SUBJECT MATTER EXPERT (SME) ORIENTATION NOTEBOOK

Transcription

1 SUBJECT MATTER EXPERT (SME) ORIENTATION NOTEBOOK Human Resources Training & Development or (210)

2 Welcome to the World of Training at UTSA! You have been selected to teach other UTSA employees because of your special knowledge in a particular subject. You are one of over 120 Subject Matter Experts (SMEs) at UTSA! Thank you for your willingness to assist other UTSA employees to learn and follow policies, procedures and processes that pertain to your particular area of expertise. HR Training & Development is your direct line of support in this teaching process. We d like you to know there is a methodology to adult learning. There are methods and procedures specific to training at UTSA. The role of Training & Development staff is to work with you to make your job easier and to promote your success and the success of your class participants. How this notebook is organized This notebook is laid out in the format of a chronological check list, beginning with the planning stages of your courses all the way to evaluations and what to do after the class is over. We ve included Supplemental Materials at the end of each section with examples of things discussed within each section. There are also additional resources for you included in Section V. If you ever have any questions or want more in-depth information on any of these topics, contact HR Training & Development and we will be happy to assist you! UTSA Human Resources Training & Development (210)

3 Icons Used in this Notebook Throughout this notebook, you will see icons that will alert you to key information. Here are the icons that you will see: Good Idea Key Questions Don t Forget! Hot Tip! Important

4 SECTION I: GETTING READY TO TEACH YOUR COURSE Topic Subject Matter Expert Orientation Notebook You are planning a training, first look at TABLE OF CONTENTS The Big Picture: Why do this training? What will it accomplish? Once you identify the need, it s time to get specific with your Goals & Objectives Now that you know what you want to do, ask yourself Page I-1 I-2, I-3 Who is Your Audience? Knowing your audience lets you design a more tailored program using Need To Know, Nice To Know, Where To Go I-5, I-6 You ve narrowed the content, now you re ready to address How Adults Learn & Different Learning Styles You ll need to figure out the best way to deliver your course Online, Classroom or Blended Learning I-4 I-7 I-8, I-9 You see the need for diverse learning approaches, it s time to Design & Develop Your Course You ve decided on the content, time now to consider Training Methods You have the content & the how, now it s time to create your Your plan is set; you need Lesson Plan Resources Participants will be able to access your course via Administrative Process with Training & Development Keep an eye on enrollment Outreach Ideas Now it s time to see how your plans will work in the classroom setting Getting Ready To Teach Your Course Pilot Your Class Pre and Post-Test I-10, I-11 I-12, I-13 I-14 I-15 I-16, I-17 I-18 I-19, I-20 I-21

5 SECTION II: RIGHT BEFORE YOUR CLASS Topic Make sure you have everything you need by using a It s always a good idea to Check List Reconfirm logistics Class is ready, now it s time to be sure you are too! More tips on getting ready for class Presentation Skills Preparing Yourself Make sure all of the paperwork is in place Administrative Process Page II-1 II-2 II-3. II-4 II-5, II-6 II-7 SECTION III: THE DAY OF YOUR CLASS Topic Make sure things are the way you want them with Classroom Set-Up Your plans are in place, now you ll want to make Start off right with an A Good First Impression Opening Activity The participants are thinking about the topic, now it s all about Running Your Class Remind participants about what they learned What if you have problems? Review & Close What Do You Do If Time to see what participants thought of the class Whew! Good Job! Time for Evaluations Classroom Clean-Up Page III-1 III-2, III-3 III-4 III-5, III-6 III-7 III-8, III-9 III-10 III-11

6 SECTION IV: THINGS TO DO AFTER YOUR CLASS Topic Collect your ideas for next time Your Evaluation Notes Broaden your evaluation with a review of Wrap up the paperwork with Participant Evaluations Administrative Process with Training & Development Page IV-1 IV-2 IV-3 SECTION V: RESOURCES FOR UTSA SMES Topic Page There are many resources available to you V-1 HR Training & Development Training Classes to Improve Your Skills V-2 Local & National Organizations V-3 Magazines & other training resources V-4

7 You are planning a training session, first look at The BIG Picture Why do this training? What will it accomplish? The first thing to do when you are planning a new course is to figure out what needs and solutions will be addressed by doing the training. Important things to consider: Need the gap between what currently exists and what should exist Want the solution to filling that gap Audience who will be affected or impacted (individuals, teams) Questions to ask yourself: Why do I want to conduct this training? What need will this training address? Who is the target audience? Will training meet the need, or is there another way to provide the information to the target audience? What do I want to be the outcome or result of this training? Section I 1

8 Once you identify the need, it s time to get specific with your Goals & Objectives Goals are broad. Objectives are narrow. Goals are general. Objectives are precise. Use the SMART technique when writing objectives. Each goal should be: Specific Measurable Achievable Realistic Timely Answering these questions will help you design your course and its content. What do you want to accomplish with this training? What do you want your audience to be able to do? Why will anyone want to take this course? What can the participants do once they complete the course? How will you measure or evaluate the effectiveness of the training? Section I 2

9 Goals & Objectives (continued) Sample goal Provide training on this topic to all VPBA managers within the next 12 months Sample objectives Participants will be able to: 1. Demonstrate that they can follow procedure XYZ 2. Properly fill out form ABC Section I 3

10 Now that you know what you want to do, ask yourself Who Is Your Audience? In order to make your presentation most effective, answer the following questions during the planning stage: Who needs this knowledge or skill? What is the skill level of these individuals? Will they understand the terminology? (watch use of jargon) Do you need different classes for different audiences? What does each group already know and what do they NEED to know? Have they already had training on the subject? If so, what s different now? What is the value of this training for these groups? Adults retain new information best when they understand the WIIFM What s In It For Me. Participants are more likely to agree with what you have to say if they understand the benefits. What is their expectation for this training? Where will the training be conducted? Keep in mind that as you define your audience and their needs, your objective should be to determine the most effective way for participants to learn, and the most beneficial approach for the organization. Section I 4

11 Knowing your audience lets you design a more tailored program using Need to Know Nice to Know Where to Go NEED to Know vs. NICE to Know One of the most challenging parts of your planning process is deciding what to include and what not to include. As experts, we tend to want to tell participants everything we know. But usually we need to fit the material into a specific, short time frame. One effective way of limiting your content is to consider what is necessary for your audience to know, compared to things that would be nice for them to know, but are not essential. For example: A history on your topic would be nice to know, but is probably not necessary. Adding more PowerPoint slides may add pizzazz, but more than likely not all of the slides are necessary. Be selective. Key Questions As you decide what to include in your session, ask yourself, What is essential to include in order to accomplish the learning objectives? and What is a nice addition to this, if I have time? Section I 5

12 Need to Know vs. Nice to Know continued What your audience needs is a few clear points that meet your learning objectives and/or offer new or relevant information for the audience to take away. Your audience needs key principles that add to what they already know. Each key principle will need reinforcement (repetition, activities, restating). Clear organization of your material is key; make sure each key principle is supported adequately to ensure successful learning. Your audience won t be able to remember everything; limit your information. Where to Go Lastly, you will want to provide the audience with information about where to go if they should choose to seek out more details or something specific about the topic. Provide participants with a handout containing websites and other references. More about Need to Know, Nice to Know, Where to Go: Training For Dummies by Elaine Biech; Wiley Publishing Inc. Section I 6

