Most training materials are really bad! In this session, we will identify the common pitfalls EH professional make when developing educational resources. Whether you are creating printed materials, presentations, blog articles, or courses, basic instructional design principles can help yield positive learning outcomes that will lead to behavioral change. Come to this session with your ideas and questions ready so we can work together to create excellent--and effective!--training materials.

1. GET AN A+ IN TRAINING Overcome Common
Training Mistakes

2. ABOUT ME
SHAMELESS SELF-PROMOTION
• Editor in Chief, Vice President of Product Development
• Instructional Designer
• CCFS, CP-FS, HACCP, CFPM
• Developed hundreds of hours of training for food
workers and managers
Find me: www.linkedin.com/in/emileefollett

3. WE’VE ALL BEEN THERE…

4. WE’LL DISCUSS:
Qualities of “good” training versus “bad” training
How to overcome common mistakes and pitfalls by:
• Developing training around the learner and their needs
• Accepting that instruction does not cause learning
• Understanding learning objectives and how to use them
• Avoiding ineffective or silly assets and tests
Bust some myths!

5. Who is here with a specific training or
test-development project in mind?

6. WHY IS THERE SO MUCH TERRIBLE TRAINING?
Mistake #1: Forgetting the Learner
Mistake #2: SAYING ALL THE THINGS
Mistake #3: Clicky-Clicky Bling-Bling!!
Mistake #4: Giving Lame Tests
(and other sins)

7. Instructional Design [in-struhk-shuh-nl dih-zahyn]
(noun)
1. The practice of creating instructional
experiences which make the learning process
more efficient, effective, and appealing.

8. FORGETTING THE LEARNER MISTAKE #1

10. MISTAKE #1: FORGETTING THE LEARNER
• Not clearly defining what you want the learner to accomplish
during and after training.
• Using terms and language above your learner’s understanding.
• Starting development before you have carefully considered whom
you’re teaching.
• Never talking with the learner.

11. MAKE IT RIGHT: CONSIDER THE LEARNER
Who is your learner?

12. MAKE IT RIGHT: CONSIDER THE LEARNER
Who is your learner?
• What is their education level?
• What language do they speak?
• Why are they taking your training?
• What do they want/need to get out of it?
• What is their experience with the subject matter?

13. MAKE IT RIGHT: CONSIDER THE LEARNER
Training Gap [trey-ning gap]
(noun)
1. The gap between what a learner needs to
know and what they currently know.

19. Learning Diamond
A Results-based Framework
LEARNING OBJECTIVES
CONTENT AND EXPERIENCES
RESOURCES
ASSESSMENT

20. SAYING ALL THE THINGS MISTAKE #2

21. Cleaning and Sanitizing:
A chemical SANITIZER used in a SANITIZING solution for a manual or mechanical operation at contact times specified under ¶4-703.11(C) shall
meet the criteria specified under §7-204.11 Sanitizers, Criteria, shall be used in accordance with the EPA-registered label use instructions, P and
shall be used as follows:
(A) A chlorine solution shall have a minimum temperature based on the concentration and PH of the solution as listed in the following chart; P
Concentration Range (MG/L)
Minimum Temperature
PH 10 or less °C (°F)
Minimum Temperature
PH 8 or less °C (°F)
25 – 49 49 (120) 49 (120)
50-99 38 (100) 24 (75)
100 13 (55) 13 (55)
(B) An iodine solution shall have a: (1) Minimum temperature of 20°C (68°F), P
(2) PH of 5.0 or less or a PH no higher than the level for which the manufacturer specifies the solution is effective, P and
(3) Concentration between 12.5 MG/L and 25 MG/L; P
(C) A quaternary ammonium compound solution shall: (1) Have a minimum temperature of 24oC (75oF), P
(2) Have a concentration as specified under § 7-204.11 and as indicated by the manufacturer's use directions included in the labeling, P and
(3) Be used only in water with 500 MG/L hardness or less or in water having a hardness no greater than specified by the EPA-registered
label use instructions; P(D)
(D) If another solution of a chemical specified under ¶¶ (A) (C) of this section is used, the PERMIT HOLDER shall demonstrate to the
REGULATORY AUTHORITY that the solution achieves SANITIZATION and the use of the solution shall be APPROVED;P
(E) If a chemical SANITIZER other than chlorine, iodine, or a quaternary ammonium compound is used, it shall be applied in accordance with the
EPA-registered label use instructions; P and
(F) If a chemical SANITIZER is generated by a device located on-site at the FOOD ESTABLISHMENT it shall be used as specified in ¶¶(A) -(D) of
this section and shall be produced by a device that:
(1) Complies with regulation as specified in §§ 2(q)(1) and 12 of the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA),P
(2) Complies with 40 CFR 152.500 Requirement for Devices and 40 CFR 156.10 Labeling Requirements, P
(3) Displays the EPA device manufacturing facility registration number on the device, Pf and
(4)Is operated and maintained in accordance with manufacturer’s instructions Pf .

