PARTICIPANT WORKBOOK
Effective Training From Start to Finish SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
EFFECTIVE TRAINING FROM START TO FINISH
Effective Training from Start to Finish CONTENTS
Introduction Sustainable Management Development Program Acknowledgements Session Objectives Schedule Icon Glossary
2 2 3 3 3
Introduction to Adult Learning My Training Techniques Action Item List Statements about Adult Learners Levels of Training How Adults Learn Key Learning Styles The Five Components of Successful Training
4 5 6 7 8 10
Creating Effective Training Assess Design Develop Deliver Managing the Classroom Evaluate
11 18 30 40 51 55
Managing Your Training Program Classroom Preparation Checklist Recruiting Instructors Organizing a Training Program
59 61 62
Conclusion Congratulations! What’s Next?
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References Resources For Training Adults
66
Appendices Appendix A Appendix B Appendix C Appendix D Appendix E
Glossary of Terms Sample Mini Needs Assessment Form Comparison of Visual Aids Handling Challenging Students Sample Class Evaluation
67 71 72 74 78
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Sustainable Management Development Program Division of Global Public Health Capacity Development Center for Global Health U.S. Centers for Disease Control and Prevention http://www.cdc.gov/globalhealth/SMDP/ Version 1 iv| APPENDICES
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Introduction Sustainable Management Development Program SMDP works with ministries of health, educational institutions, nongovernmental organizations, and other partners to strengthen leadership and management skills and systems to improve public health in low resource countries. Program Strategy
SMDP strengthens leadership and management skills and systems through— Integration with country public health priorities Strategic partnerships Technical assistance and training Policy and systems development Advocacy and education Evaluation For more information, visit http://www.cdc.gov/globalhealth/SMDP/.
Acknowledgements Training Design Survival Skills for Managers and Trainers. American Management Association, 1999 R. Craig, ed. The ASTD Training & Development Handbook, 4th ed. New York, McGraw-Hill, 1996 George Davis, Davis and Dean (unpublished) E. Dale, Audiovisual methods in teaching. New York, Dryden Press, 1954 M. Knowles, The Adult Learner, 5th ed. Butterworth-Heinemann, Massachusetts, 1998 Bob Pike, ed. Creative Training Techniques, Vol 12 Number 10, October, 1999 Mel Silberman, Active Training, 2nd ed. Jossey-Bass/Pfeiffer, 1998 2| SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM
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Effective Training from Start to Finish Session Objectives At the end of this workshop participants will be able to Describe the five components of successful training Identify the three major types of learners Use learning objectives to focus your training Use techniques to help the learners get the most out of class Use evaluation tools to measure the effectiveness of training
Schedule Day 1
Day 2
Introduction
Deliver
Levels of training
Evaluate
The 5 components of successful
Managing your program
training How Adults Learn Assess Design Develop Deliver
Icon Glossary The following icons are used in this workbook:
TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY
EXERCISE
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Introduction to Adult Learning My Training Techniques Action Item List My training project:
When I return to work I need to research: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. I need to talk to: 1. 2. 3. 4. 5.
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Statements about Adult Learners When you prepare to teach a class to adults, you may make some assumptions about how adult learners differ from children or students in academic institutions. What assumptions are you making about adult learners? Answer the following questions.
Why do adults learn? 1. 2. 3.
How do adults learn? 1. 2. 3.
Adult learners: Bring a great deal of life experience and expertise into the
classroom. Want their expertise acknowledged. Learn best in a relaxed, supportive atmosphere. Need to know why they should learn something. Need to be self-directed. May bring preconceived ideas and habits into training. Become ready to learn when they perceive a need in their life situation. Are motivated more by internal (self-esteem, achievement) than external (promotions) factors. Learn best in a climate of mutual respect and trust. Approach learning to complete a task rather than to learn a subject.
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Levels of Training The Learning Ladder is a model that can help you understand how a learner progresses. It can also help you determine what level of proficiency a learner may require. The Learning Ladder
Methods to advance:
Methods to advance:
Methods to advance:
Methods to advance:
Excerpted from an article by George Davis, Davis and Dean Used with permission
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How Adults Learn What kind of learner are you? Complete the assessment to determine your preferred learning method. Check the statements that are true most often. True? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.
When I am learning new information I prefer to hear an explanation rather than view a diagram. I learn to spell a new word by repeating the word aloud I’d rather listen to a good lecture or speech than read about the same material in a textbook or manual. I remember a news item better if I hear it on the radio than if I read about it in the newspaper. I follow verbal directions better than written ones. I generally prefer websites that have audio capability which allows me to hear information. When I forget someone or something, I usually forget faces but remember names. I prefer simulations, role plays and other ways to practice when learning. I enjoy working with my hands and making things. I learn to spell a new word by writing it down. I gesture with my hands when I talk. When reviewing material I like to underline or highlight key points. I generally prefer websites that have items I can click or try. When I forget someone or something, I usually try to remember where, when or what I was doing at the time. When I am learning new information I prefer to view a diagram rather than hear an explanation. I can usually understand and follow directions on maps. I learn to spell a new word by imagining how it looks. I remember a news item better if I read it in the newspaper than if I hear it on the radio. I obtain information on interesting topics by reading pertinent materials. I generally prefer websites that have interesting designs and visual features. When I forget someone or something, I usually forget names but remember faces.
If statements 1 – 7 have the most check marks, you are an auditory learner. If statements 8 – 14 have the most check marks, you are a kinesthetic learner. If statements 15 – 21 have the most check marks, you are a visual learner.
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Key Learning Styles
Visual Visual learners:
You may hear:
Think in pictures Create diagrams of what they hear May take notes to see the information Notice the speaker’s body language
I see what you are saying. It’s not clear to me. I’d like to see how…. Draw me a picture of that.
Learn best by seeing
Auditory Auditory learners:
You may hear:
Prefer facts, details, clear vocal presentations and audio tapes Like to discuss what they’ve heard Notice the speaker’s voice: the tone, energy, enthusiasm and pace
Sounds good to me. Tell me what you think. Let me hear some of your ideas. Did you hear me?
Learn best by hearing
Kinesthetic Kinesthetic learners: Prefer to use their hands Like to participate in groups,
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You may hear: It feels right to me. I can put my finger on it.
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work on quizzes, and move about doing several activities at the same time Relive the sensation Notice the speaker’s actions
It slipped through my fingers. My gut tells me.
