Train the Trainer A refresher overview for SSD instructors [and others] - PowerPoint Presentation

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Train the Trainer

A refresher overview for SSD instructors [and others]Slide2

Rationale/WIIFM

Successful training requires proper design, development, and delivery and, you don’t want to be the instructor that the participants go to snoozeville on in class.

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Acknowledge that:

You are a mix of classroom and distance learning cadres, and that

Specifics are best addressed within each cadre as you design, redesign, develop, update, and plan delivery of courses

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Objectives – Upon completion, participants (you the instructors in this case) will be able to:

Understand

how learning retention rates and how adults learn should affect our design, develop, and delivery of training

Recognize that we have a process and practical tips of the trade for developing and delivering instruction

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Objectives – Upon completion, participants (you the instructors in this case) will be able to:

Recognize the components of structuring training for future course design, development, and delivery

Understand the concept of blended learning and be ready to utilize it in future course design, development, and delivery

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Where we get our training info

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Learning issues

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RetentionSlide18

It’s what the learner does in class, not what they see or hearSlide19

Approach

is important

to retention

Abstract Conceptualization

(concluding / learning from the experience)

Reflective

Observation

(reviewing / reflecting on the experience)

Conceptual Experience

(planning / trying out what you have learned)

Application

(doing / having an experience)Slide20

Without any follow-up by student to review or use contentSlide21

How Adults Learn

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Adults have a need to know

why

they should learn something

Training should be based on valid needs of the intended audience.

All information provided should include reasons for learning. The benefits of learning should be clearly shown.

Activities should be based on real work experiences.

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Adults have a task-centered orientation to learning

Do not do an information dump.

Focus activities on “doing” something with information rather than simply “knowing” the information.

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Adults have a greater volume and different quality of experience than youth.

Design training activities that reflect the actual work the learners will perform. Provide activities that permit learners to compare the theoretical aspects of the training with their experiences.

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Motivation

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What you want to avoid doing.

De-motivators are:

No energy, no eye contact, speaking in a monotone, no personal contact

“I did, I am, etc.” Too much personal experience

Poor preparation

Reading directly from manuals, slides, etc.

Lack of time for topic and for questions and answers

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What you want to avoid doing. De-motivators are:

In the same gear all day (no, I don’t mean clothing.)

Having no credibility

Being quick to criticize

Talking down to learners, making them feel stupid

Not covering/sticking to objectives

Too many “war stories”

Disinterest in the subject and/or the learners

Monotone = disinterest?

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What you can do

Your students may ask, “What’s in it for me?” Show them the value or use of your material.

Use praise liberally. Call it positive reinforcement.

Make course objectives clear when setting expectations, then challenge students to achieve them. For some, having a goal to attain

is

motivation to attain it.

Be available, before, after, and during your presentation, during breaks, etc.

Be excited about your topic.

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Motivation includes use of proper stimulus

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How we learn:

75% through the sense of sight

13% through the sense of hearing

6% through the sense of touch

3% through the sense of smell

3% through the sense of taste

“What I hear, I forget; what I see, I remember; but what I do, I understand.”Slide30

Logic and Sequencing

Each learning point makes sense by itself

The

Why

is answered

Application to specific instances are used

Logical sequence is followed

Whole to part, big picture to specific parts, importance, time, etc.

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Participation

Active participant involvement, not passive observation, ensures effective learning.

Many training gurus believe though that:

Groups of 20 or more, participation is not practical.

Limit it to small groups within the class.

A spokesperson for the group presents their ideas.

Thus, each learner is involved in the learning just as though he/she interacted directly with the presenter.

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Repetition

Repetition with a difference

: Give the same information but vary your approach. An example would be using a quiz followed by a puzzle followed by a game show.

Refresher training

: Cover the same material, but in less time and with less intensity, best applied over following weeks.

Interval training

: Learners will retain only about 10% of what they learned after 30 days. If you provide the material at six intervals and increase the amount of time from each interval to the next one, they will retain 90% after 30 days.

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Instructional development

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10-Step plan – planning process 1-8

Identify audience needs.

Identify the topic and the questions that will be asked.

Determine the level of knowledge needed and the sequence of your subtopics.

Write your objectives.

Prepare an outline to structure your content.

Add the details.

Choose the presentation method.

Rehearse.

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10-Step plan – delivery and evaluation 9-10

Delivery of the presentation

Evaluation – self evaluate

verbal and nonverbal communication

design of lesson, did it work, did you meet objectives, too little or too much time

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Practical Tips

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Small groups

Give them a task.

The task should result in a product.

Give a time limit.

