TEPR
May 20, 2008
Multnomah Falls Near Portland, Or
Objectives

 Understand   the primary focus of
  training
 Identify what makes training
  effective
 Learn ways to incr...
Learning

  How   would you define it?

    Lecture, Homework, Class, Teacher,
    Tests?
Learning Terms to Know

  Lecture-
    Name, explain, describe, talk about
  Active   Learning-
    Doing, actively en...
The Disconnect

 http://www.youtube.com/watch?v
  =xFAWR6hzZek
The Disconnect

   End –user
     Anxious
     Upset
     Did not know the basic words,
      meanings
     The suppo...
Example of Directions from expert
to novice learner



 Is   it as simple as following directions?
Novice Learner Questions Following
Directions from Expert
  There are no icons on my monitor, how do I find
   the one I ...
Isn’t as Simple as Following Directions?

 Person   with lots of experience
  (nurses or computer trainer) & lots of kno...
Isn’t as Simple as Following Directions?

 Learner   (Novice)
   Not knowledgeable of terms used
   Not all steps cover...
Training Disconnect


 Is   it anyone’s fault? No

 Both   the learner and the trainer
           are taking active part
Reason for Disconnect
 Novice is drowning in all the content.
 Everything seems important
 Not understand all the termi...
Reason for Disconnect

 Trainerand learner look at things
 differently
   Trainers are usually experts on the
   subject...
Reason for Disconnect

 Though                       we do learn by hearing and
 seeing
  Visual learning has more lasti...
Quiz

 Training  Experts & novice learners
  treat the same content information
   (similarly, differently)
Connecting the Terms

 How  did you as a trainer acquire
  your skills?

 Bydoing activities related to what
  was neede...
Connecting the Terms

 What   is the most common form of
  training session chosen by
  experienced trainers?

  Lecture
Connecting the Terms

   What do we expect “trainees” to do
   after a training session?



   To do what they were trai...
Quiz

1.   A trainer with lots of experience
     usually will set up training in a(n)
     (lecture, activities) format t...
Quiz

1.   The attendee or learner is then
     expected to go back to the job
     and (tell someone what they
     learn...
Non-Lecture Type Training
            Effectiveness
 E-learning for Nursing Managers
 Shown to be 250% more effective fo...
Other Factors That Affect Learning

 A persons   overall general ability to do
  something
 Any prior skills or knowledg...
A person’s Ability

 Can’t   alter their ability
   Can assist it though by
    ○ Adjusting time for learning
       pro...
Can Add to Their Training Session Prior
Knowledge
   Develop session materials that can be
    provided to learner ahead ...
The Learner’s Motivation
 Why   is it important for them to take
  the training session?
 Positive learning environment
...
Individual Trainee Feedback
 How   well they are doing
  Be specific
  Timely
  Help them know when they have
   got i...
Effective Training
   Will Focus on the Learner
      And learners needs
      - How to best provide information in a
  ...
Building Structure in Training Content

    Learners  are continually trying to
     make connections with new
     infor...
   %&%?+**&?+&+&%&?*+*%? *%+?
Paper & Pen




   Write down the order you saw
Let’s look at it again
    How many did you remember?


    %&%?+**&?+&+&%&?*+*%?*%+?
Once More With a Different Twist




    %%%%%?????*****&&&&&+++++
Paper & Pen




   Write down the order you saw
How Did You Do This Time?




   %%%%%?????*****&&&&&+++++
   %%%%%?????*****&&&&&+++++

   %&%?+**&?+&+&%&?*+*%? *%+?
Encouraging Learning with Active
              Involvement
   Increased training activities should increase the
    learn...
Exercise: Experiment
How did you do?
Training in Action:
Successful Perioperative Nurse Training
 Each  nurse had individual sign on
 Each nurse had own comp...
Training in Action:
Successful Perioperative Nurse Training
   Another way to increase the success of
    nurses followin...
Learning has it’s Rewards

  Personal Sense of Accomplishment
  Or Others
    Raise
    Accolades
In some Training Environments Chocolate is A
Reward as well 
Successful Training /Learning
  Will focus on what the learner needs to
  know and how they learn best
 Effective learni...
So, how do You Measure Your Training
Success?

      The more successful
        your learners are
    The more successfu...
Success is not final,
failure is not fatal.
It is the courage to continue
that counts.
                    Winston Churchi...
References
 Telling ain’t training, Stolovich, H., Keep,
  E. , 2004
 E-learning answers, Shellner, P. IT
  solutions, 9...
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Making Connections In Computer Training Sessions For Display

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How to promote increased comprehension for clinical staff related to technology training

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Making Connections In Computer Training Sessions For Display