Learn best by doing
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The Five Components of Successful Training Successful training does not happen by accident. ADDIE is a common method to deliver training that meets its objectives. What do you think ADDIE stands for? A
D
E_____________________ D
I
The method is not necessarily linear: as you progress through your project, you may need to revisit earlier steps.
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Creating Effective Training Assess If training is the answer, what is the question? When is Training NOT the answer?
There are many reasons that employees do not perform up to expectations. Lack of knowledge or skill, or a certain attitude could be addressed through training, but it may not be the root cause of the performance problem. If the true cause of poor performance is NOT training, your training will not have the desired impact, and stakeholders will conclude that the training was poorly done. So it is in your best interest to help find the correct solution to the actual problem. From Creative Training Techniques, 12:10, October, 1999
PERFORMANCE PROBLEM
POSSIBLE SOLUTION
They don’t know why they should do it They don’t know how to do it
Show them the big picture and how they fit in it Confirm this is true by asking: “Could they do it if their life depended on it?” If they can, then their poor performance is not due to lack of knowledge. Tell them. Ask them to repeat it or demonstrate it so you know they understood it correctly. Also, confirm they have an accurate job description. Help them prioritize
They don’t know what they are supposed to do They think something else is more important There is no positive consequence to them for doing it They are punished for doing what they are supposed to do. There are no negative
Recognize achievement. Reward and praise appropriate behavior Does the top performer get the ‘reward’ of more work? Do employees get the same salary or raise
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consequences for poor performance Obstacles beyond their control get in their way
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regardless of performance? Are performance reviews rigorous? Focus on resolving the obstacle-if possible, involve the employee in determining the solution
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INITIAL ASSESSMENT
Let us assume that you have determined that there is a training issue. If you could only ask one question, what would it be?
Ask this first:
COMPREHENSIVE ASSESSMENT
Conduct a comprehensive assessment to identify the training needs for the appropriate audience. 1. Pinpoint the problem or goal Describe a general profile of the target audience: job titles, locations, educational level Create a list of stakeholders Identify stakeholder key requirements: location, time frame Identify your primary point of contact Confirm availability of subject matter experts and representative of the target audience 2. Confirm the problem or goal Interview stakeholders Interview representatives of the target audience Create a general profile of the participants’ managers. (Why?) Interview subject matter experts Review documents Ask Why? multiple times (Ex. ‘Why are reports late?’) 3. Seek solutions Identify possible actions Sift out the training issues Gain consensus on an action plan Determine availability of facilities
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NEEDS ASSESSMENT TECHNIQUES
There is a variety of methods that you can use to confirm the problem or goal, identify training issues, and seek solutions. TECHNIQUE
DESCRIPTION
Observation
Observe behaviors in the workplace, performing a specific task, or interacting with specific individuals Surveys or polls of random or representative sample of participants, or an assessment of the entire population of the target audience Consultation with a person in a good position to know the performance needs of a particular group, such as member of a professional organization or representative of the service population Formal or casual meetings with stakeholders, members of the target audience, or representatives of the service population Similar to interview, but focuses on job analysis or other specific themes, using group facilitation techniques, such as brainstorming, or motivating. Form of questionnaire which assesses level of skill or knowledge or specific attitudes Documents from the workplace which are relevant to the performance being assessed. These can include organizational charts, department reports, and employee personnel records. Documents from the workplace that is relevant to the performance being assessed. These can include reports that members of the target audience create, patient charts, standard operating procedures, or written responses to a hypothetical case study that the representative responds to.
Questionnaire
Key consultation
Interview
Group discussion
Test Reports
Work samples
Use more than one method to ensure you are getting a clear picture of the situation.
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EXERCISE 1: TRAINING NEEDS ASSESSMENT
For the training project that you described on page 1, discuss the following at your table. Who will you talk to in order to pinpoint the problem? ________________________________________________________ ________________________________________________________
Which needs assessment techniques do you want to use to find out more about the training issue? _________________________________________________________ _________________________________________________________
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CONDUCTING A MINI NEEDS ASSESSMENT
Have you ever been told?
“We need a course for X population that is two weeks long. How soon can you do it?” What did you do?
You can still 1. Pinpoint the problem or goal 2. Confirm the problem or goal 3. Seek solutions
You can still find out: What kind of tasks must the participants perform? What tasks do they do most frequently in their job? What are the most frequent mistakes? Are there currently any obstacles to their performance? Do they have access to resources and equipment at their job? Will there be access to resources and equipment at the training site? How are participants selected? Do the participants know each other? How familiar will the participants be with the subject matter of the training? What are the ages, sex, or other important demographic factors of the participants? What are their attitudes toward the training topic?
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Are there any time constraints to the training? (ex must be
completed by the end of the year, must not last more than 3 days) See Appendix B for a sample mini needs assessment survey.
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Design LEARNING OBJECTIVES: YOUR KEY TO SUCCESS
Learning objectives Are a tool to insure you are teaching what is required. Keep your training focused on what the person needs to know, and helps filter out the nice to know. Help you organize your presentation. Help you evaluate the success of your training.
A learning objective describes What the learner will be able to do What is needed for that to happen How to judge the results
A topic you want to teach usually has between 2 and 5 learning objectives. Beginning your learning objective with a verb will help you stay focused on what you expect the learner to be able to do when training is complete.
The following page contains a table of action words that might be used in learning objectives for different categories of training. The verb you use guides you to suggested training methods.
