Participant's Guide - Effective Training



PARTICIPANT WORKBOOK

[pic]

|Effective Training |

|From Start to Finish |

|SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM |

[pic]

Effective Training from Start to Finish

Contents

Effective Training from Start to Finish ii

Introduction ii

Introduction 2

Sustainable Management Development Program 2

Acknowledgements 2

Effective Training from Start to Finish 3

Session Objectives 3

Schedule 3

Icon Glossary 3

Introduction to Adult Learning 4

My Training Techniques Action Item List 4

Statements about Adult Learners 5

Levels of Training 6

How Adults Learn 7

Key Learning Styles 8

The Five Components of Successful Training 10

Creating Effective Training 11

Assess 11

Design 18

Develop 30

Deliver 40

Managing the Classroom 50

Evaluate 53

Managing Your Training Program 56

Classroom Preparation Checklist 56

Recruiting Instructors 58

Conclusion 59

Congratulations! 60

What’s Next? 60

References 61

Resources For Training Adults 61

Appendices 62

Appendix A Glossary of Terms 62

Appendix B Sample Mini Needs Assessment Form 66

Appendix C Comparison of Visual Aids 67

Appendix D Handling Challenging Students 69

Appendix E Sample Class Evaluation 73

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

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George Davis, Davis and Dean (unpublished)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 |Deliver |

|Levels of training |Evaluate |

|The 5 components of successful training |Managing your program |

|How Adults Learn | |

|Assess | |

|Design | |

|Develop | |

|Deliver | |

Icon Glossary

The following icons are used in this workbook:

[pic] TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

[pic] 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? |

|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.

Key Learning Styles

[pic] Visual

|Visual learners: |You may hear: |

|Think in pictures |I see what you are saying. |

|Create diagrams of what they hear |It’s not clear to me. |

|May take notes to see the information |I’d like to see how…. |

|Notice the speaker’s body language |Draw me a picture of that. |

|Learn best by seeing |

[pic] Auditory

|Auditory learners: |You may hear: |

|Prefer facts, details, clear vocal presentations |Sounds good to me. |

|and audio tapes |Tell me what you think. |

|Like to discuss what they’ve heard |Let me hear some of your ideas. |

|Notice the speaker’s voice: the tone, energy, |Did you hear me? |

|enthusiasm and pace | |

|Learn best by hearing |

[pic] Kinesthetic

|Kinesthetic learners: |You may hear: |

|Prefer to use their hands |It feels right to me. |

|Like to participate in groups, work on quizzes, and|I can put my finger on it. |

|move about doing several activities at the same |It slipped through my fingers. |

|time |My gut tells me. |

|Relive the sensation | |

|Notice the speaker’s actions | |

|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

|[pic] |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 |Tell them. Ask them to repeat it or demonstrate it so you know they |

|do |understood it correctly. Also, confirm they have an accurate job |

| |description. |

|They think something else is more |Help them prioritize |

|important | |

|There is no positive consequence to them |Recognize achievement. Reward and praise appropriate behavior |

|for doing it | |

|They are punished for doing what they are |Does the top performer get the ‘reward’ of more work? |

|supposed to do. | |

|There are no negative consequences for |Do employees get the same salary or raise regardless of performance? |

|poor performance |Are performance reviews rigorous? |

|Obstacles beyond their control get in |Focus on resolving the obstacle-if possible, involve the employee in |

|their way |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

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

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.

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?

_________________________________________________________

_________________________________________________________

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?

← 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.

