Below are the Training Outcomes and Roadmap that will show the path you will be taking to learn more about Training Methods.
Training Outcomes
Participants will describe basic training methods that utilize principles of adult learning theory to effectively present training content to diverse groups of adult learners.
Participants will select training methods that utilize principles of adult learning theory to effectively present training content to diverse groups of adult learners.
Roadmap
Provide the definition and rationale for ‘training methods’.
Discuss four criteria to consider when selecting training
methods.
Identify training methods that support specific principles
of adult learning theory.
Please refer to the FET 2: Training Design handout pages 18-26.
Within this second part of Training Aids, you will be exposed to many kinds of training aids for you to consider implementing in your training sessions.
You will need your handout accessible in order to successfully complete this section; pages 31-37.
Training Aid Types, Benefits and Tips for Trainers
The following activity provides you with an opportunity to carefully look at the pages on Training Aids in your FET ?handout and to reflect on one that is of interest to you. As trainers, we use many if not all of these and they can all be useful and effective if matched with the correct content.
Read pages 31 – 37 to learn about the types, benefits and trainer tips for the various training aids described.
From the examples provided, choose one training aid and write a statement as to why you like it and how you use it.
Think of one Training Aid that you plan to use, and in the comment box below, respond to the following:
1) What makes this Training Aid effective?
2) How would you use that Training Aid in a training that you conduct ORhow
you have seen it used by another trainer?
This is an ungraded assignment but must be completed to proceed.
Once you complete the assignment, you will have completed FET: 7 Training Aids. Please move on to FET 8: 3 Components of a Training Plan – found under “My Courses”.
Training Aids are multi-sensory materials designed to also assist the trainer in addressing adult learner characteristics. It is an asset as a trainer to be more intentional to meet the needs of our learners.
Common Training Aids
PowerPoint
Handouts
Video clips
E-charts & graphs
Props
Demonstrations
This list will not surprise you as a trainer or as a participant. They are commonly used and when used appropriately and in balance with other strategies, they are effective, useful and keep the training sessions interesting. The key words here are “used appropriately” and “in balance.” Any strategy, method or aid that is overused loses its effectiveness, so you want to balance your use of the various things that are available to you.
More Training Aids
Flip charts/Posters
Dry-Erase Boards
Models/Mock-Ups
Photos/Pictures
Job Aids
This additional list of training aids is to remind you that you
have lots of options available. That said, these lists should help you to
always keep your training fresh and interesting. It is the trainer’s
responsibility to work on keeping participants “tuned-in” and “turned-on” to
what they have come to your training to receive.
Multi-sensory materials that support the selected training method.
Rationale for using a variety of Training Aids:
Focus learner’s attention
Increase learner’s interest
Improve learner’s retention
This definition and rationale supports
the notion that everything we talk about has a purpose and is designed to help you
design and/or develop a more effective training opportunity for the
participants that will be in your training sessions.
On each box is a common training aid that supports learners.
Props, demonstrations, and testimonies help to focus a learner’s attention.
Graphs, charts, resources help to increase a learner’s interest
Congratulations! You have now walked through all the steps necessary to complete a Training Plan. Looking forward to putting this into practice at our upcoming group training day. For full details about the group training day and agenda go to FET 3 under My Courses.
Your feedback is valuable and greatly appreciated.
By
now, you have been introduced to the Needs Assessment and the Training Plan
Worksheet. These two documents are essential to creating a Training Plan.
Creating
the Training Plan is step #7 (How?) of the 7 steps in developing a Training
Plan. The ‘how’ is all about the Training Plan.
The Training Plan is the
roadmap that guides how the trainer will….
Cover the content
Use appropriate methods and interesting materials
Provide practice opportunities
Meet learning styles
Remain focused
Stay within the timeframe agreed upon
Meet the training outcomes.
The
Training Plan also helps to ensure that participants can be more successful in
meeting the Workplace Outcome. The Training Plan is critical for successfully
addressing the ‘how’.
All the work you have done up to now will provide the content and information that is needed when creating your Training Plan. The video below will walk you through the blank Training Plan form. Feel free to pause and watch the video as many times as needed.
You will receive the blank training plan in FET3. You will use it for FET3 and FET4 assignments.
[ld_video]
The Blank Training Plan Mindmap linked below combines PACES with the training plan components visually.It can also be seen on page 37 of your handout.
So far, you have learned about the needs assessment, identifying outcomes, specific steps for outlining content, training methods, and training aids.
We will now cover the training plan form, the rationale for using a training plan form, and how it supports the trainer’s efforts to design a well-sequenced, well-timed and balanced training session for participants.
