Concurrent Submissions 2012 by 2kU3D7YI

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									   The Bob Pike Group’s 19th Annual Training & Learning Conference
                       September 12–14, 2012
                 Concurrent Sessions and Objectives

#101 – Building e-Learning People Want to Use, Scott Enebo
If you thought finding archeological treasures was difficult, try finding engaging and informative e-
learning. Now there’s a challenge! We know that lecture in live classrooms is not effective for driving
retention and learning transfer, yet most e-learning is structured around similar lecture-type
fundamentals. Learners want and need to be engaged; in this session, we will identify the truths of e-
learning design and explore simple techniques to make e-learning courses people truly want to use.
Objectives:
    Identify elements to engaging e-learning design
    List strategies to make e-learning participant-centered
    Explore the four tips of real e-learning pros


#102 – Facilitating Results-Based Meetings, Rich Meiss
Unproductive meetings cost organizations thousands of hours and dollars each week! In this session,
we’ll focus on what types of meetings matter, how often to meet and who should attend. Participants
will learn the 10 deadly sins of meetings and how to avoid them, and walk away with a checklist of what
to do before, during and after a meeting to make it highly productive.
Objectives:
    Identify how to open and close meetings with impact
    Recognize different types of meetings and why to meet
    Discover the 10 Deadly Sins of ineffective meetings


#103 – "WHY" We Do What We Do At BPG, Doug McCallum
The question “Why?" is a valuable weapon in the trainer’s ADDIE arsenal. This session will equip you to
ask your own questions and ably volley answers to "Why?” from your participants and boss.
Objectives:
    Go home with 21+ reasons “WHY” The Bob Pike Trainers do what they do.
    Experience the why and why it makes sense to do what we do
    Have fun while learning!


#104 – Making the Link Between Activities and Your Content, Janice Horne
Every object Indiana Jones goes after has a significant link to the past, and is the pull through the entire
story. The same is true in training – every activity we incorporate must link to our content and pull
through the entire training. In this session, we’ll explore which activities will work best for your content.
Objectives:
    Explore which types of activities work best for your content
    Practice relating a common activity in several different ways
#105 – Writing Good Clicker Questions, Kevin Herrholtz – Training Manager, Turning Technologies –
Product Sponsor
If you’ve seen audience response systems used, then you’ve probably also seen poor “clicker” questions
asked. This course is designed to help individuals fashion solid clicker questions that motivate and
stimulate new learning, appropriately measure learning objectives, reinforce fundamental knowledge,
sharpen reasoning skills and enhance quality control.
Objectives:
    Create clicker question that use the appropriate “stemming”
    Create clicker questions that elicit constructed responses
    Creating questions that have proper design logistics. Questions that are free of extraneous
        materials and are aligned with the Coherence Principle


#106 – The Good, the Bad and the Ugly of e-Learning, Priscilla Shumway
e-Learning is changing the face of training and becoming a standard worldwide. Many elements of e-
learning are good; others are bad or downright ugly. Join us in this session to learn about the pros and
cons of e-learning and what to watch out for so that your training does not look comical or staid.
Objectives:
    Visit and evaluate 5 e-learning sites
    List 7 components of effective e-learning sites
    Identify 3 types of effective e-learning assessments


#107 – Mentoring for Success, Rich Meiss
Stop the brain drain in your organization! Retain the experience and practical knowledge of retirees by
transferring it to new employees through mentoring. This mentoring preview will help participants
discover if, when, how and why to institute a mentoring program and for whom it is most effective.
Objectives:
    State the differences between coaching, mentoring, counseling
    Discover four phases of an effective mentoring process
    Analyze four mentoring skills and practice one of the skills


#108 – The Lost Art of Facilitating a Training Room, Adrianne Roggenbuck
You don’t need a bull whip to gain control of your training room. Dig into the treasure chest of good
facilitation techniques to discover how to establish a collegial climate and rapport with and among
participants. Explore the Social Component of Learning and experience questioning techniques that
result in better quality questions and answers. Raid the lost art of facilitation!
Objectives:
    Identify the three elements of the Social Component of Learning
    Practice three ways of questioning
    List ten ways to create a collegial climate
#109 – Let’s E-A-T, Janice Horne
Tired of pure lecture and theory in your training sessions? Want to make your training more
memorable? In this session we turn things around. You’ll explore ways to create learning Experiences
which work to raise participants’ Awareness – and then follow with Theory.
Objectives:
    Explore different delivery models (E-A-T; E-T-A; T-E-A) and when to use each
    Practice creating an “experience” to emphasize the content’s main message


