Training Workshop Essentials E-Book

Robert W. Lucas

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 482

Veröffentlichungsjahr: 2009

Beschreibung

Winner: Gold Axiom Business Book Award in Human Resources, 2010 This unique training resource offers trainers, educators, andfacilitators a hands-on guide for designing and implementingtraining workshops and sessions that incorporate concepts learnedfrom research on how the human brain best obtains, retains, andrecalls information. By using this proven approach, trainers cancreate memorable workshops that are dynamic, fun, and effectiveevents. The author shows how to design, develop, and deliver trainingfrom a whole-brain perspective that addresses the three differentlearning modalities (auditory, visual, and kinesthetic). Trainerscan tap into accelerated learning strategies, address needs ofdifferent generational and diverse learners, and employlearner-tested techniques by applying key concepts from thisbook. This important book covers all the basics including selecting atopic specifically to address audience needs. It provides astep-by-step process for creating an outline, designing,developing, and using brain-friendly support materials, choosingthe appropriate location (with the right equipment andfurnishings), choosing the best time and date, and offers tips forpresenting the content to learners in a creative and professionalmanner. Training Workshop Essentials offers brain-based strategies andtechniques that go beyond typical training methods. Theseapproaches will reach out and pull learners into the session'scontent and allow them to truly experience and retain theinformation long after the training ends.

Leseprobe

Table of Contents

About Pfeiffer

Title Page

Copyright Page

Table of Figures

PREFACE

How This Book Will Help

What You Will Find in the Book

Acknowledgements

Introduction

Relationship Between Training and a Workshop

The Role of Instructional System Design (ISD)

Why Worry About Workshop Format?

How Does Development Impact the Workshop?

What Makes Your Delivery So Important?

How This Book Is Structured

PART 1 - Building a Powerful Workshop

CHAPTER 1 - Making Learning Effective

Identifying Your Role

Adult Learning Principles

Multiple Intelligences

Learning Modalities

Addressing Learning Modalities

Accelerated Learning

Brain-Based Learning

CHAPTER 2 - Addressing the Needs of Your Learners

Identifying Your Audience

Learner Needs, Wants, and Expectations

Focus on Your Learners

Meeting Needs of Diverse Learners

CHAPTER 3 - Creating a Dynamic Workshop Design

Elements of a Successful Workshop

Important Factors to Consider

Creating an Effective Workshop

The Instructional Systems Design (ISD) Process

Four Levels of Evaluation

Develop a Comprehensive Lesson Plan

PART 2 - Focusing on Your Learners

CHAPTER 4 - Using Brain-Based Research to Enhance Learning

The Brain and Learning

Factors Affecting Learning

Creating a Brain-Based Learning Environment

The Power of Color

The Effect of Sound and Noise

The Importance of Nutrition on Learning

CHAPTER 5 - Engaging Your Learners

Create a Stimulating Learning Event

Strategies to Engage Learners

PART 3 - Getting Ready to Train

CHAPTER 6 - Looking Like a Consummate Training Professional

Preparing for a Positive Outcome

Projecting a Professional Image

Training, Presentation, and Facilitation Skills

CHAPTER 7 - Putting Power into Training Aids

The Power of Training Aids

Audiovisual Aids

Static Visual Aids

CHAPTER 8 - Preparing to Share Your Knowledge

Planning for a Successful Outcome

Create a Positive Emotional Environment

Lead by Example

PART 4 - Making the Workshop a Success

CHAPTER 9 - Keeping the Learning Going

Ensure Learner Readiness

Manage Learner Expectations

Connect with Learners

Engage Learners Through Activity

CHAPTER 10 - Ending on a High Note

The Importance of Closure

Ensure Transfer of Training

Review of Key Concepts

Evaluate Learning Success

Active Evaluation

Four Levels of Evaluation

Session Follow-Up

Close with a Bang

BIBLIOGRAPHY

RESOURCES

INDEX

TRAINING INFORMATION

ABOUT THE AUTHOR

Table of Figures

Figure 1.1. Gardner’s Eight Multiple Intelligences

Figure 4.1. “V” or Chevron Style Seating Without Tables, Using Ceiling-Mounted LCD Projector, and Laptop on Instructor’s Table

Figure 4.2. U-Shape Style Seating with Tables, Breakout Tables, Four Flip Charts, VCR, Laptop on Instructor’s Table, and Ceiling-Mounted LCD Projector

