Train the Trainer (1)Designing and Evaluating

Effective Learning InterventionsObjectives

To understand how to identify learning needs To understand how people learn and how this impacts on workshop design To explore activities that can be used to help embed learning To know when and how to evaluate the effectiveness of learning

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Identifying learning needs – Learning Needs Analysis

Identifying learning and devlopment needs is based on a formal or informal assessment of levels of skills, knowledge and behaviours, and any current or anticipated gaps.

Analysis of learning and development needs can be done at a number of levels:

For the organisation as a whole – to understand the amount and types of learning needed to ensure that all employees have the right capabilities to deliver the organisations’ strategy.

For a specific department, project or area of work – new projects and opportunities require new ways of working or reorganisation, while restructuring also necessitates changes in roles.

For individuals – linking their own personal learning and development needs to those of the organisation, often carried out as part of their Staff Review and Development meeting.

After planning the extent and nature of the analysis, the next stage is to decide how the information can be collected. Potential methods include:

Documentation – for example organisation-wide business plans, objectives and new work standards, job descriptions and person specifications.

Interviews with line managers or other key players – these will often be primary sources of information on plans, work organisation and cahnges, or will expand on the data available in the documentation.

Questionnaire-based or other surveys of managers and employees. Personal Development Plans, formed as result of effective Staff Review and Devleopment

discussions

A poorly designed learning needs analysis can lead to training that:

Addresses the wrong thing Trains the wrong people Uses the wrong training methods

Thinking about your own area of interest, what sources of information do you use to support you to identify others’ learning needs?

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Kolb's experiential learning theory model

Kolb's learning theory sets out a four-stage learning cycle and offers an explanation of a cycle of experiential learning that applies to us all.

In Kolb’s four-stage cycle of learning, 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences.

Kolb says that ideally this process represents a learning cycle or spiral where the learner 'touches all the bases', i.e., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

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Learning StylesLearning Styles were developed by Peter Honey and Alan Mumford, based upon the work of Kolb, and they identified four distinct learning styles or preferences: Activist, Theorist; Pragmatist and Reflector.

Activists involve themselves fully and without bias in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: "I'll try anything once". They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so, they seek to centre all activities around themselves.

Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others' observations as well as their own.

Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesize. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. "If it’s logical it’s good." Questions they frequently ask are: "Does it make sense?" "How does this fit with that?" "What are the basic assumptions?" They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their 'mental set' and they rigidly reject anything that doesn't fit with it. They prefer to maximise certainty and feel uncomfortable with subjective judgements, lateral thinking and anything flippant.

Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities 'as a challenge'. Their philosophy is "There is always a better way" and "If it works its good".

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What learning activities could you use to appeal to people with different Learning Styles?Learning Style Characteristics Learning activitiesActivist Learn by doing and

participation

Reflector Learn by watching others and think before acting

Theorists Learn by understanding theory very clearly

Pragmatists Learn through putting things into practice

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Visual-Auditory-Kinesthetic Learning Styles

The Visual-Auditory-Kinesthetic learning styles model or VAK, is another model used to explain and understand your own learning style (and learning styles of others). The original VAK concepts were first developed by psychologists and teaching (of children) specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, starting in the 1920's.

The VAK learning styles model provides a very easy and quick reference inventory by which to assess people's preferred learning styles, and then most importantly, to design learning methods and experiences that match people's preferences. It is also an effective for raising learners’ awareness of their personal preferences for learning; however no-one has exclusively one style or preference.

Visual learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.

Auditory learning style involves the transfer of information through listening: to the spoken word, of self or others, of sounds and noises.

Kinesthetic learning involves physical experience - touching, feeling, holding, doing, and practical hands-on experiences.

Utilise a balance of methods to ensure learning styles are covered and group attention maintained.

Visual Auditory Kinaesthetic

PowerPoint Question & Answer Role play

Demonstrations Brainstorming Game

Flip-charts Discussion Practical exercise

Handouts Videos Case Study

Displays Podcasts

Post-It Notes

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How we learn and remember

Everyone learns differently, some people are more visual learners, others more auditory or kinaesthetic (learn by doing). However for all of us, it is true that the more active and involved we are when learning, the easier it is to understand new information and to recall it at a later date.

Least active Learning activity Least rememberedReading

Listening

Looking at charts/diagrams

Watching a film or video

Watching a demonstration

Participating in a discussion

Making a presentation

Participating in a role play

Simulating/practising the real thing

Doing the real thing

Most active More remembered

This suggests that it is helpful to support our presentation with one or more visual aids and use other techniques to engage and involve our audience.

