Chapter 8: Part 2 – Types of Presentation Aids

As a visual learner I depend on visual aids for effective learning. But presentation aids such as participant guides, Power Points, chalk boards and video do not only benefit this type of learner, but also promote interest, clarify, demonstrate and enhance retention and training transfer within all learning styles. Since we have already covered the purposes and strategies for using presentation aids, let’s discuss the types of presentation aids a trainer can utilize to increase the effectiveness of his or her presentation. This section will also cover the advantages and disadvantages of these tools and how to prevent excessive use. Participant guides can be extremely helpful during training, as they allow the trainee to follow along with the training content and to take notes of pertinent information. Furthermore, a handout can be quite useful when problems with technological devices occur. A great disadvantage of handouts is the cost associated with printing the materials. The text suggests that the preparation and implementation of handouts should be guided by three essential principles. 1.) Make sure handouts are error free 2.) Do not distribute handouts while you are speaking 3.) Let trainees know when to reference handouts. Dry-Erase boards are another visual aid available to the trainer. This aid is especially useful when technological devices are not available. Personally, I have found a few disadvantages of dry erase boards in the past. I have noticed that it can be very time consuming to write material on a board that could have been prepared on another visual aid prior to the training. I also found handwriting to be another obstacle that a presenter has to overcome with this type of visual aid. The book mentions a few other downfalls with dry-erase boards such as transportation of the board and the inability to prepare graphics beforehand. But Dry-Erase boards also have great advantages. Not only are they easy to use, but help in brainstorming sessions and generated ideas can be immediately presented. Furthermore, a Dry-Erase board can double as a projection screen as well. Document Cameras are another presentation device a trainer can use. Printed text and handwritten content are an ideal media to present with a document camera. A challenge I have encountered with this device is the size of the print and lighting. However, document cameras can be used for collecting ideas, presenting data or to highlight passages within printed text. Videos can be another powerful way to present training content. This type of media does not only stimulate the viewer’s senses but grabs the attention of the audience more than any other presentation device. The text suggests several strategies concerning the use of video in training. 1.) Determine your relationship as a trainer with the video, 2.) Use brief clips 3.) Provide an introduction or context, 4.)cue up your clip and 5. ) Apply and discuss the video clip. The Internet can also be an excellent choice for training presentations. Whether it is a youtube video, a website or other content, the internet is perfect for presenting up-to date information. However, the trainer should always choose credible sources and verify the validity of the information. Power Point Presentations are among the most used Presentation Aids today. The endless design options and content selections such as graphics, pictures, sounds and video clips make this type of presentation aid an essential part of training. We will discuss the principles for using Power Points and tips on designing them during our class discussion. We will also discuss the content of the article “Ten Sins of Power Point.” You can access this article at the following link. http://www.utexas.edu/lbj/21cp/syllabus/powerpoint_tips.htm Claudia Richardson

