its in the way you train

IT’S IN THE WAY YOU TRAIN

TURN CLASSROOM TRAINING INTO A PROFOUND LEARNING EXPERIENCE

The importance of good training

WWW.JTC-SERVICES.COM

The cost of trainingIN-HOUSE CLASSROOM TRAINING COSTS BETWEEN 200 & 300/€ PER PERSON AND PER HOUR

The salary of every person in the room needs to be paid

Someone else is doing their work while they are in training

Time needs to be spent in preparing the training and doing the admin


This is what your in- house training costs

N° of people costing each 200€/hour

Time spent in hours 5 8 10 12 15 17 20 23 25 27 30

1 1000 1600 2000 2400 3000 3400 4000 4600 5000 5400 6000

2 2000 3200 4000 4800 6000 6800 8000 9200 10000 10800 12000

3 3000 4800 6000 7200 9000 10200 12000 13800 15000 16200 18000

4 4000 6400 8000 9600 12000 13600 16000 18400 20000 21600 24000

5 5000 8000 10000 12000 15000 17000 20000 23000 25000 27000 30000

6 6000 9600 12000 14400 18000 20400 24000 27600 30000 32400 36000

7 7000 11200 14000 16800 21000 23800 28000 32200 35000 37800 42000

8 8000 12800 16000 19200 24000 27200 32000 36800 40000 43200 48000

NOW ASK YOURSELF HOW MUCH VALUE IT IS ADDING…


2 options…

Cut it… and stop developing people Find out how to increase impact


8 tips for more effective classroom training


1. Don’t confuse GOAL & OBJECTIVE

OBJECTIVE= abilities you want to check at different intervals during training and that will lead to GOAL- Participants are able to do a specific calculation- Participants are able to correctly use a certain model in a

role play

GOAL= what you want to achieve long term (after training)- Have participants use a new

tool in the right way- Have participants behave in

a certain way on the shop floor

- Have participants replace a old habit by a new one…


2. Chunk down the overall ObjectiveOVERALL OBJECTIVEParticipants are able to demonstrate…

Participants are able to calculate…

Participants are able to identify…

Particpants are able to differentiate…

Participants are able to describe…

Particpants are able to correct…

Participants are able to allocate…

CRITERIA FOR OBJECTIVES• Learner based• Action oriented• SMART


3. Keep your learners brains in mind during design

It’s not about your content

It’s about how you can bring them to ‘process’ information

So it’s not about you ‘telling’

It’s about them trying, failing, trying again until they are

able…


4. Design: keep the focus where it should be

Permanent focus should be on the objective(s)

Start by creating relevance for the training

Ask questions

Tell stories

Have them DO something

Start with an exercise

Repeat for every piece of new info coming their way


4. Design: Overview and cohesion

GIVE THEM AN OVERVIEW OF TOPICS AFTER YOUR INTRO

STICK TO YOUR STUCTURE AND/OR MAKE IT TRANSPARENTLY VISIBLE

PEOPLE GET LOST EASILY

MAKE SURE THAT ALL ELEMENTS OF THE OVERVIEW ARE ‘GLUED’ TOGETHER

PREPARE A CRIB SHEET TO HELP YOU STICK TO THE STRUCTURE


3. Design: 4 step approach for each chunk

1. Intro: Make your training or topic relevant

2. Open a gap: interact with audience or have them do an exercise to make them aware of a skill they need to develop

3. Train: This does nog necessarily mean you should 'tell'...

Find the best delivery method to get to your desired result.

4. Close the gap: Do an exercise to check if participants have reached the objective. Re-run if needed.


4. Choose the most effective delivery method.

LEARNER DRIVEN

ROLE PLAY

PROBLEM BASED LEARNING

HANDS ON EXERCISE

QUIZ

GAMES

PEER TEACHING

CASES

INSTRUCTOR DRIVEN

PRESENTATION

INDUCTION

...


5. Design a minimalistic visual support

Your visual support should o‘attract’ and not ‘distract’

your learners.

oShow overview & cohesion to learners

oContain graphs, pictures, charts or key words


5. Design a minimalistic visual support

If you use PPT:o1 slide = 3 minutes (anything less will

distract)

oDose the info on the screen: show what they ‘need’ to see.

oSentences on slides are distracting (put them in notes page)

oPrime your learners’ brains: announce each slide & then explore

oUse presenter’s view


6. Inspire dedication from the start


o Make them feel the training is about them, not you.

o Prepare the room & media

o Welcome with enthusiasm

o Be concise & to the point about who you are

o Connect with them as soon as possible, ask questions & listen

o Check for their expectations and (re) define scope if needed

7. Be a learning enabler


o Have participants do challenging learning activities every half hour at least

oCreate a multi sensory learning environment where participants can • Experiment

• Make mistakes

• Try again

o Find creative ways to have people process information in an autonomous way (i.e. without you explaining everything)

8. Be accountable for outcomes


o Do not assume they will pay attention, earn it!

o If attention gets lost, question yourself, not them.

o If people don’t get it, explain differently

o If participants start talking to each other, check if there is a problem or insert an attention grabber.

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