The structure of the training is a certain logic of presenting information to the participants. If it is built correctly, then the participants will assimilate the maximum amount of information, and the training itself will be easy and dynamic.

What should be the structure of the training:

1. Introduction.

• Getting the participants acquainted with each other and with the trainer. First you introduce yourself, then each participant introduces himself briefly. This stage is necessary to create a trusting atmosphere in the group.
• Introduction of regulations and rules of training. These measures will allow you to prevent possible undesirable actions of participants and to agree in advance on important organizational points. You can read the description of the rules used in the training.
• Collecting the expectations of the participants. This is necessary in order for you to more accurately understand the request of your group and to be able to understand in advance which issues should be discussed in more detail.
• Do not over tighten. This step is quick and usually takes less than 30 minutes. If we are talking about sales training or product training, this stage should not be delayed with long and detailed acquaintance exercises, since this is not advisable. However, you shouldn't skip it either, otherwise your group will be "included" in the process longer and you will have to deal with an inactive audience.

1. Theory.

• Taken together, theory should not occupy more than 40% of the training. Otherwise, the training will turn into a seminar, and this is a completely different form of training, which does not contribute to the formation of practical skills among the participants.
• The theory should be broken into parts and presented to the participants in portions. This form of presentation of information facilitates easy memorization and, moreover, less tiresome for the participants.
• Eliminate all complex terms, concepts, schemes or try to replace them with simpler ones. The main task of the training is not to tell the theory, but to form the participants' practical skills.
• Visual support. Duplicate key points in your presentation, handouts, flipchart diagrams. Information expressed in simple symbols and short theses is easier to remember and stays in memory for a longer time.
• Try to give the participants only what they can realistically master during the training. Often the trainer wants to tell the group as many different interesting, “tasty” details as possible. However, often there is no time to practice them, or the group is not ready to apply this knowledge in practice, which means that you are wasting time that you could devote to practicing practical skills.

1. Practice

• This stage should take up to 60% of the training and be the main one. Practical exercises should follow each block of theory and show how it is implemented in practice.
• Exercises must be clear to the participants and practical.... Prepare in advance a list of cases that will describe the most common difficult situations from the practice of your employees.
• Try not to get in the way. Do not finish the presentation for them, do not prompt in working out objections. If you intervene often, the participants will not try, knowing that you will do everything yourself.
• Design the training so that participants receive the maximum amount of feedback about themselves. Based on this information, they will be able to look at themselves more objectively, understand their advantages and development zones. One of the most effective ways is to use a video camera during exercises, which always makes a strong impression on the participants and is a powerful impetus for professional growth.
• Write down all the instructions for the exercises in advance.- this will help you save time on explaining the assignment and avoid misunderstandings.

1. The final stage.

• At this stage, you will summarize all the knowledge and skills gained. This is necessary in order for the participants to once again remember all the topics covered and remember the key points. You can also ask what was the most important and meaningful for the participants themselves. Saying what was remembered again helps the participants to summarize what they have received, and the trainer understands what was most important to them (this will be useful for the next training).
• Do not forget to return to the expectations of the participants. you must answer all the questions that were at the beginning of the day. When participants see that during the day you have discussed all the important points that seemed very difficult at the beginning of the day, they feel satisfaction and a feeling that the training was fruitful.

A properly structured training structure is the basis for effective training. Trainings are correct in terms of structure, easier for the participants to understand, the information is presented logically and consistently. This makes the process easier, reduces member resistance, and makes the group more involved.

Be able to ask. For some people, nothing is more difficult. As, however, and for the rest.
Balthazar Gratian

Consider the option of creating a training "to order". With the help of a survey, you can get more accurate information, and, on its basis, create an optimal program for future training. When a coach prepares for the next seminar, most often he does it by special order of the manager, who, as a rule, knows how he wants to see his employees after the seminar. The more accurately the manager formulated his wishes, the more likely he will get what he wants.

Unfortunately, in fact, the trainer does not receive the exact wording of the order so often. The most that you can expect from most managers is information about what they are not comfortable with at the current level of employees. It is much more difficult to name what they lack.

One of the reasons for these situations is that coaches and managers usually speak different languages. The customer operates with the concepts of "sales increase", "company loyalty" and "business development", and at this time you are trying to talk about the "communication technique", "paraphrasing technique" and "adjustment technique". As you can see, the customer often defines his needs in a very generalized way.

To find out what is expected of you in reality, you often have to conduct a real investigation. Maybe documents (job descriptions, certification protocols, etc.) will help you: at least you will see what qualities are expected from employees and what exactly you need to develop during the training. Also for this purpose, the "hierarchy of questions" is applied.

Hierarchy of questions

This is the name of a structured way that helps to learn about hidden needs.

Level 1

• What is the need?
• What is the training for?
• When will the results come in handy?
• Where do they come in handy?

When these questions are answered, you can move on to the next level.

Level 2

• What abilities will you definitely need?
• Why will they be needed?
• When will this happen?
• Where will they be applied?

Most likely, the last two questions will be answered in the same way as on the first level. Do not be embarrassed: this repetition will give you confidence that you have understood everything correctly.

Sometimes you have to work using a deeper level of analysis: “What skills? Why exactly they? "; “What kind of techniques? Why exactly they? "; “What are the specific types of behavior? Why exactly are they? " This will help you understand how much skill, experience, and knowledge the customer needs.

After analyzing the information received, you will understand what exactly is lacking for the customer and his employees, it will become clear to you what they need to be taught and how to build training. In order not to doubt the correctness of your understanding, find the reason for the lack of the necessary knowledge. The search will lead you to the requirements of the business. Maybe we are talking about a new strategy that requires new skills, and their absence prevents them from achieving the desired result. Maybe the point is to prepare employees for new job and new role, impossible without new knowledge and skills. All this will help you determine the content of the training.

In addition to the survey, there are other ways to find out the training needs. First of all, this is monitoring of activities and questionnaires.

Using questionnaires to obtain information makes it possible to find out and analyze almost all opinions on the right topic, and takes relatively little time. The more accurately the questions are formulated, the more complete the information received. Good questions should be both general and specific. General questions are usually phrased in such a way that the answers are difficult to analyze, and the specific ones too often suggest the answer by their very wording. For an informative questionnaire, you will have to find a balance between these extremes.

