How to Design Great Training: Begin with the End in
Dec 13, 2014
How to Design Great Training:Begin with the End in Mind
For trainers, teachers,
and instructors
by Sharon Bowman
To remember thiscontent longer,
download and print the
worksheet thataccompanies this
presentation.
Worksheet URL:http://www.slideshare.net/MasterCertifiedTrainers/
worksheet-for-how-to-design-great-training-begin-with-the-end-in-mind-8708079
Meet Anisha
She is abeginning trainer.
aka: teacher, instructor,learning facilitator
Meet Anisha
Meet Anisha
Hi. I haven’t designed
or delivered trainingyet, but I’m willing
to learn.
aka: teacher, instructor,learning facilitator
She is abeginning trainer.
Meet her coach.
aka: mentor, guide,master trainer,master teacher
COACH
Meet her coach.
Who is wearingthe coach’s cap?YOU! That’s who.
aka: mentor, guide,master trainer,master teacher
COACH
Meet her coach.
Who is wearingthe coach’s cap?YOU! That’s who.
You are helping Anisha learnhow to design great training.
aka: mentor, guide,master trainer,master teacher
COACH
Ask yourself 3 questions:
COAC
H
Ask yourself 3 questions:1. What does Anisha
need to know?
COAC
H
Ask yourself 3 questions:
2. How will Anishaknow she has
learned it?
1. What does Anishaneed to know?
COAC
H
Ask yourself 3 questions:
2. How will Anishaknow she has
learned it?
1. What does Anishaneed to know?
3. What will Anishabe able to do with it?
COAC
H
Anisha needs to ask herselfthe same 3 questionsabout HER learners:
2. How will theyknow they have learned it?
1. What do learnersneed to know?
3.What will theybe able to do
with it?
Anisha needs to ask herselfthe same 3 questionsabout HER learners:
Write the 3 questionson your worksheet
so that you will remember them.
Begin with the End in MindThree Questions to Ask Yourself1.
2.
3.
If you don’t have the worksheet, write the questions on a blank piece of paper.
1. What do learners
need to know?
Need-to-Know
Nice-to-Know
versus
major concepts
critical
information for
job success
crucial contentfor certification
important
procedures for
skill proficiency
main ideasSpecificinformationto pass a test
Need-to-Know
Teach only theneed-to-know
content.
Use images,stories, graphics,
demonstrations, props,metaphors, and analogies
as well as lecture.
minor concepts
extra
information for
job success
non-crucialcontent for
certification fine-tuning procedures
for skill proficiency
supportingdetailstopic-relatedinformation thatwon’t be on a test
Nice-to-Know
Put thenice-to-know
content someplace
else.
Someplace else includes:handouts, worksheets,
manuals, books,wall charts, table cards,
and on the Internet.
Good. What do Ineed to know aboutorganizing content?
Hi, Anisha. Let’s talkabout how to organizethe content you planto teach.
COACH
Will you tell Anisha:
Yes or No?
You should teachall the informationyou know aboutthe topic.
You should teachall the informationyou know aboutthe topic.
Will you tell Anisha:
Yes or No? NO
Will you tell Anisha:
Yes or No?
You should dividethe content into 2categories: need-to-know and nice-to-know.
Will you tell Anisha:
Yes or No? YES
You should dividethe content into 2categories: need-to-know and nice-to-know.
Will you tell Anisha:
Yes or No?
During the training, youshould emphasize theneed-to-know conceptsand put the nice-to-knowinformation in a handoutfor later reading.
Will you tell Anisha:
Yes or No? YES
During the training, youshould emphasize theneed-to-know conceptsand put the nice-to-knowinformation in a handoutfor later reading.
STOP HERE
Do fill-in-theblank #1 on yourworksheet. Thenclick to the nextslide.
If you don’t have the worksheet, use blank paper and write a one-sentence definition of “need-to-know” content.
2. How will they
know they havelearned it?
Learners can:
Summarize the content.Demonstrate a skill.
Do a written or verbal test.Explain concepts to each other.
Create a visual display of content.Perform a skit using content or skills.Teach the content to someone else.
Show someone the learned skill.
SUMMARIZE,
DEMONSTRATE, DO,
EXPLAIN, CREATE,PERFORM,
TEACH, SHOW
ObservableActions
When learners canobserve themselvesusing content or skillssuccessfully, they willknow that they havelearned it.
P.S. YOU will know that they have learned it too.
What advice willyou give Anishaso that herlearners will knowthey have learnedthe content?
Choose 1 response:
1. Anisha should ask if everyone understands the content. If they say yes, then they know (and she knows) they have learned it.
2. Anisha should ask questions about the content. If one learner can answer the questions, then all learners know the content.
3. Anisha should choose an observable action from the list on slide #31 that all learners will do to demonstrate that they’ve learned the content.
Choose 1 response.
3. Anisha should choose an observable action from the list on slide #31 that all learners will do to demonstrate that they’ve learned the content.
Yes, this is the most helpful response.Anisha can also allow learners to maketheir own action choices from the list.
COACH
I will have learners explain thecontent to each other and thenask each other questions aboutit. They will also take a writtentest and compare their answerswith the correct ones.
So, Anisha, whatobservable actions willlearners do to demonstratethat they’ve learned thecontent?
STOP AGAIN
Do fill-in-theblank #2 onyour worksheet.Then click to the next slide.
If you don’t have the worksheet,write an example of an observable action for learners to do.
3. What will theybe able to do
with it?
Learners need to decide for themselves whatthey will do with what they have learned.
Let’s discuss how we can use this information back on the job.
I’ve written an action planso that I will remember thenew procedures.
Let’s discuss how we can use this information back on the job.
I’ve written an action planso that I will remember thenew procedures.
Based on what I’ve learned,I’ve made a commitment tochange some of the ways I domy work.
Let’s discuss how we can use this information back on the job.
group discussion
writtenactionplans
pair-share
(written or verbalcommitments to use thecontent in specific ways)
COACH
Tell me, Anisha, what do youplan to do with what you havelearned from this coachingsession?
I will teach only the need-toknow content. Also, I willhave learners do somethingobservable with the contentto show that they havelearned it. And I will havethem discuss how they planto use the information afterthe training is over.
COACH
BRAVO! A greatway to begin todesign greattraining!
THANKS,COACH!
LAST STOP
Do fill-in-theblank #3 onyour worksheet.Then click to the next slide.
If you don’t have the worksheet, write a onesentence summaryof how YOU plan touse the content fromthis presentation.
2. How will they know they have learned it?
3. What will they be able to do with it?
1. What do learners need to know?
When you ask yourself these 3 questions,you begin with the end in mind:
Post them whereyou will rememberto use them thenext time you trainor teach.
The End Result?
Happy learners who know how to use what they have learned.
Want More?
Go to the following on slideshare.net:“Different Trumps Same”
“Movement Trumps Sitting”Teaching Adults ANYTHING in 4 Easy Steps”
www.Bowperson.com
SharonBowman
Books by Sharon Bowmanwww.amazon.com for book purchases
www.Bowperson.com for free book excerpts
More books bySharon Bowman
www.amazon.com for book purchaseswww.Bowperson.com for free book excerpts
Photo Copyright
CreditsSlides 1-49; 53: www.clipart.com;
commercial licenseSlides 13-14; 40-43: Bowman photo collection;
used with permission
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