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Welcome Trainers !Welcome Trainers !
eLearning TTTeLearning TTT
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Helping Learners LearnHelping Learners LearnOn-lineOn-line
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Bill Bateman585-317-3890
eLearning Guild on-line Symposium Speaker Coach and Event Host
CTT+ Commercial Training CentersCommunity CollegeAuthor
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Interaction
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Context
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Activity
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Self-esteem
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Relationship
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Evaluation
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Questions
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Course Outline
PowerPoint File
Data Sheet Job Aid
Pre-class – Learner’s Materials AvailablePre-class – Learner’s Materials Available
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Instructor’s “Day Pack”Instructor’s “Day Pack” Course slide deck, with notes Course slide deck, with notes
(includes flow diag.)(includes flow diag.) Student WI Student WI Exercises & Data SheetExercises & Data Sheet Student Materials Student Materials (see next slide)(see next slide)
TTT - Adult Learning / Presentation Skills, TTT - Adult Learning / Presentation Skills, etc etc (this slide deck)(this slide deck)
TTT – “Teaching on-line” class materials TTT – “Teaching on-line” class materials WebEx Quick Reference Guides: Instructor WebEx Quick Reference Guides: Instructor
and Attendee and Attendee
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In-class – Learners In-class – Learners BringBring to Class to Class Job AidsJob AidsExercisesExercisesData SheetData Sheet
OptionalOptionalCourse DescriptionCourse DescriptionParts of Work InstructionsParts of Work Instructions
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In-class – Learners are In-class – Learners are ProvidedProvidedCourse slide deckCourse slide deck Instructions on how to access Work Instructions on how to access Work
Instructions on-lineInstructions on-lineURL to the assessmentURL to the assessment Instructions for accessing sandbox Instructions for accessing sandbox
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EFI 2006 on-line TrainingEFI 2006 on-line Training
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Post-class assessmentPost-class assessment
Old vs. New Learning Process
Notify Register Prepare Learn AssessLearning
Enrichment Opportunities
Ready for Go-Live
Old Process
New Process
E-MailSign-Me Up
Instructor-LedTraining
Ready for Go-Live?
End
E-MailLive Meeting
E-Mail Reminder Print Material
Virtual Classroom LMS AssessmentReview Material
80% Accuracy?
Recorded Meeting
Simulation / Practice
Post Go Live
Practice
Ready for Go-Live?
YesNo
No
Yes
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Post-class - Learner SupportPost-class - Learner SupportAll documentation on-lineAll documentation on-lineClass RecordingClass RecordingSimulation / practiceSimulation / practiceSAP SandboxSAP SandboxGroup/individual in-person coachingGroup/individual in-person coachingSAP context helpSAP context helpHelp DeskHelp Desk
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Your Learning PyramidYour Learning Pyramid
First on-line class! First on-line class!
<Subject> Dryrun <Subject> Dryrun
TTT-Tech #3TTT-Tech #3
TTT-Assignment #1TTT-Assignment #1
TTT-Tech #2TTT-Tech #2
TTT-Tech #1TTT-Tech #1
on-line Attendeeon-line Attendee
TTT-’Howdy-Do’TTT-’Howdy-Do’
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Principles of Adult LearningPrinciples of Adult Learning
Adults:Adults:Must want to learnMust want to learnWill only learn what they feel they Will only learn what they feel they need to learnneed to learn
Learn by doingLearn by doingValue Self-esteemValue Self-esteem
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Principles of Adult Learning Principles of Adult Learning
Adult learning centers on realistic Adult learning centers on realistic problemsproblems
Adult learning is enhanced Adult learning is enhanced with a variety of methodswith a variety of methods
Adult learning is best in an Adult learning is best in an informal environmentinformal environment
Previous experiences affect Previous experiences affect adult learning attitudesadult learning attitudes
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Adult Learner AttitudesAdult Learner Attitudes
EnthusiasticEnthusiasticConfidentConfident
EagerEagerReadyReady
EnthusiasticEnthusiasticConfidentConfident
EagerEagerReadyReady
AnxiousAnxiousHostileHostileTimidTimid
PessimisticPessimisticResistantResistantCautiousCautious
AnxiousAnxiousHostileHostileTimidTimid
PessimisticPessimisticResistantResistantCautiousCautious
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Adult Learning ApproachAdult Learning Approach
Learning to use a technical system Learning to use a technical system requires an active learning approachrequires an active learning approach
Tell Me
Show Me
Let Me
Help Me
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Training ApproachTraining ApproachLectureLectureDemonstration Demonstration SimulationSimulationDiscussionDiscussionExerciseExerciseDebrief ExerciseDebrief ExerciseFeedback and EvaluationsFeedback and Evaluations
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Managing the Adult Learning EnvironmentManaging the Adult Learning Environment
Provide a clear structure for adult learners
Ground Rules Time Frame ObjectivesSkills to be
Acquired
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Setting the Tone – Setting the Tone – ClassroomClassroom
1.1. Introduce yourself, co-instructors, and Introduce yourself, co-instructors, and the course; tell why the course; tell why you-trainer?you-trainer?