#110 – Building Interactive Mobile Learning Content, Janhavi Padture, AVP, Strategy & Research,
Harbinger Knowledge Products – Product Sponsor
With mobile learning emerging as a new wave in training development, the variety in phones and
proprietary technologies has made designing interactive mlearning for the masses challenging. This
session will provide an overview of emerging trends in mlearning interactivity, discuss the challenges
and demonstrate how rapid interactivity can be used to solve these challenges and develop
interactivities at a faster pace for mobile learning.
Objectives:
    Interactivity: an overview and why learning professionals should care. Emerging trends in
        interactivity you cannot ignore.
    Technical aspects of design and development of learning interaction for mobile devices
    Ways to overcome some of the technical challenges while developing learning interactions for
        mobile.
    Delivering an interactive mLearning experience across devices from smart


#111 – From Classroom to Webinar: 5 Strategies for Making the Conversion, Becky Pike Pluth
Mission impossible? Convert existing classroom course material to a live webinar format that maintains
interactivity. With the help of a few good planning tools and strategies, this mission can be successful.
This session will provide a real-time makeover which will convert classroom content into a webinar
module. Come to this session with your own 90-minute classroom module for maximum application.
Objectives:
    Apply 5 key steps to become an effective virtual classroom trainer
    Create an individual action plan for migrating from the physical to the virtual classroom
    Observe a live conversion
#112 – Evidence Based Training – The Myths and Truths, Scott Enebo
Imagine you are very sick and decide to go see a mummy for treatment. Sound ridiculous? This happens
all the time when learners enter a classroom and are subjected to outmoded or dead training
methodologies which present content but do nothing to help retention or on-the-job application. This
session is centered on providing evidence and research behind learning that can be directly applied to
the classroom.
Objectives:
    Differentiate the myths and truths of learning and training
    Relate research to learning in the classroom today
    Create an action plan of how to apply this research to your own class


#113 – Storytelling: Remembering the Lesson by Remembering the Story, Bob Pike
People remember stories. Some participants might remember Lone Ranger or Charlie Chan radio
programs that captivated them every week while others recall campfire or ghost stories told during
sleepovers. Storytelling can also be used as a compelling learning strategy. In this session, find four story
sources, deconstruct a story well told and outline your best story while tying it to content.
Objectives:
    Connect stories to learning points
    Deconstructing stories that make a point


#114 – Breathing Life into Your Presentation: Using Games to Teach, John Dillon, Product
Development, C3 SoftWorks – Product Sponsor
How can you grab and hold your trainees’ attention? John Dillon explores how games can be an
effective teaching tool for introducing or revisiting even difficult content while engaging, motivating and
energizing any audience. Be prepared to interact and have fun in this session!
Objectives:
    Understand the difference between an active learner vs. a passive learner
    Identify ways to use a game as an assessment
    Identify common pitfalls many instructors make using games
    Describe ways you can deliver content beyond the questions and answers


#201 – Faith at Work, Bob Pike
Is it possible to compartmentalize our lives? If it was possible – would it be a good idea? Do character
and values have a place in the workplace? And where does the basis for character and values come
from? Join Bob and explore faith at work. Examine the two types of leaders – serving leaders and self-
serving leaders.
Objectives:
    Explore two types of leaders – serving and self- serving
    Identify positive character traits and how they are developed
#202 – Top 10 Lessons Learned in 42 Years as a Trainer, Bob Pike
Crystal Clear Thinking and Training can come from trial and error (or trial and success) as much as it can
from research. In this session, Bob will lead you on an exploration to discover the top 10 classroom and
virtual learning strategies he’s uncovered in his 42 years as a trainer.
Objectives:
    Identify top ten strategies
    Describe the top ten strategies


#203 – Evaluation: Implementing the Four Levels and Measuring ROI, Janice Horne
Many managers’ executives are now asking trainers to show the return on investment (ROI) of training.
They no longer want to know if attendees enjoyed the training or if they could pass a test— they are
looking for behavior changes on the job and bottom line results. This session will focus on ways to
measure training at each level.
Objectives:
    Examine the meaning of Kirkpatrick’s Four Levels of Evaluation
    Discover which level of evaluation assesses whether new skills and knowledge are being used on
        the job

#204 – Do You Review Enough? 90 Ways To Review in 90 Minutes!, Doug McCallum
Review is key to retention so don’t FEAR revisiting content. In this session, you’ll unearth more than 90
and experience at least a dozen tried and true review and revisiting techniques.
Objectives:
    Go home with 90 review techniques all printed out for you - to use immediately
    Experience 10-15 unique review techniques that involve, relate, and reinforce specific content.
    Have fun while reviewing - Don't be afraid!


