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Training Others – A Crash Course in Adult Education & Training Delivery Methods

Course Outline

Name of Course

Training Others: A Crash Course in Adult Education & Training Delivery Methods

Course Ownership

Momentum Training Services

Total Hours

21 hours (3 days)

Course Description

Whether you work formally or informally with training adults in various pursuits, this course is designed to assist you in a successful training experience for both the trainer and trainee. 

This two-day course will explore the following topics:

  • Planning a session
  • Declaring objectives
  • Setting up the room
  • Getting packed
  • Using icebreakers as energizers
  • Contracting for learning
  • Flexing for learning styles
  • Asking the right questions
  • Assessing and evaluating the learning

This course is suitable for all levels of professionals.

Course Objectives

By the end of this workshop, participants will be able to:

  • Utilize a checklist when planning any training session;
  • Identify and communicate relevant training objectives;
  • Examine different training room set up options based on overall teaching and learning methods;
  • Prepare materials prior to the training session;
  • Identify relevant ice breakers and energizers for a variety of training sessions;
  • Identify and set the learning terms for each participant;
  • Recognize various leaning styles and flex their personal teaching approaches to best accommodate these styles;
  • Select appropriate questions to engage others; and
  • Recognize the importance of, and the difference between assessment and evaluation.

Course Details

  1. Introduction
    1. SPACE, “Learner Contract”
    2. Energizing activity
    3. Training Self Reflection
  2. Planning a Session
    1. Review a variety of templates/checklists to apply when planning a training session
  3. Declaring Objectives
    1. Review definition and purpose of learning objectives
    2. Bloom’s Taxonomy
  4. Setting up the Room
    1. Explore possible options of room set up that will meet the intended learning objectives
  5. Getting Packed/Preparation
    1. Explore items to consider prior to training event
    2. Use a provided template/checklist to assist in final training preparations
  6. Using Icebreakers & Energizers
    1. Explore the purpose of icebreakers & energizers
    2. Share resources of applicable icebreakers for specific purposes and identify how the appropriate selection helped to meet the predetermined learning objectives
  7. Contracting for Learning
    1. Importance of setting and establishing learning goals to manage realistic and applicable learning expectations such as:
      1. Individual learning goals;
      2. Specified reading and out-of-class preparation;
      3. Nature of class participation;
      4. Method of evaluation or grading;
      5. Attendance requirements; and
      6. Topic and format of individual projects
  8. Flexing for Learning Styles
    1. Identify Kolb’s Learning Style Inventory and apply its practical use in a step by step approach to accommodate the learner:
      1. Converger, Diverger, Assimilator, Accommodator
      2. Apply a four-stage experiential learning cycle to appeal to all learner types
  9. Asking the Right Questions
    1. Identify the importance of appropriate question wording and timing
    2. Explore various levels of questioning through Bloom’s Taxonomy:
      1. Level 1 – Knowledge
      2. Level 2 – Comprehension
      3. Level 3 – Application
      4. Level 4 – Analysis
      5. Level 5 – Synthesis
      6. Level 6 – Evaluation
    3. Trouble-shooting the use of questions (common do’s and don’t’s)
  10. Assessing and Evaluation Learning
    1. Define assessment and recognize its usefulness
    2. Define evaluation and recognize its usefulness
    3. Explore a variety of options to apply assessment and evaluation
    4. Evaluation and ethics
  11. Putting it Together
    1. Participants will be given time to prepare and deliver a 10-minute training session to apply their course learnings
    2. Self-reflection and peer feedback tools will be provided and applied
  12. Conclusion
    1. Check out (reflect on expectations)
    2. Participants to complete an applied learning plan
    3. Instructor/course evaluation

Method(s) of Instruction

Our instructional approach operates under the basic premise that learning involves opportunities to discover, experiment and practice skills, techniques, and tools.  The greatest resources for that learning and skill-building are the individual, his/her fellow participants, the course facilitation team and the anticipated applications in the participant’s work setting. 

Method(s) of Evaluation

Results of the 12-hour workshop could be measured using the first 2 levels of the Kirkpatrick model evaluation process, including reaction and learning.

Level 1 – Reaction

The reaction component of the evaluation process measures participants’ immediate reaction to the training and involves the administration of a questionnaire (smilesheet) at the end of each topic. Participants are asked about their reaction to the learning materials, the quality of instruction, the adequacy of facilities and other pertinent matters.

Level 2 – Learning (Optional)

Participants who attended the workshop will be asked to respond to a learning questionnaire which measures participants’ perspectives on their ability to apply the concepts and skills learned in their workplace. Learning questionnaires are distributed at the conclusion of the workshop.