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Learning Objectives Worksheet from Bloom’s taxonomy
Categories of learning
Action words and cues
Knowledge: recall and memorization
List, define, tell, describe, identify, show, label, collect, examine, memorize, name
Comprehension: understand information, interpret information, order information, and infer causes Application: use the knowledge to solve problems, use methods and theories in new situations Analysis: see patterns, identify components
Classify, describe, discuss, explain, express, identify, indicate, locate, organize, recognize, report, restate, review, select, summarize, translate Apply, choose, dramatize, employ, illustrate, interpret, modify, operate, practice, schedule, draw, solve, use, write
Synthesis: use old ideas to make new ones, relate knowledge from several areas Evaluation: make judgments, compare ideas, make choices
Analyze, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, question, support, test Arrange, assemble, collect, compose, construct, create, design, develop, formulate, integrate, invent, manage, organize, plan, predict, prepare, propose, set up, write Argue, assess, choose, compare, conclude, convince, decide, defend, estimate, judge, predict, prioritize, rate, support, evaluate
Possible training method Reading assignment, Video, Internet research, lecture Reading assignment, Video, Internet research, Workbook, Class exercises Classroom demonstration, case studies, group activities, reports, job assignment Workbook, classroom demonstration, case studies, group activities, exercises, job assignment Classroom demonstration, case studies, group activities, job assignment Classroom demonstration, case studies, group activities, writing assignment
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Notes
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EXERCISE 2: LEARNING OBJECTIVES
Time: 10 minutes
For your training project, write up to 5 learning objectives. Work in your groups for ideas to make sure your objectives are specific enough to develop your presentation and focus on what the learner needs to know. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
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LESSON PLANS
Lesson plans are guidelines for your training. You can think of them as the recipe in a cookbook. As you work out the order of topics or lessons, you arrange them in your lesson plan. This is where you begin to record your ideas for delivery method, how long each topic should take, possible sources of information, possible instructors, or required materials. As you develop your lesson plan you may uncover training topics you missed in the needs assessment. This is okay! You may even have to revise your learning objectives as you work with subject matter experts in more depth. Sample Lesson Plan Day
Topic
Objectives
Activities
1
Program Introduction
Overview of program Roles & Responsibilities Administrative Items Describe surveillances systems found in Ghana Describe the structure and function of IDSR, including lab role Describe the role of the laboratory in public health surveillance systems Describe the capacity to test for bacteriological or viral agents at the local and central level
1
2
Overview of Ghana Surveillance System
Lab Role in Surveillance
3
Course Conclusion
Assessment Course closing: -closing ceremony -course evaluation
Field Assignment
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Evaluate Surv System for a disease Prepare presentation to bring to next course
Presentation
Est Time 1 hr
Possible Instructor Dr. Wurapa
Available Materials Kenya Orientation packet Tutors information materials IDSR Technical Guidelines Univ/Ghana Presentation Modules
Discussion
2 hrs
Dr. Afari
Site Visit: 1)PH ref lab 2)Noguchi (BSL3) 3)Regional hosp 4)La govt hospital
1 day
Dr. Kariuki
CDC Case Studies (ex An outbreak of cholera, in Kanchrapar a, West Bengal, India)
Written test
2 hrs
Dr. Wurapa
CDC question databank
Take home
Dr. Afari
Jordan SS Eval exercise book
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You may want to summarize all the materials that you have identified into a list so you can keep track of materials that must be collected or created. This will help you when you begin to develop what you will use in class. Here is an example of a deliverables list. Central America Summer Course Deliverables List Deliverables 1.
Outbreak response exercise
2.
Food borne (>= 100 records) dataset
3.
Surveillance data set
4.
Deck of cards: unforeseen events (ex. no phone)
5.
Outbreak intervention exercise
6. 7.
3 scenarios to guide protocol activity, list of questions, include potentials bias (maybe include 1 for actual problem exercise) Study Design answer key (job aid: outline of protocol, with table shells)
8.
Actual protocol for field activity
9.
Pre/post test
Assigned To
Gloria
10. Daily homework/quizzes 11. Oral communications exercise (daily) 12. Course Evaluation Form 13. Course Certificate 14. Journal articles for bias activity
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CHOOSE YOUR DELIVERY METHOD
Learning Objectives help you determine the best delivery method for your training. Delivery methods can be grouped into major categories that describe how the learner receives the instruction: is the instructor physically present, or do the learners complete the instruction on their own? Does the instruction method depend on availability and knowledge of technology such as computers/ the learning objectives, geographic location of the learners and availability of technology play a large part in making this decision. You also must consider available resources, such as equipment, internet access, or transportation. Safety can also be a concern when choosing the delivery method. The following page contains a table summarizing the major delivery methods with criteria to help you determine the best method. Consider using a combination of methods to complete the instruction. This technique, called blended learning, is growing in popularity as it can address a variety of learning styles and instruction needs.
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TABLE OF DELIVERY METHODS Methods Self-paced / Print-based
Definitions This is anytime, anywhere training. The learner determines the pace and timing of content delivery. With printed material for self-paced training, you can ensure that all the content is exactly the same for all learners.
Example Products Workbooks Quick-reference job aids Case studies Other
Self-paced / Technologybased
Self-paced technology-based training is a learning event in which participants learn independently (asynchronous training). The training can be completed anytime and anywhere the learner can access the training materials using a computer, such as by logging on to the Web or inserting a CD into the computer.
Classroom / Traditional
You know this one. You could probably write this description. Instructor-led classroom training is defined as standard face-to-face training in a classroom or lab. The term instructor-led training is used synonymously with onsite training and classroom training (c-learning).
Instructor-led classroom training
Classroom / Virtual
This training is “live” via technology. There is a facilitator (instructor, moderator) and there are learners (students, participants) but they are not physically in the same location. Sometimes, the facilitator and learners can see each other, as with videoconferencing. Other times, the training environment is more simulated, as with synchronous WBT. Virtual classroom has a variety of configurations delivered to a desktop computer or television monitor, including two-way audio and video and one-way video and two-way audio. Note: Words cannot adequately describe synchronous web based training (WBT), Webinars, and Webconferencing. You need to experience it. We recommend that you complete a demo offered by one of the Internet subscription-based WBT/conferencing services, such as Centra, Horizon Wimba. Better yet, find out where you can take a class to learn how this environment works and how to teach in it.
Live online instructor-led training Synchronous WBT: -Webinars, Webconferencing Teleconference Videoconference Web chat, moderated
Broadcast refers to television and radio signals designed to reach a mass audience. Broadcast is most often used to deliver information live to many learners simultaneously. Similar to virtual classroom, broadcast has a variety of configurations delivered to a desktop computer or television monitor.
Internet protocol (IP) multicast/simulcast Internet protocol (IP) unicast Satellite broadcast
There are other technology-based options that you can use to deliver training or enhance learning. Some of these options are in widespread use today. Others are just beginning to be used for delivering training.