22. MISTAKE #2: SAYING ALL THE THINGS…
Recent requests for additions to Hourly Food Worker training:
• Hands must be washed in 100°F water
• List types of thermometers, whether they can be calibrated, and how
• Separate instructions for cooling food from ambient temperatures
• Clarify the role of the regulatory authority in inspections
• Identify cases in which bare hand contact is permitted

23. The learner will remember
all/most/much of what you say.

24. How much do you remember
from yesterday’s educational
sessions?

25. After a training experience:
Within 24 hours, 70% of the information is forgotten.
Within one week, 90% of the information is forgotten.

26. Giving Information = Teaching

29. MAKE IT RIGHT: LEARNING OBJECTIVES
Learning Objective [lur-ning uh b-jek-tiv]
(noun)
1. A statement identifying what the instructor will
provide and the learner is intended to accomplish
during a training or learning experience.
We will identify the qualities of “good” and “bad” training.
You will understand how to prevent or correct these mistakes.

30. MAKE IT RIGHT: LEARNING OBJECTIVES
1. Describe the learner to the best of your ability.
 Adults with small children that go to the pool
2. Identify what the learner needs to know (training gap).
 They bring their kids to the pool when they have diarrhea.
 They shouldn’t.
3. Describe—using action-oriented verbs—what you want the
learner to do.
 Understand the risks of outbreak when children go to the pool when sick.
 Evaluate symptoms to determine if your child should stay home sick.

31. BLOOM'S TAXONOMY
Lowest Level of Learning
Highest Level of Learning

32. BLOOM’S TAXONOMY
The learner doesn’t always need
to achieve the highest level of
learning.
Evaluate each learning situation
individually to determine the
learner’s needs.

33. Knowledge is the goal.

34. KNOWLEDGE ≠ ACTION
• 1.4 Million Zimbabweans (10% of the population) have HIV
• There were 69,000 new HIV diagnoses in 2013.
• As many as 4 Peace Corp volunteers return from Africa to
the United States with HIV each year.

35. MAKE IT RIGHT: LEARNING OBJECTIVES
So how do learning objectives
prevent Mistake #2?
They rein you (and others) into
their framework.

36. CLICKY-CLICKY-BLING-BLING!!
(AND OTHER SINS) MISTAKE #3

37. CLICKY-CLICKY-BLING-BLING!!Be careful of, or avoid…
• Text on top of images or “designer” templates
• Irrelevant stock photos or clip art
• Illegible fonts, sizes, and colors
• Anything that flashes, bounces, or spins
Buttons, clip art, and other distractions
• Ignoring the placement of your text

41. Learning Diamond
A Results-based Framework
LEARNING OBJECTIVES
CONTENT AND EXPERIENCES
RESOURCES
ASSESSMENT

42. Training has to be fun to
be effective.

43. MAKE IT RIGHT: PROMOTE LEARNING
• Share your enthusiasm for the subject.
• Ask yourself: Does this support the learning objectives?
• Don’t get emotional—you might need to remove something.
• Focus on function: legibility, usability, comprehension.
• User test your training on 6-12 people.
• Sometimes, LESS really is MORE.

44. GIVING LAME TESTS MISTAKE #4

45. Any person who is employed to sell or furnish alcoholic
beverages to the public for consumption on the premises
must:
a) complete the alcohol training and education seminar
within 30 days of hire
b) be 21 years of age or older
c) be related to the owner or manager of the premises
d) Have a personal state liquor license
e) a & b
f) a, b, & d

46. Any person who is employed to sell or furnish alcoholic
beverages to the public for consumption on the premises
must:
a) complete the alcohol training and education seminar
within 30 days of hire
b) be 21 years of age or older
c) be related to the owner or manager of the premises
d) Have a personal state liquor license
e) a & b
f) a, b, & d

47. If a person or organization that sells or provides any alcoholic beverage to a
person who is apparently under the influence of intoxicating beverages or
products or drugs, and contributes to the intoxication of that person, then
the organization or person who sold or provided the alcoholic beverage may
be liable for injuries to persons or property resulting from the intoxication.
This is a provision of:
a) The U.S. Constitution
b) The Utah Criminal Code
c) Utah's Dram Shop Law
d) The Bill of Rights

48. If a person or organization that sells or provides any alcoholic beverage to a
person who is apparently under the influence of intoxicating beverages or
products or drugs, and contributes to the intoxication of that person, then
the organization or person who sold or provided the alcoholic beverage may
be liable for injuries to persons or property resulting from the intoxication.
This is a provision of:
a) The U.S. Constitution
b) The Utah Criminal Code
c) Utah's Dram Shop Law
d) The Bill of Rights

49. MISTAKE #4: GIVING LAME TESTS
• Entirely unnecessary
• Silly questions and answers
• Questions that do not align with learning objectives
• A novice could guess, or…
• Even an expert would struggle with
• Arbitrary passing scores (the bane of my existence)

50. MISTAKE #4: GIVING LAME TESTS
If you don’t take your test seriously,
your learner won’t either.

51. Save the test for last.

52. MAKE IT RIGHT: TAKE TESTING SERIOUSLY
• Do you even need a test?
• Can the knowledge, skill, or ability be measured some other way?
• Write meaningful questions and answer options.
• Appropriate for the skill level of the learner.
• Test on what you think you’re testing on.
• Align every question to a learning outcome.
• NEVER codify a passing score; they’re unique to each test.