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, | |Reading assignment, Video, Internet |

| |examine, memorize, name | |research, lecture |

|Comprehension: understand information, |Classify, describe, discuss, explain, express, identify, | |Reading assignment, Video, Internet |

|interpret information, order information, and |indicate, locate, organize, recognize, report, restate, review,| |research, Workbook, Class exercises |

|infer causes |select, summarize, translate | | |

|Application: use the knowledge to solve |Apply, choose, dramatize, employ, illustrate, interpret, | |Classroom demonstration, case studies, |

|problems, use methods and theories in new |modify, operate, practice, schedule, draw, solve, use, write | |group activities, reports, job assignment |

|situations | | | |

|Analysis: see patterns, identify components |Analyze, calculate, categorize, compare, contrast, criticize, | |Workbook, classroom demonstration, case |

| |diagram, differentiate, discriminate, distinguish, examine, | |studies, group activities, exercises, job |

| |experiment, question, support, test | |assignment |

|Synthesis: use old ideas to make new ones, |Arrange, assemble, collect, compose, construct, create, design,| |Classroom demonstration, case studies, |

|relate knowledge from several areas |develop, formulate, integrate, invent, manage, organize, plan, | |group activities, job assignment |

| |predict, prepare, propose, set up, write | | |

|Evaluation: make judgments, compare ideas, make|Argue, assess, choose, compare, conclude, convince, decide, | |Classroom demonstration, case studies, |

|choices |defend, estimate, judge, predict, prioritize, rate, support, | |group activities, writing assignment |

| |evaluate | | |

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 |Available |

| | | | | |Instructor |Materials |

|1 |Overview of Ghana |Describe surveillances systems |Discussion |2 hrs |Dr. Afari |IDSR Technical |

| |Surveillance System|found in Ghana | | | |Guidelines |

| | |Describe the structure and function| | | |Univ/Ghana |

| | |of IDSR, including lab role | | | |Presentation |

| | | | | | |Modules |

|2 |Lab Role in |Describe the role of the laboratory|Site Visit: |1 day |Dr. Kariuki |CDC Case Studies |

| |Surveillance |in public health surveillance |1)PH ref lab | | |(ex An outbreak of|

| | |systems |2)Noguchi (BSL3) | | |cholera, |

| | |Describe the capacity to test for |3)Regional hosp | | |in Kanchrapara, |

| | |bacteriological or viral agents at |4)La govt | | |West Bengal, |

| | |the local and central level |hospital | | |India) |

|3 |Course Conclusion |Assessment |Written test |2 hrs |Dr. Wurapa |CDC question |

| | |Course closing: | | | |databank |

| | |-closing ceremony | | | | |

| | |-course evaluation | | | | |

| |Field Assignment |Evaluate Surv System for a disease | |Take home|Dr. Afari |Jordan SS Eval |

| | |Prepare presentation to bring to | | | |exercise book |

| | |next course | | | | |

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 |Assigned To |

|Outbreak response exercise |Gloria |

|Food borne (>= 100 records) dataset | |

|Surveillance data set | |

|Deck of cards: unforeseen events (ex. no phone) | |

|Outbreak intervention exercise | |

|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) | |

|Actual protocol for field activity | |

|Pre/post test | |

|Daily homework/quizzes | |

|Oral communications exercise (daily) | |

|Course Evaluation Form | |

|Course Certificate | |

|Journal articles for bias activity | |

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.

Table of Delivery Methods

|METHODS |DEFINITIONS |EXAMPLE PRODUCTS |

|SELF-PACED / |THIS IS ANYTIME, ANYWHERE TRAINING. THE LEARNER DETERMINES THE PACE AND TIMING OF CONTENT DELIVERY. WITH PRINTED MATERIAL FOR SELF-PACED |WORKBOOKS |

|PRINT-BASED |TRAINING, YOU CAN ENSURE THAT ALL THE CONTENT IS EXACTLY THE SAME FOR ALL LEARNERS. |Quick-reference job aids |

| | |Case studies |

| | |Other |

| | | |

|Self-paced / |Self-paced technology-based training is a learning event in which participants learn independently (asynchronous training). The training |Self-paced Web-based training (WBT) |

|Technology-based |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 |Self-paced CD-ROM (CBT) |

| |inserting a CD into the computer. |Video |

| | |Online job aids |

| | | |

|Classroom / |You know this one. You could probably write this description. Instructor-led classroom training is defined as standard face-to-face |Instructor-led classroom training |

|Traditional |training in a classroom or lab. The term instructor-led training is used synonymously with on-site training and classroom training | |