Another undoubted plus of the questionnaire: it is quite accessible in electronic format, which reduces the time that the respondent spends.

Monitoring is a fundamentally different way of obtaining information. In essence, it is the observation of how the employee is performing their duties. Observation should last as long as necessary for the employee to demonstrate that all procedures included in his job description... It is better if he shows this more than once, so that you have a more accurate opinion about his main problems, mistakes and knowledge gaps.

Training structure

The main thing with which to start working on the training program is to clearly formulate its result. To do this, determine the goals and objectives of the training. Depending on them, you will choose the means.

Step 1. Writing expectations and formulating goals: identifying the skills and knowledge that the listeners should master as a result.

Step 2. Information Seek: Gathering the information required for the training.

Step 3. Choice of Methods: A description of the tools and means for working with this information and skills.

Step 4. Script writing.

Step 5. Testing and correcting the plan.

Step 6. Conducting training.

Step 7. Working with results.

To prepare effective training, answer a few questions.

• What do we want and what can we achieve during the training?
• What skills are we going to work with?
• What exercises will we use to do this?
• What blocks will the training consist of?
• What is the purpose of these particular blocks?

This is how you decide on the most important:

• knowledge to be passed on to participants;
• information with which you will do this.

The next step will be to select the necessary exercises, work on them and bring them to the form in which they will most fully correspond to the purpose of each block.

In the program of any training, the structure should always be clearly visible - sequentially interconnected separate fragments. They are called blocks (modules).

Blocks (modules) of training are structural units from which training is built, each of them is an integral subject-didactic complex based on interrelated procedures (means of the trainer's work). Each separate block is needed to solve a specific educational problem by creating a certain situation that affects the study group.

One day of training includes no more than 4-5 blocks (if a new skill needs careful working out - no more than 2-3 blocks). Only in this case will the training bring results.

Let's consider the approximate structure of the two-day training (see table on page 50).

What should you pay attention to in the first place when planning a training?

1. The training should be an active process for each participant, not just for you. When working on your plan, always put the participants in the center of what is happening. People will remember your training and learn a lot from it if they are not passive spectators, but active ones. actors in every scene.
2. Remember that each type of activity included in the training must have a logical beginning, continuation and ending. Due to the logical development of the blocks and a well-built connection between them, the entire training will look like a continuous process for its participants, each stage of which they can evaluate at any time.
3. The objectives should be clear to every listener. For maximum effectiveness, at the beginning of each session, announce the result you expect.
4. The choice of goals should be logical and motivated. Talking about the objectives of the training, separately dwell on their relevance.
5. Achieving goals should look like a straightforward process. After familiarizing the participants with the training objectives, describe in detail the methods you will use to achieve them and the exercises that will help you with this.
6. The training should be based on the personal experience of the participants. Try to conduct the training so that the participants speak more than you. Be the guiding force and let them develop!
7. Build as many tasks as possible on interaction. It is these tasks that are a sign of good training. If almost the whole process is based on the transfer of information that you present in the form of a lecture, the value of the training is much lower. Let the information that you share be not abstract theoretical, but taken from life.
8. Don't be afraid to deviate from your original plan. If, at the moment when you are about to change the type of activity, an important issue suddenly comes up in the discussion, discuss it, changing plans along the way. Training is not an army, but your group is a living organism. Listen to him, and he will answer you in kind. However, the breaks necessary for rest should not be postponed.
9. Ask yourself what memories you want the participants to have. It will be great if you can plan a training session that will benefit everyone and enjoy.

Training block

As already mentioned, a block (training module) is a structural unit, which is a complex of interrelated procedures and means of a trainer's work, united by a subject-didactic orientation, which is designed to solve an educational problem by creating a certain impact situation in a group.

What should each block (module) of your training include? Below is an example of an approximate breakdown by time. The time frame can vary depending on the type of skill being considered and practiced.

• Explanation (To be done by the trainer, about 15 minutes)
• Demonstration (To be done by the trainer, about 5 minutes)
• Exercise (To be done by participants, approximately 20 minutes)
• Feedback (To be done by the trainer and participants, approximately 20 minutes)

What will be your main forms of work?

• Mini-lecture (Need for an explanation)
• Moderation (Needed for explanation and feedback)
• Facilitation (Needed for explanation and feedback)
• Role play (Required for exercise)
• Group (Needed for explanation and feedback) discussion
• Brainstorming (Required for the exercise)
• Exercise (Required for exercise)

Mini lecture

This is usually a high volume transfer. new information for a short time. It is characterized by conciseness.

If a lecture in the traditional sense is a leisurely monologue of a lecturer with a detailed presentation and passive listeners, then at the training, which, as a rule, is characterized by intensity and interactivity, this is a form of work that takes a maximum of 15 minutes and is impossible without the activity of the audience.

Mini-lecture results:

• informing. The main task of the mini-lecture is to acquaint the listeners with new material, to give them a theory that will be useful in practice. Obtaining such information should be the first and main result of this form of work. It usually touches new technology, new skills, schemes and algorithms;
• changing the setting. During the mini-lecture, the audience should develop a positive attitude: everything the coach says is connected with reality. Earlier, listeners were of the opinion that the main thing in sales is convincing arguments of the seller and demonstration of the excellent qualities of the product. After your lecture on the technique of questions, they should change their minds and understand that with the help of questions, rather than arguments, agreement between the client and the seller is achieved much faster. The situation in which we see an active seller and a passive client is not the best, and now the participants will agree with this;
• motivation. You must present new material so that your listeners would like to immediately check it, use it, put it into practice. It is then that the participants will be ready for the second stage - various kinds of exercises. The exercises, as a rule, follow immediately after the mini-lecture and are devoted to the practical application of new skills.

Modernization

This is the name of the method of work that enables the group to jointly formulate a new concept. It is important that this concept is built according to general criteria that are perceived by all listeners in the same way. Thus, during the training, you create a common language for the group. First of all, moderation is needed to get rid of the inevitable contradictions that arise due to differences in perception, due to the individual characteristics of the participants. Thanks to moderation, the basic concepts are interpreted by everyone in the same way, which is extremely important. Thinking processes become clear: both you and the group understand how to work with them.