Figure 4.3. Double U-Shape Style Seating with Tables, Using Flip Chart, Laptop on Instructor’s Table, and Ceiling-Mounted LCS Projector

Figure 4.4. Crescent-Style Seating with Tables, Using Flip Chart, VCR, Overhead Projector on Instructor’s Table

Figure 4.5. Horseshoe-Style Seating with Tables, Using VCR, Flip Chart, Laptop on Instructor’s Table, Ceiling-Mounted LCD Projector

Figure 4.6. Circular-Style Seating with Table

Figure 4.7. Cluster-Style Seating with Tables, Using Flip Chart, VCR, Laptop on Instructor’s Table, and Ceiling-Mounted LCD Projector

Figure 4.8. Hollow Square and Solid Square Seating with Tables

Figure 4.9. Open Square Seating with Tables and Flip Chart

Figure 4.10. Rectangular and Conference-Style Seating with Tables

Figure 4.11. Circular-Style Seating

Figure 4.12. Crescent-Style Seating Without Tables with VCR, Flip Chart, Laptop on Instructor’s Table, and Ceiling-Mounted LCD Projector

Figure 4.13. Cluster-Style Seating Without Tables for Small Group Activities

Figure 4.14. Fishbowl-Style Seating Without Tables for Discussion, Role Play, Demonstration, or Group Activities

Figure 4.15. Positioning Your Flip Chart

Figure 5.1. Sample Seating Chart

Figure 6.1. Learner Attention Curve

Figure 7.1. Sample WordArt Slide

Figure 7.2. Sample Mirror Images

Figure 7.3. Sample Mind Map

Figure 10.1. The Tree of Learning

Figure 10.2. Sample Leaf

Figure 10.3. Sample End-of-Session “T” Chart

About Pfeiffer

Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance. From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful.

Essential Knowledge Pfeiffer produces insightful, practical, and comprehensive materials on topics that matter the most to training and HR professionals. Our Essential Knowledge resources translate the expertise of seasoned professionals into practical, how-to guidance on critical workplace issues and problems. These resources are supported by case studies, worksheets, and job aids and are frequently supplemented with CD-ROMs, websites, and other means of making the content easier to read, understand, and use.

Essential Tools Pfeiffer’s Essential Tools resources save time and expense by offering proven, ready-to-use materials—including exercises, activities, games, instruments, and assessments—for use during a training or team-learning event. These resources are frequently offered in looseleaf or CD-ROM format to facilitate copying and customization of the material.

Pfeiffer also recognizes the remarkable power of new technologies in expanding the reach and effectiveness of training. While e-hype has often created whizbang solutions in search of a problem, we are dedicated to bringing convenience and enhancements to proven training solutions. All our e-tools comply with rigorous functionality standards. The most appropriate technology wrapped around essential content yields the perfect solution for today’s on-the-go trainers and human resource professionals.

Essential resources for training and HR professionals

Thanks to my wife, best friend, spouse, and life partner, M.J., who gives me purpose and is always there to support me in my endeavors.

Special appreciation goes to my mom, Rosie, who has provided inspiration and support throughout my life.

Copyright © 2009 by Robert W. Lucas. All Rights Reserved.

Published by Pfeiffer An Imprint of Wiley 989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com

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Library of Congress Cataloging-in-Publication Data

Lucas, Robert W.

Training workshop essentials : designing, developing, and delivering learning events that get results / Robert W. Lucas. p. cm.

Includes bibliographical references and index.

eISBN : 978-0-470-47475-4

1. Workshops (Adult education) 2. Employees -Training of. I. Title.

LC6562.L83 2009

658.3’124 -dc22

2009004213

Acquiring Editor: Matthew DavisDirector of Development: Kathleen Dolan DaviesProduction Editor: Dawn KilgoreEditor: Rebecca Taff Editorial Assistant: Lindsay MortonManufacturing Supervisor: Becky Morgan

Printing

PREFACE

This book is an important tool for helping resolve your T workshop design and delivery conundrums!

If you are

An internal organizational trainer;

An external training consultant;

A professional speaker;

An educator in a secondary, post-secondary, or career school responsible for staff development or training other adults;

A meeting planner; or

A counselor, accountant, financial advisor, or other professional who conducts informational seminars for your clients; or an entrepreneur

then you will find valuable advice and answers to your questions regarding how to create and run a creative and effective training workshop.

