1. Designing Effective Training Programs for Diverse Audiences Laura Stock, MPH Labor Occupational Health Program - UC Berkeley

2. Curriculum Design Criteria Based on adult learning principles Appropriate for diverse populations with differences in language, literacy, culture Action-oriented: will provide skills and information that can be used and applied Technically accurate Activities enhance confidence and leadership skills

3. Adults Learn Best When Curriculum: Is Relevant Respects Participants Builds on Previous Learning Uses Diverse Methods Is Participatory and Interactive

4. Steps in Curriculum Planning Form a curriculum development team Do a needs assessment Set objectives and identify content areas Select teaching methods Develop the lesson plans Pilot test the program Evaluate and revise as needed

5. Needs Assessment – What do you want to know? Nature of audience: language, culture, literacy, educational level What are their concerns/needs/interests – why are they there? What kind of training/info on your topic have they already received? How do they learn best; what kind of written material do they prefer; How do they hope to use the information/skills

6. Setting Learning Objectives: Hit the Bull’s Eye

7. Setting Objectives: What do people need to know Knowledge Attitudes Skills –Communication skills –Speaking up when there is a problem –Problem solving

8. Selecting Teaching Methods – Use Diverse Methods Tell me – I Forget Show me – I Remember Involve me – I Understand

9. Participatory Training Methods Reflect adult learning principles Draw on participants’ own experience Encourage teamwork and group problem solving Work well with people with reading or writing difficulties Emphasize ‘learning through doing’ Create a comfortable learning environment Provide opportunity to practice new skills

10. Participatory Methods: Examples Brainstorm Role Plays Games Small Group Activities – Case Studies Demonstrations Hands-on Practice Question and Answer

11. Literacy Issues According to National Adult Literacy Survey, 50% of all adults have trouble with tasks that involve speaking, reading, and writing. People tend to hide their reading and writing problems People have developed very creative coping strategies You can’t expect people to self-identify nor may you be able to tell if there are literacy problems

12. Cultural Diversity People will bring a variety of perspectives to class There may be different attitudes to speaking up, making changes, asking questions, etc.

13. Adapting for Language and Literacy Try to learn about your audience in advance Identify languages spoken. If needed, offer training and materials in multiple languages Since you can’t identify who has reading and writing problems, assume a range of skills and make training accessible for everyone Avoid putting people on the spot. Always ask for volunteer readers or writers

14. Adapting, cont. Use visual aids and read aloud what you write on flipchart Show respect and appreciation for cultural differences –be prepared to change references to local culture, pop icons, history, etc. Link with community based organizations who represent your target population to learn and to share resources

15. Developing Written Materials for Diverse Audiences Establish ‘priority message’ – the ‘bull’s eye’ Organize text into short, logical sections Use plain language and words that are easy to understand Define technical terms Have sufficient white space Use illustrations to explain text

16. Adapting Materials: Example

17. Translation/Interpretation Issues What words are commonly used? Have you considered regional differences? Do you need to adapt, not just translate? Have you involved the target audience in reviewing/pilot testing the translation Do you have good bilingual instructors? Can they translate concepts not just words?

18. Pilot Test, Evaluate and Revise Assess: The degree of change in knowledge, attitude, or skills that was intended The effectiveness of the teaching methods used Usefulness of materials Appropriateness, relevance of course content

19. Assessing Participant Skills Written tests In class assessment techniques: –Role plays demonstrating skills –Small group presentations

20. Summary of Key Criteria Reflects commitment to adult learning principles Methods match objectives Program is accessible/appropriate for diverse audience Aim for the bulls-eye