This active training program will provide you with knowledge and skills that can improve your training programs. Emphasis will be placed on the acquisition and application of the skills needed by trainers to produce and deliver quality professional training. The training program will cover the development of a needs assessment and task analysis. You will also learn and practice the development of performance objectives. Methods for selecting the development of performance objectives and for selecting instructional strategies relating to performance objectives will be covered in depth. You will also learn to produce and use original training resources that will make your training both interesting and professional.
The "task oriented" approach of this program focuses on the ve major areas of concern in team building: goal setting and prioritizing, role analysis and clari cation, management of group processes, examination of relationships among employees doing the work, and interfacing with the rest of the organization. After analyzing the concepts of team building and outlining the roles of team members, we give participants the opportunity to practice a variety of team development techniques.
The entire program emphasizes the adult learner and a variety of delivery strategies aimed at this audience. In light of increasing legal pressure, testing of performance objectives has become a very important portion of any training. This program will give you the opportunity to design and test items in a variety of formats that measure performance appropriately.
For more information regarding our on-site training programs e-mail: firstname.lastname@example.org
"I feel I learned a lot and will become a better manager and facilitator."
Keli Khatib, Customer Service Manager McCue Corporation
"Thank you for the program! Andrew delivered what I actually expected plus more."
Gennady D. Shenker, Consultant Eastern European Enterprises
"I believe I will improve my life and career because of this program. Stepping back and thinking about what I am doing first was the most useful technique I learned. This will definitely improve my skills and abilities 10 fold."
Edward D. Belz, Assistant Vice President The Krupp Companies
Because adults tend to be more critical than children and are used to having more control of their environments than children, it is particularly important to provide learning environments that are comfortable both physically and psychologically. Each adult has unique expectation of the course. Trainers must allow students to clarify and articulate these expectations before getting into the content. New knowledge and information must be integrated with adultsprevious knowledge. This requires active learner participation, a supportive atmosphere, and freedom of expression. Adults take errors personally, and are more likely than children to let them affect their self-esteem. Therefore, they tend to use tried and true solutions and to be unwilling to take risks. Trainers should design risks which feel safe and calculated. Copyright A.E. Schwartz & Associates, all rights reserved. For reprint permission and terms, contact: email@example.com.
We use questions for four basic reasons: to get feedback, to stimulate discussion, to provoke thought, and to maintain interest. Mishandling questions can destroy an effective talk. Always prepare for questions by knowing both your topic and the audience, and anticipate areas for potential questions. When answering questions be concerned with the whole group. Never let one person dominate; repeat or rephrase questions for the entire group. If you do not know an answer, admit it, but do try to find the answer or advise the person who asked the question where the answer might be found. An excellent technique for involving the group is encouraging others in the group to respond to questions.
Although role playing is an excellent technique for affective training, it is also the most difficult and potentially hazardous to master. It is very close to psychodrama, a technique used by therapists, and can lead to personal and professional damage if it is mishandled. To prevent this the trainer should know exactly what lesson is being demonstrated by the role play and structure the scenario in such a way as to increase the likelihood that the point will be made -- without damaging the people involved.