3.
Point of view
Complicated task at first
Skills require demonstration
If need to learn to do it quickly and
independently, require practice
• a diagram or illustration
• need to know why
4. Bends
• Attach rope end to rope end
– make a long piece out of 2 shorter pieces
Fisherman’s Knots are
good for small rope or
fishing line
Sheet Bends are used
to attach different
sizes of rope
5.
Your training goals should support
the goals of your organization
• overall purpose(s)
• long range visions
• broad
6.
Skills
• how to
• steps
Knowledge
• critical thinking
• decision making
Attitudes
• ethics/values
• behavior
10.
Analysis
• formal/informal needs assessment
• determine goals & objectives
Design
• determine the content
• determine delivery method
Development
• create the materials
Implement
• deliver the content
Evaluation
• results based on objectives
11. 1.
Find the gap in SKA:
• SKA = Skills, Knowledge & Attitude
• Gap = what they know minus what they
need to know
1.
2.
Determine if training is the answer
Determine objectives of training
• What should they do better to improve job
performance or service to the public?
13.
Interview key people:
•
•
•
Choose a subgroup if unable to survey
all
•
admin and staff
use consistent questions
be careful not to bias input
choose the middle of the pack,
not the best, not the worst
Do mini needs assessment before each
training
14.
Specific
• state desired results in detail
Measurable ( or observable)
• use verbs that describe what trainees will learn
Action
• describe an action that the trainee will perform
Realistic
• achievable
Time frame
• how long will it take the trainees to learn the skill?
15.
Evaluate based on objectives
Did the participants:
• learn what you had planned?
• implement what they learned?
• improve their job performance or service
to the public?
16. “Cone of Experience”
People generally remember:
10% of what they read
20% of what they hear
Read
Verbal
Hear Words
Watch still picture
30% of what they see
Watch moving picture
Visual
50% of what they hear
and see
70% of what they
say or write
90% of what
they say as
they do a thing
Watch demonstration
Do a site visit
Do a dramatic presentation
Simulate a real experience
Kinesthetic
(Experiential)
Do the real thing
Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
17.
Are they READY
• sufficient skills
• see a need to learn
How will it effect their daily job life
• personal benefits
Practical practice
• hands-on exercises, real-life scenarios
Knowledge sharing/Participation
• ask questions
• encourage discussion
Relate training to something they
know
18.
Brainstorm the topic
Eliminate what isn’t necessary to match
your needs assessment and objectives
• what they already know
• more than they need to know now ;)
Consider limitations due to
•
•
•
•
facilities
length of training
delivery method
how quickly the training needs to happen
21.
Set the stage
• introductions (you & them)
• agenda, breaks, bathrooms
• get “buy-in” by telling them what and why
Content
• logically organize the main points (in chunks)
• add sub-points to each chunk
• include Visual Aids, Exercises, Handouts
End
• summary
• questions
• other learning opportunities
23.
It depends!
Does the audience need to:
•
•
•
•
have an idea of how to do it?
be able to do it?
be able to think about it independently?
come up with creative solutions?
26.
Two purposes of rehearsing
• logical order & transitions
• timing
Revise
• learn from the rehearsal
• make modifications in:
chunks & logical order
transition statements
timing
opportunities for interaction
27.
Make no assumptions
• jargon
• ask don’t tell
Ask questions you really want an answer
to
• count to 7
Vocal variety
Non-verbals affect communication
• tone
• appearance appropriate for audience
28.
Be prepared
• know your presentation
• rehearse
Calm yourself
• isometrics
• deep breathing
Turn your nervousness into energy
You don’t have to know everything.
Adults like to share what they know
Hinweis der Redaktion
This workshop will cover the process to help you be aware of all the steps involved in creating excellent training. We won’t go into great detail into any one area but will go into more depth in Design/Develop and Delivery in the next 3 sessions. During exercises I will be able to move around the room and give some individual attention. USE ME!
Ask if anyone knows how to tie a knot – ask them if they would be willing to teach the class “on the spot”
Then go through what are the issues and show them some visual aids and do MY version of the mini-training. Discuss that it’s a lot easier if you’ve prepared for the moment and can just repeat your plan instead of re-invent the wheel each time. Once comfortable, it’s easier to make it fun and still be relevant.
You’re marooned by a river and have nothing but a paper clip. You’re hungry and you see there are fish in the river so you walk around and find 3, five foot long pieces of fishing line. Here’s the knot you need to know to connect those short pieces of line.
Mention Outcomes Measures here that Goals and Objectives should have to do with Outcomes you want to happen for your end-user. NOT only for the organization or individuals benefit.