E-mail Online discussion groups Instant messaging Online help Online coaching Virtual reality Weblogs Podcasts
Broadcast
Other /Technologybased
Self-paced Web-based training (WBT) Self-paced CD-ROM (CBT) Video Online job aids
2002 by Bonnie Davis and Denise Traicoff. All rights reserved. DESIGN| 25
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CLASSROOM TRAINING TECHNIQUES
Use a variety of techniques in the classroom to reach the different kinds of learners, and achieve your learning objectives. Refer to the chart of learning objectives on page 13 for ideas on the appropriate training technique. SAMPLE CLASSROOM TRAINING TECHNIQUES Technique
Advantages
Limitations
Case Study
Participatory method of learning Reacts to realistic and relevant cases Reactions often provide different perspectives and solutions to problems Develops problem-solving skills
Large amount of information can be presented when time is limited Provide variety of concepts in a systematic manner
Recognizes learners’ experience Encourages self-discovery
Highly motivational climate Active involvement in a realistic situation Experience a real-life situation without having to take real-life risks Gives participants an understanding of another person’s situation
Can be intimidating Requires trust among participants
Opportunity to learn from one another
Time consuming Requires advanced
Lecture
Guided Teaching
Role Play
Small group
Requires advanced preparation Time consuming
Limits communication Very dependent on presentation skills of the speaker Restricts learner’s ability to retain information Requires instructor discipline to stay on topic Can be dominated by 1 or 2 participants
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activities
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Involve all participants Create a sense of teamwork Provide for a variety of viewpoints
preparation Can be dominated by 1 or 2 participants
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EXERCISE 3: CHOOSE YOUR DELIVERY METHOD AND CLASSROOM TECHNIQUES
For each learning objective, match the delivery method or technique you would recommend. 1. Develop a budget 2. Assess a sick child for malnutrition 3. Effectively perform a role on a team 4. Calculate infant mortality rate 5. List the steps to create effective training for adults
A. Case Study B. Lecture C. Demonstration D. Video E. Role Play F. Exercises G. Reading assignment
Are there other delivery methods you would recommend for any of these objectives?
Brainstorm with your team: what delivery methods will you use for the lessons you will teach in your training project?
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Develop You have completed your design of your training session, based on sound learning objectives, learner needs and your stakeholder requirements. Consider these steps before you begin to develop training materials. 1. Consider the adult learning environment: motivation & recognition of experience 2. Plan for a variety of learning styles Provide activities in all three styles within the course (not necessarily for each learning objective). Allow learners to process information in their preferred style Example: Visual: draw diagrams Auditory: small group discussion Kinesthetic: hands-on activity 3. Review your learning objectives 4. Consider cost & time constraints Development as well as delivery costs Development as well as delivery time 5. Create an outline from your learning objectives 6. Develop materials in 4 broad categories: content, examples, practice, assessment 7. Use available resources and templates 8. Note key points and add examples that can illustrate them.
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TEACHING COMPLEX TOPICS
Some topics in your curriculum may be quite complex. An instructor who is an expert on the subject matter may find it difficult to remember what it was like to be a beginner. For a complex topic it is important to provide a context, break down the task into smaller pieces, then build it back up to make sure learners can incorporate the new skill when they return to their job. 1.
Break it down
2. 3. 4.
Build it
up
5.
Review your learning objectives and ask yourself: What problem does this solve? What key concepts or steps must be reinforced? What points are most confusing? What points need to ‘come alive’? Which steps will they do most often? Is the concept similar to something the audience is already familiar with? What is the simplest way to describe the concept? Could you link it to a familiar process? (example: learning to ride a bike) Could you link it to something in nature? What examples could illustrate your point? How could the learners practice the concept? How could you be sure they have grasped key points?
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PRESENTATION OUTLINE
Here is an example of a way to organize your lesson. Presentation Section 1. Topic Title & Instructor Name
Learning Objectives 3. Agenda 5. Topic One-content
Notes Introduce yourself Give housekeeping information (location of restrooms, break policy, etc) Find out any relevant background and interest of the audience Define the subject matter: set the context for the topic Use Blooms Taxonomy to find the right verb Provide an overview of how the session will progress. If you have a great deal of text to review, create a separate handout in MS Word Use a PowerPoint slide to highlight the most significant points.
6. Topic One- example 7. Topic One - exercise
Repeat slides 5-7 for additional topics.
8. Review
This should be a repeat of slide two. While this may seem redundant, it emphasizes to the learner what s/he has gained from the session & gives you opportunity to review and catch final questions. Also summarize and make sure they understand where this fits in the ‘big picture’. You can do this in the form of questions. Ex. “So when you are assessing the validity of a test, which of these formulas will you be sure to calculate?” Try to leave them with the message that they are not done with their education & give them a specific ‘assignment’: where they should go from here.
9. What’s next?
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10. Resources 11. Acknowledgements
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EXERCISE TEMPLATE
Here is a template that you may find useful when creating an exercise. TOPIC: TOPIC NAME
Exercises should supplement the learning activity. The purpose of exercises is to practice and reinforce concepts. Do not introduce new content in an exercise. Before creating an exercise, review the topic’s learning objectives and instructional activity to make sure the exercise is appropriate for the learner. Each exercise or activity can have multiple questions or parts. Group the exercise based on timing within the instruction. For example, each exercise can follow a specific lesson within a topic. Insert the file name and modification date in the footer of the exercise. EXERCISE 1
Instructor Note: Add specific instructions to the instructor/facilitator here. Include a brief description of the activity’s purpose to help the instructor stay focused. MATERIALS OR EQUIPMENT REQUIRED
Requires: List any required materials, software applications or equipment here ESTIMATED TIME TO COMPLETE
It is expected this exercise will take xxx minutes/hours to complete. Insert Exercise introduction here. Insert Exercise questions or activities here. If an exercise has multiple steps, list them separately and number them. 1. 2. 3. SOURCES
Cite any sources.
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ANSWER KEY
Provide a separate answer key for all questions or a description of expected results. If desired, you can distribute the answer key at the end of the activity.
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CHARACTERISTICS OF EFFECTIVE VISUAL AIDS
Visual Aid should be Visible
Simple
Accurate
Interesting
Practical
Tips All learners should be able to see the information. Make sure that the font size is large enough for the entire group to read A visual aid should simplify the material. Make sure key words and concepts are highlighted and not cluttered Use current information. Update any visual aids you have used before to reflect most recent information Design promotes retention. Use colors and illustrations to attract attention but use them in moderation. Too much color, illustrations, and special effects are very distracting. The visual aid should add to the presentation. It should fit into the flow of the presentation, not distract from the presentation.
See Appendix C for advantages and disadvantages of common visual aids.
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SUMMARY SHEET
A summary sheet, which is a type of job aid, is a short document that summarizes steps to complete a task. Develop summary sheets or job aids when a task:
Is seldom performed Involves specific procedures Introduces unfamiliar concepts Requires a great deal of memorization
Job aids can take the form of:
Checklists Maps Charts Flow diagrams Quick Reference Cards
Have you received any job aids today?
