2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 1© 2016, Quality Training Systems
Maximize Transfer of Knowledge With On‐Target Training Design
2016 WECC Train‐the‐Trainer WorkshopPresented by Stefanie Pressl, QTS
Question
Why bother with a training design?
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After all, I already have learning objectives, that should be all I need
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 2© 2016, Quality Training Systems
Learning Objectives
Given tips and tricks for designing training, participants will identify
common tips and tricks to consider when designing training with 100%
accuracy
Given an overview of training design mistakes, participants will identify
common training design mistakes and how they can be avoided with 100%
accuracy
Given the opportunity to work with a team, participants will create a sound
training design that meets all training design criteria with 100% accuracy
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Purpose of a Training Design
Problem Solving Method for Instructor: Framework to review the training problem to determine:−which behaviors need to be changed−the objectives the learners must develop to master the desired behavior−motivators that encourage or discourage learners from adopting those behaviors on the job−How to test mastery of learning
Answers the trainee’s question of “what’s in it for me?”
It’s the blueprint for training
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2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 3© 2016, Quality Training Systems
Training Design 101
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Where do I begin designing this training program?
Where do I begin designing this training program?
What Experience Does My Audience Have?
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Training Program
Purpose of Protection Relays•Types of Protective Relays•Overlapping Zones of Protection
Relay Operating Principles•Electromechanical•Electronic•Sequence
Fuses andOvercurrent Relays
•Fuses•Time Overcurrent Relays•Instantaneous Overcurrent Relays•Directional Overcurrent Relays
Pilot Relaying
•Introduction to Pilot Relaying•Pilot Relaying Scheme
Additional Types ofProtective Relays
•Reclosing RelaysUnderfrequency Load Shedding and Undervoltage Load Shedding Relays
•Auto‐Sectionalizing Schemes,Voltage Differential Relays, andSudden Pressure Relays
•Fault Locator Relays
Differential Relays
•Operation of Differential Relays•High Impedance Differential Relays•Percentage Differential Relays
•Operation of Distance Relays•Types of Distance Relays•Single‐Pole Relaying
Distance Relays
Existing Relevant Knowledge
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 4© 2016, Quality Training Systems
How Should My Course Content be Structured?
Differential
CT
TP
Introduction toRelay Protection
SubstationProtection
CU Type
50/51
Fuse
Back‐Up Phase
DistributionSubstation Protection
Synch Check
Bus differential
Transformer protection
TransmissionSubstation Protection
TransmissionLine Protection
Overexcitation
GeneratorProtection
Case Histories
3. Organize within chunks
1. Chunk the content2. Organize across chunks
What is the Best Delivery Methodfor My Content?
Operator Training Simulator
On‐the‐Job Training
Rea
lism
Inc
reas
es Control Increases
5‐8
Classroom Training
Self‐paced/Multimedia
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 5© 2016, Quality Training Systems
What Activities and Handouts Should I Include to Enhance Learning?
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• Include activities that lead to accomplishment of performance objectives
• Learning activities should be inherently fun and interesting
• Job Aids and handouts allow for quick access to information
How do I Evaluate what Learning has Occurred?
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• Examine the learning objectives to determine whether assessments should be written or performance based
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 6© 2016, Quality Training Systems
Putting It All Together
1. Consider your audience and their backgrounds
2. Consider the structure of your course content‐ sequence learning objective
3. Choose a delivery method
4. Consider activities and handouts that can be developed to supplement training
5. Consider the best type of evaluation based on the course content
What other tips and tricks do you useto help with the training design phase?
