How to be a successful technical trainer

1
Standards for Classroom Instruction
2
How to be a Successful Technical Trainer
3
The International Board of Standards for
Training, Performance and Instruction has defined
14 key guidelines for effective classroom
training. These guidelines, commonly known as the
ibstpi Standards, provide a set of professional
standards that are recognized throughout the
technical training industry.  Mastery of these
skills together with expertise in the course
subject area will ensure a high quality of
training.
Introduction
4
14 Instructor Competencies

• Analyze course materials and learner information
• Assure preparation of the instructional site
• Establish and maintain instructor credibility
• Manage the learning environment
• Demonstrate effective communication skills
• Demonstrate questioning skills and techniques
• Demonstrate effective presentation skills

5
14 Instructor Competencies..

• Respond appropriately to learners needs for
  clarification or feedback
• Provide positive reinforcement and motivational
  incentives
• Use instructional methods appropriately
• Use media effectively
• Evaluate learner performance
• Evaluate delivery of instruction
• Report evaluation information

6
Analyzing Course MaterialsandLearner
Information

• Chapter 1

7
Introduction

• Identify course objectives
• Discover learners experience, background and
  motives for attending the course
• Adjust course based on information
• Course objectives
• Schedule
• Instructional methods

8
Reviewing Course Materials

• Course Objectives
• Everything you do throughout a course should be
  related to achieving the course objectives
• You must follow the instructional design of a
  prepackaged course in order to maintain its
  integrity and to meet the instructional objectives

9
Types of learners
Shy student
New user Without Prerequisites
Experienced employee forced to take class
The Course
Salesperson
Engineer
10
Analyzing the Learners

• Gathering the Information
• Plan for the worst when there is no information
• Types of information
• Job responsibilities
• Background
• Skill level
• Reason(s) for attending the course

11
Evaluation of Information

• Job responsibilities
• Student will stick with it and strive to master
  the material if they can see the direct
  application of the information to their work.
• Background
• Learn as much as possible about the background of
  the students ? factors to plan a lesson
• Skill level
• Knowing the skill level of each student helps you
  make appropriate modifications to the lesson,
  including examples and exercises.

12
Evaluation of Information..

• Reason(s) for attending the course
• To acquire new skills for his/her job
• To enhance skills for future opportunities
• For the joy of learning
• To fulfill a requirement for certification
• To learn about new features of a software
  application
• To meet the demands of the employer

13
Adjusting the course

• Course Objectives
• Should not change without prior consent from the
  vendor, certification group, or employer.
• Course Schedule
• Do not remove required material from the schedule
  to make more time for other topics.
• Instructional Methods
• Using instructional methods appropriately (Ch.
  10)
• Examples
• Related to students

14
Summary

• One of the greatest challenges of the instructor
  is to address the needs of the individuals in
  his/her classes.
• Preparation is a trainers greatest asset.
• The first step to being prepared is to know the
  course materials and the audience.

15
Assuring Preparation of Instructional Site

• Chapter 2

16
Introduction

• Instructional Site
• Logistics arrangements
• Schedule
• Food
• Support
• Physical Environment
• Room layout
• Lighting
• Equipment
• Furniture

17
Evaluating the Logistical Arrangements

• Logistical issues
• Session times
• Food
• Transportation/parking
• Support
• Communications

18
Evaluating the Physical Environment

• Room Layout
• Rows
• U-shape
• Circle
• Clusters
• Light
• Instructional Materials and Supplies

19
Evaluating the Physical Environment..

• Equipment
• Chalkboards
• White boards
• Easels
• Overhead projectors
• Computers
• LCD projectors
• Visualizers

20
Evaluating the Physical Environment..

• Computers
• Furniture
• Environment Issues

21
Managing the Physical Environment

• Appropriate contacts for the following
• Reservations
• Access to facilities
• Technical support
• Delivery of materials
• Food preparations and delivery

22
Managing the Physical Environment..

• Decide the optimum room layout based on the
  instructional methods, rearrange the room
  accordingly.
• Order any necessary equipment.
• Ship instructional materials (if necessary)
• Send information to students including times,
  direction, parking,
• Research emergency options, such as copy centers.

