Designing and Delivering Training Programs Key Area 3

Designing and Delivering Training Programs Key Area: 3 (Administration) USDA Professional Standards Codes: 3400 (Human Resources and Staff Training)

Activity: Head, Hands, Heart, and Home Head = I am very knowledgeable of ____. Hands = I am good at ____. Heart = I feel passionately about ____. Home = I live/work at ____.

Pre-Assessment • Method of determining whether learning objectives were met • No name needed • Use 4 -digit number

Lesson 1: How Adults Learn After completing this lesson, participants will be able to: • apply the Principles of Adult Learning to training design and delivery. • identify the Five Moments of Learning Need. • describe cognitive overload and how to manage it. • apply “brain rules” to enhance adult learning.

Key Terms • Chunking • Cognitive overload

Activity: Best/Worst Exercise

Principles of Adult Learning • Adults are internally motivated and self-directed. • Adults bring life experiences and knowledge to the classroom. • Adults are relevancy oriented. • Adults are goal oriented. • Adults are practical and learn by doing.

Five Moments of Learning Need • Learning for the first time • Needing to learn more • Remembering and applying • Doing something that has changed • Dealing with problems/things that have gone wrong

Video: Five Moments of Learning Need https: //www. youtube. com/watch? v=JAa. Aqg. P 72 u 4

Activity: Moments of Learning Need 1. List 1– 2 things you have learned within the past six months. 2. Why did you learn these things? 3. How does it relate to one of the 5 Moments of Learning Need?

Cognitive Overload

Video: I Love Lucy https: //www. youtube. com/watch? v=8 NPz. LBSBz. PI

Chunking Breaking information into smaller units

Activity: Memory Exercise

Trial I I H I E X W L M S O P T H I Y

List the Letters You Remember

Trial II I LET HIP SO WHY MIX

List the Letters You Remember

Four Steps to Chunking • Start broadly • Break it down • Organize content • Consider retainability

Activity: Brain Rules Research www. brainrules. net/about-brain-rules

Lesson 2: Developing Effective Trainings After completing this lesson, participants will be able to • develop measureable learning objectives, • construct a content outline by utilizing the ROPES Model, • identify a variety of methods for presenting content, and • plan a variety of exercises to reinforce learning.

Objectives • Guide for our lessons • Mode of measuring learning • Mode of measuring our success

ASK • Attitudes (affective) • Skills (psychomotor) • Knowledge (cognitive) What attitude, skill, or knowledge do you want learners to acquire?

Writing the Objectives • Who – the group you are training • Will be able to – should be able complete a specific action • What – in relation to what attitude, knowledge, or skill

Ask Yourself • Who? Staff • Will be able to… Operate • What? The new dishwasher

The Learning Objective By the end of this training, staff will be able to operate the dishwasher.

Examples • Attitudes = After completing this training, participants will be able to comply with the handwashing requirements that are listed in our local food code. • Skills = After completing this training, participants will be able to demonstrate thorough handwashing using the five items at a properly stocked handwashing station. • Knowledge = After completing this training, participants will be able to list times when hands should be washed.

Activity: Writing Learning Objectives • Use the Knowledge Category handout • Develop 1 knowledge-based objective • Remember – who, will be able to, what

Ropes Model R – Relate and Review O – Overview P – Presentation E – Exercise and Evaluate S – Summary

R – Relate and Review The purpose of this step is to increase learners’ readiness to receive the material in the upcoming lesson. • Why is this important? • How does this relate to my job?

Activity: Hook the Learners want to know, “What’s in it for me? ”

O – Overview The purpose of this step is establish our expectations. • Provide overview • Develop learning objectives • How will compliance be measured?

Activity: Set the Tone What should your staff/participants be able to do after your training? What expectations do you have of them after the training is complete?

P – Presentation The purpose of this step is to determine the method we will employ to present the content of our training. • Videos • Lecture-discussion • Small group work

Activity: Training Methods • How do you like to teach? • How does your audience like to learn?

E – Exercise and Evaluate The purpose of this step is to identify activities that allow learners to apply what they’ve learned. • Skill practice • Games • Skits

Activity: Training Beats How can you involve your audience, prevent boredom, and evaluate learning?

S – Summary The purpose of this step is to evaluate the content and knowledge transfer. • Recap topics discussed/highlight key points • Answer questions • Next steps

Don’t Forget! • Collect feedback • What works • What doesn’t work • Any evaluation is better than no evaluation

Activity: Post-training Evaluation What should you ask?

Lesson 3: Planning and Logistics After completing this lesson, participants will be able to • create and act upon a preparation checklist, • comprehend the importance of the scoping call, • identify contingency plans, and • explain key aspects of travel logistics related to training.

Activity: Create a Timeline Initial 4 Weeks Prior 1 Week Prior Day of Training Post Training

Scoping Call • Understand our audience • Identify responsibilities • Find the training location • Plan for required breaks What else?

Activity: Contingency Planning • How could pre-planning prevent the disaster from happening? • What strategies would you use to overcome this, if it happens during a training event?

Travel Logistics ü Car, plane, or train ü Rental vehicle or public transportation ü Hotel ü Travel Policy

Lesson 4: Delivering Effective Trainings After completing this lesson, you will be able to • describe approaches for effectively opening a training and gaining the audience’s attention; • List common verbal cues and techniques for improved verbal communication; • List common nonverbal cues and techniques for improved nonverbal communication; and • Describe distracting habits, as well as how to avoid them.

Delivery is Important

Know the Material • To maintain credibility • To maintain the audience’s attention • To prevent using crutches • To decrease anxiety

Set the Tone “You never get a second chance to make a first impression. ” • Use humor • Tell stories • Ask questions

Using Humor • Stories • Cartoons • Images • Video clips

Storytelling • Example from your own experience • Something that happen to a colleague • Recent news article • Current events

Asking Questions • Focuses the audience’s attention • Questions for responses • Rhetorical questions

Communication

Verbal Communication • Word usage • Word accentuation • Pitch • Volume • Rate • Tone

Nonverbal Communication • Posture • Eye contact • Body movement • Facial expression

Distracting Habits • Nuisance Words • Fidgeting • Avoiding eye contact • Pacing

Lesson 5: Application and Practice After completing this lesson, participants will be able to • apply best practices to design and deliver a training.

Activity: Application and Practice

Congratulations!!!

Activity: Wrap Up • Where do I glow? • Where do I need to grow?

Post-Assessment • Method of determining whether learning objectives were met • No name needed • Use sign-in number

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