Designing Effective Training Train the Trainer Series - Day Two An Infopeople Workshop Cheryl Gould [email protected] October 28, 2004.

Designing Effective Training

Train the Trainer Series - Day TwoAn Infopeople Workshop

Designing Effective Training

Train the Trainer Series - Day TwoAn Infopeople Workshop

Cheryl [email protected]

October 28, 2004

Overview of TodayOverview of Today

Quick Review

Audience and Objectives Determine Design

How to Design

Design Your Training

To Create Training Think ADDIE

To Create Training Think ADDIE

Analysis - what are the needs?

Design - create the blueprint

Development - develop the training and materials

Implementation - deliver the training

Evaluation - did you achieve your objectives?

Train From the Learner’s Perspective

Train From the Learner’s Perspective

By the end of the training session, the learner should be able to …

SMARTSpecificMeasurableActionRealisticTimeframe

Why Offer Training?Why Offer Training?

New procedures New technology New hires A problem Consistent job performance

Improve job performance through a change in Skills, Knowledge or Attitude

The Design Phase …The Design Phase …

audience

task requirements

delivery methodtopic order and depthavailable resources

What Should I Teach?

How Should I Teach It?

What Would Change?What Would Change?

10 newly hired reference librarians

All staff Update and teach yearly to all reference

staff

You need to train “Using the Internet for Ready Reference”

Know Your AudienceKnow Your Audience Do they need history? theory? background? Previous experience Jargon Reading proficiency Resistance, assumptions, stuckness

Design training based on learners, not topic or what software can do.

Whose Needs?Whose Needs?

Organizational needsROI, competencies, library mission

Learner needssolve immediate problems, enjoy job, feel competent

Task needsget the job done. - no fluff

Tasks Can Be Broken Into StepsTasks Can Be Broken Into Steps

Jobs have Duties

Duties have Tasks

Tasks are broken down into Sub-tasks

Sub-tasks are broken down into Steps

Task AnalysisTask Analysis

What tasks do learners need to do

Break tasks into sub-taskscan have from 5-9 stepssteps should be able to be followed and performed without assistance

Task Analysis WorksheetTask Analysis Worksheet

1. Fill in the top a task you need to train:2. Write the task at the top 3. Add sub-tasks in the left-hand column4. Fill in steps in the right-hand column.

If you have trouble figuring out the sub-tasks and steps, interview someone else in the room who does the job or have them interview you

Be able to identify side effects and drug interactions from drug information sites and pharmaceutical (.com) sites.

Select a digital camera and type of storage media.

Help book group members develop a reading list that reflects their interests and abilities

Understand the process of the reference interview and its components.

Name the four phases of Transition and locate your current position on the Change Continuum.

Be able to create an event flyer by laying out text and graphics in Microsoft Word.

List the 5 most important government/genealogy/business websites to know to help a typical public library patron.

Sample Objectives

Simplicity is Complexity

Resolved Constantin Brancusi (1867-1957)

Simplicity is Complexity

Resolved Constantin Brancusi (1867-1957)

Designing

Decisions in the Design PhaseDecisions in the Design Phase

Outline

Delivery method

Length

Determine materials

Plan interactivity

Logistics

Determining Delivery OptionsDetermining Delivery Options

Tasksrequire demonstrationcheat sheet

Learnerscan they learn independentlyhow fast do they need to knowhow critical is the informationwill they use a manual

What delivery methods are available

Technical vs Soft SkillsTechnical vs Soft Skills Technical

logical orderskills and knowledgepractice

Soft Skillspsychologicalattitude and skillsbehavior change is difficult

MediaMedia Overheads

Manual

Workbook

PowerPoint Presentation

Paper Exercises or handouts

OnlineWeb cast

Library Blog

Tutorial

Make It ActiveMake It Active

Ideal training is:35% Presentation65% Application and Feedback

Retentionfirst thing - 95%last thing – 65%middle stuff – 20% or less

You Can’t Cover It All So Cover What’s Important!You Can’t Cover It All So Cover What’s Important!

Frequency and complexity of taskconstantinfrequent and simpleinfrequent and complex– job aids– teach the online help system

Better payback to teach critical tasks well “Expert” strategy is more important than “shoulds”

Work From Your ObjectivesWork From Your Objectives

Outline - put chunks in logical sequence Determine method and media Prepare:

questionsreal life examplesexerciseshandoutstransitions

Start Your OutlineStart Your Outline

1. Create the laundry list2. Put in order3. Chunk in to 3 to 5 main parts4. One main idea per chunk5. Fill in chunks

For Every ChunkFor Every Chunk Tell them what you are going to teach and why they

carebig picture/overviewhow it fits into their work life with examples

Teach themshow them howdo an exerciseask/receive questions

Get them to personalize, by having them:say how they will use itconsider pros, cons and barriers

Structure the DayStructure the Day1. Buy-in

• WIIFM conversation through question(s)• bring out main concerns (fears, resistance, prerequisite

knowledge required)• overview

2. Content in Chunks• discuss big picture, then details• demonstrate• Individual or small group practice with debrief

3. Closure• questions, summarize, state something learned or changed,

follow-up, evaluate

“I would never waste my time

learning something that I

could simply look up.”

Albert Einstein