Usually our thinking is a process that is not deployed in time, but moderation allows us to show it as a series of stages, which has great importance for training.

Moderation results:

• a common understanding of key points accepted by all. Disputes over terminology disappear. Complex topics discussed much faster;
• a clear and convenient common language appears;
• ambiguous terms and postulates are introduced into discussions rather freely;
• easier formulation of basic terms and regular return to them;
• moderation serves as a very strong anchor and a great starting point.

Thought processes are activated. Active participants, inclined to action more than to think, should be given increased attention at this point. For example, instruct them to keep records. If you have picked up a group in which the majority of the participants are active, do not dwell on moderation in detail, conduct it more dynamically, do not allow yourself to be drawn into endless disputes. Remember that you can control the pace of the discussion with your speaking speed and body language.

Facilitation

The method is used to obtain a general picture of the participants' opinions on a single issue. Usually, this work is done before the discussion. new topic, at the beginning of the mini-lecture. Thus, you awaken the listeners, they are more energetically involved in the process, their thinking is activated. By gaining insight into the full spectrum of audience views through facilitation, you can focus on points of view that can serve as an introduction to new material. As a rule, this method is given 10 - 20 minutes: the time depends on the number of students and their activity. A maximum of two minutes is allocated to one listener.

Facilitation results:

• the result of the work is an increase in the activity of participants, which has a positive effect on the general condition of the audience. You must remain considerate and friendly, and your summarization of participants' views as accurate as possible. There is no need to deepen the expressed thoughts: your task is only to summarize them, this is how the facilitation will be most productive. Rephrasing the participants' statements, let alone developing their content, will only do harm: in this way you will demonstrate to them your own competence in comparison with their level, and this is not the effect you want. Your task is not to put yourself on a pedestal, but to spur the dynamics of group work.

Make sure that there are no disputes at this stage of the work. If they flare up, stop them immediately. Remind that what is important now is not the search for truth, but the opinion of everyone. Only then will you analyze what you have heard and, perhaps, stop at one thing.

Role-playing game

Role play is a method used in business training to practice new skills. Role play requires at least two participants. In the process, they communicate with each other based on certain predefined roles. Usually these are roles that they regularly have to play in life: customer and salesperson, boss and employee, etc.

The main rule of any role-playing game is this: it should be devoted to only one new skill. If you try to practice two skills and then analyze what happened with two different points vision, nothing will come of it: as a result, the participants will not master any of them.

Role play results:

• development of new skills and knowledge, their consolidation;
• the transition from the study of theoretical material to practical activities directly related to the profession;
• increased activity of the training participants: without it, it is impossible to play your role correctly.

Brainstorm

Brainstorming is a special method of working in a group, with its help new ideas are born; method developing creative thinking participants.

How does brainstorming work during training?

1. It is used when new ones are needed. original ideas to solve a complex problem (how to entice a client from a competitor, how to build relationships with a monopoly supplier, etc.). All listeners are divided into small groups, and each works separately.
2. Brainstorming is great if you want to show how different processes work in a group, especially if you are conducting training on leadership or team building. Not everyone takes part in the assault. The most active of those present will be working group, and the task of the rest is to observe them.

Prepare special observation forms: this will help people feel involved in doing the right thing. It is also useful to record the brainstorming session on video: in the future, you will be able to analyze such work in a group and the processes taking place at the same time with any participants.

Brainstorming results:

• the method makes it possible to obtain new points of view on the problem, new, extraordinary solutions. Your responsibility is simple - record the results and document them in writing. In the process, everyone will gain new knowledge: both you and the audience. If you depersonalize the information received, it will be very useful when conducting future trainings on a similar topic;
• if the next day you distribute leaflets with solutions to the participants, this will raise both your authority and the rating of your training;
• If the main purpose of the brainstorming session was to show the group's process of finding a solution, you will be able to demonstrate a lot to the participants during the analysis of the video. They will see how different options are born and die, how a person becomes a leader or steps aside. They will see what stages the struggle for power consists of, how the simplest objects turn into meaningful markers and begin to play the role of a scepter, orb and a marshal's baton, whether it be a flipchart, felt-tip pen, etc. Brainstorming and recording it will be an excellent opportunity for you to show principles of distribution of roles, ways to manage listeners, etc .;
• brainstorming always has a positive effect on group energy. It can involve all participants, both active and passive, and leaders and observers. Since the most active ones participate more, it can be used in a tired audience. It is easier for active people to get involved in work, they will spend less energy on it, and the brainstorming session will go as it should.

The exercise

Exercise is the activity of the participants, which is organized in a certain way and works to gradually master new skills.

What should be in any exercise?

• Instruction: An explanation of the task at hand or the procedure being worked out.
• Independent work: this time not group, but individual.
• Observing the actions of the participants: this can be done not only by the trainer, but also by all participants. Correction of results and timely exchange of views will allow you to quickly and more successfully master the skill, correct your own mistakes and accurately complete the task.
• Control over the result: this is also a matter not only of the trainer, but also of each participant.
• Trainer's resume: summing up and a separate emphasis on the relevance of the acquired skill in professional activity.
• End of exercise: announced by the coach.
• Working order: announced by the trainer. You decide who will start doing the exercise, who will be the first to demonstrate their results.

Exercise Results:

• individual stages of the necessary actions are practiced, thus mastering complex complex skills. During the exercises, the participants are always active, and the training itself is more energetic;
• for participants engaged in the exercise, time passes very quickly, people do not get bored;
• as a rule, exercises are always interesting and have a positive effect on the general atmosphere.

Games and exercises for training

Exercises and games during the training have a very specific goal - the development of skills and abilities. The conventionality of what is happening as main feature any game turns learning into an exciting action and makes the participants more active.

There are various methods dedicated to role-playing games, and all of them are aimed at one thing: gaining critical thinking skills, the ability to solve problems, get out of difficult situations, choose the right behavior in any situation.

By playing, the training participants get the opportunity to understand how they usually behave in life, to solve the problem of fears associated with possible mistakes. It is important to conduct not only the game itself, but also the subsequent discussion of the process.

What are the functions of role play? There are three of them: role playing, imitation, modeling. In the game, they can be involved both separately and all together.

Role-playing game

The most important thing about it is that the participants play certain roles. The roles are conditional, but they help people to look at their usual behavior from the outside, to abandon some stereotypes, to learn something new.