| |(c-learning). | |

| | | |

|Classroom / Virtual |This training is “live” via technology. There is a facilitator (instructor, moderator) and there are learners (students, participants) but |Live online instructor-led training |

| |they are not physically in the same location. Sometimes, the facilitator and learners can see each other, as with videoconferencing. Other |Synchronous WBT: |

| |times, the training environment is more simulated, as with synchronous WBT. Virtual classroom has a variety of configurations delivered to |-Webinars, Webconferencing |

| |a desktop computer or television monitor, including two-way audio and video and one-way video and two-way audio. |Teleconference |

| |Note: Words cannot adequately describe synchronous web based training (WBT), Webinars, and Webconferencing. You need to experience it. We |Videoconference |

| |recommend that you complete a demo offered by one of the Internet subscription-based WBT/conferencing services, such as Centra(, Horizon |Web chat, moderated |

| |Wimba. Better yet, find out where you can take a class to learn how this environment works and how to teach in it. | |

| | | |

|Broadcast |Broadcast refers to television and radio signals designed to reach a mass audience. Broadcast is most often used to deliver information |Internet protocol (IP) multicast/simulcast|

| |live to many learners simultaneously. Similar to virtual classroom, broadcast has a variety of configurations delivered to a desktop |Internet protocol (IP) unicast |

| |computer or television monitor. |Satellite broadcast |

| | | |

|Other |There are other technology-based options that you can use to deliver training or enhance learning. Some of these options are in widespread |E-mail |

|/Technology-based |use today. Others are just beginning to be used for delivering training. |Online discussion groups |

| | |Instant messaging |

| | |Online help |

| | |Online coaching |

| | |Virtual reality |

| | |Weblogs |

| | |Podcasts |

( 2002 by Bonnie Davis and Denise Traicoff. All rights reserved.

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 |Requires advanced preparation |

| |Reacts to realistic and relevant cases |Time consuming |

| |Reactions often provide different perspectives and| |

| |solutions to problems | |

| |Develops problem-solving skills | |

|Lecture |Large amount of information can be presented when |Limits communication |

| |time is limited |Very dependent on presentation skills of the |

| |Provide variety of concepts in a systematic manner|speaker |

| | |Restricts learner’s ability to retain information|

|Guided Teaching |Recognizes learners’ experience |Requires instructor discipline to stay on topic |

| |Encourages self-discovery |Can be dominated by 1 or 2 participants |

|Role Play |Highly motivational climate |Can be intimidating |

| |Active involvement in a realistic situation |Requires trust among participants |

| |Experience a real-life situation without having to| |

| |take real-life risks | |

| |Gives participants an understanding of another | |

| |person’s situation | |

|Small group |Opportunity to learn from one another |Time consuming |

|activities |Involve all participants |Requires advanced preparation |

| |Create a sense of teamwork |Can be dominated by 1 or 2 participants |

| |Provide for a variety of viewpoints | |

Exercise 3: choose your delivery method and classroom techniques

For each learning objective, match the delivery method or technique you would recommend.

| | |Case Study |

|Develop a budget | | |Lecture |

|Assess a sick child for malnutrition | | |Demonstration |

|Effectively perform a role on a team | | |Video |

|Calculate infant mortality rate | | |Role Play |

|List the steps to create effective training for adults| | |Exercises |

| | |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?

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.

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.

| | |

|Break it down | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Build it up | |

| | |

| | |

| | |

| | |

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?

Presentation Outline

HERE IS AN EXAMPLE OF A WAY TO ORGANIZE YOUR LESSON.

|Presentation Section |Notes |

|Topic Title & Instructor Name |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 |

|Learning Objectives |Use Blooms Taxonomy to find the right verb |

|3. Agenda |Provide an overview of how the session will progress. |

|5. Topic One-content |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?” |

|9. What’s next? |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. |

|10. Resources | |

|11. Acknowledgements | |

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.

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.

