Designing Effective Training Train the Trainer Series - Day Two An Infopeople Workshop

1. Designing Effective TrainingTrain the Trainer Series - Day TwoAn Infopeople Workshop Cheryl Gould gouldc@infopeople.org October 28, 2004

2. Overview of Today • Quick Review • Audience and Objectives Determine Design • How to Design • Design Your Training

3. 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?

4. Train From the Learner’s Perspective • By the end of the training session, the learner should be able to … • SMART • Specific • Measurable • Action • Realistic • Timeframe

5. 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

6. The Design Phase … • audience • task requirements • delivery method • topic order and depth • available resources • What Should I Teach? • How Should I Teach It?

7. What Would Change? You need to train “Using the Internet for Ready Reference” • 10 newly hired reference librarians • All staff • Update and teach yearly to all reference staff

8. Know 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.

9. Whose Needs? • Organizational needs • ROI, competencies, library mission • Learner needs • solve immediate problems, enjoy job, feel competent • Task needs • get the job done. - no fluff

10. Tasks 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

11. Task Analysis • What tasks do learners need to do • Break tasks into sub-tasks • can have from 5-9 steps • steps should be able to be followed and performed without assistance

12. Task Analysis Worksheet • Fill in the top a task you need to train: • Write the task at the top • Add sub-tasks in the left-hand column • 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

13. Sample Objectives • 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.

14. Designing Simplicity is Complexity ResolvedConstantin Brancusi (1867-1957)

15. Decisions in the Design Phase • Outline • Delivery method • Length • Determine materials • Plan interactivity • Logistics

16. Determining Delivery Options • Tasks • require demonstration • cheat sheet • Learners • can they learn independently • how fast do they need to know • how critical is the information • will they use a manual • What delivery methods are available

17. Technical vs Soft Skills • Technical • logical order • skills and knowledge • practice • Soft Skills • psychological • attitude and skills • behavior change is difficult

18. Media • Overheads • Manual • Workbook • PowerPoint Presentation • Paper Exercises or handouts • Online • Web cast • Library Blog • Tutorial

19. Make It Active • Ideal training is: • 35% Presentation • 65% Application and Feedback • Retention • first thing - 95% • last thing – 65% • middle stuff – 20% or less

20. You Can’t Cover It All So Cover What’s Important! • Frequency and complexity of task • constant • infrequent and simple • infrequent and complex • job aids • teach the online help system • Better payback to teach critical tasks well • “Expert” strategy is more important than “shoulds”

21. Work From Your Objectives • Outline - put chunks in logical sequence • Determine method and media • Prepare: • questions • real life examples • exercises • handouts • transitions

22. Start Your Outline • Create the laundry list • Put in order • Chunk in to 3 to 5 main parts • One main idea per chunk • Fill in chunks

23. ForEvery Chunk • Tell them what you are going to teach and why they care • big picture/overview • how it fits into their work life with examples • Teach them • show them how • do an exercise • ask/receive questions • Get them to personalize, by having them: • say how they will use it • consider pros, cons and barriers

24. Structure the Day • Buy-in • WIIFM conversation through question(s) • bring out main concerns (fears, resistance, prerequisite knowledge required) • overview • Content in Chunks • discuss big picture, then details • demonstrate • Individual or small group practice with debrief • Closure • questions, summarize, state something learned or changed, follow-up, evaluate

25. “I would never waste my time learning something that I could simply look up.” Albert Einstein