The games included in the training should not be too arbitrary. It is better if they are close to reality: it is more useful for participants to learn how to act in standard situations that they will encounter in their work. One of the most frequent and popular options is the game of the seller and the client. Here you can play around with quite fantastic stories, which, nevertheless, will allow you to touch on actual relationships and use the necessary skills. Even ordinary fairy tales like "Teremok" and "Kolobok" will come in handy if you turn the plot at the right angle.

Role-playing games are especially good in that they help to look not only at a person's actions, but also at the emotional component of these actions, at the attitude to action. This effect is called problematization, it contributes to the strengthening of a free attitude towards one's old views, therefore - it promotes change.

The ability to film a game will greatly increase its impact. Of course, it will seem to the listeners that it was not so; the look from the outside at oneself at the first moment is very surprising. If they not only see themselves, but also analyze their own actions, this will allow them to re-evaluate their stereotypes and, most likely, get rid of many of them.

If the game involves a lot of action, a lot of skills will be practiced.

These two aspects of role play - problematization and training - usually represent its content.

What are the criteria for choosing a playable situation?

• Realism
• Security
• Comprehensibility
• Reality of characters
• The possibility of "living" the situation.

As a rule, any such game can be divided into several stages.

There are different ways to gain personal experience, and training is a rather unusual option. Gaining experience does not imply passive absorption of information. Even if something is undoubtedly important to be formalized as just a general idea, this information will not really affect a person, will not change his value system, and will not affect his views. Knowledge that is easily acquired will be just as easily forgotten, and carefully developed skills will be applied in practice and will remain for a long time. The real truth is obtained by labor, not by passive observation, but active participation... A person must become the center of the events taking place, only in this way he will receive valuable experience. Any action is accompanied by an experience with which a new discovery comes. Everything that is emotionally experienced is remembered better. One of the main training activities is a game aimed at mastering new behavior, new skills, new procedures.

What can be the goals of different game situations?

• The game helps you learn new strategies that will come in handy in the future in difficult circumstances.
• In the game, the participant better understands the problem from the point of view of the other party (client or subordinate), can imagine his thoughts and feelings about this.
• The game not only improves the existing skills, but also masters new ones.
• The game is used to train some personality traits (self-confidence, etc.).

Playing different roles, the participants constantly draw conclusions. Of course, for this to be involved in the game it is necessary in all seriousness and try to play realistically. For everything to go as it should, it is necessary to find a balance between the certainty of the situations being played out and the elements of improvisation.

It is better to start role-playing games 2-3 hours after the start of the training so that the group can work together.

It is very important to stipulate this: while acting is useful, it is completely optional.

The second condition should be this: all listeners can participate in the game.

Varieties of games at the Case Study training

The method of "case studies" (case study) became extremely common in the 70-80s of the XX century. He appeared at Harvard Business School (first in 1924). It is based on the principle of precedent, or case. At first, the system was used in the study of economics, but later it came to medicine, law, mathematics and other sciences.

Now the method is still widely used in the West. As a rule, 35-40% of all academic time is devoted to it: at the business school of the University of Chicago - 25%, at the Columbia University business school - 30%, in Wharton - all 40%. At Harvard, where this method came from, an average student analyzes up to 700 cases during his studies.

Both buying and selling business school cases is a separate industry in the West. The same Harvard produces about 700 cases a year. Special organizations are registered (European Case Clearing House - ЕССН, etc.), which are engaged in the distribution of cases. ESSN is about 340 different participants of the same level as INSEAD business schools, IESE, London Business School.

Step 1. The group receives a task.

For example, you need to describe a case from the work of an enterprise that is relevant to the topic under study.

It must meet the following requirements:

• based on real events;
• include a specific problem that will be analyzed;
• cause discussion;
• suggest several options for solving the problem;
• match the difficulty level of the discussion.

The description of the situation should include:

• positions and roles of the main participants (director, employee, etc.);
• facts characterizing the main stages of events and the reaction of participants ("You have been appointed as a new head of the department; the company has a difficult situation in the market, your task is as follows. Your new employees react to it this way").

Step 2. The groups exchange descriptions of the situation.

At this stage, the group reflects on the options for solving the problem, trying to justify the chosen option.

Step 3. Presentation and evaluation of solutions.

The group makes a presentation of their solution. The trainer provides feedback.

Exercises

Exercises are commonly referred to as systemic actions aimed at developing certain skills in students, which should be facilitated by certain conditions. There are exercises to master the skill and exercises to reinforce it. The forms of exercise can be very different, but they are usually built according to certain rules.

• The goal must be clearly described. What exactly do you want to achieve as a result of this exercise?
• The goal must be justified. Let the participants understand the need to master the skills that the activity is about.
• Be sure to link the new exercise to the material you have been doing before and which you will be doing later.
• Provide participants with clear instructions.
• Name exact time the beginning and end of the exercise.
• Observe the implementation carefully.
• Discuss the results.
• Remind where participants can apply the skills learned.

When developing the instructions and thinking about the rules of the exercise, you must remember: so far this task is understandable only to you, and it is your task to make it understandable for the participants. Think about different options for introducing the instructions to the audience, come up with a visualization. Show by example what exactly needs to be done.

Of course, the execution itself will take even longer. As much as you want to intervene, don't. Let the participants do everything on their own: experiences and impressions that do not need to be shared with anyone are much more valuable. Of course, if you are asked for help or you see that the work has stalled completely, help, just do not behave like a person who always does everything right, but ended up in a circle of inept people.

The discussion should end with reflections on how the exercise relates to future plans, how its results will affect practical activities how best to apply them in work, what problems you will have to face.

Coaching

Acquaintance with the instructions is as follows.

• Outline of upcoming activities
• The principle of operation and the sequence of steps are explained.
• The fact of understanding is confirmed
• Deadlines are determined
• The most important moments are succinctly repeated
• The trainer gives the necessary examples

On what material can exercises be developed?

