Let’s be honest: no one truly enjoys sitting through an hour or more of training that is required as part of their job. This is especially the case when said topic is less than exciting or ever so slightly technical in nature. “Come sit for an hour to learn a web content management system so I can update the university website? Well, that sounds super fun and at the top of my to-do list!” Said no one, ever. When it’s your job to facilitate training, it can be discouraging to know that your participants may not be as engaged in the topic at hand as you are. In this presentation, we’ll cover three things that you as a training facilitator can do to enhance the learning experience of your participants, so they walk away not only having learned the required material, but actually having enjoyed their time with you.
14. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
15. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
16. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
17. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
18. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
• How will it help drive traffic to their webpage?
19. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
• How will it help drive traffic to their webpage?
• How will it encourage end-users to open an email or click a link?
20. CARING QUESTIONS
• How does it apply to the mission statement of the university?
• Why does the subject matter apply to them in their role?
• How will it make their daily tasks easier?
• How will it save them time?
• How will it save them money?
• How will it help drive traffic to their webpage?
• How will it encourage end-users to open an email or click a link?
• How will it spread awareness about their events?
21.
22. How will it help them solve a
problem they have been
unable to find a solution for?
32. CARING ACTIONS
• Create a sense of ownership around training
‣ Survey participants about their training needs
33. CARING ACTIONS
• Create a sense of ownership around training
‣ Survey participants about their training needs
‣ Solicit feedback after each session
34. CARING ACTIONS
• Create a sense of ownership around training
‣ Survey participants about their training needs
‣ Solicit feedback after each session
‣ Implement feedback in future sessions
37. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
38. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
‣ Acknowledge any hindrances to learning
39. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
‣ Acknowledge any hindrances to learning
‣ Take advantage of open-ended questions
40. CARING ACTIONS
• Create a safe learning environment
‣ Be respectful of your participants’ time
‣ Acknowledge any hindrances to learning
‣ Take advantage of open-ended questions
‣ There is no such thing as a stupid question
43. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
44. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
‣ Watch out for monotone speaking, overloaded or loud
slides, and lack of movement
45. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
‣ Watch out for monotone speaking, overloaded or loud
slides, and lack of movement
‣ Offer hands-on training whenever you can
46. CARING ACTIONS
• Create memorable learning experiences
‣ Remember that you set the tone of the training session
‣ Watch out for monotone speaking, overloaded or loud
slides, and lack of movement
‣ Offer hands-on training whenever you can
‣ Consider using visuals when possible to provide variety
within content delivery
47. Make it easy for participants to care
about the material you’re teaching
so they feel more comfortable
engaging with training.
55. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
56. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
57. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise
58. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise
• Acknowledge their concerns when answering questions
59. CARING BEHAVIORS
• Arrive early and stay late to talk to participants
• Ask their names, departments, and project(s) they’re working on
• Call on participants by name when possible
• Listen to their questions for the concerns they raise
• Acknowledge their concerns when answering questions
• Follow up with your participants within 1-2 days of training
61. Show participants that you care
about them and their success
just as much as they do.
Think about what you can do
as a facilitator that will add
that extra sparkle.sparkle
69. RESOURCES:
•Global Human Capital Trends 2016
Deloitte University Press
http://www.workdayrising.com/pdf/Deloitte_GlobalHumanCapitalTrends_2016_3.pdf
•Employee Engagement and Commitment
Society for Human Resource Management
https://www.shrm.org/about/foundation/research/Documents/
1006EmployeeEngagementOnlineReport.pdf
•Design Thinking Comes of Age by Jon Kolko
Harvard Business Review
https://hbr.org/2015/09/design-thinking-comes-of-age
•The Value of Training
IBM
https://www-304.ibm.com/services/learning/pdfs/IBMTraining-TheValueofTraining.pdf
•The Modern Corporate Learner by Nina Buik
IBM Training and Skills Blog
https://www.ibm.com/blogs/ibm-training/the-modern-corporate-learner/
•The Power of Influence in the Workplace by Jocelyn Bérard
Global Knowledge
https://www.globalknowledge.com/ca-en/resources/resource-library/recorded-webinar/
the-power-of-influence-in-the-workplace/
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•E., Kucharik. Care Bears [Cartoon]. American Greetings.
•T., Phillips (Director). (2009). The Hangover [Film]. Warner Bros. Pictures.
•C., Nolan (Director). (2010). Inception [Film]. Warner Bros. Pictures.
•C., Columbus (Director). (2001). Harry Potter and the Sorcerer’s Stone
[Film]. Warner Bros. Pictures.
•J., Moore (Director). (2012). Pitch Perfect [Film]. Universal Pictures.
•Parks and Recreation [Television series]. NBC Universal.