2.2. Review agenda, schedule, and breaksReview agenda, schedule, and breaks3.3. Acknowledge participants’ concern Acknowledge participants’ concern
about changeabout change4.4. Stress your availability before, during, Stress your availability before, during,
and after classand after class5.5. Know the material and exercisesKnow the material and exercises6.6. Be organizedBe organized
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Setting the Tone - Setting the Tone - on-lineon-line Recognize & welcome learners, Introduce selfRecognize & welcome learners, Introduce self Verify attendee can hear youVerify attendee can hear you Checkout for their controls/knowledge of toolsCheckout for their controls/knowledge of tools Personalize their experiencePersonalize their experience Indicate start timeIndicate start time Get comfortable/ready tipsGet comfortable/ready tips Special considerationsSpecial considerations Getting helpGetting help Ground rulesGround rules Welcome to <topic>: Intro co-presentersWelcome to <topic>: Intro co-presenters
• Acknowledge participants’ concern about change
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Establish an Open Establish an Open Learning EnvironmentLearning Environment
Set up the on-line room earlySet up the on-line room earlyOrganize participant and instructor Organize participant and instructor materialsmaterials
Talk with participants as they arriveTalk with participants as they arriveCall each participant by nameCall each participant by nameAsk participants questionsAsk participants questionsAcknowledge and summarize participant Acknowledge and summarize participant inputinput
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Key PointsKey PointsList and discuss as a group any key List and discuss as a group any key
points found in this sectionpoints found in this section
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ExtremelyExtremelyEnthusiasticEnthusiasticSupporterSupporter
Sounding Board
Systems“Expert”Communicator
Coach
Instructor Roles and Responsibilities
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Instructor Roles and Responsibilities: ObjectivesInstructor Roles and Responsibilities: Objectives
At the end of this section, you will be At the end of this section, you will be able to:able to:
Identify when training is effectiveIdentify when training is effectiveList five arenas in which effective List five arenas in which effective instructors focus their activitiesinstructors focus their activities
Identify different roles and Identify different roles and responsibilities of effective instructorsresponsibilities of effective instructors
Describe instructor responsibilities Describe instructor responsibilities when team teachingwhen team teaching
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Effective InstructorsEffective Instructors
Presentation Skills
Relationship to Business Process
Relationship with Learners
Material Content
Facilitation Skills
Effective instructors focus their instructional activities in these five arenas
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Roles In the ClassroomRoles In the ClassroomInstructor, Facilitator, SME Learner
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Team Teaching ResponsibilitiesTeam Teaching Responsibilities
Agree on roles and responsibilities Agree on roles and responsibilities ahead of timeahead of time
All instructors are active participantsAll instructors are active participantsAvoid private conversationsAvoid private conversationsSettle differences during a break or Settle differences during a break or after class; do not contradict each after class; do not contradict each other in front of learnersother in front of learners
Monitor participants’ understandingMonitor participants’ understandingRepeat questions to the groupRepeat questions to the group
Student-focused
Student-focused
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Instructor’s Responsibilities: Instructor’s Responsibilities: BeforeBefore Class ClassReview and understand all materialsReview and understand all materialsBe well prepared to manage all aspects of Be well prepared to manage all aspects of the coursethe course
Ensure (“extra”) participant materials are Ensure (“extra”) participant materials are prepared for the classprepared for the class
Learn how to operate all on-line toolsLearn how to operate all on-line toolsEnsure classroom and files are ready to be Ensure classroom and files are ready to be usedused
Test data that will be used in classTest data that will be used in classData accuracy, user id’s, system Data accuracy, user id’s, system availabilityavailability
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Instructor’s Responsibilities Instructor’s Responsibilities DuringDuring Class Class
Create a memorable training experienceCreate a memorable training experienceEnrich the course with real-life experienceEnrich the course with real-life experienceTie the course into daily work activitiesTie the course into daily work activitiesSupport and encourage participants in the Support and encourage participants in the
learning processlearning processFacilitate classroom discussionsFacilitate classroom discussionsRecognize correct responsesRecognize correct responsesCorrect misunderstandings (not opinions) Correct misunderstandings (not opinions)
immediatelyimmediatelyC O N T E X TC O N T E X T
Preserve self-esteemPreserve self-esteem
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Instructor’s Responsibilities: Instructor’s Responsibilities: DuringDuring Class Class
Do not criticize answersDo not criticize answersPresent the material in the way most Present the material in the way most comfortable to youcomfortable to you
Collect evaluationsCollect evaluationsBe yourselfBe yourselfHAVE FUN!HAVE FUN!