DO THE FLIPCHART while this slide is up of topics they teach and look at whether they need to change SKA
For example—Catalog training
Get feedback
Transition—Your training will fall in one of these 3 categories.
SKA
S=physical, operate, manipulate, eye-hand coordination, typing, operate machinery
K=cognitive, learning applying rules or knowledge, making decisions, recalling information
A=values, behavior, customer service, ethics, emotional intelligence
Remind them that different techniques are needed to do soft skills –attitude training then step-by-step
In this workshop Knowledge is – “Training is a Process” Skills is Using design form, doing needs assessment, writing objective
Attitude – modeling good behavior, it can be fun.
Ask if subject matter expertise is most important – then say NO! Nordstrom’s philsophy – hire the personality, train the skill
Maybe Have them take out the Phases of Training handout to see the different parts of the process and prove that these skills are required
As a trainer, you also need certain skills.
You need to know your material
Be aware that you may have different levels of knowledge of the topic in the audience.Some know nothing, some recognize the topic but can’t recall anything about it, some may know enough to talk about it. You should be able to talk at the right level so that the audience understands you.
Design & Development addresses how we will organize that material and what materials are need to get the points across.
Material production—technical knowledge is needed to create handouts and exercises
Before next slide:
What do you think is the worst human fear in the US?
“Speaking before a group”
David Wallechinsky The Book of Lists
Do this on a flip chart – ask them first and then show the points on the slide.You are the agent for change and create a positive learning environment.
What qualities do you think are necessary to be a great trainer?
Self-confidence—be conscious of your personal style (the way you interpret, organize & package your topic)
Be aware of your biases, attitudes & language choices
Awareness of environment e.g. working environ & training environ
Build bridges—what can be kept from the old and/or needs to be changed for the new
Others:
Fairness
Q&A skills—open & closed questions
Giving good answers
What about you?
What training qualities do YOU possess.
1. Which ones would you keep?
2. Which need improvement?
As the trainer you may be the expert BUT part of your role is to find out how the training you are doing relates to what is happening on the job NOW and to get your audience involved.
You need to be able to do these things because they satisfy ADULT LEARNERS needs
ADDIE Model (Hodell, Chuck, ISD from the Ground UP. Alexandria, VA; American Society for Training & Development, 2000.
ISD=Instructional Systems Development
ADDIE provides a structure or framework for designing a presentation
Analysis=input
Design & Development=process
Implementation=output
Analysis
Need for training is assessed
N=O-K+W
Basis of the whole training
Design
Blueprint of the presentation
Construct course content based on info gathered about tasks performed by the trainees
Based on the needs assessment, you will break down the tasks needed to make the necessary changes
Decide what method is best for delivering the training
Lecture
Hands-on
Development
Create training materials
Training notes
Handouts
Exercises
Determine equipment needs
Implementation
Content is delivered
Evaluation
Actually takes place in every element of the training
When is training not the answer?
A better organizational system is needed
More time on the job is needed--experience
Reducing stress
Psychological problems
Needs assessment is a tool to:
Understand trainee needs
Understand administrative needs
Get buy-in from admin & trainees - You need the support of both groups to be successful
To determine performance standards or baseline skills needed
Clarify level of expected performance
Before next slide: Re: the Catalog training:
What might you want to find out so that you could decide how to train on it?
What basic skills are needed?
What do they know about searching methods— experience?
What do they know about when to use those searching methods?
How often do they use the catalog?
How important is the use of the catalog to their job?
Transition: How many of you have done a needs assessment before designing a training?
How did you do your assessment?
What experience do you have using these assessment methods?
2. Task analysis
Tool for finding main tasks involved in a job based on the job description
Break the tasks into sub-tasks
Can have from 5 –9 steps
Steps should be able to be followed and performed without assistance
3. Focus Groups
Use to ID types of problems encountered
4. Surveys
Must be easy to read & understand
Response rate is better if deadline is short
HANDOUT—Needs Assessment Overview
Mini needs assessment—have you ever used it before your training?
Specific
The objective is focused on the specific results to be accomplished—not generalizations
Examples
Too General:Librarians will be able to use the library subscription databases
Specific: Librarians will be able to perform the following tasks when using these Gale databases…..
Measurable (observable)
Some skills are not measurable e.g. effective interactions with patrons is observable
Use words to describe the behavior so that the trainer will recognize that the trainees have learned
When you use the correct verb, you will find that the objective contains the method for evaluating the training
E.g. compare, explain, solve, use, describe, demonstrate, create, identify, search
Previous example verbs—perform, using
Action performed by the trainee
Needs to be trainee oriented NOT trainer oriented
Example:
Bad example—I will instruct the trainees
This describes the trainers activity during the session
Good example—The trainee will be able to perform—use—describe—compare, etc.