13 You ve narrowed the content, now you re ready to address How Adults Learn Different Learning Styles Adults are either Visual, Auditory or Kinesthetic Learners. How can you tell? Look for cues: VISUAL Learners will say: I see what you mean, It is clear cut, In light of, It appears to me AUDITORY Learners will say: I hear you, Please describe it to me in detail KINESTHETIC Learners will say: I have a feeling for what you're saying, Come to grips with it We all utilize all three ways of learning, but our preferences affect the order in which we best take in information. Our preferences enhance our learning and our mastery of the topic. What does each learning style prefer? VISUAL learners prefer to see what they are learning. They like to see handouts, DVD clips, printed resources, and take part in a demonstration rather than listen to a speech. AUDITORY learners like to hear what they are learning. They prefer to attend lectures, participate in a discussion, form a study group, use rhyming to help them remember things. KINESTHETIC learners like to do and touch what they are learning. They enjoy opportunities to move physically, use games and role plays for active learning. Incorporate activities into your training that will appeal to all learning styles. You will increase the likelihood that participants will learn your material, remember it and use it. Design your course to appeal to all three learning styles! Section I 7

14 You ll need to figure out the best way to deliver your course Online, Classroom or Blended Learning There are various ways to deliver your course to participants: online, in a classroom or a combination of both, known as blended learning. One way is not better than the other. Your training goals determine which is the best approach in order to meet your needs. This notebook primarily focuses on the classroom learning experience. But an online course or e-learning experience may be the preferred delivery method for your training. The Training & Development office has Instructional Designers who can work with you to: Conduct an analysis to confirm if online is the best approach Design and develop your online course Pilot the course to confirm its effectiveness and polish the final product Keep your course content current over time Advantages to Online Learning: Courses are accessible to many people and at any time from any computer Online learning does not require physical attendance, travel nor classroom Learning is just-in-time, self-directed and self-paced Courses can accommodate different learning styles A good option when the content is not subject to frequent changes Updates to content can be made immediately Consistency of content is guaranteed Section I 8

15 Online, Classroom or Blended Learning (continued) Here are some questions our Instructional Designers will ask to determine the best delivery method: TECHNOLOGY Does your target audience have computers, audio and network connections? Are they comfortable using them? Can they view video or hear audio? SCALE How many people need to be trained? How quickly does the course need to roll out? GEOGRAPHY How widely dispersed is your target audience? Are they in clusters or spread out individually? How much travel would be involved? TRAINER RESOURCES Do you have people that have time to train in a classroom? If not, do you have Subject Matter Experts (SMEs) who have time to assist our Instructional designers with the course content? As SMEs, are they up-to-speed on the course content? MAINTENANCE How often will the course change? If changes happen frequently will you need to retrain those who previously attended the course? CONSISTENCY Does the content and delivery need to be the same each time? Does the content need to be customized for different audiences or does it need to exist in different languages? TEAM SKILLS Is the course content new or refresher information? Will there be prerequisite information? Source: Section I 9

16 You see the need for diverse learning approaches, it s time to Design & Develop Your Course Begin with the end in mind what do you want participants to know or do? The learning objective(s) should guide your design. Pay attention to the sequence of your design. What do you want participants to learn first? Start with the big picture (broad perspective) and then narrow the focus to the details and subtopics. Think of each learning objective as a chunk. If you have 4 learning objectives for your session, then you will have 4 corresponding chunks. Each chunk should include: 1. An Introduction or lead-in 2. Content (what you want participants to learn) 3. Activity (or several activities) 4. A Review (revisit what you taught) 5. A Transition or Lead-in to next chunk Tips to consider: Different learning objectives and chunks can take different amounts of time (15 minutes up to 45 minutes or an hour). Adults learn best when the material is presented in blocks of 20 minutes or less. This doesn t mean that you need a break every 20 minutes. But it does mean you want to change the learning style and/or activity every 20 minutes or so. Otherwise your participants will lose focus and will not be able to absorb the information as effectively as you want them to. Section I 10

17 Design & Develop Your Course (continued) Design: Considers the audience and identifies learning outcomes Arranges learning objectives in logical sequence (chronological, order of process, problem then solution, simple to complex, known to unknown) Determines class format, content and activities Utilizes an outline of the chunks of material, including how much time to allow for each learning objective Provides direction for development of the course Development: Determines how training will be delivered (classroom, online, tutorial) Focuses on creating materials and/or selecting materials from other sources Decides specific content (enough, but not too much) Identifies best methods to deliver content and reach objective (mini lecture, activities, role play, small group discussion, hands-on practice, games, scenarios) Takes different learning styles into account: Visual, Auditory, Kinesthetic Determines evaluation method(s) for each objective Now you are ready to go! Tips to consider: Conduct a pilot class. Select a broad range of participants who are willing to give you feedback. Use this experience to evaluate and determine what changes, additions or other modifications may be needed ( if any). Always include an opening activity (sometimes called icebreaker ) to set the tone for a dynamic, participatory class. And include a closing activity to review key points and emphasize how the material may be applied back on the job. Section I 11

18 You ve decided on the content, time now to consider Training Methods Students are used to lectures in the classroom, but there are countless alternatives you can use besides a lecture and these alternatives will have a bigger impact on comprehension and retention by adult learners. Here are some examples of alternate training methods: Experiential learning activities Get people moving Get people to work together (pairs, small groups) Promote learning by doing (hands-on) Are motivational Demonstrations Role play Case studies or scenarios In basket exercises (replicate real in-box situations) Games and quizzes Crossword puzzles using key terms Adaptation of popular TV games like Jeopardy Matching games or putting steps in correct sequence Section I 12

19 Training Methods continued Resources to assist you in your facilitation of information: Discussion Brainstorming (free flow of ideas without judgment) Round Robin (everyone takes turns providing input) Visual aids PowerPoint slides DVD clips Props, posters, flyers, books, other resources Handouts To give participants a reference for future use Participants don t have to remember everything Leave blanks in handouts for participants to write key facts Be sure to keep these things in mind: 1. Does the activity help achieve one of your learning objectives? 2. Does it simulate real workplace situations? 3. Will it be fun and engaging? 4. Will participants see the value and connection back to the workplace? (If not, it won t help participants learn and they may become frustrated) Section I 13