• Money
• Fairy tales
• Films
• Politics
• History
• Life of animals
• Company life
• Life in general

Test design methodology

The results of the training can be assessed if necessary. The trainees received certain knowledge, which means that the testing system is suitable for the assessment. The wording of the test questions, for which it is necessary to choose the correct answer from several proposed ones, must be extremely precise. You can work with tests both at the end of the entire training and at the end of each day. Please note that you will receive a result that allows you to assess the knowledge of your listeners, but not the quality of your work (it is quite possible that the participants did not learn anything new today). If you want to measure the change in awareness, you need to do a quiz with the same questions at the beginning of the workshop. The difference in the results of the first and final tests will show what you gave the participants, and will allow you to evaluate the quality of the training.

Test forms

• With closed tasks:
  • to choose the correct answer from the proposed options;
  • to establish compliance;
  • to create the correct sequence.
• With open tasks:
  • to construct a response;
  • typing an answer;
  • on an independent formulation of the answer.

Test requirements

• Lack of any ambiguity.
• The brevity of the questions (5-9 words).
• The same length of all answer options.
• The impossibility of a random guess.
• At least three answer options.

Types of questions

• To choose an answer from several proposed options.
• To substitute a missing word or number in a sentence.
• On self-compilation suggestions.

Performance criteria

• Test reliability - stability of results: if a participant passes the same test after a few weeks, there will not be much difference in the results.
• The validity of the test is its suitability: the specific indicator that needs to be measured is measured.
• Priority - focusing on the most important points training.

Drafting multiple choice questions

The test containing such questions, as a rule, is quite effective, the effectiveness of its use in training is high. The main advantage of the test is that with the correct content of the questions and a well-thought-out structure, the feedback you receive in the end will be very objective. Such questions are called multi-alternative and consist of three functional elements: base - introduces the context (the question itself); the key is the correct answer; distracting options are wrong answers.

• Make sure the key is correct. An answer option in which no participant can find anything doubtful. Usually the most attentive listeners manage to do this. Imagine how frustrated they will be when they receive a test and find errors.
• The key is not to be obviously the right answer. Formulate the question, key, and distractions so as not to give the correct answer. Do not use basic phrases in your answer; make sure that it is the same length as the other answers. Control grammatical connections between key and stem. Do not underestimate the learners: the author of the test often does not notice the obvious clues he has created, so be careful.
• Watch out for the use of words with meanings of certainty and uncertainty. There is nothing wrong with using the words “sometimes”, “often”, “usually”, “occasionally” in the answer options, as well as the very specific ones: “always”, “never”, “all”, “nobody ". It is important to remember one thing: these two types of words cannot be combined in answers to one question. Note that answers of undefined type are most often chosen by listeners who hope to guess the correct answer.
• The wording of the framework should be very clear. If you use the word "which", specify what choice do you mean: one option, two or more? This can be clearly formulated, for example: "Which two of the following answers ...". This formulation will allow participants not to guess, reflecting on the question, and you - more precisely, to choose both the key and the distracting options.
• Do not use options that will not be thought of. Getting people to think is actually the first task of both the test and the entire training, so try to get rid of phrases like “all of them” or “none of them”. Such options are a strong temptation for participants who are too lazy to think about the answer. Aside from this problem, these options can sometimes be useful and sometimes even better.
• Use negative questions with caution. If you formulate the basis: "Which answer is not true?" ("Which one is the exception to the rule?", Etc.), the participants must clearly understand that now, contrary to their custom, they will have to look for the wrong answer.
• Every distraction must contain a mistake. Most likely, after the announcement of the test results, you will have to answer questions and explain the reasons why the key is more correct than the option mistakenly chosen by the listener.
• Mistakes in distracting variations should be common. It makes no sense to give an unambiguously incorrect answer among the proposed ones. Erroneous answers should resemble the correct one, should raise doubts among the participants. The only acceptable exception is to use a knowingly wrong answer if it adds humor to the test and cheers everyone up.
• Use the answers in distracting ways. When working with an audience, ask open-ended questions more often; You can use the most common incorrect answers in your test. The longer you conduct the training, the easier it is to compile and write down a list of common mistakes of the participants.
• Find an opportunity to test the questions in a large group. A larger sample will give a more objective picture. You can ask listeners to vote for different answers. If almost everyone gets the answer right, distracting options are worth considering. When preparing a test you don't have the opportunity to test it with a large audience, try the questions in some other way. For example, email them to potential team members.
• Use a more complex question form. To do this, you can offer more distracting options, making it difficult to choose, or give a task in which you need to choose not one answer, but the best combination of answers ("a", "c", "d", etc.). Refer to the literature, take a look at tutorials, find different options for multi-alternative questions.

Training materials

Failure to prepare is to prepare for failure.
Benjamin Franklin

In order not to become a participant in the preparation of the failure of your training, carefully consider the necessary materials. Make a list in advance of everything that you will need along the way, check the availability of all things in the required quantity before ordering or purchasing materials, and upon receipt, and, just in case, before starting the training. This will give you peace of mind, confidence that everything will go as it should, and insure against a number of troubles. Search stress necessary materials before the training itself will not help you do it well.

Here is a sample list of training materials and tools that will be useful to you in the preparation process:

• personal computer or tablet;
• projector for multimedia materials;
• network extension cable 5 meters long;
• a list of all participants (maybe someone refused the day before);
• list of events (number and schedule of breaks, breakfasts, lunches, evening events);
• work notebooks or notebooks;
• writing utensils;
• handout material, multiplied in the required amount;
• copies of assignments for exercises (consider not only the number of students, but also yourself);
• training feedback forms;
• certificates to participants;
• a camera for shooting flipcharts at the end of the training;
• trainer suitcase (markers, paper tape, multimedia speakers, stickers, scissors, etc.)

Remember that each training session is unique and requires its own set of working materials and tools (for example, in some cases you will need a video camera and a tripod). Prepare the list in advance and check it several times. The more detailed it will be, the less problems preparation of the training will bring you!

Handouts

Handouts are not always needed. This circumstance is influenced by:

• training topic;
• the purpose of the training;
• training tools;
• wishes of the participants;
• opportunities of the organizers.

What difficulties can arise if you decide to use handouts?

