How to Design Great Training:Begin with the End in Mind

For trainers, teachers,

and instructors

by Sharon Bowman

To remember thiscontent longer,

download and print the

worksheet thataccompanies this

presentation.

Worksheet URL:http://www.slideshare.net/MasterCertifiedTrainers/

worksheet-for-how-to-design-great-training-begin-with-the-end-in-mind-8708079

Meet Anisha

She is abeginning trainer.

aka: teacher, instructor,learning facilitator

Meet Anisha

Meet Anisha

Hi. I haven’t designed

or delivered trainingyet, but I’m willing

to learn.

aka: teacher, instructor,learning facilitator

She is abeginning trainer.

Meet her coach.

aka: mentor, guide,master trainer,master teacher

COACH

Meet her coach.

Who is wearingthe coach’s cap?YOU! That’s who.

aka: mentor, guide,master trainer,master teacher

COACH

Meet her coach.

Who is wearingthe coach’s cap?YOU! That’s who.

You are helping Anisha learnhow to design great training.

aka: mentor, guide,master trainer,master teacher

COACH

Ask yourself 3 questions:

COAC

H

Ask yourself 3 questions:1. What does Anisha

need to know?

COAC

H

Ask yourself 3 questions:

2. How will Anishaknow she has

learned it?

1. What does Anishaneed to know?

COAC

H

Ask yourself 3 questions:

2. How will Anishaknow she has

learned it?

1. What does Anishaneed to know?

3. What will Anishabe able to do with it?

COAC

H

Anisha needs to ask herselfthe same 3 questionsabout HER learners:

2. How will theyknow they have learned it?

1. What do learnersneed to know?

3.What will theybe able to do

with it?

Anisha needs to ask herselfthe same 3 questionsabout HER learners:

Write the 3 questionson your worksheet

so that you will remember them.

Begin with the End in MindThree Questions to Ask Yourself1.

2.

3.

If you don’t have the worksheet, write the questions on a blank piece of paper.

1. What do learners

need to know?

Need-to-Know

Nice-to-Know

versus

major concepts

critical

information for

job success

crucial contentfor certification

important

procedures for

skill proficiency

main ideasSpecificinformationto pass a test

Need-to-Know

Teach only theneed-to-know

content.

Use images,stories, graphics,

demonstrations, props,metaphors, and analogies

as well as lecture.

minor concepts

extra

information for

job success

non-crucialcontent for

certification fine-tuning procedures

for skill proficiency

supportingdetailstopic-relatedinformation thatwon’t be on a test

Nice-to-Know

Put thenice-to-know

content someplace

else.

Someplace else includes:handouts, worksheets,

manuals, books,wall charts, table cards,

and on the Internet.

Good. What do Ineed to know aboutorganizing content?

Hi, Anisha. Let’s talkabout how to organizethe content you planto teach.

COACH

Will you tell Anisha:

Yes or No?

You should teachall the informationyou know aboutthe topic.

You should teachall the informationyou know aboutthe topic.

Will you tell Anisha:

Yes or No? NO

Will you tell Anisha:

Yes or No?

You should dividethe content into 2categories: need-to-know and nice-to-know.

Will you tell Anisha:

Yes or No? YES

You should dividethe content into 2categories: need-to-know and nice-to-know.

Will you tell Anisha:

Yes or No?

During the training, youshould emphasize theneed-to-know conceptsand put the nice-to-knowinformation in a handoutfor later reading.

Will you tell Anisha:

Yes or No? YES

During the training, youshould emphasize theneed-to-know conceptsand put the nice-to-knowinformation in a handoutfor later reading.

STOP HERE

Do fill-in-theblank #1 on yourworksheet. Thenclick to the nextslide.

If you don’t have the worksheet, use blank paper and write a one-sentence definition of “need-to-know” content.

2. How will they

know they havelearned it?

Learners can:

Summarize the content.Demonstrate a skill.

Do a written or verbal test.Explain concepts to each other.

Create a visual display of content.Perform a skit using content or skills.Teach the content to someone else.

Show someone the learned skill.

SUMMARIZE,

DEMONSTRATE, DO,

EXPLAIN, CREATE,PERFORM,

TEACH, SHOW

ObservableActions

When learners canobserve themselvesusing content or skillssuccessfully, they willknow that they havelearned it.

P.S. YOU will know that they have learned it too.

What advice willyou give Anishaso that herlearners will knowthey have learnedthe content?

Choose 1 response:

1. Anisha should ask if everyone understands the content. If they say yes, then they know (and she knows) they have learned it.

2. Anisha should ask questions about the content. If one learner can answer the questions, then all learners know the content.

3. Anisha should choose an observable action from the list on slide #31 that all learners will do to demonstrate that they’ve learned the content.

Choose 1 response.

3. Anisha should choose an observable action from the list on slide #31 that all learners will do to demonstrate that they’ve learned the content.

Yes, this is the most helpful response.Anisha can also allow learners to maketheir own action choices from the list.

COACH

I will have learners explain thecontent to each other and thenask each other questions aboutit. They will also take a writtentest and compare their answerswith the correct ones.

So, Anisha, whatobservable actions willlearners do to demonstratethat they’ve learned thecontent?

STOP AGAIN

Do fill-in-theblank #2 onyour worksheet.Then click to the next slide.

If you don’t have the worksheet,write an example of an observable action for learners to do.

3. What will theybe able to do

with it?

Learners need to decide for themselves whatthey will do with what they have learned.

Let’s discuss how we can use this information back on the job.

I’ve written an action planso that I will remember thenew procedures.

Let’s discuss how we can use this information back on the job.

I’ve written an action planso that I will remember thenew procedures.

Based on what I’ve learned,I’ve made a commitment tochange some of the ways I domy work.

Let’s discuss how we can use this information back on the job.

group discussion

writtenactionplans

pair-share

(written or verbalcommitments to use thecontent in specific ways)

COACH

Tell me, Anisha, what do youplan to do with what you havelearned from this coachingsession?

I will teach only the need-toknow content. Also, I willhave learners do somethingobservable with the contentto show that they havelearned it. And I will havethem discuss how they planto use the information afterthe training is over.

COACH

BRAVO! A greatway to begin todesign greattraining!

THANKS,COACH!

LAST STOP

Do fill-in-theblank #3 onyour worksheet.Then click to the next slide.

If you don’t have the worksheet, write a onesentence summaryof how YOU plan touse the content fromthis presentation.

2. How will they know they have learned it?

3. What will they be able to do with it?

1. What do learners need to know?

When you ask yourself these 3 questions,you begin with the end in mind:

Post them whereyou will rememberto use them thenext time you trainor teach.

The End Result?

Happy learners who know how to use what they have learned.

Want More?

Go to the following on slideshare.net:“Different Trumps Same”

“Movement Trumps Sitting”Teaching Adults ANYTHING in 4 Easy Steps”

www.Bowperson.com

SharonBowman

Books by Sharon Bowmanwww.amazon.com for book purchases

www.Bowperson.com for free book excerpts

More books bySharon Bowman

www.amazon.com for book purchaseswww.Bowperson.com for free book excerpts

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CreditsSlides 1-49; 53: www.clipart.com;

commercial licenseSlides 13-14; 40-43: Bowman photo collection;

used with permission

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