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Instructor’s Responsibilities: Instructor’s Responsibilities: AfterAfter Class Class
Exit the class, returning materials to Exit the class, returning materials to defaultsdefaults
Report any problems to the training Report any problems to the training coordinator or producercoordinator or producer
Follow up on unresolved issues and Follow up on unresolved issues and questions raised in classquestions raised in class
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Key PointsKey PointsList and discuss as a group any List and discuss as a group any key points found in this sectionkey points found in this section
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Learning and Evaluation
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Learning and Evaluation ObjectivesLearning and Evaluation Objectives
At the end of this section, you will be At the end of this section, you will be able to: able to:
Describe the conditions that must Describe the conditions that must be met for training to be successfulbe met for training to be successful
Discuss how student learning is Discuss how student learning is evaluatedevaluated
Discuss why evaluations are usedDiscuss why evaluations are used
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Why Do We Evaluate?Why Do We Evaluate?
Determine if training was successfulDetermine if training was successfulGain information on how to improve Gain information on how to improve future instructionfuture instruction
Decide whether to continue or Decide whether to continue or discontinue certain trainingdiscontinue certain training
Analyze participant feedback:Analyze participant feedback:Effectiveness of the trainingEffectiveness of the trainingUsefulness of materialsUsefulness of materialsInstructor performanceInstructor performance
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When to EvaluateWhen to Evaluate
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How Do We Evaluate?How Do We Evaluate?
PollsPollsTest/QuizzesTest/QuizzesFeedback to instructorFeedback to instructorMeasuring on-the-job performance Measuring on-the-job performance before and after trainingbefore and after trainingBenchmarkingBenchmarking
Evaluation formsEvaluation forms
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Instructor SkillsInstructor Skills
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Instructor Skills Instructor Skills Upon completion of this section participants Upon completion of this section participants will be able to:will be able to:
Explain the focus of skilled instructorsExplain the focus of skilled instructorsIdentify ways to encourage participationIdentify ways to encourage participationIdentify the “do’s and don’ts” of Identify the “do’s and don’ts” of
classroom trainingclassroom trainingDescribe important listening skills of Describe important listening skills of
effective instructorseffective instructorsIdentify how to make your training Identify how to make your training
memorable and how to develop your own memorable and how to develop your own training styletraining style
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Skilled InstructorsSkilled InstructorsProvide real-life examples and Provide real-life examples and experiencesexperiences
Cope with changeCope with changeProvide clear instructionProvide clear instructionFocus on participant performanceFocus on participant performanceEncourage participationEncourage participationUse analogies, stories and Use analogies, stories and accelerated learning techniquesaccelerated learning techniques
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Encouraging ParticipationEncouraging ParticipationEnables the instructor to:Enables the instructor to:
Measure learningMeasure learningGet feedback on participants’ Get feedback on participants’ reactionsreactions
Refine your approachRefine your approachEnables the participant to:Enables the participant to:
Improve retentionImprove retentionTransfer knowledge to the jobTransfer knowledge to the job
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Tips on Asking QuestionsTips on Asking Questions Ask LOTS of questionsAsk LOTS of questionsVary the types of questionsVary the types of questions Count to 9 before helping with Count to 9 before helping with answersanswers Allows class to think of answersAllows class to think of answers
If you don’t get an answer, rephrase If you don’t get an answer, rephrase the questionthe question
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Types of QuestionsTypes of Questions
True/FalseT or F? SAP R/3 is replacing FileNet.
