The stereotypical image of technical instruction is not flattering: a subject-matter expert standing beside an overhead or screen projector, lecturing an overly-complex process, product, or procedure to semi-conscious students who, nodding in the shadows cast by their 45 pound notebooks, struggle mightily to stay awake as the afternoon hours crawl toward an unproductive and thoroughly disheartening conclusion.
Exaggeration? Perhaps, but teaching technical information does have some significant challenges. This 3 day program is designed to address them.
New technical instructors
Seasoned technical instructors wishing to hone their skills
Subject-matter experts who have been asked to train
Anyone whose training responsibilities include mechanics, maintenance, electronics, instrumentation, scientific, medical or mathematical processes, computers and/or virtually any other technical subject area.
Communicating technical material to a non-technical audience
Creating and maintaining attention and interest in dry, technical information
Getting reliable feedback that students are learning
Finding the right mix of explanation, demonstration, and practice
Teaching a great deal of technical information in a short time, and having any hope of student retention
This workshop is designed to address these challenges and many others, ultimately to make technical training every bit as interesting and involving as non-technical instruction can be.
Distinguish between knowledge-based outcomes and skill-based outcomes and identify the best way of achieving either
Recognize the 5 failure points of technical teaching and develop strategies for avoiding them
Gradually transition from "covering" information to "teaching" it
Apply the AAII model of technical teaching
Present technical information in accordance with the 3 stages of adult learning
Use various techniques to refocus the attention and interest of an audience at the beginning of each technical topic
Use the "2/3 rule" for getting feedback from an audience
Create thought-provoking feedback questions to cause and verify learning
Develop strategies for dealing with a restricted timeframe
Design, develop and utilize interactive written materials in order to add interaction and enhance retention
Use multiple audiovisual aids in accordance with accepted principles of adult learning
Do an effective technical demonstration and orchestrate the following practice
Effectively determine what technical content to include in a training segment and what to discard
Create a "learner-centered" instructor guide which will facilitate interaction in the classroom
Develop "ice-breakers" appropriate for technical training
Handle "problem" students in a non-threatening, subtle manner
The two outcomes of technical teaching and the three approaches to attaining them; the critical distinction between knowledge and skill
The 5 common failure points of technical teaching and ways to avoid them
The 3 stages of adult learning; what the experts agree makes technical teaching different from other types of instruction
The use of questions in technical instruction: purposes, types and targets; examples of questions which can be used to enhance virtually any type of technical teaching
Programmed notes and summaries; how to create interactive training materials
Day Two
Practice presentations: students will deliver a short practice presentation to a group of fellow students, followed by comments and discussion.
The effective use of audiovisual aids in technical instruction: how to use overheads, PowerPoint, flipcharts and other common devices to focus and punctuate your message
Lesson planning for technical teaching: how to create an instructor guide; how to determine what to teach and what not to
Day Three
Practice presentations: students will deliver a final practice presentation to fellow students, followed by comments and discussion
How to do a demonstration and orchestrate a practice
Ice-breaking: how to motivate students to learn in a technical classroom and overcome common attitudes which can inhibit participation
Summary and adjourn
| Instructor consultation during the program | Program summary notes for fast reference |
| Free telephone consultation after the program | AAII learning model job aid |
| Completion of a Novell certified workshop |
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