Clarify task for a floundering group.

Be sure someone has been designated as leader and someone else as recorder in each group. Could rotate these tasks during the course.

Each group leader presents product to the whole group.

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Effective lecture delivery

Projection

(loudness)

Pitch

(flow and variety)

Pace

(rate)

Pauses

(emphasis)

Pronunciation

(enunciate clearly)

Phillers

(uh, ah, um, okay, ya know)

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Effective lecture delivery

Start by stating rationale and objectives.

Use good posture.

Avoid excessive “quirks.”

Use different gestures, body movements.

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Effective lecture delivery

Look at the audience; face them and not the screen.

Move around…following you with their head/eyes helps keep them focused.

Vary the pitch of your voice, do not talk in a monotone.

Do not read to the group.

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Effective lecture delivery

What do they see?

Stance

Gestures

Facial expressions

Eye contact

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PowerPoints

File size – follow current methods for minimizing affect of inserted objects on file size

Slide backgrounds and design – your mantra should be dark slide, white text (I’ll have an example of what not to do in a following slide)

KISS when using slide transitions and animations

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Questions – asking them to involve your learners

Plan them; know what you are going to ask and when in your presentation you are going to do so.

Know the purpose of each question. Are you eliciting information or an opinion?

Go from general questions to more specific ones.

Confine the questions to one topic area at a time.

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Questions – asking them

Do not move on until someone answers –

make someone answer

If they figure out that silence means you will provide the answer, they will clam up and let you do that and your attempt at interactivity will bomb out

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Questions – asking them

Ask short, clear questions that are easy to understand.

Ask the class first

Ask a

small group

next,

Failing a volunteer, ask individuals by name.

Do not interrupt a person who is responding to a question. Let them finish before you comment on their answer.

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Questions -

answering

Don’t ask

“Are there any questions?…”

Ask

“What are your questions?”

Listen for intent and content

Acknowledge each – repeat or paraphrase to questioner and the whole class to show that you understand

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Questions -

answering

Try to answer completely and accurately

Answer should go to whole class but verify the questioners satisfaction

There are no stupid questions

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General practical tips

Humor is a tool but jokes are a no-no

Know your subject matter and rehearse

Never apologize for anything – makes the cadre appear unprepared

They do not get a timed agenda so there is no contract in regards to when anything starts or ends

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General practical tips

Do not rush at the end – the finish is important

Have enough time within the agenda to cover your material and/or fit your material to the agenda

Get them involved

Don’t personalize or date material (so it can be used by another person and/or at another time without having to edit)

Name ecopy files to reflect the agenda name for their easy reference

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Exam questions

We provide guidelines and formats on the soils.usda web pages

Bottom line – should address objectives

Review each year – if change material, may need to change exam questions

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Structuring training

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Rationale

Objectives

Activities

Evaluation

OK?

Corrective Feedback

Confirming Feedback

Yes

No

Structuring trainingSlide54

Rationale

Answer “What’s In It For Me”

Your “Hook” to reel them in to learn

An opportunity to use the “humor” tool

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Objectives

Sound basis for the selection and design of content, material and methods

A means of measuring whether or not

a training goal has

been met

A means for learners to organize their efforts in learning

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Objectives

Should be about the learner and what they will do with the

learning

It is not about what part of your knowledge you intend to share with them.

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All objectives could include up to 3 characteristics

Performance

Conditions

Criteria

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Performance

This is the “doing” part, requiring an action verb to state required performance

Actions are either “declarative” (knowledge based) or “procedural” (skill based), each with their own set of action verbs

As a minimum, all objectives have performance

At the end of this training, the learner will be able to

construct

a digital map.

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Condition

Is there a tool to use, process to follow, or guideline to adhere to?

It is added to address any conditional requirements

At the end of this training, the learner will be able to construct a digital map

using ArcGIS 9.x

.

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Criteria

The performance, under certain conditions, might need to meet certain standards and/or goals

At the end of this training, the learner will be able to construct a digital map using ArcGIS 9.x and

pass a quality control review by the assigned SDQS

.