20 You have the content and the how now it s time to create your Lesson Plan The lesson plan is the document where you put your course objectives and design together with time for each section, materials needed and notes or script. Create a template in Excel or Word or the software of your choice. See a sample lesson plan in the supplemental materials page 11. The component pieces of your lesson plan will include: Time Start time of each section (9:00, 9:20, 9:45, 10:05 etc.) Length Agenda Item Learning Objective Slide # Length of each section (15 min., 25 min. etc.) Name the section or activity (Opener, Puzzle Activity, Small Group Discussion) By the end of this session Participants will be able to Limit your learning objectives to 2, 3 or 4 for a half-day session Use action verbs (identify, state, show, demonstrate) If you are using PowerPoint, include slide numbers to help you keep track of where you are in your presentation. Action or Materials Needed Action tells you what you will be doing (Crossword, Discussion) Materials are what you need to get it done (Handout, Flip Chart with Markers, Dice, Incentive prizes, etc.) Notes or Script In this section you can write out bullet points or write out the actual dialogue that you will be using ( Our agenda for today will be remember the key learning points for today are ) Section I 14

21 Your plan is set, now you will need RESOURCES What Resources Will You Need To Have A Successful Training Session? ROOM Adequate size? Tables and chairs arranged properly for your group? Will participants do group work at their tables? Will they use flip chart paper to hang on the wall? Adequate lighting? Climate controls OK? AUDIO VISUAL EQUIPMENT (Make sure it works before you get there) Computers Projector and screen PowerPoint slides on a memory stick (don t rely on a good network connection) Prepared charts, examples, etc. Console or laptop to project DVDs Do you need internet connection for audiovisual links? OTHER THINGS YOU MAY NEED Participant workbooks or folders Handouts (worksheets, resource sheets) Games and activities to reinforce the learning Guests (speakers, resource people, experts) Markers, pens, pencils Name tags Note paper Tape, scissors Do you want your participants to prepare or do anything in advance? Section I 15

22 Participants will be able to access your course via Administrative Process with Training & Development In order to inform Training & Development (T&D) about your course and get it listed in the Training Newsletter and in MyTraining.utsa.edu, you will need to complete the T&D Class Scheduling Form. Please include all information requested on the form. Training can you the form or you can find it on the website: click on SME Resources click on Forms. Also, see a sample form in the supplemental materials section. Here are the component parts to the form with notes on each section: Instructors: If there are multiple instructors, please put them all on the form. Designate which is the contact person. Course Name: If this is a new course, create a course name. The course will be listed alphabetically with hundreds of other courses. Keep this in mind when selecting a name. The first word of the name will be a key indicator for potential participants. For example, HRMS - Introduction would be better than Introduction to HRMS. Course Code: Course Code will be assigned by T&D. Length of Class: You determine the length. Most classes are 4 hours or less, unless they are part of an on-going series. Course Description: Your course description should be one paragraph (3-4 sentences long) and should include enough information for potential participants to get an idea of what they will learn if they attend. Look in MyTraining for sample course descriptions. Course Objective: Participants will be able to No more than 3 or 4 objectives for a half-day class. Section I 16

23 Administrative Process (continued) Target Audience: Prerequisites: Date & Time Preference: Include the Target Audience if applicable (supervisors only, for example). Also, if your class is limited to certain employees (i.e. Procard Training) we can set it up as Closed Enrollment. This means they will need to contact you to enroll. You will then send an to and we will enroll them. If there is a REQUIRED prerequisite, please state the course number that is required. If there are PREFERRED prerequisites or documentation needed, include that information in the course description. Provide preferred dates and times for your classes. If there is no room available on the date/time you requested, T&D will let you know. Provide specific dates, not general time frames. The time preference matches the length of your class (it does not include set up or clean up times). Preferred Location: If there is a specific room you prefer, please list that information. If not, please put the campus (i.e. Main, DTC, ITC, UH). If you need a computer lab, please indicate this specifically. Enrollment Limit Room Setup Style: Determine the maximum number of participants for your class. This enables us to find a room that meets your needs. Indicate how you want the room set up. Classroom style is with tables and all chairs facing front. Conference style is with long tables and chairs facing each other. Lecture style is chairs facing front (no tables). Rounds style is designed for small group work with several round tables with 4 or 5 participants per table. Technology Requests There is a list to choose from. Indicate all the technology needs that you have for this class. If you choose other please specify. You must provide your own laptop for meeting rooms on the Main Campus. If you don t have one, laptops can be checked out from the UTSA Main Campus Library. Section I 17

24 Keep an eye on enrollment Outreach Ideas Sometimes classes may need to be marketed to the UTSA community to increase enrollment. Each class is different. Some have limited enrollment and fill up fast. Other classes have plenty of space available and need some outreach assistance. Training & Development (T&D) can assist you with outreach of your classes. Feel free to contact us anytime at Ext When a Subject Matter Expert submits a Class Scheduling Form within the deadline, T&D will include a course listing in the Training Newsletter & Class Schedule (produced three times annually, Fall, Spring, Summer). T&D will also list your course online in MyTraining. You can check your enrollment numbers in MyTraining at anytime. Call Ext if you need assistance. Training & Development homepage is: You may want to market your classes. Here are some outreach ideas: Informational flyer Invitation card (postcard size or business card size) messages to targeted list messages to past participants in your classes (T&D staff can assist) Announcements in meetings Handouts at events Posting on bulletin boards Phone calls to key contacts for ideas and outreach Listings in departmental newsletters (print, online) Other ideas you and your key contacts can think of Section I 18

25 Now it s time to see how your plans will work in the classroom setting Pilot Your Class Once you create your class, whether for classroom or online learning, it s recommended that you conduct a pilot of the class. Why? Pilot classes are a dry run. A pilot allows you the opportunity to present your plan and see how it s received by participants. It also allows you the chance to make changes in your plan based on the comments and suggestions that you gather from the pilot class. By presenting a pilot class you might discover: Your content does not meet your original learning objectives The flow of your material and/or activities needs some changes You need to add or subtract material and/or activities You need to adjust the amount of time needed for each section You re going to pilot your class. What s next? Set the date, time and place for the Pilot class. Allow time to confirm your room reservation. For online learning classes, you will want to reserve a room with enough computer stations to accommodate the number of participants. Set your date far enough in advance of your first official class to allow time to analyze the feedback that you get from the Pilot class and to make any adjustments to your lesson plan and/or classroom activities. Section I 19

26 Pilot Your Class - continued When you conducted your needs assessment or decided to create your class you did so with an audience in mind. Compile a list of people to invite to the Pilot from various customer bases so that you end up with approximately 15 participants. You will need to invite people to achieve your goal of 15 participants. Training & Development staff can assist with the creation of employee lists that target your type of audience. Pilot classes should be small (10-15 participants). It s helpful if participants represent a variety of job titles, departments and backgrounds from across campus so that you get a mixture of responses and feedback. Be sure to invite the participants at least two weeks in advance. invitations work well, especially if you ask for a RSVP so that you can monitor confirmations. Send a reminder out to participants 2-3 days in advance. Remind them of the date, time and place. Conduct the Pilot class. Allow for 5-10 minutes of extra time at least twice during the session to gather written feedback from participants. Also, allow 5-10 minutes at the end for participants to complete an evaluation form to provide overall feedback about the course. After the Pilot class, review all of the feedback. You may decide to make some follow-up phone calls to a sampling of participants for further clarification. Decide which changes, if any, you would like to make based on the experience of running the Pilot class and gathering feedback from participants. Make any changes in your learning objectives, content, activities, printed materials, etc. Now you are ready to present your first official class! Remember, your class may continue to evolve and change. It s a work in progress! Section I 20