23
Eliminating Distractions

• The five senses
• Sight
• Sound
• Smell
• Taste
• Touch

24
Eliminating Distractions..

• Technology Distractions
• The Instructors Computer Screen saver, audio,
  calendar reminder, screen resolution, colors,
  assistants, network connections (access and
  speed)
• Students computers games, e-mail, internet

25
Ongoing Evaluation

• Setting the stage
• Classroom policies (food, drinks, email)
• Restrooms and water fountains
• Message boards
• Telephones/mobile phone usage
• Break room
• Smoking regulations
• Fire exits
• Snacks
• Meals
• Contents of student kits, manuals, etc.
• Outline of course

26
Ongoing Evaluation..

• During the Course
• Students reactions (verbal and nonverbal)
• Final Evaluation
• Evaluation form

27
Summary

• Confirming all necessary logistic and physical
  arrangements of the instructional site.
• Exercise as much control over the physical
  environment as possible.
• Plan ways to minimize distractions and judge how
  well logistical and physical arrangements support
  the instruction.
• Understand the rationale for decisions regarding
  logistics and physical environment.

28
Establishing and Maintaining Instructor
Credibility

• Chapter 3

29
Introduction

• Establish credibility
• Knowledge
• Experience
• Appearance
• Preparation
• Maintain credibility
• Professionalism
• Interaction with students

30
Establishing Credibility

• Subject-Matter Expertise
• Know your subject matter and how to apply it to
  situations that interest your audience.
• Training Experience
• Its not true that if you know a subject inside
  out, you can teach the subject.
• Communication and Presentation skills are needed
  to master in order to become an effective trainer.

31
Establishing Credibility..

• Credentials
• Degree
• Certification
• CTT Certification
• Course Preparation (Chapter 1)
• Appearance
• Clean and neat
• Personal hygiene
• Dress

There is no right to dress that will accommodate
all audiences. The general rule is that your
appearance should always be clean and neat.
32
Establishing Credibility..

• The Course Introduction
• Part of the course introduction should include
  introducing yourself to the audience.
• Credibility does not equal superiority.

33
Maintaining Credibility

• Professionalism
• General attitude and behavior must always be
  professional to instructor and students
• Not to treat the students as friends immediately
• Not to disparage companies, groups, products or
  anything by name.

34
Maintaining Credibility..

• Interacting with Learners
• Equally between students
• Be conscious of message sending to students
• The way to deal with unexpected questions
• Assist students in any way possible

35
Maintaining Credibility..

• Diversity
• Variety of ethnic, religious and cultural
  backgrounds.
• Be accepting and supportive of each students
  differences and needs.
• Not to make comments or tell jokes that may
  offend a learner.
• Not to allow students to act inappropriately
  towards other students.

36
Summary

• It is important for the students to trust that
  the instructor is conveying accurate
  information. 
• Cultivate students trust by establishing and
  maintain credibility.
• Credibility might be an issue or a distraction at
  any time during instruction.
• Understand what is needed to recognize a problem
  and what is required to re-establish lost
  credibility.

37
Group Discussion (chapters 1-3)

• Topic1
• Give your opinions about the types of information
  that should be collected prior to the first
  session of the SEM1 classes (for both ACCP and
  ITT curricula). Also suggest some effective
  methods to collect information.
• Topic2
• What should be included in student profiles ? How
  to keep student profiles updated during your
  course ?
• Suggest a management procedure to make the
  student profiles be available for the next
  trainer. (In the same semester or higher
  semester).
• Topic3
• In such a rapid change of technical subjects,
  suggest effective methods for the trainers to
  maintain experiences.

