Technical Training Principles and Framework
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This short slide deck describes some basic principles and frameworks for use in technical training. The target audience for this presentation is SMEs who are being called to train. These trainers need a basic introduction to training without the deep dive into instructional theory.
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Technical Training Principles and Framework
- 1. Training Principles and Framework By Eric M. Pastore, Technical Trainer 07/28/2017
- 2. Agenda • Adult Learning Principles & Learning Styles • Analyze, Design, Develop, Implement, Evaluate (ADDIE) Model • Writing SMART Objectives and Course Materials • Facilitation • Post-Course Evaluation 8/7/2017 2
- 3. Training Techniques Training is a targeted and measured approach to improve the skills and knowledge of participants • Participants can be internal employees or external • Trainers can be either professional instructors or 8/7/2017 3
- 4. Benefits of a Training Process • Deliver unique value for your company and clients • Develop stronger consulting skills • Develop even stronger subject matter expertise • Rack up more travel miles 8/7/2017 4
- 5. 58/7/2017 Adult Learning Principles & Learning Styles
- 6. Adult Learning CHILD LEARNING (PEDAGOGY) • Teacher-centered/directive learning • No professional experience to draw on • Little previous learning ADULT LEARNING (ANDRAGOGY) • Learner-centered/directed learning • Driven by perceived need • Draws on previous experience • Builds on previous learning 8/7/2017 6
- 7. Learning Styles 7 Auditory 8/7/2017 Learns by doing – Exercises, challenges Visual Kinestheti c Learns by hearing – Lectures, discussions, podcasts Learns by seeing – Videos, Reading, Slides, Whiteboard
- 8. 88/7/2017 Analyze, Design, Develop, Implement, Evaluate (ADDIE) Model
- 9. Introduction to ADDIE 98/7/2017 Analyze Design DevelopImplement Evaluate 1. Understand the audience and their needs. 2. Lay out the course plan. 3. Build the course materials.4. Deliver the course. 5. Reflect on course outcomes.
- 10. ADDIE Model – Deliverables 108/7/2017 Analyze Design DevelopImplement Evaluate • Analysis – Audience Analysis, Gap Analysis • Design – Course Objectives, Training Plan • Develop – Presentation Slides, Hands-On Exercises • Implement – Delivery (eLearning, Virtual, or Classroom), Attendance Sheets • Evaluate – Course Evaluations, Test Questions
- 11. 118/7/2017 Writing SMART Objectives and Course Materials
- 12. Introduction to Objectives • Objectives are the targets for the training • Summarize what participants will be able to do • SMART: • Specific • Measurable • Attainable • Realistic • Time-Bound • 3 parts: • Behavior – What participant can do • Conditions – How participant can do “it” • Criteria – How well participant can do “it” 128/7/2017
- 13. SMART Objectives 138/7/2017 • Clearly state what the participant should be able to do Specific • Have a way to gauge whether participant has learned the skill Measureable • Objective focused on behaviors or skills Action-Oriented • Skills can be gained by all participants in course Realistic • Can be achieved in timeframe of the course Time-Bound
- 14. • Course materials support the course objectives • Course materials should enable self-study: • Printed or PDF • Distributed to all participants • Course materials should be iterative and made for multiple instructors • Include Instructor Notes • Include any reference materials to prepare a future instructor • Use version control to identify latest version of training available for use Creating Effective Training Materials – Goals 148/7/2017
- 15. • Use various types of materials to address various learning styles: • Lecture – Auditory Learners • Slides, Posters, Handouts – Visual Learners • Demos, Exercises – Kinesthetic Learners • Base training materials on existing resources • User guides, online help, FAQs • Use resources to source material for training • Training should direct to resources Creating Effective Training Materials – Methods 158/7/2017
- 17. Facilitation Techniques • Tell, Show, Do, Apply: • Questions • Discussion • Whiteboarding • Demonstration and Practice 8/7/2017 17
- 18. Tell, Show, Do, Apply 18 Tell 8/7/2017 Allow Learner to Practice Show Do Present Facts Demonstrate Skills Use Skill in New Scenario Apply Instructo r Learner Gagne’s Nine Events of Instruction: Infographic
- 19. Whiteboarding • Whiteboard concepts to establish the foundation • Pro Tips: • Move around to draw participant attention • Avoid reading the slides • Make eye contact • Don’t talk to the whiteboard (it’s harder than you think…) 8/7/2017 19
- 20. Demonstration and Practice • Demonstration: • Show step-by-step • Different from the practice • Careful mouse movements • Narrate each step • Practice: • Provide feedback and support • Address multiples of same question with class 8/7/2017 20