Realistic
Unrealistic objectives create frustration
Time frame
Need to specify in what time frame you expect them to learn the skill
Example:
After this 3 hour session, the trainees will…
HANDOUT—Objectives
Purpose
Can help you improve your training design
During & After training
Consider:
1. Reactions from the trainees
Do they like it?
Was the material relevant to their work?
2. What learning took place as a result of the training?
Skills, knowledge, attitude?
Tips
Be clear on how the eval info will be used
Use clear questions
Relate each question to the purpose of the eval
Ask for specific comments
Provide enough space and time to complete eval
Ask Them—how do you evaluate your training?
HANDOUT--Evaluation
Point out 4 levels-
Cite: Edgar Dale, AudioVisual Methods of Teaching, 1946.
Sight=charts, diagrams, slides, demos
Hear=discussions, Q&A, group projects, AV
Do=supervised practice, group projects, role playing, writing
The best way to master a skill is to teach it
The more senses you make your learners use, the faster they learn and the longer they remember it.
If you do all of this perfectly, are they guaranteed to learn? NO, still emotional factors
One of the qualities of a trainer is to make the environment conducive to learning. Therefore, the sessions must be organized around how adults learn.
Let’s use our catalog training as an example.
Readiness
If your library is just switching over to an online system, does everyone know how to use a
mouse? If not, you will have to train them. They do not have sufficient skills.
Why do they need to learn this? Will it make their current job easier/faster?
Search for something that they are interested in.
A good title for the training will help them see the possibilities.
What title might you use to pique their interest in a Catalog training?
My example—Quick & Easy Catalog Searching
Effect
When we feel success at doing something, we feel great. Our confidence rises and we get excited about learning more.
Exercises – early and often, most skills aren’t learned by listening or watching
Participation
Association E.g. What might you do in this catalog workshop?
Refer to how searching was done in the familiar system and point out similiarities
to the new system. Then you can introduce the new techniques.
i
FYI (VL)
These laws were created by Edward L. Thorndike—a pioneer of educational psychology in the early 1900s.
Readiness=see a need to learn/feel a desire/interested in the subject
It is necessary for the trainees to have sufficient skills to understand and use the new info
Effect=the more success we feel in learning, the more excited we get about learning
We need to gain pleasure from learning. Successful performance of a previously difficult task is one of life’s pleasures.
Exercise=practice makes perfect
Hands-on drill are necessary
The harder we work, the more engages we are, the more we learn
Association
By bringing new information that builds on the knowledge already gathered and known, the new info is much more easily assimilated.
For example, if you need to explain how something is done, you may organize your material in a step-by-step pattern
if you have a problem that needs solving, you may organize the material in a manner that states the problem and then describes possible solutions to the problem
Scripts vs. outlines
Only use the following if there are trainers training trainers--
I have created scripts when I will have someone else train something that I have developed.
Gives the trainer some ideas about
What tone you want to project
How deeply the material should be investigated
Timing
Pacing
Ensures that what you want to be covered is covered
You might want to use a script or an outline with detailed training notes if you do not have to give the training very often so that it is easier to review at a later date.
In the script, you might want to use Bold to bring out the main points
Storyboard, PowerPoint, Index cards, sticky notes allows your ideas to be organized & re-organized
Ask them:
What are you using?
How do you organize your material?
Do this with one of their topics or how to ride a bike, hang a picture, tell a joke
Was this a problem for your own topic?
The objective will help determine this
Time limit of presentation may come into play
Take out Teaching Examples handout
Here are some example of types of training you might have to deliver
The method you choose to present your training will be different, for instance, if you are working with an individual as opposed to a group. Or if your only contact with a trainee is having email conversations with a trainee using a self-paced training.
Ask Group Why It’s OK to have fun
HANDOUT—Training Activities
Make sure the order of the material makes sense
And that there are logical transitions between topics
Time yourself
Present each part of the presentation—intro, body, conclusion
Watch the clock
Write the time of each part on the outline itself
Don’t forget to include visual aids in your timing
Interaction: did you miss an opportunity to ask a question, do an exercise or activity?
Ask people what personality traits a trainer should have instead of putting up a laundry list.
Ask if people do needs assessment before discussing it
Ask them: What do you do?
Move to chairs in presentation order
At bat & on deck instructions