38
Quiz (sample)

• There might be multiple correct answers for some
  questions.
• When is it acceptable to change the course
  objectives?
• Never
• If you know that the students are under-prepared
  and cannot meet these objectives
• Only after consultation with the designer of the
  course
• Whenever you feel a change is appropriate
• None of the above
• Which of the following is a good example of a
  course objective?
• The students will better understand spreadsheets
  by the end of the course.
• The students will be able to add a row of numbers
  by the end of the class.
• The students might be ready for the certification
  test by the end of the class.
• The instructor will create a positive learning
  environment where the students will learn as much
  as possible.
• All of the above

39
Managing the Learning Environment

• Chapter 4

40
Introduction

• Plan and deliver course introduction
• Introductions
• Course expectations
• Course schedule
• Timeline
• Adapt delivery to meet students needs
• Pace
• Questions
• Breaks
• Manage interactions
• Involve learners
• Instructor/student interactions
• Student/student interactions
• Group strategies

41
The Course Introduction

• Set the tone for the entire course.
• Cover all necessary information about the course
  and put the students at ease.
• Course Introduction Checklist
• Introductions instructor and students
• Physical and logistical issues (chapter 2)
• Course information (description, any
  prerequisites, objectives, and materials)
• Course schedule
• Course expectation and benefits

42
Introductions

• Impart enthusiasm for the material to the
  students.
• Instructor is ready to assist students.
• Students introduce themselves
• Take notes on the answers name, job, interested
  topic.

43
Course Information

• Course description, prerequisites, and
  objectives.
• Exactly what will and will not be covered.

Course Expectations Checklist

• Attitude
• Questions
• Punctuality
• Attire
• Student expectations
• Mistakes
• Benefits

44
Adapting Your Style to the Students

• Teach to the median level of the class.
• Adapt to a variety of students needs.
• Analyze course materials, prepare a variety of
  exercises and activities.
• Research types of students enrolled.

45
Managing Time

• Pace
• Determine which activities are appropriate based
  on the available time.
• Student Questions
• Can take a significant amount of time.
• Breaks
• May last longer

46
Manage Interactions

• Treat all of the students fairly, give equal
  attention to each of them.
• Involve the learners in the lesson.
• Encourage students to ask questions and
  experiment.
• Interactions with Students
• Learn the name of all students.
• Not subconsciously give special attention or
  treatment to only some students.

47
Manage Interactions..

• Dealing with Problem Students
• Determine whether the situation is having
  negative effect on the class.
• When must take action, should strive to maintain
  the dignity of the student.
• If indirect measures does not work, speak in
  private to the student about the situation.
• Last resort is to remove the student from the
  class.

48
Types of Problem Students

• The Know-it-All
• Often looking for recognition of his/her
  knowledge.
• The Challenger
• If you do not know the answer, do not try to make
  one up.
• Avoid personality conflict.
• The Overwhelmed Student
• Partner students together to work on the projects
• The Class Clown
• Not to acknowledge the jokes
• Private talk
• The Introvert
• Need to monitor that persons progress

49
Types of Problem Students..

• Student versus Student
• Student disparages another remind the different
  backgrounds.
• Student criticizes another intervene
  immediately.
• Rearrange work group if there are problems.

50
Manage Interactions..

• Group Strategies
• Define the size of the groups.
• Define the objectives of the task or project
  clearly.
• Set ground rules.
• Set the time limit.
• The room layout has to be conducive to group
  discussion.
• Make sure that the members are on track let
  make mistakes show correct procedures.
• Do not provide the right answers.

51
Manage Interactions..

• Coaching Strategies
• Develop a positive rapport with each student.
• Making mistakes is acceptable and necessary.
• Congratulate students on their successes.
• Be accessible.
• Be enthusiastic about the material.
• Do not personalize disagreements.
• Relate the information to the students.
• Be supportive.

52
Manage Interactions..

• Feedback
• Attune to both verbal and nonverbal feedback.
• Sanity
• Thick skin
• Not to take negative situations personally.
• Not to blame yourself.

