Training with impact
This presentation is the property of its rightful owner.
Sponsored Links
1 / 34

Training with Impact PowerPoint PPT Presentation


  • 84 Views
  • Uploaded on
  • Presentation posted in: General

Training with Impact. Cynthia Weiman Shields, MBA. Introductions. Expectations. What would you like to capture today?. Agenda. 9:30-12:30/Morning Session (break ~11:00) Setting training goals Adult Learners Basics of Planning a Training 12:30-1:00/Lunch

Download Presentation

Training with Impact

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Training with impact

Training with Impact

Cynthia Weiman Shields, MBA


Introductions

Introductions


Expectations

Expectations

  • What would you like to capture today?


Agenda

Agenda

9:30-12:30/Morning Session (break ~11:00)

  • Setting training goals

  • Adult Learners

  • Basics of Planning a Training

    12:30-1:00/Lunch

    1:00-3:30/Afternoon Session (break ~2:15)

  • MCP Specific Training Topics

  • Creating a Training Plan


What does it mean to train with impact

What does it mean to train with impact?

  • Impactful trainings are:

    • Effective: Are we meeting our trainees needs? Can they apply what they’ve learned?

    • Efficient: The learning isn’t any more uncomfortable than it has to be.

    • Engaging: Connecting the learners to the content, the facilitator, and each other.

      (M. Milano)


Start with the basics

Start with the Basics…

What is the goal of the training?

A training goal is a short, concise, general statement of the overall purpose of a training program or activity.

Ex) In this training, MCP grantees will develop the basic skills and tools needed to create and implement an effective, MCP specific, training plan for mentors.


Who is your audience

Who is your audience?


Characteristics of adult learners

Characteristics of Adult Learners

Adult Learners:

  • are self-directed.

  • have accumulated a foundation of life experiences and knowledge.

  • are goal-oriented.

  • are relevancy-oriented& practical.

  • need a respectful, positive, and encouraging learning environment.

    (Knowles)


Adult learners are self directed

Adult Learners are Self-Directed

They are self-reliant learners and prefer to learn when have

Identified their own needs and when they determine they are

ready.

How can this be a barrier to your training program?

What are some ways to address this barrier?

  • Actively involve the participants in the planning process

  • Get their perspective on what topics to cover

  • Use their connections to training resources

  • Ask them to take responsibility for a portion of the training

  • Demonstrate how this training will be useful to them

  • Serve as a facilitator, not a teacher

  • Allow participant input on start/stop/break times when possible


Adult learners have a foundation of life experiences knowledge

Adult Learners Have a Foundation of Life Experiences & Knowledge

They need to be able to connect your training to this knowledge and

experience base.

How can this be a barrier to your training program?

What are some ways to address this barrier?

  • Help participants' contribute their experience and knowledge which is relevant to the training

    • Use Open Ended Questions to draw out their knowledge

    • Provide opportunities for group discussion

  • Use their connections to training resources

  • Ask them to take responsibility for a portion of the training

  • Demonstrate how this training will be useful to them


Adults are goal oriented

Adults are Goal-Oriented

The knowledge, skill or attitude learned must be useful

immediately.

How can this be a barrier to your training program?

What are some ways to address this barrier?

  • Be able to say exactly how this training will be useful to them

  • Create an organized, well defined training program


Adults are relevancy oriented practical

Adults are Relevancy-Oriented & Practical

They must see a reason for learning something. Learning has

to be applicable to their work or other responsibilities to be of

value to them.

How can this be a barrier to your training program?

What are some ways to address this barrier?

  • Training must be relative to their experience with their mentees

  • Ask participants to suggest topics that they would find useful

  • Focus trainings on direct application of skills

  • Explicitly tell learners how this is useful to them


Adult learners need a respectful positive encouraging environment

Adult Learners Need a Respectful, Positive, & Encouraging Environment

Adults expect to be treated as adults. Self-esteem and ego are at risk in a

learning environment that is not perceived as safe or supportive. Participants

will not ask questions or participate in learning if they are afraid of being put

down or ridiculed.