27 Pre- and Post-Test One way to measure the effectiveness of your training is to administer a pre-test before you conduct your class, and a post-test upon completion. This allows for a measure of how much participants know beforehand and how much they learned as a result of taking the class. It also helps you, the facilitator, focus on your objectives for student learning, since all of the questions in your pre/post tests should relate to learning objectives. Pre-Test A pre-test is a preliminary test that determines what participants already know about the topic; it measures current knowledge of your learning objectives. Post-Test A post-test is given after a lesson or class to determine what participants learned (compared to what they knew before taking the class). Advantages of pre- and post-testing for trainings: Enhances student motivation (identifies gaps in knowledge) Creates interest in a training session Gives facilitator an immediate assessment of learning Helps validate the importance of your class Demonstrates mastery on the part of the participants Key Points: The pre-test and post-test should be the same test Pre-test given at the beginning, post-test given at the end of class Participant test papers are coded and then matched (pre/post) when grading answers Compare test answers as a measure of learning Test questions should directly connect to the learning objectives Questions need to be clear, concise and measurable (not opinion or open to interpretation) Test formats vary (multiple choice, True/False, short answer, fill in blank) Participants should be able to complete the test in 10 minutes or less Section I 21

28 Section I Supplemental Materials

29 More details and tips about: Training Methods A training method is the process, technique or approach that a trainer uses when facilitating a class. Training Methods can include: Demonstrations Question & Answer Role Play Audio-Visuals Case Studies Flip Chart Brainstorming PowerPoint Discussions Printed Materials Problem-Solving Fill in the Blanks Mini-Lectures Quizzes Activities & Games Evaluate your training methods to be sure you reach your learning goals: Is it clear? Does it communicate a single idea? Is it relevant? It is interesting? Is it simple? Is it accurate? Is it readable? (for print and other visual aids)

30 Training Methods (continued) Note: There is a great deal of information available about all of the training methods mentioned on the previous page. Many resources are available in the Training & Development office. Resources are also available online and at the library. Some information is included below. Please contact the Training office at Ext for more information. PowerPoint Font Size should be 32 point or larger Use bullet points with key information (not sentences, not paragraphs) 6 X 6 Rule = don t use more than 6 lines with 6 words per line Make it appealing but not overwhelming (not too many bells and whistles ) Less is more powerpoint-tips.aspx?fbid=iz7m3nvnus2 Printed Materials Booklets, Packets, Handouts, Puzzles, Quizzes Good for visual and kinesthetic learners Make sure they are clear and easy to read Make them attractive with layout and use of color Leave plenty of white space so there is room for note-taking Good for participants to reference at a later date Questions Do s & Don ts Do -State questions clearly, concisely -Ask in a friendly and natural way -Practice your questions in advance -Involve the whole group -Include one main thought in each question -Know the answer -Know the difference between closed and open questions and why you want to use one or the other Don't -Interrogate people -Embarrass people -Trick people -Get sidetracked by answers -Answer your own questions -Ask more than one question at a time

31 Training Methods (continued) Fill in the Blanks Encourage active participation and retention by leaving blanks for participants to fill in. Example: Three key indicators of a service culture: or R R R (Responsibility) (Responsive) (Respectful) Activities & Games Help you accomplish your learning goals Are fun and engaging Are not too complicated Are relevant to the topic / content Are well planned Help participants feel successful in the learning process Are active and interactive Use various media (flip chart, arts & crafts, game wheel, dice, cards, photos) Activity/Game Examples: Charades Game Show type, like Jeopardy Toss the Koosh Ball with Q&A Collage Create a story Game Wheel with questions/ answers Scavenger Hunt Gallery Walk Action Planning Double Circles Question Cards

32 PowerPoint Effective Training Tool Development Before templates, design, clip art, photos, bells and whistles PowerPoint 3-Ds: 1. Development 2. Design 3. Delivery Set clear goals & outline your content Do your research Act with purpose & inspiration Know your audience 7/17/2008 HR Training & Development 2 Remember Design The learning, the participants and the trainer are PRIMARY The PowerPoint presentation is secondary PowerPoint is wonderful for visualizing ideas and reinforcing key points. Keep it simple Be consistent Use both text and visuals Make it appealing and easy to understand Use View options 7/17/2008 HR Training & Development 3 7/17/2008 HR Training & Development 4 Common PowerPoint mistakes More PowerPoint mistakes People tend to put everything they are going to say on the PowerPoint slides and then they read the slides to the audience. Although this eliminates the need to memorize your talk, ultimately this makes your slides crowded, wordy and boring. You will lose your audience s attention before you even reach the bottom of your uhhh Too small Too distracting Too hard to read Too complicated crowded confusing Too Many Bullet Points Bad color schemes Overused clip art and templates 11/22/ /22/2010 6

33 Bad color schemes Clashing background and font colors can be very distracting, hard to read, confusing, will take away from the content of your presentation and will give your audience a headache 11/22/ What s the next D? Delivery Show your passion Use space & use remote Take your time Keep room lights on Practice Practice Practice 7/17/2008 HR Training & Development Don t hide 8 Delivery Always have a Plan B Helpful Hints Press b key to black out screen Press b again to resume Press w for white screen Press Ctrl p for pointer; right click for pointer options To go to a specific slide, type slide number, press enter F5 automatically puts your PowerPoint in presentation mode 7/17/2008 HR Training & Development 9 7/17/2008 HR Training & Development 10 Resources There are many, many, many resources online. Here are a few: Remember the PowerPoint 3-Ds 1. Development define goals, make outline 2. Design simple, consistent, visual tool 3. Delivery show your passion, practice htm 7/17/2008 HR Training & Development 11 7/17/2008 HR Training & Development 12

34 REVISITING Revisiting helps participants reinforce comprehension and retain information. Revisiting is accomplished when you go back over content from your class. You can revisit with mini-lectures, activities, asking for feedback from participants, audiovisuals, etc. There are many ways to revisit the content. It s been said that learning is 80% repetition. You will want to go back over your material (revisit) several times during your class. The information on the following pages provides specific activities you can use to revisit during your training. Notes: People can retain new information for about 20 minutes. People retain new information best when they are asked to put it into practice shortly after exposure to it. Use hands-on exercises so that participants are putting their new knowledge into practice. Activities help participants use the information right away. Activities reinforce your learning goals. Activities help participants remember the material once they are back on the job.

