c3 pre-class...

C3 Pre-Class AssessmentC3 Pre-Class AssessmentC3 Pre-Class AssessmentC3 Pre-Class Assessment

This assessment is delivered prior to an individual taking the 15-hour Certified CU Computer Trainer (C3) course. We do not expect you to know any of the answers. This is just to gauge what you already know and how you would approach certain situations. It may take you up to 60 minutes to complete. Thank you for this opportunity to develop relevant training!

Please choose your name.

Hannah is just about to start her first two-hour Windows class. She reviews her checklist again. She has enough handouts, the roster for them to sign-in, and an evaluation for them to complete when class is over. What essential class document is she missing?

Lorraine has an instructor's machine with an overhead projector, a white board, and handouts for each of the participants. What visual aid might she not have thought of?

In your own words, explain a "title bar."

Natasha attended Jenny's computer class. On her class evaluation, Natasha wrote "Had a hard time getting the mail merge concept. Would have been better to show us rather than tell us how to do it." What might she referring to?

Purpose

General Information

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Essential class documents

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Getting Started with Excel

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Calculations & Formatting

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Melissa begins her Excel class and realized the projector isn't working. What is the next right thing to do?

Lucy is in the middle of teaching Outlook when someone smells smoke. What is the next right thing to do? What should Lucy have told or shown participants at the beginning of class?

Alina has answered, in a row, the last two questions that Igor Instructor posed to the class. What might we refer to Alina as and how do we address it?

Paula Participant asks Igor Instructor a question. Igor then throws the question back out to the class. What do we refer to this as?

Calista keeps leaving the room to answer her cell phone. What might we refer to Calista as and how do we address it?

Give an example of Murphy's Law in the classroom.

Worksheets

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Power Excel

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Sullivan, a C3 for two years, is observing a Ronda, a rookie trainer. When Sullivan provides Ronda feedback, he indicates that she needs to work on encouraging participants after a task, not discourage. What is Sullivan talking about? What might have happened?

As the CompuData instructor, you are asked to teach a group of six learners CompuData 8.0. When the participants arrive, you notice they are quiet and seem reluctant to answer questions. You happen to know that Jojo, one of your learners has been using CompuData 7.0 for four years. What might be going on with dynamics of this class and what can you do as the trainer?

Anastasia was a participant in Jojo's class. On her class evaluation, she wrote "adults must see a use for the material being learned"? What is she referring to? What might have caused her to write this?

Sebastian is training MS Word. He is in a hurry to get through the material because everyone showed up 15 minutes late.He jumps right in to the material, skipping the objectives. He neglects to share what page he is on in the manual. He is focused on his PC and doesn't walk around the room to check if participants are with him. He sits during the first 30 minutes of the class, doesn't make eye contact or use the dry-board. The attendees are not asking questions. What did Sebastian do ineffectively? Effectively?

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You are provided a new handout for a Windows class you're supposed to train in a week. What might you do with this handout before class?

Desiree is a new trainer. She is nervous about teaching her first MS Word class. She doesn't know the attendees in her class yet. She decides to use a Getting to Know you game to find out more about her attendees. She maintains eye contact with the attendees and attempts to build rapport. She has already organized her thoughts and knows the material well. During class, she makes small hand gestures and crosses her hands in front of her abdomen. She draws a diagram on the white-board to help explain Mail Merge. She doesn't reference the manual. What did Desiree do ineffectively? Effectively?

Darren was reviewing the five class evaluations from his ArchApp class. Three out of five commented on the room's temperature being "too cold." What might Darren have failed to do?

Sasha is explaining how to create a folder. She gives a real-world example of when folders might be useful to learners. Then she let's them create one on their own. They muddle their way through it and she asks if there any any questions. What step did she miss?

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C3 Pre-Class AssessmentC3 Pre-Class AssessmentC3 Pre-Class AssessmentC3 Pre-Class AssessmentYou are preparing for your Windows class and need to explain the concept of file size to a group of novice Windows users. What might you do to explain the difference between a MB and GB?

What is the key to humor in the classroom?

You are in the middle of teaching Windows. Specifically, how to create a folder. Relentless Roberta asks a question about Excel. How do you respond?

Jan is training PowerPoint. When her participants open the practice files, they have already been changed. What happened? What can Jan do?

On one of Jonathan's class evaluations, someone wrote "Had a hard time reading stuff on the board." What could the participant referring to?

Thank you! We appreciate your completing this assessment and will use it to develop and train the Certified Credit Union Computer Trainer class. Warmly, Training

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Thank you!

SPACER is the acronym used for the six items that start a class.

Safety Purpose Agenda Code of Conduct Expectations Roles

The Four Steps to Effective Computer Training 1. Overview of concept or procedure 2. Assisted exercise 3. Unassisted exercise 4. Review, clarify, question

The 4 Essential Class Documents Roster

Handouts

Certificate(s) Evaluation

Gen

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PIERCE is the acronym for the six principles of adult learning.

Purpose Independent Experience Relevance Connection Environment

Usi

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LTER

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Ask

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MinimizeClick to shrink or minimize the window.

Status barProvides additional information about the buttons, commands, and processes in the window.

ToolbarButtons for commonly usedcommands. Move the mouse pointer over a button to see a “tooltip.”

Menu barClick these words to display command menus.

Control MenuClick this icon to display the active windows’ control menu

Title barClick and drag to move the window.Double-click to maximize/restore.

MaximizeClick so the window takes up the screen.

RestoreClick to restore the window to its original size, thereby floating the window.

CloseClick to close the window.

Scroll barDrag to slide the work area up and down.

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DRAFT Agenda for C3 Course

Table Topics - Description Challenge 1 9:00 AM 9:10 AM 10

Dynamic Delivery 4-01 Beginning a Class with SPACER 9:10 AM 9:40 AM 30

Proactively Prepare 1-01 Creating a Training Checklist 9:40 AM 10:40 AM 60

Clear Communication 3-01 Demonstrating a Professional Image as a Trainer 10:40 AM 11:25 AM 45

Admin - Review 11:25 AM 11:30 AM 5



All About the Learners 2-01 Applying PIERCE: The Six Principles of Adult Learning 9:10 AM 9:40 AM 30

Dynamic Delivery 4-02 Asking Questions 9:40 AM 10:40 AM 60

Methods and Media 5-02 Examining Your Exercises 10:40 AM 11:25 AM 45




All About the Learners 2-02 Creating a Conducive Learning Environment 9:10 AM 9:40 AM 30

Clear Communication 3-02 Applying the Four Steps to Effective Computer Training 9:40 AM 10:10 AM 30

Dynamic Delivery 4-03 Using WALTER 10:10 AM 10:40 AM 30

Methods and Media 5-03 Avoiding Common Training Mistakes 10:40 AM 11:25 AM 45


Tuesday, December 4, 2007

Wednesday, December 5, 2007

Thursday, December 6, 2007

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DRAFT Agenda for C3 Course



Proactively Prepare 1-04 Making the Most of Your Manual 9:10 AM 9:40 AM 30

All About the Learners 2-03 Praising Participants 9:40 AM 10:10 AM 30

Clear Communication 3-03 Enhancing Your Training 10:10 AM 10:40 AM 30

Dynamic Delivery 4-04 Answering Questions 10:40 AM 11:25 AM 45




All About the Learners 2-04 Dealing With Difficult Participants 9:10 AM 10:10 AM 60

Clear Communication 3-04 Using Humor in the Classroom 10:10 AM 10:40 AM 30

Methods and Media 5-04 Using the Dryboard and Other Visual Aids 10:40 AM 11:25 AM 45


- - Review 9:00 AM 9:05 AM 5

- - Presentation, Trainer #1 9:05 AM 9:20 AM 15

- - Debrief, Trainer #1 9:20 AM 9:25 AM 5









Admin - Final Assessment 10:45 AM

Tuesday, December 11, 2007

Wednesday, December 12, 2007

Thursday, December 13, 2007

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Table of Contents :

CU Computer Trainer Certification (C3)

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Proactively Prepare Creating a Training Checklist 60 minutes 1-01

After this module, participants will be able to create a pre-class checklist for training a computer class.