Characteristics of Effective Visual Aids

|VISUAL AID SHOULD BE |TIPS |

| |All learners should be able to see the information. Make sure |

|Visible |that the font size is large enough for the entire group to read |

| |A visual aid should simplify the material. Make sure key words |

|Simple |and concepts are highlighted and not cluttered |

| |Use current information. Update any visual aids you have used |

|Accurate |before to reflect most recent information |

| |Design promotes retention. Use colors and illustrations to |

|Interesting |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 |

|Practical |into the flow of the presentation, not distract from the |

| |presentation. |

See Appendix C for advantages and disadvantages of common visual aids.

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?

Exercise 4: developing your material

With your team, create a short lesson plan for the topic you have chosen.

|Topic |Order |Objectives |Activities |Est Time |Available |

| | | | | |Materials |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

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

[pic]

The Funnel Rule

ADULT LEARNERS RETAIN

[pic]

less of what we

[pic]

[pic]

[pic]

[pic]

more of what we

[pic]

Instruction Techniques

USE THE CHART BELOW TO RECORD THE RESULTS OF THE CLASS ACTIVITY THAT YOU WANT TO INCORPORATE INTO YOUR CLASSROOM.

|DO |DON’T |

|1. |1. |

|2. |2. |

|3. |3. |

|4. |4. |

|5. |5. |

|6. |6. |

|7. |7. |

|8. |8. |

|9. |9. |

|10. |10. |

Be a Confident Instructor

USE THIS CHART TO HELP CONQUER THE MOST COMMON WORRIES OF A NEW INSTRUCTOR.

|Are you worried about: |Then try: |Check the items you want to |

| | |consider |

|Fear |Be well prepared | |

| |Use ice breakers | |

| |Acknowledge the fear (to yourself!) | |

|Credibility |Don’t apologize | |

| |Have an attitude of an expert | |

| |Share personal background | |

|Personal Experiences |Report personal experiences | |

| |Report experiences of others | |

| |Use analogies, movies or famous people | |

|Difficult Learners |Confront problem learner | |

| |Circumvent dominating behavior | |

| |Use small groups for timid behavior | |

|Participation |Ask open-ended questions | |

| |Plan small group activities | |

| |Invite participation | |

|Timing |Plan well | |

| |Practice, practice, practice | |

| |Allow time for questions | |

|Adjust Instruction |Know group needs | |

| |Request feedback | |

| |Redesign during breaks | |

|Questions |Anticipate questions | |

| |Paraphrase learners’ questions | |

| |Admit if you don’t know | |

|Feedback |Solicit informal feedback | |

| |Evaluate the class | |

| |Observe other instructors | |

|Media, Materials, |Know the equipment | |

|Facilities | | |

| |Have materials ready | |

| |Have a back-up plan | |

|Openings & Closings |Develop an ‘openings’ file | |

| |Relax the students | |

| |Summarize concisely | |

|Dependence on Notes |Use cards | |

| |Use visuals | |

| |Practice | |

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|List the three types of learners. |

| |Ask: who, what, where, when? | |

| | | |

|Comprehension: understand |Summarize the key points of… |What is a kinesthetic learner? |

|information, interpret information,|Explain the meaning of… | |

|order information, and infer causes| | |

|Application: use the knowledge to |When is this important? |How is the type of learner important when |

|solve problems, use methods and |Make a diagram to illustrate… |teaching epidemiology? |

|theories in new situations | | |

|Analysis: see patterns, identify |What are the benefits of…? |What are the benefits of writing learning |

|components |What are the disadvantages of…? |objectives? |

| |Ask: why? | |

|Synthesis: use old ideas to make |What could go wrong? |Based on what you have learned so far |

|new ones, relate knowledge from |What other uses are there? |today, how would you change the training |

|several areas |What if….? |you have delivered in the past? |

|Evaluation: make judgments, compare|What criteria would you use? |Based on what you know about the types of |

|ideas, make choices |Which option would you choose if…? |learners, what kind of learner do you |

| |Convince me I should…. |think today’s instructor is? |

Six Questions Worksheet- EXAMPLE

TOPIC: CONDUCTING FOCUS GROUP SESSIONS

|Level |Question |Expected Answer |

|1. Knowledge |What are the steps you use to actively |1. Listen without interruption |

