Tip #140: Dr. Alma Baron: A Tribute
Dr. Alma Baron had a significant impact on my life as a trainer and consultant. When I first started training adults in assertiveness in the
October 4, 2006
Dr. Alma Baron had a significant impact on my life as a trainer and consultant. When I first started training adults in assertiveness in the
In 1998, a good friend of mine, Joan Gillman, contacted me about my interest in conducting a train the trainer in Croatia. Joan had been
This tip tells the story of a time where I make assumptions about my training effectiveness and turn out to be wrong. I am a
The use of relevant examples can ensure that learning occurs more quickly and is retained longer. This is because they already have meaning to the
The Key Difference Between Webinars and Classroom Sessions The key difference between conducting a webinar and conducting a classroom session is the lack of face-to-face
How do you get the audience on your side? It helps to have a sense of humor about yourself and the situation. Partner with the
This Tip discusses an example from auditing learning facilitation decisions that trainers made during a classroom training. Auditing Learning Facilitation Decisions The third training decision
The Rambler has difficulty making simple, concise statements. They propose grandiose theories or complicate simple ideas with tangential ideas. As a result, they often confuse
dditThis Tip looks at what actions a trainer should and should not do to manage the distractor in a training program. The Distractor Difficult Behavior:
This Tip looks at how a trainer can manage the complainer to participate constructively in a training program. Difficult Behavior: Complains about anything and everything,
This Tip is about how to manage the fighter or arguer so they don’t disrupt a training class. Difficult Behavior: The fighter or arguer is
This Tip analyzes what a trainer can do to manage the behavior of the talker or know-it-all who is disrupting the class. The Talker or