Training from the Back of the Room!: 65 Ways to Step Aside and Let Them Learn

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This has a consequence on the learning environment. Indeed, you learn better in an informal environment where collaboration is encouraged, competition is neutralized, and mistakes are considered as a necessary part of the training process. Leverage team learning

By the flow, concept maps also called graphic organizers: these are note-taking materials that are visually appealing and support learners’ long-term memory. Concept maps: Once you understand how your own brain is hardwired to learn, it is easy to use this information to instruct others. You’ll begin to engage learners in your class or training in various ways throughout the entire learning experience: Kin-esthetic stimulation: have learners move, participate including with gestures like voting to answer questions. To illustrate, have them write and manipulate learning materials like highlighting, underlining or circling important points. Ten-Minute Rule: Divide your material into short segments of about ten minutes in length. This ensures increased attention, motivation, and retention of important information. C1 – Connections: You’ll encourage learners to create meaningful connections of their own by discussing what they already know about the topic, what they want to learn, and by connecting with the other learners in meaningful ways.Hi, I’m Laurie Brown, founder and CEO of Laurie Brown Communications, based in Detroit, Michigan. I work with leaders and teams who want to communicate more effectively. I have over twenty years of experience training, coaching, speaking and consulting. I have an international clientele and I have worked on four continents and in numerous countries. My sessions are fun, effective and a safe place where people can learn and grow. You can learn more about me at www.lauriebrown.com – I look forward to connecting with you. Pindel: It happens. Very often this exercise turns into a blame game or a compliment contest. Facilitation is key here. We want to give everyone space to express their dissatisfaction (for some team members, it can be the first time ever), but on the other hand, we don't get bummed. My suggestion is to keep in mind Mike Burrow’s FOTO (From Obstacles to Outcomes) exercise and try to navigate the conversation in a more solution-oriented tone.Following Mike Burrow’s instruction of a 15-minute FOTOusing Clean Language, you take your team from the discussion about obstacles to the discovery of outcomes. Finally, 4C is conclusion - making the learning real. You give the learner the space to consider "How will they use it?" I especially like to focus on one very specific actionable item that I know they can complete and suggest they make an authentic commitment to doing so. For you, this means that you’ll want time to practice using the information you’ve learned. You’ll learn as much from your mistakes as you will from your successes. Gradually, you’ll master what you’ve learned – and, of course, one of the best ways to master anything is to teach it to someone else. C2 – CONCEPTS: As your brain immerses itself in learning, it gathers information in all sorts of ways: watching, listening, doing, trial and error, until, over time, it creates mental and physical patterns that will translate into cognition, emotion, and physical action.

NOTE: Attending the TBR-VE™ Class does not certify you to present the class. See below for the TBR-VE™ Class certification requirements. Sharon Bowman is the president of Bowperson Publishing & Training, Inc. She has been a professional speaker, author, teacher, and trainer for almost forty years. She works with businesses and educational institutions that want to offer exceptional in-house training and professional development programs. C1: Connections:Building connections between attendees and topics in your classes is the first and the most important part of a training. It is so easy to lose everyone’s attention, especially when your training starts with a lecture about yourself. There are four important connections that you should try to build at the beginningand during aworkshop: Connect learners to the topic; Connect learners to learners; Connect learners to personal goals; Connect learners to outcomes. My journey towards becoming a Product Agility expert began with the standard Scrum Alliance courses based on the teachings of Jeff Sutherland and Ken Schwaber. I worked as a team member in Scrum Teams and believed I had reached the end of my Scrum journey. However, when I attempted an Agile Project Management course, it turned out to be a forgettable learning experience. Learn several brain-based approaches to use every time participants train, coach, or mentor collaborative spaces

Explain to colleagues your understanding of the physiology of the human brain as it applies to learning, training and memory.

I will write in more depth about how to create engaging training with the 4Cs and the 6 Trumps in future posts, but I feel it is important to give a brief overview here. The 4Cs 4Cs Map Pindel: You can’t manage or understand what you can’t see. Our brain loves and understands visuals. If your goal is to improve the system you have to capture it. Only by having a clear picture and conversation with everyone involved in it, you can start thinking about improvement and optimizations. Think about this in this way: if you’ve never driven a car, are you able to advise someone how to drive better? Or if you’ve never seen how someone bakes a cake, would you be able to suggest a better way of doing it? After learning this I now ensure that there are no long periods of just 1 person talking in meetings. We vary the techniques we use in team sessions and especially try to involve movement. Or even simply encourage people to stand and stretch. Tip 2: Structure activities from low to high psychological risk Without going into these too deeply, let's take it at face value that these 6 statements are true by our understanding of how humans learn best. Let's reflect on typical corporate training:If you are a teacher, trainer, facilitator, or coach, you need to familiarize yourself with the TBR techniques to make you a better. It also discusses different ways by which you can have a great webinar and make it more interactive.

InfoQ: How can trainers facilitate groups to find ways to improve their work flow using ideas from kanban? I’m Karen Bruns, Founder and CEO of Monarch Coaching & Training, LLC. I serve organizations in both the public and private sectors as both a Professional Coach and an Agile Coach, Trainer, Mentor, and Facilitator. I have created many games and exercises that foster individual and team growth. I believe in raising people to their highest potential above anything else. My experience is greatly complemented by the embodiment of TBR and TBR-VE™. If you are ready for the next step in your personal or professional evolution, or that of your team, connect with at https://monarchcoachingllc. com/ The first morning, we opened the course with a Low-Tech Social Network that was our “Connection” activity (C1 in TBR parlance). The C1-Connection activity is supposed to make everyone feel psychologically safe with each other. C4 – CONCLUSIONS: Throughout the entire learning process, the brain assesses what it has learned and how it can use the new learning in its own life. The new learning gets folded into the old, and new cognitive, emotional, and physical patterns emerge.

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InfoQ: What are your suggestions for turning workshop insights and learnings into takeaways and actions? Before the class begins, put up a slide, a white board or a poster with some instructions. The instructions direct learners to introduce themselves to one person seated near them and to discuss what they already know about the training topic. As learners enter the classroom or training room, they read the instructions and off they go. Engage everyone to keep their cameras on - so as a trainer you see what the reactions from the attendees are