RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS

World Class Communication Skills - Accessible to Everyone

RAPIDLY BUILDING EFFECTIVE TRAINING

PROGRAMSWhile Saving Time &

Optimising Learning Outcomes


INTRODUCTION

Set ObjectivesAnalyse/Conform


ImplementTeaching/Learning

EvaluateParticipants & Content

BACKGROUND Who develops training programs/resources (directly/indirectly)?

When developing programs we all typically apply this type of system (there are lots of variations):

ANALYSIS

DesignStructure

DevelopContent & Aids



In my experience the Design and Development steps can be the hardest and most time consuming

Because in many cases we are starting with a blank

BACKGROUND So I started to research the available methods

OBT AFLFADDIEAQTF EYLF

Frameworks




DesignStructure


These are very good at some aspects (setting objectives, Evaluation & in some cases even implementation)

But they did not show me how to take the content and turn it into something really understandable

? ?




DesignStructure


? ?

BACKGROUND So I started to dig deeper!

OBT AFLFADDIEAQTF EYLFOperant

Conditioning

Frameworks Approaches

Gestalt Learning

ClassicalConditioning

Situated Learning

Constructivism

Case-Based Learning

4MAT Goal-Based Scenarios

Discovery Learning

Problem-Based Learning

Activity Theory

Delivery Strategies

Actor-Network Distributed Cognition

Multiple Intelligences

Affordance

GOMS Social Learning Component Display

ARCS Elaboration

Logics

DISCMBTI

JungPersonality

Kolb

Learning Styles

Benziger’s

Brain Type

Psychology

Keirsey

Temperament

Eysenck

Personality

The Big Five

Factors

FIRO-B

Assessment

BirkmanMethod

Belbin Roles

& Personality

By the time I reached this stage I was completely confused (and I found that I am not the only one)

So I went back to first principles to make this easier to use

Info

rmal

Symbolic

Decom

positio

n

Assim

ilativ

e

Gener

alis

atio

n

Abstra

ctio

n

Expla

natio

n

Deduct

ive

Associ

atio

n

Syllo

gistic

Disas

soci

atio

n

Detai

ling

Formal

Disco

very

Specia

lisat

ion

Group

Ratio

nalis

atio

n

Random

isat

ion

Induct

ive

Analogous

BACKGROUND I began by looking at the various logics (cognitive science)


Conditioning


Gestalt Learning


Situated Learning

Constructivism

Case-Based Learning


Discovery Learning


Activity Theory

Delivery Strategies



Affordance


ARCS Elaboration

Logics

DISCMBTI

JungPersonality

Kolb

Learning Styles

Benziger’s

Brain Type

Psychology

Keirsey

Temperament

Eysenck

Personality

The Big Five

Factors

FIRO-B

Assessment

BirkmanMethod

Belbin Roles

& Personality

These 5 Templates can be used to build any message (they remove the guesswork)

Info

rmal

Symbolic

Decom

positio

n

Assim

ilativ

e

Gener

alis

atio

n

Abstra

ctio

n

Expla

natio

n

Deduct

ive

Associ

atio

n

Syllo

gistic

Disas

soci

atio

n

Detai

ling

Formal

Disco

very

Specia

lisat

ion

Group

Ratio

nalis

atio

n

Random

isat

ion

Induct

ive

Analogous

RA S

O P

COGNITIVE

TEMPLATES(Building Blocks for any Message)

BACKGROUND


Conditioning


Gestalt Learning


Situated Learning

Constructivism

Case-Based Learning


Discovery Learning


Activity Theory

Delivery Strategies



Affordance


ARCS Elaboration

DISCMBTI

JungPersonality

Kolb

Learning Styles

Benziger’s

Brain Type

Psychology

Keirsey

Temperament

Eysenck

Personality

The Big Five

Factors

FIRO-B

Assessment

BirkmanMethod

Belbin Roles

& Personality

PERSONALITY

PROFILING(For Individuals & Groups)

