Is your training technique effective


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This slideshare offers effective tips for effective training.

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Is your training technique effective

  1. 1. By: Cynthia R. Brown, MBA, RHIT, CCS Cyntcoding Health Information Services Coding Yesterday’s Nomenclature Today®
  2. 2. As an instructor and one who has been instructed, I have found that only those training sessions that are geared towards incorporating the subject matter into the work processes of the attendees are retained. Have you ever attended a training session and the very next day forgotten what you were supposed to have learned from the session?
  3. 3. A Period of 3 Days: • 10% of what you read • 20% of what you hear • 30% of what you see • 50% of what you see & hear • 70% of what you say • 90% of what you say as you do
  4. 4.  Trainers forget that they are teaching adults.  Trainers fail to involve the trainees in the process.  Trainers fail to know their audience.  Trainers fail to diffuse resistance.
  5. 5. Children Adult Rely on others to decide what is important to be learned. Decide for themselves what is important to be learned. Accept the information being presented at face value. Need to validate the information based on their beliefs and values. Expect what they are learning to be useful in their long-term future. Expect what they are learning to be immediately useful. Have little or no experience upon which to draw, are relatively “blank slates.” Have substantial experience upon which to draw. May have fixed viewpoints. Little ability to serve as a knowledgeable resource to teacher or fellow classmates. Significant ability to serve as a knowledgeable resource to the trainer and fellow trainees.
  6. 6. The role of the trainer is to engage in a process of inquiry, analysis, and decision-making with the trainees rather than to transmit knowledge.
  7. 7. It is now recognized that adult learning is enhanced by hands- on experience keeping in mind that the wealth of experience of the trainee should be acknowledged and respected.
  8. 8. Trainees have wants in these four areas: • To gain something • To be something • To do something • To save something Find out which of these areas fit your audience. What’s in it for me? Can this help me to excel? Will this improve my job function? Will this save me time and/or money? TRAINEES Want to know
  9. 9. Trainees differ in the types of learning environment they prefer. If possible, group trainees according to those preferences. Physical Emotional Learning Learning Setting: Noise Level Lighting Temp Structure Time of Day Social Needs: Learn Alone Learn With Others Learning Styles: Auditory Visual Kinesthetic Motivation: Extrinsic Intrinsic
  10. 10. 5 Ways to Squelch Motivation: • Have little personal contact; • Get trainees in a passive mood and keep them there; • Assume trainees will apply what is taught; • Be alert to criticize; and • Make them feel stupid for asking questions Interact with Trainees Use examples Make conducive for questions Allow Trainee to vent Get Trainees excited about topic
  11. 11. Trainees are more likely to be motivated when they see a connection between the learning objectives/activities and their own work. SHOW THEM HOW THE LEARNING OBJECTIVES WILL POSITIVELY AFFECT THEIR JOBS. Provide opportunities for trainees to use what they already know and apply what they are learning in the instructional setting. USE THIS TIME FOR QUESTION & ANSWER SESSIONS WHEREBY THE TRAINESS ARE PERMITTED TO GIVE THEIR INPUT ON THE SUBJECT MATTER.
  12. 12. CCHIS will educate all clinical and non- clinical staff on clinical documentation improvement, coding guidelines/methodologies, and all other issues that affect coding and reimbursement. Training methods are customized to fit your organizational needs based on a personalized assessment of your staff’s education, experiences and work processes.
  13. 13. Cynthia Brown, MBA, RHIT, CCS AHIMA approved ICD-10 CM/PCS Trainer CyntCoding Health Information Services Phone: 404-992-8984/E-Fax: 678-805-4919 P.O. Box 3019 Decatur, GA 30031 Coding Yesterday’s Nomenclature Today®
  14. 14. Edmunds, C.K., Lowe, M. & Seymour, A. 1999. The Ultimate Educator . National Victim Assistance Academy (Advanced). Washington, D.C.: Department of Justice, Office for Victims of Crime. Zemke, R. & Zemke, S. June 1995. “Adult Learning What Do We Know for Sure?” Training.
  15. 15. CCHIS PRESENTATION TERMS AND CONDITIONS OF USE All content provided in this “CCHIS Presentation” is for informational purposes only. The owner of this presentation makes no representations as to the accuracy or completeness of any information in this presentation or found by following any link in this presentation. The owner of will not be liable for any errors or omissions in information nor for the availability of this information. The owner will not be liable for any losses, injuries, or damages from the display or use of this information. The terms and conditions are subject to change at any time with or without notice.