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How to design a training session?

Study guide




Imagine you have just managed a training session. But unfortunately it did not go as you wanted. First of all, you forgot to mention some important points in your presentation. You also have less time to answer the audience’s questions, as you have to change your claim on an impromptu basis to cover up the missing points. In general, you are not sure that people have learned what you intended, and you wish you had a clearer plan for the meeting. In this article, we take a look at how to design a comprehensive and effective training session.

A lesson plan, also called a learning plan, is an organized description of the activities and resources you will use to guide the group toward learning specific issues.

A training session plan covers issues such as the subject matter, the time required, the teaching methods, and finally the criteria for measuring each individual’s learning needs.

This design can be as simple as a blueprint or complex; And include a general manuscript, timeline, and list of questions to ask.

Why should we use a training session plan?

It is true that designing a good training session is time consuming. But in the end, you and those you are going to train will benefit from preparing this plan.

When you want to prepare a plan, you have to visualize every step of this training session. This will make sure that you think about the subject beforehand. You can also present the information in a logical order. Eventually you will be able to prepare the points that are more difficult for people to understand in the best possible way. At the end of the session, you can also use this plan to check the quality of the session and use its experiences for future sessions.

Of course, it is necessary to mention that if you are not present at the meeting, the training plan for the substitute teacher has no value.

How to prepare a meeting plan?

Using a standard training plan is very useful for creating a session plan. This will help you to organize the content continuously during the sessions and avoid repeating the topics.

Step 1: Define learning goals

The first step is to determine what you want your students to know and how to evaluate them.

To do this, think about these questions:

  • What are the most important concepts and skills that students need to understand by the end of the class?
  • Why are these concepts and skills important?
  • How do you know if they have learned these concepts and skills correctly?

You can use the ABCD Learning Objectives model to determine learning objectives that comprehensively address the learner’s needs.

This will help you understand your audience, define the behavior (Behavior) you expect at the end of the session, determine the conditions under which this knowledge is used, and the degree of knowledge Determine the requirements.

For each session, you should have only one or two learning objectives. If you have more goals, you may overwhelm your students with too much information you pass on.

Step 2: Clarify key topics and related concepts

Your classroom focuses on a few key ideas and skills, but you also need to explain the relevant concepts to achieve your learning goals.

Make a list of key topics and related concepts, and then categorize how they relate to each other.

Step 3: Organize the content

As soon as you have a general idea of ​​what to cover, draft the lesson plan. List all the tips to be listed in the order you want.

Use Learning Cycle Five E to connect information to the learner’s current skills and knowledge. This helps them to incorporate new information into their personal context that affects their learning.

Now enter the information from your general plan into the training plan format. Then review it again with your prototype to make sure you cover everything you need to say. Also compare your template with the goals of the session to make sure you achieve them.

Step 4: Design presentation techniques

Now think about how to teach these things to students. It is best to use several different presentation approaches to engage students and engage them with different learning styles. (This is very important because learning styles are very different.)

Use these activities in your training sessions:

  • Lecture It is very convenient to introduce the subject. Keep the talk time at 30 minutes or less, and summarize the important points at the beginning and end of the talk. If the topic is very specialized, you may need to use a guest speaker.
  • Presentations They are very useful to show the steps of the process or work. Learners can do this themselves, or you can present it to the group.
  • discussions And post-lecture debates are useful because they allow trainees to ask questions about the concepts they have learned. You can play a list of questions or topics to speed up the discussion.
  • Online learning Useful when the trainee wants to gain hands-on experience with IT skills, or has access to video or audio, or when the training program includes exams and tutorial activities.
  • Role play It forces the trainee to perform a new skill in a simulated environment and to learn from the feedback of other participants.
  • Teaching for small groups Helps learners clarify their understanding of new information. They can explain to each other and answer questions by expressing themselves.
  • Case examples It can help learners see new information in a real situation. When they process information and relate it to their own situation, they create mental connections that help them remember information in the future.

Whenever you decide which training method to use, write them down in your form.

Step 5: Evaluate

Now think about when you will examine the trainees’ understanding of the key points. Organize learning assessment and question-and-answer sessions, and take notes in your own format.

Also consider how the meeting was evaluated. You may want to use formal evaluation approaches, or you may want to create a simple online or offline questionnaire to help you determine if the sessions were successful.

Step 6: Focus on setting the time

Finally, think about how you plan your meeting. Teaching some concepts and skills takes more time than others. So identify these in advance and give students more time to understand and practice.

In your training plan, record the time you will devote to each concept or section and make sure you take the time to focus on the main concepts. If you do not have enough time, you should have extra sessions or limit learning goals and reduce the number of topics you want to raise.

You can use the same steps to create a virtual learning session plan. Of course, you have to give the trainees extra time to enter the training platform and ask possible questions and solve their technical problems. You need to take extra time to check your comprehension, because when you are not in the same room with the trainees, it is more difficult to know if they have fully learned the lesson or not. Keep asking descriptive questions to make sure they understand the lesson.

Sample training session plan

Design a training session to achieve training goals

The example below shows a complete plan of a training session.

  • Purpose of learning: Train new call center members to deal effectively with challenging calls

Check learning

Time Training tools and training aids important points

Introduction

Make sure students understand the format of the session. 10 minutes Worksheets showing the structure of the meeting. Start the session: Introduce the instructor, define the structure, describe the management of the session.
Check that each trainee has responded to both activities. 30 minutes Recorded voice from positive and negative customer calls.

Periodic activity: Ask each trainee to comment on the recorded sounds. What words come to mind? To what extent have operators whose voices have been recorded been able to handle their calls?

Periodic activity: Ask each trainee to share a negative call they experienced as a client and explain how they felt about it.

Employees need to be able to confidently handle tough customers.

When customers feel that they have not had a positive interaction, they are more likely to change their service provider.

The main part Meeting

Check that the trainees have achieved several realistic answers.

Make sure each intern has a successful response.

60 minutes Group activity: Interns discuss how to understand customer demands during calls.

Two-person activity: Use role-playing to practice difficult contacts.

Complete the process of a call:

Answer the call and identify customer requests.

Gather customer information.

Analyze customer feelings.

Provide solutions based on customer needs.

Conclusion

Make sure each group writes at least three answers in their notebooks. 30 minutes Group activity for summarizing: Trainees list the solutions that are most effective and why they work on a whiteboard. Summarize practical methods of dealing with difficult contacts.
Check the questions. 10 minutes Start the question section Answer the questions created
Get a survey form from each internship. 10 minutes Distribute polls to evaluate the impact of this meeting. Final evaluation

Source

mindtools

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