How This Book Will Help

Training Workshop Essentials lays out the process of preparing and delivering information in a formal group setting through the use of strategies based on how your learners’ brains best process information. It can be helpful for:

Sharing your knowledge on virtually any topic;

Inspiring others through motivational techniques and strategies;

Generating enthusiasm for new processes, procedures, policies, or concepts;

Expanding your current client base by updating existing customers on exciting new products or services; and

Bringing in new clients or customers through informational seminars.

No matter in what setting you find a need for sharing valuable ideas and information, this book can help you by making the event more successful and adding value to your learners’ investment of time.

What You Will Find in the Book

Through almost four decades of experience in various industries training and educating adults on dozens of different topic areas, I have gained some valuable and unique insights into what works and what does not related to training. That is not to say that I am the definitive source in the field; however, I do have a toolbox full of proven techniques and strategies to share with you. Sharing is my goal with this book, since I did not have access to one like it when I started my career. Thus, as the old saying goes, “I learned the hard way.” My objective in writing this book is to be a resource to you and to, I hope, save you time and frustration and help increase the effectiveness of your workshops and learning events.

Many of the things that you will read in this book translate easily to virtually any industry or organization. They provide a blueprint for the effective design, development, and delivery of a training workshop. Specifically, you will find tips and techniques, charts, lists, recommended resources, processes, procedures, and guidance on how to create a learning event that will help WOW your audiences while positioning you as a dedicated and practiced professional.

Should you need additional resources, please contact me directly at [email protected] or visit www.robertwlucas.com, where you can sign up from my free monthly e-newsletter. In it you will find more games, activities, and resources that you can add to your own toolbox of strategies.

Happy Training!

BOB LUCAS

ACKNOWLEDGMENTS

My special thanks go to my senior editor, Matthew My Davis at Pfeiffer, for his belief in and support for making this project possible.

Also, thanks to the following folks at Pfeiffer who brought this book to fruition. Without their knowledge, skills, and dedication, these words would be nothing but coverage on a page: Lindsay Morton, Dawn Kilgore, and Rebecca Taff.

INTRODUCTION

Relationship Between Training and a Workshop

The word “training” is often used interchangeably with synonyms like “coaching,” “instructing,” “lecturing,” “tutoring,” “teaching,” and “instructing.”

The focus of training is typically to provide a structured learning event in which people can access information and strategies to develop new knowledge, skills, and attitudes. It is normally more effective if a systematic and analytical process is applied. In many training programs, activities are designed to aid learning and to facilitate the development and expansion of new or existing behaviors.

Workshops can be delivered in a variety of formats these days. Some of the more common are

Audio-based—where content is delivered in an audio file (e.g., CD, MP3 file [podcasts], or cassette) and often has an accompanying written participant guide. Learners can purchase and/or download information, then progress through material at their own pace.

Blended learning—in which learners do a knowledge pre-assessment online and develop a specific learning plan for themselves followed by participation in a live instructor-led online workshop. They then take a post-assessment to measure their level of learning and if necessary can take follow-up content workshops to fine-tune areas in which they have deficits or desire to expand their knowledge.

Computer-based training (CBT)—training content is prepackaged in software that includes animation, graphics, text, audio, and video components. Learners can progress through material at their own pace.

Self-study courses—materials are written, often in a workbook format through which learners can progress at their own pace. Often there is a final test that can be submitted for a certificate (see American Management Association in Resources section).

Teleseminars or teleclasses—in which learners call in to a designated number and are linked together through a central number and receive workshop content from you or another expert. These events can be recorded for later downloads or to create a package of material that can be handed out in future workshops or sold to generate residual income.

Video-based—content is delivered via a video/DVD format and typically has an accompanying written participant guide. Learners can progress through material at their own pace.

Webinars—in which material is delivered live through use of a combination of telephones and graphics, slide shows, or videos via the Internet.

Website seminars—graphics, audio, video, and text can be posted on your website for e-learners to access. You can set up special pages on your website that are accessed with a password given to people as they register. Learners can progress through material at their own pace.

For the purposes of this book, we will focus on more traditional live classroom workshops. These are typically comprised of a single interactive educational learning events or series of events or meetings in which a small number of participants meet to exchange ideas and information and to focus on specific issues, techniques, or skills in a given field or area of expertise (e.g., accounting, human resources, education, or management). In such programs, participants strive to find solutions, solve workplace issues, or gain hands-on practice in using their skills. Activities are designed to help facilitate and improve performance. Role plays, simulation games, brainstorming, small group discussions, and other similar interactive group strategies are often used, along with multi-media (e.g., DVD, CD-ROM, or videos) or audiovisual aids.

