Designing and Delivering Training Programs Key Area: 3 (Administration) USDA Professional Standards Codes: 3400 (Human Resources and Staff Training)

Activity: Head, Hands, Heart, and Home Head = I am very knowledgeable of ________. Hands = I am good at ________. Heart = I feel passionately about ________. Home = I live/work at ________.

Pre-Assessment Method of determining whether learning objectives were met No name needed Use 4-digit number

Lesson 1: How Adults Learn After completing this lesson, participants will be able to: apply the Principles of Adult Learning to training design and delivery. identify the Five Moments of Learning Need. describe cognitive overload and how to manage it. apply “brain rules” to enhance adult learning.

Key Terms Chunking Cognitive overload

Activity: Best/Worst Exercise

Principles of Adult Learning Adults are internally motivated and self-directed. Adults bring life experiences and knowledge to the classroom. Adults are relevancy oriented. Adults are goal oriented. Adults are practical and learn by doing.

Five Moments of Learning Need Learning for the first time Needing to learn more Remembering and applying Doing something that has changed Dealing with problems/things that have gone wrong

Video: Five Moments of Learning Need https://www.youtube.com/watch?v=JAaAqgP72u4  

Activity: Moments of Learning Need List 1–2 things you have learned within the past six months. Why did you learn these things? How does it relate to one of the 5 Moments of Learning Need?

Cognitive Overload

Video: I Love Lucy https://www.youtube.com/watch?v=8NPzLBSBzPI   

Breaking information into smaller units Chunking Breaking information into smaller units

Activity: Memory Exercise

Trial I I E H I X H L W S O P Y I T M

List the Letters You Remember

Trial II I LET HIP SO WHY MIX

List the Letters You Remember

Four Steps to Chunking Start broadly Break it down Organize content Consider retainability

Activity: Brain Rules Research www.brainrules.net/about-brain-rules

Lesson 2: Developing Effective Trainings After completing this lesson, participants will be able to develop measureable learning objectives, construct a content outline by utilizing the ROPES Model, identify a variety of methods for presenting content, and plan a variety of exercises to reinforce learning.

Objectives Guide for our lessons Mode of measuring learning Mode of measuring our success

ASK Attitudes (affective) Skills (psychomotor) Knowledge (cognitive) What attitude, skill, or knowledge do you want learners to acquire?

Writing the Objectives Who – the group you are training Will be able to – should be able complete a specific action What – in relation to what attitude, knowledge, or skill

Ask Yourself Who? Staff Will be able to… Operate What? The new dishwasher

The Learning Objective By the end of this training, staff will be able to operate the dishwasher.

Examples Attitudes = After completing this training, participants will be able to comply with the handwashing requirements that are listed in our local food code. Skills = After completing this training, participants will be able to demonstrate thorough handwashing using the five items at a properly stocked handwashing station. Knowledge = After completing this training, participants will be able to list times when hands should be washed.

Activity: Writing Learning Objectives Use the Knowledge Category handout Develop 1 knowledge-based objective Remember – who, will be able to, what

Ropes Model R – Relate and Review O – Overview P – Presentation E – Exercise and Evaluate S – Summary

R – Relate and Review The purpose of this step is to increase learners’ readiness to receive the material in the upcoming lesson. Why is this important? How does this relate to my job?

Activity: Hook the Learner Learners want to know, “What’s in it for me?”

O – Overview The purpose of this step is establish our expectations. Provide overview Develop learning objectives How will compliance be measured?

Activity: Set the Tone What should your staff/participants be able to do after your training? What expectations do you have of them after the training is complete?

P – Presentation The purpose of this step is to determine the method we will employ to present the content of our training. Videos Lecture-discussion Small group work

Activity: Training Methods How do you like to teach? How does your audience like to learn?

E – Exercise and Evaluate The purpose of this step is to identify activities that allow learners to apply what they’ve learned. Skill practice Games Skits

Activity: Training Beats How can you involve your audience, prevent boredom, and evaluate learning?

S – Summary The purpose of this step is to evaluate the content and knowledge transfer. Recap topics discussed/highlight key points Answer questions Next steps

Don’t Forget! Collect feedback What works What doesn’t work Any evaluation is better than no evaluation

Activity: Post-training Evaluation What should you ask?

Lesson 3: Planning and Logistics After completing this lesson, participants will be able to create and act upon a preparation checklist, comprehend the importance of the scoping call, identify contingency plans, and explain key aspects of travel logistics related to training.

Activity: Create a Timeline Initial 4 Weeks Prior 1 Week Prior Day of Training Post Training

Scoping Call Understand our audience Identify responsibilities Find the training location Plan for required breaks What else?

Activity: Contingency Planning How could pre-planning prevent the disaster from happening? What strategies would you use to overcome this, if it happens during a training event?

Travel Logistics Rental vehicle or public transportation Hotel Car, plane, or train Rental vehicle or public transportation Hotel Travel Policy

Lesson 4: Delivering Effective Trainings After completing this lesson, you will be able to describe approaches for effectively opening a training and gaining the audience’s attention; List common verbal cues and techniques for improved verbal communication; List common nonverbal cues and techniques for improved nonverbal communication; and Describe distracting habits, as well as how to avoid them.

Delivery is Important

Know the Material To maintain credibility To maintain the audience’s attention To prevent using crutches To decrease anxiety

Set the Tone “You never get a second chance to make a first impression.” Use humor Tell stories Ask questions

Using Humor Stories Cartoons Images Video clips

Storytelling Example from your own experience Something that happen to a colleague Recent news article Current events

Asking Questions Focuses the audience’s attention Questions for responses Rhetorical questions

Communication

Verbal Communication Word usage Word accentuation Pitch Volume Rate Tone

Nonverbal Communication Posture Eye contact Body movement Facial expression

Distracting Habits Nuisance Words Fidgeting Avoiding eye contact Pacing

Lesson 5: Application and Practice After completing this lesson, participants will be able to apply best practices to design and deliver a training.

Activity: Application and Practice Activity: Application and Practice

Congratulations!!!

Activity: Wrap Up Where do I glow? Where do I need to grow?

Post-Assessment Method of determining whether learning objectives were met No name needed Use sign-in number

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