Attitude Here Enthusiastic Confident Eager Ready Anxious Hostile Timid Pessimistic Resistant Cautious Every adult learner enters your training room with an attitude. Positive learners are more likely to use the skills being taught in training and feel satisfied when they do. Your job is to be aware and sensitive to participants’ feelings, and manage the atmosphere, not convert participants’ attitudes.

23 Adult Learning Approach
Learning to use a technical system requires an active learning approach Tell Me Show Me Tell me involves describing how each job and the required tasks fit into the business process Show me demonstrates the real life example of how the task is completed on the system Let me gives the participants an opportunity to do exactly what they saw done and clarify their understanding of system requirements Help me is the full training and after training support system that enables participants to continue their mastery of system procedures Let Me Help Me

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

25 Managing the Adult Learning Environment
Provide a clear structure for adult learners Ground Rules Time Frame Objectives Skills to be Acquired In order to effectively manage the adult learning environment and handle resistance, the instructor should provide a clear structure for adult learners Additional instructor tips: Communicate early Be prepared Manage your instruction so that you focus on participants’ learning

26 Setting the Tone – Classroom
Introduce yourself, co-instructors, and the course; tell why you-trainer? Review agenda, schedule, and breaks Acknowledge participants’ concern about change Stress your availability before, during, and after class Know the material and exercises Be organized Reference the activity in the functional course: Name Background Education SAP Experience

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

28 Establish an Open Learning Environment
Set up the on-line room early Organize participant and instructor materials Talk with participants as they arrive Call each participant by name Ask participants questions Acknowledge and summarize participant input The nicest sound is one’s own name: have ready-made name tents, or ask participants to create their own.

29 Key Points List and discuss as a group any key points found in this section The idea of the key points is to have the participants develop a list of key points found in this section and identify major points to remember.

30 Instructor Roles and Responsibilities
Sounding Board Coach Extremely Enthusiastic Supporter Sounding Board (+ listens empathetically, - listens empathetically all day long) Coach (+ helps struggling participants, - helps too much or too early) Systems “Expert” (+ knows material, - gives participants a level that they do not need to know) Communicator (+ connects well with class, - talks too much) Other roles that an instructor could play: Cheerleader (+ enthusiastic, - unrealistic) Mediator (+ moves class along, - works to resolve issues that do not affect the mission of the class) Systems “Expert” Communicator

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

32 Effective Instructors
Effective instructors focus their instructional activities in these five arenas Presentation Skills Relationship with Learners Relationship to Business Process Presentation skills - being able to speak clearly and communicate with your audience Relationship to business process - being an effective agent for the Company to help the participants understand changes to their respective business processes Instructor’s relationship with learners - maintaining respect for the participants concerns and desire to learn Material content - maintaining awareness that learning a new system is neither easy or always intuitive Facilitation skills - providing one-on-one assistance when appropriate and carefully listening when responding to questions; managing the classroom environment Facilitation Skills Material Content

33 Roles In the Classroom Instructor, Facilitator, SME Learner
Depends on situation. A secondary facilitator is a great asset. They can help keep the class on schedule by sitting near people who need more help. Another SME sometimes participates in the training classes as an extra source of technical information. Lead Instructor Leads the class Ensure class is on schedule Acts as main point of contact Support Instructor(s) Assists Lead Instructor and participants when needed Serves as shadow instructor and may teach a class at a later date Subject matter experts (SMEs)

34 Team Teaching Responsibilities
Agree on roles and responsibilities ahead of time All instructors are active participants Avoid private conversations Settle differences during a break or after class; do not contradict each other in front of learners Monitor participants’ understanding Repeat questions to the group Student-focused Repeat questions asked by participants to insure that that you understand what was asked, and that the rest participants hear the question.

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

36 Instructor’s Responsibilities During Class
Create a memorable training experience Enrich the course with real-life experience Tie the course into daily work activities Support and encourage participants in the learning process Facilitate classroom discussions Recognize correct responses Correct misunderstandings (not opinions) immediately Ways to facilitate discussion: Call on people by name Seek participation from all participants Ask open-ended questions Respond to participants with positive statements Summarize input to show your interest and understanding Capture and record on-going issues on the parking lot C O N T E X T Preserve self-esteem

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

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

39 Key Points List and discuss as a group any key points found in this section The idea of the key points is to have the participants develop a list of key points found in this section and identify major points to remember.

