Observe a live audience delivering various training design concepts to see how different approaches might succeed or fail when put into practice. Identify key factors that enable trainers to accomplish their objectives when delivering content. Compare and contrast the most successful designs with the least successful approaches.
- The best way to know if a training program works is to use it to train people. When you implement your training, keep in mind the goal is for participants to acquire the new knowledge, skills, or abilities that are spelled out in your learning objectives. Let's look in on some demonstrations from the live class. Try to observe whether participants are learning what they're supposed to learn. - Welcome. I'm Josh. - Hi, Al. - I'm Dwight. - Alright, Al and Dwight.
So earlier today, so we're going to do a quick recall activity, it's the end of the day, we've learned a lot, let's make sure we know what we learned so that you can take it home and use it. So earlier today we talked about a recruiter. - Jane. - Jane, the human resources coordinator who wants to become a recruiter, and we were talking about the types of things that training solves, right? In that time we talked about three categories of gaps that training addresses. So what I'd like both of you to do real quick with these notecards is write those three categories and we will share them back with the group and see where we're at.
And the cool part is you can take this home with you. Alright, you guys can keep the cards, they're yours to keep. So if you don't mind me asking, Al, what was the first category you wrote down. - Knowledge. - Knowledge, and when we talked about knowledge what do you think that includes? - Current information that chains current information for past experience or what she currently knows. - Perfect, alright. So Al what did you have for another one of your categories? - Skills. - Skills. Who can remember what the third one was in those three categories that we talked about? We talked about them very early on.
You have the last one. - I was going to give him a chance. - Go ahead. - Ability. - [Josh] Ability, right. So you have the neat acronym of KSAs, kind of like KPIs for those that know what acute performance indicators mean. But yeah, we have KSA, so we had knowledge which we could measure and that's without knowing reading from a book or knowing how to use systems. Skills, my ability, I can type really well, and then my actual abilities. And so we measured those three through our analysis phase and find out okay, "Are there gaps in this" "that we can address with our training?" And if there are no gaps there, what does that maybe tell us? - No gaps, that no training is needed.
- Right? Right. So our objective today is for each of you to be able to recall the three primary learning modalities with 100% accuracy. Now I will use this cush ball as a example of these mentalities. For example, when I tell you that this is a cush ball, I'm using the auditory modality. You hear through your ears hopefully that this is called a cush ball.
I am also showing you the cush ball, so I'm using the visual modality to explain to you that this is a cush ball. Now if I were to hand this to you, and you can pass it around the table, now you are feeling what the cush ball is or using what's called Kinesthetic Modality. So the three modalities are cush ball, auditory, visually, here's the cush ball, and then as you felt it is the kinesthetic. So those are the three primary modalities in learning mentally, and for learning.
Now I'd like you to tell me what modality would be used if I were to ask you what color this is? Perfect, and what color is it? - [Student] Red. - [Josh] Perfect. - Now, if I were to give you these tissues and if you could tell me, could you identify that without me telling you what it is? What modality would be used? - I can touch it, that would be, that would be kinesthetic.
- [Josh] Perfect, perfect. And then if I tell you this is a piece of paper, I am going to show it to you, just it's a piece of paper that I'm holding, what modality are we using for that? - [Student] Auditory. - [Josh] Perfect. And those are three modalities that are important to know as a trainer. - So as some of you could remember from earlier today we talked about creating a individual development plan, so our goal today is to make sure that you can remember and recall the three steps of that.
That doesn't necessarily mean that we want you to be able to recall it in order, but just however it is that you can remember how to do that. So part of our reasoning for that is, what are you both working in right now, are you trainers, are you sales people, are you managers? - Sales. - Sales, okay, perfect. So from a sales perspective, what we're hoping that you get out of this is that you can relate to your customers on a deeper level when they're looking for some training resources, you can really help them develop an individual training plan using our products, I'm pretending I work for your company.
So just taking a step back we want you to use your own perspective here, so say just in your regular job right now, what is a goal you have for the end of the year, and we'd like you to write it down on this piece of paper. - [Student] To hit my number. - To hit your number, perfect. Okay, so far we've identified, this is where we are, our current performance, this is where we want to be, and now we can kind of figure out the delta, what is the gap? - [Student] So my answer to her question would be knowledge, skills and abilities, right? - [Student] That'd be part of it.
I think it's this to do the goal, and then your current, and then determine that gap. - [Student] It's even simpler. - Got you, okay. - You may have noticed that the best way to observe learning was when participants were given a chance to demonstrate what they know, whether it was a discussion, a quiz, or some other form of hands-on activity. That's an important lesson for any trainer. Any training we facilitate should have some opportunity for participants to demonstrate the knowledge, skills and abilities we hope for them to acquire.
This gives us chance to observe their performance, verify learning has occurred, and provide feedback as appropriate. Now I just showed you an example in a live classroom environment, but how would that look in a webinar? It's helpful to approach a webinar environment much the same as you would approach a classroom. You can quiz participants verbally or via the webinar's interactive features such as chat or audience polling. Or you can even have participants complete assignments immediately after the webinar to demonstrate their learning.
This is a great time to try implementing one of your own training programs. Remember, training is only effective when learning occurs, so make sure you include interactive elements where participants can demonstrate they've achieved the learning objectives.
- Identifying employee training needs
- Creating an individual development plan
- Developing learning objectives
- Preparing employees for training
- Evaluating a training program
- Presenting with confidence and clarity
- Facilitating discussions and learning
- Managing breaks effectively
- Delivering training via webinar