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(5 - 6 Days, depending on group size)
- Do your training programs meet the requirements for due diligence?
- Are your training programs safe, interesting, and effective?
- Do you design and modify training programs that solve workplace problems?
- Are you an effective presenter and facilitator?
- Do you make the right decisions about when
to sign-off and when to retrain employees?
Overview
Training for the Industrial Trainer is an
industry-focused program. It is based on
the principle that effective training involves much more than simply standing
in front of a group and talking (with or without PowerPoint)! We developed this program as a means of providing industrial trainers with the tools needed to facilitate the learning of both
practical skills and underlying theory.
Over a five-day program, participants learn to assess, analyze, design
and deliver highly effective and interesting industrial training programs that
meet the requirements for due diligence.
Whether you are delivering one hour or several weeks of training at a
time, this program will prepare you to deal with issues that arise in every
training classroom and during shop floor/jobsite instruction.
Workshop Outline
The first part of the course provides participants
with the “behind the scenes” skills necessary to perform accurate, diligent,
and defensible analysis at the needs assessment, learning objectives, and
evaluation stages. While learning these
skills, participants will have a number of opportunities to gain confidence presenting
in front of the group.
The second part of
the course focuses on designing experiential, interactive lessons,
facilitating them effectively, and evaluating learners. A
significant amount of time will be spent in hands-on practice of the skills.
The course culminates in a series of mini-workshops
designed and facilitated by each participant.
These are based on participants’ own workplace training topics, and are
designed and facilitated using skills acquired during the course. Supportive, constructive, personalized
feedback is provided to each participant.
Participants will practice strategies and
tools designed to:
- Check that an appropriate needs assessment has been completed;
- Determine when training can – and cannot – solve performance/production problems;
- Write measurable learning objectives – even for attitudes (e.g. "safety-minded", "respect for others");
- Address safety-related practices and attitudes effectively;
- Incorporate principles of adult learning into training programs;
- Write a brief, effective lesson plan for oneself or another trainer to use;
- Use effective presentation skills;
- Create and use audio-visual aids effectively;
- Reduce lecturing; while increasing the variety of simple, effective teaching methods used;
- Make the subject interesting – even if they’ve heard it all before;
- Get the most out of hands-on practice;
- Improve learners’ retention and use of skills back on-the-job;
- Manage challenging participants and situations;
- Use a defensible approach to determine whether to sign-off or retrain an employee; and,
- Evaluate participants’ learning.
The program will feature ample opportunity
to practice the skills being taught, using industry-related exercises and
examples. Blank sample templates and instructions for
using all tools will be provided for use back on-the-job.
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(3 - 4 Days, depending on number of participants, their previous experience, and their degree of nervousness!)
Overview
This workshop is intended for trainers who teach soft skills, computer skills, academic skills, or other training topics where their learners or learners' colleagues will not be exposed to physical danger as a result of using the skills taught.
It is based on
the principle that effective training involves much more than simply standing
in front of a group and talking (with or without PowerPoint)! Rather, it results in learners demonstrating their newly acquired skills before the end of the training. The training must be designed to incorporate both theory and hands-on practice. As well, it must appeal to a variety of learning styles.
This workshop provides skills and practice in both training design and facilitation.
Workshop Outline
Participants will practice strategies and
tools designed to:
- Check that an appropriate needs assessment has been completed;
- Write measurable learning objectives – even for attitudes (e.g. "respect for others");
- Incorporate principles of adult learning into training programs;
- Incorporate knowledge of four key learning styles into training programs;
- Write a brief, effective lesson plan for oneself or another trainer to use;
- Use effective presentation skills;
- Create and use audio-visual aids effectively;
- Reduce lecturing; while increasing the variety of simple, effective teaching methods used;
- Make the subject interesting – even if they’ve heard it all before;
- Ask effective questions;
- Lead learning-centered discussions;
- Get the most out of hands-on practice;
- Determine whether learners are "getting it";
- Improve learners’ retention and use of skills back on-the-job;
- Manage group dynamics; and,
- Informally evaluate participants’ learning.
The program will feature opportunities
to practice the skills being taught. Blank sample templates will be provided for use back on-the-job.
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(2 - 3 Days, depending on number of participants, their previous experience, and their degree of nervousness!)
Overview
This workshop is intended for trainers who teach soft skills, computer skills, academic skills, or other training topics where their learners or learners' colleagues will not be exposed to physical danger as a result of using the skills taught.
It is based on
the principle that effective training involves much more than simply standing
in front of a group and talking (with or without PowerPoint)! it involves engaging learners in the learning process in meaningful ways.
This workshop provides skills and practice in training facilitation.
Workshop Outline
Participants will practice strategies and
tools designed to:
- Incorporate principles of adult learning into training programs;
- Use effective presentation skills;
- Use audio-visual aids effectively;
- Ask effective questions;
- Lead learning-centered discussions;
- Get the most out of hands-on practice;
- Determine whether learners are "getting it"; and,
- Manage group dynamics;
The program will feature opportunities
to practice the skills being taught. Blank sample templates will be provided for use back on-the-job.
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(1 - 2 Days, depending on number of participants, their previous experience, and their degree of nervousness!)
Background
This workshop is designed for employees who are responsible for training their colleagues on-the-job in a - to-1 context. It will enable them to identify key elements of a task they wish to teach, provide clear on-the-job instruction to one colleague, provide informal evaluation, and provide coaching.
Workshop Objectives
By the end of the workshop, learners will:
- Describe key principles and best practices of adult learning;
- Explain the steps in the adult learning process;
- Design and facilitate a “Tell-Show-Do-Review” workshop for one other participant;
- Use an observation checklist to evaluate a learner’s performance of a skill;
- Interactively coach a participant to improve his/her
performance of a skill.
Sample Agenda – 1 Day
- Welcome and overview
- Principles of adult learning – a hands-on, interactive and fun activity that will relax participants, and differentiate good training from bad.
- How adults learn – a discussion of 4 learning styles, how to recognize them, and how to capitalize on them when teaching.
- Tell-Show-Do-Review Training Process – Demonstration and discussion of the training model.
- Preparation for teaching– learners are each assigned a skill to teach to one other person and given a corresponding observation checklist. They will each prepare to teach the skill to one other learner using the Tell-Show-Do-Review approach.
- Basic coaching and skills – learners will practice coaching using an interactive, question-based approach. They will also give positive and constructive feedback.
- Teaching and coaching practice with feedback from peers and
instructor
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