Chapter 8: Using Presentation Aids

Have you ever put a project together and wondered, “Which training aid should I use? And how do I use this aid effectively?” Chapter 8, Using Presentation Aids, has been designed to help answer these questions in just two easy parts. For this class presentation, we will focus on part one which discusses the purposes of presentation aids along with the strategies for using presentation aids. First, let’s discuss the purposes of presentation aids. Before designing presentation aids, the trainer must first analyze the purpose of their aid. It is important to understand that a presentation aid is not the actual presentation but a benefiting factor to what is being discussed. Aids can help with the success of a topic or the downfall of one. To ensure success, any aids used in a presentation should do the following: Promote interest by capturing the attention of the trainee, Clarify complex concepts or ideas, Demonstrate how to complete a skill, Enhance retention by finding a way to relate information, and Enhance training transfer by ensuring a trainee is able to successfully use the new behavior or skill. Now that purposes of presentation aids have been listed, let’s move on to strategies for using presentation aids. The strategies for using presentation aids have been written to ensure that trainers are using presentation aids to their fullest potential. Keeping presentation aids simple, is the first fundamental in the strategies for using presentation aids. By keeping the aids simple, the trainer will want to make sure that the focus of each aid has been narrowed down, aids are being used to explain a concept or skill through key words and phrases rather than paragraphs, appropriate fonts are used, and that words are replaced with pictures for subjects that make retention easier through visuals. The second fundamental refers to communication with trainees and not presentation aids. In order to successfully build a relationship with your audience rather than having focus on the provided aid is to make sure that the content being covered is already understood by the trainer, the sequence of the presentation is memorized, and that a relationship of the trainer and trainee has been made before the start of the presentation or the introduction to the aids have been made. The third fundamental continues with making sure presentation aids are large enough to be seen. Some things that should be taken into consideration when preparing presentation aids include examining the size and shape of the room being used for the training session, making sure that if a projection screen is used the size is large enough for everyone to see or small enough not to overpower the room, handwriting is neat and visible if using a while board, and that handouts are available in any training session. Fundamental four is making sure that in an absence of presentation aids, the trainer is still ready to present. The text uses the definition of Murphy’s Law, anything that can go wrong will go wrong, to show the importance of being prepared. The best thing to do when getting ready for a presentation is to make sure that your presentation has a backup and that your backup has a backup. When using a technology based presentation aid, make sure that an extra electronic copy is readily available to you and that your presentation aides are accessible through an online source. For example, presentation aids could be saved on flash drive or disk, and also sent through email or saved to a website. Always remember that hard copies are important to have on hand too. Our final fundamental is practicing with your presentation aids. A great trainer knows their presenting area and presentation aids backwards and forwards by rehearsing with them. Practicing will allow for easy transitions and ease when using projectors, laptops, and any other necessary equipment. Basically, when a trainer is prepared by rehearsing their presentation it can make a good presentation into a great one. Now that we have discussed part one of Using Presentation Aids in Training, it is hopeful that there is now a better understanding of the purposes of presentation aids and the strategies for using presentation aids. Good Luck! Please check out the following link on how to promote interest through visual aids before class on Monday. This will help you understand the references in the speech: http://www.businessballs.com/visualaids.htm By: Amanda Caston

Chapter 7: Needs Centered

The second part of Chapter 7 continues with the Needs-Centered Training Model for E-Learning. This model can be referred back to Chapter 1 of the text, which many of you should already be familiar with. The same model applies when conducting a needs-centered training for E-learning. We begin with 1) Analyze the training task. First, we must determine what dynamics that influence e-learning that we discussed earlier in the chapter, which are ambiguity and media richness. The text gives an example of both of these. If you’re going to train people to use complex negotiation skills that include reading and interpreting nuanced nonverbal messages, then an e-learning environment that is media rich allows for synchronous communication is recommended (Bebbe, Mottet, Roach, p. 163). A second example would be if you’re training people on etiquette and telephone skills that are highly scripted and routine, then web-based or distance education delivery is appropriate (Bebbe, Mottet, Roach, p.163). Next we move onto 2) Develop Training Objectives which talks about the objectives being observable, measurable, attainable, and specific. These are the same objectives that we talked about in Chapter 4. 3) Organize Training Content discusses the four-level approach. Level 1: Previews training program, Level 2: Previews Chapters, Level 3: Reviews course content within chapters, Level 4: Drills deeper into course content. Quianna went over these in the first portion. When organizing training content we look to set inductions, making sure that the e-leaners are ready to learn, and understand why the program is going to help them. Stimulus Variation focuses on making sure the trainees stay on track with the e-learning. Making sure that they stay focused and motivated throughout the duration of the course. Trainers achieve this by using the level four drill approach. Lastly, closure refers to level three where we assess the trainees. 4) Determine Training Methods is the trainers approach on how to teach the e-learning course. It is very important to understand your trainees, and what learning styles works best. Listening/Audio, Tours/Watching Video, Text/Reading, Simulation/Exercises, Testing/Assessment. You may also want to consider constructing a blended course or hybrid that allows trainees a more flexible way to learn. Next, trainers have to select a proper 5) Training Resources. There are a number of them online, and the text gives you just a handful of some web based training programs you can use to construct your own. They have instructor training programs, Authoring tools, and virtual classroom websites that a trainer can use. 6) Training plans is a description of the training session. The plans should include training objectives, a summary of training content, a description of methods, and a detailed description of all the presentational aids needed to transform the plan into a high-quality training program (Bebbe, Mottet, Roach, p. 167). Next, we 7) Deliver Training by selecting web-based training programs, and use tools such as Skype, podcast, screenshots, etc. Trainers can also choose to blend these methods. Lastly, 8) Assess the training by using surveys and quizzes throughout the course. Make sure the trainees learn within the chapter by incorporating test items. Prepare a quiz at the end of each chapter to make sure the trainees have read and interpreted the material correctly. Finally, we assess at the end of the entire program. This focuses on all three training outcomes of cognitive, behavioral, and affective. A cognitive approach in e-learning would be to quiz them, and a survey would ass the affective outcomes. To see the behavioral outcomes, the trainees can upload their own YouTube videos or podcast to see if they have demonstrated the objectives correctly. Most of the second half of Chapter 7 can be referred to all previous chapters in our text. A lot of the material most of us should already be familiar with it. We learn to apply these techniques on e-learning, which mostly everything is on a computer and Internet. By: Alex Aphay