40 Learning and Evaluation

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 Discuss how student learning is evaluated Discuss why evaluations are used

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

43 When to Evaluate

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

45 Instructor Skills                                   

46 Instructor Skills Upon completion of this section participants will be able to: Explain the focus of skilled instructors Identify ways to encourage participation Identify the “do’s and don’ts” of classroom training Describe important listening skills of effective instructors Identify how to make your training memorable and how to develop your own training style

47 Skilled Instructors Provide real-life examples and experiences
Cope with change Provide clear instruction Focus on participant performance Encourage participation Use analogies, stories and accelerated learning techniques Examples: Provide clear instructions to participants: “OK, now I’m going to do a demonstration. I want each of you to just watch for now. You’ll have an opportunity to try the same thing in a minute. Just watch for now, please.” Check with participants frequently: “Does everyone understand? Raise your hand if you need some further explanation.” Do not make assumptions: “They all know what a GL account is What a GUI is ”

48 Encouraging Participation
Enables the instructor to: Measure learning Get feedback on participants’ reactions Refine your approach Enables the participant to: Improve retention Transfer knowledge to the job Use participation to establish an open learning environment by encouraging questions and making effective use of question and answer techniques.

49 Tips on Asking Questions
Ask LOTS of questions Vary the types of questions Count to 9 before helping with answers Allows class to think of answers If you don’t get an answer, rephrase the question

50 Types of Questions True/False Closed Multiple Choice Essay Direct
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 Your use at work? Compare? Predict? Analyze? Others? Be aware that there are different types of questions. Each type has its own uses. Understand that the type of questions you use will influence the type of response you get. Use true/false questions to emphasize the answer to a question that has a definite right and wrong answer, multiple choice questions to reinforce key points and check understanding, and open-ended questions to foster discussion. Open-ended

51 Tips on Answering Learner Questions
Paraphrase the question asked Ensures that everyone has heard it and that you’ve understood correctly Take off-topic, or complex questions off-line – into the Question Parking Lot Lists questions to be answered later Call an SME during a break or after class Remember: If you do not know the answer to a question, say so! A good instructor may not know the answer to every question, but he or she knows how to find it and will follow up with participants at a later time.

52 Listening Skills Respect the opinions of all participants
Practice active listening Be ready for impromptu feedback Practice active listening: Listen to the words and observe any nonverbal signals Paraphrase comments and repeat them for the entire class

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

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

55 List exemplary traits

56 List things to avoid doing

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

58 Skilled Technical Trainers
DO Avoid acronyms or jargon, and define Provide familiar system landmarks Help participants manage multiple sources of information Avoid distracting participants by moving the mouse rapidly Continue to teach while the system is processing and retrieving information Slow down during demonstrations Avoid using computer jargon (for example, cold start or reboot). Teach participants a phrase to use whenever you slip into jargon: It can be a classroom inside joke, for example, “And that means WHAT?”

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

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

61 Key Points List and discuss as a group any key points found in this section The idea of the key points is to have the participants develop a list of key points found in this section and identify major points to remember.

62 Using Training Materials

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 List and discuss the events that occur in a classroom Describe how to conduct an instructor-led demonstration and exercise

64 Training Materials Concept slides End user flow diagrams
Exercise scenarios Data sheets Quick references (Job Aids) Work instructions Performance-based training material contains information that users need to do their jobs and is designed to teach participants how to support themselves back on the job.

65 Adult Learning Approach
Learning to use a technical system requires an active learning approach Tell Me Show Me Tell me involves describing how each job and the required tasks fit into the business process Show me demonstrates the real life example of how the task is completed on the system Let me gives the participants an opportunity to do exactly what they saw done and clarify their understanding of system requirements Help me is the full training and after training support system that enables participants to continue their mastery of system procedures Let Me Help Me

66 Tell Me Concept slides:
Show Me Let Me Help Me Concept slides: Used by instructor to lead a discussion of conceptual material and processes Contain the following standard slides: Title Objectives (course and section) Key Terms Demonstrations Exercise Questions and Answer Summary For more information on each type of slide, review the Standard Course Slides document in the reference materials.

