Panel: Guidance on Knowledge Sharing 2017 PEPFAR Data and Systems Applied Learning Summit Panel: Guidance on Knowledge Sharing September 15, 2017

Agenda Overview and Learning Objectives Knowledge Sharing after PALS: Strategies & Best Practices Country Presentations Country Teams Develop Own Knowledge Sharing Plan Summary and Conclusion Fill Out Final Evaluation

Session Overview PALS training curriculum is designed to familiarize users with PEPFAR data streams and tools and also provide a platform for enhancing data analysis and use for program monitoring and optimization within each OU During this session, we will outline practical tips and best practices for knowledge sharing, summarize available resources, and provide an opportunity for teams to develop their own strategy for training and information dissemination upon returning home. PALS participants are responsible for developing an OU specific strategy to ensure knowledge and skills gained during PALS are quickly and effectively shared with colleagues

Session Learning Objectives At the end of today’s session participants will be able to: Recognize best practices in adult learning and understand how to apply them to delivering sessions Develop a training strategy and timeline for delivering PALS training session to others in your office Locate relevant materials and available resources to conduct knowledge sharing activities after you return home. Notes

Knowledge Sharing After PALS: Strategies & Best Practices

What is Adult Learning? Adult learning differs from child learning in that it is self-directed, problem-centred, experience based, and more often relevant to life Adult learning emphasizes process more than content and involves the following assumptions: Adults need to know why they need to learn Adults need to learn experientially Adults approach learning as problem-solving Adults learn best when the topic is of immediate value EXPLAIN the terms: Andragogy is theory on adult learning Pedagogy is theory on children learning (Knowles, 1970)

Principles of Adult Learning Adults need to be involved in the planning and evaluation of their instruction Adults bring a great deal of experience and knowledge to any learning situation Adults are decision-makers and self-directed learners; problem centered rather than content-oriented Adults are motivated by information or tasks that they find meaningful, and that have immediate relevancy to their work or life Adults have many responsibilities and can be impatient when their time is wasted INFORM the participants that the adult learner needs a facilitator who can listen to what they want and need, and be flexible in your planning, change your approach if your agenda or methods are not working. EXPLAIN that adults need to be involved and that facilitators need to seek feedback from the group. Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. EXPLAIN that adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. INFORM that adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined objectives. EXPLAIN that adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. EXPLAIN that adults are practical, focusing on the aspects of a lesson most useful to them in their work.

How Do People Learn? Visual Auditory Kinesthetic Type of Learner Learn by: Visual Watching, seeing, observing Flip charting, demonstration Pictures, charts, graphs Reading, watching videos Auditory Listening Panels and forums Lectures Listening to recordings Brainstorming Kinesthetic Moving, touching, doing Active experimentation Hands-on practice or experiments Taking notes Role-play, simulation games, brainstorming EXPLAIN to participants that there are multiple theories of how people learn. It is often useful to think about three basic types of learners: Visual Auditory Kinesthetic EXPLAIN that visual learners like best to look at things: They like to see pictures, illustrations, and drawings They think and imagine in images They like to read books and directions They like to watch demonstrations ASK participants: ‘What are good training methods to use with visual learners?’ EXPLAIN that auditory learners love to listen: They listen during the course to the words that you are using. Where the visual learner learns best by seeing the written word, the auditory learner learns best listening to your voice. The words you choose are very important to auditory learners. Auditory learners will be listening during the course, to you, and to their colleagues. They can close their eyes and just listen without falling asleep! ASK participants: ‘What are good training methods to use with auditory learners?’ EXPLAIN that kinesthetic learners love to move their bodies: Kinesthetic learners learn through doing, practicing, touching, and moving ASK participants: ‘What are good training methods to use with kinesthetic learners?’

Training Methods & Learning Styles Feeler: Personal experience Role plays Group exercises Doer: Practice Role plays Simulations Strive for Variety EXPLAIN that here is another way of looking at Learning Styles. Observer: Lectures Discussion Observing Problem solving Thinker: Reading Questioning Independent activities 9

Key Points on Learning Styles No one style is good or bad; all styles are useful and needed Using a variety of methods helps ensure you will reach the greatest number of participants Understanding how you tend to learn best helps you understand and adapt to others’ styles

Managing a Range of Participants Design activities that utilize the unique knowledge and skills of all participants Pair less experienced participants with their more knowledgeable colleagues Be flexible and be prepared to change your approach or content to match level of the class Provide content or activities tailored to the different levels of participants PROVIDE examples, as needed: Design activities that encourage people to share diverse perspectives Develop activities such as case studies or role plays for the different types of professionals in your classroom Be prepared to change your sessions for the next day—add more challenging content, slow down and cover less, focus on skills that people need.

Guidelines for Asking Questions Clarity: Ask questions that are easy to understand, using plain language Brevity: Phrase questions succinctly and precisely; avoid multi-part questions Purpose: Don’t use questions to test participants or highlight deficits in knowledge Direction: In general, direct questions to the class as a whole; only ask a specific participant if you know he/she has the knowledge or experience to answer ASK the participants, ‘Can you think of any other tips for asking questions during a lecture?’ ALLOW time for them to respond before moving on to the next slide. WRITE them down on a flip chart, if desired.

Guidelines for Answering Questions (1) First, encourage participants to ask questions: On the first day, invite them to ask questions throughout the course After a particular topic, ask, ‘What are your questions about…?’ Repeat the question to ensure the whole class can hear it Don’t always respond directly to a question; redirect the question back to the group when possible/appropriate All questions should be treated with respect; do not judge verbally or nonverbally KEY POINT: It is important how you answer participants’ questions.

Guidelines for Answering Questions (2) Respond in some way even when questions seem off-topic or irrelevant Look for nonverbal signs of a question (e.g., curious or confused look on participant’s face) Use the “Parking Lot" for any questions that do not have an answer or ones you will get back to at another time What to say when you do not know the answer: ‘I’m not sure about the answer to that question. Can someone help us out with an answer?’ ‘Good question. Let’s put it in the parking lot for now and we’ll get back to you tomorrow’ (be sure to get back to them!) Before showing the 4th bullet point: ASK: What do you do or say when a participant asks a question and you do not know the answer? ALLOW time for a few participants to respond, then: CLICK to show third bullet point. COMPARE information in third bullet to responses from participants.

ACTIVITY: Country Template Work in OU teams to finalize worksheet template How might you incorporate these methods into sessions that you regularly facilitate? Which methods do you think you can use right away (in the session plan you brought)?

Summary & Conclusions

Summary During today’s session we discussed how to: Recognize best practices in adult learning and understand how to apply them to delivering sessions Develop a training strategy and timeline for delivering PALS training session to others in your office Locate relevant materials and available resources to conduct knowledge sharing activities after you return home.

Further Resources Please see further resources on the DATIM Support Page (https://datim.zendesk.com/hc/en-us) and click on the PALS Category.

Questions and Thank You

Thank You!