Tip #1002: Don’t Fall Back on Lecture
The size of your audience should have no impact on your choice of learning activity. If a learning activity is the best one to achieve
The size of your audience should have no impact on your choice of learning activity. If a learning activity is the best one to achieve
Trainers don’t throw learning activities into training programs just for the heck of it. We have good reasons for our activity choices because they are
The prime mission of every trainer should be to build learners’ confidence in their own competence, to increase the probability that they will apply what
In Part One, we considered the first of three approaches to build learner confidence in their own competence, which was for the trainer to plan
The issue is whether a classroom program should be converted to self-study or e-learning. In Part One, we identified the unique benefits of a classroom
In Part One, we discussed the benefits of a classroom training program. In this Tip, we consider what would be involved in converting the materials
A client recently made a suggestion that a classroom business management training program for the owners of small private medical practices in Africa be made
When time for a training is very limited, there are many quick learning activities that are very participant-centered. We’ll look at the visual and physical
When time for a training is very limited, there are many quick learning activities that are very participant-centered. We’ll look at the visual and physical
When time for a presentation is very limited, there are four different categories of learning activities that engage learners and check their comprehension in one
Instead of ending a program with an evaluation, make it the next-to-last activity so you can use a more engaging interactive activity that will maintain
Training programs typically end with the participants quickly completing an evaluation sheet. The activity is fine, but the timing is problematic. When participants complete an
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