Chapter 7: Using Web Training for E- Learning

BEFORE READING PLEASE DOWNLOAD THE APP SOCRATIVE STUDENT APP In chapter 7 we read about web training also called E-learning and how it is a popular training method. Let’s start by defining E-learning. The E refers to computerized and online training material. The learning refers to cognitive, affective, and behavioral learning. It is needed for three reasons: 1) it minimizes costs for organizations- they do not have to pay for materials or overhead for the classes 2) minimizes employee downtime – employees can complete these courses when they have downtime between job task, 3) appeals to contemporary learners – millennial and generation Y age group employees enjoy this approach. E learning is also considered ubiquitous learning because it is “anywhere and anytime learning” Rapid learning is a type of E-learning. It uses software tools that make it possible for subject matter experts to create and publish interactive e-learning quickly. A SME is a person who has considerable knowledge about the training topic through formal education or professional experience. An SME is used instead of an instructional designer; instructional designers are people who develop training objectives, curricula, methods, and assessment instruments). The elimination of the instructional designer saves time and allows the SMEs to have direct access to the trainees. Rapid E- learning is also preferred since the content is updated as things change. It is also better for training cognitive outcomes instead of behavioral. It is important to select the appropriate delivery option for each training. Technology can affect two training dynamics: synchronous communication which is in real time and allows trainer and trainees to have discussion; or asynchronous communication which does not allow real time discussion since the people are in different places and communicate at different times. The amount of control trainer and trainee have over training content is trainer-trainee directedness. Trainer-directed courses the trainer presents and paces the training content. The opposite is trainee-directed where the trainee controls pacing and covering material. When deciding the best delivery mode you must consider the following question how ambiguous or complex is the training task. Ambiguity means there are conflicting interpretations of the idea, like soft skills for example communication skills, conflict management, etc. There is a lot of gray area and different people will handle those situations differently. Unlike hard skills that are less ambiguous because there is a right and wrong way to complete those tasks for example operating a computer program, driving a manual car, etc. The next factor in deciding the delivery mode is the richness of the mode. The technology’s ability to simulate fact to face communication is media richness. Robert Lengel and Richard Daft management and marketing researchers state the channel of media effects how messages are received. They define two types of training media: lean training media does not allow immediate feedback channels for questions to be asked and clarified; rich training media offer instant feedback, allowing real time communication. The four delivery modes listed below. 1)Face to face is synchronous and trainer directed. It is great for training with high ambiguity since it has media richness and there are multiple channels that can be used like simulations and discussion. 2) Web/video conference delivery like webinars or virtual meetings requires internet access and phone conferencing or voice communication on computer. It is synchronous and trainer directed. There are times where the trainees can interact with polls or questions. This is ideal for moderately high ambiguity skills and is less media rich since trainer cannot see trainees. 3) Web-based delivery is trainer and trainee directed since it is not in real time. This requires a learning management system also known as course management system or virtual learning environment like Blackboard. This incorporates synchronous and asynchronous communication. This method is ideal for tasks moderately low in ambiguity and for hard skills since synchronous communication is not always available. 4) Distance education delivery uses training modules that are entirely or partially online. This is asynchronous communication since there is no real time discussion. It is good for trainees who have busy schedules because they decide when to go online. There are plenty of technology training tools like: Web 2.0, Social Networking, Wikis, Online Forums, RSS Feeds, Social Bookmarking, Skype, Podcasts, YouTube, Twitter, Screencasts, and Screenshots. Web 2.0 is the second generation of internet. Web 1.0 was read focused companies and such posted information to be read by public. Web 2.0 is a read-write web. Rapid E-learning software have the following general features: PowerPoint converters to turn slides into training programs, templates to provide flexibility and consistent look, multimedia features to find graphics, videos, audio, etc., browser compatibility to different browsers internet explorer or Google chrome, smartphone capability to use on the go, multiple languages, drill down features options to learn more, interactive activities to engage trainees to learn from practice, assessments, surveys, glossary pages. Predesigned templates give you a model that has already been created that allows consistency across web pages. You will just need to insert your information. On the shelf training programs are already created. This allows trainers to focus on other areas. Though keep in mind it might not contain everything that is needed for your training. There are effective practices for web training design. 1) Keep it simple user face is more effective like Google. 2) Use three clicks trainees should find what is needed in three clicks, navigation tools should be easy to use. 3) Avoid dead ends there should not be any links that do not allow trainees to get back to main page, site should have continue, return, and escape buttons. 4) Make it sticky- make it so interesting trainees cannot get distracted by making it simple, unexpected, concrete, credible, etc. 5) Ensure rapid download make sure the site loads easily. 6) Brand it the training should reflect organization use their motto, logo, or such. 7) Chunk it in courses or chapters one minute per page. 8) Use levels to organize: level 1 previews training program, level 2 preview chapters, level 3 reviews course content within chapters, level 4 drills deeper into course content. The rules for designing a curriculum still apply! You must tell, show, invite, encourage, and correct the trainees. The rules are the same but the implementation is different. For example for telling you can use a podcast, showing a YouTube video, inviting a simulation, encouraging by encouraging trainees to encourage each other, correcting give immediate feedback. By: Quianna Martinez