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EXERCISE 4: DEVELOPING YOUR MATERIAL
With your team, create a short lesson plan for the topic you have chosen. Topic
Order
Objectives
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Activities
Est Time
Available Materials
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Deliver
Now that you have designed and developed a training session that addresses the objectives for the learner, you are ready to implement your training. In this workshop, we will focus this step on the delivery of classroom training. There are many factors, including your voice and body language that contribute to success in the classroom. Let us focus on some additional practices that can help you succeed.
The 10 Minute Rule
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THE FUNNEL RULE
Adult learners retain
less of what we
more of what we
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INSTRUCTION TECHNIQUES
Use the chart below to record the results of the class activity that you want to incorporate into your classroom. DO
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DON’T
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
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BE A CONFIDENT INSTRUCTOR
Use this chart to help conquer the most common worries of a new instructor. Are you worried about:
Fear
Credibility
Personal Experiences
Difficult Learners Participation
Timing
Adjust Instruction Questions
Feedback
Media, Materials, Facilities Openings &
Then try:
Check the items you want to consider
Be well prepared Use ice breakers Acknowledge the fear (to yourself!) Don’t apologize Have an attitude of an expert Share personal background Report personal experiences Report experiences of others Use analogies, movies or famous people Confront problem learner Circumvent dominating behavior Use small groups for timid behavior Ask open-ended questions Plan small group activities Invite participation Plan well Practice, practice, practice Allow time for questions Know group needs Request feedback Redesign during breaks Anticipate questions Paraphrase learners’ questions Admit if you don’t know Solicit informal feedback Evaluate the class Observe other instructors Know the equipment Have materials ready Have a back-up plan Develop an ‘openings’ file DELIVER| 43
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Are you worried about:
Closings Dependence on Notes
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Then try:
Relax the students Summarize concisely Use cards Use visuals Practice
Check the items you want to consider
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THE SIX QUESTIONS RULE
Based on your learning objectives, you can develop questions that strengthen learning: Level
Type of questions
Example
Knowledge: recall and memorization
List, define, describe, identify, label Ask: who, what, where, when?
List the three types of learners.
Comprehension: understand information, interpret information, order information, and infer causes Application: use the knowledge to solve problems, use methods and theories in new situations Analysis: see patterns, identify components
Summarize the key points of… Explain the meaning of…
What is a kinesthetic learner?
When is this important? Make a diagram to illustrate…
How is the type of learner important when teaching epidemiology?
What are the benefits of…? What are the disadvantages of…? Ask: why? What could go wrong? What other uses are there? What if….?
What are the benefits of writing learning objectives?
Synthesis: use old ideas to make new ones, relate knowledge from several areas Evaluation: make judgments, compare ideas, make choices
What criteria would you use? Which option would you choose if…? Convince me I should….
Based on what you have learned so far today, how would you change the training you have delivered in the past? Based on what you know about the types of learners, what kind of learner do you think today’s instructor is?
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SIX QUESTIONS WORKSHEET- EXAMPLE
Topic: Conducting Focus Group Sessions Level
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Question
1. Knowledge
What are the steps you use to actively listen during a focus group?
2. Comprehension
Is there an advantage of focus groups over oneon-one interviews?
3. Application
How would you use this in your daily job?
4. Analysis
What would you think if you had someone in the focus group who really didn’t want to talk to you-seemed to stay silent?
5. Synthesis
Where else do you think you could conduct a focus group?
6. Evaluation
Would a focus group be an appropriate method in an outbreak
Expected Answer
1. Listen without interruption 2. Look for non-verbal responses 3. Acknowledge feelings 4. Paraphrase what you heard 5. Probe with open-ended questions The sharing of responses in a focus group environment often encourages new ideas and additional responses. It should be really useful to conduct a focus group to collect qualitative data when studying behavioral risk factors. There may be several reasons why someone is not sharing: they could be deliberating options, not understand the question, or maybe are uncomfortable. I’d just be quiet and then after a bit, I would rephrase the question. It could be used when evaluating a surveillance system, particularly to collect data on acceptability. Yes, it would be, but may be under greater time constraints. If I were
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investigation, and if so, how would you conduct one?
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considering several control measures I would collect a focus group to gather community reaction to recommendations.
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Use this worksheet to help you develop questions that encourage deeper learning.
Six Questions Worksheet Topic: Level
Question
Expected Answer
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
5 tips for handling questions from the class 1. Encourage other students to answer. 2. Have them use their resources to find the answer. 3. Start a parking lot for questions that are not covered in class 4. Do not let a question send you off the topic 5. Be flexible: if it seems many are confused, stop and teach the lesson another way.
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FACILITATING A CASE STUDY
1. Orchestrate Establish the process for the case study and set expectations. Key Roles
Explain:
Orientation
The purpose of the case study How long the case study will take
Briefing
How the students will learn about the case The facilitator’s role
Assignment
Work style: in teams or individually Introduce the scenario
2. Conduct Key Roles
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Responsibilities:
Leadership
Keep the students on task Encourage participation
Framing
Connect the case study to prior sessions Explain why the case was chosen
Summarize
Review key points of the section Transition to next section
Manage students
Acknowledge ideas and opinions Encourage quiet students
Conclude
Summarize the case study objectives Provide references
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Managing the Classroom HANDLING CHALLENGING SITUATIONS
Why do adults come to training? Fill in the blanks. P_________________________ V_________________________ L_________________________ Difficult students can: 1. Monopolize: Take up the discussion time 2. Show off: Try to appear more skilled or knowledgeable than the others, including the instructor 3. Complain: Continually find fault with the procedures of the trainer 4. Intellectualize: Excessively rationalize or justify their beliefs 5. Withdraw: Not participate 6. Argue: Take vocal exception to any comments with which they disagree 7. Question: Stop the flow of the activity by frequently asking questions 8. Clown: Joke at inappropriate times See Appendix D for a description of negative behaviors and how to overcome them.
