Transcript ppt - Infopeople

Designing Effective
Training
Train the Trainer Series - Day Two
An Infopeople Workshop
Cheryl Gould
[email protected]
October 28, 2004
Overview of Today

Quick Review

Audience and Objectives Determine Design

How to Design

Design Your Training
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


By the end of the training session, the
learner should be able to …
SMART
Specific
Measurable
Action
Realistic
Timeframe
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 …
What Should I Teach?
audience
task requirements
How Should I Teach It?
delivery method
topic order and depth
available resources
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
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.
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
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
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
Task Analysis Worksheet
1.
2.
3.
4.

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
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.
Designing
Simplicity is Complexity Resolved
Constantin Brancusi (1867-1957)
Decisions in the Design Phase

Outline

Delivery method

Length

Determine materials

Plan interactivity

Logistics
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
Technical vs Soft Skills
 Technical
logical order
skills and knowledge
practice
 Soft Skills
psychological
attitude and skills
behavior change is difficult
Media

Overheads

Manual

Workbook

PowerPoint Presentation

Paper Exercises or handouts

Online
Web cast
Library Blog
Tutorial
Make It Active
 Ideal training is:
35% Presentation
65% Application and Feedback
 Retention
first thing - 95%
last thing – 65%
middle stuff – 20% or less
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”
Work From Your Objectives
Outline - put chunks in logical sequence
 Determine method and media
 Prepare:

questions
real life examples
exercises
handouts
transitions
Start Your Outline
1.
2.
3.
4.
5.
Create the laundry list
Put in order
Chunk in to 3 to 5 main parts
One main idea per chunk
Fill in chunks
For Every 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
Structure the Day
1.
Buy-in
•
•
•
2.
3.
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
“I would never waste my time
learning something that I
could simply look up.”
Albert Einstein