Training Outcomes
Participants will identify and define the three components of the Training Plan.
Participants will calculate appropriate time frames for each component.
Participants will describe what training tasks occur within each component.
Roadmap
Introduce the three components of a Training Plan.
Identify the percentage “range of time” for each component.
Introduce the tasks that comprise each component of the Training Plan.
Please refer to the FET 2 Training Design Handout, pages 34-36.
In this section we will look at helpful questions that will
assist you in analyzing your training and determining the refinement that is
needed to make it more effective for future participants.
Necessary Step: Post-Training Reflection
If you are new to training, consistentlyengage in the post-training reflection exercise of analyzing information from participant evaluation forms and self-reflection.
If you are an experienced trainer, but not taking the time or effort to do this post-training reflection exercise, it is time to implement this step in your workshop process.
The questions asked on participant evaluations are very important. They are the premise for getting the answers needed for reflection, analysis and ultimately, refinement of that training. Likewise, the trainer should answer these same questions as part of his/her self-evaluation. This process of analysis; reflecting back, documenting observations and analyzing the level of effectiveness in implementing the training process, content, activities and of their own skills and knowledge as a trainer, should be a consistent part of a trainer’s workshop process.
Here are some important reflection questions a trainer
should use to guide the development of their evaluation forms and for
self-evaluation, post-training.
Each of these questions can be answered from two perspectives:
From information summarized off participant evaluations.
From the trainer’s own observations and experiences while conducting the training.
One very important message to get from this
section on Refinement of Training is that not only do you need to get and pay
attention to feedback from participants, you need to also self-analyze. Your
own observations of participant’s actions, interactions and reactions during
the workshop, as well as your observations of your own actions, interactions
and content delivery throughout the training session provides much information
on what went well and what needs to be refined to make the next workshop
experience more effective.
Post-Training Reflection
…a series of questions to
ask yourself:
In what ways did the training process do what it was designed to do in regard to the Workplace Outcome and Training Outcomes?
At what level of success did the content do what it was designed to do in regard to the Workplace Outcome and Training Outcomes?
In what ways should the process be revised?
In what ways should the content be revised?
In what ways (if any) does the training content need to be revised due to:
a need to align with revised Training Outcomes developed to meet federal, state, local regulations?
a need to meet changes in recommended practices?
If the training needs to be expanded, what are the reasons;
need for additional content, time issues, etc.?
If the training needs to be eliminated, what are the reasons;
lack of need, cost effectiveness, duplication of content, etc.?
‘Series of Questions’ Tool
Using the ‘Series of Questions’ tool, you
will
Gain useful information
Better analyze and determine future steps
Better prepare for subsequent training
Better meet your own goals as a trainer
You can customize this tool by
adding questions you deem useful!
You have completed Levels of Evaluation and the Training
Improvement Process!
The Training Improvement
Process provides a look at how evaluation information can be used and asks the
trainer specific questions regarding data that determines the training process,
the trainer’s personal performance and cost effectiveness/justification of the
training. Each of these areas is addressed within the four levels of
evaluation.
How
will the data be used?
How the evaluation information will be used directly impacts how the data
will be analyzed and reported.
Will data be used to determine the PROCESS→ how to
improve the training itself and/or the outcomes for the participants?
Will the data be used to determine the trainer’s
PERSONAL PERFORMANCE→ how well the trainer facilitated the training?
Level I and Level II Evaluation
typically cover these two areas.
Will the data be used to determine the COST EFFECTIVENESS? → Can the
training be justified to the administrators and/or to the funding
source?
Level
III and Level IV Evaluation
typically cover this area.
Analysis of data is important because those hiring you to train care about their “return on investment” otherwise referred to as ROI.
Who
will receive the results?
These individuals could be interested:
Director/Administrator
Session Participants
Funding Source
Families
What specific information will they need?
The information trainers need from an evaluation include:
Participant
Reactions
Results
and Impact
Behavior
Change
Content
Learned
What dissemination format?
What dissemination format will be most
appropriate?
Copies of Evaluations
Narrative Report
Graphs
Summary of Evaluations
How to disseminate
information?
How will the information be disseminated?
Face-to-Face Presentation
An emailed 1-2 page Summary of comments and
calculated averages
Written Narrative via email
Hard-copy
of Summary/Narrative; hand delivered/mailed
Review of Important Reporting Questions
Reporting questions that need to be asked and answered…
Who will receive the results?
What
specific information will they need?
What
dissemination format will be most appropriate?
How will the information be disseminated?