#205 – Learning Essentialism: What Should Really be in Your Training, Becky Pike Pluth
Not many people have the time or budget for multi-phased, committee-oriented, traditional
instructional design (ID). Discover how to focus your instruction on what learners really need and how to
deliver it in a form that is best suited to them. This performance-based ID technique can reduce the
length of training programs by 50% while improving performance.
Objectives:
    Quickly isolate what needs to be learned
    Steps in testing what content is necessary
    Streamline e-Learning design without sacrificing effectiveness
#206 – Adventures in Webinars, Adrianne Roggenbuck
Webinars don’t have to be harrowing! Discover or rediscover techniques that can make the driest
material come to life on the screen and over the phone. This is a crash course in designing creative
webinars to increase retention and, ultimately, transfer of learning. In this session we will explore four
techniques for delivering interactive webinars. By the end of this session you will feel confident that you
can add a little adventure to your very next webinar.
Objectives:
    Select 3 effective opening and closing strategies for webinars
    Evaluate engagement methods for webinars
    Discover strategies for creating and maintaining motivation


#207 – You’ve Got Talent: Thinking and Speaking on Your Feet, Scott Enebo
So, which would you prefer—making a spontaneous speech or diving into a pit of snakes? If you are
contemplating the snakes, come discover what powerful presenters already know about thinking and
speaking on their feet and how to make best use of the preparation time given. No more fumbling
around trying to find the words you want or repeating concepts for lack of clarity. Find new models to
keep you on track!
Objectives:
    List tips to help keep your presentation on track
    Examine models to better organize your speech
    Demonstrate new knowledge though a spontaneous speech


#208 – The Transfer of Training, Priscilla Shumway
Training is a process, not an event. How do you make sure that what people learn gets used back on the
job? Explore practical strategies to use before, during and after the training event. Use these field-tested
strategies with key people in the process to ensure that not only is the right training offered, the results
also make a difference.
Objectives:
    Identify the barriers in the transfer of training
    Explore strategies for transfer of training
    Understand the Top 10 strategies for getting management support
    Identify responsible parties that effect the transfer of training


#209 – Coaching for Training Results, Rich Meiss
Up to 90% of training results are lost without good follow-up. Managers are in the best position to
influence training stickiness through coaching. Discover ways managers can prepare participants before
training and reinforce learning after.
Objectives:
    Discover the manager’s role in generating training’s results
    Develop a behavioral checklist to reinforce their own training
    Create specific solutions for manager involvement before, during and after training
#210 – Energizing Your Workshop, Ken Gimm, Ph.D, PCC, and Susan Gimm, Ph.D, PCC., Korea
Leadership Center, 2010 and 2011 Bob Pike Group Licensee of the Year Award Winner
Energizers are activities used in the midst of learning to help learners take a quick mental or physical
break. This brief “learning respite” helps wake everyone up and gets them refreshed and refocused. It
also provides a natural transition into the next topic. Join us as we explore and experience several
different types of energizers you can use for workshops and corporate trainings.


#211 – Flipchart Art Anyone Can Draw, Adrianne Roggenbuck
Do your flipcharts lack personality and pizzazz like Indiana Jones’ classroom persona? By creating simple
graphics, you can take your charts from drabulous to fabulous while grabbing learner interest and
increasing retention. Learn and practice basic graphic design techniques in a fun and relaxed
atmosphere so you can draw a dynamic poster for your next training adventure.
Objectives:
    Create a face template
    Explore expression details
    List quick tips for flipchart variety
    Design your own flipchart


#212 – Instructional Design Fast, Janice Horne
Never seem to have enough time to devote to training design? Try this rapid design approach. In this
session, you will explore a method of design that will help you quickly align content and activities to
desired behaviors to reach your business goals.
Objectives:
    Explore a quick design method that helps you hone in on “Need to Know”‘ information.
    Discover how to align classroom activities to desired behaviors


