Auditing for Quality Training Decisions
The effectiveness of a training program depends upon the decisions that the instructors make about what will be taught and how it will be taught. It is possible to determine the probability of learning in the training room by evaluating those decisions, regardless of the degree of technical knowledge of the subject matter.
This two-day skill-building participant-centered workshop is designed for individuals who are expected to audit training programs and have little or no training experience themselves.
Day One. Since the participants lack training experience, this day is devoted to increasing the participants’ working knowledge of what is involved in developing and presenting an effective training program. Using the UCLA Mastery Teaching Model, the participants learn and practice professional instructional decisions and techniques that research has demonstrated will accelerate and improve adult learning.
Day Two. Once the participants understand what to look for when auditing a training program, interactive exercises and simulations allow the participants to apply Mastery Teaching concepts in the audit and assessment of real training case samples for lead and/or asbestos abatement training.
During the training, the participants: assess the three categories of training decisions that an instructor makes, determine the instructional techniques that can facilitate the acquisition of learning, and apply the UCLA mastery teaching model to evaluate the effectiveness of a training program.
Building Positive Partnerships
This two-day skill-building participant-centered workshop is designed to provide information about group process, group dynamics, the roles people play in groups, the dynamics of constructive controversy, and group problem solving and decision making techniques.
The workshop uses participative exercises to allow the participants to learn and experience the five essential elements for productive team functioning: (1) positive interdependence, (2) individual accountability, (3) face-to-face interaction, (4) collaborative skills, and (5) group processing.
Day One focuses on enabling the participants to understand team dynamics. Using interactive exercises, the participants: assess the characteristics of an effective work team; experience the benefits of group process; analyze individual behavior that contributes to dysfunctional group behavior; explain the function of different group roles; assess the importance of positive interaction; apply guidelines for constructive controversy; review the dynamics of controversy and their effect on decision making; and identify the four types of communication styles and recognize their own style;
Day Two provides practical skills the participants can use to make their teams work. Using interactive exercises, the participants: explain the basic steps in the rational problem solving/ decision making process; identify the two criteria by which to evaluate the potential effectiveness of a decision; describe three different techniques to identify the potential source of a problem; experience and assess seven different decision-making models; assess factors that interfere with effective listening and techniques to minimize or eliminate their effect; explain the three key concepts that define win/win negotiation; discuss the steps in an effective communication strategy; and list the five elements that are essential for productive team functioning.
Designing Participant-Centered Curriculum
This two-day skill-building participant-centered workshop is designed to enable experienced and novice trainers create more effective program content and increase the probability that learning will occur through a variety of learning activities and audiovisual aids. It incorporates the UCLA Mastery Teaching Model and accelerated learning principles to provide practice with professional instructional decisions and techniques that research has demonstrated will accelerate and improve adult learning.
New trainers learn how to develop a detailed participant-centered lesson plan and design participant exercises that meet the needs of diverse adult learners. Seasoned trainers also find the training beneficial because it updates them on training techniques and gives them other choices for learning activities to present material.
On Day One, the participants work through three steps of a six-step process to create lesson plans for their own learning programs.
On Day Two, the participants work through the last three steps of the six-step process to complete their lesson plans and then design learning activities and trainer instructions that they can use in their learning programs.
Effective Presentation Skills
This two day skill building workshop is designed to develop and/or strengthen the participants’ presentation skills. Through interactive exercises, they will: (1) (re)discover basic adult learning principles; (2) propose strategies to engage the learner; (3) identify effective presentation techniques; and (4) make a series of impromptu and planned presentations, which will be video-taped for their later review.
During Day One, the participants identify the characteristics of effective training delivery; assess their assumptions about the learning process; complete a ten-question presentation planning worksheet; propose specific actions to create a positive learning environment; analyze effective stand-up presentation techniques; and give an impromptu stand up presentation;
During Day Two, the participants practice and assess stand-up presentation techniques; present a training module; and evaluate their training delivery skills.
Financing a Healthy Medical Practice
This two-day skill-building participant-centered workshop is designed to help health practice owners learn and practice making the decisions that must be made to finance a healthy business, including: identifying the business goal; determining the investment needed to make the business operational; discussing the steps involved in obtaining business financing and the requisite record keeping; reviewing sources of financing and creating a financing plan; explaining how to position their business for bank financing; making cash flow plans and projections; discussing stock management and record keeping; discussing the information needed to stay open for business; practicing completing an income statement and a balance sheet; and explaining the difference between cash and profit.
On Day One, they learn business financing basics and apply them to finance a simulated medical practice.
On Day Two, they plan how to finance their own medical using the business financing basics, determine if their financial decisions have or will result in their being cash poor, and diagnose the financial health of their business.
How to Avoid Learner Overload
This two-day skill-building participant-centered workshop uses interactive exercises to enable participants to: help new employees learn highly complex content; accelerate the speed and quality of the learning process; eliminate complaints from novice participants about information overload; eliminate complaints from seasoned participants about being bored; and increase their curriculum design expertise.
During the workshop, the participants practically apply cognitive load learning principles to their own curricula. Based on 25 years of controlled experimental research, cognitive load theory applies to all types of content, all delivery media, and all learning.
