Building a Training Program - I-TECH

1 Building global capacity to improve the care of people living with HIV/AIDSB uilding a Training ProgramA Workshop presented to [Insert audience s name here]_____ [Insert trainer s name here] [Insert date/year of Training here] [Insert location of Training here] Building global capacity to improve the care of people living with HIV/AIDSL earning GoalsAt the end of this workshop, you will be able to: Assess the needs of your learners. Design a Training plan that meets the needs of your learners. Develop a Training Program based on a Training plan. Implement a Training Program that you develop. Evaluate the Training Program based on whether the needs of your learners have been global capacity to improve the care of people living with HIV/AIDST raining Development ModelThis workshop was designed using a common instructional systems design (ISD) model known as ADDIE: Assessment: What do your learners need to know to accomplish job-related tasks?

2 Design: What will your Training Program look like? Development: What content, learning methods, and resources will you need? Implementation: Can you deliver the Training Program effectively? Evaluation: How will you know if the Training Program is meeting/has met the needs of your learners? Training Design August 2004 Needs Assessment o What are the learners job-related needs? o What existing knowledge do they have? o What is the gap between what they know and what they need to know? The Adult Learner o What do they expect? o What do they need? o How can Training meet their learning needs? o How can I as an trainer help them meet their learning needs? Training Design o What learning outcomes will meet learners needs? o What kind of Training plan needs to be created?

3 O What resources are available? o What are some potential challenges to this Training ? Training Implementation o Are selected trainers ready to deliver the Training ? o Are all Training resources prepared and details regarding the Training addressed? Evaluation o Are the needs of learners being addressed in the design and development of the Training ? o What methods are working/not working during implementation? o How did learners evaluate the Training upon completion? o How will you determine if learners are applying their learning as they carry out job-related tasks? Creating a Training Program Using the ADDIE Model Training Development o What content needs to be created? o What appropriate activities need to be developed? o What formative and evaluation instruments need to be created?

4 Building global capacity to improve the care of people living with HIV/AIDSW orkshop OutlineEach section of the workshop will include the following four components: Introduction to the ADDIE component Explanation and discussion of the component Short exercises Summary QuizYour questions are welcome throughout the global capacity to improve the care of people living with HIV/AIDSA ssess: What do your learners need to know to accomplish job-related tasks?DesignDevelopImplementEvaluateBuil ding a Training ProgramBuilding global capacity to improve the care of people living with HIV/AIDSN eeds AssessmentPrimary questions to answer when conducting a Training needs assessment: Who are adult learners? What kinds of learning experiences do learners need? What styles of learning do they bring to the Training Program ?

5 What HIV+-related and job Training experience do they have? What do they need to know to carry out job-related tasks? What gap exists between what they know and what they need to know? Building global capacity to improve the care of people living with HIV/AIDSA ssessing the Adult LearnerMajor characteristics of adult learners as related to Training : Need to Know: Want Training delivered when they need it, when ready to progress to a new task or next stage. Self Concept: Desire to be recognized by instructor as independent and self-directed. Life Experience: Expect instructor to recognize their prior accomplishments and knowledge. Task-centered and Practical: Training should help them meet job-related needs. Internally Motivated: Largely (but not exclusively) driven by internal rewards and not, for example, grades or parental approval.

6 Knowles, M., The Adult Learner(5thed), 1998, Houston, TX: Gulf PublishingBuilding global capacity to improve the care of people living with HIV/AIDSA ssessing Learning Styles*Four categories of learning experiences or styles: Doer: Like to be actively involved in learning process, want to know how they will apply learning in real world, like information presented clearly and concisely. Feeler: People-oriented, expressive, focus on feelings and emotions, thrive in open, unstructured learning environment. Thinker: Rely on logic and reason, like to share ideas and concepts, analyze and evaluate, enjoy independent work. Observer: Like to watch and listen, tend to be reserved, will take their time before participating, thrive on learning through , K., The Trainer s Handbook, 1998, San Francisco, CA: Methods & Learning StylesDoer Practice Apply concepts SimulationsFeeler Personal Experience Role plays Group exercisesObserver Lectures Discussion Problem solvingThinker Reading Questioning Independent activitiesFDOS trive for Variety TBuilding global capacity to improve the care of people living with HIV/AIDSE xerciseAssess your own learning style by taking the Learning Style Learning Styles InventoryAdd up your scores for each response at the bottom of this sheet.