Multiple ChoiceWhat will APO Demand Planning offer the customers?
EssayIn what ways are the legacy systems and SAP R/3 the same?
True/FalseT or F? SAP R/3 is replacing FileNet.
Multiple ChoiceWhat will APO Demand Planning offer the customers?
EssayIn what ways are the legacy systems and SAP R/3 the same?
ClosedClosed
DirectDirect
Open-endedOpen-ended
•Your use at work?
•Compare?
•Predict?
•Analyze?
•Others?
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Tips on Answering Learner QuestionsTips on Answering Learner Questions
Paraphrase the question askedParaphrase the question askedEnsures that everyone has heard it Ensures that everyone has heard it and that you’ve understood correctlyand that you’ve understood correctly
Take off-topic, or complex Take off-topic, or complex questions off-line – into questions off-line – into the Question Parking Lotthe Question Parking LotLists questions to be answered laterLists questions to be answered laterCall an SME during a break or after Call an SME during a break or after classclass
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Listening SkillsListening SkillsRespect the opinions of all Respect the opinions of all participantsparticipants
Practice active listeningPractice active listeningBe ready for impromptu feedbackBe ready for impromptu feedback
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Giving Clear InstructionsGiving Clear InstructionsRefer participants to the appropriate Refer participants to the appropriate resource materialresource material
Specify timeframesSpecify timeframesExplain the importance of performing Explain the importance of performing the taskthe task
Review objectives and outcomes of Review objectives and outcomes of the taskthe task
Identify the steps involvedIdentify the steps involvedGive a demonstration (where Give a demonstration (where feasible)feasible)
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Training StyleTraining Style
Review and discuss: Make Your Training Memorable Develop Your Own Training Style
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List exemplary traitsList exemplary traits
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List things to avoid doingList things to avoid doing
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GeneralGeneral Instruction Skills Instruction Skills
Smile, really!Smile, really!Speak clearlySpeak clearlyVary your delivery Vary your delivery
stylestyleInvolve the audienceInvolve the audienceUse good posture, Use good posture,
really!really!Express yourselfExpress yourselfBe yourselfBe yourself
Turn off your computerTurn off your computerTalk with your mouth Talk with your mouth
fullfullDiscourage Discourage
participationparticipationPlay with the pointerPlay with the pointerRead the slidesRead the slides
DO DO NOT
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Skilled Skilled TechnicalTechnical Trainers Trainers
Avoid acronyms or Avoid acronyms or jargon, and definejargon, and define
Provide familiar Provide familiar system landmarkssystem landmarks
Help participants Help participants manage multiple manage multiple sources of sources of informationinformation
Avoid distracting Avoid distracting participants by participants by moving the mouse moving the mouse rapidlyrapidly
Continue to teach Continue to teach while the system is while the system is processing and processing and retrieving retrieving informationinformation
Slow down during Slow down during demonstrationsdemonstrations
DO
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Skilled InstructorsSkilled Instructors
LectureLectureUse humor at someone’s expenseUse humor at someone’s expenseEmbarrass participantsEmbarrass participantsLose controlLose controlJudge others’ opinionsJudge others’ opinionsHave an attitudeHave an attitudeUse sarcasmUse sarcasm
DO NOT
Prese
rve
self-
este
em
Prese
rve
self-
este
em
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The “Challenging” LearnerThe “Challenging” LearnerLet the facilitator interact with themLet the facilitator interact with them1:1, not “in class”1:1, not “in class”Find out what the issue isFind out what the issue isListen, first, without solvingListen, first, without solvingAsk what you can do to remedy issueAsk what you can do to remedy issueOffer alternativesOffer alternatives““Nuclear” optionNuclear” option
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Key PointsKey Points
List and discuss as a group any key List and discuss as a group any key points found in this sectionpoints found in this section
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Using Training MaterialsUsing Training Materials