When you take the time to analyze your data, you then have the needed information to make refinements in your training style, the training content and the subsequent training delivery. The next part of the training improvement process is looking at the connection between evaluation and refinement of your training.
The purpose of evaluation is to measure and describe outcomes at scheduled points in time.
Evaluation involves a
variety of methods to measure whether the outcomes set for the learners have
been achieved. It is essential to plan not only HOW a trainer will measure
outcomes, but WHEN to do so.
Pros
& Cons of Evaluation
As you may recall from our “Debate” at
the face to face FET training, trainees may have differing opinions about the
use of evaluations to assess the effectiveness of training. In this next
exercise, read the statement and decide if you would consider it a “Pro”
or a “Con” of evaluation.
Another way we
support you in your efforts as a trainer to establish and maintain strong Transfer
Partnerships is through this resource list.
Books: (contact your Training Coach to access these
titles and many, many more through our lending library)
50
Creative Training Closures – Lynn Solem and Bob Pike; “Action
Planning” items
Games
Trainers Play– John W.
Newstrom and Edward E. Scannell; pgs. 293 – 303
Making
Training Stick – Barbara Carnes
and Dora Johnson; pgs. 57 – 90
The
Best of Creative Training Techniques– Dave Zielinski;
pgs. 81 – 93
Trainer’s
Bonanza– Eric Jensen; pgs. 105 – 108
Websites:
maketraningstick.com – website with the mission of helping trainers “make training stick”
offers a free e-newsletter called STICKY NOTES with actionable effective training tips
contains a free downloadable “white paper” – Training Transfer Technologies – featuring research and reviews of technology tools that can help the transfer of learning process.
This is, by no means, a finite list of resources. However,
it is a solid start of resources that offer a wide variety of transfer of
learning strategies to implement with trainees.
Remember, transfer of training is a partnership
between the Trainer, Trainee and the Director/Administrator.
Many of the strategies provided by the authors
of these resources recognize this partnership and include all three parties in
the processes they describe.
In this lesson, we
will discuss how to develop a Follow-up Plan using an Action
Plan/Implementation Plan form developed for participants. This form or your own
customized version of it, when completed by participants, will support their
efforts in taking their new knowledge and skills back to the workplace,
implementing change and monitoring/evaluating their own progress.
Here are some ways
for members of the Transfer Partnership to systematically and intentionally
work on the transfer of learning before the training occurs, during the
training and after the training is over.
Write down any of these strategies that you would like to remember for future use in the appropriate boxes on page 4 of the Transfer of Learning ?handout.
BEFORE
Trainer
Complete a detailed needs assessment with the
Director to ensure alignment of the training content with the organization’s
goals and staff Professional Development (PD) needs.
Develop SMART training and workplace outcomes to
inform training plan and design.
Create a customized Implementation Plan form (using
input from the Director) for participants to complete.
Trainee
Explore possible training options with Director
based on both your individual professional goals and your program’s overall
goals.
Complete all pre-training activities (needs
assessment, content-based assignments, etc.).
Director
Involve staff in program-wide goal setting and
long-term planning.
Inform staff of the importance of the implementation
of new skills and knowledge learned in training and explain that you will
support each person in their implementation efforts.
Provide time for staff to complete pre-training
activities if applicable. This could be a reading assignment, a brief survey or
even taking photos for pre training data collection.
DURING
Trainer
Clearly spell out what trainees will gain from
the investment of time and energy in their implementation efforts.
Include practice of new skills in realistic
work-related tasks.
Provide opportunities to note new ideas and make
specific plans for implementation of new knowledge and skills.
Trainee
Arrive at the training on time, if not early,
and in a “ready to learn” mindset.
Participate actively in all training activities
and learning experiences.
Make authentic connections with fellow trainees.
Director
Provide classroom coverage for staff to attend
during work hours.
Attend the training; model active participation
and professional behavior.
Monitor training attendance.
AFTER
Trainer
Use technology to provide follow-up support
during implementation.
Share evaluation results with director.
Offer ideas for future trainings based on
implementation results.
Trainee
Follow through on implementation plan.
Seek help with implementation from Director/Trainer.
Maintain contact with other trainees.
Director
Review and monitor implementation plans.
Notice and acknowledge staff efforts to change
behavior.
Provide job aid support to staff for
implementation.
Understanding what the potential barriers are to achieving successful transfer of learning can help you as you select appropriate strategies to use when planning, implementing, and following up with training participants after training sessions.
Check your Knowledge
Consider each statement. Which is the best answer to fill-in-the-blank for each statement describing the possible barriers to the ‘transfer of learning’:
1. Lack of support from ______________. a) mother b) friend c) director
The correct answer is director.