Explaining Murphy's Law in the Classroom self-paced 1-02 After this module, participants will be able to explain how Murphy's Law applies in the classroom.

Stating the Four Essential Class Documents self-paced 1-03 After this module, participants will be able to state the four essential class documents and explain the purpose of each.

Making the Most of Your Manual 30 minutes 1-04 After this module, participants will be able to outline their instructor’s guide.

All About Learners Applying PIERCE: The Six Principles of Adult Learning 30 minutes 2-01

After this module, participants will be able to apply the six principles of adult learning to their computer training and state the definition of PIERCE.

Creating a Conducive Learning Environment 30 minutes 2-02 After this module, participants will be able to create an environment conducive to learning and explain the acronym VAKT.

Praising Participants 30 minutes 2-03 After this module, participants will be able to appropriately praise and encourage their future-class participants.

Dealing With Difficult Participants 60 minutes 2-04 After this module, participants will be able to deal with any future-class, difficult participants.

Clear Communication Demonstrating a Professional Image as a Trainer 45 minutes 3-01

After this module, participants will be able to: 1) name at least two tips for ensuring a professional image during training; 2) stand in The Calm Hands position; 3) name the six P’s of presentation.

The Four Steps of Effective Computer Training 30 minutes 3-02 After this module, participants will be able to explain and demonstrate the four steps of effective computer training.

Table of Contents :

CU Computer Trainer Certification (C3)

Page 2 of 2 11/29/07 LL

Clear Communication Enhancing Your Training 30 minutes 3-03

After this module, participants will be able to enhance their training techniques through the use of analogies and real-world examples.

Using Humor In the Classroom 30 minutes 3-04 After this module, participants will be able to list two benefits of, and the key to, using humor in the classroom.

Dynamic Delivery Beginning a Class with SPACER 30 minutes 4-01

After this module, participants will be able to begin a class using the SPACER technique.

Asking Questions 60 minutes 4-02 After this module, participants will be able to ask questions that enhance a learner’s computer training experience.

Using WALTER 30 minutes 4-03 After this module, participants will be able to use WALTER to manage their platforms skills and the classroom environment.

Answering Questions 45 minutes 4-04 After this module, participants will be able to appropriately answer questions when conducting a computer training class.

Methods and Media Identifying Windows Terms self-paced 5-01

After this module, participants will be able to list ten essential parts of a window.

Examining Your Exercises 45 minutes 5-02 After this module, participants will be able to explain the importance of having practice exercises---and complete knowledge of them---in a computer training environment.

Avoiding Common Training Mistakes 45 minutes 5-03 After this module, participants will be able to avoid common mistakes trainers make in a computer training environment.

Using the Dry-Erase Board and other Visual Aids 45 minutes 5-04 After this module, participants will be able to explain how to use four different visual aids in a computer training environment.

C3: Proactively Prepare Creating a Training Checklist (1-01)

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Objective After this module, participants will be able to create a pre-class checklist for training a computer class.

Audience Trainers Length & Method 60 minutes; group exercise Training Checklist

Being prepared gives you confidence and ensures a class will go smoothly. To prepare, ask and answer the following three questions. What do I need to do? This section of your list might be broken down even further by the “day before” and the “day of” your class. Checking to make sure that the PCs and the projector are working. Confirm the participants know about class. Check the lighting and the temperature of the room. Adjust the chairs and the monitors. Wipe down the mice and keyboards. What do I need to know? Immediately, content comes to mind. Making sure you know the exercises, the terminology, and flow of the class will be crucial to your confidence level. But this question goes beyond the content of the class. This would also include the logistics of the class such as when and where it will be taught. You may want to know who the participants are and what their current skill level is. Perhaps you have never used the overhead projector and need to know how to use it. What do I need to have? In addition to the four essential class documents (read The Four Essential Class Documents 1-03), you may need dry erase markers and a dry eraser. You may want to use props to illustrate an abstract point. You may want to have extra pens for the participants who come empty handed. Perhaps have an extra bulb in the event the projector dies.

C3: Proactively Prepare Explaining Murphy's Law in the Classroom (1-02)

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Objective After this module, participants will be able to explain how Murphy's Law applies in the classroom.

Audience Trainers Length & Method self-paced Murphy’s Law

‘If anything can go wrong, it will, and usually at the most inopportune moment.’ -Murphy’s Law Things will go wrong in any given situation, especially if you give them a chance to. If there's more than one possible outcome of a task, and one of those outcomes will result in disaster or an undesirable consequence, then a person will do it that way.

• The electricity will go out. • A person will trip over a wire. You will trip over a wire. • The projector light bulb will burn out. • A mouse/monitor/keyboard/computer will die in the middle of class. • Someone will lock themselves out of the network.

The list is endless. There is a famous poem that discusses having the serenity to accept the things you cannot change, the courage to change the things you can and the wisdom to know the difference. The success of a training class is usually directly proportional to the amount of preparation beforehand. Unsuccessful training is often the result of poor planning and the unexpected. We fight Murphy’s Law with Oscar Wilde’s quote “expect the unexpected.” This means create a list, preferably written, of all the things that could go wrong (i.e., put on your Black Hat). Then put on your Green Hat, do some lateral thinking and determine what you would do in each situation.

C3: Proactively Prepare Stating the Four Essential Class Documents (1-03)

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Objective After this module, participants will be able to state the four essential class documents and explain the purpose of each.

Audience Trainers Length & Method self-paced Asking Questions

The four essential class documents are a roster, a manual, an evaluation, and a certificate.

1. A roster is used to: a. show management who attended. b. keep accurate training records. c. schedule makeup classes for absentees. d. determine who to send class evaluations. e. determine who to give assessments to.

2. A participant manual: a. increases course effectiveness both during and after

class. b. serves as a reference guide for both the instructor and

participant.

3. A class evaluation: a. indicates the student’s perception of all aspects of class. b. helps instructional designers and trainers make decision

about content, environment, and delivery. c. can be delivered electronically.

4. A certificate: a. gives the participants a sense of accomplishment. b. presents a professional image to course delivery.

C3: Proactively Prepare Making the Most of Your Manual (1-04)

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Objective After this module, participants will be able to outline their instructor’s guide.