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Using Training Materials Using Training Materials Upon completion of this section Upon completion of this section participants will be able to:participants will be able to:Describe the different training Describe the different training material components and explain material components and explain how they are usedhow they are used
List and discuss the events that List and discuss the events that occur in a classroomoccur in a classroom
Describe how to conduct an Describe how to conduct an instructor-led demonstration and instructor-led demonstration and exerciseexercise
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Training MaterialsTraining MaterialsConcept slidesConcept slidesEnd user flow diagramsEnd user flow diagramsExercise scenariosExercise scenariosData sheetsData sheetsQuick references (Job Aids)Quick references (Job Aids)Work instructionsWork instructions
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Adult Learning ApproachAdult Learning Approach
Learning to use a technical system Learning to use a technical system requires an active learning approachrequires an active learning approach
Tell Me
Show Me
Let Me
Help Me
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Tell MeTell MeConcept slides:Concept slides:
Used by instructor to lead a discussion of Used by instructor to lead a discussion of conceptual material and processesconceptual material and processes
Contain the following standard slides:Contain the following standard slides: TitleTitle Objectives (course and section)Objectives (course and section) Key TermsKey Terms DemonstrationsDemonstrations ExerciseExercise Questions and AnswerQuestions and Answer SummarySummary
Tell MeShow MeLet MeHelp Me
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Tell Me (continued)Tell Me (continued)
Process Flow DiagramsProcess Flow DiagramsUsed by instructors to explain Used by instructors to explain processes and show the relationship processes and show the relationship of steps to the “big picture”of steps to the “big picture”
Contain graphical pictures or Contain graphical pictures or references of the applicable references of the applicable business processesbusiness processes
Includes a wide range of Includes a wide range of information from the broad to the information from the broad to the very specificvery specific
Tell MeShow MeLet MeHelp Me
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Presenting Conceptual MaterialPresenting Conceptual Material
Review and discuss: Sample Concepts Materials
Tell MeShow MeLet MeHelp Me
Ask M
ore Questions
Ask M
ore Questions
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BeforeBefore Introducing Concepts Introducing ConceptsTell MeShow MeLet MeHelp Me
Transition from the topic or activityTransition from the topic or activityReview integration between one Review integration between one topic and the next one being topic and the next one being discusseddiscussed
Re-introduce the SME and support Re-introduce the SME and support instructor, if necessaryinstructor, if necessary
Remind participants of where they Remind participants of where they are in the process:are in the process:At a minimum, each time you move At a minimum, each time you move to a new stepto a new step
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WhileWhile Introducing Concepts Introducing Concepts
Paraphrase words and conceptsParaphrase words and concepts Verbally walk participants through Verbally walk participants through flows or processesflows or processes
Provide additional “texture”:Provide additional “texture”:Additional relevant details to Additional relevant details to participantsparticipants
Examples that relate to Examples that relate to participants’ jobparticipants’ job
Examples from your own Examples from your own experiences as a new userexperiences as a new user
C O N
T E X T
Tell MeShow MeLet MeHelp Me
AfterAfter Introducing Concepts Introducing Concepts
Check understandingCheck understandingAsk participants to paraphrase or Ask participants to paraphrase or give example of what was coveredgive example of what was covered
Ask participants if they have any Ask participants if they have any questions before you continuequestions before you continueRemember that people don’t always Remember that people don’t always know what to askknow what to ask
Transition to demonstration or exerciseTransition to demonstration or exerciseThink about it: Think about it:
How will you use your skills as a Change How will you use your skills as a Change Agent here?Agent here?
