Tip #617: If At First You Don’t Succeed, There’s Probably a Good Reason

On April 18, 2016, Posted by , In trainers, By ,,,,,,,, , With Comments Off on Tip #617: If At First You Don’t Succeed, There’s Probably a Good Reason

“Success depends upon previous preparation, and without such preparation there is sure to be failure.” Confucius

The first time I tried to make yeast bread (using a written version of an oral recipe from my grandmother), I waited three days for the yeast to bubble. It had actually bubbled within the first few minutes, but I missed it. Feeling frustrated and foolish, I never tried to make her yeast bread again.

What brought this to mind was a meeting to discuss the effectiveness of a newly created participant-centered curriculum. The subject matter experts (SMEs) responsible for delivering the curriculum had essentially ignored it and presented their lecture-based curriculum instead.

Why? There were a number of reasons:

  1. They did not
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Tip #571: Tips for Transitioning Lecturers

On June 1, 2015, Posted by , In trainers, By ,,,,,,, , With Comments Off on Tip #571: Tips for Transitioning Lecturers

“Growth demands a temporary surrender of security.” Gail Sheehy

When lecturers recognize the value of participatory learning, there is a relatively steep learning curve for them to transition into a facilitative trainer role.

It can be very daunting to let go of the role of an expert who shares knowledge and step into the role of a facilitator who enables participants to learn and apply what they learned.

Here are some logistical tips to help with that transition.

Moving from PowerPoint slide deck to participant manual:

  1. Take all of the content that is currently on each of your PowerPoint slides and place it into a participant manual as reference material.
  1. Consider the best way that your participants can
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Tip #564: The Power of Two in Training

On April 13, 2015, Posted by , In curriculum design, By ,,,,,,, , With Comments Off on Tip #564: The Power of Two in Training

Only two things are infinite, the universe and human stupidity, and I’m not sure about the former.” Albert Einstein

It is interesting how often the number two recurs in participatory training design, facilitation and evaluation.

In the design phase:

  • There are two basic types of lesson plan formats: (1) the outline format and (2) the table format.

Although they are laid out differently, they have the same components: program title, learning goals, learning objectives, total length of the program, learning activities to achieve each learning objective (organized in learning modules that ultimately comprise the agenda), the duration of each module, handout materials, audiovisual aids and equipment needed, and a means to evaluate if learning has successfully occurred.

  • There should
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Tip #364: How to Facilitate Learning Activities

On February 28, 2011, Posted by , In learning activities, By ,,,,,,,,, , With Comments Off on Tip #364: How to Facilitate Learning Activities

“Knowledge is of no value unless you put it into practice.” Herber J. Grant

In response to last week’s Tip on How to Close a Training Session on a High Note, Tom Jackson, Training Team Lead, Division of Strategic National Stockpile, Office of Public Health Preparedness and Response, Centers for Disease Control and Prevention, offered this great closing activity.

I thought I’d share a closing activity that one of my old employees showed me and I’ve used quite effectively. I am always amazed at how much energy it creates for my wrap up. It may not work too well with large audiences, but for 10 – 50 folks, it seems to do just fine.

Here’s a wrap up activity … Read the rest