• First, it can be difficult to know at what time it is best to organize the distribution of prepared materials. It is convenient for someone to study them before the training: it is easier for such participants to work if they know what will happen. We must remember that this confidence does not always benefit others: "Oh, I already know that!"
• On the contrary, there will always be listeners who do not look at the materials handed out, even if you specifically asked to look at them and gave some kind of assignment. The situation when the amount of knowledge in the group varies greatly does not benefit the training.
• It happens that the participants think that the handout is a ready-made summary of everything that is happening, which means that you can not listen to the coach and go about your business.
• Sometimes these materials are misunderstood by the trainers themselves. It should be borne in mind that reading the finished text aloud will not increase the productivity of learning.
• Handing out materials at the end of the work is also not the best option. In this case, they will not contain any new information for the participants, they can simply be forgotten, left in the audience.
• It is necessary to number the pages in your materials, otherwise it will be difficult for many to navigate them quickly enough. Trying to find the right place, they will distract at least their neighbors, which greatly slows down the work process.

Main parts of the brochure

1. Title page
2. Goals and objectives of the training
3. Main content
4. Bibliography
5. Glossary of terms

Main content

1. Blank sheets for notes
2. Definitions of basic concepts
3. Information graphics, diagrams and pictures
4. Quotes
5. Tasks and instructions for them
6. Work algorithms
7. Information in tables
8. Theoretical material

The problem of mismatching the course of training with the sequence of presentation

How can this discrepancy be overcome?

Brochure or plan: what is the best orientation?

It is great if during the training you rely on a built system of definitions, tasks and ways of working. It's great if you know the brochure by heart and even better.

Just remember that it is really harmful to constantly load the listeners with all this strict information, classifications and definitions, rules and exceptions. It is more useful for them to see a coach in front of them who is able to answer certain questions and illustrate the answer with an example based on practical experience. It is unrealistic to cover everything in a brochure and present it in a convenient way, but your listeners need it too.

It is impossible to make a brochure that includes all the necessary information and does not contain anything superfluous.

Remember that training is a creative process that involves both you and your audience. Is it possible to predict creativity 100%?

Sometimes it’s more important to step back from a pre-planned plan, give a definition that is not in the brochure, give a vivid example or draw a picture that will clarify everything much better than the dry theory of a handout. This principle begins to work when a group has a new significant question. It was difficult to predict it, but now you can give an answer to it, not using a prepared brochure, but with your huge reserves of information. These are extremely important and necessary educational moments: listeners see what they have learned valuable information thanks to their own activity.

It happens that such additions are repeated by you at each training session, and it seems to you that it is time to make this material mandatory and to include in the brochure. But the 100-page edition can hardly be called a brochure. Of course, you can call it a textbook, especially if the material is well composed and is perceived even in isolation from the training, but here another risk arises. Perhaps, due to the large amount of information, there will not be enough time to touch on all sections of the textbook, and this will surprise the participants. They will perceive the training as short or incomplete.

The coach has to resolve a difficult contradiction. On the one hand, I would like to make the handouts more complete and informative. On the other hand, no training will benefit from being reproached for an incomplete program. The way out is a brochure containing only basic information. The more additional information If you tell the participants in response to their questions, the higher their satisfaction with the training will be. The feeling that they were able to learn a lot of important things beyond the program is very beneficial.

There is one more trend to keep in mind. modern work with information - the growth of the value of visualization. Research says it is easier for people to perceive new things from a ready-made text, but there can be problems with listening comprehension. However, you can always read the information you need from the brochure at home or even in the classroom. And although people can read the text on their own, without the participation of a trainer, this is a normal practice, and, as a rule, it does not cause objections. A long complex text with terminology spoken in front of the audience is perceived and remembered much worse than a page from a textbook. As a last resort, this can be combined by preparing, for example, written instructions and glossaries that duplicate what you are telling. Polite people, starting negotiations, not only give their name, but also give an opportunity to look at it by handing business card; in the same way, it is worthwhile during the training to give the participants the opportunity not only to hear, but also to read the necessary information, and return to it if necessary.

What conclusions do we come to?

First: your brochure should still be kept succinct. This will give you the opportunity not to reproduce everything in chapters, to feel freer, guided by the course of action. You will be surprised how many precise definitions and successful classifications are born during a lecture or discussion. They often turn out to be more capacious than what you would have prepared in advance: we all prefer fresh food to canned food. It is completely normal, when starting a training, not to know in advance every word and action: life will show you which option to choose, or even make you an inventor of a new approach.

Second conclusion: make your brochure as complete as possible. Participants in your training will be able to read, not hear, most of the information and will be grateful for that. You do not have to repeat the definitions a hundred times and ask to remember the sequence of actions: the right pages of your brochure will help you.

So you have two options:

1. include only necessary information in handouts;
2. include all possible information.

Training equipment

I carry everything with me.
Bias Priensky

If you are conducting training at a hotel, it may seem that they will provide you with everything you need: they will offer you a flipchart, stationery and a projector at a rental price. However, it's important to remember that you actually need a lot more things.

What else do you have to take with you?

• Camera
• Video camera and tripod (if needed according to the training program)
• Suitcase for transporting equipment
• Good audio speakers, MP3 player, Extender
• Several different adapters for equipment
• A watch with a clear analog dial
• Flipchart sheets in a cage (at least 20 pieces for 1 day of class)

Let's consider the necessary equipment in more detail.