I have combined many of the elements above in the text of this book in order to better coincide with what researchers now know about how the brain best processes, stores, retries, and applies information. Because we know that the brain works best when it is engaged on a variety of levels and through various means, an interactive training experience in a workshop setting makes perfect sense.

The Role of Instructional System Design (ISD)

Have you ever attended a workshop or learning event led by a “talking head” or someone who just drones on with little participant involvement? If so, you know the value of a learner-centric event that actively engages participants in the learning at various points during the event.

Many books have been written about the instructional system design (ISD) process in which the five steps for addressing performance needs are met. In that process, also known as ADDIE (Analysis, Design, Development, Implementation, and Evaluation), a thorough analysis is conducted by trainers or others who must determine the underlying causes of a performance gap (the difference between expected and actual performance). Once a determination is made that there are true learning needs to be met, a workshop or learning event is designed, materials are developed, content is delivered (implemented), and the program is later evaluated for effectiveness using the steps of the ISD process.

In this book, you will read about the ADDIE process, with a focus on creating and delivering a creative, efficient, and interactive workshop that incorporates much of what researchers have found to be effective in training adults. Using concepts related to how adults learn differently from children and how the brain best processes information (brain-based learning) and is able to gain, retain, recall, and use information, Training Workshop Essentials will show you how to create dynamic, fun, and effective learning events.

Anyone responsible for creating and delivering information in a group setting can benefit from the ideas and tools provided in this book. Throughout the book, you will learn the basics of workshop design, development, and delivery from a whole-brain perspective. In other words, you will learn how to address the three different learning modalities (auditory, visual, and kinesthetic), tap into brain-based or accelerated learning strategies, address the needs of different generations and diverse learners, and employ learner-tested techniques that will make your events memorable.

Why Worry About Workshop Format?

The outcome of any learning event is determined by the amount of forethought and effort that you put into it. If you fail to think about crucial elements like audience makeup and numbers, environment, support materials, equipment, facilitator expertise, and other aspects that influence learning, you could doom your session before it starts. As the Greek philosopher Plato once said, “The beginning is the most important part of any work.”

By taking the time to assess learning needs before undertaking any training project, you can save yourself a lot of wasted time and effort and make it more valuable for participants. Once you have determined that training needs exist, there is much to do in your design process. The first, and most important, step is to accurately identify who your audience will be. This is true of an internal program that is targeted at members of your own organization, as well as an event that will be offered to the general public. It is crucial that you address the specific needs of your learners in order to ensure that they take away information and ideas that they can immediately apply in their lives. This is one aspect of adult learning that many trainers, consultants, and educators often overlook. With training time being a precious commodity in today’s harried world of doing more with less, you cannot afford to take this step lightly. This book will provide a detailed roadmap to help ensure that your design journey is successful.

How Does Development Impact the Workshop?

Most trainers, teachers, and consultants can prepare a period of instruction that follows the traditional model of instruction of “Tell ‘em what you are going to tell them. Tell ‘em. Tell ‘em what you told them” (Introduction, Body, and Conclusion of a lesson plan). The key to a more successful exchange of knowledge and transfer of learning back to the workplace is to stimulate the brains of your learners and actively engage them. This can be done through the development of creative visual aids and activities that reinforce your verbal message and help learners remember what they experienced.

The experience that most adult learners recall about classroom events is that they sit and take copious notes while the trainer, teacher, or speaker spews volumes of “important” information. In academic settings, this knowledge is typically tested to make sure that “learning” has occurred. In reality, such follow-up only causes learners to cram and commit information to short-term memory long enough to answer test questions; only to forget it immediately afterward.

The strategies and techniques provided in this book go beyond this basic approach in order to reach out and pull learners into the session content and allow them to truly experience and retain it for later use.

What Makes Your Delivery So Important?

Once you have successfully designed and developed your workshop, you must turn your attention to making sure that you create an environment in which the information is delivered in a creative and effective manner. Because adults are just basically kids with big bodies and more experience, you can often incorporate many of the same techniques that teachers use to enthuse your learners and make their learning fun. This can include strategies such as the use of music, color, light, motion, games, props, and much more. You are limited only by your imagination in what you do in your workshop. The key is to always remember that anything that you do or use must ultimately be tied to your learning objectives in order to prevent your learners’ perception that they wasted time.