2. ________________ materials and other resources. a) Limited b) Great c) Borrowed
The correct answer is Limited.
3. Pressure from peers to _________ change. a) accept b) resist c) embrace
The correct answer is resist.
4. No one to go to for ___________________. a) updates b) prizes c) clarifications
The correct answer is clarifications.
5. ______________ resistance to change a) Trainee’s b) Child’s c) Partner’s
The correct answer is Trainee’s.
6. ________________ limitations. a) Health b) Time c) Food
The correct answer is Time.
7. A non-supportive organizational __________. a) bulletin b) culture c) by-law
The correct answer is culture.
8. Lack of post-training support from the _____________. a) funders b) trainer c) handouts
The correct answer is trainer.
Appropriate advance planning along with use of the needs
assessment, tapping into the Transfer Partnership, and using a variety of
effective transfer of learning strategies will reduce the impact of these barriers.
This way, you can get everyone on the same page and greatly increase the
likelihood of the successful transfer of learning.
The responsibility and assurance of the transfer of learning
does not fall on any one person’s shoulders!
It is a shared responsibility referred to as a Transfer Partnership and this
partnership includes:
the trainer
the trainee
the director/administrator
It is a great
thing to learn that not everything falls on your shoulders. But, as the
trainer, you still hold the responsibility of making sure everyone understands
their role in this partnership and supporting them in their role. The support
you offer will pave the way for you to forge a true working partnership between
participants, directors/administrators and yourself.
Watch this fun video of a trainer, trainee and director
discussing their roles in the transfer of learning process.
Click on the boxes below each statement of responsibility to learn the role of each person in The Transfer Partnership, and write the statements next to the correct people in the Transfer Partnership diagram on page 3 in your Transfer of Training ?handout.
Check Your Knowledge
Consider each question, then click to reveal the correct answer.
Who recognizes the need for new information? A) Trainer B) Trainee C) Director
The correct answer is the trainee. Although the director and trainer might recognize the need, until the trainee recognizes this need, transfer is less likely to take hold.
Who manages the transfer of learning? A) Trainer B) Trainee C) Director
The correct answer is the trainer. This may be a little statement, but it has big responsibilities attached to it for the trainer. ‘Manages’ is the key word and involves many things.
Who supports learning on the job? A) Trainer B) Trainee C) Director
The correct answer is the director. The director is in a position to identify training opportunities, share them with staff and provide the learning opportunities that best benefit each staff person.
Who provides on-the-job support/encouragement to trainees? A) Trainer B) Trainee C) Director
The correct answer is both the trainer and director. The director & trainer are in positions to provide support and encouragement as identified/needed by the trainee. This is guided by the trainer, as the more informed the director is, the better support the director can provide.
Who develops and/or delivers the learning experiences? A) Trainer B) Trainee C) Director
The correct answer is the trainer. The trainer is responsible for developing and delivering active learning workshop experiences that are content focused, sequenced and concrete.
Who commits to putting new skills into practice? A) Trainer B) Trainee C) Director
The correct answer is the trainee. The trainee is responsible for committing to a plan for implementation and a time-line with check-points to evaluate their own progress.
Whose responsibility is it to stay in communication with each other? A) Trainer B) Trainee C) Director
The correct answer is that it is the responsibility of all. It almost goes without saying, but we must emphasize that without on-going, post-training communication between trainer ↔ director, director ↔ trainee, and trainee ↔ trainer, there is strong evidence that the transfer of learning has little success. Ongoing communication is key and the responsibility of maintaining this communication falls on all three partners; managed by the trainer, implemented by the trainee and supported by the director.
Participants will define effective training and transfer of learning.
Participants will identify the people that are key to successful transfer of learning and why transfer of learning is a team effort.
Participants will select appropriate follow-up strategies that increase the probability that learning and skills will transfer from the training setting to the participant’s workplace.
Participants will describe what an implementation/action plan is and why it’s an important part of the training process.
Participants will complete an Implementation Plan/Action Plan.
Roadmap
Explore the connection between the training
experience and the actual transfer of learning back on the job.
Discuss barriers that may prevent trainees from
transferring knowledge and skills back in the workplace.
Identify the people involved in a transfer
partnership and their responsibilities.
Explore and summarize a specific strategy that
supports follow-up and transfer of learning back on the job.
Define implementation plan/action plan and the
rationale for including it in the training process.
Identify what should be included on an
implementation plan/action plan.
Explore different transfer of learning
strategies and develop a transfer activity for a future training.
Please refer to the FET 2: Training Design handout pages 9-15