- 21. Questions and Discussion • Encourage interactivity • Discussion: • Encourage engagement • Questions: • Recall previous knowledge • Test for understanding • Bloom’s Taxonomy • Hierarchy of question types 8/7/2017 21 Bloom’s Taxonomy: eLearning Industry
- 22. 228/7/2017 Testing & Post-Course Evaluation
- 23. Testing and Evaluation • Essential to verify if course objectives were met • Testing – Verifies that participants learned what was required • Evaluation – Allows participants to give feedback on course and drive continuous improvement 8/7/2017 23
- 24. Testing and Evaluation (Cont.) TESTING EVALUATION 8/7/2017 24 • Used by instructor to gauge effectiveness of the course • Used by participant to give feedback on material, course, and instructor • Forms input to Analysis phase • Used by instructor to gauge if participants mastered course objectives • Can be written, electronic, verbal, or practical • Questions can be multiple choice, fill in the blank, etc. • Use a mix of questions to gauge mastery • Can be informal or verbal • Forms input to Analysis phase
- 26. Course Summary • Training is a targeted and measured approach • ADDIE Model of course development: Analyze, Design, Develop, Implement, Evaluate – Iterative Process • Adult learners are unique and have different learning styles • SMART objectives define course goals • Facilitation methods include questions, whiteboards, and demonstrations • Testing and evaluation are critical to measuring the success of the training course 8/7/2017 26 Analyze Design DevelopImplement Evaluate
- 27. Exercise – Stay on Target 1. Write 3 course objectives for a recent course you completed. 2. Ensure all objectives are SMART. 3. Ensure all objectives contain a behavior, a condition, and a criteria. 8/7/2017 27 Analyze Design DevelopImplement Evaluate
Editor's Notes
- Welcome participants to session. “We will be presenting methods you can use to improve your presentations and training skills when training clients.” Discussion: What is training to you?
- Review Agenda with participants.
- Explain that training is a targeted and measured approach. Emphasize that training is a planned process.
- Review benefits of training to company, the SME, and the client.
- Transition: “The last few slides are similar to the introductory material to most training courses you’ve seen. In this course, though, we will explore why we have those slides in the first place. In this topic, we will look at how adults learn vs. how children learn as well as different learning styles you will encounter as you work with adult learners.”
- Transition: “Before we dive into adult learning principles, we should compare and contrast adult learning and child learning. They are not only two different terms, they are two different schools of thought.” Discussion: “Do we have anyone here with a teaching/education background?” Compare and contrast child and adult learning. Emphasize the independent and self-directed nature of adult learners (ego). Emphasize that learning must be connected to past learning and that value to the learner must be established.
- Transition: “Now that we know the difference between adult and child learning, we can drill deeper into how adults learn.” Explain each learning style. Emphasize that learners are different and that some learning will have more than one learning style. Describe your personal learning style. Check-In: “If a participant is a Visual and Kinesthetic learner, what two training methods should I use when presenting the topic?” Answer: Slides, Exercises
- Transition: “Now that we have seen the foundations of adult learning and seen what learning styles we will encounter, we can look at how we can build a course to meet the various needs of our learners. In this topic, we will cover the ADDIE model and how we can use it to create courses for our learners.”
- Transition: “This slide shows the ADDIE model from start to finish. Notice that this model is a cycle and can iterate as many times as needed over the life of a course.” Explain each step in ADDIE model. Explain that each step will have unique deliverables, but that these deliverables could be short and quick. Explain the advantages of using the ADDIE model: Structure, clarity, consistency, and improvement. Discussion: How do you normally prepare for a training session? What is your first step?
- Transition: “At each stage in the ADDIE model, there are some expected deliverables.” Explain each deliverable. Deliverables can be short or long, but they should be documented so that they can be reused later. Whiteboard: Ask for example of training engagement. Use example to diagram process with tasks and deliverables. Check-In: “What are some deliverables we should have before we begin actual development of the training materials?” Answer: Audience/Gap Analysis, Objectives, Training Plan
- Transition: “Now that we know the overall picture of the ADDIE model, we can look at the first part of developing training. In the beginning, we need to decide what our participants will need to be able to do once they complete training. To do this, we will develop our course objectives.”
