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