wecc train trainer workshop maximize transfer knowledge ... design.pdf · 2016 wecc train...

2016 WECC Train‐the‐Trainer Workshop Maximize Transfer of Knowledge With On‐Target Training Design

Presentation 2‐ 1© 2016, Quality Training Systems

Maximize Transfer of Knowledge With On‐Target Training Design

2016 WECC Train‐the‐Trainer WorkshopPresented by Stefanie Pressl, QTS

Question

Why bother with a training design?

2

After all, I already have learning objectives, that should be all I need



Learning Objectives

Given tips and tricks for designing training, participants will identify

common tips and tricks to consider when designing training with 100%

accuracy

Given an overview of training design mistakes, participants will identify

common training design mistakes and how they can be avoided with 100%

accuracy

Given the opportunity to work with a team, participants will create a sound

training design that meets all training design criteria with 100% accuracy

3

Purpose of a Training Design

Problem Solving Method for Instructor: Framework to review the training problem to determine:−which behaviors need to be changed−the objectives the learners must develop to master the desired behavior−motivators that encourage or discourage learners from adopting those behaviors on the job−How to test mastery of learning

Answers the trainee’s question of “what’s in it for me?”

It’s the blueprint for training

4



Training Design 101

5

Where do I begin designing this training program?

Where do I begin designing this training program?

What Experience Does My Audience Have?

6

Training Program

Purpose of Protection Relays•Types of Protective Relays•Overlapping Zones of Protection

Relay Operating Principles•Electromechanical•Electronic•Sequence

Fuses andOvercurrent Relays

•Fuses•Time Overcurrent Relays•Instantaneous Overcurrent Relays•Directional Overcurrent Relays

Pilot Relaying

•Introduction to Pilot Relaying•Pilot Relaying Scheme

Additional Types ofProtective Relays

•Reclosing RelaysUnderfrequency Load Shedding and Undervoltage Load Shedding Relays

•Auto‐Sectionalizing Schemes,Voltage Differential Relays, andSudden Pressure Relays

•Fault Locator Relays

Differential Relays

•Operation of Differential Relays•High Impedance Differential Relays•Percentage Differential Relays

•Operation of Distance Relays•Types of Distance Relays•Single‐Pole Relaying

Distance Relays

Existing Relevant Knowledge



How Should My Course Content be Structured?

Differential

CT

TP

Introduction toRelay Protection

SubstationProtection

CU Type

50/51

Fuse

Back‐Up Phase

DistributionSubstation Protection

Synch Check

Bus differential

Transformer protection

TransmissionSubstation Protection

TransmissionLine Protection

Overexcitation

GeneratorProtection

Case Histories

3. Organize within chunks

1. Chunk the content2. Organize across chunks

What is the Best Delivery Methodfor My Content?

Operator Training Simulator

On‐the‐Job Training

Rea

lism

Inc

reas

es Control Increases

5‐8

Classroom Training

Self‐paced/Multimedia



What Activities and Handouts Should I Include to Enhance Learning?

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• Include activities that lead to accomplishment of performance objectives

• Learning activities should be inherently fun and interesting

• Job Aids and handouts allow for quick access to information

How do I Evaluate what Learning has Occurred?

10

• Examine the learning objectives to determine whether assessments should be written or performance based



Putting It All Together

1. Consider your audience and their backgrounds

2. Consider the structure of your course content‐ sequence learning objective

3. Choose a delivery method

4. Consider activities and handouts that can be developed to supplement training

5. Consider the best type of evaluation based on the course content

What other tips and tricks do you useto help with the training design phase?

11

Common Training Design Mistakes

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1. Inadequate Analysis

2. Vague Objectives and Lack of Vision

3. Inconsistent Flow or Sequence of Training

4. Inadequate Practice and Feedback Opportunities

5. Inadequate Support for Knowledge Transfer



Training Design Mistake 1:

Inadequate Analysis

13

When a course is designed, it all starts with Analysis:

Course objective Audience Job relevance Business need

Inadequate analysis leads to training that: Doesn’t meet its intended goal Covers information that is not appropriate for the audience Is not following the performance‐based training principles

Avoiding Inadequate Analysis

Complete a training planning sheet:

Course Title, Target Audience Course Rationale Course Objective Activities Evaluation Feedback

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Training Session Planning Sheet

Session Title:

Target Audience:

Allotted Time:

Rationale:

Overall Objective:

Activities:

Evaluation:

Feedback:



Exercise 1: Training Analysis

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Activity: Complete a Training Planning Sheet for your Team’s ILA Topic

Time: 10 min

Please be prepared to share your answers!


Vague Objectives and Lack Of Vision

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Objectives:

Are the foundation for every lesson or course

Provide focus for the trainees Ensure learning is measurable

Lack of vision for a course can lead to vague objectives!

Example: Understand voltage control



Avoiding Creating Vague Objectives and Lack of Vision

Identify clear goals for the training by using a Training Planning Sheet

Develop clear objectives that achieve the overall training goal

Use action verbs that are measurable and that address the level of performance that is required for the audience

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Clear VisionGood

ObjectivesMeasurable Outcomes

Exercise 2: Clear and Concise Learning Objectives

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Activity: Pick a team you have not worked with and review their learning objectives from this morning one more time.

What edits does the team need to make to their learning objectives to ensure the objectives are clear and concise?

Time: 5 min





Inappropriate Flow or Sequence of Training

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Lesson Start

Topic 1

Topic 4

Topic 3

Topic 2 Lesson End

Avoiding Inappropriate Flow Or Sequence of Training

Use sticky notes to structure the lesson

Create a lesson design document with major topics

Identify prerequisite knowledge that should be covered before other topics

Seek out peer review

20



Exercise 3: The Importance Of Correct Flow Or Sequence Of Training

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Activity: Build the fox.

Time: 5 min


Inadequate Practice and Feedback Opportunities

Question: Why do we need practice and feedback?

Practice makes perfect!

Ensure new knowledge and skills are encoded and stored.

…But without feedback how do we know we did it correctly?

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Avoiding Inadequate Practice Opportunities and Feedback

Follow the 15 minute rule when designing training

In the lesson design document, include practice and feedback opportunities

Include debriefs of exercises to allow for feedback

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Practice Feedback

Exercise 4: Evaluate Practice and Feedback Opportunities for a Given ILA

24

Activity: Review the given ILA. What type of practice opportunity and feedback is appropriate for the ILA?

Time: 5 min




5. Inadequate Support for Knowledge Transfer

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If knowledge transfer is not addressed in the training, the goal of the training might not be realized.


Avoiding Inadequate Support for Knowledge Transfer

Built in lots of practice opportunities in the training design

Identify real life scenarios that can be used during training

Use examples to illustrate how the knowledge is applied

Use simulation to make the training environment match the real world

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Exercise 5: Evaluate Knowledge Transfer Strategy for a Given ILA

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Activity: Review the knowledge and transfer strategy for the given ILA. What is the strategy? What changes would you make?

Time: 5 min

Debrief

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1. What do you think is the most challenging aspect of the Design Phase?

2. Which common mistake did you struggle with the most?

3. What is the main thing that you are taking away from this lesson?

wecc train trainer workshop maximize transfer knowledge ... design.pdf · 2016 wecc train...

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