Audience Trainers Length & Method 30 minutes; individual exercise; group discussion The Manual

A magic manual would have the perfect pre-class training checklist, all the answers to participants’ questions (before they ask), and give you all the jokes that will make people laugh. There is no such thing as a magic manual. You will not be given a separate instructor’s guide; you will need to prepare your own. This means you will need to know what is on every page and what to expect at each turn of the page. Preparing your manual is often known as “outlining”. You may want to use post-flags, post-it notes, or highlighting. You may want to make the page numbers bigger. You may want to add jokes or white board diagrams you plan to draw. We suggest that you plan what questions you will ask and insert these into your manual as well. Read-only versions of the manuals [MS Word] will be available to you on the network in a shared folder (B:\Resources). While we don’t recommend it, you are will be able to save a copy of the manual to your folder on the network (U:) to add whatever questions, text boxes, and clip-art you want. Be careful not make it too different than the participant’s guide or else you won’t be referencing the same pages numbers as them. Make sure you know the objectives of the class and the terms that will be covered. There might be new vocabulary for you too. The manual will already list approximately how much time to spend on each topic, task or lesson. Determine ahead of time if this is realistic for you. Go through each exercise thoroughly so that you have a clear vision of what the participant will see. This is a great time to determine where people make common mistakes; use these in class to train. Also, it is a good time to test the exercises and see if you can improve upon them. Please relay improvements to the instructional designer so that all may benefit from your ideas.

C3: All About Learners Applying PIERCE: The Six Principles of Adult Learning (2-01)

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Objective After this module, participants will be able to apply the six principles of adult learning to their computer training and state the definition of PIERCE.

References Training for Dummies was used as a resource for this document. Audience Trainers Length & Method 30 minutes; case study PIERCE Adults learn differently than children. We refer to the science of adult

learning as andragogy; the science of teaching children is pedagogy.

Adults move from the familiar to the unfamiliar. The acronym PIERCE helps us remember the six principles of adult learning.

Purpose Adults need to why they should learn something before investing time in going to class. Trainers must ensure that the learners know the purpose for the training as early as possible.

Independence Adults enter a class with the knowledge that they are self-directing, responsible grown-ups. Trainers must respect a learner’s need for independence and simply direct the learning experience.

Experience Unlike children who have little life experience, adults often have a great deal to contribute to a class. Trainers are successful when they identify ways to build on, and make use of adults’, real world experiences.

Relevance Adults are ready to learn things that help them cope with daily life which includes the tasks they are assigned at work. Training that relates directly to situations adults truly face is perceived as relevant.

Connection Adults will devote time and energy to learning things that “make sense” and when they can connect it to something they can relate to.

Environment This is significant to a trainer for two reasons: 1) be sure to create a conducive learning environment [Read Creating a Conducive Learning Environment 2-02] where adults are allowed to make mistakes and not feel embarrassed 2) be aware of the temperature, the lighting, and the comfort of your participants.

Case Study:

Evaluations Reveal All

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Instructions: We know that evaluations indicate the participant’s perception of all aspects of the class. Below are various comments taken from class evaluations. Write the adult learning principle(s) that match with the comment. Note that sometimes the principle was applied and sometimes it was ignored.

1. It was a good class but I still don’t know how to apply these concepts back at my desk.

2. Thank you for turning the temperature up!

3. The trainer didn’t ask anyone if they had been in that situation before so he covered something we already knew.

4. Lots of fun, a positive learning experience which benefits both personal and professional growth.

5. I was confused as to why I was in the class.

6. I didn’t like going around the room and reading out loud from the manual.

7. I’m not sure what this class was about.

8. I liked that I can use this material both professionally and personally.

9. What a great setup! The new training room is fantastic.

10. I felt like the trainer hovered over me.

11. I would have like to contribute more; the trainer talked so much I didn’t feel like I could share my story.

12. I also liked the role playing and the constant interaction during the class.

13. I liked the fact that I got to know other employees.

14. It was a busy time for me at the office, and I kept thinking that I should be back at the office instead of the class.

15. I did not see anything that was not beneficial. Because I took the test home and gave it to my husband to do.

16. The most beneficial aspect of this class was to learn about the SOUP technique and its non-confrontational method to request a new auto part. Definitely a technique I will use when needed.

C3: All About Learners Creating a Conducive Learning Environment (2-02)

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Objective After this module, participants will be able to create an environment conducive to learning and explain the acronym VAKT.

Audience Trainers Length & Method 30 minutes; group discussion A Conducive Learning Environment

Creating an environment that is conducive to learning is both a literal and figurative concept. Literally… it means making sure that the classroom itself is as comfortable as possible for the participants with regards to seating, lighting, and temperature. When the training begins you should be concerned with training, not adjusting the overhead or checking software. It also means engaging all their senses. We refer to this as VAKT (visual, auditory, kinesthetic, and tactile). Kinesthetic is the sensation of movement. Tactile refers to touch.

• develop your vocal variety • be passionate • use more visual explanations • get their bodies involved

Figuratively… it means making sure that participants feel safe to make mistakes and ask questions. Incorporate common mistakes in to your training. Tell them “we are going to make a mistake on purpose.” If you have them make a mistake on purpose, they will feel more at ease making mistakes on their own. The ability to learn independently is crucial in computer training. It is the trainer’s responsibility to ensure that independent learning is encouraged. Paradoxically, as the trainer this means you must do less. Do not be a provider of information. Be a guide, a coach, a philosopher. Be sure to pay attention to the learners’ nonverbal communication. This will tell you 90% of what you need to know. Look around the room and observe the expressions and body language of the class members. Ask them how they are doing. Do not ask them “Are you doing okay?” Use a few minutes before class to build rapport and interact with the learners. If they know you, they will feel more comfortable asking you questions and telling you when they encounter difficulty. Learn your participants’ names and use them as much as possible. Allow learners to interact with each other. They will anyway.

C3: All About Learners Praising Participants (2-03)

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Objective After this module, participants will be able to appropriately praise and encourage their attendees.

Audience Trainers Length & Method 30 minutes; role-plays; video Praising Positive feedback encourages participants to take the risk and “engage”

themselves in the learning experience. In a classroom setting it is appropriate, almost to the point of being essential, to use the person’s name in conjunction with an encouraging word during a group discussion. If you throw out a question to the group and a person answers correctly use a short praise word with their name. Another reason for using praise is when a participant contributes ideas or shares experiences. Examples when someone provides a correct answer:

• “Good, Joseph.” • “That’s right, Rachel.” • “You got it, Brandon.”

Examples when someone contributes:

• “Good point, Joseph.” • “Excellent example, Rachel.” • “Thanks for sharing that, Brandon.”

When you check each person’s PC to see if they have completed the task correctly, you use positive phrase as you walk past them their screen (I call this the Duck-Duck-Goose approach). You also use this during a one-on-one training situation. Examples when someone has completed a task correctly:

• “Looks good.” • “Perfect.” • “Excellent.”

If the participant does not perform a task correctly, give them another to opportunity to succeed. Wait for them to perform the task correctly, and then praise them. Examples when someone has not completed a task correctly:

• “Let’s try again.” • “Try again.” • “One more time.”