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WASTING CLASS TIME
Avoid common classroom timewasters Think about these common mistakes that instructors make which waste precious class time. Record your ideas to avoid each mistake. Time Waster Starting late after a break Starting an activity when participants are confused about what they are supposed to do Writing lecture notes on flip charts while participants watch Recording all answers from the group onto a flip chart Distributing participant materials individually Demonstrating every part of a new skill Have every subgroup report back to the class one by one Waiting for volunteers to emerge from the group Letting discussions drag on too long Pulling ideas or questions from a tired group
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Alternative
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EXERCISE 5: MANAGING THE CLASSROOM
In your groups, discuss what you would do in the following situations. Use Appendix D as a reference if needed. 1. The entire class becomes hostile. There are clearly vacationers and prisoners in the room. 2. A manager is taking the training along with her subordinate. She corrects every comment the subordinate makes. 3. There are experts in the room who are clearly bored with class. However the class was intended for beginners, and there are participants who are struggling to keep up. 4. You are ready to start your activity, and you have a tight schedule. Quite a number of participants are still confused about a key point. 5. You are running out of time and you can either do the exercise for the current topic or present the content for the final topic.
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EFFECTIVE TRAINING FROM START TO FINISH
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Evaluate Evaluation of training should be considered from the very beginning of your training project. As you conduct your assessment and design your instruction, think about how you will measure if you have met your objectives. Industry standards recommend 4 levels of evaluation 1. 2. 3. 4.
Did they like it? Did they learn it? Did they do it? Does it matter?
Summary of evaluation levels Evaluation Level Satisfaction
Learning
Usage Impact
Evaluation Methods Surveys Observation Focus groups Self Assessment Tests Case Studies Assignments Demonstrations Surveys Interviews Reports Budgets
See Appendix E for an example of a class satisfaction evaluation.
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GUIDELINES FOR EVALUATING IF LEARNING HAS OCCURRED
Use a variety of methods to evaluate learning: Tests Field Assignments Class Projects Simulations Tests are useful to evaluate knowledge and comprehension. Practical activities such as field assignments, class projects and simulations are useful to evaluate application, analysis, synthesis and evaluation. Regardless of the method you use, your learning objectives will help you prioritize the concepts to test. 5 tips for effective tests: 1. Limit the number of true-false questions. 2. Limit the number of negative questions. (“Which of the following is not a parasitic disease?”). If used, be sure to emphasize the negative word. 3. Avoid “All of the above” and “None of the above” to reduce guessing. 4. When writing multiple choice questions, use realistic misconceptions when writing the incorrect choices (called ‘distractors’). 5. Pilot test the assessment with a subject matter expert AND a typical student.
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EXERCISE 6: EVALUATING LEARNING
Write an assessment question or activity based on the lesson plan you completed in exercise 4. Use the 6 questions worksheet for guidance.
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Managing Your Training Program Classroom Preparation Checklist It is often useful to maintain a checklist to help keep track of all the details involved with planning and delivering a class. The following page contains an example of a checklist that you can use.
CLASSROOM PREPARATION CHECKLIST| 59
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Classroom Preparation Checklist Person Resp.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
Finalize lesson plan Select training site Conduct orientation for instructors Request AV equipment Develop faculty list with names, titles, addresses Develop participant list with names, titles, addresses Finalize agenda Develop evaluation forms Order supplies Instructor materials due Collect assessment questions from instructors Create course exam Send materials for photocopying Send final course information to faculty Fill binders with materials Contact facility to request room set-up for training Contact facility to confirm audio visual arrangements Visit facility to confirm arrangements Collect evaluation forms during training Compile evaluation summaries Thank you letters to faculty/moderators Make final payments Summary of course to MOH and donors
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Complet e
1 month ahead
√ √
X X X X X
2 weeks ahead
1 week ahead
Day before
Onsite
After Event
X X X X X X
X X X X X X X X X X X
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Recruiting Instructors Good instructors are the lifeblood of successful training. Instructors are experts in their subject and provide a valuable contribution of real-world experiences. In return, experts enjoy sharing their experience with other professionals and benefit from the new perspectives and enthusiasm of the learners. Often these experts are taking time from their own responsibilities to help your program. It is important to do as much as you can to help these instructors have a positive experience so that they will be willing to help in the future and recommend your program to their colleagues. Many trainers neglect to provide instructors with even the most basic information. If you have instructors who are teaching only a small portion of a course, it is important for them to understand not only the profile of the audience, but also what topics will be covered before and after the instructor’s session. An orientation meeting for all instructors will help the faculty share the perspective and provide continuity for the learners. 5 tips for recruiting instructors 1. Ask early, ask often 2. Recognize their contribution 3. Provide tools to make their job easier 4. Conduct an instructor orientation 5. Provide an Instructor Tips sheet with basic information about the course
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Organizing a Training Program Even if you are not a full time manager of a training department, if you have training responsibilities, you are a training manager! Here is an example of a typical construction of training organization. In this example, the Public Health Management Training Program offers three courses.
Program (by job description, location or others)
Public Health Management for new managers
Course
Course
Course
Team Building
Presentation Skills
Grant Writing
Class
Class
Friday, 11/23 8-12pm
Friday, 11/30 1-5pm
5 tips for organizing a course 1. Minimize time away from work 2. Maintain a waiting list 3. Send reminders to participants 4. Send confirmations to participants and their supervisors-include the course learning objectives 5. Send certificates of completion
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EXERCISE 7: MANAGING YOUR PROGRAM
Time: 10 minutes Discuss in your groups how you expect to organize the training that you will offer. Record useful ideas in the box below.
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Conclusion Experts on a subject will find themselves teaching others and may even come to take a leadership role in the development of an organization. In today’s service society, an attitude of lifelong learning is replacing the traditional attitude of completion of formal academic studies indicating completion of education. Teaching adults requires not only expertise in a subject matter, but also the ability to convey the knowledge, skills and attitudes necessary for an individual to successfully perform a job. Today’s workshop has introduced a construct for the systematic development and delivery of training for adults, as well as ideas for successfully managing a training program. FOR REFLECTION
List the key concepts that you learned in this workshop.
Key Concepts: 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. ______________________________ 6. ______________________________ 7. _____________________________ 8. ______________________________ 9. ______________________________ 10. ______________________________ .
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Congratulations! Now that you have completed this class you should be able to: Describe the five components of successful training Identify the three major types of learners Use learning objectives to focus your training Use techniques to help the learners get the most out of class Use evaluation tools to measure the effectiveness of training
What’s Next? Practice needs assessment techniques the next time you are asked to
deliver training Work on your presentation skills in front of the mirror or by asking a colleague to observe you Use the internet to learn about the variety of delivery methods and how technology can help you reach learners when they need the knowledge Use project management tools and processes if you are managing a large training project
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References Resources For Training Adults Pike, Robert W. Creative Training Techniques Handbook: Tips, Tactics, and How-To's for Delivering Effective Training. 3rd ed. Human Resource Development Press; January 1, 2003. Piskurich, George M. Rapid Instructional Design: Learning ID Fast and Right. JosseyBass/ Pfeiffer; 2000. Piskurich, George M. The ASTD Handbook of Training Design and Delivery. 2nd ed. McGraw-Hill; November 5, 1999. Mel Silberman, Active Training, 2nd ed. Jossey-Bass/Pfeiffer, 1998 Stolovitch, Harold D., Keeps, Erica J. Telling Ain't Training. American Society for Training and Development; May, 2002.