• The resolution of the camera must be at least 10 megapixels, zoom at least 6x. Canon or Nikon models are preferred.
• When choosing a camcorder, it is better to prefer an optical image stabilizer and a three-matrix CCD system. An important and useful addition will be an extension lens, a carrying case (the best option is from Lowepro) and a spare battery. The capacity of the batteries, of course, must be large enough.
• A camcorder without a tripod makes little sense. Choose a metal tripod and be guided by the manufacturer ( a good option- Manfrotto 728B).
• Since this is far from the whole necessary equipment, you will need a suitcase with wheels. It must be durable and reliable. Think, for example, of the Vanguard VGP 32. Stationary casters don't always hold up to air travel and luggage compartments - opt for the removable trolley option.
• What should be in a suitcase? Audio speakers, bright markers (make sure they are not dry), A4 sheets (both white and colored, in sufficient quantities), a soft small ball (useful for simplifying the transmission of a word in a discussion), masking tape (2 cm wide, better than Body or 3M), aerosol glue, a good three-meter tape measure (useful, for example, for marking flipcharts), a large ruler, wax pencils, aerosol markers (BlowPen), plugs and adapters of various configurations (camera, projector, speakers - everything needs to be connected to other equipment ), large Post It stickers (it is convenient to write down the goals of the participants on them), pencils (to draw sketches on a flipchart), an eraser, a paper knife, large scissors. Do not forget about the minimum necessary first-aid kit: several sachets of Teraflu and Coldrexa, activated charcoal, adhesive plaster of different sizes, something pain reliever (Spazmalgon for headaches), just in case some stronger analgesic (Keta -nov "from a toothache), perhaps something like" Alkoseltzer "will not be superfluous. The first aid kit can be useful not only for you, but also for your listeners.
• One of the most essential aspects of training organization is the quality of flipchart records, their durability and brightness. Good markers are not easy to find. The best, no doubt, are made by Sanford; this trademark called Mr. Sketch. However, you can only stock up on them through online stores in Australia and the United States. If speak about Russian market, stop at the brands Centropen (Czech Republic) and Edding (Germany). Remember the Edding 388 especially: you will love its wide wedge tip. Make no mistake: buy markers specifically for flipcharts, this is usually indicated on purpose. It will be annoying if markers are printed on the flipchart itself through all the sheets. It is generally more convenient to use a tapered marker rather than a sharp-pointed marker. It is good to choose markers of different colors. Black and blue are suitable as the main color (which means you should have more such markers), and green and red are good for highlighting text or making illustrations.
• What do you need speakers for? First, cheerful music will greet people as they enter the classroom at the very beginning of the training; during breaks, you can create a light, pleasant background music to make people relax; music is also suitable for completing the training. Secondly, speakers are a must if you will be checking the video recorded on the camera. When choosing speakers, pay attention to the ratio of their quality, price and power. Be sure to go for models with a metal front grill (JBL and Logitech offer good options).
• An MP3 player will do just about anything, as long as it has a display for selecting songs. For example, Apple's Nano 8 Gb. Make a playlist in advance. Reggae is great for starting workouts and taking breaks. Choose neutral music that will not cause rejection in anyone: for example, you should not include songs by Russian performers on the list.
• In theory, the hotel should have such a necessary thing as an extension cord, but if you need to plug something in late at night (for example, prepare and check materials for tomorrow), you may not find the right person. Sometimes hotels charge a fee for using extension cords, and such that it is quite possible to buy a new one for this money.

In general, it is safe to say that the number necessary equipment the more, the less often you conduct trainings.

Traditional scheme (structure) of a training lesson

In the training practice, a peculiar structure of both a separate training lesson and the training as a whole has developed.

Against the background of the stable structure of the training session, each leader has his own best practices, which make the training more perfect, rich, attractive, and the like.

Since we believe that a novice leader should have a clear idea of ​​the structure of a training session (training as a whole), which he should form on the basis of different approaches, it will be useful to submit different approaches (schemes) for constructing a training session (training).

At the beginning of the session, the facilitator formulates the goal and objectives of the training and helps the participants to define their own goals. They may be:

Conscious and verbalized (that is, expressed in words - in oral or written form);

Conscious, but non-verbalized (not expressed either in writing or orally);

Unconscious and non-verbalized (against this background, as a rule, resistance is born);

Unconscious, but verbalized (reservations).

The goals are long-term or strategic, medium-term or tactical and short-term - in the course of training.

The training is carried out according to a well-defined structure. Typical structure, the purpose and objectives of the training together serve as the basis for drawing up a plan for its conduct. Such a plan can have various forms (table, list of sequential actions, diagram, etc.), but the principle is, and it is well worth learning for the future leader, that a training plan must be drawn up. Naturally, this does not mean that the training will go completely as planned, but the plan will help the trainer adhere to the main issues that must be worked out during the group work, otherwise it will be impossible to achieve the set goal of the training. During the training, many secondary topics for discussion certainly arise, and each of them turns out to be more or less attractive to the participants. However, processing them will serve other purposes. In the meantime, the term for the lesson will pop up, and the mandatory questions may remain unaddressed. Therefore, it is a plan drawn up in advance that will help stick to the chosen topic and achieve the desired goal.

In the training practice, the structure of the lesson has developed, which has its own insignificant differences among different authors. We will present various interpretations of the structure (scheme, stages, parts, phases) of a training session, which consists of the following parts:

- greeting ritual allows you to unite group members, create an atmosphere of group trust and acceptance;

- warm-up adjusts the participants to productive group activity, allows you to establish contact, activate group members, cheer up, relieve emotional stress. Warm-up is carried out not only at the beginning of the lesson, but also between individual exercises in the case when it becomes necessary to somehow change the emotional state of the participants. Warm-up exercises are selected taking into account the current state of the group and the tasks of the upcoming activity;

- the main content of the lesson there is a set of exercises and techniques aimed at the development of cognitive processes, the formation of social skills, the establishment of relationships between group members;

- reflection involves the exchange of views and feelings about the lesson;

- farewell ritual contributes to the completion of the session and the strengthening of the sense of unity in the group.

To deepen the understanding of the structure of the training session, it will be useful to familiarize yourself with such a scheme.

Introductory part of the training provides for the solution of such tasks:

Assessment of the level of assimilation of the material of the previous training (receiving feedback). This usually happens in the form of a survey (what was most memorable or liked at the last training) or homework check;

Updating the topic of the current training and identifying expectations;

Creation of a welcoming and productive atmosphere (this stage is called by the general term "acquaintance"). It takes place in the form of self-presentation or mutual presentation of the training participants;

Maintaining democratic discipline in the form of adopting, refining, or repeating group rules.

The main part of the training- several thematic tasks in combination with exercises to relieve muscle and psychological tension.

In the main part of the training, theoretical and practical blocks are sometimes distinguished. However, this division is very arbitrary. After all, knowledge (as skills and abilities) at the training is replenished in the process of performing practical tasks (mini-lectures in the form of conversations, presentations, peer education, work in groups).

The final part of the training includes:

Summarizing;

Receiving feedback on the topic of the current training;

Relaxation and completion procedures.

The organization of group work is carried out in stages, the stages are interconnected. G. Smid group work divided into three stages:

i stage. Preliminary preparation, which includes:

Assessment of the needs, capabilities of the client;

Preparation of a group work project;

Selection of methods for assessing the work of the group;

Selection procedure for group members;

Preparation of materials.