- Transition: “Objectives are the targets our training needs to hit. They describe the behaviors and skills our participants will demonstrate once they have completed training. Good objectives have several attributes.” Describe the SMART attributes of course objectives. Describe the 3 parts of a course objective. Whiteboard: Write out an example of a course objective. Call on two participants to create a course objective each.
- Transition: “SMART Objectives have several elements. Writing these objectives enables our training to stay on target and deliver the skills that our participants need.” Explain each element in the list. Check-In: “What 3 parts make up a course objective?” Answer: Behavior, Conditions, and Criteria
- Transition: “When preparing materials to support the course, keep in mind that participants will need support after you have left. Also keep in mind that you may not be the only one to ever give the course, and that you may give this course more than once.” Encourage participants to strike a balance between targeting material to the objectives and still enabling self-study after the course. Remind them that the course should be built for later trainings and to make the course iterative.
- Transition: “Recall from our Learning Styles topic that adult learners have several different learning styles. Build your training to target multiple learning styles. Also, keep in mind that participants may have several resources they will use after the course, so build your materials on those resources.” Remind participants to use a variety of training methods: lecture, slides, hands-on, demo, discussion. Remind participants that training materials should be based on and direct to existing resources (FAQs, Help, User Guides). Check In: “What are two factors which determine the materials we create and use for our course?” Answer: Course Objectives and Learning Styles
- Transition: “Now that we have prepared our training materials based on our established course objectives, we can deliver the course. This topic will explore how to deliver a successful course by asking questions, leading discussion and whiteboard sessions, and demonstrating skills. This topic will also cover the theoretical frameworks behind asking questions and walking a participant through a topic. This will allow you to seek resources for further study.”
- Transition: “Courses are made up of several parts, from lecture and discussion to simulation and practice. These parts, or events, fit into a general framework which we can use to present material to our participants. This framework is called Tell, Show, Do, Apply.” List the general facilitation skills to be covered in the topic. Relate these skills to the Tell, Show, Do, Apply model. Discussion: “What are some activities you do in your classes?”
- Transition: “Tell, Show, Do, Apply lays out a cycle which an instructor can use to teach a topic. This cycle is a simplified version of Gagne’s Nine Events of Instruction which I will show in a few minutes.” Explain each part of the model. Open the web link and briefly overview the 9 Events of Instruction infographic.
- Transition: “As part of presenting a topic to our participants, we need to set up the conceptual foundation. We can do this by sketching out the concept on the whiteboard.” List basic tips for effective whiteboarding.
- Transition: “Once we have established the conceptual foundation, we can demonstrate the desired skill. After we have presented the material, we can give our participants the chance to engage with the topic in a practice exercise.” List basic tips for effective demonstration and practice.
- Transition: “Remember that adult learners are self-directed and need to be engaged in what they are learning. Questions and discussion encourage interactivity and engagement with the topic.” Describe how to use questions and discussion to engage participants. Check In: What type of questions have we asked so far in this course? How are they different? Answer: Any discussion or check in questions asked in the course. One type of question encourages interactivity, while the other checks for understanding.
- Transition: “Now that we have delivered the course, the learners have hopefully picked up everything we came to teach. Hopefully, however, is not enough. To close the loop on our training, we must be sure that our participants have mastered the course objectives. We must also collect feedback from the class which can be fed back into improving our course. In this topic, we will look at different methods of testing and evaluation.”
- Transition: “Before we cover testing and evaluation, let’s take a high-level view of why we use them.” Explain how testing and evaluation are based on course objectives and close the loop on the ADDIE model. Emphasize that testing and evaluation also form input into later analysis. Make clear that a course is not training without testing. The questions in the course are an informal form of testing (Participants have been tested throughout the course).
- Transition: “Now that we have the basics of testing and evaluation, let’s break these down further.” Explain the differences between testing and evaluation and why each is important. Emphasize that results from all testing/evaluation can be used to improve the course and the instructor’s skills. Discussion: “How do you know you have completed training? What are some methods you use to verify knowledge transfer?”
- Transition: “That concludes this brown bag presentation. Any questions before we recap?”
- Transition: “Now that we have completed the course, let’s quickly review what we’ve covered.” Review Course Summary.
- Transition: “Now that we have completed the course, let’s quickly review what we’ve covered.” Review Course Summary.