COGNITIVE


Which uses a really practical approach based on a profiling pyramid

PersonalityType

Agendas(Internal/External)

Knowledge(Subject/Situation)

Culture(Societal/Organisational)

Human Nature(Universal)

But this is beyond the scope of today’s presentation

And then I worked on the psychological aspects

BACKGROUND


Conditioning


Gestalt Learning


Situated Learning

Constructivism

Case-Based Learning


Activity Theory

Delivery Strategies

Distributed Cognition



ARCS Elaboration So you can readily apply this system within all standard approaches & strategies

For example:


Discovery Learning

Actor-Network Affordance

PERSONALITY

PROFILING(For individuals & Groups)

COGNITIVE


Approaches Delivery Strategies

And these methods fit perfectly within the various:

ABSTRACT SYMBOLS

SOUND ONLY

SIGHT ONLY

SIGHT ANDSOUND

SIMULATEDEXPERIENCE

ACTUALEXPERIENCE

Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory

RecordingsRadio/Telephone

Speaker Only

TextSymbols

Still PicturesDiagrams/Charts/Maps etc.

Silent Motion Pictures

Illustrated lecturesVideos

Directive Demonstrations

Audience Inclusive DemonstrationsRole Playing (Dramatised Experiences)

Workshops and Group Design Process with output

Direct Experience (e.g. building/operating/doing)

Passive Single Channel Input stimulating hearing only

Passive Single Channel Input stimulating sight only, but using graphical or iconic input

Passive Dual Channel Input

Active Multi-Channel Experience in simulated situation

Active Multi-Channel Experience in real situation

COMMUNICATIONS CHANNELSCONTENT

AB

STR

AC

TC

ON

CR

ETE

AC

TIVE

PASS

IVE

LIKELY RETENTION OF INFORMATION(The broader the tier the more information is typically remembered)

BACKGROUND


Frameworks


Discovery Learning

Actor-Network Affordance

PERSONALITY


COGNITIVE



This is a really useful approach for choosing strategies

ABSTRACT SYMBOLS

SOUND ONLY

SIGHT ONLY

SIGHT ANDSOUND

SIMULATEDEXPERIENCE

ACTUALEXPERIENCE



Speaker Only

TextSymbols












Active Multi-Channel Experience in real situation


AB

STR

AC

TC

ON

CR

ETE

AC

TIVE

PASS

IVE


Source: Adapted from information at Dale, E., 1969, ‘Audiovisual Methods in Teaching’. 3rd Edn. Holt Rinehart and Winston, Inc., New York, pp. 107-140 and Mayer, R., and Moreno, R.,1998, ‘A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory.’ Journal of Educational Psychology, 90, pp. 312-320 and Sloan, P., and Latham, R., 1981, ‘Teaching Reading Is….’ Nelson, Melbourne, p. 90 and Wiman, and Meirhenry, 1960, ‘Educational Media’. Charles Merrill, New York, and Paivio, A, 1991, ‘Dual-coding theory: Retrospect and current status’. Canadian Journal of Psychology, 45 93, pp. 255-287 and Cole, P., and Chan, L., 1994, ‘Teaching Principles and Practice’. 2nd Edn. Prentice Hall, Sydney, p. 151 and Sinatra, R., 1986, ‘Visual Literacy Connections to Thinking, Reading and Writing, Charles C. Thomas, Springfield Illinois, p. 157

SIGHT ANDSOUND

SIMULATEDEXPERIENCE

ACTUALEXPERIENCE

ABSTRACT SYMBOLS

SOUND ONLY

SIGHT ONLY



Speaker Only

TextSymbols












Active Multi-Channel experience in real situation


AB

STR

AC

TC

ON

CR

ETE

AC

TIVE

PASS

IVE


Frameworks

BACKGROUND And the templates can also be used for any framework (and not just

these ones):


Frameworks

DISCMBTI

JungPersonality

Benziger’s

Brain Type

BirkmanMethod

This methodology is therefore widely applicable The Templates cut training program development

time (by up to half) And it makes your content really easy to

understand & remember!