7 Solving a problem, I prefer toa.) take a step-by-step approachb.) take immediate actionc.) consider the impact on othersd.) make sure I have all the facts2. As a learner, I prefer toa.) listen to a lectureb.) work in small groupsc.) read articles and case studiesd.) participate in role plays3. When the trainer asks a question to which I know the answer, I a.) let others answer firstb.) offer an immediate responsec.) consider whether my answer will be received favorablyd.) think carefully about my answer before responding4. In group discussions, I a.) encourage others to offer their opinionsb.) question others' opinionsc.) readily offer my opiniond.) listen to others before offering my opinion5. I learn best from activities in which Ia.) can interact with othersb.) remain uninvolvedc.

8 Take a leadership roled.) can take my time6. During a lecture, I listen fora.) practical how-to'sb.) logical pointsc.) the main idead.) stories and anecdotes7. I am impressed by a trainer's a.) knowledge and expertiseb.) personality and stylec.) use of methods and activitiesd.) organization and controlInstructions: For each of the numbered items below, rank alternatives a through d by assigning 4 to the phrase that is most like you, 3 to the one that next describes you, 2 to the next, and finally, 1 to the response that is least like 1 of 2 Learning Styles Inventory (cont.)8. I prefer information to be presented in the following waya.) model such as a flow chartb.) bullet pointsc.) detailed explanationd.) accompanied by examples9. I learn best when Ia.) see relationships betweewn ideas, events, and situationsb.

9 Interact with othersc.) receive practical tipsd.) observe a demonstration or video10. Before attending a Training Program , I ask myself, "Will I ..?"a.) get practical tips to help me in my jobb.) receive lots of informationc.) have to participated.) learn something new11. After attending a Training session, Ia.) tend to think about what I learnedb.) am anxious to put my learning into actionc.) reflect on the experience as a wholed.) tell others about my experience12. The Training method I dislike the most isa.) participating in small groupsb.) listening to a lecturec.) reading and analyzing case studiesd.) participating in role plays FeelersObserversThinkers Doers1 c1 a1 d1 b2 b2 a2 c2 d3 c3 a3 d3 b4 a4 d4 b4 c5 a5 b5 d5 c6 d6 c6 b6 a7 b7 d7 a7 c8 d8 a8 c8 b9 b9 d9 a9 c10 d10 c10 b10 a11 d11 c11 a11 b12 c12 a12 d12 bTOTALS FeelersObserversThinkersDoersFrom Lawson, K.

10 , The Trainer s Handbook, 1998, San Francisco, CA: Jossey-Bass. Page 2 of 2 Learning Styles From Lawson, K., The Trainer s Handbook, 1998, San Francisco, CA: Jossey-Bass. Four Categories of Learning Experiences or Styles Doer: Like to be actively involved in learning process, want to know how they will apply learning in real world, like information presented clearly and concisely. Feeler: People-oriented, expressive, focus on feelings and emotions, thrive in open, unstructured learning environment. Thinker: Rely on logic and reason, like to share ideas and concepts, analyze and evaluate, enjoy independent work. Observer: Like to watch and listen, tend to be reserved, will take their time before participating, thrive on learning through discovery. Training Methods & Learning Styles Feeler Personal Experience Role plays Group exercises Thinker Reading Questioning Independent activities Observer Lectures Discussion Problem solving Strive for Variety Doer Practice Apply concepts Simulations F OT D Building global capacity to improve the care of people living with HIV/AIDSQ uestions to ConsiderConsidering who adult learners are and their different learning styles: What do you need to consider when developing Training for people who have considerable life experience?