1. Human Resources Division
Personal and Professional Development
@cam_ppd
Train the Trainer (1) Designing and Evaluating Effective Learning Interventions
On arrival:
Flip to complete learning styles results – on axies
Key topic you are training on
Group it’s aimed at
Jessie Monck, PPD,

2. Objectives To understand how to identify learning needs
To understand how people learn and how this impacts on workshop design
To explore activities that can be used to help embed learning
To know when and how to evaluate the effectiveness of learning
Analysis
Design
Delivery
Evaluation
The
Training
Cycle
9.30 – 9.40
Welcome
Introduce self – background etc.
Participants to introduce selves and what involvement they currently have in training and development.
* This session will focus mainly on designing face to face interventions, recognise there is are a wide range of ways to learn
So today’s session is 2 hour session, no break.
Confidentiality – what is said in the room stays in the room
Phones off
You should all have a set of slides and handouts.
9.40 – 9.45
So to start with lets look at the training cycle and how what we’re covering today fits in to it.
ASK: Is anyone familiar with the training cycle?
The Training Cycle is a continuous process which consists of the following elements:
Identification of Learning Needs (analysis) - investigate current and future learning requirements of individuals, groups and organisations i.e. what do people need to do or know that they currently don’t do or know, or perhaps need refreshing on.
Learning Design - The development of an intervention (training, job rotation, etc.) to address the identified learning needs.
Worth mentioning at this point that ‘learning’ doesn’t have to mean going on a course or attending a workshop. People often sent on a course to ‘solve a problem’ but there are lots of ways to gain knowledge or learn a new skill.
Delivery of Learning Programme - The implementation of the learning intervention at individual, group or organizational levels. So actually doing it.2
Learning Evaluation – what has the impact been, has the intervention had the desired effect? Can be evaluation in terms of what people thought of the course (happy sheets), through to impact on organisational results.
We are going to concentrate on Analysis, Design and Evaluation today. Delivery is covered at a separate session

3. Identifying learning needs
Individual needs
‘Group’ needs
Organisational needs
9.45 – 9.55
So as we’ve seen in the training cycle the starting point is analysing what the learning need is.
Identifying learning and development needs is based on a formal or informal assessment of levels of skills, knowledge and behaviours, and any current or anticipated gaps. So this is where we are, this is where we need to be – what are the gaps?
Analysis of learning and development needs can be done at a number of levels:
For the organisation as a whole – to understand the amount and types of learning needed to ensure that all employees have the right capabilities to deliver the organisations’ strategy.
For a specific department, project or area of work – new projects and opportunities require new ways of working or reorganisation, while restructuring also necessitates changes in roles.
For individuals – linking their own personal learning and development needs to those of the organisation, often carried out as part of their Staff Review and Development meeting.
Responsibility at different areas of this?
Org – what are the organisational drivers (e.g. ensuring a good working environment for all – skilled and capable employees – connect to Behavioural Attributes and extensive management development training, campaigns like Breaking the Silence, compliance training) – often HR and PPD looking at this, staff surveys etc
‘Group’ – might be at departmental level, might be area/skill specific (e.g. people who need to manage a research grant, people who are new to the University/service area), across a team (a new process in place) – Departmental or Divisional level, team lead, project group lead
Individual – between individual and their manager