35 Revisiting Activities (continued) Ask participants answer the question; How is this like something you already know? (individually or in small groups) Helps participants associate the new material with things they already know; greatly increases the likelihood of understanding and retention. Tell your neighbor 2 or 3 things you learned that are significant to you. Reinforces learning as the participants speak out loud and share. Ask participants to talk about their feelings related to the topic, or to share an emotional experience related to the topic Tying emotions to the material increases retention. Participants tend to remember stories and the learning points from the stories; it s personal and interesting. Stop periodically and ask participants to share what they ve found interesting (have learned) about material Give participants time to share and discuss in small groups. Debrief with the larger group so everyone can hear what was shared. At the end of a chunk of content (see p. I-7), have participants write one thing that they will do differently as a result of what they learned. Use a handout for this exercise so that all self-improvements will be in one central place. Prepare question cards in advance Each participant gets a card with 4-5 topic related questions Cards may have similar questions (but not exactly the same) Participants work in pairs to ask and answer 2-3 questions As time allows, participants share answers with the larger group

36 Revisiting Activities (continued) Double Circles Ask participants to think of 4-5 topic-related questions and to write them down on a 3X5 card Ask participants to stand up and form two circles, an inner circle facing outward and an outer circle facing inward (so that you create partners facing each other) Partners ask each other 1 or 2 questions Then one circle rotates to the right in order to change partners New partners ask each other 1 or 2 questions Continue until each participant has asked and answered about 5-6 questions As time allows, debrief some of the questions and answers with the larger group How-can-I-apply-this-to-the-job? Pass out 3 index cards to each participant On one side of each card participants write something about the training that really stood out to them On the reverse side of the cards participants write how they can apply this principle on the job over the next week Participants pick a partner and share what they wrote on their cards with their partner Ball Toss Activity Prepare questions in advance about the material that will be covered in class Print the questions on a piece of easel paper Covered up each question until it is time to read it out loud Toss a bean bag or koosh ball to someone in the class to answer the first question After the participant answers the question, he/she tosses the ball to the next participant who will answer the next question Repeat until all the questions have been answered

37 Revisiting Activities (continued) Poster Activity Give each table a piece of easel paper and markers (other materials can be used as well, such as stickers, stars, ribbons, string, different colored paper, tissue paper, etc.) Ask each group to pick one important concept that they learned during the session (alternatively, assign topics to each group) Have participants draw or design something on the easel paper that represents the concept Participants can use symbols, pictures, drawings, diagrams, etc. but no words Have each group present their poster to the larger group, explaining the poster art and the concept, what it means, the significance of it, how it can be applied on the job Additional Resources Training For Dummies by Wiley Publishing, Inc. This book has a lot of great material on all aspects of training. Google training activities Many organizations post free games and activities on their websites. They change them and add to them periodically, so check back often for new ideas. Puzzles and Word Games You can design your own puzzles and word games using terms and definitions from your content and your classes. or You are always welcome to review the contents of our library of training games and materials in the Training & Development office. There are a lot of materials available for all SMEs..

38 Lesson Plan - Sample The lesson plan is the document where you put your course objectives and design together with time for each section, materials needed and notes or script. Here is a sample lesson plan format. You can adapt this format to best suit your needs. Create a template in Excel or Word or the software of your choice. Time Length Agenda Item Learning Objective 9:00 am. 15 min. Welcome & Opener 9:15 am. 20 min. Telephone Techniques 9:35 15 min. Obstacles to delivering excellent service every time Participants focus on topic in fun, engaging manner Participants will be able to demonstrate a 4-step phone greeting Participants will identify problems in workplace related to telephone customer service Slide # Sample Action or materials needed 1-4 3X5 cards, pens or pencils 5-8 Mirror trick tent cards Role play activity in pairs Debrief with larger group 9, 10 Butcher paper Markers Notes or script Good morning today s class is about becoming customer service experts using the telephone to get started National studies show importance of these 4 steps to benefit customer experience. Step 1. Greet customer, Step 2. Identify department, Step 3. State your name, Step 4. Ask how you can help. Example: Good morning, UTSA Training & Development, this is Judy Verdon, how can I help you today? What I d like you to do is pick a partner and practice So we know what we re supposed to do but we don t always do it. Why? What are the obstacles? Individual or office or system-wide

39 Name of Course: Date/Time/Location: Time Length Agenda Item Learning Objective Lesson Plan Slide # Action or materials needed Notes or script

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41 Writing Objectives Starter Words Knowledge Comprehension Application Analysis Synthesis Evaluation Recalling Information Interpreting information in one s own words Applying or generalizing knowledge to new situations Breaking knowledge into parts and showing relationships Bringing together parts of knowledge to form a Making judgments based on given criteria new whole Arrange Describe Apply Analyze Arrange Appraise Cite Differentiate Calculate Appraise Assemble Assess Define Discuss Choose Categorize Collect Compare Duplicate Explain Classify Compare Combine Conclude Label Express Complete Contrast Compile Critique List Generalize Compute Criticize Compose Defend Match Identify Demonstrate Detect Construct Estimate Memorize Indicate Dramatize Diagram Create Evaluate Name Locate Employ Differentiate Design Grade Order Paraphrase Illustrate Discriminate Formulate Judge Outline Recognize Interpret Examine Generate Justify Recall Report Modify Experiment Manage Measure Record Restate Operate Group Organize Predict Relate Review Practice Inventory Plan Prescribe Repeat Select Prepare Question Prepare Rank Reproduce Sort Schedule Subdivide Propose Rate Select Tell Sketch Summarize Rearrange Recommend State Translate Solve Test Set up Score Tabulate Use Synthesize Select Write Write Support Validate Value

42 Audience Course Objective (What do they need to know) SME Course Worksheets Course Format and Tools (How do I want to teach it?) Outcome/Evaluation (How do I know they got it?)

43 Make sure you have everything you need by using a Check List There are many, many things to keep in mind when you are getting ready to facilitate a class. Having a check list of all the supplies and materials will help keep you organized. Also, using a check list greatly reduces the chances of forgetting something important that you will need once you are in the classroom. See the supplemental materials for Section II for a sample Check List. Tips: Try to think of everything that you may need and include it on the list Ask a coworker to review the list for you Include extra things, even if there s a chance you won t use them (better to have more than not enough) Make sure everything is in good condition (are your markers in good shape? does your laptop have a remote control? do you have enough copies?) Section II 1

44 It s always a good idea to Reconfirm Logistics Not that there s nothing worse but it is really bad when you go to facilitate a class and you can t find the room or it s not set up the way you had envisioned or you encounter some other logistical snafu. Always reconfirm your logistics! The room itself Make sure you know where you are going ( building, room number) Check MyTraining for the room listing or call Ext to confirm How is the lighting in the room? The sound? Driving/Parking Make sure you know how to get there and where to park You ll need a parking pass for all campus locations (unless it s at University Heights) Room set up Check the Next Week s Training Schedule * to review your room set up; you may have changed plans and you may need a different room set up (classroom or lecture style? round tables for small group discussion? extra tables and chairs?) Electronics Does the room you are using have a projector and screen? You will need to supply your own laptop, or borrow from the UTSA Library (Downtown Academic Technology supplies laptops to SMEs) Save your documents on the desk top for quick access and/or take a zip drive Audiovisuals Are you using a DVD? Does the room have the equipment you need? Do you know how to run the equipment? Academic Technology will assist you with set up and operating the equipment (if you asked for this on the Class Scheduling Form), but it s still a good idea to double check and make sure you know how to run things. Add the Academic Technology office numbers to your cell phone (Main Campus Ext and Downtown Campus Ext. 5935) so you can quickly call them for support, if needed. *The week before you are scheduled to teach a class, T&D sends an , Next Week s Training Schedule. Please review for room location, times, set-up and technology needed. If it is not correct, let T&D know right away. Some reservation changes require 72 hours advance notice. Section II 2