Activities for embedding learning…

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Short term understanding Long term recall

12 Steps to preparing an effective presentation

1. What are your objectives? Ask yourself ‘What is the key message I want the audience to take away with them?’ and

summarise in one or two clear statements This will help you to keep focussed on the content and will help you clarify and prioritise the

content – this is your ‘destination’ in the journey and map analogy

2. Who is your audience? what size it will be are they familiar with your subject or not what are their likely attitudes does anyone have any specific requirements? This is your ‘start point’

3. Collect information and data: gather ideas/carry out research use mind mapping to brainstorm

4. Sequencing and order of information chronologically categorised problem solution

5. Timing clarify the time you have to speak does this timing include question and answer session roughly identify how long you can spend on each section of the content

6. Develop a good introduction I capture their interest e.g. dramatic fact/statistic, rhetorical question. humour N address their need – what is in it for them? T time, how long is the presentation for? R how can they respond, how will you take questions? O what is your objective i.e. what is it all about Tell them what you are going to tell them, provide the ‘map’

7. Develop the main body of text complete mind map to develop ideas for main body think about the subject and jot down points that come to mind leave it, come back later and add/change; you may repeat this often remove points that are not essential; add any subsidiary points arrange points in a logical order and think about the transitions (signposts) This section is where you ‘Tell them what you want to tell them’

8. Develop the summaryPeople will remember how you end. You may want to end on

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a dramatic summary with a question with a visual or verbal link or refer to your opening which will close the loop Tell them what you’ve told them

9. Prepare for questions and discussion You need to let your audience know when they can ask questions and/or comment as you go along or at the end question and answer session built into programme Try to pre-empt some questions

10. Produce your visual aids + your memory aidsYou need to know what is available to you before you can do this. You may use: PowerPoint notes/handouts audio/visual equipment or slides flip chart/white board demonstrationIt is also worth ensuring you have a contingency plan should anything fail! transfer material to your memory aids e.g. cue cards, notes, mindmap etc.

11. Check the room and equipmentIf you are unfamiliar with the room, visit beforehand to check how it will be laid out where you will be presenting from lighting (natural and artificial) blinds podium/lectern operation of equipment

12. “Practice makes perfect”Rehearse, rehearse, rehearse! Rehearse the words Rehearse using the equipment Rehearse in the room, with the equipment

Effective use of visual aids – tips for using presentation software

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‘Death by PowerPoint’ is a phenomenon caused by the poor use of presentation software, this can include confusing graphics, slides with too much text and presenters who just read out what is on the slide. It is important to use technology as a visual aid to enhance what is being said, instead of relying on the technology to serve as the focus of the presentation.

Using colour

Be consistent. Ensure that all of your slides have the same or similar background images and colour schemes.

Prepare slides that use a bold colour contrast, e.g. black or deep blue text on a cream background (black and white can be too glaring for the audience). Avoid using red or green for text or highlighting as it can be difficult to read.

Using text

Avoid using too much text. Slides should have no more than six bullet points and each bullet point should be no more than six words long

Bullet points should be clear summaries of key points. Don’t mix up fonts and font sizes. Choose left align for all text to make it easier to read. Avoid multiple columns of text on a single slide Use bold for a clear and simple form of emphasis and headings rather than UPPER CASE,

italics or underlining.

Using graphics and pictures: Many people find it easier to understand and remember concepts if images are used in addition to text

Make sure graphics are relevant to your text and not just decorative. Consider using graphics to replace text where you think an image would be easier to

understand. Ensure that the images that you use are simple and clear enough to be easily read at a

distance. A small, overly complex and poor quality image will only frustrate your audience.

Using animations and transitions: It is very easy to overdo the use of these features and create a presentation where the animation distracts your audience from the content of your presentation.

Use animations to show progression. Animation is very effective at revealing a process one stage at a time.

Make sure that any animation serves a clear purpose and that similar types of animation are used for similar functions

Remember: there is A LOT more to visual aids than PowerPoint!!

Learning Evaluation

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The evaluation of learning and development is the formal or informal assessment of the quality and effectiveness of the learning and development provision, usually by some measure of the merit of the provision itself (the input, for example the quality of the course content and presentation) and/or by monitoring its impact (the outcomes, for example improved skills or enhanced productivity).

The Kirkpatrick model

The seminal model for training evaluation, developed by US academic Don Kirkpatrick, was first published in 1959, has been updated several times and remains influential today. The model outlines four levels for training evaluation. It can also help to measure ‘Return on Investment’, the cost of training against the benefit of the training. Read more at: www.mindtools.com/pages/article/kirkpatrick.htm

What could you do to evaluate the learning at each level?

Level Description Examples

1 Reactions How the delegates felt, and their personal reactions to the training or learning experience,

2 Learning The measurement of the increase in knowledge or intellectual capability from before to after the learning experience.

3 Behaviour The extent to which the participant applied the learning and changed their behaviour. This can be immediately and several months after the training, depending on the situation.

4 Results The effect on the organisation resulting from the improved performance of the participant.

Research shoes that most attention is focussed on the evaluation of training at the reactions level because of the difficulties and time costs of measuring the other three levels.

Your notes and action plan – ‘Embedding the learning!’

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Reflecting on your own practice, identify particular actions or ideas that you wish to START, STOP or CONTINUE. If possible identify when and with whom you will put these in to practice.

Further guidance and resources:

How good are your presentation skills? https://www.mindtools.com/pages/article/newCS_96.htm How to make a mind map www.mind-mapping.co.uk/mind-mapping-information-and-advice/how-to-

make-a-mind-map/ PPD Presentation Skills online https://www.training.cam.ac.uk/cppd/course/cppd-comm12 PPD One to one coaching to improve presentation skills

https://www.training.cam.ac.uk/cppd/event/2402372

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Start – what you are not doing but think you should or could try

Stop – what is not working (for you and/or others)

Continue – things that are working well