Chapter 6: Part 2

The second part of Chapter 6 follows up the chapter from beginning of lecture and experiential activities. As andragogy is very different from pedagogy, we learn in the second part of Chapter 6 to indentify the criteria for selecting the best training method for adults. We can see that facilitating group discussions is an adult activity that can be used in training. As adults we are mature enough to deal with group discussion, and if it is facilitated successfully then adults will want to have their input into a group discussion. As trainers we must understand that in group discussions we are facilitators, and we are not necessarily contributors. This can be difficult as we are human, we have ideas, biases, and can be provoked to want to interject our input. However we must remember that as a trainer and facilitator we have two jobs. One is to ask probing questions to keep the discussion cohesively flowing. The second is to ensure that each participant has had the opportunity to speak. Research has proved that one of the most effective ways to have participants involved is to hold safe and open forums can provide a thought provoking environment. As to how to manage a group discussion, that can be more difficult. There is a three-part process that trainers must keep in mind when manager a group discussion. First, trainees must be exposed to a stimulus. Second, trainees must have a set of group rules laid out, this way it promotes a safe environment to have trainees feel more comfortable about speaking. Lastly, thoughtful and well planned questions must be asked by the trainers. Let begin with the stimulus. Although there can be many types of facilitated group discussions, there must always be a stimulus. We learn that two successful and popular stimulus are media and trigger questions. Media can be anything from social media clips, articles, or music. This way, trainees feel that the up-to-date and relatable topics are those that they can comfortably discuss. Trigger questions are those that evoke emotion. These can be topics that deal with highly opinionated questions, morality questions, or controversial issues. These are all examples of a stimulus, which we keep in mind as the first part of the three-part process trainers use to manage a group discussion. Next, the trainer moves into setting the group rules. These rules are similar to those rules that one would set in a pedagogy discussion, and are very basic. They go along the lines of listening to others, respecting others’ comments, no verbal abuse or bullying, etc. Lastly, as a trainer and facilitator we can begin to ask questions. We want to try to steer away from questions that would promote a yes or no answer. As we have learned from a previous lecture, Bloom’s Taxonomy can be rather helpful for trainers in regards to formulating engaging questions. Bloom’s taxonomy states that in lower-order cognitive learning, comprehension and application can interrupt a conversation. To fully understand and break down Bloom’s taxonomy we can think about it in more simple terms. If question requires prior knowledge of specific information, the question has a right or wrong answer. This is an interruption in conversation, because trainees may be hesitant to respond to this newly absorbed knowledge. Now that we have learned of training methods from lectures, experiential activities, guided questions, the EDIT, and facilitated group discussions, just how exactly can we select the best training method for our trainees? Let’s break this down into four variables that we as trainers must consider. You must consider your trainees, your learning objectives, advantages and disadvantages, and your level of comfort. First and foremost you must consider your trainees everywhere from their background, work experiences, to age. Training a group of young professionals in an industry is extremely different from training a group of senior level executives in a company. Your learning objectives also plays a vital role in your training. Are your training objectives cognitive, behavioral, or affective? These all would be best paired with different methods. Next you would want to consider the advantages and disadvantages of using the training method that you are considering. Lastly, you should assess your level of comfort with the training method. Overall these strategies and this knowledge put together can help support a trainer put together a training method of their choice. By: Hannah Hoang