53. What is the name of Charlie Brown’s dog?
a) Fido
b) Spot
c) Rover
d) Snoopy
ANATOMY OF A TEST QUESTION (OR “ITEM”)

54. What is the name of Charlie Brown’s dog?
a) Fido
b) Spot
c) Rover
d) Snoopy
ANATOMY OF A TEST QUESTION (OR “ITEM”)
STEM

55. What is the name of Charlie Brown’s dog?
a) Fido
b) Spot
c) Rover
d) Snoopy
ANATOMY OF A TEST QUESTION (OR “ITEM”)
OPTIONS

56. What is the name of Charlie Brown’s dog?
a) Fido
b) Spot
c) Rover
d) Snoopy
ANATOMY OF A TEST QUESTION (OR “ITEM”)
DISTRACTORS
OR FOILS

57. QUESTION WRITING FOR DUMMIES
Don’t write questions that encourage guessing:
• Avoid True/False, “all of the above”, “none of the above”

58. QUESTION WRITING FOR DUMMIES
Don’t write questions that encourage guessing:
• Avoid True/False, “all of the above”, “none of the above”
• All your answer options should be plausible

59. What is the most likely outcome if Charlie Brown
attempts to kick a football?
a) He will score a field goal
b) The ball will be pulled away
c) He will make an onside kick
d) Pickles will fall from the sky

60. What is the most likely outcome if Charlie Brown
attempts to kick a football?
a) He will score a field goal
b) The ball will be pulled away
c) He will make an onside kick
d) A “fair catch” will be called

61. What is the most likely outcome if Charlie Brown
attempts to kick a football?
a) He will score a field goal
b) The ball will be pulled away
c) He will make an onside kick
d) A “fair catch” will be called

62. QUESTION WRITING FOR DUMMIES
Don’t write tricks or questions that encourage guessing:
• Avoid True/False, “all of the above”, “none of the above”.
• All your answer options should be plausible.
• Avoid negatives in the stem.

63. What is NOT true about Snoopy?
a) He is nicknamed Joe Cool
b) He is a white dog with black spots
c) He is a WWII flying ace
d) He is a basset hound

64. What breed of dog is Snoopy?
a) Basset hound
b) Beagle
c) Fox terrier
d) Jack Russel terrier

65. QUESTION WRITING FOR DUMMIES
Don’t write tricks or questions that encourage guessing:
• Avoid True/False, “all of the above”, “none of the above”.
• All your answer options should be plausible.
• Avoid negatives in the stem.
• Only provide information necessary to measure the learning
outcome.

66. Pig Pen’s dust takes the curl out of which
female character’s naturally curly hair?
a) Lucy
b) Frida
c) Lavender Brown
d) Peppermint Patty

67. Which character has naturally curly hair?
a) Lucy
b) Frida
c) Lavender Brown
d) Peppermint Patty

68. Which character has naturally curly hair?
a) Lucy
b) Frida
c) Lavender Brown
d) Peppermint Patty

69. QUESTION WRITING FOR DUMMIES
Don’t write tricks or questions that encourage guessing:
• Avoid True/False, “all of the above”, “none of the above”.
• All your answer options should be plausible.
• Avoid negatives in the stem.
• Only provide information necessary to test the outcome.
• Avoid really long answer options– especially if they’re correct!

70. Which statement is TRUE about Schroeder’s hobby?
a) He hums show tunes in class.
b) He is an accomplished singer.
c) He plays the electric guitar.
d) He plays Beethoven, but only on a toy piano
because he is just a child.

71. Which statement is TRUE about Schroeder’s hobby?
a) He hums show tunes in class.
b) He is an accomplished singer.
c) He plays the electric guitar.
d) He plays Beethoven on a toy piano.

72. TODAY, WE DISCUSSED:
MISTAKE
1) Forgetting the Learner
2) Saying ALL THE THINGS
3) Clicky-Clicky-Bling-Bling
4) Giving Lame Tests
SOLUTION
1) Consider the Learner
2) Learning Objectives
3) Promote Learning
4) Take Testing Seriously

73. THANK YOU!
Emilee Follett
efollett@statefoodsafety.com
(801) 805-4679
www.linkedin.com/in/emileefollett