| |listen during a focus group? |2. Look for non-verbal responses |

| | |3. Acknowledge feelings |

| | |4. Paraphrase what you heard |

| | |5. Probe with open-ended questions |

|2. Comprehension |Is there an advantage of focus groups over |The sharing of responses in a focus group |

| |one-on-one interviews? |environment often encourages new ideas and |

| | |additional responses. |

|3. Application |How would you use this in your daily job? |It should be really useful to conduct a focus|

| | |group to collect qualitative data when |

| | |studying behavioral risk factors. |

|4. Analysis |What would you think if you had someone in |There may be several reasons why someone is |

| |the focus group who really didn’t want to |not sharing: they could be deliberating |

| |talk to you-seemed to stay silent? |options, not understand the question, or |

| | |maybe are uncomfortable. I’d just be quiet |

| | |and then after a bit, I would rephrase the |

| | |question. |

|5. Synthesis |Where else do you think you could conduct a|It could be used when evaluating a |

| |focus group? |surveillance system, particularly to collect |

| | |data on acceptability. |

|6. Evaluation |Would a focus group be an appropriate |Yes, it would be, but may be under greater |

| |method in an outbreak investigation, and if|time constraints. If I were considering |

| |so, how would you conduct one? |several control measures I would collect a |

| | |focus group to gather community reaction to |

| | |recommendations. |

Use this worksheet to help you develop questions that encourage deeper learning.

Six Questions Worksheet

Topic:

|Level |Question |Expected Answer |

|Knowledge | | |

| | | |

| | | |

|Comprehension | | |

| | | |

| | | |

|Application | | |

| | | |

| | | |

|Analysis | | |

| | | |

| | | |

|Synthesis | | |

| | | |

| | | |

|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.

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 |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 |

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.

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 |Alternative |

|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 | |

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.

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. Did they like it?

2. Did they learn it?

3. Did they do it?

4. Does it matter?

Summary of evaluation levels

|Evaluation Level |Evaluation Methods |

|Satisfaction |Surveys |

| |Observation |

| |Focus groups |

|Learning |Self Assessment |

| |Tests |

| |Case Studies |

| |Assignments |

| |Demonstrations |

|Usage |Surveys |

| |Interviews |

|Impact |Reports |

| |Budgets |

See Appendix E for an example of a class satisfaction evaluation.

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.

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.

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

| | | | | | | | | |

| |Person Resp.|Complete |1 month |2 weeks |1 week ahead|Day before |Onsite |After Event |

| | | |ahead |ahead | | | | |

|Select training site | |√ |X | | | | | |

|Conduct orientation for instructors | | |X | | | | | |

|Request AV equipment | | |X | | | | | |

|Develop faculty list with names, titles, | | |X | | | | | |

|addresses | | | | | | | | |

|Develop participant list with names, titles, | | |X | | | | | |

|addresses | | | | | | | | |

|Finalize agenda | | |X | | | | | |

|Develop evaluation forms | | | |X | | | | |

|Order supplies | | | |X | | | | |

|Instructor materials due | | | | |X | | | |

|Collect assessment questions from instructors | | | | |X | | | |

|Create course exam | | | | | | | | |

|Send materials for photocopying | | | | |X | | | |

|Send final course information to faculty | | | | |X | | | |

|Fill binders with materials | | | | | |X | | |

|Contact facility to request room set-up for | | | | |X | | | |

|training | | | | | | | | |

|Contact facility to confirm audio visual | | | | |X | | | |

|arrangements | | | | | | | | |

|Visit facility to confirm arrangements | | | | | |X | | |

|Collect evaluation forms during training | | | | | | |X | |

|Compile evaluation summaries | | | | | | | |X |

|Thank you letters to faculty/moderators | | | | | | | |X |

|Make final payments | | | | | | | |X |

|Summary of course to MOH and donors | | | | | | | |X |

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

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. ______________________________

.

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

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. Jossey-Bass/ 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.