Chapter 6: Lecture and Experiential Activities

How do we make sure that trainees take away what we want them to learn? It’s not as easy as just telling them the information, or even showing them. So, an important step is identifying what training method you want to use, and fully preparing the lesson. There are several options from which to choose. The first part of Chapter 6 covers two popular training methods: Lecture and Experiential Activities. Below we’ll cover how to effectively use these methods to deliver training. While lecturing is one of the most widely used training methods, it’s easy to drone on and lose the trainees to boredom. With adult learners, it’s especially important to remember how they learn, and incorporate these aspects into a lecture. It starts with making the training relevant. In fact, the first thing trainees will want to know is, “how does this material apply to me?” Explaining or demonstrating this early will help to start the training session off right. We do this by such things as storytelling, where we give trainees a problem for them to create an ending to, so that they can see how the training applies. We also can share videos or pictures that describe the issue, so that the trainees they see. Another way to make training relevant is to test their knowledge up-front, so they can see how their skill and knowledge improves through the course. Next, when lecturing we want to organize content similar to writing an essay – with an introduction, middle section which covers the main points and a conclusion. With this, the first thing we want to be sure to do is to package the material, also called chunking, into understandable sections. Along the way, there are several techniques that can be used to keep trainees on track. Using signposts can help – they are similar to transitions in an essay that take the learner from one point to the next. Trainers an also review what has already been covered, and preview what’s next to come, which helps solidify the intended messages. Handouts or manuals help to allow trainees to follow along and take notes during the lecture. Finally, the use of mnemonic devices can also help to make information easier to understand, such as using acronyms (e.g. SWOT stands for Strengths, Weaknesses, Opportunities and Threats). Another technique that helps to reinforce learning is through redundancy. Repeating content helps to solidify a message. Restating information in different ways also helps to ensure that the message is understood. Highlighting specific points helps trainees understand material that is of particular importance. Finally, any pieces of information that are critical to the trainee’s understanding can be called out by using a feedforward message (such as, “listen to this next point, which is critical”), which tells the trainee to sit up and take notice of the information being covered. When lecturing we also want to be sure to engage trainees and use immediacy behaviors that relate to them in an intimate way – doing so will help trainees to pay attention during the lecture. Examples of immediacy behaviors might be nodding in approval, using trainee names and using body language that shows interest. How do we engage trainees? By asking rhetorical questions, allowing the trainees to finish sentences or interact with their classmates, to write down their thoughts on the topic. All of these techniques will help to add interaction to the lecture. Another training method used is experiential activities, such as role plays or case studies, which get the trainees directly involved in learning. To use these methods, we start by planning the activity - identifying the learning objective, and then preparing materials and instructions for the students. Next, the activity is presented to the trainees, with an explanation of the purpose and instructions on how to complete the activity. Afterwards, it’s important to have each trainee assess what they learned, as well as “unpack” the experience. By using the EDIT method, trainees further understand the experiential activity. With the EDIT method, we ask trainees to participate in the Experience; we ask trainees to Describe what occurred during the activity; we ask trainees to Infer what would happen if they used the knowledge they learned; finally, we have trainees Transfer the knowledge by explaining how they will use the information they have learned. With the experiential activity of role playing, trainees can practice skills through acting them out. The role play is scripted and then staged. With scripting, trainees are provided information that enables them to act out the role play. Role plays range from improvisation, where trainees create a detailed situation from a general scenario they are given; to participant-prepared skits, where trainees create their own script to address a problem. Staging refers to the way the role play is acted out. In stage-front role playing, one set of trainees acts out their play and the rest of the class observes to provide feedback. With simultaneous role playing, the entire class acts out their parts at once, with the trainer overseeing. Again, role playing allows the trainees to actively participate by acting out the scenarios. The experiential activity of a case study allows trainees to problem-solve a detailed situation that is given to them. Case studies can be provided to trainees, or they can be asked to create their own based on experiences they have had. If trainees create their own, as trainers we need to give them guidance on how to create it. They should be advised to change the names of players in the case study and describe who they are, to give the context of the case study and to explain the problem in detail. Then, to process the case study trainees read through it and discuss through comparing and contrasting their thoughts on the problem, reasons for the problem, and recommended solutions for the problem. Multiple training methods may work in any given situation. By following the guidelines above for lecturing or experiential activities, we can help to ensure that if one of these methods is chosen, trainees will take away a good understanding of the material. Link to article for discussion: “Experiential Learning” http://facdevblog.niu.edu/experiential-learning By: Sherry Hanna