  1. 1. TEPR May 20, 2008
  2. 2. Multnomah Falls Near Portland, Or
  3. 3. Objectives  Understand the primary focus of training  Identify what makes training effective  Learn ways to increase learning when working with Individuals or groups
  4. 4. Learning  How would you define it?  Lecture, Homework, Class, Teacher, Tests?
  5. 5. Learning Terms to Know  Lecture-  Name, explain, describe, talk about  Active Learning-  Doing, actively engaged in learning activities
  6. 6. The Disconnect  http://www.youtube.com/watch?v =xFAWR6hzZek
  7. 7. The Disconnect  End –user  Anxious  Upset  Did not know the basic words, meanings  The support person was trying to help  End user understood the words being said but had a different meaning
  8. 8. Example of Directions from expert to novice learner  Is it as simple as following directions?
  9. 9. Novice Learner Questions Following Directions from Expert  There are no icons on my monitor, how do I find the one I need  I don’t have a sign on or password, how do I sign on?  Where do I go to select a patient?  How do I know which patient to select?  What do you mean by double click?  Where do I find the flow sheet?  Can I edit anything I have entered?  How do I save my documentation?  How do I log out?
  10. 10. Isn’t as Simple as Following Directions?  Person with lots of experience  (nurses or computer trainer) & lots of knowledge on subject matter  Gave directions
  11. 11. Isn’t as Simple as Following Directions?  Learner (Novice)  Not knowledgeable of terms used  Not all steps covered
  12. 12. Training Disconnect  Is it anyone’s fault? No  Both the learner and the trainer are taking active part
  13. 13. Reason for Disconnect  Novice is drowning in all the content.  Everything seems important  Not understand all the terminology used
  14. 14. Reason for Disconnect  Trainerand learner look at things differently  Trainers are usually experts on the subject matter ○ They don’t’ even think about all the steps anymore. Do them without thinking.  Because of that it is hard for them to remember to include all the steps needed for the learner
  15. 15. Reason for Disconnect  Though we do learn by hearing and seeing  Visual learning has more lasting impact ○ 80 % of learning comes through eyes. *  Demonstrations have been shown to increase learning potential  Telling Ain’t Training, Stolovitch, H, Keeps, E
  16. 16. Quiz  Training Experts & novice learners treat the same content information  (similarly, differently)
  17. 17. Connecting the Terms  How did you as a trainer acquire your skills?  Bydoing activities related to what was needed on the job.
  18. 18. Connecting the Terms  What is the most common form of training session chosen by experienced trainers?  Lecture
  19. 19. Connecting the Terms  What do we expect “trainees” to do after a training session?  To do what they were trained (lectured) on
  20. 20. Quiz 1. A trainer with lots of experience usually will set up training in a(n) (lecture, activities) format to transmit the information to the attendees.  Lecture
  21. 21. Quiz 1. The attendee or learner is then expected to go back to the job and (tell someone what they learned, do what they learned). 2. Do what they learned
  22. 22. Non-Lecture Type Training Effectiveness  E-learning for Nursing Managers  Shown to be 250% more effective for learner retention  Self paced  Targeted at specific topics  Flexible scheduling  www.nursingmanagment.com
  23. 23. Other Factors That Affect Learning  A persons overall general ability to do something  Any prior skills or knowledge they have  What their primary motivation is for success
  24. 24. A person’s Ability  Can’t alter their ability  Can assist it though by ○ Adjusting time for learning provide more practice time if needed Organize material in smaller chunks
  25. 25. Can Add to Their Training Session Prior Knowledge  Develop session materials that can be provided to learner ahead of time.  Helps prepare learner for material covered  Provides time for review before training  Create pre-learning session materials  Design and use other types of training sessions  Can be before or after actual training sessions  Provides time for individual focus if needed
  26. 26. The Learner’s Motivation  Why is it important for them to take the training session?  Positive learning environment supports their confidence in learning
  27. 27. Individual Trainee Feedback  How well they are doing  Be specific  Timely  Help them know when they have got it or missed it.
  28. 28. Effective Training  Will Focus on the Learner  And learners needs - How to best provide information in a format that increases learning - How to include learning activities that support learning.
  29. 29. Building Structure in Training Content  Learners are continually trying to make connections with new information  Organized bits of information help them succeed in learning the materials
  30. 30.  %&%?+**&?+&+&%&?*+*%? *%+?
  31. 31. Paper & Pen  Write down the order you saw
  32. 32. Let’s look at it again How many did you remember?  %&%?+**&?+&+&%&?*+*%?*%+?
  33. 33. Once More With a Different Twist  %%%%%?????*****&&&&&+++++
  34. 34. Paper & Pen  Write down the order you saw
  35. 35. How Did You Do This Time?  %%%%%?????*****&&&&&+++++
  36. 36.  %%%%%?????*****&&&&&+++++  %&%?+**&?+&+&%&?*+*%? *%+?
  37. 37. Encouraging Learning with Active Involvement  Increased training activities should increase the learning retention.  Activities could include: ○ Computer skills practices immediately following a demonstration on the desired skill ○ Filling out forms or diagrams ○ Many others, important thing to remember is to make it an active involvement
  38. 38. Exercise: Experiment
  39. 39. How did you do?
  40. 40. Training in Action: Successful Perioperative Nurse Training  Each nurse had individual sign on  Each nurse had own computer work area in the training room  Short demonstration of each specific training topic  Each demonstration followed by active time of individual practice
  41. 41. Training in Action: Successful Perioperative Nurse Training  Another way to increase the success of nurses following a “training session”  Weekly assignments with minimum # of patients for practice documentation ○ Needs managerial support Shown to be successful in increasing nurses retention of the clinical documentation skills as well as adoption of clinical documentation
  42. 42. Learning has it’s Rewards  Personal Sense of Accomplishment  Or Others  Raise  Accolades
  43. 43. In some Training Environments Chocolate is A Reward as well 
  44. 44. Successful Training /Learning  Will focus on what the learner needs to know and how they learn best  Effective learning includes demonstrations and learning activities.  Putting material in organized structure helps increase learning.  Discussed how to reward the learner with feedback or “chocolate”
  45. 45. So, how do You Measure Your Training Success?  The more successful your learners are The more successful Your training has been!
  46. 46. Success is not final, failure is not fatal. It is the courage to continue that counts. Winston Churchill
  47. 47. References  Telling ain’t training, Stolovich, H., Keep, E. , 2004  E-learning answers, Shellner, P. IT solutions, 9, 2007. www.nursingmanagment.com

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