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Common Training Design Mistakes
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1. Inadequate Analysis
2. Vague Objectives and Lack of Vision
3. Inconsistent Flow or Sequence of Training
4. Inadequate Practice and Feedback Opportunities
5. Inadequate Support for Knowledge Transfer
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 7© 2016, Quality Training Systems
Training Design Mistake 1:
Inadequate Analysis
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When a course is designed, it all starts with Analysis:
Course objective Audience Job relevance Business need
Inadequate analysis leads to training that: Doesn’t meet its intended goal Covers information that is not appropriate for the audience Is not following the performance‐based training principles
Avoiding Inadequate Analysis
Complete a training planning sheet:
Course Title, Target Audience Course Rationale Course Objective Activities Evaluation Feedback
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Training Session Planning Sheet
Session Title:
Target Audience:
Allotted Time:
Rationale:
Overall Objective:
Activities:
Evaluation:
Feedback:
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 8© 2016, Quality Training Systems
Exercise 1: Training Analysis
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Activity: Complete a Training Planning Sheet for your Team’s ILA Topic
Time: 10 min
Please be prepared to share your answers!
Training Design Mistake 2:
Vague Objectives and Lack Of Vision
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Objectives:
Are the foundation for every lesson or course
Provide focus for the trainees Ensure learning is measurable
Lack of vision for a course can lead to vague objectives!
Example: Understand voltage control
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 9© 2016, Quality Training Systems
Avoiding Creating Vague Objectives and Lack of Vision
Identify clear goals for the training by using a Training Planning Sheet
Develop clear objectives that achieve the overall training goal
Use action verbs that are measurable and that address the level of performance that is required for the audience
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Clear VisionGood
ObjectivesMeasurable Outcomes
Exercise 2: Clear and Concise Learning Objectives
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Activity: Pick a team you have not worked with and review their learning objectives from this morning one more time.
What edits does the team need to make to their learning objectives to ensure the objectives are clear and concise?
Time: 5 min
Please be prepared to share your answers!
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 10© 2016, Quality Training Systems
Training Design Mistake 3:
Inappropriate Flow or Sequence of Training
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Lesson Start
Topic 1
Topic 4
Topic 3
Topic 2 Lesson End
Avoiding Inappropriate Flow Or Sequence of Training
Use sticky notes to structure the lesson
Create a lesson design document with major topics
Identify prerequisite knowledge that should be covered before other topics
Seek out peer review
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2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 11© 2016, Quality Training Systems
Exercise 3: The Importance Of Correct Flow Or Sequence Of Training
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Activity: Build the fox.
Time: 5 min
Training Design Mistake 4:
Inadequate Practice and Feedback Opportunities
Question: Why do we need practice and feedback?
Practice makes perfect!
Ensure new knowledge and skills are encoded and stored.
…But without feedback how do we know we did it correctly?
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2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 12© 2016, Quality Training Systems
Avoiding Inadequate Practice Opportunities and Feedback
Follow the 15 minute rule when designing training
In the lesson design document, include practice and feedback opportunities
Include debriefs of exercises to allow for feedback
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Practice Feedback
Exercise 4: Evaluate Practice and Feedback Opportunities for a Given ILA
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Activity: Review the given ILA. What type of practice opportunity and feedback is appropriate for the ILA?
Time: 5 min
Please be prepared to share your answers!
2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 13© 2016, Quality Training Systems
5. Inadequate Support for Knowledge Transfer
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If knowledge transfer is not addressed in the training, the goal of the training might not be realized.
Training Design Mistake 5:
Avoiding Inadequate Support for Knowledge Transfer
Built in lots of practice opportunities in the training design
Identify real life scenarios that can be used during training
Use examples to illustrate how the knowledge is applied
Use simulation to make the training environment match the real world
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2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design
Presentation 2‐ 14© 2016, Quality Training Systems
Exercise 5: Evaluate Knowledge Transfer Strategy for a Given ILA
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Activity: Review the knowledge and transfer strategy for the given ILA. What is the strategy? What changes would you make?
Time: 5 min
Debrief
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1. What do you think is the most challenging aspect of the Design Phase?
2. Which common mistake did you struggle with the most?
3. What is the main thing that you are taking away from this lesson?