45 Class is ready, now it s time to be sure you are too! Presentation Skills Introduce yourself Welcome participants as they come in Share your credentials so they know you are qualified Give an overview of what you re going to tell them (main ideas) Point out the WIIFM What s In It For Me why should they listen? Go through your material Summarize at the end remind them why it s important Ask What questions do you have? Body Language Do s and Don ts Do s Face your audience Smile! Good posture Clear, confident speech Keep your head up Make eye contact Appropriate dress Don ts Put your hands in your pockets Frown or look worried Slump Cross your arms Fidget Constantly pace or walk around Rock back and forth or side to side Section II 3

46 Presentation Skills continued Voice Speak loudly enough to be heard in the back of the room. Change your pitch and rate (sound interesting, not monotone) Keys to overcoming nervousness and anxiety: Know your material Be organized See yourself being successful Practice Breathe Relax Move around Establish eye contact with audience members Think of your presentation as a conversation with each person Remember, you have information that they need Don t worry if you feel that you don t know everything there is to know on the subject. You ll be fine! If they ask something and you don t know, tell them you will find out and follow up with them later. Section II 4

47 More tips on getting ready for class Preparing Yourself You are the most important resource for this training. It s important for you to be ready to go. Practice, practice, practice! Practice until you are very comfortable with the material. Practice in front of a mirror. Practice in front of a co-worker or a family member. Talk out loud. If you don t like the way it sounds, start over and try saying it a different way. Have someone video record you making your opening remarks or the leadins to your activities; critique yourself and make changes. Use your lesson plan. Some facilitators like to write out script-like notes for each section of the lesson plan. Don t wait until the last minute Create your learning objectives and lesson plan in advance (2 weeks or more). Review your materials and activities the week before your class. Spend some time reviewing your plans on the days leading up to the class. Don t wait until the last minute and end up frazzled the night before! Be cool, calm and collected If you get nervous, find some relaxation exercises that work for you. Breathing and stretching exercises are helpful. Actors use voice exercises to prepare; go online or to the library for ideas. Section II 5

48 Preparing Yourself continued Ask for help If you don t feel prepared, ask for help. Ask a colleague for assistance. Call Training & Development at Ext We will talk to you by phone or meet with you in advance to help you prepare. Relax and enjoy yourself! It s the day before your class, sit back, relax, feel confident that you are prepared and enjoy the experience. Sometimes unexpected things happen the DVD doesn t play, you forgot some copies of hand outs, the planned activity doesn t flow the way you had envisioned, a participant asks a question you can t answer. Be flexible and do your best. Remember, you are the expert in this subject and you have a wealth of information to share with the class participants. Not every single thing about a class will always happen as planned. Even still, know that you are providing an invaluable resource to the UTSA community by designing and facilitating the class. You can always follow up after class if you need to. Send an to class participants with answers to questions or additional key information. Section II 6

49 Make sure all of the paperwork is in place Administrative Process with Training & Development Right Before Your Class Important Administrative Notes: The day before your class, Training & Development will you a Sign-In Sheet for your class and an Evaluation Form. Print the Sign-In Sheet and multiple copies of the Evaluation Form and take them to class. Important administrative things to do right before your class: Make sure that you have all of the materials you will need If you need any support call Training at Ext Make sure you know the location of your training Have some key phone numbers with you in case you need anything once you get to the room (Training & Development, Academic Technology, a key contact or office number for the building you are in, i.e. University Center Operations) Important note on cancellations If for any reason you need to cancel a class, please call T&D at Ext with as much advance notice as possible. This allows time to notify participants and to make updates in MyTraining. T&D is charged a fee by the University Center if the cancelation is within 72 hours of the class. Thank you for your cooperation! Section II 7

50 Section II Supplemental Materials

51 Check list of supplies for [ your class ] Note: You may not need every one of these items for every class... and there may be other items specific to your training that will need to be added to the list. Item Quantity Facilitator Lesson Plan Materials for participants (handouts, folders, packets, activity sheets, agendas, other) Zip drive with your PowerPoint presentation or other documents needed for class Laptop Audiovisuals (DVD, VHS, CDs, other) Door sign Masking tape Sign-in sheet Evaluations sheets Notes sheets Prizes or give-aways Raffle tickets Name tags or table tent card stock Pens, pencils Highlighter pens Magic markers for easel paper Easel paper pads 3 X 5 cards Sticky pads Stand up table numbers Roles sheets (facilitator, note taker, reporter) Parking pass or UTSA vehicle Refreshments Paper products Double check room reservation Check on equipment in room (projector, screen, sound equipment, DVD/VCR, computer, other) reminder to participants

52 Make sure things are the way you want them with Classroom Set-Up Classroom set-up will vary depending on what you are teaching and the kinds of activities you are incorporating into the session. Computer software classes will use a computer lab. Conference-style set-up may be best for facilitated discussions. Lecture-style would be appropriate for a visiting professor who is speaking to a large group of students on a particular topic. Trainings that are participant-centered with various activities and small group discussions often use the round table format pictured below (4 or 5 round tables with 4 or 5 participants per table). Round Tables (good for small group discussions and activities): Section III 1

53 Your plans are in place, now you ll want to make A Good First Impression First impressions are important! They often set the tone for the rest of the session. Put thought into how you would like the room to look, what attitude you would like to project, and what tone would you like to set for the class. Important things to do to create a good first impression: Arrive early and have the room set up before the participants arrive Greet the participants, find out what departments they are from, job titles, how they are doing, if they have any questions Orient participants as they come in (please sign-in, please sit here, help yourself to refreshments, restrooms are down the hall, we ll get started in a moment, etc.) Start on time (even if some participants have not yet arrived), this will set the tone; in the future participants will know that you start/end on time, as promised Have a rehearsed way of starting your training session introduce yourself, introduce the class and topic, share the agenda, help the participants feel at ease and share with them how the session will proceed Some facilitators like to start with a comment or quote or story, a catchy way to grab people s attention and focus in on the topic Section III 2

54 A Good First Impression continued No matter how you decide to start the session, think about the kind of impression you would like participants to have of you (and your training): Confident Clear and easy to understand Knowledgeable Important information to share Good listener Open to questions and dialogue Relaxed Ethical Things NOT to do Don t be late Don t look rushed and disheveled Don t smack your gum Don t yawn and look disinterested Don t mumble Don t use a lot of ums and uhs Don t let your sentences trail off Don t start off saying something like Well, I don t know but I guess we ll get started Section III 3