C3: All About the Learners Dealing With Difficult Participants (2-04)

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Objective After this module, participants will be able to deal with any future-class, difficult participants.

Reference The Complete Computer Trainer was used as a resource for this document.

Audience Trainers Length & Method 60 minutes; role-plays Difficult participants

Definition of a difficult participant(s) One or more individuals who interrupt the flow of an instructor-led class and demands special attention; people whose skills or attitudes become a real challenge for the trainer. Simple to say, hard to acknowledge Difficult learners are only difficult because of the way you react to them. You can’t change the learner’s behavior; you can only change your attitude to it. There are two types of difficult learners: those whose skills challenge you and those who attitudes challenge you. Every effort has been made to make sure that participants with the same skill level are placed in to class together. Skills Devote more time to slow learners when walking around but do not let the slow learner dictate the speed of the class. Teach to the majority. Have exercises available that don’t involve large amounts of typing in case you have a participant who is slow on the keyboard. Remember not to press any keys for them or allow anyone else to do the same. Don’t mistake someone slow on the keyboard with someone who is a slow learner. As with a slow typist, don’t assume that someone who is slow on the mouse is slow learner. A common solution is to slow down the tracking of the mouse and double-click speed. Accommodate the fast learner by having more challenging exercises for them. If they finish a practice exercise, challenge them by asking “See if you can…” These learners generally won’t need much guidance---just a goal. When someone asks a question, direct it to the fast learner.


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Difficult participants

Attitudes If you have a class with talkative people, take advantage of this and ask a lot of questions. Sometimes participants will talk while you’re talking. Stop talking and wait. The participants will soon look up and wonder what’s going on. When you have their attention, ask “Is everybody with me?” Another tactic is to suggest that they pay attention, “Sue, I don’t want you to miss any of this.” Avoid scowling or throwing disapproving looks at them. If a person answers two questions in a row, be aware that they may be a compulsive answerer. They are either very motivated or just like to display their knowledge in front of the group. They may be classified as wanting to “be the teacher’s pet.” They are not trying to challenge your knowledge. They want to be acknowledged and recognized. After their second answer, meaning on your third question, say “Okay, let’s hear from this side of the room.” The lost and confused person gets stressed and upset. They might make comments like “I don’t know a thing about computers” or “I’ll never remember all this stuff.” Keep close to them and be attentive without hovering. Don’t give them any indication that they are “causing a problem” or holding up the class. Make it clear that the classroom is safe place and we are allowed to make mistakes. The angry or aggressive person may be having a bad day or a bad life. Their behavior is usually argumentative or sarcastic. Listen carefully to what they say, regardless of how they express it. Don’t take it personally. Never embarrass them or reflect their attitude. That is, don’t engage. Respond with something like “That makes sense” or “I understand your point.” Don’t outwardly disagree with them. The quiet individual may never ask or answer questions. It might be hard to know if they are learning because there’s no feedback. When asking a question to the class, try to make eye contact with that person so they may be encouraged to answer. Occasionally, you’ll get a quiet group where no one asks or answers questions. They will still need your energy. There is a tendency to sometimes teach more quietly to a quiet group. Don’t do it. Teach with the same vigor you always do. Do not make comments or ask questions about why they are quiet. They might be quiet because they are unsure of you. Give it time. If you are comfortable enough, you can always tease them with “okay guys, that’s your cue to say something” or “let me know you’re breathing.” The busy bee will need to know the ground rules for class, such as when class ends. If this person keeps leaving class, suggest they reschedule since the classes are only two hours. Often they will let you know ahead of time if there is an emergency of some sort.


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Attitudes (continued) The know-it-all will constantly want to let you and the rest of the room know how much they know. They are different from the compulsive answerer in that they are somewhat hostile and challenging. Be sure to listen to what they have to say. Do not cut them off. A know-it-all is the exception to rule about directly questioning an individual. They will enjoy being asked. Learners who have been using a particular program for a many years may experience upgrade upset when forced to learn a new product. They may feel resentful and telling them how great the new program is will make it worse. Be familiar with the old software so that you can relate to it as you teach the new. Relating the old to new will help participants feel more comfortable.

C3: Clear Communication Demonstrating a Professional Image as a Trainer (3-01)

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Objective After this module, participants will be able to 1) name at least two tips for ensuring a professional image during training 2) stand in The Calm Hands position and 3) name the six P’s of presentation.

Reference Training for Dummies was used as a resource for this document. Audience Trainers Length & Method 45 minutes; group exercise; discussion; video Professional Image

Participants make a decision in the first thirty seconds of class whether or not they will like and respect you as their trainer. Demonstrating a professional image can help participants like and respect you because they know you have taken the time to present yourself in the most positive light. Your attire can help of hinder the classroom experience. It can also make or break your credibility. Professional dress for a trainer follows the dress code written in the Employee Handbook. Additionally, there are some image tips about being in front of a group:

• Wear long sleeves. The less skin participants see, the less distracted they are by your appearance.

• Do not wear shoes, jewelry, or anything else that makes noise. • Keep your hair out of your face. Studies show that people are

most likely to trust people whose face they can see. • Make sure that buttons are buttoned and zippers are zipped. • Do not wear clothes that are too small or too tight.

Finally, use a second pair of (honest) eyes. That is, ask someone to honestly tell you whether or not your outfit works in your favor as a trainer. Non-verbal gestures can work in your favor. Gesticulate. That is, make gestures in an animated manner with your speech. You can use the hands for emphasis and for painting pictures in the air. On the flip side, do not jingle change in your pocket or put your hands in your pockets excessively. Avoid the following poses the:

• Fig Leaf • Militant • Boxer • Scolding Mother • Defendant

The most natural looking pose has the most unnatural feel: The Calm Hands. Practice standing with your hands at your side in front of a group of seated people for at least eight seconds. Do this repeatedly until it feels more natural.

C3: Clear Communication Demonstrating a Professional Image as a Trainer (3-01)

11/29/07 LL 2

Professional Image

Vocal expression is expressed best by the six P’s of presentation. Projection This is how loudly the message is heard. Pitch When your voice flows up and down the scale. Pace The rate at which you speak. Pauses Pauses allow you time to think. Practice your pauses. They are signs of a strong presenter. Pronunciation Pronounce words correctly and clearly. If you don’t know the correct pronunciation of a word---ask someone.

Phillers (yes a made-up word) Um…Ya know…Like..alrighty…okay. To rid yourself of phillers, have someone watch your presentation, count the number of phillers, and give you this feedback. Eventually it will shock you out of doing them.

C3: Clear Communication The Four Steps of Effective Computer Training (3-02)

11/27/07 LL

Objective After this module, participants will be able to explain and demonstrate the four steps of effective computer training.


Audience Trainers Length & Method 30 minutes; case study The Four Steps of Effective Computer Training

The four steps of effective computer training are

1. Overview of concept or procedure. Before teaching someone how to carry out a procedure, you need to provide an overview of the concepts involved and explain any new vocabulary. Only when the big picture is clearly understood should you move to the next step, assisted exercise.