Tell MeShow MeLet MeHelp Me
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Show MeShow MeDemonstrate what you just told the Demonstrate what you just told the
participantsparticipantsTask Based Work InstructionsTask Based Work Instructions
Provide step-by-step assistance to end usersProvide step-by-step assistance to end usersQuick references (SAP)Quick references (SAP)
Consist of boxes linked together to form a Consist of boxes linked together to form a screen flowscreen flow
Each box in the flow contains an SAP R/3 Each box in the flow contains an SAP R/3 screen that assists end users in system screen that assists end users in system navigationnavigation
Required fields are listed next to each screenRequired fields are listed next to each screenBusiness Process FlowBusiness Process Flow
Tell Me
Show MeLet MeHelp Me
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Demonstrating a TransactionDemonstrating a TransactionTell Me
Show MeLet MeHelp Me
Serve the Learner
Serve the Learner
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BeforeBefore Demonstrations DemonstrationsTell Me
Show MeLet MeHelp Me
Practice doing the demonstration Practice doing the demonstration with the data created for classwith the data created for class
Decide which paths to emphasize Decide which paths to emphasize and which to omitand which to omit
Decide which key fields to mentionDecide which key fields to mentionEnsure that your emphasis is right for Ensure that your emphasis is right for your audienceyour audience
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DuringDuring Demonstrations Demonstrations
Build on existing Build on existing knowledgeknowledge
Point out actions Point out actions that are common that are common
Point out Point out uncommon actions uncommon actions or keystrokesor keystrokes
Demonstrate the Demonstrate the main (most used) main (most used) pathpath
Vocalize every Vocalize every button being clickedbutton being clicked
Tell Me
Show MeLet MeHelp Me
Do not suggest Do not suggest shortcuts to shortcuts to beginnersbeginners
Pace your deliveryPace your deliveryFollow the work Follow the work
instructioninstructionAsk participants to Ask participants to
tell you the next tell you the next step to ensure they step to ensure they are following the are following the work instructionwork instruction
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DuringDuring Demonstrations . . . Demonstrations . . .
Verbalize what you Verbalize what you are doingare doing
Use the mouse pointer Use the mouse pointer to draw attentionto draw attention
S L O W D O W N!!!!S L O W D O W N!!!!
Expect people to Expect people to remember your remember your actions without a work actions without a work instructioninstruction
Jump around from Jump around from screen to screen screen to screen without clearly without clearly explaining where you explaining where you are goingare going
DO
Tell Me
Show MeLet MeHelp Me
DO NOT
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AfterAfter Demonstrations Demonstrations
Reinforce the informationReinforce the informationAsk questions about key pointsAsk questions about key pointsSummarizeSummarize
Think about it: Think about it: How will you use your skills as a Change How will you use your skills as a Change
Agent here?Agent here?
Tell Me
Show MeLet MeHelp Me
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Let Them Follow Along?Let Them Follow Along?Advantages:Advantages:
ParticipantsParticipants Are more involvedAre more involved Can see the screen better in front of themCan see the screen better in front of them Have more hands-on timeHave more hands-on time
Disadvantages:Disadvantages:ParticipantsParticipants
Get lost and can’t follow complex transactionsGet lost and can’t follow complex transactions Don’t listenDon’t listen
InstructorInstructor Can’t stop demonstration to help if a Can’t stop demonstration to help if a
participant gets stuckparticipant gets stuck
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Let MeLet MeTell MeShow Me
Let MeHelp Me
Allows users to perform the task in the Allows users to perform the task in the systemsystemExercises Exercises
Specific Task exerciseSpecific Task exerciseSummary exerciseSummary exerciseIncorporates several linked tasksIncorporates several linked tasks
Data sheetsData sheetsProvide each student with accurate data Provide each student with accurate data
to be used to complete exercisesto be used to complete exercises
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Conducting ExercisesConducting Exercises
Review and discuss: Exercise Checklist
Tell MeShow Me
Let MeHelp Me
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IntroducingIntroducing Exercises ExercisesTell MeShow Me
Let MeHelp Me
Read the scenario of the exercise aloudRead the scenario of the exercise aloudHelp participants locate the exercise and Help participants locate the exercise and
work instructionwork instructionEnsure that each participant has the Ensure that each participant has the
