1. Designing Effective Training Train the Trainer Series - Day Two An Infopeople Workshop Cheryl Gould gouldc@infopeople.org October 28, 2004

2. Overview of Today  Quick Review  Audience and Objectives Determine Design  How to Design  Design Your Training

3. To Create Training Think ADDIE  Analysis - what are the needs?  Design - create the blueprint  Development - develop the training and materials  Implementation - deliver the training  Evaluation - did you achieve your objectives?

4. Train From the Learner’s Perspective  By the end of the training session, the learner should be able to …  SMART Specific Measurable Action Realistic Timeframe

5. Why Offer Training?  New procedures  New technology  New hires  A problem  Consistent job performance Improve job performance through a change in Skills, Knowledge or Attitude

6. The Design Phase … audience task requirements delivery method topic order and depth available resources  What Should I Teach?  How Should I Teach It?

7. What Would Change?  10 newly hired reference librarians  All staff  Update and teach yearly to all reference staff You need to train “Using the Internet for Ready Reference ”

8. Know Your Audience  Do they need history? theory? background?  Previous experience  Jargon  Reading proficiency  Resistance, assumptions, stuckness Design training based on learners, not topic or what software can do.

9. Whose Needs?  Organizational needs ROI, competencies, library mission  Learner needs solve immediate problems, enjoy job, feel competent  Task needs get the job done. - no fluff

10. Tasks Can Be Broken Into Steps Jobs have Duties Duties have Tasks Tasks are broken down into Sub-tasks Sub-tasks are broken down into Steps

11. Task Analysis  What tasks do learners need to do  Break tasks into sub-tasks can have from 5-9 steps steps should be able to be followed and performed without assistance

12. Task Analysis Worksheet 1. Fill in the top a task you need to train: 2. Write the task at the top 3. Add sub-tasks in the left-hand column 4. Fill in steps in the right-hand column.  If you have trouble figuring out the sub-tasks and steps, interview someone else in the room who does the job or have them interview you

13.  Be able to identify side effects and drug interactions from drug information sites and pharmaceutical (.com) sites.  Select a digital camera and type of storage media.  Help book group members develop a reading list that reflects their interests and abilities  Understand the process of the reference interview and its components.  Name the four phases of Transition and locate your current position on the Change Continuum.  Be able to create an event flyer by laying out text and graphics in Microsoft Word.  List the 5 most important government/genealogy/business websites to know to help a typical public library patron. Sample Objectives

14. Simplicity is Complexity Resolved Constantin Brancusi (1867-1957) Designing

15. Decisions in the Design Phase  Outline  Delivery method  Length  Determine materials  Plan interactivity  Logistics

16. Determining Delivery Options  Tasks require demonstration cheat sheet  Learners can they learn independently how fast do they need to know how critical is the information will they use a manual  What delivery methods are available

17. Technical vs Soft Skills  Technical logical order skills and knowledge practice  Soft Skills psychological attitude and skills behavior change is difficult

18. Media  Overheads  Manual  Workbook  PowerPoint Presentation  Paper Exercises or handouts  Online Web cast Library Blog Tutorial

19. Make It Active  Ideal training is: 35% Presentation 65% Application and Feedback  Retention first thing - 95% last thing – 65% middle stuff – 20% or less

20. You Can’t Cover It All So Cover What’s Important!  Frequency and complexity of task constant infrequent and simple infrequent and complex –job aids –teach the online help system  Better payback to teach critical tasks well  “Expert” strategy is more important than “shoulds”

21. Work From Your Objectives  Outline - put chunks in logical sequence  Determine method and media  Prepare: questions real life examples exercises handouts transitions

22. Start Your Outline 1. Create the laundry list 2. Put in order 3. Chunk in to 3 to 5 main parts 4. One main idea per chunk 5. Fill in chunks

23. For Every Chunk  Tell them what you are going to teach and why they care big picture/overview how it fits into their work life with examples  Teach them show them how do an exercise ask/receive questions  Get them to personalize, by having them: say how they will use it consider pros, cons and barriers

24. Structure the Day 1. Buy-in WIIFM conversation through question(s) bring out main concerns (fears, resistance, prerequisite knowledge required) overview 2. Content in Chunks discuss big picture, then details demonstrate Individual or small group practice with debrief 3. Closure questions, summarize, state something learned or changed, follow-up, evaluate

25. “I would never waste my time learning something that I could simply look up.” Albert Einstein