2. Assisted exercise Go through the procedures with the learners and have them follow along using questions as you go to facilitate their learning. The assisted exercise is useful because you are helping them take the first steps and supporting them if they begin to stumble. Don’t move to the unassisted exercise until you are sure they have understood each step of the procedure. If necessary, complete a second assisted exercise.

3. Unassisted exercise This step is probably the most important one. The participants are ready to go at it alone. Your job is to walk around and assist people one-on-one. Be sure to provide ample time for the average learner to complete it. Don’t rush them through the exercise so that you can cover all the material.

4. Review, clarify, question Review the concept, any vocabulary, and briefly run through the procedure again. Ask “What questions do you have?” rather than “Are there any questions?” This will seem awkward at first. Practice it.

Check for understanding



Unassisted

exercise

Assisted exercise

Review / clarification

Overview of

concept

C3: Clear Communication Enhancing Your Training (Handout 3-03)

11/29/07 LL

Objective After this module, participants will be able to enhance their training through the use of analogies and real-world examples.

Audience Trainers Length & Method 30 minutes; case study; video Techniques

Adults move from the familiar to the unfamiliar. Analogies make a concept or idea clearer because it relates to something adults already know about. You can create some analogies yourself, or you can steal them. Many of the analogies already used in computer training were passed on. The most common example is using a filing cabinet explain drive, folders, and files. Another common one is to compare desktop icons to stapler, tape dispenser, and pen---tools you use to get the job done. While you can certainly make up analogies on the fly, it might be better if you sit down with all the concepts that will be covered in class and do some Green Hat thinking. Keep the following in mind when creating analogies:

• Make the analogies as visual as possible. When people see a picture they will remember more easily.

• Make sure analogies relate to most people’s experience. Don’t use analogies that some of your audience might not relate to (such as sports analogies).

• Make sure analogies are simple and clear. An analogy that takes a while to explain may complicate a concept, rather than simplify it.

• Make analogies for concepts that especially cause confusion. You don’t have to have an analogy for everything.

• Get together with a group of trainers to create analogies. • Test an analogy with someone, or small group of people, to see if it

works. • Ask learners to come up with an analogy on-the-fly and see what

they come up with. Ask them “What can you think of that this is similar to?”

Create an analogy that explains the Start Menu. Create an analogy that explains a window. Create an analogy that explains directory structure. Create an analogy that explains that there are 5 different folders views (Thumbnails. Icons, etc). Create an analogy that explains the difference between a warm, a cold, and a hard, boot. Create an analogy that explains what the My Computer program does.

Create an analogy that explains a “path.” Create an analogy that explains file sizes. Create an analogy that explains a file (that’s saved somewhere).Create an analogy that explains the Desktop. Create an analogy that explains the network versus a hard drive.Create an analogy that explains the relationship between the Maximize and Restore buttons.

C3: Clear Communication Using Humor In the Classroom (3-04)

11/29/07 LL

Objective After this module, participants will be to list two benefits of, and the key to, using humor in the classroom.

Audience Trainers Length & Method 30 minutes; group discussion; case study; video Humor in the Classroom

Nothing is funnier than real life. That’s why American’s Funniest Home Videos has been airing for almost 20 years! People learn better when they smile and laugh. When we laugh, our bodies release endorphins which are natural “feel-good” chemicals. The key to humor in the classroom is: be yourself and tell the truth about a situation. The most humorous times are when there is a relaxed atmosphere in the class, the trainer has good rapport with the group, and an incident happens that provides the opportunity for a comment or reflection. Humor can:

• Add interest to the training • Engage and motivate learners • Help build rapport • Help people to relax • Increase the ability to learn

Some trainers try to be funny. Natural humor is much better than telling jokes. The most effective humor involves telling the truth about something or pointing out something that everyone has though but never expressed. You can develop humor in your classes by putting yourself in the participants shoes, guessing what they might be thinking of feeling and saying it aloud. You don’t have to be a comedian. If there is a section of the class when you can make a small joke, try it. Reuse it if it works! Ask your next class if any of them “jiggle” the hourglass mouse pointer to try and speed things up.

C3: Dynamic Delivery Beginning a Class with SPACER (4-01)

11/27/07 LL

Objective After this module, participants will be able to begin a class using the SPACER technique.

Audience Trainers Length & Method 30 minutes; demonstration; flip-chart SPACER The most important thought to keep in mind when training is how your

participants are doing. The training is about them; it’s not about you. In keeping with Maslow’s hierarchy of needs, we use SPACER to ensure participants’ basic needs are met. SPACER is the acronym used for the six items that start a class. SPACER stands for safety, purpose, agenda, code of conduct, expectations, and roles. Sometime we refer to these as “housekeeping items.” Safety Show participants how to leave the room in case of emergency. Tell them where the facilities are, such as the bathroom and beverages. If there are steps or rugs nearby, be sure to warn them of possible walking hazards. If there is a phone in the room, show them where. Show them the closest fire extinguisher. Purpose Tell participants the basic reason why they are attending class. Better yet, ask them and let them tell you what they think! Agenda (Objectives) Review with participants what skills or knowledge they will walk away with after class. This might be a good time to give the WIIFM (What’s In It For Me). Code of Conduct This would cover things such as cell phone usage, leaving class, and starting times when coming back from a break. If there are rules about food or beverages in the room, this is an opportunity to discuss this with them. Expectations Discuss with participants how they are expected to use the new skills after training. Find out what they expect to learn and share your expectations with them as well. Roles Explain to them what your role is; possibly even mention your experience teaching this particular class or software to establish credibility.

C3: Dynamic Delivery Asking Questions (4-02)

11/27/07 LL 1

Objective After this module, participants will be able to ask questions that enhance a learner’s computer training experience.


Audience Trainers Length & Method 60 minutes; role plays; case study Asking Questions

Rather than telling participants all the procedural steps, ask them what they think the next step might be. Do less telling and more asking. Presenting information directly can actually hinder the learning experience. Trainers can get so wrapped up in the material they forget to allow learning to take place. Let learners discover for themselves. Give them an opportunity to succeed. No learning can be more valuable and lasting than when the learner discovers the answers. Plan your questions in advance.

The best learning in computer training is active learning. Questions encourage active learning. The types of questions you might ask when computer training fall into these five general categories: closed, open, reflexive, leading, and next-step.

Closed questions are those that have a yes/no response or one specific answer. They have their uses but such simple responses give little thought for inquiry or discussion. Such questions encourage learners to concentrate on memorization of material rather than understanding.

• “What button do we use to make the font bold?” • “What keyboard shortcut takes you back to the beginning?” • “Do you have any questions?”

Open questions have no single answer but require discussion and consideration.

• “Why would we want to make the font bold?” • “Why do we want to save a file to the network instead of the

hard drive?” • “What questions to do you have?”

Reflexive questions are thrown back to the questioner or to the class. The goal is to have the person asking the question discover the answer, encouraging him or her to think.

• Learner: “How do I change the margins?” Trainer: “Good question, which menu do you think it might be under?”

• Learner: “How do I add these totals?” Trainer: “Great question, anyone want to tell us how to add these totals?”

Leading questions guide the learner in the right direction. They are useful when a learner is struggling with a question and needs more guidance.

• “What menu might let us Insert a picture in to this document?” • “Where do you think the paragraph Formatting commands

are?”

