BML323 TRAINING DELIVERY

BML323: Designing, Developing and Delivering Training Materials

Training Delivery

Dr Andy Clegg

Learning Outcomes At the end of this session you should be able to: § Iden3fy the cri3cal elements of successful training

delivery focusing on pre/during and post event delivery

§ Reflect on underpinning theory and relate it to learner-

centred training delivery

§ Iden3fy and reflect on the key a?ributes of a successful

trainer capable of delivering effec3ve training

§ Apply prac3cal 3ps that can be used to facilitate effec3ve

training delivery

Training Delivery Ac<vity 1: • What are the key areas to consider when considering training delivery?

• Iden3fy key considera3ons – pre, during and a*er your training event • Present as an infographic or app equivalent

Training Delivery: Pre-Session Key considera<ons: What is the context for the training?

Is your pedagogy fit for purpose?

Training mode / numbers?

Training Delivery: Pre-Session Training Mode: Team – team members teaching each other and learning as

a team Group – large and small classrooms, seminars, workshops,

one-to-one training, peer training Individual – computer-based training, self-study manuals/

resources, apps Distance – remote working separated from the trainer

[NILSON, C. (2003) How to Manage Training, AMACOM, New York]

Training Delivery: Pre-Session Key considera<ons: What is the context for the training?

Is your pedagogy fit for purpose?

Training mode / numbers?

In-house or external training delivery?

Training loca@on and available facili@es [wi-fi] Who is providing co-ordina@on and event support?

What is the goal of the training session/intended learning

outcomes?

Training Delivery: Pre-Session Learning Outcomes:

â&#x20AC;&#x2DC;What will par4cipants learn from the training eventâ&#x20AC;&#x2122;

Training Delivery: Pre-Session Learning Outcomes:

To describe the cri<cal success factors underpinning training delivery within an organisa<on

Training Delivery: Pre-Session Learning Outcomes:

To describe the cri<cal success factors underpinning training delivery within an organisa<on Verbs that define understanding – a specific ac3on that defines how par3cipants will demonstrate their learning

Training Delivery: Pre-Session Learning Outcomes:

To describe the cri<cal success factors underpinning training delivery within an organisa<on Subject of learning â&#x20AC;&#x201C; speciďŹ c subject material you wish the learning to demonstrate

Training Delivery: Pre-Session Learning Outcomes:

To describe the cri<cal success factors underpinning training delivery within an organisa<on Context of learning â&#x20AC;&#x201C; under what context you want the learning to be demonstrated

Training Delivery: Pre-Session Learning Outcomes:

To evaluate the cri<cal success factors underpinning training delivery within an organisa<on

Training Delivery: Pre-Session Learning Outcomes:

To evaluate the cri<cal success factors underpinning external training delivery for small micro-tourism businesses in rural areas

Training Delivery: Pre-Session Learning Outcomes:

[Based on Bloomâ&#x20AC;&#x2122;s Taxonomy]

Training Delivery: Pre-Session Learning Outcomes:

[Based on Bloomâ&#x20AC;&#x2122;s Taxonomy]

Training Delivery: Pre-Session Learning Outcomes: Write in the future tense – preceded with “on successful comple@on of

this module, par@cipants will be able to:” Write in short clear sentences Use language to be understood by par@cipants – therefore avoid

jargon/ambiguity

Learning outcomes should be achievable and measurable – this is made

easier if wriMen with what you would like the par@cipants to be able to demonstrate upon comple@on of the training Iden@fy the most important learning requirements and don’t try to put

too much into a single learning outcome

Training Delivery: Pre-Session Learning Outcomes: Words to avoid Understand Demonstrate Appreciate Know about Become familiar with Learn about Become aware of

Training Delivery Ac<vity 2: â&#x20AC;˘â&#x20AC;Ż Write 3 learning outcomes for your training event using the guidelines provided

Training Delivery: Pre-Session Key considera<ons: Who is your audience?

Why is the audience there?

Have they paid to be there?

Do they want to be there?

How long is the session running for? What @me does it start and

finish?

Training Delivery: Pre-Session Key considera<ons: Par@cipant communica@ons and event joining instruc@ons –

do the par@cipants know how to find you?

Catering requirements Budget Pre-course exercises to par@cipants?

