
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
This Tip discusses activities in the visual and physical categories that provide more quick activities to check comprehension. When time for a training is very
This Tip describes two of four categories of quick activities to check learner comprehension, written and verbal activities. Quick Activities to Check Learner Comprehension When
This Tip suggests instead of ending a program with an evaluation, use activities that reinforce the participants’ social connections. Instead of ending a program with
This Tip provides three activities that reinforce new learning and close a training session on a high note. Training programs typically end with the participants
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