correct data to complete the exercisecorrect data to complete the exerciseAnnounce the time allotted to complete Announce the time allotted to complete
the exercisethe exerciseAsk if anyone has any questions before Ask if anyone has any questions before
beginningbeginningEnsure participants are logged into the Ensure participants are logged into the
correct SAP client, if applicablecorrect SAP client, if applicable
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CoachingCoaching Exercises Exercises
Monitor progress using Q&A or Monitor progress using Q&A or Breakout roomsBreakout rooms
Assist by answering questions and Assist by answering questions and pointing out where they are in the pointing out where they are in the work instructionwork instruction
COACH, perform the transaction again, COACH, perform the transaction again, if necessaryif necessary
Use breakout rooms or app shares to Use breakout rooms or app shares to help students who are stuckhelp students who are stuck
Clarify “global” issues or challenges to Clarify “global” issues or challenges to the entire classthe entire class
Tell MeShow Me
Let MeHelp Me
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DebriefingDebriefing Exercises ExercisesTell MeShow Me
Let MeHelp Me
Reinforce the purpose of the exerciseReinforce the purpose of the exerciseFind out if everyone was successful Find out if everyone was successful in completing the exercisein completing the exercise
Answer exercise questions as a groupAnswer exercise questions as a groupAsk additional questions to ensure Ask additional questions to ensure understanding of the exercise taskunderstanding of the exercise task
Compare the exercise task with Compare the exercise task with others they have doneothers they have done
Answer participant questions before Answer participant questions before continuingcontinuing
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Help MeHelp Me
Quick referencesQuick referencesProcedural job aidsProcedural job aidsPractice Environment (sandbox)Practice Environment (sandbox)
Users can safely practice transactionsUsers can safely practice transactionson-line helpon-line help
System links to based work instructionsSystem links to based work instructionsReplay recorded training sessionReplay recorded training sessionWatch simulationsWatch simulationsCoaching in-personCoaching in-personHelp DeskHelp Desk
Tell MeShow MeLet Me
Help Me
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Key PointsKey Points
List and discuss as a group any key List and discuss as a group any key points found in this sectionpoints found in this section
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Prepping for Your First ClassPrepping for Your First Class
Ask M
ore Q
uestio
ns
Ask M
ore Q
uestio
ns
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Preparation Preparation
Upon completion of this section Upon completion of this section participants will be able to:participants will be able to:
Demonstrate how to prepare for Demonstrate how to prepare for course instructioncourse instruction
Discuss the importance of being Discuss the importance of being familiar with the on-line toolsfamiliar with the on-line tools
Describe the SAP R/3 system and Describe the SAP R/3 system and data strategy used for trainingdata strategy used for training
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How will you prep?How will you prep?
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Getting PreparedGetting Prepared
Meet with co-instructors, facilitatorsMeet with co-instructors, facilitatorsReview the test system scheduleReview the test system scheduleReview training materialsReview training materialsCheck facilities, equipment, and the Check facilities, equipment, and the delivery technologydelivery technology
Test dataTest dataPracticePractice
System tasksSystem tasksPilot CoursesPilot Courses
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Set Timing/AgendaSet Timing/AgendaKnow your audienceKnow your audience
Examples: Buyers, HR, Accounts Examples: Buyers, HR, Accounts Payable, ProductionPayable, Production
Concentrate on the most pertinent Concentrate on the most pertinent topics (A’s and B’s – priority tasks)topics (A’s and B’s – priority tasks)
Time the course based on contentTime the course based on contentPrepare course agenda with timesPrepare course agenda with times
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Review Training MaterialsReview Training Materials
Obtain electronic copy of concept Obtain electronic copy of concept slidesslides
Review participant and instructor Review participant and instructor materialsmaterials
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Manage Your TimeManage Your TimeBefore class:Before class:
Do one or two dry runsDo one or two dry runsPlan one or more alternative Plan one or more alternative
schedulesschedulesDuring class:During class:
Post the schedule, including breaksPost the schedule, including breaksHave an observer help you keep timeHave an observer help you keep timeAddress detailed topics offlineAddress detailed topics offline
Remember: The timing will change everytime you teach - be flexible!
