Photo by: Carlos Pereyra via Pixabay
Photo by: Robin Higgins via Pixabay
There are many circumstances that can add an extra degree of stress in a trainer’s life. Have you ever experienced this situation? You work in the training department of a software company and your “go live” date for the software training is the same date as the release of the product. What about this one? You’re a virtual trainer who must deliver live training and meet the needs of several time zones. Or, you’re an e-learning designer who must design products for the “flavor of the week” and meet all the deadlines. Not many people would argue with the premise that sometimes working in the training world can be challenging!
As trainers, we often worry about how to make our training engaging—and let's face it, not everyone is fortunate enough to work for Langevin! I’m sure there is one training course you deliver where you literally start yawning whenever you hear the title. If you feel that way, chances are your participants might, too. But, why is that?
Photo by: David Goehring via Flickr
Do you use brainteasers to start your training day or to refocus or energize your learners after breaks? Brainteasers have multiple benefits, such as:
Source: WIKIMEDIA Commons
It’s time to get serious and discuss Level 3 Evaluations. Yup, no more excuses, and I’ve heard them all! Things like, “It’s out of our control” or “I don’t have time to do it.” By the way, anyone who says, “I don’t have time to do it,” is really saying, “I have something more important to do.”
Consistency is key in training, and is extremely important as part of your instructional design best practices when creating courses for adult learners. As it turns out, consistency in puppy training is also essential. While puppies and adults are not necessarily alike, I believe there are some similarities when it comes to training.
Do you know about the four Stages of Learning? In our workshop, How Adults Learn, we introduce new instructors to these important stages. Everyone starts out at stage one as a Novice. At this stage, we can feel nervous and scared because “we don’t know, what we don’t know.” As we progress to the Apprentice stage, we start to realize “how much we still need to learn.”
As instructional designers, we write course materials that can make or break the success of a carefully designed and delivered workshop. First impressions count, especially in the written form, and participants often make judgments about the quality of the workshop based solely on the way the materials are written.
If you work in a training department, then you’re familiar with urgent requests from management stating their department has a deficiency "only training can solve." This type of request usually ends with "NOW!" So, how can you slow down the process long enough to ask them, “Why Training?” and “Why now?”