67 Tell Me (continued) Process Flow Diagrams
Show Me Let Me Help Me Process Flow Diagrams 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 Includes a wide range of information from the broad to the very specific

68 Presenting Conceptual Material
Tell Me Show Me Let Me Help Me Ask More Questions Before introducing concepts: Transition from previous topic or activity Introduce subject matter you are going to cover Remind participants of where they are in the process While introducing concepts: Paraphrase the words and concepts; don’t read the slides! Verbally walk participants through flows or processes Prove your perspective: Additional details important to the participants Examples that relate to the participants’ job activities Examples from your own experiences as a new user After introducing concepts: Check understanding Ask participants to paraphrase or give examples of what you have just covered Ask participants if they have any questions before you continue Transition to the demonstration or exercise Review and discuss: Sample Concepts Materials

69 Before Introducing Concepts
Tell Me Show Me Let Me Help Me Transition from the topic or activity Review integration between one topic and the next one being discussed Re-introduce the SME and support instructor, if necessary Remind participants of where they are in the process: At a minimum, each time you move to a new step Orientation to the materials is important. Ensure that you get them to the right page to follow along with you, and give them time to find it.

70 While Introducing Concepts
Tell Me Show Me Let Me Help Me Paraphrase words and concepts Verbally walk participants through flows or processes Provide additional “texture”: Additional relevant details to participants Examples that relate to participants’ job Examples from your own experiences as a new user C O N T E X T

71 After Introducing Concepts
Tell Me Show Me Let Me Help Me Check understanding Ask participants to paraphrase or give example of what was covered Ask participants if they have any questions before you continue Remember that people don’t always know what to ask Transition to demonstration or exercise Think about it: How will you use your skills as a Change Agent here? Use good questioning techniques to review each set of slides. Do not feel that you must always stick to the slide presentation. If the slides are redundant or useless for your audience, skip them; however, it is strongly recommended that you stick to the slide presentation as much as possible.

72 Show Me Demonstrate what you just told the participants
Tell Me Show Me Let Me Help Me Demonstrate what you just told the participants Task Based Work Instructions Provide step-by-step assistance to end users Quick references (SAP) 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 Required fields are listed next to each screen Business Process Flow

73 Demonstrating a Transaction
Tell Me Show Me Let Me Help Me Serve the Learner Review and discuss: Demonstration Checklist Before demonstration: Practice doing the demonstration Decide which paths to emphasize and which to omit Decide which fields to address Ensure that your emphasis is right for your audience During demonstration: Build on existing knowledge and point out common actions Point out uncommon actions or keystrokes Demonstrate the main (most used) path Pace your delivery Remind participants of where you are Have a different participant read the job aid steps for the task Suggest shortcuts cautiously After demonstration: Reinforce the information Ask questions about key points

74 Before Demonstrations
Tell Me Show Me Let Me Help Me Practice doing the demonstration with the data created for class Decide which paths to emphasize and which to omit Decide which key fields to mention Ensure that your emphasis is right for your audience Practice before the day of class is extremely important to ensure the data and configuration works.

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

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

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

78 Let Them Follow Along? Advantages: Participants Are more involved
Can see the screen better in front of them Have more hands-on time Disadvantages: Get lost and can’t follow complex transactions Don’t listen Instructor Can’t stop demonstration to help if a participant gets stuck

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

80 Conducting Exercises Review and discuss: Exercise Checklist Let Me
Tell Me Show Me Let Me Help Me Introduce the exercise: Refer participants to the appropriate resource materials Specify timeframes Explain why performing exercise Relate exercise to familiar situation Present objective of exercise in “big picture” terms, and link it to preceding activities Give a demonstration of how to complete the exercise (if time permits) Conduct the exercise: Allow participants sufficient time to complete the exercise Walk around the room and answer questions Give feedback on performance (if applicable) Debrief the exercise: Discuss key learnings (include things that went well and where there’s room for improvement) Discuss how newly learned skills will be applied back on the job Wrap up exercise by asking if there are any questions Review and discuss: Exercise Checklist