#213 – Object Lessons On A Budget, Doug McCallum
Object lessons can simply teach a difficult lesson and open new learning horizons with one easy
example—and it can be done with tools as handy as staplers, combs or kitchen blenders!
Objectives:
    Go home with 10 or more object lessons to use immediately
    Experience inexpensive object lessons that involve, relate, and reinforce specific content.
    Have fun while learning!
#214 – The A-Z of Training Techniques – 26 Activities to Engage and Enliven Learning, Marc Ratcliffe,
MRWED Training and Assessment – Bob Pike Group Australian Licensee
A carefully selected interaction will attract and maintain learners’ interest, because if they are not
playing, they are straying. So we need to find the yin yang, the give-and-take cyclical relationship of
content and supporting activity. This session provides a dynamic A-Z of proven activities and games
aimed at engaging learners and enhancing their educational experience.
Objectives:
    Develop an awareness of how to use training games and other activities to build enthusiasm and
        reinforce learning
    Develop an awareness of how to use training games and other activities to build enthusiasm and
        reinforce learning
    Identify strategies to engage and enliven training


#215 – Top 10 Tips for Technical Trainers, Bob Pike
Many technical trainers think technical training is dusty, dull and boring because they have not
experienced any other “learning” methods beyond lecture and death by PowerPoint! Bob believes it is
actually easier to make technical training come alive, because it is often crystal clear why the content is
important. In this session, experience 10 powerful ways to use Creative Training Techniques to help
deliver technical training faster, better and easier.
Objectives:
    Explore the differences between lecture-based and participant-centered training
    Explore 10 IL-PC methods for technical training


#216 – Participant-Centered Makeover – Redesign Application, Scott Enebo
Is your content dull, saggy and in need of a makeover? Perhaps you even have a new look in mind but
need some help in implementation. Bring your content and join us as we give you a head start on
redesigning your material to include proven participant-centered strategies. Scott Enebo will be on hand
to not only share templates, tips, and techniques but also serve as a sounding board for new ideas.
Objectives:
    Discuss the design process for content redesign
    Identify templates to assist in the redesign process
    Demonstrate comprehension by applying models to your selected material
#217 – Dealing with Difficult Participants, Priscilla Shumway
Have you ever wondered what to do about registrants who arrive late, text during class, make critical
comments, ask arcane questions or refuse to participate? The behavior of one person impacts others
and can derail your class. Learn how Participant-Centered instruction can minimize these behaviors and
create a positive and exciting program. Learn specific and strategic coping strategies to make all
participants learners.
Objectives:
    Learn 6 tips for minimizing 6 challenging behaviors
    Discuss the underlying issues that often cause these behaviors
    Plan for participant centered activities to deal with difficult participants


#218 – Effective Facilitation Tools and Skills, Rich Meiss
While the terms are used interchangeably by many, there is a difference between presenting, training
and facilitating. This session will define the three terms and then focus on facilitation, emphasize its
importance, and reveal some of the most important skills and tools of facilitation. Choose from over 25
facilitation tools that can challenge groups, help them build consensus and unravel conflict.
Objectives:
    Describe the difference between presenting, training and facilitating
    Assess your facilitation skills
    Practice using common facilitation tools


#301 – 7 Steps to Developing Powerful Projects and Case Studies, Bob Pike
“How do you do that?” is the question most often asked when trainers look at the projects, case studies
and role plays or “skills practice” we help clients build into their own training. In this fast-paced session,
explore the seven steps Bob uses in designing activities, then deconstruct projects and studies we use in
a variety of instructor-led, participant-centered programs.
Objectives:
    Identify the 7 steps
    Deconstruct projects


#302 – Minute To Win It! Doug McCallum
60 seconds can seem like an eternity or a flash in the pan depending on the situation. How about when
you’re attempting to win fabulous and semi-valuable prizes by playing games with simple, everyday
objects? Try a variety of hands-on, minute-long games that have a whole host of training application.
Objectives:
    Have fun while learning!
    Experience challenges that involve, relate, and reinforce specific content.
    Go home with 5 minute to win it props to use immediately in your own content game.
#303 – Three Pounds That Matter Most, Priscilla Shumway
How does only three pounds of gray matter determine how, if and why we learn? Where in our brain do
such elements as fear, emotion, music and fun reside and what effect do they have on learning? Learn
12 principles of brain-based learning and how they can transform your training.
Objectives:
    List 12 principles of brain based learning
    Identify the key structure of the triune brain
    Plan 5 activities that incorporate brain based learning


#304 – Digital Age of Learning, Scott Enebo
Gone are the days when extensive technical expertise was required to make digital content. From “just-
in-time” learning to more involved blended learning approaches, digital learning can now be very cost
effective and timely. Discover how digital learning technologies can help encourage ownership of
content and experience how simple it can be to quickly create and deliver content.
Objectives:
    Discuss appropriate application for digital technologies in learning
    List tools used in creating and delivering digital learning
    Experience demonstration of several of these tools in action

								
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