53
Summary

• The course introduction
• Adapt delivery to match the students needs
• Managing time
• Managing group interactions
• Involving the learners
• Evaluation of the effectiveness

54
Demonstrating Effective Communication Skills

• Chapter 5

55
Introduction

• Use verbal communications appropriately
• Identify components of message
• Understand tone, volume and pace
• Recognize fillers
• Realize importance of proper grammar
• Using non-verbal communication
• Appearance
• Movements
• Gestures
• Body language
• Monitor and evaluate student communications
• Listening skills
• Frames of reference

56
Message Components
Sender
Message
Receiver
57
Verbal Communication

• Tone, volume and pace
• Fillers
• Silence
• Proper grammar
• Emotions

58
Verbal Communication..

• Verbal communication checklist
• Vary speech to highlight points, convey emotion,
  sustain the students attention or not
• Speak to quickly, too slowly / too softly, too
  loudly
• Use fillers or not
• Feel comfortable with silence or not
• Take advantage of silence to encourage
  participation or not

59
Verbal Communication..

• Verbal communication checklist ..
• Proper grammar or not
• Use slang terms or not
• Speak in terms of students or not
• Use words to excite students or not
• Interested in the topic or not
• Fall asleep or not if taking a class from yourself

60
Nonverbal Communication

• General appearance
• Eyes
• Hands
• Movement and distance
• Body language

• Studies of communication show that 
• 55 of interpersonal communication comes from
  facial expressions and body language. 
• 38 comes from vocal quality or tone of voice. 
• 7 comes from the content, the actual meaning of
  the words. 

61
Nonverbal Communication..

• Nonverbal communication checklist
• Dress appropriately or not
• The outfit distracts or not
• Eye contact with each student or not
• Stare at students or not
• Firm handshake or not

62
Nonverbal Communication..

• Nonverbal communication checklist ..
• What are you doing with your hands ?
• Play with things in pocket or not
• Clench objects or not
• Point at students or not
• Move and involve students or not
• Invade personal space or not
• Turn back to students or not
• Positive or negative body language sent to
  students

63
Monitor and evaluate student communications

• Listening
• Not to chime and help the answer
• Restate the question to the student
• Frames of reference
• Learn the frames of reference to adapt the
  learning environment and choose examples
• Checking learner understanding
• Interpret the signals of each student (verbal and
  nonverbal)
• Aware of each learners level of understanding

64
Summary

• Verbal and nonverbal communications
• Monitor the messages
• Frames of reference

65
Demonstrating Effective Presentation Skills

• Chapter 6

66
Introduction

• Plan effective presentations
• Utilize outlining
• Organize content effectively
• Utilize anecdotes, stories and humor
  appropriately
• Visual aids
• Handouts
• Deliver effective presentations
• Coping with stress
• Presentation styles
• Verbal and non-verbal signals

67
Presentation Basics

• Determine the objective
• Evaluate the audience
• Prepare the outline
• Prepare the visuals
• Prepare the handouts
• Rehearse and evaluate
• Present
• Re-evaluate

68
Presentation Basics..

• Presentation Visuals Checklist
• Cover all necessary information or not
• Easily to read from distance or not
• Too much text on a slide or not
• Each graphic has purpose or not
• Colors are appropriate or not
• Have a backup or not

69
Presentation Basics..

• Presentation Rehearsal Checklist
• Clear objective or not
• Appropriate information or not
• Visual aids will support or distract
• Proper length or not
• Have summary or not

70
Presenting the Topic

• Dealing with stress
• Presentation styles
• Haughty and condescending
• The best buddy
• The joker
• The sarcastic presenter
• Bored
• Bundle of nerves
• The reader
• The angry presenter
• The liar

71
Presenting the Topic..

• The right presentation style
• Be natural
• Be sincere
• Be dynamic
• Be relaxed
• Interact with the individuals

72
Presenting the Topic..

• Varying the presentation
• Using stories, anecdotes, and analogies
• The opening

73
Summary

• Planning for presentations
• Delivering presentations

74
Demonstrating Effective Questioning Skills and
Techniques

• Chapter 7

75
Introduction

• Use questioning skills effectively
• Select appropriate types of questions
• Encourage learner participation
• Appropriately respond to student questions
• Evaluate student progress

76
Why Ask Questions?

• Check understanding of students
• Encourage student participation
• Shape a discussion
• Build interaction

77
Six Levels of Learning
RAM Compare between designs
RAM Discover new design
RAM Add more
?
RAM Save works
RAM Workspace
RAM Random Access Memory
78
The Basics

• Positive learning environment
• Adequate time
• No interruptions

79
How to format a floppy disk ?

• Well, I think one way to do is, um, you double
  click on the icon on the desktop, the umm

• The My Computer icon ?

