Day 1 Content:
Training versus presenting – what’s the difference and what qualities does a good trainer have?
How do people learn? The four stages of learning from Unconscious Incompetence through to Unconscious Competence, Visual/Hearing/Feeling preferences
Using Mind Maps to plan and structure the content of a training programme
Accelerated Learning – how to utilise more input channels for multi-sensory learning
Creating a learning environment by paying attention to room layout, physical comfort, visual décor, and the beneficial effects of music on generating the optimum brainwave frequency for taking in new information
The importance of learning exercises and how to structure them
Metaphor and story telling – enabling learners to learn by idea association
Building rapport with a group through eye contact, body posture, gestures and vocal variation
Visual aids – how to select the appropriate ones and avoid ‘death by PowerPoint’
Creating handouts and other course materials to be used during the training and to keep the learning momentum going when the course is overIce breakers, learning ‘games’ and props – ensuring they enhance rather than detract from learning
Assignment work – delegates will be asked to prepare for delivery a portion of a course that they are developing, to incorporate an ice breaker and exercises. This will be reviewed at the beginning of Day 2.
Day 2 Content:
Delegates deliver course material they have prepared, for review and suggested improvements as appropriate
Creating the mental learning state – removing barriers to learning, arousing interest and curiosity and using ‘anchors’ to motivate
One to one training/coaching – how does this differ from group training?
The trainer as a facilitator, whose role is to initiate the learning process and then get out of the way of personal development
Without memory, learning has not occurred. Using imagery to rehearse new information prior to encoding it into memory
What to do at the end of a training programme – how can delegates pull together everything they have learnt and how can the programme’s effectiveness be evaluated?
After a training programme has been completed, how can you ensure the learning is being applied back at work, and does the organisation help learners to apply their new skills and knowledge in their work?