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Guidance for objectives

Provided on the website

Instructions

Worksheet

Action verbs

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NEDCSlide62

Activities for interactive learning

There are various sets of lists, all with their own twist

Posted on our website, from

Effective Instruction

NEDC course materials

Telling Ain’t Training

by Robert Pike, pg 115-134

Training for Dummies

, Elaine

Biech, pg 77-82

An internet search will find othersAll provide alternatives to lecturing and death by PowerPoint

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Activities that have been used

Brainstorming

Buzz group

Case study

Coaching

Correspondence

CBT (computer based training)

Demo

Discussion

Game

Job aidsNeighbor discussionPeer Assisted learningPractice exercise

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Activities that have been used

Quiz

Question and Answer

Reading

Reflection

Role Play

Seminar

Simulation

Board game adaption

Game show adaption

PollingChat

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Other potential activities as alternatives to lecture and use in review of material/results

Exam Cram

Hit or Myth

In-Basket

Interview

Guided note-taking

Video, DVD

Poster/Chart

Crossword puzzles (from free internet puzzle builder)

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Evaluations

Evaluate performance, learning

Evaluate in terms of the objectives and performance level expected for the learners

Some of the activities provided will provide results

Quiz, project completed, exams

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Feedback

Essential that learners receive feedback

Pat them on the back (confirming) to inform them they have met the objective

Correct if gone astray (corrective) by explaining how they can achieve the objective

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Rationale

Objectives

Activities

Evaluation

OK?

Corrective Feedback

Confirming Feedback

Yes

No

Explain why they should learn and how it applies to their work

Tell them what they will be able to do

Give them things to do. Make these interesting and don’t bore them.

Check to see if they learned

Tell them if they’ve got it right.

Check learning

Correct them when they’ve gone astray.

Structuring ReviewSlide69

Cadre functions in design and development

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Outlines

Used by design team to help structure training

Captures, at minimum, lesson:

Rationale

Objectives

Activities

Opportunity to capture transitions from lesson to lesson, equipment needs, bad weather plans, training aid needs

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Lesson Plans

Used by development team and/or assigned cadre member

Helps you plan and script your delivery

Saves plan of delivery for your use the next time

Can pass on plan of delivery to temporary or permanent replacement

Provides consistency when more than one person is delivering the lesson (Digital Soil Survey Data Editing course for example

) and consistency from year to year

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Blended learning

A mix of learning environments

Learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course

Blending involves the mixing of

synchronous

and

asynchronous

delivery

Our challenge for the future!

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Synchronous

Face to face, “in sync”

DL instructor led, “in sync”

Mentoring or tutoring is immediate face to face or through teleconferencing and screen sharing

Asynchronous

Self paced

Involves computer access

E-mentoring or e-tutoring on call via teleconferencing and screen sharing

Could include forums, blackboards, SharePoint for posting discussion

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Delivery methods

Class room, face to face

Field and lab (including computer as well as soils), face to face

Small discussion groups, face to face, with or w/o instructor

Small discussion groups, internet, with or w/o instructor

Self paced, posting discussion via media (

Sharepoint

, other)

Self paced, Aglearn, NSSC FTP, CD/DVD, YouTube, or other source/host of materials provide access on demand

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Example: Digital Soil Survey Data Editing

Has been done successfully in both face to face and distance learning classroom delivery – currently includes….

Precourse self paced with job aid and mentor on call

Straight forward approach in class

Tell them (lecture) and/or

Show them (demo)

Have them do it (application)

Practical exercise post course

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Example: Management of Soil Survey by MLRA

This course has

issues and is a challenge!

We have to-date addressed all objectives as

knowledge based

ignoring skill development because of time constraints and the need to get everyone on the same page as quickly as possible as far as MLRA Office functions

Some but not enough interaction with participants, mostly we have performed an information dump

Question is, What do we do to make this course work for the participants, staying within the distance learning environment?

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Management of Soil Survey by MLRA

What can we do?

Delivery methods

Activities that work for those methods

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Blended learning and interactive learning activities

when you have the next opportunity to design, develop, or update a course, what can you do to blend learning and incorporate learning activities in the environment provided

A challenge to each of you to adopt this to your training assignments

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Summary

Training versus providing our knowledge via lecture/ppt

Death to “death by PowerPoint” – ppts provide info, not training

As much as possible, treat ppt as job aid, use an activity to provide training

Strive to use interactivity to provide training

We’ll address each course separately as each has its own culture

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Summary

We don’t know at this point where agency budget will lead us in regards to training.

We may need to be ready to take more courses from the face to face classroom to distance learning.

We might need to cut down on the number of days in travel to attend face to face training in which case we will want to blend our delivery to the max

Regardless, utilize “blended learning” to the max to make training a good experience

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Objectives – Upon completion, participants (you the instructors in this case) will be able to:

Understand how learning retention rates and how adults learn should affect our design, develop, and delivery of training

Recognize that we have a process and practical tips of the trade for developing and delivering instruction

Recognize the components of structuring training for future course design, development, and delivery

Understand the concept of blended learning and be ready to utilize it in future course design, development, and delivery

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