OperantConditioning

Frameworks

Approaches Delivery StrategiesApproaches Delivery Strategies

Actor-Network

PERSONALITY


COGNITIVE


PERSONALITY


Frameworks


PERSONALITY


COVERAGE

COGNITIVE


COGNITIVE


In this session, I will:

Provide a quick Overview of the Templates

RA S

O P

Show you how these can be used in a Practical DemonstrationP O

RA

So you can use this approach immediately

There will be time at the end for questions (could you therefore please hold your questions until then)

AN OVERVIEW OF THE TEMPLATES

RA SO P

Post reading Assignment Other

Lessons Revision Assessment

SETTING THE STRUCTURE The first step is to set the structural objectives (across 6 sections)

Build Desire & create Interest

Pre-Reading Prior Lessons Get the students

to think about the topic

Generate attention & interest (Desire & Involvement)

State the Theme Generate belief Explain the

Structure Lay down the

Ground Rules

Deliver the identified points & prove the Theme

Generate interest & desire

Stimulate further discussion

Support open discussion

Explore issues Provide active

involvement Reinforce the

Theme Get feedback Stimulate Finish concisely

Reinforce the Theme & title

Summarise the content

Reinforce desire Make clear

recommendations Keep closing

statements focused

BodyIntroduction ConclusionPreliminaries Follow UpQ,A&D

These form a really useful checklist (minimises guesswork)

However, every stage is not always required The critical ones are the Introduction & Conclusion The structure of the Body is then covered by the Templates

WHAT ARE TEMPLATES?

So what are the templates? They are based on substantial research

into the way we think (cognitive science, logic, etc.)

They give you a guide to the content that you want to deliver (a truly effective checklist)

Extremely flexible (you can literally build any message quickly – use them like building blocks)

RA SO P

HOW DO YOU USE THEM? Work out which message you want to deliver

Proposal: You want to explain a recommended approach to someone else or influence them to use the information (e.g. safety)

Options: You want to explain a set of options or approaches and get your students to use the information (e.g. alternatives)

Analytical: You want to get people to reach a conclusion from the information you provide (e.g. gain understanding)

Sequential: You want to explain a sequence of events or a process (e.g. everything from history to process teaching)

Relational: You want to explain interrelated items (This is a bit of a catchall, because you can literally link anything & make it understandable)

RA S

O P

RA S

O P

RA S

O P

A RS

O P

RA S

O P

HOW DO YOU USE THEM? Then use the checklists they provide through:

PART 3PART 2PART 1 Element 1 Element 2 etc.

Element 1 Element 2 etc.

Element 1 Element 2 etc.

Include all of the parts (this is important)

Only include the elements you require (you may not need them all)

Cover them in as much detail as required You can cover them in a diagram You can cover them in a single sentence or word

We’ll see how this works during the practical exercise

PUTTING THEM TOGETHER

Often you will be able to use just one template For complex messages you can also join them together This is actually really simple – For example:

ARS R

A S

P

BODY OF RESPONSE

EXPLAIN NEED FOR CHANGE

DETAIL CONS & PROS

DESCRIBE PROPOSAL

Conclusion Introduction

Clear Path/ Process

State Problem

Interpretation EvidenceBackground

Detail Cons and Pros

Dominant Template = Proposal Template

Summarise Sequence

DescribeDetailedStages

OutlineSequence

Overviewof the

Relationships

DescribeIssues

Whole Picture

View

Analytical Template

Sequential Template

Relational Template

WHAT DOES THIS MEAN? You can build any lesson with these

The resulting content aligns perfectly with the way people think (particularly if you use the profiling information)

So they will understand and be influenced by the information

It takes the guesswork out of developing the message (cutting your development time)


PRACTICALEXERCISE

Application in the Real World

P OR

A

SELECT YOUR TEMPLATE Work out which message you want to deliver

RA S

O P

RA S

O P

A RS

O P

RA S

O P

RA S

O P Proposal: You want to explain a recommended approach to

someone else or influence them to use the information

Options: You want to explain a set of options or approaches and get your students to use the information