C3: Dynamic Delivery Asking Questions (4-02)

11/27/07 LL 2

Asking Questions Unexpected questions are sometimes helpful when the participants least expect it. Turn procedural steps from a statement in to a question.

• “We click on Start>Program>Accessories then what?” • “We start with an equal sign, type SUM and what will go in the

parentheses?”

Next-step questions are a variation on unexpected questions. After having explained the vocabulary and basic concepts of a particular task, you prompt for the steps. Essentially the participants would have taught themselves and will have a much better understanding of the concepts because they figured it out.

“So if we want to create a table, what menu might we want to go to? Then what would we choose? And what’s the next step?”

Concentrate on open, reflexive, unexpected, and next-step questions. Use closed and leading questions sparingly.

It is generally a good idea to ask a question of the whole group. Nobody is singled out and there is no pressure of any one person to answer. Those who wish to answer will respond. Don’t ask a question, wait a few seconds, and then proceed to answer. Wait at least eight seconds before giving your answer.

There is one circumstance in which you may want to direct a question to a single individual. Read the module, Dealing with Difficult Participants 2-04, specifically the paragraph about the know-it-all learner.

When you’ve asked a question and someone has responded with an answer that is inappropriate or wrong you may want to use one of the responses below.

• “You’re on the right track.” • “I’m looking for another direction.”

In the event they’ve given an answer that would have been right for another question, state that scenario to them.

Trainer: “And what do we call the workspace where our icons sit? Learner: “Wallpaper!” Trainer: “Close…wallpaper is what sits on top of this workspace.”

Remember to avoid asking “Do you have any questions?” Instead, ask “What questions do you have?” There may not be a response. Avoid transitioning with “Okay.” This is positive reinforcement for an undesired behavior. You want them to have questions. “Okay” also has a finality to it and discourages people from asking any further questions.

C3: Dynamic Delivery Using WALTER (4-03)

11/30/07 LL

Objective After this module, participants will be able to use WALTER to manage their platforms skills and the classroom environment.

Audience Trainers Length & Method 30 minutes; video WALTER

Platform skills refer to the use of your body, voice, the situation, and environment. We use the acronym WALTER to help us remember how to maximize our delivery. Walk Walking around the room exhibits mastery of your space. It lets you see what people are doing on their computers. The participants know that you are approachable when you walk around the room. Ask Asking questions let’s learners discover things on their own. Ask questions standing from different parts of the room so that people hear you from different angles. This also varies the learner’s experience making sure that each person gets a chance to hear you. [Read Asking Questions 4-02.] Linger Make it a point to stop next to, or behind, each person to be supportive. This is not to make them uncomfortable or breathe down their neck. It is the opportunity to give the learners personal attention and praise. [Read Praise Participants 2-03.] Talk Interact with each participant. Engage them in an actual dialogue. Encourage Encourage participants by using praising words and giving them the opportunity to succeed. Repeat Do not make one lap around the room and then return to your instructor’s PC for the rest of class. Continue making your rounds, asking, lingering and encouraging participants along the way.

C3: Dynamic Delivery Answering Questions (4-04)

11/29/07 LL 1

Objective After this module, participants will be able to appropriately answer questions when delivering a computer training class.

Audience Trainers Length & Modality 45 minutes; demonstration and role-plays Answering Questions

First, and foremost, remember to answer questions with respect. Learners are already afraid of asking a “dumb” question in front of others. Don’t give them a reason to be afraid. There are two general scenarios that will you be faced with when responding to questions: you will either know the answer or you won’t. Additionally, the question will either pertain to the class or it won’t. You need to be able to handle all these situations. Handling off-topic questions when you know the answer There will be two situations when handling off-topic questions. In either situation, you will need to remember the question so that you may address it later.

1. A participant may ask a question that is going to be covered later in the material in a little while but not at that moment. You will need to know the material well enough to know this. You may want to respond as follows (feel free to paraphrase):

a. “You’re on the right track [thinking in the right direction] and we are going to get to that in just a little bit.”

b. “If you would, hold on that question because we are going to cover that soon.”

2. A participant may ask a question that is not going to be covered in the class. You have three options depending on the severity of the question and how much time you have: i) you can answer if it is a short answer or ii) you can throw it out to the group to respond or iii) you may want to respond as follows:

a. “That goes a bit beyond the scope of what we’re covering today. I will be happy to get with you after class to answer it.”

b. “I’ll add that to the material at the end of class if there’s time.” Be sure to write on the dry board a note about their question. We sometimes call this a parking lot.

C3: Dynamic Delivery Answering Questions (4-04)

11/29/07 LL 2

Answering Questions

Handling on-topic questions when you know the answer

• Listen to the question, and then redirect it to the class if possible. Wait at least 8 seconds for a response. If necessary, give them hints to lead them to the right answer.

• Restate the question if necessary. Someone might ask a question that will be long-winded and unclear because of their unfamiliarity with computer terms. Once you understand the question, it should be restated in clear, succinct terms to the class. Avoid jargon. It’s important that the learners listen to and fully understand each other’s questions.

• Treat all questions equally. If you want to praise one participant for asking a question, be sure to do it to everyone. Treating one question as more valuable than another inadvertently discourages more participation.

Handling questions you don’t know the answer to If you don’t know the answer, admit it. Participants will respect you more. You can either throw the question out to the group or have someone research it. You can also reply, “Let me research that and get back to you.” Be sure to be true to your word---follow up and answer their question.

Trainer#1 Train the steps on page 10 of the Working With Windows handout.: Using My Computer to Open a file. Be sure to enumerate the steps (i.e., Step 1, Step 2)

Participant #1 Wait till Trainer # 1 finishes step 3 then ask: “Is there an easier way to look at the filenames?”

Trainer#2 Review the first four objectives on page 1.

Participant #2 Interrupt Trainer #2 after objective 3 on page 1 then ask the question: “Are we going to learn how to surf the internet?”

Trainer#3 Review the last three objectives on page 1 (start with the bullet point that reads ‘Define the computer term “file.”) THIS IS NOT A DUPLICATE FROM YESTERDAY.

Participant #3 Wait till Trainer #3 finishes going over the objectives then say: “Aren’t we going to learn how to maximize and minimize?”

Trainer#4 Briefly explain a dialog box on page 2. When you’re done, remember to ask “What questions are there?”

Participant #4 When Trainer #4 is asks “What questions are there?” Deliver this question: “How many different types of dialog boxes are there?”

Trainer#5 Go over objectives five-seven on page 1. Start with Identify a window.

Participant #5 Wait till the trainer reads the sixth objective and ask: “Are we going to launch Excel?”

Trainer#1 Train page 2 of the Working With Windows handout. Start with click, double-click, and right-click.

Participant #1 Wait till trainer discusses right-clicking from page 2 then ask the question: “Can we creating a folder by right-clicking?”

Trainer#2 Review the last three objectives on page 1 (start with the bullet point that reads ‘Define the computer term “file.”)

Participant #2 Wait till trainer finishes going over the objectives on page 1 then ask the question: “When are we going to learn how to save files?”

Trainer#3 Ask us to turn to page 4 and have us hold the mouse pointer in the middle of the Desktop.