4. Learning Needs Analysis1
Determine the desired outcome
Identify what you expect people to be able to do and/or know 2
Identify what people currently can do and/or know
Identify the gap between current and expected performance
Prioritise the learning and training needs 3
Consider the options for how to deliver the training
Look at the costs against the benefits
Plan the evaluation – how will you know it was successful?
Correctly identifying what or who needs to be trained is essential. Poorly conducted needs analyses can lead to training solutions that train:
The wrong thing;
The wrong people; and
Use the wrong learning methods.
This is a stepped approach to carrying out a Learning Needs Analysis:
Step 1: Determine the Desired Business Outcomes
Before a training needs analysis can begin, you need to articulate what are you trying to achieve – what are your goals? This can be specific to an individual employee, department or the entire organisation. What has highlighted to you that there may be a training need?
Examples of goals could be:
Improve customer satisfaction ratings;
Improve employee morale through better supervision by middle management; and
Improve the speed at which employees complete a certain task.
Step 2: Link Desired Business Outcomes With Employee Behaviour
In other words do your staff :
Know what to do;
Have the capability to do it; and
Have the motivation to do it.
So you need to collect data that will give you a clear understanding of the competencies employees need i.e., knowledge, skills, behaviours and motivation your team need to achieve the goals.
Step 3: Identify Trainable Competencies
Not every competency can be improved through training for example sometimes it may be more effective to hire people with specialised knowledge than to educate and train them. However some will be trainable.
Step 4: Evaluate Competencies and Determine Performance Gap
So now that you know the competencies needed to achieve the goals you need to determine the extent to which your staff possess these.
Assess how many staff are in need of improvement in particular competencies. What is the gap between current performance and expected performance.
So this is where you would look at various sources of information such as customer feedback, SRD objectives etc. (Will look at more examples in a minute)
Step 5: Prioritise Training Needs
What is most important, what do you need to tackle first? Identify the % of staff who need training. Which competencies are most important to achieving objectives?
Step 6: Determine How to Train
Consider how best to train your team. Typical training methods include:
On the job training (OJT);
Mentoring and coaching;
Classroom; lectures
Web-based; eLearning
Books; reading
Conferences
(Remember it’s not all about going on a course)
Step 7: Conduct a Cost Benefit Analysis
Consider the costs associated with a particular training method
Cost factors include:
Required training time;
Training content development if designed in-house;
Training evaluation and acquisition if purchased from vendor;
Training content delivery;
Lost productivity from time spent in training; and
Travel and logistical expenses.
On the benefit side, different training methods will have varying degrees of effectiveness . For example, while web-based training may be the least costly, this may not be the best way for employees to develop a particular skill. So need to strike a balance.
Step 8: Plan for Training Evaluation
Decide how you will know whether the training worked. Training is only effective if the learning is retained and used on the job.
We’ll touch on evaluation later but questions too consider at this stage would be:
How much did the learning improve the competencies?
How did the training improve staff performance?
How did the training support meeting the departments objectives?
Activity: Page 2 of handouts
In pairs: So thinking about you in your departments, how could you gather all the information to help you identify what the training and developments needs of your team are? What sources of information do you have available to you?
GET: Job descriptions/role profiles
Department business plans
PDP objectives
Appraisals
1 to 1 interviews
Staff surveys
Questionnaires/tests
New legislation/new technology
Customer feedback

5. Understanding the process of learning
9.55 – 10.15
So you’ve completed your Learning Needs Analysis and identified the learning need you want to address, and you’ve decided that the best learning intervention to address the need is a course or workshop.
But before you start designing your workshop lets start by thinking about how people learn.
This model was devised by David A. Kolb (born 1939) an American educational theorist.
ASK: has anyone seen it before?
Kolb's learning theory sets out a four-stage learning cycle and offers an explanation of a cycle of experiential learning that applies to us all.
In Kolb’s four stage cycle of learning, the learner starts by doing something, having an experience, they then reflect on it, then make conclusions about the learning from that reflection and then act on the learning, putting it into practice.
It’s a continuous cycle of learning.
Kolb’s Learning Cycle

6. Different preferences for learning
Honey and Mumford’s Learning Styles
So taking that a step further, Peter Honey and Alan Mumford developed Kolb’s work on the Learning Cycle and identified four distinct learning styles or preferences: Activist, Theorist; Pragmatist and Reflector.
These are the learning approaches that individuals naturally prefer and they recommend that in order to maximise one's own personal learning each learner ought to:
understand their learning style
seek out opportunities to learn using that style
Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences
Theorists are learners that like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory‘
Pragmatists need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work
Reflectors are people that learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the side-lines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion
Activity: look at results from the LSQ – result? There are people in here with ALL preferences!!
ASK: how did you find completing the questionnaire? Was the result what you would expect?
Has anyone done it before?
Discuss different styles in the room. It is important to remember this is your preferred learning style but you will, can and should learn in all different ways!
Have to design interventions that allow people to use their preferred styles – and provide a range of opportunities (or make a decision about )

7. Learning activities
So lets think about what activities you could put into your workshops to appeal to different learning styles.
ASK: what is the most common activity you use in your workshops?
So need to think about what else you could do.
Activity: Page 6 of handouts.
Split into 3 or 4 groups, competition to see who can come up with the most learning activities you could do in a workshop e.g. discussion, role play, presentations.
Each group to brainstorm types of activities & flipchart ideas & then get them to identify which learning styles activity would appeal to.
Flipchart responses & get group to link to learning styles
GET:
Activist
Learn by doing and participation
Action learning
Team tasks
Group discussion
Brainstorming
Problem solving
Role-playing
Puzzles
Competitions
Outdoor activities
Training others
Reflector
Learn by watching others and think before acting
E-learning
Listening to presentations
Observing role-plays
Reading
Self-study/self-directed learning
Theorists
Learn by understanding theory very clearly
Analytical reviewing
Exercises with a right answer
Listening to lectures
Solo exercises
Watching talking-head videos
Case studies
Discussion
Q&A sessions
Pragmatists
Learn through putting things into practice
Discussion about work problems
Discussion in small groups
Group work where learning is applied
Problem-solving
Project work
Ask: Which would work best for students? What would appeal to them most?
What has worked well for you – either in workshops you’ve run or where you’ve been a participant – opportunity to share best practice.
Discuss: Achieving a balance of activities

