Certified Technical Trainer - Test 1

Inform the learners that they will not gain from the course unless they have a positive attitude.

Use humor and getting-acquainted games to nudge the learners into a better attitude.

Engage the learners in exercises that lead them to an understanding of how the course content can be useful to them.

Assure the learners that they would not be in the course unless their supervisors felt they needed the information for their jobs.

Speak loudly so that the learners will be able to understand what is said.

Omit more difficult material because the learners probably will find the material too difficult.

Omit introductory and basic material to allow more time to explain more difficult material.

Cover course material at a pace that allows learners to feel comfortable and get involved.

Failure to implement a variety of instructional methods.

Failure to demonstrate flexibility in responding to learner needs

Inadequate planning for instruction.

Lack of planning to minimize distractions.

Logistical difficulties that resulted in learner absenteeism and lateness.

Equipment that failed to operate properly.

Course materials that did not match the needs of the learners as the course progressed.

Facilities that were faulty and inadequate.

Manage group interactions and participation.

Make adjustments in learning materials.

Implement a variety of standard instructional methods.

Use media effectively.

Allowing participants to take scheduled breaks.

Pacing activities in consideration of learner needs.

Adjusting instruction due to unanticipated time constraints.

Ensuring that participants attend each scheduled session.

LIKELY, because beginning the session with a personal story about a previous failure earn learner respect.

LIKELY, because personal anecdotes relax the audience.

UNLIKELY, because this anecdote does not attempt to engage learner interest in the course.

UNLIKELY, because this group of learners did not personally know the marketing managers mentioned in the story.

Demonstrate acceptable personal conduct.

Demonstrate content expertise.

Demonstrate flexibility in response to learner needs and interests.

Demonstrate effective questioning techniques.

Hand out a list of supplementary materials that can be ordered by telephone.

Give lectures that address how course material relates to several of the participants' job-related tasks.

Assign an exercise in which the participants are asked to apply course elements to job-related tasks.

Break into small groups to brainstorm real-world applications for course content.

Deliver course material exactly as the teacher's manual specifies.

Poll the learners regarding what should be included and eliminated.

Have the learners with the highest expectations about the course modify their expectations to fit those of the group.

Adjust the course materials and agenda to meet the needs of the learners.

Calling on learners and asking each a question.

Handing out sets of written questions.

Asking a question of the group in general and waiting for a response.

Making a statement and then asking whether the learners have any questions.

LIKELY, because the more advanced learners will be glad to spend time talking among themselves.

LIKELY, because the more advanced learners will respond positively to the opportunity to use their skills creatively.

UNLIKELY, because the more advanced learners will resent the additional effort being asked of them.

UNLIKELY, because the less advanced learners will insist on participating in the project.

Using eye contact effectively.

Demonstrating active listening techniques.

Practicing use of appropriate question types and levels.

Showing content expertise.

Interrupt the lecture to ask the group to stop disturbing the class.

Establish eye contact with the group who are talking to discourage their side discussion.

Ask oneof the learners in the group a difficult question to demonstrate that everyone needs be listening.

Subsitute another instructional strategy for the lecture.

Whether the leaders have sufficient confidence to facilitate the discussion without feeling intimidated or being overbearing.

Whether the senior group members and the discussion leaders work in close proximity to one another in the company.

Whether the members with more seniority would prefer to be in discussion groups with one another.

Whether the discussion leaders perform a similar role on a regular basis in their work areasor have other experience as leaders.

Provide challenge exercises for the quick learners and spend additional time working with the slower learners during small group sessions.

Teach to the lowest common denominator to motivate the slow learners and inform the faster learners that they already understand the material.

Teach the course as it is written because that material is what the customer approved and expects to be taught.

Suggest that each learner who is having difficulty ask one of the more able learners for help.

LIKELY, because in groups the learners will try hard to complete the unfamiliar tasks to keep from appearing incompetent.

LIKELY, because responding to simulated situations approximates the demands of facing real situations.

UNLIKELY, because the instructor will not be able to monitor each of the groups adequately at the same time.

UNLIKELY, because the exercise will not cover all the situations a learner might encounter.

LIKELY, because it will give teh instructors a chance to see what learners experience.

LIKELY, because the instructors will have the opportunity to analyze and refocus their teaching methods.

UNLIKELY, because experienced instructors often resists further training.

UNLIKELY, because effective teaching techniques can only be acquired by actual teaching.

Recommend revisions and changes to existing course material.

Provide a rationale for the use of of the lecture technique.

Consider the group dynamics for each of the methods.

Implement a variety of standard instructional methods.

They should be perceived by the learners as appropriate and necessary.

They should reflect group and not individual interests.

They should not require any type of instructional adjustments.

They should be given generously and freely to learners.

Learners can build on their successes and improve their performance.

Learners will perceive the instructor as a helpful person.

The individual attention keeps the learners involved in the lesson.

Feedback allows instructors an opportunity to pace their presentation of the content.

Effective use of presentation skills.

Effective positive reinforcement.

Effective use of medial

Effective use of evaluation techniques.

Analyze in detail the participants' educational backgrounds and work histories in order to assign participants to homogenous groups.

Review course content and identify points that may cause difficulty for some of the participants.

Design a diagnostic test about the important course content for the participants to take on the first day of class.

Review course content and identify learning objectives to be omitted from the course.

To have learners become familiar withe backgrounds of fellow participants.

To help learners become oriented to the instructional site.

To make learners feel valued and secure in the class environment.

To allow learners to become informed immediately of course expectations.

LIKELY, because it will help to isolate the effect on the learners of the instructor's delivery modifications.

LIKELY, because modifications in variables such as physical environment can be conveniently measured.

UNLIKELY, because modfification in instructional delivery only take place to help learners meet course objectives.