81 Introducing Exercises
Tell Me Show Me Let Me Help Me Read the scenario of the exercise aloud Help participants locate the exercise and work instruction Ensure that each participant has the correct data to complete the exercise Announce the time allotted to complete the exercise Ask if anyone has any questions before beginning Ensure participants are logged into the correct SAP client, if applicable Have the participants take the exercise out and use it with their book open to the work instruction. If there are separate work instructions and participant guides, have them put the participant guide away and use only the appropriate work instruction with the exercise. Otherwise, materials management becomes an issue. You may couple exercises with breaks if it makes sense (15 minutes for the exercise, 15 minutes for a break, and perform debrief after the break). Allowing for a break makes it possible for you and the support instructor to assist slower participants. Consider having extra sets of data available if you think they will need additional practice.

82 Coaching Exercises Monitor progress using Q&A or Breakout rooms
Tell Me Show Me Let Me Help Me Monitor progress using Q&A or Breakout rooms Assist by answering questions and pointing out where they are in the work instruction COACH, perform the transaction again, if necessary Use breakout rooms or app shares to help students who are stuck Clarify “global” issues or challenges to the entire class If a significant number of participants cannot complete the exercise, you should stop the exercise and perform another demonstration.

83 Debriefing Exercises Reinforce the purpose of the exercise
Tell Me Show Me Let Me Help Me Reinforce the purpose of the exercise Find out if everyone was successful in completing the exercise Answer exercise questions as a group Ask additional questions to ensure understanding of the exercise task Compare the exercise task with others they have done Answer participant questions before continuing Review the correct answers. For all answers, ask “Did anyone get a different answer?” Then, “XXX is what you should have answered.” Identify any problems and re-demo if appropriate with all of them following along.

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

85 Key Points List and discuss as a group any key points found in this section The idea of the key points is to have the participants develop a list of key points found in this section and identify major points to remember.

86 Prepping for Your First Class
Ask More Questions

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

88 How will you prep?

89 Getting Prepared Meet with co-instructors, facilitators
Review the test system schedule Review training materials Check facilities, equipment, and the delivery technology Test data Practice System tasks Pilot Courses There are several steps involved in preparing for instruction: When team teaching, meet with co-instructors. Well in advance of the class, you should schedule a meeting with your co-instructors to discuss your relative strengths and weaknesses, and to assign responsibilities for each portion of the class. Obtain and review course materials. Obtain instructor and participant materials from your training coordinator, and locate the electronic files for the course. Review and become familiar with all the materials. Set the timing for course delivery. Develop a schedule for the course. Check facilities where the class will take place. Check all PCs, projection equipment, connections, and lights to be certain they are working. Find wall space that can be used for hanging up classroom materials, such as flip chart pages. If SAP R/3 course is being taught: Review the training system schedule for the system, client, instructors, and student IDs. Obtain training system schedule information and verify that the materials are ready for your course Test the data that will be used for the class. Run through each exercise using the instructor’s data set

90 Set Timing/Agenda Know your audience
Examples: Buyers, HR, Accounts Payable, Production Concentrate on the most pertinent topics (A’s and B’s – priority tasks) Time the course based on content Prepare course agenda with times Estimates: Presentations minutes per slide (based on complexity) Demonstrations minutes Exercises minutes

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

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

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

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

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

98 Troubleshooting What do you do if you experience technical problems during training? Take practical steps to minimize disruption to the course: Ask students to take a short break while you try to resolve the technical problem Continue with the presentation sections of the course if it makes sense to do so Ask for help: Know who to call for technical problems If problem is not solved, use your best judgment to determine whether to continue with the class. Make the proper arrangements if the class has to be rescheduled.

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

100 Key Points List and discuss as a group any key points found in this section The idea of the key points is to have the participants develop a list of key points found in this section and identify major points to remember.

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

102 Summary 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. Keep this manual as a reference and to refresh your memory any time you are preparing to deliver training. Don’t forget to practice, practice, practice. GOOD BYE, AND GOOD LUCK!

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


Download ppt "Welcome Trainers ! eLearning TTT."

Similar presentations


Ads by Google