8. More learning styles
Another learning styles model is the Visual-Auditory-Kinaesthetic learning styles model, or VAK, which provides a simple way to explain and understand your own learning style (and learning styles of others).
The original VAK concepts were first developed by psychologists and teaching (of children) specialists such Montessori, starting in the 1920's.
The VAK learning styles model provides a very easy and quick way to assess people's preferred learning styles, and then most importantly, to design learning methods and experiences that match people's preferences. It is also an effective for raising learners’ awareness of their personal preferences for learning.
Visual learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
Auditory learning style involves the transfer of information through listening: to the spoken word, of self or others, of sounds and noises.
Kinaesthetic learning involves physical experience - touching, feeling, holding, doing, practical hands-on experiences.

9. “You haven't learnt it unless you remember it”
We tend to remember: Some of what we read of what we hear of what we see of what we say More of what we do
Activities/tips for memory:
Practise using a technique
Review the material
Write actions to do after
Encourage further learning
Tell someone else about it
Sleep on it!
More
 So we have seen that everyone learns differently.
However for all of us, it is true that the more active and involved we are when learning, the easier it is to understand new information and to recall it at a later date.
You won’t necessarily know the learning preferences of people coming on your workshops, so its about appealing to all learning styles. So whether it’s Honey & Mumford’s learning styles or the VAK model, it is important to utilise a balance of methods in training courses and workshops to ensure learning styles are covered and group attention maintained.
It is also worth remembering that courses and workshops are often based on the learning style of the trainer not the learner, so when putting together a workshop don't just do activities that you would enjoy or learn from, think about the needs of the whole group.
The more the information is repeated or used, the more likely it is to eventually end up in long-term memory
Short term understanding    Long term recall

10. Designing your session – the 12 steps to success!
Practise
Check room
Develop visual aids
Questions and comments
Develop good introduction
Develop main body and activities
Develop summary
Research and collate content and information
Work out timings
Decide the sequence and order
10.40 – 10.50
ASK: So would it be true to say that the majority of your workshops or courses are based around a presentation of some sort ?
So lets briefly look at preparing an effective presentation.
ASK: think about a good/bad workshop or presentation you have been to. Why was it good/bad?
Things to consider when putting together a presentation - working through these 12 steps:
What are your objectives?
What is your aim? Why are you doing this? Need to know what you are trying to achieve
Need to have SMART objectives
Who is your audience? Put yourself in their shoes.
what size it will be? are they familiar with your subject or not
what are their likely attitudes – usually on your side!
Collect information and data:
gather ideas/carry out research
use mind mapping to brainstorm – good way of getting started, building ideas and finding a good sequence but not for everyone
Sequencing and order of information
Make sure it’s logical and it flows
Timing
Clarify the time you have to speak. Does this timing include question and answer session
roughly identify how long you can spend on each section of the content . How does a presentation fit in with the timings of the rest of the workshop.
Develop a good introduction
Capture their interest
Tell them what it’s about.
Develop the main body
develop ideas for main body
think about the subject and jot down points that come to mind
remove points that are not essential;
arrange points in a logical order and think about the transitions
Develop the summary
People will remember how you end. You may want to end on a dramatic summary
with a question with a visual or verbal link
or refer to your opening which will close the loop
Prepare for Question Taking
You need to let your audience know when they can ask questions
as you go along or at the end
question and answer session built into programme
Try to pre-empt some questions
Produce your visual aids
You need to know what is available to you before you can do this. You may use:
PowerPoint
notes/handouts
audio/visual equipment or slides
flip chart/white board
demonstration
It is also worth ensuring you have a contingency plan should anything fail!
NB: we’ll talk a bit more about visual aids in a minute
Check Facilities
If you are unfamiliar with the room, visit beforehand to check
how it will be laid out
where you will be presenting from
lighting (natural and artificial)
blinds
podium/lectern
operation of equipment
“Practice makes perfect” – this is the best way to keep calm and feel confident
Rehearse, rehearse, rehearse!
Rehearse the words
Rehearse using the equipment
Rehearse in the room, with the equipment
Touch on memory aids – Ask: what do they use?
Can write it out in full as you would talk
Just use your memory if you are confident enough
Use cue cards/prompt cards
Mind maps
PowerPoint speaker notes
Use whatever you are comfortable with but leave enough time to prepare them and practice with them.
Clarify your objectives
Clarify your audience

