Telling Ain’t Training…And More
Agenda
Day 1
8:00 – 8:30 Coffee and pastries
8:30 – 9:10 Welcome and Interactive Launch: Show Me the Money
After a brief welcome and event overview, participants launch into a brisk, interactive activity in which they not only invest in their learning (price $1.00 U.S.), but also discover entirely new dimensions to what a dollar really means. High learning return on investment guaranteed.
Learning Objective
· Demonstrate how personal and active engagement in the teaching-learning process yields high learning return on investment.
9:10 – 10:00 Telling Ain’t Training Part I
We derive our most valuable lessons from what we experience, not from what we are told. In this light-hearted, experiential session, you participate in a variety of rapid, hands-on activities that demonstrate differences in long-term retention and behavior change between telling and focused learner-centered activity. Through a series of participatory exercises, you not only have fun learning, but also acquire some research-based principles for building retention and improved performance.
Learning Objective
· State and apply research-based principles for transforming the dreaded info-dump into worthwhile, performance-based learning.
10:00 – 10:15 Break
10:15 – 11:15 Telling Ain’t Training Part II
Every successful sales person begins with the key principle “Know Your Customer.” This is also true of successful training professionals. In Part II of Telling Ain’t Training, you interactively explore your learners as you travel through their senses and brain. Along the way, you not only discover a fundamental trainer-learner paradox, but also six “universals of learning research” that guide you to increase the probability of learning in meaningful, long-lasting ways.
Learning Objectives
· Describe how learners process information and convert it to effective learning.
· Build comprehension, retention and performance by overcoming the expert-novice gap.
· Name six universals from learning research, which strongly increase the probability of learning and retention.
11:15 – 12:30 A Universal Model for Training Design and Delivery
Imagine a simple, five-step model that you can apply quickly and easily to covert virtually any subject-matter content directed at almost any population of learners of almost any size into high-probability-of-success learning. And this model works with any medium, technology or delivery system. Best of all, it is derived from learning research and has been applied in all sorts of circumstances with remarkable results. Not only can you apply this model to new training, you can also use it to retrofit existing, content-focused courses, transforming them into effective and engaging learning events. In this session, you experience the model in action through a fun, whole group role-play and actually apply it to test out how well it works. You will leave with worksheets you can immediately apply to your own projects.
Learning Objectives
· Discover a research-based, five-step model that allows you to transform content-focused telling into effective training.
· Using a set of worksheets, apply the five-step model to arbitrary content and test its effectiveness with sample learners.
· Apply the five-step model to create not only instant training, but also build an instructor or facilitator guide that others can use to maintain learning consistency across instructors/facilitators and multiple learner audiences.
12:30 – 1:30 Lunch
1:30 – 2:15 Cognitive Strategies: Faster, Better and Cheaper Ways to Make Learning Stick
Cognitive strategies are mental methodologies we employ every time we study and learn. They form a database of thinking and learning packages that we can draw upon and apply to specific learning situations. They help us organize learning content so that we can internalize it more readily and recall it more rapidly. This session offers you an experiential initiation into the six major types of cognitive strategies. You practice what it teaches.
Learning Objectives
· Name and explain six types of cognitive strategies.
· Apply all six cognitive strategies to learn new content.
· Identify specific instances to which you can apply various cognitive strategies to build learning faster, better and cheaper.
2:15 – 2:25 Mini-Break
2:25 – 3:40 Games and Gamelike Activities for Learning and Performance: Spice It Up
Games and gamelike activities possess amazing power to generate learning and performance. The way they are structured, their barrier-breaking nature and their requirement to actively participate combine to create dynamic, effective experiential sessions. The key to designing a successful game or gamelike activity is through adaptation of existing structures that have already been proven to work.
Learning Objectives
· Define “game” and “gamelike” activity.
· State a rationale for using games and gamelike activities for learning and performance.
· Given an array of models, create a viable, work-related game or gamelike activity to meet a clearly defined learning or performance objective.