Participant #3 Wait till trainer instructs you to “hold your mouse pointer in the middle of the desktop” then ask: “Can I change what the desktop looks like? It’s boring.”

Trainer#4 Ask us to turn to page 5. Have us point to the taskbar.

Participant #4 As soon as the trainer instructs you to “point to the taskbar” ask: “Why can’t I seem to move it?”

Trainer#5 Ask us to turn to page 7. Make sure that everyone is looking at their desktop with no windows open. Say: “The desktop icons are “shortcuts” to the some of the same programs they find in the Start menu.”

Participant #5 Wait till the trainer says: “The desktop icons are shortcuts to the some of the same programs they find in the Start menu.” Then ask: “Does that mean if I delete icon it deletes the program?”

C3: Methods and Media Identifying Windows Terms (5-01)

11/29/07 LL 1

Objective After this module, participants will be able to list ten essential parts of a window.

Audience Trainers Length & Modality self-paced Ten essential parts of a window

Control Menu Click this icon to display the active window’s control menu.

Menu bar Click these words to display command menus.

Toolbar Buttons for commonly used commands. Move the mouse pointer over a button to see a “tooltip.”

Title bar Click and drag to move the window. Double-click to maximize/restore.

Minimize button Click to shrink or minimize the window. Maximize button Click so the window takes up the entire screen.

C3: Methods and Media Identifying Windows Terms (5-01)

11/29/07 LL 2

Ten essential parts of a window Restore button

Click to restore the window to its original size, thereby floating the window.

Close button Click to close the window. Scroll bar Drag to slide the work area up and down or left and right (if on the bottom of the window).

Status bar Provides additional information about the buttons, commands, and processes in the window.

C3: Methods and Media Examining Your Exercises (5-02)

11/29/07 LL

Objective After this module, participants will be able to explain the importance of having practice exercises, and complete knowledge of them, in a computer training environment.

Audience Trainers Length & Method 45 minutes; case study Examining Your Exercises

If you did nothing but have participants complete practice exercises, they would still end up learning something. They might not know why they are doing it or the value of the skill, but they will learn something. Knowing your practice exercises will help you learn the flow of the class as well as reinforce your own knowledge of the material. The material will have two practice exercises: assisted and unassisted. (Read The Four Steps of Effective Computer Training 3-02). You will probably want at least one more that you come up with on your own. Instructional designers are fallible; that is, they may not come up with practice exercises that you like, understand, or agree with. Contact the instructional designer with improvements or suggestions to the courseware. When learning your practice exercises, be sure to mentally ask yourself the following questions:

• Are the exercises simple to follow? • Are the exercises relevant? • Do the participants get to practice everything? • Do the exercises build confidence? • Do you have “challenge” exercises for faster learners?

C3: Methods and Media Avoiding Common Training Mistakes (5-03)

11/29/07 LL 1

Objective After this module, participants will be able to avoid common mistakes trainers make in a computer training environment.

Reference The Complete Computer Trainer was as resource for this document. Audience Trainers Length & Method 45 minutes; group exercise and discussion Common Training Mistakes

There are two categories of mistakes when it comes to computer training: mistakes that affect the participants and the mistakes that affect the trainer. Mistakes that affect the participants and drive them insane!

1. Touching a participant’s keyboard (or mouse), thereby “doing it for them.” Never do it for them. Don’t touch a participant’s keyboard or mouse. You will rob them of their learning experience.

2. Using jargon. As “techies” we might be apt to use words that interrupt the learning process rather than assist it. Be high-‘touch’ rather than high-‘tech.’ For example, when answering the question “What is a macro?” you might say:

“Macros are quick little shortcuts to help you get repetitive things done, sort of like speed dial on your phone.”

instead of “A macro is a sequential set of software instructions that can be initiated by a combination of keystrokes or an assigned button.”

3. Being impatient. Cultivate patience whatever way you can. Remember it’s about them, not you.

4. Not involving the participants. They want to be engaged. Ask thought-provoking questions.

5. Not knowing the material. Know your material inside and out.

6. Lecturing.

7. Being disorganized.

8. Being unprepared.

9. Not knowing how to use visual aids properly. Practice with and test your visual aids prior to beginning a class.

10. Getting off track. Use your instructor’s guide to keep focused.

11. Blaming others for problems with hardware or software. Don’t throw IT under the bus. You should check the hardware and software before beginning class.

12. Assuming that everyone’s following along. Use WALTER to make sure people are following along. [Read the handout Using WALTER.]

13. Being inflexible.

C3: Methods and Media Avoiding Common Training Mistakes (5-03)

11/29/07 LL 2

Common Training Mistakes

Mistakes that affect the participants and drive them insane [CONTINUED]

14. Talking “down” to learners (patronization). You are there to train them not humiliate them.

15. Not being enthusiastic or energetic. This is not to say that you should drink a ton of caffeine prior to class; this means staying positive and moving forward.

16. Not having a sense of humor. It’s okay if you’re not funny. You don’t have to be Eddie Murphy. What’s more important is being able to laugh when things go wrong. [Read the handout Using Humor in the Classroom.]

Mistakes that affect the trainer

1. Not getting enough sleep

2. Not getting enough to eat.

3. Wearing uncomfortable shoes.

Again, the training is not about you. It’s about the participants. That’s why this list is so short .

C3: Methods and Media Using the Dry-Erase Board and other Visual Aids (5-04)

11/29/07 LL 1

Objective After this module, participants will be able to explain how to use four different visual aids in a computer training environment.

Audience Trainers Length & Method 45 minutes; individual exercises Visual Aids

The four visual aids we consider in a computer training environment are the:

1. Participant’s computer Participants being able to see results on the screen greatly impacts their learning experience monitors should be clean and free of defects. Explain to them early-on that their computer screen might not look like their neighbor’s. If you need to teach concepts without visual support, have participants turn off their monitors; the screen can sometimes distract from other visual aids such as the dry board or the instructor’s machine.

2. Instructor’s computer connected to an overhead projector Ideally, you will have an instructor’s machine that you can use to have participants follow along with you. This isn’t always necessary in a small classroom but it helps. Do not show anything on the overhead that conflicts with where the participants are at (or should be). This causes confusion. If you want participants to watch a demonstration on your screen and not look at their own screen, say “Let me have your eyes up here for a bit.” You may want to preface it, or end it with, “Give your mouse a rest for a minute.”

C3: Methods and Media Using the Dry-Erase Board and other Visual Aids (5-04)

11/29/07 LL 2

Visual Aids

3. Participants handout , manual, or guide Remind participants that the handout is theirs to keep. Refer to page numbers frequently. Suggest that they write important things in the handout or at least make notes.

4. Dry board • Draw diagrams to illustrate or emphasize a point. • Use contrasting colors. • Careful if you are wearing white clothes. The eraser might

be your enemy. • Text should be in a dark color so it can be seen easily. • Stand to one side so people can see what you have written. • Make letters at least 2 inches tall. • Help your audience separate key points or ideas by using

bullets.

Purpose

This assessment is delivered after individual completes the 15-hour Certified CU Computer Trainer (C3) course.