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Appendices Appendix A Glossary of Terms
ADDIE
An acronym to signify Analyze, Design, Develop, Deliver, Implement and Evaluate. These terms are widely used as a means to methodically deliver training that achieves its objectives. ADULT LEARNING
The process by which adult-age individuals learn outside of the academic environment. Generally learning occurs in this context in order to perform a task or to achieve success in the work environment. ADULT LEARNING STYLES
There are many different ways to classify learning styles. These fall into general categories: perceptual modality, information processing, and personality patterns. The categories represent ways to focus on the learner. BLOOM’S TAXONOMY
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies. DISTRACTORS
Incorrect answers that are offered as selections in multiple choice questions. Well- written distractors consider the common mistakes and misconceptions of a learner.
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INFORMATION PROCESSING
Distinguishes between the way we sense, think, solve problems, and remember information. Each of us has a preferred, consistent, distinct way of perceiving, organizing, and retaining information. JOB AID
Tools which contain processes or procedures to help learners perform their jobs. JUST ENOUGH
An approach when training adults to ensure that training contents includes only what the learner must know and minimizes extraneous content. JUST IN TIME
A popular approach when training adults to schedule and provide training when it can best coincide with the learner’s opportunity to use the skill. MASLOW’S HIERARCHY OF NEEDS
A theory in psychology, proposed by Abraham Maslow, which contends that as humans meet 'basic needs', they seek to satisfy successively 'higher needs' that occupy a set hierarchy. The hierarchy is often depicted as a pyramid consisting of five levels: the four lower levels are grouped together as deficiency needs associated with physiological needs, while the top level is termed growth needs associated with psychological needs. While deficiency needs must be met, growth needs are the need for personal growth. The basic concept is that the higher needs in this hierarchy only come into focus once all the needs that are lower down in the pyramid are mainly or entirely satisfied. Once an individual has moved past a level, those needs will no longer be prioritized. However, if a lower set of needs is continually unmet for an extended period of time, the individual will temporarily re-prioritize those needs - dropping down to that level until those lower needs are reasonably satisfied again. Innate growth forces constantly create upward movement in the hierarchy unless basic needs remain unmet indefinitely.
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MOTIVATION
At least six factors serve as sources of motivation for adult learning: Social relationships: to make new friends, to meet a need for associations and friendships. External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work. Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors. Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind. PERCEPTUAL MODALITIES
Define biologically based reactions to our physical environment and represent the way we most efficiently adopt data. We should learn our perception style so we can seek out information in the format that we process most directly. Educators should pay attention to modalities to ensure programs strike all physiologic levels. PERSONALITY PATTERNS
Focus on attention, emotion, and values. Studying these differences allows us to predict the way we will react and feel about different situations. SELF PACED
An instruction method which is directed by the learner rather than an instructor. Self paced training can be paper-based, such as a workbook, or technology-based, such as a tutorial which the learner completes on a computer. SIMULATION
An instruction method which replicates the work environment as closely as possible in order to provide opportunities to practice new skills. Especially appropriate when the work environment is hazardous or uses expensive
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equipment, or when dealing with dynamic situations such as interactions between individuals. WEB BASED TRAINING
Training delivered through internet technology. Usually self-paced, with the expectation that the learner will complete the training when it is needed.
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Appendix B Sample Mini Needs Assessment Form Jordan Ministry of Health Data for Decision Making Course Planning Needs Assessment
Program Background and Profile of Course Participants Participants will be members of infection control committees in hospitals who are identified to participate in the DDM program. These individuals are generally medical doctors or nurses, and will be expected to analyze surveillance data and develop and implement infection control programs. DDM is a 12 month program, and participants will be expected to complete a short project. Participants will be available for additional training in the future-therefore, this course should introduce basic required concepts, emphasize practical application and practice, and provide a foundation for the beginning of their project work. Based on this background, please help us develop the appropriate content by answering the following questions about the topic: Topic
Principles of Special Isolation Procedures in Health Care Settings
1. What should participants be expected to be able to do when they complete this session? 2. What are the 3 most important points to remember about this topic? 3. Is this topic appropriate for the audience described above?
1. 2. 3.
4. What do you think is the best training method for participants to understand these points? (ex. case study, group discussion, lecture) 5. Would this topic provide an opportunity for hands-on activity? (ex. small group work, demonstration of a procedure, interview with an expert on the subject, case study) 6. How much time should be allowed in the class schedule to complete this activity? 7. How could we evaluate whether the participant has learned the key points? (ex test, field assignment) 8. Are there reading assignments the participants could complete to learn more about this topic? 9. How can the participants practice this topic when they return to their job? 10. Can you recommend an expert in this subject who could assist us with the development of class materials? APPENDIX B SAMPLE MINI NEEDS ASSESSMENT FORM| 71
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Appendix C Comparison of Visual Aids Type Flipchart
Advantages Inexpensive; Flexible;
Disadvantages
Tips
Legible handwriting required
Can be made up in advance;
Portable; Can involve
leave blank page in between
learners
pages (markers may bleed through); use wide-tipped markers; make lettering tall enough for all to see
Whiteboard/ Easy to alter chalkboard
Special markers needed for
Before the lesson, make sure
whiteboard; chalkboard may
you have eraser, chalk or
be dusty
whiteboard markers, cleaner; clean boards to remove old lettering; avoid light shining directly on board, it can make it hard to read
Overhead projector
Direct eye contact with
Projector arm can interfere
Avoid walking between
learners, room lights do not
with some learners’ vision of
screen and projector; place
have to be dim; more easily
screen; bright light on white
projector to side of room so
seen by large groups than
screen can be tiring
all learners have full view of
flipcharts; transparencies are
screen; turn projector light off
easy and economical to
when a transparency is not
produce; equipment is widely
on the screen
available
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Type Slides
Advantages
Disadvantages
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Tips
High quality; equipment
Room needs to be
Test equipment before
widely available
darkened; can put learners
session; run all slides
to sleep, requires time to
through once to make sure
produce and process
of the right order; know how to revolve a slide that sticks, turn projector off at end of session; avoid showing slides right after lunch
Computer
Polished presentations, can
Expense of computer,
Check before training about
projection equipment;
compatibility in operating
trainings; can modify up until
requires technical expertise;
systems and programs;
training session
compatibility problems
have a back-up strategy if
between software
equipment fails; avoid too
programs, computers
many details on screen, stay
presentations save and adapt for future (such as PowerPoint)
learner-focused (don’t use every fancy feature on the computer
Video
Can be dynamic, easy to
Can be expensive, need to
Always preview video prior
transport the video
understand use of controls
to use; if using only a portion of video forward it to segment prior to class; use an appropriate volume for all to hear; place lighting at a level that allows learners to take notes; pause throughout to encourage discussion
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Appendix D Handling Challenging Students Introduction Even the most experienced trainers encounter situations in which the group process is affected due to the behavior of one or more of the group members. When this occurs, it is necessary for the trainer to take action or there will be a negative affect on the group. There is no one perfect solution for each situation. Actually, there is usually more than one solution, so consider alternatives before acting.