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Ground Rules for on-line SessionsGround Rules for on-line Sessions
““Who so ever shall be ruled, let them Who so ever shall be ruled, let them too create those rules”too create those rules”
King William the Second of PolandKing William the Second of Poland(2006)(2006)
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Identify Ground RulesIdentify Ground RulesGG ive and review the lessons of your and others’ experiences ive and review the lessons of your and others’ experiences
RR each consensus on issues each consensus on issues
OO ffer input; everyone has value to add ffer input; everyone has value to add
UU nderstand what is being said, or ask for clarification nderstand what is being said, or ask for clarification
NN o side conversations; it is distracting and excluding; no phone calls or o side conversations; it is distracting and excluding; no phone calls or pagers during classpagers during class
DD iscuss issues openly with conversations being confidential unless we iscuss issues openly with conversations being confidential unless we reach consensus to discuss/record specific issuesreach consensus to discuss/record specific issues
RR emember we start & end on time unless agreed to as a group emember we start & end on time unless agreed to as a group
UU nleash creative, innovative ideas nleash creative, innovative ideas
LL eave mental baggage at the door eave mental baggage at the door
EE nforce all ground rules nforce all ground rules
SS hare all relevant information within the allotted time, and park other ideas hare all relevant information within the allotted time, and park other ideas for laterfor later
Pg Pg 9595
Check Classroom FacilitiesCheck Classroom FacilitiesCheck your equipmentCheck your equipment
Electronic files with course slidesElectronic files with course slidesComputer and SAP R/3 connectionsComputer and SAP R/3 connections
Check participants’ equipmentCheck participants’ equipmentBasic connectivity to sessionBasic connectivity to sessionUser IDsUser IDsSAP R/3 connectionsSAP R/3 connections
Pg Pg 9696
SAP Training EnvironmentSAP Training Environment
Created initially from the most Created initially from the most complete environmentcomplete environment
Contains training data for Contains training data for participants to practiceparticipants to practice
Exists entirely separately from the Exists entirely separately from the live production systemlive production system
Works all day, everydayWorks all day, everyday
Pg Pg 9797
Become Familiar with Training DataBecome Familiar with Training Data
Data will be created for participant Data will be created for participant exercisesexercises
Training data resembles production Training data resembles production data, but is not exactly the samedata, but is not exactly the same
Limited sets of data for each Limited sets of data for each exercise; participants are assigned exercise; participants are assigned specific dataspecific data
Data is based on a pre-set refreshed Data is based on a pre-set refreshed scheduleschedule
Pg Pg 9898
TroubleshootingTroubleshooting
What do you do if you experience What do you do if you experience technical problems during training?technical problems during training?
Pg Pg 9999
Checklist for Class PreparationChecklist for Class Preparation
Review and Discuss: Classroom Preparation Checklist
Pg Pg 100100
Key PointsKey PointsList and discuss as a group any key List and discuss as a group any key points found in this sectionpoints found in this section
Pg Pg 101101
Continuous ImprovementContinuous ImprovementYOU are the best avenue to improveYOU are the best avenue to improve
Say itSay itDo itDo itState a RationaleState a RationaleEvaluate ResultsEvaluate Results
Pg Pg 102102
SummarySummaryIn this course, you have been given In this course, you have been given
information intended to help you deliver information intended to help you deliver training to other personnel within OCPS.training to other personnel within OCPS.
The topics pertained to adult learners, the The topics pertained to adult learners, the classroom, using course materials, and classroom, using course materials, and conducting the training event. conducting the training event.
Keep this manual as a reference and to Keep this manual as a reference and to refresh your memory any time you are refresh your memory any time you are preparing to deliver training.preparing to deliver training.
Don’t forget to practice, practice, practice. Don’t forget to practice, practice, practice. GOOD BYE, AND GOOD LUCK!GOOD BYE, AND GOOD LUCK!
Pg Pg 103103
Learning Objectives ReviewLearning Objectives ReviewYou should now be able to:You should now be able to:
Describe personal strengths as an instructor and identify areas Describe personal strengths as an instructor and identify areas for improvementfor improvement
Discuss the adult learning environmentDiscuss the adult learning environment Describe how adult learning principles affect trainingDescribe how adult learning principles affect training Describe desired skills, roles and responsibilities of an Describe desired skills, roles and responsibilities of an
instructorinstructor Use questioning, answering, and listening techniques to Use questioning, answering, and listening techniques to
increase class participationincrease class participation Use training materials to teach a classUse training materials to teach a class Identify suggested preparation steps to teach a classIdentify suggested preparation steps to teach a class Identify ways to resolve challenging classroom situationsIdentify ways to resolve challenging classroom situations Reduce stress and make training an enjoyable experienceReduce stress and make training an enjoyable experience Understand and apply appropriate Change Agent skillsUnderstand and apply appropriate Change Agent skills
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