3:40 – 3:50 Mini-Break
3:50 – 4:30 Hit or Myth: Learning Research and Theory to Practice
Training practitioners are usually caught up in the pressures that flow from urgent business needs, organizational demands and the omnipresent concern to meet impossible deadlines. This session transforms research findings into practical, application rules that are easy to apply and challenge myths that are perpetuated in the training and development world. During this interactive session, you acquire a stronger understanding of what works from a research-based perspective and identify what is unfounded lore that may even be harmful to your participants’ learning health and counterproductive for achieving your organization’s goals.
Learning Objectives
· Discover five powerful lessons from research and theory that can help you increase the impact and effectiveness of your training.
· Derive at least three practical principles you can immediately apply that add organizational value to your training and development efforts.
· Eliminate from your repertoire useless or even harmful training practices.
4:30 – 5:00 Transfer of Training to the Workplace
You taught them. They even learned. But are they applying it back on the job? Your wonderful, carefully designed training efforts may result in excellent learning. However, most of the research evidence suggests that little of what is gained in learning gets applied back on the job unless…
In this session you examine the key players in the transfer of training process, what impact each has and, very importantly, when each wields maximum influence on transforming learning to on-job application.
Learning Objectives
· Identify the three key players in transfer of training to the job.
· Identify the time period in which each key player exerts the most transfer influence.
· Identify simple, inexpensive strategies to increase on-job application of your training.
Day 2
8:00 – 8:30 Coffee and pastries
8:30 – 9:10 Welcome to Day 2 and Interactive Start: The Numbers Game
Small changes in behavior; huge changes in performance as witnessed by the opening activity that dramatically illustrates this principle. Everyone participates in this fun exercise with a serious message.
Learning Objective
· Identify the dramatic impact a small, but significant difference in behavior can have on productivity and performance outcomes.
9:10 – 10:10 I Need a Training Program On…
Do you have clients in your organization who come to you not only with a “problem” but also with a request for a training solution? In this session, working in teams, you will be faced with such a situation. You will work on an interactive case individually and with colleagues to determine how you will help your client achieve desired results.
Learning Objectives
· Analyze a real world case individually and in a team to identify how you can best help a client achieve desired performance improvement ends.
· Discriminate between serving a client transactionally and consultatively.
· Identify the types of questions you should pose that lead to serving your clients’ true needs.
10:10 – 10:25 Break
10:25 – 11:05 I Would Perform Better If…
By examining what is holding you, personally, back from performing even a little better, you gain insights into what truly affects workplace performance. This participative session gathers group data rapidly, compares the group with data gathered from thousands of workers in many different settings and jobs and highlights the major factors affecting workplace performance. The session also provides guidance to help you increase your impact on organizational results. During the session, you define “performance” operationally and meaningfully in terms business leaders understand.
Learning Objectives
· Identify the major factors that influence workplace performance.
· Operationally define people “performance” from a business perspective.
· State three fundamental principles of human performance at work.
11:05 – 12:00 A Common Story
This session helps you discriminate between what clients say and what they mean when they come to you for “training.” It also offers you an effective way of responding to them. The session includes a real world case for participant teams to resolve and prepares you to apply newly acquired concepts and skills to meet the challenges of your own work setting.
Learning Objectives
· Discriminate between what clients express to you in their training requests and what they may actually require.
· Apply performance lessons learned during the morning sessions to solve a real-world performance problem presented as a case.
12:00 – 12:35 The Final Word
In the final reflective minutes of the Telling Ain’t Training…And More Event, you get to have the last word. This brief closing activity provides you with an opportunity to share key learning nuggets gathered during the event as well as noteworthy changes you intend to implement back on the job.
Learning Objective
· State personally meaningful insights acquired during the Telling Ain’t Training…And More Event and ways these will be transformed into implemented changes back on the job.
Note: Throughout both days, Harold Stolovitch will be present to discuss your individual questions and issues as time is available. He will also remain at the end of each day’s sessions to chat or consult with you informally on any matters you would like to discuss.