55 Start off right with an Opening Activity When participants show up to your class, their minds are typically full of thoughts not related to the training (work, home, lunch). In order for participants to get the most out of your session, you will need to capture their attention and orient their focus to your topic. Plan an Opener or Ice Breaker. Activities can be adapted for both small and large groups. Openers -- Icebreakers Help participants focus on the topic Help participants leave distractions behind Help participants stop thinking about work Get participants up out of their chairs and moving Can add to team building Can be good for networking Help set the tone for the session Examples: Have small groups answer a question related to your topic (one that is non-threatening and won t make participants look bad) and put answers up on a large paper on the wall: Make a list of how you plan to use information from this training Make a list of your experiences related to this training Define one or two key terms that relate to the training topic As part of the Opening Activities Consider re-grouping participants (usually participants want to sit with their friends/coworkers; learning is enhanced when groups are diverse, males/females, different departments, different jobs and experiences) Group by colors (folders, dots, colored stickers on name tags) Group by counting off Group by experience (line up according to how many years working at UTSA and create mixed groups with those who have worked here a long time and those who have worked here a short time) Resources for Openers: 50 Creative Training Openers and Energizers by Bob Pike; Section III 4

56 The participants are thinking about the topic, now it s all about Running Your Class You re in charge You are a leader in this environment Participants are looking to you for leadership and direction Set the pace that you have in mind, and keep things flowing Use your lesson plan Remember your lesson plan, it s your guide and will keep you on track Timeliness Start and end on time Your lesson plan will give you time parameters for each section and activity If you get behind, take a moment to re-group and figure out how you can make the time up before the session is over Or, divide your activities into those that are essential to the learning goals and those that are secondary; if you are behind time you can skip the secondary activities or assign them to the participants as homework Balancing Act Each facilitator has a different style, but each one balances between the planned program and the spontaneous questions or issues that might arise Get to know yourself and what you are comfortable with You can take questions at the end of a section or as you go along Let your participants know what your style is and what your expectations are Determine in advance how much flexibility there will be for questions and dialogue Section III 5

57 Running Your Class (continued) Breaks Include breaks so participants can become refreshed The amount and length of breaks depends on the overall program A break can be a 15 minute time period when classroom activities are suspended A break can also be integrated into your program as you shift the focus from one thing to another or have participants get up and move around the room During a four-hour training, for example, allow for at least one minute break in the middle; alternatively, two shorter breaks of 10 minutes each Parking Lot Use this concept when you don t know the answer to a question Or you don t have the time to handle the question at that very moment Or the question is outside the scope of the class you are teaching Have a large easel paper on the wall marked Parking Lot When there is something you want to defer to a later time, have the participant put the question or issue on a post-it note and put it up on the Parking Lot Find time later in the program or after the training (later that day, the next day for example) when you can address the question or concern Follow-through If there is anything that you don t cover in class that you commit to following up on, be sure to actually follow through This will build the trust between you and participants and will help strengthen relationships Section III 6

58 Remind participants about what they learned Review and Close A Review goes over what was covered in the session. A Closer is an activity at the end of a session to review what was covered. These terms review and closer or closing activity can be used interchangeably. It s all about going back over the materials, reminding participants what was covered and helping participants think about applying the information outside of the classroom setting. Review Activities / Closers: Are a link between the classroom and the real work environment Help participants realize all they ve learned in your session Motivate and encourage participants to apply their newly acquired knowledge and skills on the job Are important because people tend to remember beginnings and endings (they tend to forget the middle), so how you end the session is important Review Activities / Closers should serve one of three purposes: 1. Tie things together by revisiting the content 2. Form a basis for making action plans (how participants will use the information on the job), or 3. Celebrate the close of the training event Section III 7

59 What if you have problems? What do you do if Unexpected things happen when you are facilitating a class. Try to stay flexible and have confidence that you can handle anything that comes up. Technical Difficulties Help is generally available from any or all of the following sources: Academic Technology (Main and Downtown Campuses) University Center staff (or staff from the building you are located in) Training & Development staff Ext Participant in your class with expertise on technology Don t be shy to ask for help, if all else fails, run the class without the technology or postpone the class. There are more people than you expect This is why it s good to have extra chairs in the room. Make sure everyone signs the sign-in form (they print their name and then sign). Training staff will be sure all participants who sign the sign-in sheet get credit for being there. Put one more person at each table or add additional tables to accommodate the larger class. There are less people than you expect Combine participants in fewer tables or ask all participants to come up front so that everyone is all together. Figure out a way (in advance) to adapt the class material to a smaller-sized group. Participant numbers might affect certain group activities or small group discussions. Section III 8

60 What do you do if (continued) There is a Fire Alarm Heed the fire alarm and lead your class to the nearest exit. This is a very rare occurrence and if it does happen it will probably only take 5-10 minutes. Then resume your class. The room is locked It happens. If there is a customer service phone on the wall (like in the University Center) just pick up the phone and a staff member will answer. You can also call the non-emergency Police Ext for assistance. You can call Training & Development and we will try to help you as best as we can: Ext The room is not set up the way you want it Call for assistance from building staff or Facilities staff to re-arrange the room. If it s a minor thing, go ahead and move tables and chairs around yourself or with assistance from participants who have arrived early. If the tables are very heavy, don t move them on your own. Building staff or facilities staff can do this for you and they can bring additional tables and chairs as needed. Keep in mind that a fee may be charged for changes in set-up made on the day of the class. It s best to make changes more than 72 hours in advance. Thanks. Section III 9

61 Time to see what participants thought of the class Evaluations Participant evaluations are an important part of analyzing the impact of your course. Participants will give you ideas about what worked well, and what can be improved for the next time. See sample Training & Development Evaluation Form at end of this section The day before your class Training & Development staff will you a sign-in sheet and an evaluation form for you to print out for participants At the end of your session ask participants to fill out the evaluation form Collect evaluations face down for anonymity Send originals to Training & Development University Heights 1.118L Evaluation forms may also be found at the Training & Development site Evaluation Form suggestions Allow at least 5 minutes at the end of class for evaluations; make sure these 5 minutes are before the ending time so that participants don t feel too rushed. State the course name and course code, or include this information on the last PowerPoint slide as a reference. Let participants know that this is important to you and to the Training & Development office for improving the course for the next time. Point out the smiley faces (happy if you liked it, sad if you didn t) and the place to fill in a percentage of improved skill / knowledge. Ask participants to fill out the form completely. Give them 5 minutes of dedicated time for filling out the evaluations; don t try to multi-task or give extra information while participants are filling out the evaluation (it s too distracting). Mention that participants can add comments or suggestions that would help improve the class. Section III 10

62 Whew! Good job! Time for Classroom Clean-Up Pick up all of your materials and take them with you Take down any papers that you put on the walls during class Make sure participants put trash in the trash cans Clean up any spills or messes Leave the tables and chairs as they are, you don t have to rearrange Take down the door sign if you used one Turn off any electronic equipment If there is a laptop from the campus or building that you are leaving in the room, notify Academic Technology (phone number on the wall) to let them know you are leaving and that the equipment is ready to be picked up Turn off the lights when you leave Remember, you will be back for a class in the future and you want to leave a good impression with the building staff! You represent yourself and your office, and you also represent Training & Development! Section III 11

