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Duration 7 hours
Course Outline
Opening and Contracting
- Reflecting on past training experiences as a participant, including both positive and negative outcomes
- Establishing expectations through contracting
- Current trends in adult learning
- Analyzing common myths
- Identifying proven effective practices
- Modern andragogy: focusing on motivation, autonomy, and workplace application
- Managing group attention and energy levels
Novel Activation Methods
- Training from the BACK of the Room (S. Bowman) – utilizing the 4C model: Connections, Concepts, Concrete Practice, and Conclusions.
- Liberating Structures: 1-2-4-All, TRIZ, 15% Solutions, Troika Consulting, and Impromptu Networking.
- Implementing flipped classroom models and microlearning strategies (pre- and post-session).
- Utilizing peer instruction and the jigsaw method.
- Balanced gamification: emphasizing mechanics such as challenges, progress tracking, and feedback, rather than solely points and badges.
- Engagement techniques for online/hybrid environments: using breakout rooms, collaborative whiteboards (e.g., Miro), and integrating chat as a functional tool rather than an afterthought.
Designing Training Programs
- Action Mapping (C. Moore): aligning business goals with workplace actions, exercises, and essential knowledge only.
- Backward design: defining evidence of goal achievement first, then developing the content.
- Defining objectives using action-oriented language (revised Bloom’s Taxonomy); avoiding vague terms like "participant knows" or "understands." ▪ ADDIE vs. SAM – determining when to use iterative prototyping for a training program.
- Evaluation: Applying Kirkpatrick’s levels and LTEM (W. Thalheimer) – understanding why a satisfaction survey is insufficient.
- Integrating AI and digital tools into a trainer’s workflow.
- Applications: generating case study variations, assessment questions and distractors, role-play scenarios, customizing examples for specific client industries, and simulating a "difficult participant" for trainer development.
- Prompt engineering for trainers: defining the role, group context, learning objectives (using Bloom’s Taxonomy), output format, and quality criteria.
- AI in the training room: determining when to have participants use AI during exercises and when it might hinder learning (the "effortless effort" effect).
Micro-teaching with Feedback.
- Working in small groups (2–3 subgroups of 4 people each): each participant facilitates a segment of a redesigned module, incorporating at least one new method.
- Following each session with 5 minutes of feedback based on a rubric covering: participant engagement, clarity of objectives, time management, transitions, and the quality of the summary.
- Providing feedback using the SBI model (Situation – Behavior – Impact) plus identifying "one thing to keep" and "one thing to change."
Developing an implementation plan and concluding the session.
Requirements
Recommended (though not mandatory):
- Prior experience in teaching, coaching, mentoring, or professional presentations.
- A fundamental grasp of workplace learning or training environments.
- A genuine interest in refining skills in communication, facilitation, and program design.
Ideal For:
- Trainers, facilitators, and instructors (both emerging and experienced).
- Managers and team leads responsible for internal training delivery.
- HR and Learning & Development professionals involved in designing or delivering learning solutions.
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