Effective Training from Start to Finish

PARTICIPANT WORKBOOK

Effective Training
From Start to Finish
SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

Effective Training from Start to Finish

Contents

Effective Training from Start to Finish

Introduction

Introduction

Sustainable Management Development Program

Acknowledgements

Effective Training from Start to Finish

Session Objectives

Schedule

Icon Glossary

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

Creating Effective Training

Assess

Design

Develop

Deliver

Managing the Classroom

Evaluate

Managing Your Training Program

Classroom Preparation Checklist

Recruiting Instructors

Conclusion

Congratulations!

What’s Next?

References

Resources For Training Adults

Appendices

Appendix A Glossary of Terms

Appendix B Sample Mini Needs Assessment Form

Appendix C Comparison of Visual Aids

Appendix D Handling Challenging Students

Appendix E Sample Class Evaluation

Sustainable Management Development Program

Division of Global Public Health Capacity Development

Center for Global Health

U.S. Centers for Disease Control and Prevention

Version 1

Introduction|1

Effective Training from Start to Finish

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

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George Davis, Davis and Dean (unpublished)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

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
Levels of training
The 5 components of successful training
How Adults Learn
Assess
Design
Develop
Deliver / Deliver
Evaluate
Managing your program

Icon Glossary

The following icons are used in this workbook:

TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

EXERCISE

Introduction to Adult Learning

My Training Techniques Action Item List

My training project:

When I return to work

I need to research:
I need to talk to:

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?

How do adults learn?

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.

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

Excerpted from an article by George Davis, Davis and Dean

Used with permission

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. When I am learning new information I prefer to hear an explanation rather than view a diagram.

  1. I learn to spell a new word by repeating the word aloud

  1. I’d rather listen to a good lecture or speech than read about the same material in a textbook or manual.

  1. I remember a news item better if I hear it on the radio than if I read about it in the newspaper.

  1. I follow verbal directions better than written ones.

  1. I generally prefer websites that have audio capability which allows me to hear information.

  1. When I forget someone or something, I usually forget faces but remember names.

  1. I prefer simulations, role plays and other ways to practice when learning.

  1. I enjoy working with my hands and making things.

  1. I learn to spell a new word by writing it down.

  1. I gesture with my hands when I talk.

  1. When reviewing material I like to underline or highlight key points.

  1. I generally prefer websites that have items I can click or try.

  1. When I forget someone or something, I usually try to remember where, when or what I was doing at the time.

  1. When I am learning new information I prefer to view a diagram rather than hear an explanation.

  1. I can usually understand and follow directions on maps.

  1. I learn to spell a new word by imagining how it looks.

  1. I remember a news item better if I read it in the newspaper than if I hear it on the radio.

  1. I obtain information on interesting topics by reading pertinent materials.

  1. I generally prefer websites that have interesting designs and visual features.

  1. 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.

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

Auditorylearners: / 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: / You may hear:
Prefer to use their hands
Like to participate in groups, work on quizzes, and move about doing several activities at the same time
Relive the sensation
Notice the speaker’s actions / It feels right to me.
I can put my finger on it.
It slipped through my fingers.
My gut tells me.
Learn best by doing

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.

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 / Show them the big picture and how they fit in it
They don’t know how to do 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.
They don’t know what they are supposed to do / 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.
They think something else is more important / Help them prioritize
There is no positive consequence to them for doing it / Recognize achievement. Reward and praise appropriate behavior
They are punished for doing what they are supposed to do. / Does the top performer get the ‘reward’ of more work?
There are no negative consequences for poor performance / Do employees get the same salary or raise regardless of performance? Are performance reviews rigorous?
Obstacles beyond their control get in their way / Focus on resolving the obstacle-if possible, involve the employee in determining the solution

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

  1. 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?’)

  1. Seek solutions

Identify possible actions

Sift out the training issues

Gain consensus on an action plan

Determine availability of facilities

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
Questionnaire / Surveys or polls of random or representative sample of participants, or an assessment of the entire population of the target audience
Key consultation / 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
Interview / Formal or casual meetings with stakeholders, members of the target audience, or representatives of the service population
Group discussion / Similar to interview, but focuses on job analysis or other specific themes, using group facilitation techniques, such as brainstorming, or motivating.
Test / Form of questionnaire which assesses level of skill or knowledge or specific attitudes
Reports / Documents from the workplace which are relevant to the performance being assessed. These can include organizational charts, department reports, and employee personnel records.
Work samples / 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.

Use more than one method to ensure you are getting a clear picture of the situation.

Exercise1: 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?

______

______

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
  1. Confirm the problem or goal
  1. 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?

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.

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.

Design|1

Effective Training from Start to Finish

Learning Objectives Worksheet

from Bloom’s taxonomy

Categories of learning / Action words and cues / Possible training method
Knowledge: recall and memorization / List, define, tell, describe, identify, show, label, collect, examine, memorize, name / / Reading assignment, Video, Internet research, lecture
Comprehension: understand information, interpret information, order information, and infer causes / Classify, describe, discuss, explain, express, identify, indicate, locate, organize, recognize, report, restate, review, select, summarize, translate / / Reading assignment, Video, Internet research, Workbook, Class exercises
Application: use the knowledge to solve problems, use methods and theories in new situations / Apply, choose, dramatize, employ, illustrate, interpret, modify, operate, practice, schedule, draw, solve, use, write / / Classroom demonstration, case studies, group activities, reports, job assignment
Analysis: see patterns, identify components / Analyze, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, question, support, test / / Workbook, classroom demonstration, case studies, group activities, exercises, jobassignment
Synthesis: use old ideas to make new ones, relate knowledge from several areas / Arrange, assemble, collect, compose, construct, create, design, develop, formulate, integrate, invent, manage, organize, plan, predict, prepare, propose, set up, write / / Classroom demonstration, case studies, group activities, jobassignment
Evaluation: make judgments, compare ideas, make choices / Argue, assess, choose, compare, conclude, convince, decide, defend, estimate, judge, predict, prioritize, rate, support, evaluate / / Classroom demonstration, case studies, group activities, writing assignment

Design|1

Effective Training from Start to Finish

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.

______

______

______

______

______

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 / Est Time / Possible Instructor / Available
Materials
1 / Program Introduction /
  • Overview of program
  • Roles & Responsibilities
  • Administrative Items
/ Presentation / 1 hr / Dr. Wurapa / Kenya Orientation packet
Tutors information materials
1 / Overview of Ghana Surveillance System /
  • Describe surveillances systems found in Ghana
  • Describe the structure and function of IDSR, including lab role
/ Discussion / 2 hrs / Dr. Afari / IDSR Technical Guidelines
Univ/Ghana Presentation Modules
2 / Lab Role in Surveillance /
  • 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
/ 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 Kanchrapara, West Bengal, India)
3 / Course Conclusion /
  • Assessment
  • Course closing:
-closing ceremony
-course evaluation / Written test / 2 hrs / Dr. Wurapa / CDC question databank
Field Assignment /
  • Evaluate Surv System for a disease
  • Prepare presentation to bring to next course
/ Take home / Dr. Afari / Jordan SS Eval exercise book

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.