External engagement – guest speakers Monitoring and evalua@on

Training Delivery: During Key considera<ons: Arrive early to set-up shop Set-up the room to your requirements

Training Delivery: During

Training Delivery: During Key considera<ons: Arrive early to set-up shop Set-up the room to your requirements Is the catering in place?

Clear signage / toilets Air condi3oning / room temperature Check wi-fi – equipment

Par@cipants should walk into a room that is ready to go –

they should never see you seXng up!

Training Delivery: During Kicking Off: Be ready to greet people when they arrive / registra@on Refreshments Your details / business card – establish your creden@als!

Refreshments Introduc@ons – make sure everybody knows who everybody

is (networking opportuni3es) / name badges

Training Delivery: During Kicking Off: Timings and toilets Share the overall aims and learning outcomes of the event Establish the individual learning outcomes the par@cipant

wants to get from the event

Training Delivery: During Delivery: Keep to @me Structured and progressive learning ac@vi@es

Training Delivery: During

Structured and Progression: Skills Session Model

Introduction

Show

Show & Tell

Check for Understanding

Practice

Conclusion

McArdle, G. (2007) Training Design and Delivery, ASTD Press, USA.

Training Delivery: During

Learning Styles

Dance

Experiential Learning/Reflective Practitioner CB1 Employability!

Model Outcom

es

Concrete Experience Creative process working with a choreographer, experiencing, engaging directly with professionals, learning new knowledge, placements

Sharing/Engaging Deepening subject knowledge, contextualising sharing what has been learnt with other through teaching workshops, doing, employer engagement and testing out responses to plans

Repetition/Rehearsal

Analysing/Reflective Observation/Sharing Group work, discussing, interpreting, watching, doing

Repetition/Rehearsal Applying/Abstract Conceptualisation/Honing Skills Implementing Experience/ Active Experimentation Taking the studio learning into the theatre, conceptualising, production of publicity literature, posters, programmes, lighting plans

Refining, creating, liaising, reviewing, interpreting

Repetition/Rehearsal

[Adopted from Kolb, 1984]

Childs, C. and Clegg, A. (2016) Dance Maps Employability Journeys, presentation to the HEA Strategic Enhancement Project Dissemination Conference, Birmingham, 11th February.

Training Delivery: During Delivery: Keep to @me Structured and progressive learning ac@vi@es Direct ac@vi@es to encourage engagement Make sure that everybody has a chance to contribute to the

discussion Re-affirm the learning outcomes and business case

consistently (where appropriate) Flexibility – ability to cut/add ac@vi@es if the need arises Reflect on individual learning outcomes

Training Delivery: During Delivery: Choose appropriate media PowerPoint / Prezi Flip charts Videos Internet Workbooks

Training Delivery: After Follow-up: Thank you email – reminder of key themes Circula@on of any notes/workshop ac@vi@es Training evalua@on Cer@fica@on Next steps Links to online resources/further training and networking

opportuni@es

Training Delivery Ac<vity 3: • Iden3fy the a?ributes of a successful trainer

Training Delivery: An Effective Trainer Key aVributes: Excellent communica@on skills Confidence and passion in the subject material Organisa@onal skills Pa@ence Good listening skills Pa@ence Flexibility Tidiness in appearance

Training Delivery: An Effective Trainer Key aVributes: Relate business needs to training / meet the requirements of

the client/talk their language Build trust with the par@cipants Ability to demonstrate empathy and rela@onship building Ability to engage with par@cipants and get them to

contribute independently Ability to reflect on training and accept cri@cism Time management – keeping to schedule

Training Delivery: Basics Key aVributes: Make learning fun – use different training methods to

engage par@cipants in a variety of different ways and keep them interested!

Use humour Use aVrac<ve packing and professional looking resources –

a good first impression that communicates value Encourage par<cipa<on and par<cipant reflec<on – learn

by doing!

Build self-esteem and self-efficacy – build-up the self-

confidence of par@cipants

Training Delivery: Basics

Training Delivery Ac<vity 4: • What items would you put in your toolbox?

Learning Outcomes At the end of this session you should be able to: § Iden3fy the cri3cal elements of successful training

delivery focusing on pre/during and post event delivery

§ Reflect on underpinning theory and relate it to learner-

centred training delivery

§ Iden3fy and reflect on the key a?ributes of a successful

trainer capable of delivering effec3ve training

§ Apply prac3cal 3ps that can be used to facilitate effec3ve

training delivery