Stage 2. Group lessons:

Conducting classes;

Stage 3. Completion of work:

Conducting a final survey;

Final evaluation of the results;

Summing up the results of the group meeting.

Training has certain attributes.

These include:

Training group;

Training circle;

Specially equipped room and utilities for training (flipchart, markers, etc.);

Leading;

Group rules;

The atmosphere of interaction and communication;

Interactive teaching methods;

The structure of the training session;

Evaluation of the effectiveness of the training.

The structure of the training lesson is most informatively disclosed in the following phases, which we adhere to in our work.

We will share our secret of conducting trainings for your employees, namely, we will tell you how the structure of the training programs chosen by our customers is built.

All trainings are developed by a team of professional sales practitioners and are exclusive. We conduct trainings regardless of the location of our customers.
The specialists of our company have a long-term practical experience work in various fields. This is primarily

Financial benefits from training

Algorithm of the training chosen by the customer

Formation of the credit of confidence of the training participants- allows to arrange the trainee of the training in order to increase the efficiency of the assimilation of the training program material. Allows you to achieve loyalty to the speaker of the training program.

Training program- is formed due to the preferences of the customer and the specifics of the activities of the specifics of the customer's company.
Identification of motivational components - forms a clear idea of ​​the training participants' desire to work in the customer's company. At this stage, it is possible to identify "those participants" who hinder the development of the customer's business.

First Coffee Break in order to adapt the participants and strengthen the credit of trust between the speaker and the trainees. Skills formation - allows you to determine the necessary set of tools that the participants receive at the training and will apply in their work.

Objection processing- allows the speaker of the training company to get the participants to agree that the training program has been chosen by the customer, from his full agreement on obtaining new skills that will fruitfully affect the work in the company.
Lunch for the training participants allows you to replenish your "life resources". After lunch, the training participants perform exercises that bring the group to work.
Fulfillment of tasks stipulated by the training program, based on the specifics of the company's activities, allows you to practically work out the acquired skills.
The second coffee break is a necessary break in order to rest the training participants.
Practical practice is a simulation of similar situations encountered in the daily work of training participants, especially when working with objections.

Summing up- allows the training participants to make sure that they were able to learn new things during the training.

Presentation of company certificates is a kind of reward for participants, one of the ways to motivate staff.

This diagram clearly shows how we point out to your employees the goals and objectives that you set for us when ordering the training.

Explanatory note is a document providing general information about the training. The content of the explanatory note depends on the training program to which it is attached.

The training report may include the following items.

- What was ordered... The previously approved training program is briefly outlined, including the topic, audience, purpose, objectives and means of training.

- When, where, with whom, in what conditions the training was conducted... This point can carry important information, since the quality and effectiveness of the training largely depends on the conditions of its conduct, duration, number and composition of participants. The manager will be able to draw corrective conclusions about the price / quality ratio next time, ordering training on certain conditions.

- General characteristics of the group and the psychological climate in it... An important point, since the training takes place in a living organization and bears the imprint of internal relationships in the company. In addition, focusing on the emotional potential of the group, which is reflected in the psychological climate, it is possible to predict the results of the impact of future management decisions on the team.

- Training structure in brief.

- Training results.

- What was done... The practical result for each block.

- What skills the participants have mastered and what they can use in their work... What knowledge has been mastered.

- What topics were raised in the discussions and caused a resonance.

- Definition of activities and types of work carried out between trainings(homework, supervision, progress reports, etc.).

4.2 Training structure

Introductory stage of training- acquaintance and orientation

Acquaintance participants are usually held at the very beginning of the training, after a brief introduction by the trainer, but before discussing expectations and agreeing on a program. it important element setting block of training. The acquaintance is carried out even when the training participants know each other, and is aimed at solving the following tasks:

orientation in the situation (who takes part in the training, "who is who");

memorizing each other's names (the trainer also memorizes the names of the participants during the meeting);

establishing contacts between the participants, their rapprochement, the formation of an atmosphere of trust;

involvement of participants in game, training forms of work.

If there is a need to save training time, the acquaintance procedure can be combined with the collection of participants' expectations. In this case, introducing themselves or introducing each other, they also talk about the expectations from the training.

What is - warm-ups for training , and what is their meaning?

The central purpose of warm-ups is that they promote group dynamics. Warm-ups should be tied to a specific task, training topic. In this case, the discussion of the results of the warm-up builds the emotions and thinking of the participants in the right direction - then the energy of the warm-up is beneficial to the whole process.

The next function of the warm-ups is to help the participants relax and relieve tension. Another important warm-up task is to build group cohesion. Often, it is after the warm-ups in the group that a sense of community of interests appears, and group creativity begins to manifest itself.

At the beginning of the training, it is necessary to reduce the distance between the participants and "settle down" the space. For this, group warm-ups are carried out, implying movement and interaction between the participants.

The most recent warm-up in the training (also called a hitch) is the most sincere, it is carried out shortly before the feedback. Such warm-ups should be positive - words of gratitude and compliments to each other, applause. The state obtained as a result of such warm-ups extends to the entire previous training period and creates an atmosphere of warmth and openness.

The main educational stage of the training

V main part the training reflects the key content, built in a certain logical sequence. These are exercises in which the skills and abilities for which the participants came to the training are directly trained. In quality training, this type of exercise should take up the majority of the training time.

The main exercises are usually long in time, because each participant in the training must have time to work in them and he must have enough time to develop the skill. Most often, the main exercises are carried out in pairs or triplets, less often in micro groups. This allows each participant to get their own experience and practice the skill.

This type of exercise is used throughout the training period, usually at the beginning of the training simpler basic exercises are put, in the second half - more complex, deep ones. Often the main exercises are given after the corresponding mini-lecture.

The final stage of the training

V the final part summarizes the results of the training, highlights the key points and conclusions, it is possible to include exercises for self-reflection. The last exercise can be aimed at getting positive emotions, at relaxation, at preparing for further work. Important questions at the end of the training:

"What was important to you?"

“What will you take with you to work? ("What did you learn? Under what conditions will it bring you the desired result? How and when can you use it? Why? What will you personally gain from this?").

In the structure of the training, it is necessary to describe each exercise based on the following criteria:

Procedure

Instructions

Resources required

Reflection (discussion questions)