• Yes, thats the one Then you click on the 3 ½
  floppy icon and

• Right click, right ?

• Yes, thats what I meant. Then you click on, umm

• Format on the menu, right ?

• Yes, and then click on Start.

• Once you make sure you have right options
  selected.

80
Types of questions

• Closed
• Specific answer
• Open-ended
• Lead to discussion or debate

81
When To Ask Questions?

• Beginning of class
• Break or meal
• End of exercise or unit
• End of course

82
Asking questions
Determine purpose

• Welcome back everyone! How was the food at lunch?
• Does anyone have any questions about the topic we
  covered before lunch?
• Susie, can you explain the steps for creating an
  account in windows NT?
• Next we are going to learn about account
  management. Can anyone see any issues that we
  need to be concerned about based on the
  privileges we chose for the account we created?

Select appropriate question
Decide who Should respond
Determine appropriate response
Determine follow-up questions
Ask questions
83
How many rows can a sub-query return without
generating an error?

• Only one
• Only one, unless proceeded by the ANY, ALL,
  EXISTS, or IN operators
• Unlimited
• Unlimited, unless proceeded by the ANY, ALL,
  EXISTS, or IN operators

84
Responding to the question

• Answer immediately
• Defer the question until later
• Redirect the question
• Do not answer at all

85
How to Answer Students Questions

• Listen to Question
• Restate Question
• Decide who should respond
• Determine Appropriate Response

86
Evaluating the Questions

• Inspect students performances during exercises.
• Modify the questions.
• Evaluate students questions.

87
Summary

• Needs of asking questions
• Types of questions
• Design questions
• Asking questions
• Respond to students questions
• Evaluate and improve

88
Responding Appropriately to Learners Needs for
Clarification or Feedback

• Chapter 8

89
Introduction

• Feedback
• Reflection of how the class is going
• Types of feedback
• Verbal
• Non-verbal
• Communication
• From instructor
• From students
• Two-way street

90
Introduction

• Focusing on issue, not person
• Pointing out strengths
• Pointing out weaknesses
• Follow-through
• Initiating some discussion
• Generating scenarios
• Testing for understanding
• Having students do it

91
Types of Feedback

• Verbal
• Mutterings, jokes, questions and answers
• Two-minute rule
• Praise for asking good questions
• Nonverbal

92
Focus on the Issue, not the Person

• Pointing out Strengths
• Pointing out Weaknesses
• Following through
• Initiating discussion
• Generating scenarios

93
Summary

• Learning is two-way street
• Recognize feedback verbal and nonverbal
• Follow through

94
Providing Positive Reinforcement and Motivational
Incentives

• Chapter 9

95
Introduction

• Motivation
• To move to action
• Differing levels of motivation
• At the class introduction
• When introducing new topics
• Maintaining a motivated, enthusiastic class
• Meeting learner expectations
• Positive reinforcement

96
Five basic Criteria

• Match real-world objective
• Stimulate learners enthusiasm
• Promote positive reinforcement
• Evaluate effectiveness
• Adjust methodologies

97
Selling the Class

• Utilizing Introductions
• Establishing Credibility
• Student Introductions
• Experience with the Product
• Prerequisites
• Current Job Responsibilities
• Certifications
• Expectations
• Realistic

98
Selling the Concept

• Announce Motivation at the Start
• Types of Motivations
• Real-world scenarios
• Best-case scenarios
• Worst-case scenarios
• On-the-job benefits
• Unique benefits
• Fundamental information

99
A motivational and enthusiastic class

• Promoting interaction
• Providing feedback and reinforcements in response
  to
• Student questions
• Student answers
• Maintaining high energy to promote enthusiasm
• Encouraging questions with praise and positive
  comments
• Stressing positive results, which lead to fewer
  problem students

100

• Needs
• Interests
• Motives
• Concerns

• Rewards
• Encouragement
• Feedback
• Support

101
Summary

• Stimulate Motivation
• Maintain Motivation
• Meet learners Expectation
• Positive Reinforcement