Day One. Using interactive and practical application exercises, the participants: define cognitive load theory and the three types of cognitive load; explain the impact of cognitive load on learning acquisition and retention; and practice applying six guidelines for managing extraneous cognitive load.
These principles include: #1: Optimize the Use of Visual and Auditory Modes; #2: Support Learner Attention; #3: Weed Out Unnecessary Content; #4: Provide External Memory Support; #5: Segment, Sequence and Pace Learning; and #6: Transition From Worked Examples to Practice.
Day Two. Using interactive and practical application exercises, the participants: discuss what it means to impose germane cognitive load; practice applying four guidelines for managing germane cognitive load; analyze how to accommodate differences in learner expertise; and practice creating a managed cognitive load design.
The principles include: #1: Use Diverse Worked Examples to Foster Transfer; #2: Encourage Learner Self-Explanation of Examples; #3: Help Learners Automate New Knowledge and Skills; and #4: Promote Mental Rehearsal of Complex Content.
Managing, Understanding and Motivating Employees
This two-day skill-building participant-centered workshop is designed to develop and/or strengthen the participants’ skill sets for delegating, managing performance, communicating, problem solving and decision-making, motivating, negotiating, and team building.
Day One uses interactive exercises to enable the participants to: identify what employees need to be successful performers; explain the three prerequisites for effective delegation; describe the six steps in a performance management model; analyze and meet the communication needs and trust issues of four different personality types; and determine the impact of self-concept on managerial effectiveness.
Day Two uses interactive exercises to enable the participants to: apply rational problem finding and solving techniques to identify effective solutions to human resource situations; explain what motivates employees; apply the tools in the manager’s motivational tool kit; use win/win negotiation techniques to identify mutual interests; assess team characteristics and their impact on organizational effectiveness; and discuss the techniques and prerequisites for establishing an effective work team.
Presentation Skills: Be Your Informative or Persuasive Best!
This two-day skill-building participant-centered workshop is designed to develop and/or strengthen the participants’ persuasive presentation skills. Through interactive exercises, they: identify tips to overcome the six major speaking faults; describe seven different ways to organize a presentation; organize and prepare a brief persuasive presentation; and make a series of impromptu and planned presentations, which are video-taped for their later review.
Day One focuses on having the participants: identify the characteristics of effective presenters; discuss tips to overcome the six major speaking faults; analyze seven different ways to organize a presentation; organize and prepare a brief persuasive presentation; assess effective stand-up presentation techniques; give an impromptu stand up presentation; and discuss the presentation expectations for Day Two.
Day Two is dedicated to having the participants: practice and assess stand-up presentation techniques for brief presentations they created regarding a key point from Day One; develop a persuasive presentation; make their presentation; and evaluate their presentation skills.
This two-day skill-building participant-centered workshop is designed to build specific and observable supervisory skills build skills in the areas that most debilitate new supervisors. This is accomplished through four half-day workshops that are structured so that they are one part theory and two parts practice.
In order to minimize low staffing levels, half of the supervisors could be scheduled for a morning session and the other half scheduled for an afternoon session.
1. People Management uses interactive exercises that enable the participants to learn how to recognize, depersonalize, and meet the trust and communication needs of four different personality types; and to learn how and when to use seven different motivational strategies to meet real on-the-job challenges.
2. Personal Management uses interactive exercises that enable the participants to recognize and address personal needs and beliefs that adversely impact effective supervisory performance; and learn how and when to use five different conflict management strategies, with particular emphasis on collaboration.
3. Performance Management uses interactive exercises that enable the participants to learn how to assign work, manage, and monitor performance so that employees are set up to be successful; and practicing use open questions and active listening to help poor performers actively participate in planning how to improve.
4. Program Management uses interactive exercises that enable the participants to learn: how to structure and conduct legally acceptable interviews to make the best hiring decision; and how to include employees in the change management process to maintain productivity and morale.
Technical Trainer’s Toolbox
This two-day skill-building workshop is designed to help experienced technical trainers: (1) plan and structure training programs to cover essential content within appropriate timeframes; (2) design interactive participant learning activities that both ensure and demonstrate desired learning; and (3) motivate their participants to apply learned techniques and prepare them to effectively address anticipated barriers to implementation. It will provide information about professional instructional decisions and techniques that research has demonstrated will accelerate and improve adult learning in technical topics.
Participants should bring their own training content and a laptop computer, since ample opportunity will be given to apply each step of the lesson design process to their material on both days. They will leave the workshop with a lesson plan and at least one interactive learning activity to use in their own training programs.
Day One focuses on the decisions involved in designing instructional curriculum. It introduces adult learning principles and provides practice using a five-step curriculum design and planning process. This includes how to: (1) identify the training goals, (2) determine the key content, (3) set the learning levels, (4) write the learning objectives, and (5) select the learning activities.
Day Two focuses on techniques involved in facilitating interactive learning. The morning introduces different learning styles and how to design and facilitate a variety of learning activities. The afternoon allows the participants to design and practice facilitating brief interactive learning activities. This facilitation practice is critiqued by the other participants and videotaped, for the post-workshop review of the participants along with the written critiques from their peers.