Certified Technical Trainer - Test 1

Effective use of presentation skills.

Effective positive reinforcement.

Effective use of medial

Effective use of evaluation techniques.

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.

Physical preparation of the instructional site.

Development of the course materials.

Effective presentation of course material and content.

Development of a learner-selection process for the course.

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.

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.

Using eye contact effectively.

Demonstrating active listening techniques.

Practicing use of appropriate question types and levels.

Showing content expertise.

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.

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.

LIKELY, because learning new things is challenging, and by nature, motivates the learners.

LIKELY, because showing tangible benefits to new learning is an effective way to motivate learners.

UNLIKELY, because learners will be intimidated by their lack of knowledge and ability.

UNLIKELY, because an instructor cannot influence learners if they lack motivation.

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.

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.

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.

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.

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.

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.

Modifying the pace of the class to meet the learners' needs.

Being available to provide extra help for less advanced learners.

Using more advanced learners to help tutor the less advanced ones.

Challenging the less advanced learners to keep up with the advanced ones.

Providing challenging and confidence-building evaluation instruments for all learners.

Providing appropriate alternatives for learners who fail the evaluation.

Assuring that learners understand the rationale behind the evaluation instruments.

Assuring that all learners' skills are measured objectively against the same standards of performance.

Use a frame of reference familiar to the learners.

Move on to a less difficult concept.

Give learners a reading assignment on the concept.

Administer a diagnostic test to identify areas of difficulty.

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.

Improve in managing difficult students.

Improve the match between instructional strategies and learners' needs for clarification.

Include more hands-on actitivies and opportunities for group discussion.

Increase the physical comfort of the learners.

Presenting the concept in a formal lecture and having the learners take notes.

Advanced theories relating to the concepts that will be brand new and unusual to the learners.

Employing activities that facilitates discussion as an aid in clarifying the concept.

Introducing the concept in a take-home reading assignment that is accompanied by factual questions about the reading.

The instructor optimizes humor that arises from the context of the learning situation.

The instructor avoids the use of humor in presentation of course materials so that no learners are offended.

The instructor allows learners to use humor that may appear to be offensive in some situations but deemed acceptable to the group.

The instructor discourages humor in the instructional setting.

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.

Manage group interactions and participation.

Make adjustments in learning materials.

Implement a variety of standard instructional methods.

Use media effectively.

Reporting evaluating information.

Managing the learning environment.

Demonstrating effective communications skills.

Demonstrating effective presentation skills.

It encourages the learners to be competitive in performing the course tasks.

It creates a relaxed environment for instruction.

It helps establish and maintain learner confidence.

It increases the likelihood that the learners will evaluate the course positively.

Each student reported enjoying the course.

Each student achieved the course objectives.

Each student reported that they would recommend the course to others.

Each student found the course content challenging.

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.

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.

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.

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.

Ask the learners whether or not they were all able to hear the lecture.

Plan to establish more frequent and direct eye contact with each learner.

Plan to ask a series of questions at the end of the next lecture.

Assess whether or not the instructor used the best method for presenting the course content to the learners.

Demonstrate acceptable personal conduct.

Demonstrate content expertise.

Demonstrate flexibility in response to learner needs and interests.

Demonstrate effective questioning techniques.

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.

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.

Learn in different ways.

Learn at different rates.

Have different prior knowledge about the course content.

Require different course objectives.

Few instructors can maintain their interest in teaching unless they use a variety of instructional methods.

No single instructional method can be appropriate for all course material or learner groups.

Using a variety of instructional methods is the only means by which an instructor can determine which methods the learners prefer.

Most instructional designs prescribe the use of a a variety of instructional methods.

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.

Inform the learners' supervisor that the planning for the course was inadequate.

Downplay the significance of learner comments since the course was not succesful.

Report observations along with comments from the learners to the training manager.

Try to obtain the learners' work schedules to support the instructor's judgment about the couse of the problem.

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.

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.

Arrange for video presentations of films.

Adjust instruction to accommodate for elimination of visual presentations.

Reschedule the course to allow time for acquirng a film projector.

Specify that only faciliies with film projectors be used for the course.

LIKELY, because all learning objectives will be covered in the material.

LIKELY, because the instructor can elaborate on material covered in the course.

UNLIKELY, because individual learning objectives are different from group learning objectives.

UNLIKELY, because lecturing is less effective for learning hands-on skills.

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 the learners should have been aware of course content before registering for the course.

LIKELY, because publishers use generic objectives to construct the chapters.

UNLIKELY, because publishers use generic objectives to construct the chapters.

UNLIKELY, because learners have not had an opportunity to express their expectations.

Invite and accept differences of opinion.

Develop frames of reference common to the learners.

Ask a variety of questions to determine learner understanding.

Prepare comprehensive reading material for pre-course use.

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.