UNLIKELY, because instructional designers prefer to replace rather than redesign courses in response to changing learner requirements.

Match information on learners with the course material to identify areas where adjustment would be necessary.

Prepare signs and placards in advance with housekeeping and administrative details about the course.

Review course materials to make sure that the instructor is familiar with any changes in the course.

Design a series of role-playing exercises to encourage learners to participate in class discussions.

To ensure that the adjustment is not contrary to commonly accepted theory or practice.

To justify a decision made on the basis of their own preferences rather than the requirements of the learners.

To ensure that they will receive credit for having improved the materials.

To establish that the original course design is flawed and should be revised.

The anecdote did not match the participants' frame of reference.

Introduction of participants should be the first activity.

The point of the story was not rephrased.

It is inappropriate to use personal stories during a presentation.

Measure each learner's progress from the individual's starting point.

Measure each learner from a choice of standards based on individual learning styles.

Measure all learners agains the same preestablished standard.

Measure all learners by using evaluation techniques that are unobtrusive.

Monitored learner performance during instruction.

Administered tests.

Evaluated learner's attainment of end-of-course objectives.

Judged the adequacy of the evaluation.

Having the learners state the experience they have had with the topic and helping them form questions they would like to have answered.

Giving the learners a summary of the concept to be covered in that particular lesson and of the concepts that will be covered in the lessons that follow.

Providing overview of the concept to be covered and stating why it is important.

Giving learners a selection of readings about the concept for them to read before the lesson is started.

Report the breakdown to someone with responsibility for the site.

Determine if the problem can be easily solved.

Apologize to the learners and proceed without graphics.

Report the incident to the training manager who schedules training.

Review the correct answers to the pretest questions with the class.

Adjust the instructional activities to meet the needs of the group.

Provide the learners with a rationale for having administered the pretest.

Change the learning objectives of the course to move the group into an advanced level.

Ask the learners in the class whether they found the material interesting.

Compare attainment of course objectives by learners using new materials with attainment of those objectives by previous classes.

Compare the learner evaluations of the instructor's performance using the new materials with learner evaluations of instructors in previous classes.

Carefully observe the learners' in-class reactions to the new materials as they are introduced by the instructor.

Act on the learners' feedback while the lesson was being presented.

Talk about the concept in sufficient detail.

Plan the instruction so that the concepts are taught in a logical sequence.

Present the material in a knowledgeable and authoritative manner.

Learners are silent.

Learners look puzzled.

Lecture begins.

Lecture is concluded.

Recognize that learners come to the instructional setting with widely differing needs and interests.

Plan the instruction so that the concepts would be taught in a logical sequence.

Have confidence in the learners' abilities to grasp the concept without having to question them.

Use appropriate questioning techniques to get feedback from learners during the lesson.

Assuring learners that the preset schedules for instruction, breaks, and dismissal will be kept faithfully.

Demonstrating some complex procedures through which the learners can perform an operation using the software.

Describing the innovative aspects of the software that will make the learners' job easier.

Providing an overview of the major features and applications of the software.

Comments from learners are repeated and rephrased.

Each learner's comments are acknowledged with a nod.

The instructor follows each statement with an open-ended question.

Errors or misconceptions of content are corrected with positive, encouraging words.

The management of group dynamics in a learning environment.

The use of flexibility in delivering technical content.

The judging of methods for appropriateness and effectiveness.

The ability to adapt delivery to learners' characteristics.

Learners know each other's names.

The instructor asks learners to contribute from their fields of expertise.

The instructor emphasizes the need to complete the fixed course agenda.

Learners feel free to share personal anecdotes relating to the topics when asked.

LIKELY, because the anecdote will heighten the learners' understanding of key points.

LIKELY, because the anecdote will increase the interest level of the group.

UNLIKELY, because the anecdote may offend some of the learners.

UNLIKELY, because the anecdote may be seen as a waste of time.

At the end of the course so that future courses are not scheduled in the same environment.

At the end oof the course so that results of learning are qualified or excused.

Immediately so that the course can be rescheduled.

Immediately so that better accommodations can be found.

Whether the facility's instructional sites are "state-of-the-art".

Whether the facility will be comfortable for teh learner.

Whether the facility has the technical equipment required for the course.

Whether the facility will permit extending the course to address learners' interests.

LIKELY, because learners will have the advantage of seeing good performance modeled before doing it themselves.

LIKELY, because the learners will receive progressive feedback and will derive reinforcement frmo mini-successes.

UNLIKELY, because accomplishing the whole is not the same as accomplishing the sum of its parts.

UNLIKELY, because a disjointed activity will probably confuse the learners.

Drawing pictures on the whiteboard or a flip chart to indicate each new step in the process.

Using an automated slide presentation with each slide representing a step in the process.

Lining up dominoes to indicate each new step in the process and then knocking them over.

Handing each learner a different object as each step is introduced and then having them talk about their object.

A trainee brings an instructional error to the trainer's attention and the trainer apologizes and thanks the trainee.

A trainee asks a question about the course material and the question is completely and accurately answered by the trainer.

Whenever a trainee requests a copy of a homework problem, the trainer always provides it the next day.

Whenever a trainee suggests a more meaningful method of presentation, the trainer graciously accepts and implements the idea.

Organized presentations are essential for holding learner interest.

Learners learn best when they are actively involved in the learning process.

New concepts are difficult to introduce in a limited time frame.

Distractions should be minimized to maximize learning.

A lecture about the technique.

A group discussion about the technique.

A film demonstrating the use of the technique.

A role-play exercise using the technique.

Continue on as planned so that all material for the four-day workshop is covered.

Reassign teh vocabulary for homework and continue on as planned.

Simplify the content and use of technical terms to cover the material superficially.

Alter the course plan to include the vocabulary as the class moves forward with the lessons.