Tip #787: The Trainer as Servant Leader

On August 26, 2019, Posted by , In trainers, By , With Comments Off on Tip #787: The Trainer as Servant Leader

“Good leaders must first become good servants.” Robert K. Greenleaf

In her article “Be the Trainer You Want to Have,” Candid Taylor Brandon suggests that trainers should follow the 10 principles of servant leadership:

  1. Listening: to hear what learners need
  2. Empathy: to meet the needs of diverse learners
  3. Healing: to help learners reconnect with work, heal and find joy again
  4. Awareness: to play to your strengths as a trainer
  5. Persuasion: to open dialogue to engage learners
  6. Conceptualization: to train on what’s real and possible
  7. Foresight: to be an advocate for learners in strategic planning
  8. Stewardship: to represent the organization in the best light
  9. Commitment to the growth of people: to build learners’ skills and abilities
  10. Building community: to keep communications
Read the rest

Tip #554: Creative Learning Activities in Jordan- Part One

“Creativity involves breaking out of established patterns in order to look at things in a different way.” Edward de Bono  

While in Amman, Jordan, I also conducted a six-day Train the Trainer Program: Designing and Delivering Dynamic Learning for humanitarian workers.

The third day was focused on Inviting Learning from the standpoint of creating a positive learning environment and having strong platform skills.

For a closing activity, I asked the participants to select an object from a bag and then create a 2-minute presentation about it. The presentation could involve telling a story, trying to sell the product, brainstorming with the group to come up with different uses for the item, etc.

Here are some of the presentations that really … Read the rest

Tip #508: Separating the Necessary From the Nice to Know

On March 10, 2014, Posted by , In curriculum design, By ,,,,,,, , With Comments Off on Tip #508: Separating the Necessary From the Nice to Know

“Concentrating on the essentials. We will then be accomplishing the greatest possible results with the effort expended.” Ted W. Engstrom

I am in the process of finalizing a 22-day business management program for the owners of private medical practices in Africa and in other underdeveloped countries. It was a huge challenge and the program is almost complete. When all of the materials (the facilitator guides, agenda tables, participant materials, PowerPoint slides, pre- and post-tests with answer keys, and additional reference materials for both the half-day and full-day programs) have been properly branded by the United States Agency for Industrial Development, they will be placed on a dedicated website so that any trainer can find and use them.

My next … Read the rest

Tip #489: Is Heutagogy the Next Best Focus in Training?

On October 28, 2013, Posted by , In learning, By ,,,, , With Comments Off on Tip #489: Is Heutagogy the Next Best Focus in Training?

“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” Eric Hoffer

I saw “heutagogy” referenced in a posting in the Learning, Education and Training Professionals Group. Curious, I looked it up in Wikipedia, which offered this description:

“In education, heutagogy, a term coined by Stewart Hase of Southern Cross University and Chris Kenyon in Australia, is the study of self-determined learning. The notion is an expansion and reinterpretation of andragogy, and it is possible to mistake it for the same. However, there are several differences between the two that mark one from the other.

“Heutagogy places … Read the rest

Tip #441: Did They Get It? 35 Ways to Check Learner Comprehension, Part Two

On October 29, 2012, Posted by , In learning activities, By ,,,, , With Comments Off on Tip #441: Did They Get It? 35 Ways to Check Learner Comprehension, Part Two

“There is a great difference between knowing and understanding: you can know a lot about something and not really understand I”.  Charles Kettering

There may be 50 ways to leave your lover, but there are at least 35 ways to check learner comprehension at the close of a training session. Last week’s Tip looked at 15 Paper-Based closing activities. This week’s Tip will look at Spoken Word, Materials and Movement -based closing activities.

With only one or two exceptions, these learning activities are also completely self-directed. This means that the facilitator simply provides the necessary instructions and materials, and then gets out of the participants’ way.

The facilitator will need to allocate from 10 to 50 minutes for these closing … Read the rest

Tip #440: Did They Get It? 35 Ways to Check Learner Comprehension, Part One

On October 22, 2012, Posted by , In learning activities, By ,,,, , With Comments Off on Tip #440: Did They Get It? 35 Ways to Check Learner Comprehension, Part One

“Much learning does not teach understanding.” Heraclitus of Ephesus

There may be 50 ways to leave your lover, but there are at least 35 ways to check learner comprehension at the close of a training session.

These 35 ways to check learning comprehension fall into one of four categories: (1) Paper-Based, (2) Spoken Word-Based, (3) Materials-Based, or (4) Movement-Based. Some of the activities skim the surface of learner comprehension, while others require much deeper thought.

With only one or two exceptions, these learning activities are completely self-directed. This means that the facilitator simply provides the necessary instructions and materials, and then gets out of the participants’ way.

The facilitator will need to allocate from 10 to 50 minutes for … Read the rest