102
Using Instructional Methods Appropriately

• Chapter 10

103
Introduction

• Implement a variety of instructional methods
• Know their strengths and/or weaknesses
• Determine their appropriate uses
• Determine when to use each method based on
  following items
• Lesson objectives
• Learner attributes

104
Instructional methods

• Lectures
• Demonstrations
• Guided learning
• Student teaching
• Group work
• Role play
• Simulations
• Case studies
• Games
• Independent practice
• Reflection

105
Lecture

• Teacher centered, not student centered
• Tempting method cover material quickly, in
  control of learning environment
• Must keep short and interactive
• Timing
• Used to introduce, summary

106
Demonstration

• Expansion of a lecture showing after telling
  concept
• Make use of videos, computers
• Make demos as hands-on as possible
• Students can see and touch the objects
• Require setups that are difficult to bring to the
  classroom

107
Guided Learning

• Students responsibilities work through a
  problem, figure out the answer for themselves.
• Teachers role provide tools, answer questions,
  focus students when necessary
• Teacher must master questioning skills
• Students are actively involved
• Empower students to solve problem independently
• Take more time, should not rush

108
Student Teaching

• Best methods to learn a subject is to teach it to
  others
• Assign a topic to each student or group prepare
  a lesson for the rest of the class
• Teachers role assist with learning the topic
  and preparing the lessons
• Provide adequate time, ask questions

109
Group Work

• Component of other methods
• Opportunities to exchange ideas and concerns
• Work through problems together
• Organize into the same group advanced and need
  extra help students
• Encourage team work and collaboration and promote
  problem-solving skills
• Reveal students weaknesses
• Passive students specific time limit

110
Role Play

• Acting out a real-life situation
• Experience a situation
• Prepare to respond to emergency situations
• Students may be hesitant, fear to be ridiculed or
  embarrassed

111
Simulation

• Similar to role playing
• Learn a skill or experience a situation
• Require expensive or specialized equipment

112
Case Study

• Written simulation
• Connect material to real-world situations
• Case study as homework reduce time needed in
  class

113
Games

• Stimulate and encourage learning
• Review course material
• Icebreaker, relax the students

114
Independent Practice

• Give exercises that specially test the objectives
  of the course
• Ask students to work through exercises to
  practice the skills
• Observe students progress
• Assist students when necessary

115
Reflection

• Think about the material
• Determine questions
• See how the material will apply to their work
• Follow-up other activities
• Properly synthesize their experiences

116
Choosing the right method

• Subject matter
• Learners
• Time required
• Available resources
• Other modules
• Time of day
• Your comfort level with the method

117
Typical class

• A brief lecture or demonstration to introduce the
  subject
• Case study, Group work to explore the information
• Role-playing activities might be next
• Reflection
• Another brief lecture to summarize the lesson
• Independent practice

118
Summary

• Must use a variety of instructional methods to
  reach students
• Choice of methods depends on a variety of factors

119
Using Media Effectively

• Chapter 11

120

• Select appropriate media
• Be competent with variety of media options
• Use media effectively
• Use variety of media to address needs of learners
• Recognize strengths, weaknesses and/or
  limitations of each media type

121
Select Appropriate Media

• Choice of media depends on
• Instructional methods used
• Level of understanding reached by students
• Recourses available
• Comfort level
• Sometimes more than one choice, choose best one

122
Types of media

• Handouts
• Boards, flip charts and OHP
• Visualizer (data camera)
• VCR
• Data projectors
• Computers
• Internet
• Audio aids
• Laser pointers

123
Summary

• Be adept at incorporating media into curriculum
  to facilitate student learning
• Select appropriate media capture student
  attention and encourage interaction
• Success will depend on the familiarity with the
  media, the planning and preparation ahead of time

124
Evaluating Learner Performance

• Chapter 12

125
Introduction

• Communicate lesson objectives
• Define objectives
• Define evaluation criteria
• Use various evaluation techniques to monitor
  learner performance
• Formal evaluation
• Informal evaluation
• Testing

126
Evaluation Techniques

• Formal evaluation
• Use of test and quizzes
• Types of questions
• Yes/No
• True/False
• Multiple choice
• Short answer
• Essay
• Scenarios
• Simulations

