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Library Training A to ZLibrary Training A to Z

Instructor:

Paul Clothier

An Infopeople Workshop2004

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This Workshop Is Brought to You By the Infopeople ProjectThis Workshop Is Brought to You By the Infopeople Project

Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis.

For a complete list of workshops, and for other information about the Project, go to the Infopeople website at infopeople.org.

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OutlineOutline

How Adults Learn

Communication

The Character and Qualities of a Trainer

Designing Effective Training

Delivering Training and Presentation Skills

Evaluating Training Effectiveness

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Know Your AudienceKnow Your Audience

1. Name

2. Position in library

3. Your biggest challenge as a trainer

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Getting the Most From TodayGetting the Most From Today

Participate

Get out of your comfort zone

Try new approaches

Write down your insights

Take what works for you

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How Adults LearnHow Adults Learn

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How Memory WorksHow Memory Works

Memory exists in neuron patterns

New information alters existing patterns or creates new ones

Associations facilitate retention

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Short and Long-Term MemoryShort and Long-Term Memory

STM - remembering a phone number. limited capacity

LTM - remembering where you live. unlimited capacity

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Getting it Into LTMGetting it Into LTM

AttentionMotivationRelevanceAssociationMeaningful patternsRepetitionEmotionExperience

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AssociationAssociation

Time

Time

Retention

Retention

Without Association

With Association

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Creating ContrastCreating Contrast

When you want something to be remembered you should make it

STAND OUT in some way.

We notice and remember differencesdifferences

We can use color, highlight, intonation, volume, emotion - anything to

“CREATE a CONTRAST”

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Meaningful PatternsMeaningful Patterns

The brain likes to make sense of data.

The brain is pattern-seeking and structure-seeking.

The brain looks for a recognizable pattern.

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ExerciseExercise

AttentionMotivationRelevanceAssociation

How could you incorporate these into your training?

Meaningful patternsRepetitionEmotionExperience

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Character/Qualities of a TrainerCharacter/Qualities of a Trainer

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ExerciseExercise

#1 Past Training Experiences

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What Learners Don’t Want…What Learners Don’t Want…

Impatience

Lack of involvement with learners

Lack of knowledge

Lecturing

Disorganization

Being unprepared

Getting off track

Blaming others

Assuming that everyone is following

Inflexibility

Talking “down” to learners

Lack of enthusiasm/energy

Lacking a sense of humor

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What Learners Do Want…What Learners Do Want…

Patience

Involvement with learners

Knowledge

Organization

Preparation

Staying on track

Adapting to their needs

Flexibility

Respect

Enthusiasm/energy

Sense of humor

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Modes of TrainingModes of Training

What’s your style? Instructor? Facilitator? Coach?

How are these different?

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CommunicationCommunication

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Communication SkillsCommunication Skills

Listen intently

Express ideas clearly and simply

Use questioning

Let them do most of the talking

Adapt to their needs

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Listening SkillsListening Skills

“Most people don’t communicate, they just take turns talking”

“Most communication is competitive talking”

“Hearing just happens. Listening is a conscious choice”

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More Listening SkillsMore Listening Skills

Wait for them to finish

Avoid interrupting them

Don’t make assumptions

Maintain eye contact

Stand in their shoes

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Encouraging IndependenceEncouraging Independence

Avoid telling them…ask them

Avoid doing the work for them

Let them evaluate their progress

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Types of QuestionsTypes of Questions

Closed

Open-ended

Reflexive

Leading

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How to Ask QuestionsHow to Ask Questions

Encourage understanding over memorization

Lead them to the right answer

Wait for a response

Don’t put anyone on the spot

Ask the group “Is that correct?”

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Two Minute Presentation

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Interacting With LearnersInteracting With Learners

Try to read learners

Train by walking around

Use names

Interact with everyone

Encourage learner/learner

interactions

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Adapting to Learner’s NeedsAdapting to Learner’s Needs

Give examples from their world

Adapt to personality styles

Stay flexible

Address learner’s fears and concerns

Adapt to age and ability differences

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Designing Effective TrainingDesigning Effective Training

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Why Training?Why Training?

