Each one teach one jennifer b jenny l

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Each one teach one jennifer b jenny l

  1. 1. <ul><li>Each One Teach One: </li></ul><ul><li>Growing your Training Program Locally </li></ul><ul><li>Jennifer Bielewski and Jenny Liberatore, </li></ul><ul><li>LYRASIS Educational Services Librarians </li></ul>
  2. 2. Learning Objectives <ul><li>By the end of this session, participants will be able to: </li></ul><ul><li>Identify Evergreen training needs at your institution </li></ul><ul><li>Outline a DIY training plan </li></ul><ul><li>Understand the importance of training etiquette and how it can make or break your training program </li></ul>
  3. 3. SMART Training Objectives
  4. 4. Types of Learning <ul><li>Acquire knowledge </li></ul><ul><li>Develop an understanding </li></ul><ul><li>Develop a skill </li></ul><ul><li>Influence an attitude </li></ul><ul><li>Instill a value </li></ul>
  5. 5. How Adults Learn <ul><li>High participation </li></ul><ul><li>Collaborative environment </li></ul><ul><li>Based on experience </li></ul><ul><li>Decide for themselves what is important </li></ul><ul><li>Expect information to be useful immediately </li></ul><ul><li>Build on prior experience to learn new material </li></ul>
  6. 6. Keeping Their Attention <ul><li>Visuals Humor </li></ul><ul><li>Activities & Exercises </li></ul><ul><li>Variety </li></ul><ul><li>Ice Breakers Games </li></ul><ul><li>Different methods Focused </li></ul>
  7. 7. Keeping Their Attention <ul><li>Start Simple. </li></ul><ul><li>Break tasks down into basic components. </li></ul><ul><li>Teach only correct procedures. </li></ul><ul><li>Keep training cycles short. </li></ul><ul><li>Reinforce the material with practice and exercises. </li></ul><ul><li>Motivate then reward. </li></ul><ul><li>Repeat until you are sure they got it. </li></ul>
  8. 8. Keep in mind… <ul><li>Different types of expertise are necessary in any institution. </li></ul><ul><li>The trainer does not have to know everything . </li></ul><ul><li>Try to set up meetings in person to “show” them instead of just “telling” them. </li></ul>
  9. 9. Learning objectives <ul><li>A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity . </li></ul><ul><li>Typically includes: </li></ul><ul><ul><li>A measurable verb </li></ul></ul><ul><ul><li>Condition under which the performance is to occur </li></ul></ul><ul><ul><li>The criterion of acceptable performance </li></ul></ul>
  10. 10. Learning objectives <ul><li>Ex: By the end of this class, the learner will be able to identify online resources for Evergreen documentation. </li></ul>
  11. 11. Instructional strategies Source: Bucceri, M. (2009, February 12). Converting instructor –led training to eLearning . Presented at Saba Web Seminar Series. Retrieved February 12, 2008 from http://learning.centra.com/CKSResourceRoot/learning%20objects/convertinginstructor-ledtrainingtoe-learning_2009-02-12.pdf Lecture Small group exercises Knowledge check/assessment Demo Hands-on labs/exercises Answer questions Discussion Observe and coach Help apply content to job
  12. 12. Napkin Method <ul><li>Break your core topic down </li></ul><ul><li>(Up to) 4 sub-topics </li></ul><ul><li>Cluster in each sub-topic </li></ul><ul><li>Develop outline for sub-topics </li></ul><ul><li>This will become your agenda </li></ul><ul><li>Back of napkin: resources needed, environmental concerns, learning styles </li></ul>
  13. 13. Resources <ul><li>Morgan, P. J., & McDaniel, J. A. (2009). Training paraprofessionals for reference service: A how-to-do-it manual for librarians . New York: Neal-Schuman. </li></ul><ul><li>CLENE: http://www.ala.org/ala/mgrps/rts/clenert/newsletter/0902.pdf </li></ul><ul><li>Staff training checklist: http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Straining.pdf </li></ul>
  14. 14. Contact us <ul><li>Jennifer Bielewski, Jenny Liberatore </li></ul><ul><li>http://www.lyrasis.org. 800-999-8558 </li></ul>

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