Puzzle Activity

Put pieces together to complete the puzzle without using your hands!

Today’s Topics

Plan your lesson applicationGather the materials and prepare the roomPlan a carry-over activityDecide your aimPlan your approachList the needs, both general and specificPlan your lesson developmentAssess your audience

Put These In The Correct Order!

Eight Steps to Effective Instructional Systems Design

1. List the Needs, Both General and Specific

2. Assess Your Audience

3. Decide Your Aim

4. Plan Your Approach

5. Plan Your Lesson Development

6. Plan Your Lesson Application

7. Plan A Carry-Over Activity

8. Gather the Materials and Prepare the Room

Presentation Preparation

Step 1: List the Needs, Both General and Specific

• What are needs and expectations?

• Sender: Managers or supervisors send employees to training

• Sendee: Actual participants

• Payers: Those who provide the budget

SendeeSender

Payer

Step 2: Assess Your Audience

• Learn about your participants:

–Knowledge

– Interest

– Language

– Influence

• Other items to consider:

– Situational Element

– Location

– Time of day

YTD

IPO

Step 3: Decide Your Aim

Cognitive Domain

Affective Domain

Psychomotor Domain

Interpersonal Domain

“As a result of training, what do I

want people to know, feel, and do?”

Step 4: Plan Your Approach

Consider these questions from the trainee point of view:

“What’s in it for me?”

“How will I be able to do my job faster, better, easier?”

“ What benefits will I gain?”

Step 4: Plan Your Approach

An effective opening will:

Break preoccupation

Facilitate networking

Relevant to the program

Maintain or enhance self-

esteem

Be fun for both the

trainer and the

participants

Allow curiosity

Step 5: Plan Your Lesson Development

• Brief outline

• 90/20/8 Rule

–An adult can listen for 90 minutes

–Retain about 20 minutes

• Change up the pace every 20 minutes

– Involve people every 8 minutes

Step 5: Plan Your Lesson Development

• Instructor led and participant centered

• Review Content

• “Adults are babies with big bodies”

Step 6: Plan Your Lesson Application

• How will this help me do my job faster, better, easier?

• Make me feel important about myself

• Reinforce what’s in it for them

• How do I use this?

Step 7: Plan a Carry-over Activity

If program is multiple sessions:

– Encourage participants to use what they have learned

Step 8: Gather the Materials and Prepare the Room

Whatever can go wrong, will.

• Always set up 15 minutes early

• Take care of media glitches

• Interact with participants

– participants are as important as content

How to Set Up a Room

Step 8: Gather the Materials and Prepare the Room

p.39

Build the outline

• Limit to one idea

• Select material; overload

• Arrange material into order

• Skip words like “introduction,” “body,” and “conclusion”

• Use words such as “take hold,” “transmit,” and “drive home”

Step 8: Gather the Materials and Prepare the Room

Learner Motivation

Role Play

• Decide who will play what role

• Act it out in front of class

• Discuss

Principles of Motivation

You cannot motivate other people

All people are motivated

People do things for their reasons, not your reasons

Five Ways to Squelch Motivation

Have little personal contact

Get participants in a passive mood and keep them

there

Assume the class will

apply what is taught

Be quick to criticize

Make participants feel stupid for asking questions

in class

How to Motivate Adults

• Create a Need – “What’s in it for me?”

• Develop a Sense of Personal Responsibility – What expectations they may have – What outcomes they expect – What they are willing to do to achieve those

results • Create and Maintain Interest

– Encourage questions asking – Use variety

How to Motivate Adults

• Structure Experience to Apply Content to Life

– Practical applications

• Give Praise, Recognition, Encouragement, and Approval

– RIVR

• Foster Wholesome Competition

How to Motivate Adults

• Get Excited Yourself

– Be available

– Give eye contact

• Establish Long-Range Objectives

– See the big picture, focus on individual pieces

• See the Value of Internal Motives

– Recognize and encourage personal motives

How to Motivate Adults

• Intensify Interpersonal Relationships

– Meet and socialize

– Be available

• Give Them a Choice

– Ask participants for their preference

References

Pike, Bob. Creative Training Techniques Handbook. 3rd. Amherst: HRD Press, Inc., 2002. Print.

•Put money on the most correct square(s)

•You have 1 minute to decide

•The incorrect answers will drop

•You lose the money that drops

TRAINING IS DESIGNED FOR THREE

GROUPS OF PEOPLE. WHICH IS NOT

INVOLVED IN THIS PROCESS?

A.

Payer

B.

Sendee

C.

Accountant

D.

Sender

CONCERNING THE APPROACH OF A

PROGRAM, WHICH OF THESE

QUESTIONS ARE COMMONLY ASKED

BY PARTICIPANTS?

A.

“What’s in it for me?”

B.

“When will the program end?”

C.

“Where’s the food?”

D.

“Where is the bathroom?”

ACCORDING TO BOB PIKE, WHAT TYPE

OF TABLE SHOULD PARTICIPANTS BE

SEATED AT IN A TRAINING PROGRAM?

A.

Square Table

B.

Oval Table

C.

Rectangle Table

D.

Round Table

WHICH OF THE FOLLOWING IS NOT A

PRINCIPLE OF MOTIVATION?

A.Create and

maintain interest

B.People do things for their reasons, not your reasons

C.You cannot

motivate other people

D.All people are

motivated

WHAT IS AN EFFECTIVE WAY TO GIVE

PARTICIPANTS AN OPPORTUNITY TO

DEVELOP A SENSE OF PERSONAL

RESPONSIBILITY?

A.Indicate what

they are thinking

B.Indicate what expectations

they have

C.Indicate what

they want

D.Indicate what they are not willing to do