PDC 115

If I’m Teaching, Why Aren’t They Learning?!



intermediate | Credits: 8 CM Credit Hours / 0.8 CEU / 0.5 CMP
Saturday, May 21 | 8:00 AM – 5:00 PM
Limit: 35


Changing Workforce Demographics/Environment, Communication and Training, Consulting, Safety


Many trainers become frustrated when trainees don’t seem to learn or otherwise ‘benefit’ from the training. In this very different course/session, the students will participate in the learning process throughout the day. The course is designed to both educate and involve the students in the process of improving their training courses. Students will be equal participants in the day’s agenda and topics. Methods and approaches to be used include demonstration, hands-on, small group work, role-playing, games, discussion, question/answer, brainstorming, and brief video clips. This course will give students the wherewithal to improve their training. Come prepared to learn, educate, participate, and have more fun than you’re used to having at a seminar!


Participants should have a good working knowledge and experience with teaching adults.

Value Added

Students will receive numerous articles about training (needs assessments, objectives, challenges/problems, testing, case stories, games, culturally appropriate training, etc.).  Students should be able to update and redesign their training programs and adjust their training ‘style.’


Upon completion, participants will be able to:

  • Explain the value of a careful training needs assessment.
  • Develop appropriate learning objectives or student outcomes using Kirkpatrick’s four levels of evaluation.
  • Design and develop a detailed lesson plan using the ADDIE or other model.
  • Explain the importance of being a flexible trainer and facilitator as one basic principle of adult learning.
  • List five each dos and don’ts and likes and dislikes as related to identifying possible solutions to frequent training ‘problems.’
  • Contrast and compare the pros and cons of testing vs. developing a hands-on skills checklist as training documentation.
  • Compare and contrast traditional/classroom training with e-learning/web-based training.
  • Demonstrate at least one method used in class in a session of their own design.


  • Overview, Introductions, Expectations, Goals, and Objectives
  • Review of the ‘Training Cycle’
  • Needs Assessments Workshop
  • Flexibility in Topics and Discussion
  • Adult Learning Principles (ALPs)
  • Dos and Don’ts/Likes and Dislikes
  • Facilitating Discussion
  • Hands-on Training
  • Web-based Training / E-learning
  • Games, Games, Games!
  • To Test or Not to Test
  • Effective Evaluation
  • Wrap-up and Final Considerations

Transfer of Knowledge

Instructors will evaluate participants understanding of the materials presented based on:

  • Post PDC test
  • Hands-on demonstrations and practicum
  • Practice exercises
  • Workshops
  • Group activities
  • Interactive games

Course Survey Link: https://www.surveymonkey.com/r/16PDC115