How do you structure your training sessions for clarity?

You should identify learning outcomes that: 1. Answer key performance questions or proffer solutions to critical gaps. Avoid those with low business impact, even if that is what the Business asks for. 2. Use the 1-3-5 rule to limit items. Attempting too much leads to choice overload, and is counterproductive. 3. Message using loss-aversion. Show what we stand to lose if the outcomes are not realized and acted on. 4. Factor smart failure, and prescribe how set-backs, pivots, and uncertainties will be handled. 5. Are tied to personal and/or professional development in performance reviews. Beyond results, learning outcomes should drive positive incremental human/ team behavior.

If your objective is long-term and cannot be completed in a single training session, you should plan on the following: 1. In the beginning, review the previous session's conclusions and ask for if your students have questions. This is especially pertinent if you follow #4. 2. At the end of your training session, you should lay out the relationship between the overall objective and the day's lesson. 3. After that, you should preview the content of the next session. 4. If possible, assign homework. Nobody likes doing homework, but it really is the best way to reinforce a lesson.

A big mistake for beginners is to go for "likes" as an outcome (they (audience) like the training). The question to ask yourself and the ones hiring you is what do they (audience) NEED = and I mean what TRANSFORMATION do they need?

My first observation is in who you are addressing. I recently addressed entry level employees to a new virtual training. I focused on 3 main aspects of their job and devoted equal time to each. Also, for virtual training I always choose two options for joining; before working hours and after. For mid and senior level you can devote more in-depth analysis and time, but still keep it at no more than 3 subjects.

Structuring Training Sessions for Clarity: A Case Study This case study illustrates how we transformed a sales team's performance: 1. Clear Objectives Addressing sales inconsistency was the goal. 2. Rule of Three Segmenting content into three simplified concepts. 3. Storytelling Real-world cases made learning relatable. 4. Visual Aids Graphics depicted sales trends effectively. 5. Interactive Learning Role-play and discussions fostered participation. 6. Sequential Learning Step-by-step approach aided comprehension. 7. Recapitulation Recaps aided retention. 8. Assessment Quizzes gauged understanding. 9. Feedback Loop Participant feedback enhanced sessions. 10. Continuous Evolution Adjustments improved results.

The ADDIE model is that for a complete learning curriculum design. Individual lessons/learning sessions require different sequencing to maximize on learning strategies, e.g. part to whole, known to unknown, chronological, etc. sequencing

The smaller the group you're working with, the more the starting point and learning style of each individual student matters; that means designing your lessons with a special focus on what your students might already know and which would be the best ways for them to learn.

There are 2 models to consider: 1)from simple to complex (most usual) and 2)from complex to simple. I often find that #1 is boring and you might lose your audience. #2 might be implemented as experience first// demo first, and then when people have an overview, teach details.

I teach a lot of Epic Cadence and Grand Central classes and, because I used Epic as an ED Registrar for a number of years, I use examples from past experiences. I use physical books w/in the class but I also email my a students a copy of the book. I strongly encourage asking questions during class and even long after class is over. I use pointed questions when demonstrating different activities (i.e. We’re looking at our DAR and need to schedule a Walk-In appointment, what’s the first thing we’re going to do?). When it comes to testing, the tests are open-book and notes but in my classes, I also give the option of working as a group to talk through the questions. I don’t give answers, I do ask “Do you remember when we were working on…”

It's always a good idea to have a biographical of each learner, find commoness, and slant lessons that way. Could use tools like multiple intelligences as well as actual course activities

If you want to know whether your students are understanding the lesson, ask questions. If someone understands an idea, they will be able to discuss it. Rather than asking "Do you understand this?" or "Does everyone understand this?" ask more targeted questions. For example: "Can anyone tell me why the Pythagorean Theorem only applies to right triangles?" or, "Bethany, can you summarize the candidacy of Andrew Jackson in terms of what sorts of voters he was able to convince to vote for him?"

