Designing and Delivering Training P rograms

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

3. 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 ________.

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

5. 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.

6. Key Terms • Chunking • Cognitive overload

7. Activity: Best/Worst Exercise

8. 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.

9. FiveMoments 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

10. Video: FiveMoments of Learning Need https://www.youtube.com/watch?v=JAaAqgP72u4

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

12. Cognitive Overload

13. Video: I Love Lucy https://www.youtube.com/watch?v=8NPzLBSBzPI

14. Chunking Breaking information into smaller units

15. Activity: Memory Exercise

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

17. List the Letters You Remember

19. Trial II ILET HIP SO WHY MIX

20. List the Letters You Remember

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

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

24. 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.

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

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

27. 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

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

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

30. Examples • Attitudes= After completing this training, participants will be able to complywith 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 listtimes when hands should be washed.

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

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

33. 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?

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

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

36. 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?

37. 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

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

39. 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

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

41. 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

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

43. Activity: Post-training Evaluation What should you ask?

44. 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.

45. Activity: Create a Timeline

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

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

48. Travel Logistics • Car, plane, or train • Rental vehicle or public transportation • Hotel • Travel Policy

49. 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.

50. Delivery is Important