How can this be a barrier to your training program?

What are some ways to address this barrier?

  • Allow participants to admit confusion, ignorance, fears, biases and different opinions

  • Acknowledge or thank participants for their responses and questions.

  • Treat all questions and comments with respect; avoid saying "I just covered that" if someone asks a repetitive question

  • Adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely


Six motivational factors for adult learners

Six Motivational Factors for Adult Learners

  • Social relationships

  • External expectations

  • Social welfare

  • Personal advancement

  • Escape/Stimulation

  • Cognitive interest


Role play

Role Play


Best worst exercise

Best & Worst Exercise


Planning a training

Planning a Training

  • Who is your audience?

  • Where do you want them to go?

    Organizational needs

    Performance needs

    Learning objectives


Quick tip adult attention spans

Quick Tip: Adult Attention Spans

  • The average adult can "listen with understanding" for approximately 90 minutes, and "listen with retention" for approximately 20 minutes.

  • A good practice is to involve adult learners in the content approximately every 8 minutes.

    (Pike)


Training basics

Training Basics

  • Be a good host: Do everything you can to make participants comfortable

    • Comfortable seating

    • Adequate space for number of participants

    • Refreshments when possible, water

    • Nametags/Table Tents

    • Be friendly


Tell a story

Tell a Story

  • Give concrete examples of the material being learned.


Make it fun

Make it FUN!

  • Find ways to incorporate fun or humor into the training.

    What are some ways to make a mentor training fun?


Training methods

Training Methods

  • Lecture

  • Demonstrations

  • Experiential Situation

  • Debate and Panel Discussions

  • Group Participation

  • Individual Activity

  • Small Group Activity

  • Role Playing

  • Case Studies

  • Tests

  • Brain-Storming


How to choose a training method

How to Choose a Training Method

  • Objectives to Methods Compatibility

    Instructional methods vary in their effectiveness depending on what is to be learned, or the objectives of the training. Different methods have different capabilities.

  • Expectations of Learners

    Learners enter training seminars with expectations of what they want in terms of activities. Knowing the expectations of the target group is important.

  • Expectations of Organization

    Organizations can have expectations about how training will be conducted.

  • Your Own Comfort Levels

    Trainers have different comfort levels with different training techniques. Using a technique when the trainer is uncomfortable with it can be problematic, because the learners will tend to sniff out that discomfort. Or, the trainer will simply not execute the training activity effectively.


Encourage participation

Encourage Participation

  • Create opportunities for participants to share their knowledge and experience.

  • Allow time for mentors to interact with each other informally, before or after the training.


Coaching questions

Coaching Questions

  • Can you tell me more about that…

  • I’m curious about…

  • “I” statements, not “you” statements

    Things to watch out for:

  • “Why” can make a participant feel defensive

  • “Who can tell me..” can limit participation


Quick tip involving everyone

Quick Tip: Involving Everyone

  • Some mentors are naturally more reserved or quiet than others – keep track of who hasn’t participated and try to draw them into the conversation by asking questions directed at them, particularly if you see them react to anything being said.


Evaluation

Evaluation

  • Survey participants after each training.

    • Content

    • Delivery

    • What they liked

    • What they’d like to change

    • Additional training topics

  • Use the results to enhance your training program.


Practice

Practice


Mcp specific training topics

MCP Specific Training Topics

  • What topics do you currently train mentors on?

  • What topics have your mentors asked for training on?

  • What topics would you like to learn more about?

  • What topics do you think mentors need to know about?

  • What agencies or organizations should your mentors be familiar with?


Celebrate

Celebrate!


Questions

Questions?


Helpful websites

Helpful Websites

  • Energize, Inc. for leaders of volunteers: http://www.energizeinc.com/index.html

  • Characteristics of Adult Learners http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm

  • MCP Support Center Knowledge Centerwww.mcpsupportcenter.com


  • Login