Workshop to teach non-trainers how to develop effective training for their functional group

1. Developing Effective Training
A workshop developed for
Medical Analysis Systems
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2. Four Basic Assumptions
• Need to be self-directed
• Possess a reservoir of experience
• Possess a “Readiness” for learning
• Prefer a problem centered approach vs
subject centered
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3. Active vs Passive Learning
Studies indicate after 3 days, we remember:
• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 50% of what we see and hear
• 70% of what we say
• 90% of what we say and do
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4. I hear, I forget
I see, I remember
I do, I understand
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5. Analyzing the Training
Requirement
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6. Establishing Learning Objectives
• Enables specific results:
– provides learner with skills and knowledge
– provides learner with expectations
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7. Criteria for Objectives
• Performance
– the desired outcome (product or results)
• Conditions
– conditions of performance
• Criterion
– what is acceptable performance (time limit,
accuracy or quality measurement)
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8. Outlining Training Content
• List actions
• Identify knowledge required
• Sequence the training content
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9. R-O-P-E-S Methodology
• Review
• Overview
• Presentation
• Exercise
• Summary
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10. Instructional Methods
• Lecture
• Discussion
• Demonstration
• Case/Study
• Role Play/Skill Practice
• Games
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11. Lecture
Advantages Disadvantages
• Keeps group • Can be dull
together • Difficult to gauge
• Time control attention of group
easier • Retention is
• Good for large limited
group (20+)
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12. Discussion
Advantages Disadvantages
• Keeps learners • Learning points
interested/involved can be confusing
• Learner resources or lost
discovered/shared • A few learner may
• Learning can be dominate
observed • Time control is
more difficult
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13. Demonstration
Advantages Disadvantages
• Keeps learners • Demonstrator
interested/involved needs to be
• Learners can see expert
the “model” • May require
• Aids retention logistic challenge
• Learning can be
observed
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14. Case Study
Advantages Disadvantages
• Requires active • Information must
learner involvement be precise and
• Can stimulate up-to-date
performance • Can take time
required after trng. • Learners become
• Learning can be too interested in
observed case content
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15. Role Play/Skill Practice
Advantages Disadvantages
• Aids retention • Requires preparation
• Allows practice of time
new skill in • Difficult to tailor to all
controlled learner situations
environment
• Requires lots of time
• Learners actively
involved
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16. Games
Advantages Disadvantages
• Fun! • Requires preparation
• Learners actively time
involved • Can be considered
• Learning can be “dumb”
observed • May be difficult to
tailor to all learners’
situations.
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17. Using Visuals
Promote quality of communication
> use both sight and sound
> aids better retention
> reduces mis-communication
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18. Using Visuals
Improves learning
– reinforces the information from each channel
– focuses learners attention
– helps trainees interpret and process info
– clarifies the message
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19. Types of Visuals
• Transparencies
• Flipcharts
• Printed Materials (hand-outs, job aids)
• Videos/films
• Mock up or models
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20. Criteria for Visuals
• K-I-S-S
• Use lots of white space
• Use 6-7 words per line
• Use no more than 5 lines per visual
• Use large letters to be seen by last row
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21. Use of Color Visuals
• Accelerates learning, retention, recall 55-78%
• Improves and increases comprehension 73%
• Increases willingness to read 80%
• Sells products and ideas more effectively 50-85%
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22. Evaluating Training
• Level 1 - Reaction
• Level 2 - Learning
• Level 3 - Behavior
• Level 4 - Results
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