63 Section III Supplemental Materials

64 Review / Close Sample Activity A to Z Review Form small groups (3-5 participants) Each group gets a hand-out (8 ½ by 11 with pre-printed alphabet) or Blank flip chart paper, participants write A through Z Each small group writes a word or phrase from the course content beginning with each letter of the alphabet The A to Z Review gives participants the chance to show what they learned and remember the course content Small groups share with the larger group, compare what each group wrote A B C D Every question from a customer deserves N Organizing Planning Q R my attention F G H I J K Listen to your customers needs M S Telephone Etiquette U V W X Y Z More ideas for Closers Book: 50 Creative Training Closers by Bob Pike

65 Quick Reference Contacts Even though you may have everything planned, ready and confirmed for your class, there may be times that something comes up and you don t know where to turn. You first point of contact should be our office as we will be best situated to offer assistance: If you are in one of the classrooms in the University Center, UC, on the Main campus, there are black telephones connected to the walls throughout the buildings. Upon picking up the receiver you will be automatically connected to the service desk and they will be able to send someone for technical support or to adjust your room setup. Please remember that there is a new charge for last minute room modifications, either adding to or taking away. Other Important Numbers Work Control-Main Campus 4262 Work Control-Downtown 2845 Technology 4520, 4735, 5935 Access Control 6486 HSS Access 7651

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67 Collect your ideas for next time Your Evaluation Notes It s always a good idea to evaluate what went well during your class and what would make it even better for next time. After each class, create written notes about how you think it went. Save these notes and refer to them when you plan your next session. Here are some helpful questions to get you started. Learning Goals: What were the learning goals? Were they met? Would you change any of the learning goals for next time? Materials: Were the materials well received by participants? If you had the opportunity, what would you change for the next class? Audience: Who was your target audience? Did you reach them? Are there ways to add to the outreach for next time? Facilitation: How did the facilitation go for you? Did you use a lesson plan? What would you do differently next time in order to be better prepared? Activities: Did the activities help you accomplish the learning goals? How did each of the activities go? Were participants actively engaged in the activities? What do you want to change for next time? Logistics: How did the room and set up work for your class? Were there any technical difficulties? What should be done differently next time? General: What was the best part of the session for you? What do you wish could be different or included for next time? Section IV 1

68 Broaden your evaluation with a review of Participant Evaluations An important part of your evaluation process will be to study participant evaluations. After participants leave, read through the evaluations that you collected. Look for things that stand out, such as very positive or very negative comments, and any suggestions for next time. After you turn in these evaluation forms to the Training office (see Administrative Process After Your Class) you will receive an electronic compilation of all ratings from the participant evaluation forms. Study these results and draw conclusions about your class. You may want to keep the class exactly as it is, or, there may be things you want to add, emphasize or delete based on participant comments and ratings. Training staff is available to review evaluations with you and assist you in making any changes for your next class. Important Note: Sometimes you will receive strong negative comments from participants ( way too long, out-dated, old information or a 1 or 2 rating on a scale of 1-7). Don t be discouraged. You won t be able to please everyone all the time. Sometimes low ratings have more to do with the attitude of the participant before entering your class. If you see low ratings from many participants over more than one class, reevaluate the learning goals and/or the training content or activities. It may be time for some changes. Again, Training staff will meet with you and assist you as you make changes to your curriculum. Section IV 2

69 Wrap up the paperwork with Administrative Process with Training & Development After Your Class Send the original Sign-In Sheet and Participant Evaluation Forms to Training & Development through campus mail as soon as possible after your class (within the week) The staff in Training & Development will prepare a compilation report of the evaluations from your class Training staff will send you an with the evaluation report attached in a PDF file Usually Training staff will be able to get the compilation report back to you within 10 business days from the date it is received Save this evaluation report in your electronic files for future reference Section IV 3

70 Section IV Supplemental Materials

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73 There are many resources available to you Training & Development is a resource for you! Phone: Ext 4658 Location: 5723 University Heights Blvd. Webpage: HR Training & Development is your support system at UTSA. The only way it is possible to offer as many classes as we do at UTSA is through your facilitation and expertise. If you ever have a need, please contact us. We welcome the opportunity to work with you. Here are some of the things that Training & Development can do for you: Meet with you face-to-face Talk to you by phone back and forth Assist you as you develop your course Offer suggestions for activities for your classes Provide resources and ideas from the Training & Development Library of Resources (books, magazines, audiovisuals) Include your class information in the printed newsletter and online in MyTraining Find rooms and help make logistical arrangements for your classes Compile participant evaluations from your classes Provide forms (evaluation, class scheduling forms, sign-in sheets, etc.) Provide Train-the-Trainer sessions to help bolster your facilitation skills Provide resources (within the constraints of our budget!) Loan classroom resources (game wheel, dice, playing cards, themed decorations) Remember, Training & Development is a resource for you. Don t hesitate to call us at Ext. 4658! Section V 1

74 There are many resources available to you Training Classes to Improve Your Skills The following training courses offered at UTSA on an annual basis are helpful resources for UTSA Subject Matter Experts. Visit MyTraining for course descriptions: SD 400 SD 401 SD 432 SD 433 SD 216 SD 292 SD 304 SD 318 SD 420 SD 302 SD 308 Train-the-Trainer Overview Train-the-Trainer Basic Skills Presentations with Polish (2 Parts) Time Management and Organizational Tools Emotional Intelligence Overview Listening for Results Four Generations at Work (for non-supervisors) Library for Staff Make it work for you! Customer Service Model Diversity Awareness Section V 2

75 There are many resources available to you Local & National Training Organizations American Society for Training and Development ASTD (American Society for Training & Development) is the world s largest association dedicated to workplace learning and performance professionals. ASTD s members come from more than 100 countries and connect locally in more than 130 U.S. chapters and with more than 30 international partners. Members work in thousands of organizations of all sizes, in government, as independent consultants, and suppliers. San Antonio Chapter ASTD The San Antonio Chapter of the American Society for Training and Development (ASTD) is a dynamic local resource available to help you in your training efforts. ASTD provides myriad opportunities to learn about cutting edge techniques, the newest training resources, and the best way to improve your expertise.. Regular monthly meetings and conferences feature dynamic speakers presenting information of importance to anyone in the training field. Section V 3

76 There are many resources available to you Resources are available to you in the Training & Development Office. Here is a list of some helpful magazines that you can read and borrow. Other resources include books, newsletters, training manuals, audiovisuals, workbooks, etc. Magazines & other training resources Chief Learning Officer Chief Learning Officer is the foremost resource in the rapidly growing industry of workforce learning and development; pre-eminent source of thought leadership for senior-level executives; relevant information, as well as forums for connecting with other global learning leaders. HRDQ Human Resource Development Quarterly HRDQ publishes research-based, ready-to-train products for adult learning including assessments, simulations, games, reproducible content, and programs that develop skills and really make a difference in your organization, on topics such as teams, leadership, coaching, and communication. Training The source for professional development Training magazine is a 41-year-old professional development magazine that advocates training and workforce development as a business tool. Written for training, human resources and business management professionals in all industries. Workforce Management Don't get caught off guard. Stay ahead of the issues. Use Workforce Management magazine to identify the HR trends. Count on trend analysis, case studies, tips, and tools that will help you solve today's HR issues and plan for tomorrow's. Section V 4