Analytical: You want to get people to reach a conclusion from the information you provide

Sequential: You want to explain a sequence of events or a process

Relational: You want to explain interrelated items

PROPOSAL TEMPLATE Develop the Introduction and Conclusion using the earlier

checklists Now just work your way through the elements to build the Body

RA S

O P

EXPLAIN NEED

FOR CHANGE

DETAIL

CONS & PROS

DESCRIBE

PROPOSAL

Overview Detailed Description Clear Path/Process

Discredit the Cons. (Link to WIIFMs)

Explain Pros (Link to WIIFMs)

State Problem/s or Opportunities

Explain Ramifications (Link to WIIFMs)

IdentifyProblem orOpportunity

Evaluate Decision

DevelopAlternatives

Choose BestAlternative

1 2 3 5ImplementSolution

4

PROPOSAL TEMPLATE RA S

O P

EXPLAIN NEED

FOR CHANGE

DETAIL

CONS & PROS

DESCRIBE

PROPOSAL

Overview Detailed Description Clear Path/Process

Discredit the Cons. (Link to WIIFMs)

Explain Pros (Link to WIIFMs)




State the Theme Generate belief Explain the Structure Lay down the Ground Rules

Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused

Introduction Conclusion

BODY

OPTIONS TEMPLATE RA S

O P

REASON FOR

PROPOSED

OPTION/S

EXPLAIN

OPTIONS

EXPLAIN NEED

FOR CHANGE

Overview Options Describe Options

(Normally 3-7 with Recommended Option Last)

Rule Out Options (Overview Pros and Cons for all but last Option)

Detailed Cons and Pros for last Option (Link to WIIFMs)

Describe a Clear Path/ Process







BODY

ANALYTICAL TEMPLATE A RS

O P

INTERPRETATIONEVIDENCEBACKGROUND

Apply Models Provide Appropriate

Detail Show Linkages and

Dependencies (Between Pieces of Evidence)

Provide Clear Analysis (Reinforcement of evidence, Explanations & conclusions.)

Link to Situation/Issue and WIIFMs

Situation/Issue (Domain/ Paradigm Starting Point)

Scope of Evidence Define & Explain Models Methodology for Analysis/

Data Collection





BODY

SEQUENTIAL TEMPLATE

SUMMARISE

SEQUENCE

DESCRIBE

DETAILED

STAGES

OUTLINE

SEQUENCE

Focussed Groupings Inputs & Outputs

(where appropriate)

Outcomes at each Stage

Clear Path/Process Final Outcome/s

(Link to WIIFMs)

Scope Sequence Overview of Sequence

(Emphasise Start/End Points)

Overview Outcome

RA S

O P





BODY

RELATIONAL TEMPLATE RA S

O P

Overview

of the

Relationships

Describe

Issues

Whole Picture

View

Describe appropriate aspects for each Issue

Describe Outcomes/Effects (Linked to WIIFMs)

Reinforce the Whole Picture View

Overview of Issues Explain

Relationships





BODY


CONCLUSION

CONCLUSION As you can see – this is really easy to use

It removes most of the guesswork – so you consistently create the right message

It cuts down the time you take to create a lesson (to save you time and effort)

And it is universally applicable (use it with any approach, delivery system, or framework)

You can use these techniques to save time and enhance learning outcomes

CONCLUSION If you want to learn more:

I will open for question time in a moment

I have handouts available here

Please feel free to come and chat

Go to my web site for contact details www.seahorses-consulting.com

Pick up a copy of the book (this has a more general focus, but it is also directly applicable to teaching – go to:http://woodslaneonline.com.au/title.aspx?isbn=1921606665)

HandoutsHandouts

http://www.seahorses-consulting.com/

http://woodslaneonline.com.au/title.aspx?isbn=1921606665


QUESTIONS


QUESTIONS

THANK YOU

Thank you very much for your attention and input

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RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS