Designing Effective Training
Train the Trainer Series - Day TwoAn Infopeople Workshop
Cheryl [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 …
SMARTSpecificMeasurableActionRealisticTimeframe
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 …
audience
task requirements
delivery methodtopic order and depthavailable resources
What Should I Teach?
How Should I Teach It?
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 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 needssolve immediate problems, enjoy job, feel competent
Task needsget 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-taskscan have from 5-9 stepssteps should be able to be followed and performed without assistance
Task Analysis Worksheet1. 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)
Designing
Decisions in the Design Phase
Outline
Delivery method
Length
Determine materials
Plan interactivity
Logistics
Determining 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 Skills Technical
logical orderskills and knowledgepractice
Soft Skillspsychologicalattitude and skillsbehavior change is difficult
Media Overheads Manual Workbook PowerPoint Presentation Paper Exercises or handouts Online
Web castLibrary BlogTutorial
Make 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!
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 Objectives
Outline - put chunks in logical sequence Determine method and media Prepare:
questionsreal life examplesexerciseshandoutstransitions
Start Your Outline1. 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 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 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
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