Training Tips 56 is a series of short (56 seconds) video clips with training tips, methods, strategies and information for all trainer, teachers, coaches and educators
A great trainer has character and charisma.
A good trainer must be balanced personally as well as deliver a balanced program.
A good trainer must be balanced personally as well as deliver a balanced program.
How to start the first 30 seconds of your training session so that you capture attention and create a great professional first impression
Do you want respect as a trainer? Then you are going to have to earn it!
Writing a training program is hard work and requires a dedicated approach. Here are some tips that will help you in the writing process.
What services do you provide as a trainer? Do you provide enough services to your clients to be useful? Are you a one stop shop?
Following on from the previous video on Great Introductions we need to close every training session with a Great Conclusion.
In this episode we examine what is involved in making a great training introduction
Another important principal of effective assessment is reliability. Here are some tips on how to improve the reliability of your assessments
In this episode we explore the elements of a valid assessment
In this episode we look at reliability and how it effects assessment design
In this episode of the Assessment Principles series we will be looking at what validity is in assessment design
In this series of short 56 second videos we will look at the ten commandments of assessment - the assessment principles. In this episode we introduce the ten principles and their importance to assessment design
Are you using technology in your sessions? If you are not it is now time to start. In fact it is already getting too late.
Assessment is a big game with two opponents, a referee and a field of play. As an active participant you need to be able to understand the game and play it well so that you, the training organisation and the participant get the best result.
In this episode we look at how we can convert any outcome, objective or competency into one of the other terms in a very simple quick process.
In this episode we look at the structure of competency and how we use competencies for assessment and training
In this episode we look at learning outcomes and how to write them for effective learning sessions
In this episode we look at the three components of a learning objective and how to write one that is effective for learning purposes. Fishing is optional.
There is a great deal of confusion over the differences and similarities between the terms objective, outcome and competency. In this episode we clear this up and define the purpose for each.
When you enter a fun run your success is dependent on your preparation. It is exactly the same for the delivery of an effective training program
Do you have yuck moments? What makes something a yuck for you? What happens if your participants have yuck moments when you deliver? Answers to these questions? Yuck!
PowerPoint is a great tool for trainers and teachers if used correctly. In this episode we look at 10 tips that will help you to use PowerPoint like a professional.
Can you provide excellent customer service as well as effective training or is there some fundamental clash in the bringing the two areas together.
With a new topic should we start with the big picture or piece it together small part by small part till we get to the big picture. This is one of many training design dilemmas.
To learn anything well you have to put in hours and hours of practice. Why do we forget that as students and trainers?
To be a trainer who makes a difference, who is remembered and who is effective you need to be unique. How are you unique?
Continuing on from last weeks episode we look at how there are always more than two sides to any story. We need to be flexible and sensitive as we do not know what perspective a participant is coming from.
As a trainer you must be aware of the multiple sides to every story. It will effect your ability to relate to your audience.
The last stage of the TNA process (suspect) is The results and recommendations. This is where the whole process comes together and the data and information that is found throughout the process is used to identify the causes of the performance gap and to recommend suitable solutions.
In this stage of the TNA suspect process we are carrying out our plan and gathering the data. We need to check and analyse the data as it comes in to identify any inconsistencies and we need to analyse the data at the end of the TNA to eventually draw our conclusions and subsequent recommendations.
In this stage of the TNA suspect process we need to engage the plan that we have devised in the previous stage. Excellent communication and organisational skills are required to ensure that the plan is carried out efficiently and successfully.
The business end of the TNA process. In this stage we look at Plan It the stage where we plan where the data will be found and how we will gather it. The planning required here is typical of any project management and must include budget, resources and timeline.
In this episode we look at stage 3 of the SUSPECT process, State the problem clearly. This stage is the backbone of the planning process and it is important you get it correct or time and money can be wasted.
In this episode on TNA we look at the second stage, uncover and verify the problem.
This is the first of a seven part series on Training Needs Analysis examining how to plan and conduct a TNA. We are using an acronym to make it easy to follow. This is SUSPECT. In this video we look at the first stage Scrutinise.
One of a trainers most important skills is the ability to plan. What do they need to plan? Basically everything from the actual TNA and program right through to the venue and catering. If your not a good planner then you need to learn how to plan effectively fast.
Any type of relationships is about sharing. A real client relationship means that both sides can speak and listen with honesty and integrity. A contract should not be required!
This video, the last in the work life balance series, explains how to get a fun, not fun balance in three easy steps. It also looks at how trainers can assist learners to achieve a fun balance.
Work can be boring, dull and repetitive but so are many other things in our life. The trick is to have more fun events in your life than non fun events. Work can be part of the fun.
Worklife/Balance is a stupid term. It implies that you need a balance between work and other stuff (whatever that is). Work for many is fun, exciting and relaxing. Some of the so called balance activities cause more stress than going to work. Get rid of this term and replace it with Fun/Not Fun balance and enjoy life.
The term RCC should be adopted instead of RPL. Regardless of this any form of recognition relies on the ability of the person seeking recognition to provide valid recognition. Recognition is the responsibility of the applicant.
Recognition of Prior Learning (RPL) is one of the most misunderstood and abused aspects of training and assessment. The term should be replaced permanently with RCC.
All effective trainers must develop the ability to use metaphors to assist the learner to understand complex concepts.
Do you always conduct a training needs analysis before designing or delivering a training program or session? If you don't, then you are setting yourself up to fail. Sometime, somewhere your efforts will be less than you are capable of. TNA, a must.
Training is a very simple process complicated by many options, strategies and techniques. Get the basics wrong and you will not achieve your set goals.
What can you buy a trainer for Christmas? Get them a book.
Every training session must have one clear concise message. Do you know the goal of your next training session?
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