Why is training needed? New skills / information? A problem? Improving job performance? …

What’s the purpose of the training?

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Training Development ProcessTraining Development Process

Analysis - what are the needs?

Design - create the blueprint

Development - develop the training and materials

Implementation - deliver the training

Evaluation - did you achieve your objectives?

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Analysis - Identifying NeedsAnalysis - Identifying Needs

Interviews

Questionnaires / surveys

Observation / task analysis

Informal conversations

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Defining ObjectivesDefining Objectives

Creating instructional objectives Specific Measurable Action Realistic Timeframe

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ExercisesExercises

#2 Training Needs

#3 Training Objectives

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DesignDesign

What’s the best delivery method?

What media would be best?

What are the resistances?

What job aids would be valuable?

What exercises could be developed?

What is the timeframe?

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DevelopmentDevelopment

Top down development: Create outline Review outline and sequence Flesh out the content Review content Where would graphics add value?

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ExerciseExercise

#4 Training Design

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Evaluating Training EffectivenessEvaluating Training Effectiveness  

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EvaluationsEvaluations

Evaluate based on instructional

objectives

Did the participants: Learn what you had planned? Use/implement what they learned? Improve their job performance? Improve service to the public?

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Evaluation LevelsEvaluation Levels

1: Reaction a measure of learners’ reactions to the course

2: Learning a measure of what they learned

3: Transfer a measure of changes in their behavior after training

4: Results a measure of the business outcomes due to training

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Creating EvaluationsCreating Evaluations

Who is it for?

What method will you use?

What can it tell you?

What will you do with the information?

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Check BoxesCheck Boxes

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Topic OrientedTopic Oriented

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Handling the EvaluationsHandling the Evaluations

Wait till the end

Explain the value to learners

Consider anonymous evaluations

Leave the room / have a drop box

Read them!

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Delivering Training / Presentation SkillsDelivering Training / Presentation Skills

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Presentation Structure Presentation Structure

1. Tell them what you are going to tell them Outline, agenda, questions

2. Tell them Main content, questions

3. Tell them what you told them Summary, review, questions

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Types of TrainingTypes of Training

Skills

Knowledge

Attitude

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Skills TrainingSkills Training

Overview of the concept (and value)

Guided exercise (or demo)

Unguided learner exercise*

Review / Questions

*Skills verbs: insert, load, open, create, replace, format, assemble, construct, adjust, manipulate…

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Knowledge TrainingKnowledge Training

Overview of the concept (and value) Provide a simple example Discuss/ ask them to provide an example Have them complete an

activity/exercise* Review / Questions

*Knowledge verbs: write, state, define, list, predict, name, identify, recall, describe, contrast, classify, recognize, select, compare, discuss…

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Attitude TrainingAttitude Training

Overview of the concept (and value) Provide a simple example Discuss / ask them to provide an example Have them complete an activity/exercise* Review / Questions

*Attitude verbs: accept, listen, receive, perceive, decide, value, influence, associate, be aware of, appreciate, judge…

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The Importance of ConceptsThe Importance of Concepts

Learning proceduresCarrying out mouse-clicks, keystrokes, procedural steps. Rote memorization.

Understanding conceptsIntegration of information into a meaningful pattern or structure. Conceptual integration.

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Keep it Simple and ClearKeep it Simple and Clear

If you understand it - you should be able to explain it in simple terms.

It is not enough to know it - you have to explain it clearly.

More information more learning

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Managing FearManaging Fear

Be prepared know your presentation rehearse

Chat with learners beforehand

Turn your nervousness into energy

Ask questions

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Teach More VisuallyTeach More Visually

“It’s a kind of glass with a long thin stem that gets slightly wider at the top, something like a wine glass but instead of the wine glass shape at the top of the stem it’s sort of like an inverted cone and it’s made of slightly thicker glass than…”

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ExerciseExercise

#5 Two Minute Training

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Review Your InsightsReview Your Insights

…