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Train The Trainers

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  1. INTRO
    1. Upon what do you base the effectiveness of a training.
  2. 2. What do we expect from a coach?
  3. 3. Why to access participants needs?
  4. 4. Trainings, workshops, coaching.
  5. 5. 12 What to do at the beginning basic needs.
  6. 6. Never say never.
    3 Quizzes
  7. 7. Biological traits.
  8. 8. Personality.
  9. 9. Personality. Extraversion.
  10. 10. Personality. Introvert.
  11. 11. Personality. Openness to experience.
  12. 12. Personality. Conscientiousness.
  13. 13. Personality. Agreeableness.
  14. 14. Personality. Neuroticism.
  15. 15. What should you think about before argumentation?
  16. FUNDAMENTALS
    16. Intro.
  17. 17. Kolb Experiential Learning Theory.
  18. 18. Concrete experience.
  19. 19. Reflective observation.
  20. 20. Abstract conceptualization.
  21. 21. Active experimentation.
  22. 22. Criticism.
  23. 23. Mezirow Transformational Learning.
  24. 24. 10 steps of transforming learning.
  25. 25. In training practice + Summary
  26. 26. Learning styles.
  27. 27. Learning styles. VAKT model.
  28. 28. Kolb Learning Styles Inventory.
  29. 29. Self-efficacy.
  30. 30. Motivation to learn.
  31. 31. Mood and affect.
  32. 32. Experience in the subject matter.
  33. 33. How do I arrange and expert training session?
  34. 34. Open and closed training sessions.
  35. 35. Erm… Where to start?
  36. 36. Why do we meet?
  37. 37. How we will cooperate?
  38. 38. When to schedule breaks?
  39. 39. How would you meet here?
  40. 40. How do you maintain participants activity?
  41. 41. How to socialise with the group?
  42. 42. Intro.
  43. 43. Kurt Lewins work.
  44. 44. Group cohesion and field-forces.
  45. 45. Sense of belonging.
  46. 46. Group decision making.
  47. 47. Groupthink.
  48. 48. Tuckman model.
  49. 49. SCARF model.
  50. 50. Status.
  51. 51. Your status.
  52. 52. Status of participants.
  53. 53. Certainty.
  54. 54. Autonomy.
  55. 55. Relatedness.
  56. 56. Fairness.
  57. 57. What does the adult learning process look like?
  58. 58. When do we learn effectively Part 1
  59. 59. When do we learn effectively Part 2
  60. 60. When do we learn effectively Part 3
  61. 61. When do we learn effectively Part 4
  62. 62. How to understand the group.
  63. 63. About the process once again.
  64. 64. 12-1 What to do at the beginning basic needs.
  65. 65. How to examine your target groups needs?
    1 Quiz
  66. 66. Target group needs assesments.
  67. 67. Designing Closed-group trainings.
  68. 68. Conducting interviews.
  69. 69. Intro
  70. 70. ASK Model.
  71. 71. Attitudes.
  72. 72. Skills.
  73. 73. Knowledge.
  74. 74. Criticism
  75. 75. Turn The Problem into The Objective.
    1 Quiz
  76. 76. Put a Behaviors as a Objectives.
  77. 77. Objectives setting Dont make more promises than you actually do.
  78. 78. Objective Setting Attitudes-Skills- Knowledge.
    1 Quiz
  79. 79. Choose teaching methods for the Objectives.
    1 Quiz
  80. 80. From Objective to Outcomes-Strategy Based Teaching Canva.
  81. 81. Offer, training agenda.
  82. 82. How to build better arguments Part 2
  83. 83. How to build better arguments Sexi?
  84. 84. How to build better arguments Peel?
  85. 85. How to build better arguments Argument map?
  86. 86. How to build better arguments Mix?
  87. 87. How to spot non-arguments?
  88. 88. How to spot bullshit Part 1: What does it even mean?
  89. 89. How to spot bullshit Part 2: How do you know what you know?
  90. 90. How to spot bullshit Part 3: What’s the best alternative explanation?
  91. 91. How to spot bullshit Part 4: What’s the best counterargument?
  92. 92. How to spot bullshit Part 5: It’s too good to be true.
  93. 93. How to spot bullshit Part 6: One example.
  94. 94. How to prepare a presentation with sense?
  95. 95. How to organize your thoughts?
  96. 96. Perceived Session Quality Scale. Part 1.
  97. 97. Perceived Session Quality Scale. Part 2.
  98. 98. Self-evaluation. Perfect yourself.
  99. ADVANCED
    99. Intro.
  100. 100. Good and bad examples.
  101. 101. Atmosphere for learning.
  102. 102. Errors.
  103. 103. Diverse design.
  104. 104. Distributed practice.
  105. 105. Learning goals.
  106. 106. Behavioral goals.
  107. 107. Letter to self.
  108. 108. Supervisor and peer support.
  109. 109. Opportunity to perform.
  110. 110. Logistical and organisational determinants.
  111. 111. Relationship research.
  112. 112. Organisation’s culture research.
  113. 113. Substantive determinants.
  114. 114. Implementation determinants.
  115. 115. Make a report on what you researched.
  116. 116. How to design the development of competences and attitudes?
    1 Quiz
  117. 117. Focus group.
  118. 118. Observation.
  119. 119. Bloom’s Taxonomy.
  120. 120. Analyze, evaluate, create.
  121. 121. Remember, understand and apply.
  122. 122. Criticizm.
  123. 123. From Objective to Outcomes Designing educational experiences.
    1 Quiz
  124. 124. Intro.
  125. 125. Kirkpatrick Model.
  126. 126. The first level.
  127. 127. The second level of Kirkpatrick.
  128. 128. The third Kirkpatrick level.
  129. 129. Examples of level three Drivers.
  130. 130. The fourth level of Kirkpatrick.
  131. 131. The fifth level of Kirkpatrick.
  132. 132. Danielson Framework.
  133. 133. Planning and preparation domain.
  134. 134. Classroom environment.
  135. 135. Instructions.
  136. 136. Professional responsibilities.
  137. 137. Working with the model.
  138. 138. Criticism.
  139. 139. Everything is connected.
    1 Quiz
  140. 140. Polarity in the group.
  141. 141. Social Facilitation.
  142. 142. Social loafing.
  143. 143. Confluence.
  144. 144. Deflection.
    1 Quiz
  145. 145. What to do with uncomfortable questions?
    1 Quiz
  146. 146. Atkinsons Theory of Achievement Motivation.
  147. 147. What to do in difficult situations Part 1
  148. 148. What to do in difficult situations Part 2
    1 Quiz
  149. 149. 5 strategies for difficult situations.
  150. 150. Belbin’s team roles.
  151. 151. Who the leader actually is?
  152. 152. How to use data, numbers and facts in your argumentation?
  153. 153. Why should you have love-hate relationship with storytelling and anecdotes?
  154. 154. How to respond to poor arguments?
  155. 155. Case study.
  156. 156. How to use argument-based feedback to improve results?

Participants 13

  • Aleksandra Bukowska
  • admin
  • Bartek
  • Edyta Kwiatkowska
  • Iwo Konopek
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Train The Trainers 48. Tuckman model.
Lesson 48 of 156
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48. Tuckman model.

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