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.

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.

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 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.

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 |

|What should participants be expected to be able to do when they complete this session?| |

|What are the 3 most important points to remember about this topic? | |

|Is this topic appropriate for the audience described above? |1. |

| |2. |

| |3. |

|What do you think is the best training method for participants to understand these | |

|points? (ex. case study, group discussion, lecture) | |

|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) | |

|How much time should be allowed in the class schedule to complete this activity? | |

|How could we evaluate whether the participant has learned the key points? (ex test, | |

|field assignment) | |

|Are there reading assignments the participants could complete to learn more about this| |

|topic? | |

|How can the participants practice this topic when they return to their job? | |

|Can you recommend an expert in this subject who could assist us with the development | |

|of class materials? | |

Appendix C Comparison of Visual Aids

|Type |Advantages |Disadvantages |Tips |

|Flipchart |Inexpensive; Flexible; |Legible handwriting required |Can be made up in advance; leave blank |

| |Portable; Can involve learners | |page in between pages (markers may bleed |

| | | |through); use wide-tipped markers; make |

| | | |lettering tall enough for all to see |

|Whiteboard/ chalkboard |Easy to alter |Special markers needed for whiteboard; |Before the lesson, make sure you have |

| | |chalkboard may be dusty |eraser, chalk or 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 learners, room |Projector arm can interfere with some |Avoid walking between screen and |

| |lights do not have to be dim; more easily |learners’ vision of screen; bright light|projector; place projector to side of |

| |seen by large groups than flipcharts; |on white screen can be tiring |room so all learners have full view of |

| |transparencies are easy and economical to | |screen; turn projector light off when a |

| |produce; equipment is widely available | |transparency is not on the screen |

| | | | |

| | | | |

| | | | |

| | | | |

|Type |Advantages |Disadvantages |Tips |

|Slides |High quality; equipment widely available |Room needs to be darkened; can put |Test equipment before session; run all |

| | |learners to sleep, requires time to |slides through once to make sure of the |

| | |produce and process |right order; know how to revolve a slide|

| | | |that sticks, turn projector off at end |

| | | |of session; avoid showing slides right |

| | | |after lunch |

|Computer presentations |Polished presentations, can save and |Expense of computer, projection |Check before training about |

|(such as PowerPoint) |adapt for future trainings; can modify up|equipment; requires technical |compatibility in operating systems and |

| |until training session |expertise; compatibility problems |programs; have a back-up strategy if |

| | |between software programs, computers |equipment fails; avoid too many details |

| | | |on screen, stay learner-focused (don’t |

| | | |use every fancy feature on the computer |

|Video |Can be dynamic, easy to transport the |Can be expensive, need to understand |Always preview video prior to use; if |

| |video |use of controls |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 |

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

✓ 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.”

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

✓ 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 non-participative 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

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 4-Agree 5-Strongly Agree

|Session objectives were met and well communicated |1 |2 |3 |4 |5 |

|Subject matter was useful to me in my work |1 |2 |3 |4 |5 |

|Sufficient time was allotted for explanations/practice |1 |2 |3 |4 |5 |

|The training materials were easy to follow |1 |2 |3 |4 |5 |

|The instructor actively involved the class in discussions |1 |2 |3 |4 |5 |

|The instructor handled the questions effectively |1 |2 |3 |4 |5 |

|This course adequately prepared me to prepare and deliver a public health class |1 |2 |3 |4 |5 |

|I will be able to implement the processes and skills I learned today when I return to my job |1 |2 |3 |4 |5 |

|Overall the class was satisfactory |1 |2 |3 |4 |5 |

|How skilled do you think you were to prepare & deliver a class before you attended this session? |Not |Somewhat |Very |

| |skilled |skilled |skilled |

|How skilled do you think you are to prepare & deliver a class after attending this session? |Not |Somewhat |Very |

| |skilled |skilled |skilled |

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?

| |

| |

| |

-----------------------

Methods to advance:

Methods to advance:

Methods to advance:

Methods to advance:

[pic]

[pic]

Notes

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download