I often use the following structure for teaching a piece of content : 1)Metaphor//story (it either covertly tells what you are going to tell later or answers the why question) 2)Why do they need this piece of content 3)Demo of of what you are teaching (experience first) 4)Theory 5)Exercise 1 (either makes them master or apply theory) 6)Exercise 2 if possible (corrects mistakes they made in exercise 1) 7)Applications of this piece of theory in audiences' life 8)Bridge to the next topic

1. Here's an example of an explanation of technical jargon: "The GOP, or Grand Old Party, was a nickname coined for the Republicans in 1875 and was originally 'this gallant old party,' emphasizing the Republicans' role in winning the Civil War. We still use the nickname 'GOP' today to refer to the Republicans." 2. Whenever possible, try to use words and sentence structures that a ten-year-old would understand. Simpler language is almost always better, i.e. used>utilized, greedy>rapacious, etc.

I find that 1) stating the outcomes outright 2) glossary of terms at the beginning of learning, 3) pre-reading, etc. helps to also set context.

If your audience is using specific jargon using the same jargon is a plus, you establish a connection (rapport) with the audience.

It is always helpful when you know your audience beforehand so that you prepare to their needs or requirements. Different audience also requires cultivating your slides or any method you use to be enhanced for their quality of understanding. Body language - being excited or having a positive aura around you adds to the delivery. Being nervous is good. Even the most experienced have some nerves which shows your dedication to your work

When a lecture or discussion is called for, make it as lively as possible: vary your tone of voice, ask questions (including rhetorical questions,) make exaggerated gestures with your hands and face, move around if possible, and if you have a good sense of humor, use it to make jokes as a way to reinforce the material. (Note: jokes should not be at the expense of a student or a distraction from the lesson. For example: "Chairman Mao's agriculture policy was about as effective as James Buchanon's union-preservation policy.") Be a character. Be someone who is engaging to listen to.

I often use this way of thinking: which EXERCISES (what they do) will get them to the desired outcome, and what theory is NEEDED for them to DO THE EXERCISES? And yes, don't forget belief change through metaphor

Many people learn better from doing, rather than just reading. If you have a way to set the learner up to practice what they are learning, they'll retain the information better.

There is/was a school that accepted kids that were "problem learners. They applied Behavioral Analysis and Direct Instruction. The students achieved at a rate of 4-6 times the national average. Their class schedule: 10 minutes of instruction 40 minutes of practice 10 minutes of break (No homework) It seems the feedback/practice/reinforcement model works extremely well in a teaching/training environment. And it is measurable. They look for "fluency" above the quantity of information shared. It works in most training situations.

In my years in L&D I found one of the biggest factors related to outcomes that had to be addressed up front is whether or not the learners were willing participants - i.e. eager to learn the topic - or, were in attendance simply because it was required. For those learners who were present in body but whose minds and hearts were not receptive, it required more introductory time devoted to 1) captivating their interest, and, 2) gaining their buy-in. Clearly spelled out WIFMs were critical before embarking on the actual learning journey. If this was not successfully delivered, and participants not actively engaged, what followed was rarely successful, regardless of the methodology.

It's important to use a variety of media, especially if training online. Talking 'at' people, endless PowerPoint is not only boring, but ineffective. Case studies, exercises, small group work and ensuring the voice of the service user is heard have far more impact and help participants discuss and remember what they are learning. Online I have learned participants need more encouragement to speak and therefore use more direct questions or feedback to promote questions and discussion.

Mistaking verbal ability for intelligence or aptitude. So, learner control and adaptation. The more control the learner has in terms of preparing for the learning, the more effective it could be.

Something else to add to the learning process is to setup simulations where the training group can put their new knowledge into practice. We all know that most people learn by doing and not just reading or seeing the material. Allowing your group to practice real-life scenarios, without forced or preconceived outcomes, allows for greater retention of the material and sharing of new ideas that might be produced during the activity.