11. From mindmap…

12. …to session plan
10.35 – 10.40
So you’re starting to structure your workshop and think about what activities you want to put into it.
ASK: Do you use session plans to help you structure your workshops?
They work well to help you put a structure together, timings, types of activities etc.
People usually find a format that works for them. Can be simplistic or detailed depending on your style, and should be flexible to accommodate discussions and questions.
There are a couple of examples in your handouts page 8

13. Visual aids – what are they?
10.50 – 11.00
So picking up on Step 10 ‘Develop visual aids’
The effective use of visual aids can support your workshop, helping your audience to understand and remember your message.
Remember they are only there to support and add value to your message.
Ask: what visual aids could you use?
Get:
PowerPoint
Handouts
Film clips
Flipchart or white board
Demonstration (filling in a form online, using a particular process
Reinforce through visualisation
Try and include images, because people retain more information that way.
People find it easier to understand and remember concepts if images are used.
But make sure graphics are relevant and not just decorative.
So it could be images in your PowerPoint or an image on a flipchart

14. Text animation Use another font to add to the fun ! completely
Can be used
in all sorts of different ways
and in different colours
repeatedly
The animation effects can be so tiresome
to impress
or annoy
completely
Or drive your audience completely barmy
First of all ask yourself do you need a PowerPoint presentation at all? Will it really add value or is it a safety net for you?
Presentations should be engaging and useful rather than just a prompt for the facilitator.
Keep slides simple
Be consistent with colour
Avoid using red or green for text or highlighting as it can be difficult to read.
Avoid using too much text. Slides should have no more than six bullet points and each bullet point should be no more than six words long
Don’t mix up fonts and font sizes.
Use bold for a clear and simple form of emphasis and headings rather than UPPER CASE, italics or underlining.
Consider using graphics to replace text where you think an image would be easier to understand.
It is very easy to overdo the use of these features and create a presentation where the animation distracts your audience from the content of your presentation.
Make sure that any animation serves a clear purpose and that similar types of animation are used for similar functions
Discuss: handouts ) should you use them? When should you give them out?
copies of slides )
what else could they use? .
Use another font to add to the fun !

15. Evaluation – was it successful?!
Analysis
Design
Delivery
Evaluation
The
Training
Cycle
Results
Behaviour
Learning
Reactions
11.00 – 11.20
So you’ve done your learning needs analysis, designed your workshop and run it (that’s a whole other session!), now you need to evaluate how effective it was. Although evaluation is the end of the training cycle remember we said you really need to consider it right at the beginning – when you’re completing your learning needs analysis and formulating your objectives for the training, then is a good point for planning how you’re going to measure whether or not you’ve achieved those objectives.
Evaluation
The evaluation of learning and development is the formal or informal assessment of the quality and effectiveness of the learning and development provision, usually by some measure of the merit of the provision itself (the input, for example the quality of the course content and presentation) and/or by monitoring its impact (the outcomes, for example improved skills or enhanced productivity).
The Kirkpatrick model
The seminal model for training evaluation, developed by US academic Don Kirkpatrick, was first published in articles in 1959 and remains influential today, several books published in early 90s and in later versions also - .
The model outlines four levels for training evaluation:
Reactions – liking or feelings for a programme
Learning – principal facts etc. absorbed
Behaviour – using the learning on the job
Results – increased productivity, reduced costs etc.
Research has shown that most attention is focussed on the evaluation of training at the reactions level because of the difficulties and time costs of measuring the other three levels.
Activity: Page 12 of handouts. Split into groups and get them to discuss what could you do at each stage to evaluate the training.
Feedback.
Get:
Level 1 - Reactions
How the delegates felt, and their personal reactions to the training or learning experience,
‘Happy sheets’
Feedback forms
Post training surveys or questionnaires
On-line evaluation
Level 2 - Learning
The measurement of the increase in knowledge or intellectual capability from before to after the learning experience.
Tests or exams
Observation
Interviews
Level 3 – Behaviour
The extent to which the participant applied the learning and changed their behaviour. This can be immediately and several months after the training, depending on the situation.
Assessments
360 degree feedback
Level 4 – Results
The effect on the organisation resulting from the improved performance of the participant.
Appraisal outcomes
Results relevant to the participants
Management reports
Also responsibility on the line manager to evaluate the impact of the training on their staff (importance of set up and set down)
Kirkpatrick's model of evaluation

16. What will you… Start to do more of? Stop doing (or do less of)?
Continue to do?
Think it, ink it, do it, review it
11.20 – 11.30
So we’ve covered the training cycle with the exception of Deliver.
Any questions about this mornings session?
Page 13 of handouts – action plan
Think about your key learns from today and what you want to do or do differently
Remember the importance of reflection in Kolb’s learning cycle – its only by reflecting on today that you will learn from it! Your opportunity for some personal reflection.
Ask (if time): anyone want to share?
Any questions?
Thank and close.