Wake ‘Em Up with Dynamic Tips!

 Training Designs  Adult Learning  Train the Trainer  Tips to Keep Training Engaging  Moving Your Training Online

 Balance  Presentation  Activity  Feedback  Adult Learners  Factors to consider  Learning Styles  Learner Participation & Retention  Learning Curves  Change It Up

 Presentation – Deliver knowledge  Classroom  Video/Webinar/Computer Based  Discussion  Activity - Practice content in presentation  Group activities & sizes  Practice drills  Games  Role plays  Simulation  Feedback - Reinforce content & activity  Instructor provided  Provide objective checklist  Job aids  Peer to peer

Sometimes we as trainers have a lot of very, very, very important things to say. But we have a short memory. So we think we have a great idea. No one else has ever done this one. The trainer’s ultimate secret: the slide. Put everything on a slide. Then read it to the audience. The only problem is that the audience can probably read, too. Then it will look like we are reading the slide. They will catch on. Maybe even quickly? They will think, why didn’t she just me her presentation. I could have stayed in bed today. They may even complain. Do I need glasses? This font is so small. When will this ever end? She misspelled tiipo! So the lesson is: never make long slides and read them because the audience can too. The end. Thank goodness.

 Bring experience with them  Wish to speak, participate and contribute  Dislike lectures and one-way communication  Need to maintain self-esteem  Training design should maximize success  Learning is a means to an end  Need to focus on relative tasks, rather than theoretical  Used to being active  Have a need to move around, active participation, interaction  Accustomed to self-directing  Consultative learning rather than directive learning is more effective

 Provide a variety, not just your own  Visual  Best through seeing, observing  Prefer to take detailed notes  Auditory  Best through hearing, listening to discussions  Prefer reading aloud  Kinesthetic  Tactile learners, hands on-experiential approach  Difficult to sit for long periods of time

 Decreasing Returns  Quick, then slow  Routine tasks  Increasing Returns  Slow, then fast  New concepts, tasks  Plateau  Quick, then flattens  Need additional support & encouragement  S Shaped  Combination of Increasing & Decreasing  Often associated with problem solving  Slow, then fast, then slow again, then fast

 Design experience to reinforce delivery of content  Group by experience, knowledge, etc  If unable to divide into groups, consider incorporating mentoring exercises  Provide opportunities to learn at one level above current level of proficiency  Keep volume of information and pace of delivery appropriate for experience & knowledge

 Animate…just don’t take them for a ride  Bio breaks are a must  Keep them moving  Switch rooms  Move to different areas in a room  One Size Does Not Fit All  Consider comfort level when choosing size of groups  Involve trainees  Presenters

 Facilitator Guide  Content  Key knowledge points  Notes  Activity  Materials & supplies  Discussion points  Observations  Practice  Review as a team of trainers  Practice, practice, practice

STYLE PRESENTATIONACTIVITY SUPPLIES 1 st Year Coaches  Enhancing The LT Solution  Basics Of Costumes, Props, & Background  Style Scoring  2 Problem Defined  2 Free Choice  Overall Effect  Completing The Style Form w/Detail  Create a membership sign  Bad Style v. Good Style video  Cardboard  PVC  Markers  Paint & brushes  Tape  Glue  TP rolls  Plastic bottles  Paper towel rolls  Tin cans  Plastic tubs, cups

 Be a door person and welcome everyone  Encourage arrival 15 minutes early & pitch a tent  Introductions, please!  Open with the Wrap Up  WIIFM  Applause, commend, honor, etc ALL answers

 Assign a table leader  Yes/No, True/False Cards, Props  Poll the Audience, Take a Guess…  Don’t hide behind the … get movin’  And if you don’t know something, ask the audience

 Break into 6 groups  Each group will create a training outline for a chapter of the Program Guide  Feedback  Pair with another group and present to each other  Post on wall for rest to see at break

 Please, please, please tell stories, just not the personal ones  Don’t Be Hands On  Back Me Up  Volume, please  Find Your Anchors  Pause….and Effect  Get Your Own Talk Show  End with a Bang!

 Online Training  Making the transition  Involving participants  Video taping presenters  Evaluations – What’s Working & What’s Not  Reaction  Learning  On the job