How This Book Is Structured

Throughout the book you will read about strategies and tools that can make your workshops a creative learning utopia. After you go through all the chapters, you will have everything that you need to design, develop, deliver, and evaluate any learning event. You will also have a sound grasp of a variety to techniques and tools that tie to current brain research on ways to enhance your learning environment, stimulate the brains of learners, and present information in a manner that gains and holds the interest of your participants in order to maximize their learning.

I have scattered classroom-tested shortcuts and techniques that I have used in training adults for almost four decades throughout the book. I have also offered specific examples of techniques that I have used over the years, called “Strategy for Success” interspersed with other information in the chapters.

In the first chapter of the book we will delve into some of the models and theories related to effective training and education and take a look at how these concepts can play an important role in developing your workshops and learning events. To do this, we will examine the research of important contributors to the adult learning field—people like Abraham Maslow, Frederick Herzberg, Clayton Alderfer, Georgi Lozanov, Malcolm Knowles, and Howard Gardner. We will also look at popular learning-related models and processes, such as adult learning principles, multiple intelligences, instructional systems design (ADDIE), brain-based learning, and learning modalities.

Chapter 2 focuses on ways to help identify your learners, their wants and expectations, and strategies for analyzing their needs. We will also examine strategies for providing an environment in which people with special needs and those from other cultural backgrounds can maximize their learning experience.

In Chapter 3, you will learn the importance of creating a dynamic learning experience for participants. We will start by examining factors that influence your workshop success (title, day, date, month, time, staffing, facility, equipment, training aids, and much more). You will learn effective marketing strategies that can help fill the seats in your workshop as well as how to structure your content, set valid learning objectives, apply the instructional systems design process, and evaluate the success of your function.

Chapter 4 will open the door to brain-based research. We will examine recent research on how the human brain best processes information so that you can create a more stimulating learning environment—one in which learners are free to explore and become involved to their level of comfort and capability. Included in this journey through the brain, you will read about how environmental factors such as light, sound, music, motion, color, novelty, and other mechanisms stimulate brain neurons to help learners gain, retain, and use what they experience.

Chapter 5 will provide you with strategies and for effectively engaging learners. You will learn how to establish rapport with learners, gain, and maintain their interest and how to incorporate many learner-centric techniques.

Chapter 6 gets into the nitty-gritty details of how to present information in a dynamic and professional manner by mastering communication skills and presenting information like a pro. You will experience strategies for dealing with a variety of learning situations, effectively asking and responding to questions, and generally preparing yourself to project an image of confidence and capability when in front of your learners.

Chapter 7 will prepare you to jazz up your audiovisual aids and training materials so that you can better attract and hold learner attention while sharing important workshop concepts with them. You will learn how to better use static and electronic aids that you have designed in a manner that best capitalizes on the way the brain grasps information.

In Chapter 8, you will find strategies for planning a more successful learning outcome by giving participants a heads up on what to expect before they even arrive at the workshop. Discussion centers on topics like creating a positive emotional environment for learning, making the first few minutes count, empowering learners, and leading by example.

Chapter 9 gets into strategies for ensuring that attendees are ready to learn. You will learn to address learner needs, connect with them, give and receive feedback, and present information in a manner that aids learner memory. Techniques such as icebreakers, interim reviews, and energizers will also be discussed.

The final chapter of this book brings everything together. In Chapter 10, the importance of closure and how to end your workshop on a high note will be covered. As you read about strategies for helping aid transfer of training, you will find techniques and strategies for reinforcing key concepts and reviewing session material in a positive, fun, and upbeat manner. You will also explore ways to end your sessions with the use of props, music, games, activities, and other memorable techniques that will help cement concepts in the minds of your learners.

PART 1

Building a Powerful Workshop

CHAPTER 1

Making Learning Effective

After reading this chapter, and when applying what you A learn, you will be able to:

1. Explain the role of a facilitator.

2. Discuss the six adult learning principles.

3. Identify Gardner’s eight multiple intelligences and describe ways to address them in training.

4. Describe the three learning modalities and how they affect information acquisition.

5. Select strategies to address each learning modality in a learning environment.

6. Determine accelerated and brain-based learning strategies to enhance your learning initiatives.