Training Overview

Session II:

Needs Assessment and Evaluation

Book ends to training

Class values Take 3 post it notes each Write 1 value on 1 post it, for a total of 3 Put on board in front of room Affinitize values How do we implement these?

Assessing Needs Identify training needs in the organization Identify learner needs (knowledge, skill

and willingness to learn) Set objective of training Design the training (outline, content,

methods) Design the evaluation of training

St. Nowhere Needs Assessment Form 5 new groups of 4-5 people each Answer questions 1,3-5,7 on page 99 for the case What are the “felt needs” of managers? Nurses?

Nurses aids? Give one example of for each of the 4 levels of

proficiency (pg 101) in the case Determine what training is needed (if any) and to

what purpose.

Contracting for success 3 clients: sponsor, administrative and

participants Clarifying roles, responsibilities, process,

purpose, outcomes and content with each client

Marketing the class; get the right people in the right class

One Minute Feedback Complete the one minute feedback form on

our class to date (last week plus this week so far)

Form 3 groups, trade papers Tabulate and evaluate results Recommendations based on feedback

Level 1: Reaction ADVANTAGES Measures attitude,

energy, enthusiasm, interest

Take a variety of forms (paper, in person, etc.)

Fast response ?

LIMITATIONS Words vs. deeds Smile sheets Cheap shots ? ?

Level 2: Learning ADVANTAGES Utilize during

training Easiest when

measurable skills are taught

Use pre and post tests “Proof” of value of

training

LIMITATIONS Difficult to measure

attitude May not translate to

success on the job Tests may be

intimidating ?

Level 3 & 4: Behavior & Results ADVANTAGES Measure the true results

of training on the job Trainer gains respect

from managers Trainer develops

relationship for future trainings

Training more strategic

LIMITATIONS Role of the system vs. the

person in behavior Unable to fully determine

cause and effect of results

Not appropriate for all training

Time consuming ?

Designing and Organizing Training

Avoiding the Tragedy of the Strategy

General Design Limitations to consider 1st… How much pre-prepared material you are

required to use / want to use? Gaps in needs assessment / objective Amount of time to design and deliver? Amount of money to design and deliver? Who will be doing the training?

Debbie’s Idiot’s Guide to Design

Course Title:_____________________

Course objective:________________________________

TIME CONTENT ACTIVITIES MATERIALS

Objective: By the end of Session 3, the participants will be able to effectively order 5 strategies for a given objective.

TIME CONTENT STRATEGIES MATERIALS

.5 hr General Design Lecture/discussion PPT

.5 hr Ordering content Human continuum cards

.25 hr Methods overview Lecture/discussion PPT

BREAK

.75 hr Strategy stretch Structured activity PPT and handouts of roles

.25 Debrief activity Discussion PPT

.15 Conclusion Metaphor Objects

Major Tasks in Design Time Content Process / activities Materials / visual aids Room set up

Ordering Content Form groups of 5-6 Each group has 5 pieces of content for a

workshop, one per person Physically line up in what your group

decides is the best order holding your “content sign” in front.

Considerations in ordering content Whole – part – whole Chronologically, time sequence Logically, one concept builds on another Experience or theory first? Motivational piece beginning and end Creatively

Choosing a strategy TIME OBJECTIVE TRAINEES TRAINER RESOURCES

Role play, demonstration, instrument, mind mapping,

debate, project, story telling, matrix analysis, skit, simulation, guided

imagery, contrasting perspectives, game, panel, case study, appreciative inquiry, story boarding

Designing your own or using existing one

Strategy Stretch Follow written instructions Group facilitator will the person whose

birthday is closest to today Put training design on flip chart Present to class beginning at _________ Evaluate pros and cons of design

Strategy Stretch – The cool down How were you stretched? Did it add or subtract from your creativity? How did designing as a group impact the

final design? How would the trainees respond to it? Would you be able to facilitate this? What is the main lesson for you in this?

Designing a workshop is like a ________________because _________________________

Building a motivational climate

Session 4 – November 1

Training Designs How does this design appeal to you as a

trainee? Would you be able to, or want to, lead this

training? Why or why not? How would this design impact the learning

climate and motivation?

Movie clip Using movie clips as learning activities Purpose: To analyze a learning climate and

how it changes in 3 scenes. Framework questions – see handout Group debriefing of questions and key

learning points

Dealing with the de-motivator Know thyself Choose your battle carefully Confront gently – careful of assumptions Be willing to accept the truth in criticism Adjust training only if necessary Learn to deal with failure

Leader Readiness Be prepared and confident in training

design Translate nerves to positive energy Physically be as strong as possible Rehearse and talk through beginning Informally meet a few participants ahead

Welcoming Be casual AND professional Smile! Show your enthusiasm for training Explain why you want to be there Introduce yourself – how much to say? Don’t apologize, but may have to comment on an

issue to get it out of the way Don’t try to use humor too soon.

Introductions Is it for you or for them? Size of group – too big for introductions? An already established group? Beginning of learning together and

building trust and rapport Traditional vs. whacky introductions?

Hook em up Promise Statistic Quote Story Humor Demonstration or skit

Question – poll Movie clip Current news item Negative or reverse of

topic – what if… Any short structured

activity can work

Don’t be too long, complex, in small groups, too risky – and don’t be doing an icebreaker that has nothing to do with topic.

Goals for group contracting Clear expectations Expose faulty assumptions Needs assessment of motivation and issues Individual’s increase their awareness of

their own motivation and level of knowledge.

Provide a safe place to learn

How much contracting to do? Level of interaction and risk in training Training content Current level of trust in the group Most basic level: administrative issues,

agenda, ground rules or values. Consider what is a group decision and what

is yours – non-negotiables.

I never teach my students, only create the environment in which they can learn.

Albert Einstein

Moving right along… Review and summarize often Bridge topics with “what” and “why” Giving and getting feedback Restarting Ending with a bang, not a fizzle

Questions as the key to learning Questioning skills The science and art of asking questions Purposes and types of questions:

-Anticipatory –Motivating – Gather information – Recall information – Reflection – Process information – Apply or evaluate information

Pass the envelope please.. Form 7 groups Each group has one envelope with a type of

question on the front and 7 3x5 cards You have 3 minutes to write down that type of

question Your topic is “How to give negative feedback” After you have completed all 7 envelopes, pass it

on one more time and each group will evaluate the questions. Pick the best ones and explain why.

Introducing an exercise Appear confident and prepared Explain purpose to extent needed Explain process / rules / directions /timing Divide into groups and assign roles if

necessary Provide materials and posted instructions

Monitoring the exercise Visit / observe groups to monitor progress Note verbal / non-verbal in each group for

later debrief Don’t become part of a group or overhelp Manage time Be prepared for groups finishing early or

groups unable to finish

Debriefing the exercise Consider small or large group debrief Peer to peer or trainer to trainee debrief Plan good questions in this order:

-What happened? (Results, answers..)

-How did you feel/respond?

-What does it mean? What did you learn?

-How will you apply this? Close with key learning points

Sources of humor YOU: personal stories and your own brand

of humor Trainees: they generate their own humor,

laugh with them Visuals: videos, drawings, cartoons Jokes or stories Learning strategy Consider the non-laugh variety of humor

Using humor well Takes some trust and rapport Don’t expect them to roll in the aisles Be careful: know your own tendencies

when it comes to humor Planned and spontaneous Use “inside joke” for developing culture

and rapport Laugh often and well outside of class