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Tip #771:  Create a sense of inclusion for all participants

On May 6, 2019, Posted by , In curriculum design, By , With Comments Off on Tip #771:  Create a sense of inclusion for all participants

“Asking questions is the first way to begin change.” Kubra Salt

Begin training by asking “common ground” questions that help the participants feel that they have something in common in relation to the training topic. A “common ground” question begins with: “How many of you…?” The participants who relate to the question should respond by raising their hands. Make sure that you ask enough questions to ensure that every participant feels included.  For example,  at the beginning of a conflict management class, if you ask: “How many of you have experienced conflict in your life?”, it is a good possibility that everyone will raise their hands.  However, if you ask: “How many of you enjoy conflict?”, you probably need to … Read the rest

Tip #770:  Do not waste time teaching learners what they already know

On April 29, 2019, Posted by , In curriculum design, With Comments Off on Tip #770:  Do not waste time teaching learners what they already know

“If time be of all things the most precious, wasting time must be the greatest prodigality.” Benjamin Franklin

For the next series of Tips, we’re going to go back to basics.

For example:

If you have six hours to accomplish six learning objectives, do not allocate one hour for each objective. We never have all the time we want for a training program, so you don’t want to waste time teaching something that people already know.

Instead, think about what the learners may already know, and then check for their level of learning, using an interactive exercise, such as a discussion question, a questionnaire, or a case study.

Working in small groups, the participants will have an opportunity to … Read the rest

Tip #749: Brain Facts That Influence Learning

On November 26, 2018, Posted by , In curriculum design, By ,,, , With Comments Off on Tip #749: Brain Facts That Influence Learning

I like nonsense. It wakes up the brain.” Dr. Seuss

I save articles that catch my attention and this one, by Ben Nesvig, certainly did. In his article he identifies “5 Brain Facts That Influence How People Learn.” He posits that awareness of these five brain facts will enable instructional designers to create more effective learning programs.

Let’s look at each in turn.

  1. The unconscious mind rules the conscious mind.

Nesvig demonstrates this with an experiment. “While seated in a chair, extend your dominant leg and make small clockwise circles with the foot. While continuing to perform this motion, with your dominant hand, draw the number 6 in the air with your index finger.” If you’re like me, … Read the rest

Tip #739: Only three hours

On September 17, 2018, Posted by , In curriculum design, By ,,, , With Comments Off on Tip #739: Only three hours

All we have to decide is what to do with the time that is given us.” J.R.R. Tolkien

Imagine that you are asked to convert die-hard lecturers into facilitative trainers. Imagine that you only have three hours to do this. What content and activities would you use to introduce and model the facilitation of interactive learner-centered training?

That was a challenge I recently had to meet. I’ll tell you what I did, then you can tell me if you would have handled it differently.

The room was set for accelerated learning, with colorful kites on the walls, glitter wands and koosh balls on the table, and bowls of candy.

I began by asking common ground questions, which had them … Read the rest

Tip #727: Kirkpatrick and Learning Design

On June 25, 2018, Posted by , In curriculum design, By , With Comments Off on Tip #727: Kirkpatrick and Learning Design

“Think about what your learners need to do with that information after the course is finished and design around that.” Matthew Guyan

 I just listened to a podcast with Clark Quinn, during which, among many other things,  he discussed his belief that Kirkpatrick’s model should be, and was actually partially intended to be, used in learning design. <https://blog.learnlets.com/?s=Kirkpatrick>

He said that we need to begin our design at Level 4: Results, to determine what is happening at the organizational level that is problematic.

Then we move to Level 3: Behavior, to determine what behavior needs to change to obtain the desired results at the organizational level.

Next, we move to Level 2: Learning, to determine what people need to … Read the rest

Tip #724:  The Science of Training: Part One

On June 4, 2018, Posted by , In curriculum design, By , , With Comments Off on Tip #724:  The Science of Training: Part One

“A designer knows he has achieved perfection not when there is nothing left to add, but when there is nothing left to take away.” Antoine de Saint-Exupery

Mary Hoddy,  UW Academic Staff Emerita, Facilitator and Consultant, offered this information during a train the trainer program and I thought it was so perfect I should share it with you.

It is a table titled The Science of Training: A Summary. It shows what needs to happen before the training, during the training and after the training. It was published by Global Learning Partners and is a summary of research published by Eduardo Salas, Scott Tennenbaum, Kurt Kraiger and Kimberly Smith-Jentsch: The Science of Training and Development in Organizations: What Matters Read the rest