Whatever the situation, it is important to maintain the self-esteem of the individuals exhibiting the behavior. This handout describes ways to: Solve challenging problems when they arise during training; Identify potential problems and change the environment to prevent potential
problems. What to do if…
One person is monopolizing the group:
When the trainee stops for breath, thank her, refocus her attention by restating the relevant points and then move on by starting another discussion or asking, “Are there any other questions?” Ask him to clarify his direction (“I’m not certain we are clear on how this fits in to our discussion – would you please clarify?”) Take blame (“Something I’ve said has led us off track, let’s get back to discussing___”) Set expectations at the beginning; let the group know that you will try and help everyone participate
One person is not involved or is still thinking about the previous topic: Put trainees in groups of two or three for discussions or practice exercises
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Spend time at the beginning of class allowing trainees time to get acquainted to prevent this Take a break and rearrange the chairs Summarize and restate purposes
One person looks interested but never talks Divide the group into smaller groups for discussion Find out about her or his experience and ask, “What has your experience been in this area?” Give everyone a chance to write down their responses to an answer and then go around the room and have everyone provide one answer at a time Gain his/her confidence by talking with him/her before and after the session and during breaks Thank her/him for contributions to discussions Respect her/his wishes not to talk (it does not mean that learning is not happening)
A couple of people continue to carry on private conversations, arguing points with the person next to them
Stop everything and silently wait for the group to come back together
Remind everyone that you will not be able to complete the work efficiently unless only one group member is heard from at a time
Break the group into smaller groups and use a technique to separate the distracters
Rearrange chairs at the break
Ask those in private conversation to demonstrate a skill you are teaching
A group of people is antagonistic and causing discomfort to the group
Establish some group rules for the disagreement, ask others to serve as observers and encourage them to air the issues so others can be involved Note that “It seems you two disagree on this issue, how do the others of you feel on this topic?”
Thank the persons by saying, “You have highlighted this issue for us. Break into small groups and discuss it.” APPENDIX D HANDLING CHALLENGING STUDENTS| 75
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The whole class is sharply divided on an issue
Put the groups in pairs and mix the groups Have a formal debate, give each group a specific amount of time to prepare their arguments Do not lose your temper or get drawn into the controversy\ Talk with the group about problem solving, what are the methods to resolve this problem Ask to group for permission to move on even though the issue is unresolved
One person is openly hostile, criticizes and blames others, or interrupts
Paraphrase the issue that the person says to make sure you understand
When the person says something wrong, ask the group, “That’s one way to look at it, would others in the group like to express their opinions.” Do not lose your temper If criticized, say “That’s an interesting opinion, what do you rest of you think?” Agree with his or her right to have an opinion Do not get in a long discussion with the person, ask to speak with him later so you do not take time away from the rest of the trainees Agree with the parts of her comments that are true and disagree with the rest by providing simple, clear facts Speak to the person outside of class and away from the other trainees
Participants seem bored and indifferent Change activities Ask the bored person for his opinion Take a break, suggest fresh air Check temperature in the room and, if possible, lower the temperature of a hot room Do stretching exercises with the group Pose a controversial question Acknowledge that you may not be meeting the group’s needs; break the group into small groups and ask them to come up with some ideas to address the topic for the remaining class time
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Give options (“Would you like to take a break now or in 5 minutes?”) Rearrange the room; push tables to the side, put chairs in a circle Assign specific tasks to individuals to get more people involved (notetaker, summarizer, timekeeper, scribe on the flip chart or board Remember, you cannot change people. Some people may appear bored or nonparticipative because there are other issues in their lives. If the behavior is not disrupting the group, one option is to ignore them.
Key Points - If problem behaviors occur that are disrupting the class from learning, assess the problem and consider your possible responses - Remain calm no matter what happens and do not lose your temper - When handling a problem behavior, maintain the self-esteem of the person or persons involved
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Appendix E Sample Class Evaluation Student information
Job Title: ____________________ Department: ________________________ What is the average number of classes you teach each year? _______ Session Evaluation Scale Definition: 1-Strongly Disagree
2-Disagree 3-Neither Agree nor Disagree
1. 2. 3. 4. 5. 6. 7.
4-Agree
5-Strongly Agree
Session objectives were met and well communicated Subject matter was useful to me in my work Sufficient time was allotted for explanations/practice The training materials were easy to follow The instructor actively involved the class in discussions The instructor handled the questions effectively This course adequately prepared me to prepare and deliver a public health class 8. I will be able to implement the processes and skills I learned today when I return to my job 9. Overall the class was satisfactory 10. How skilled do you think you were to prepare & deliver a class before you attended this session? 11. How skilled do you think you are to prepare & deliver a class after attending this session?
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1 1 1 1 1 1 1
2 2 2 2 2 2 2
3 3 3 3 3 3 3
4 4 4 4 4 4 4
5 5 5 5 5 5 5
1
2
3
4
5
1
2
3
4
5
Not skilled
Somewhat skilled
Very skilled
Not skilled
Somewhat skilled
Very skilled
EFFECTIVE TRAINING FROM START TO FINISH
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SAMPLE CLASS EVALUATION, PAGE 2
What did you like most about the session?
What did you like least about the session?
How can we improve the session?
Who else do you think will benefit from attending this training?
Do you expect any obstacles to using the skills or processes you learned about today?
APPENDIX E SAMPLE CLASS EVALUATION| 79