Please choose your name:

Default Section

Sent > Monday, February 4, 2008 10:11 AM > Hi Vida, per our conversation, you are training the two-hour “Working With Windows” class on Wednesday, February 6 from 9:30 AM-11:30 AM. Let me know if you need anything! Pinky

Sent > 11:30 AM > Hi Pinky, thanks for scheduling the class. When should I come by and pick up the roster, the handouts, and the certificates? Vida

Sent > 11:34 AM > Any time after 1:30 PM tomorrow. Pinky

Tuesday, February 5, 2008 4:35 PM > Vida visits Pinky to pick up the rosters, handouts, and certificates. She also asks Pinky for the training room keys on the red leash. Pinky hands the keys to her.

Wednesday, February 6, 2008 11:30 AM > Vida has trained this course twice already; once this past December and again about three weeks ago. She takes a quick glance at her material. It already has real-world examples and one extra practice exercise on creating folders.

2:25 PM > Vida opens up the training room. It is noticeably cold in the room; there is no thermostat to change the temperature. She checks to make sure the PCs are working. They are.

2:37 PM > Vida realizes the wall clock is missing. None of the participants have arrived yet. After deciding to call someone from the roster, she realizes the telephone is missing. She looks around to see if the phone has been moved and sees that there are no dry-markers. The phone is unplugged in a corner; she plugs it in. It’s not working.

2:42 PM > Vida becomes uneasy.

2:45 PM > Vida goes down the hall to Accounting to call Pinky. There is no answer at Pinky’s extension.

Thursday, February 7, 2008 9:01 AM > Survey #1: Once we got started, I really liked how Vida got the class involved. Survey #2: I liked that Vida could laugh at the situation. Enjoyed the way she talks with her hands. Survey #3: It was fun but I don’t understand how this is going to help me do my job. Survey #4: It made me feel good that the teacher made sure I kept up with the rest of the class and gave me personal attention. Survey #5: Trainer did too much talking. I’m a visual learner.

---Deduce what happened. Describe what Vida did well and what she could do better next time. (35 pts)---

Julio, a C3 for a year now, observes Kathy, a new C3, during her 2-hour Working With Windows class.

After class, Julio provides Kathy the following verbal feedback one-on-one:

“You are a natural at asking questions and getting participants involved. You can use that to instill value in what they are learning; remember to instill value. Also remember that Next-Step questions can reinforce the skills they just learned. Take a look at your platform skills, specifically the Repeat. Watch The Scolding Mother too. It was great that you didn’t let Regina veer you off-topic. Don’t forget to get back with David. Make sure you have contrasting colors. You did excellent on the additional exercises.”

---Based on Julio’s feedback, explain what Kathy did well? What might Kathy need to improve? (15 pts)---

Tuesday, February 12, 2008 11:17 AM > Survey #1: It was pretty warm in the room. The trainer spent too much time with some people. Also, people should know not to bring cell phones to class. Survey #2: Hot as hades! Liked the practice exercises even if we had lots of errors. Survey #3: Would have liked more time in the class. Had a hard time keeping up. Didn’t feel like I was doing anything right a kind word would have been nice. Survey #4: Felt crowded. Survey #5: Where’s my certificate? JK Seriously tho, the Fred handled the phone interruptions good.

Friday, February 8, 2008 3:34 PM > Fred calls Pinky and asks what the results of the surveys were. Pinky didn’t send them yet. She’s waiting on him.

10:10 AM > Slow Stephen asks a third question. Fred reflexes it. Dynamic Daisy answers it.

9:56 AM > Slow Stephen asks another question. Fred reflexes it. Dynamic Daisy answers it.

9:45 AM > Slow Stephen asks a question. Fred reflexes it. Dynamic Daisy answers it.

9:28 AM > Jerky Jay, Slow Stephen, and Dynamic Daisy arrive. Fred asks everyone to sign in the roster he just printed. Jerky Jay states that his name is not on the roster. Jelly Jay’s name is on it instead.

9:25 AM > Nice Nelly arrives. Fred is checking the computers, logging in to his own email to get the roster and realizes participants have to use Remote Desktop in order to access Outlook. He calls IT to get everyone’s computer names.

9:19 AM > Fred is unable to find the roster, handouts, or certificates in the room. He goes back down to Pinky’s office. The handouts and certificates are on her desk. He remembers the roster is in his email.

9:17 AM > It is sweltering in the room. Fred asks John if he can bring the temperature down.

9:11 AM > Sweet Socorro is waiting outside the training room door. Fred realizes he doesn’t have the keys to the training room. He calls John from Maintenance to meet him upstairs to open up the room.

Thursday, February 7, 2008 9:10 AM > Fred visits Pinky’s office and picks up the training cart. He reviews his pre-class checklist and has dry-markers, an eraser, and extra pens. He notices Pinky is not in today.

Tuesday, January 15, 2008 12:18 PM > Fred goes through all the practice exercises at his desk.

Monday, January 14, 2008 12:15 PM > Fred outlines his handout with real-world examples, 10 extra practice exercises, and about 20 questions.

Friday, January 11, 2008 6:07 PM > Fred receives his copy of the color handout from Pinky via intra-office mail.

Updated Meeting Invite Sent > 10:31 AM > Subject: Outstanding Outlook class Location: North Annex PC Lab Start: Thu 2/7/2008 9:30 AM End: Thu 2/7/2008 11:30 AM Required Attendees: Jerky Jay, Nice Nelly, Sweet Socorro, Slow Stephen, Dynamite Daisy; Fred Faculty

10:20 AM > Fred calls Pinky. Confirms the date, time, and location with her. Asks her if he can get a color copy of the material for himself.

Meeting Invite Sent > 10:16 AM > Subject: Outstanding Outlook class Location: North Annex PC Lab Start: Thu 2/7/2008 8:30 AM End: Thu 2/7/2008 10:30 AM Required Attendees: Jerky Jay, Nice Nelly, Sweet Socorro, Slow Stephen, Dynamite Daisy; Fred Faculty

Sent > Thursday, January 10, 2008 10:14 AM > Hi Fred! Per our conversation, you are scheduled to train the two-hour “Outstanding Outlook” class on Thursday, February 6 from 9:30 AM-11:30 AM in the North Annex PC Lab. Attached is an electronic version of the roster. The meeting invite will be sent separately. I will put the certificates and the handouts in the room for you by close of business Wednesday, February 6. Let me know if you need anything! Pinky

---What events occurred and what did Fred encounter? What did he do well? What could he have done better? (35 pts)--- CHALLENGE QUESTION: Where are the training room keys?

Larry is reading the “Presenter Feedback” forms from a C3 presentation that he just delivered. Using a rating scale where 1=Poor; 2=Fair; 3=Good; 4=Excellent, here were the average scores:

voice projection 2.2tone inflection 1.8visual aids 3.8managed a variety of questions 2.6ability to convey abstract ideas 1.8professionalism 4knowledge of subject 4use of handouts 2preparation 3.2encouragement of audience participation 1.6use of probing (thoughtful) questions 1.8ability to adhere to timeline 1.4platform skills 2.2positive reinforcement 1

---Based on the feedback forms, explain what Larry did well? What might he need to improve? (15 pts)---