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

3. 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 ________.

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

5. 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.

6. Key Terms
Chunking
Cognitive overload

7. Activity: Best/Worst Exercise

8. 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.

9. 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

10. Video: Five Moments of Learning Need 

11. 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?

12. Cognitive Overload

13. Video: I Love Lucy  

14. Breaking information into smaller units
Chunking
Breaking information into smaller units

15. Activity: Memory Exercise

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

17. List the Letters You Remember

19. Trial II
I LET HIP SO WHY MIX

20. List the Letters You Remember

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

23. Activity: Brain Rules Research

24. 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.

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

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

27. 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

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

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

30. 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.

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

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

33. 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?

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

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

36. 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?

37. 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

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

39. 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

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

41. 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

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

43. Activity: Post-training Evaluation
What should you ask?

44. 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.

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

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

47. 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?

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

49. 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.

50. Delivery is Important

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

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

53. Using Humor
Stories
Cartoons
Images
Video clips

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

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

56. Communication

57. Verbal Communication Word usage Word accentuation Pitch Volume Rate
Tone

58. Nonverbal Communication
Posture
Eye contact
Body movement
Facial expression

59. Distracting Habits Nuisance Words Fidgeting Avoiding eye contact
Pacing

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

61. Activity: Application and Practice Activity: Application and Practice

62. Congratulations!!!

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

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

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