127
Evaluation Techniques ..

• Informal evaluation
• Use of activities
• Exercises
• Lab work
• Small group work
• Self-assessment

128
Summary

• Use evaluation to identify areas that must be
  reinforced
• Formal evaluations are components that lead to
  certification
• Variety of methods used in both informal and
  formal evaluations

129
Evaluating Delivery of Instruction

• Chapter 13

130
Introduction

• How successful lesson was
• Student success
• Instructional design
• Learning environment
• Methods of evaluating lesson
• Criteria to evaluate
• Types of evaluation questions
• Method of evaluation

131
Circle of Training
132
Items to Evaluate

• What to evaluate
• Student
• Instructional design
• Instructor decisions
• Course materials
• Environment

133
Methods of Evaluation

• Gather feedback
• Yes/No questions
• Rating questions
• Qualitative questions

134
Creating the Evaluation

• Student evaluation of the course
• Student evaluation of the facility
• Student evaluation of the instructor

135
Summary

• Recognize strengths and weaknesses of the course
• Data come from observation by yourself, the
  students, and the students employers
• The circle of training never ends

136
Report Evaluation Information

• Chapter 14

137
Introduction

• Evaluate appropriate components of instruction
• Students
• Instructor
• Lesson
• Instructional material
• Report to appropriate groups
• Students
• Employers
• Training organization

138
Reports to Prepare

• Student performance
• Instructor performance
• Student satisfaction
• Instructor satisfaction
• Suggestions for revision
• Student demographics

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Report Content

• Student
• Attendance
• Skill level
• Progress
• Interest in certification
• Satisfaction with course

140
Report Content ..

• Instructor
• Knowledge of material
• Training abilities
• Course management
• Course structure
• Satisfaction with course

141
Report Contents ..

• Course material
• Accuracy
• Ease of use
• Relevance of examples
• Graphic design and layout
• Learning environment
• Physical environment
• Logistical issues

142
Send reports to (as necessary)

• Students
• Employers of students (if paid for the course)
• Vendor/Creator of course material
• Certification organization
• Training center management
• Training center department

143
Summary

• Evaluations on different areas the overall
  course, student progress, and the instructor
• Each group that will receive report has different
  concerns in the success of the course

144
Instructor Competencies

• The original set of Instructor Competencies was
  published in 1993 following extensive review and
  testing by a group of practitioners and academics
  in the training and instructional design filed.
  The publication identified the core competencies
  of instructors - those decisions, actions and
  behaviors that competent instructors must
  demonstrate to complete an instructional
  assignment successfully. The competencies define
  the generic instructor role, independent of
  settings and organizations. Competent
  instructors will accomplish these standards
  whether delivering simple instructions to a small
  group or addressing a huge audience.

145
Instructor Competencies..

• The board established a task force in 2000 to
  review and update the instructor competencies to
  reflect developments in teaching and learning and
  the use of online delivery system. The revised
  competencies and performance statements were then
  validated globally with a sample of more than
  1,000 practitioners in all regions of world. In
  early 2003, ibstpi approved a new set of
  competencies for Instructors who work in
  face-to-face and online environments. These
  competencies are given below. A complete listing
  of competencies and associated performance
  statements will be published in the near future.

146
2003 Instructor Competencies

• Professional Foundations
• Communicate effectively.
• Update and improve ones professional knowledge
  and skills.
• Comply with established ethical and legal
  standards.
• Establish and maintain professional credibility.
• Planning and Preparation
• Plan instructional methods and materials
• Prepare for instruction.

147
2003 Instructor Competencies..

• Instructional Methods and Strategies
• Stimulate and sustain learner motivation and
  engagement.
• Demonstrate effective presentation skills.
• Demonstrate effective facilitation skills.
• Demonstrate effective questioning skills.
• Provide clarification and feedback.
• Promote retention of knowledge and skills.
• Promote transfer of knowledge and skills.
• Use media and technology to enhance learning and
  performance.

148
2003 Instructor Competencies..

• Assessment and Evaluation
• Assess learning and performance.
• Evaluate instructional effectiveness.
• Management
• Manage an environment that fosters learning and
  performance.
• Manage the instructional process through the
  appropriate use of technology.