Train the TrainerDeb Wenger, ConsultantTraining & Compliance

Bruce W. Kennedy, AALAS Prez

Compliance Associate

RePLAY: Relieve Pain in

Laboratory Animals...and Yourself

TTT – Train the Trainer• started with Sharon Jahn, Tim Lawson, Cindy Pekow, and Helen Diggs; presented at the ‘94 Washington Branch meeting

"Tips for Training Trainers and Teaching Technicians"

• continued in 1996 with Deb Donohoe

an act (action resolution) of the AALAS BOT

• for some years, under the auspices of the Educational Resources Committee

• several TTT workshops at national, regional/district meetings

• Doug Miller took over in 2001/2002

• presented at the Massachusetts Society for Medical Research

• presented at ILAM and became “Managing Training”

• now with LAWTE

Deb Wenger and Linda Fritz at national AALAS

Deb W and Bruce at Boston LAWTE meeting (now!!!)

Evolving …

First, a little bit of reflectionRon Larson (Hazleton): “Tell ‘em what you’re going to tell ‘em. Then tell ‘em. Then tell ‘em what you just told ‘em.”

Many people become trainers because of their knowledge on a particular subject. However, the best trainers are those who realize the ability to train is not something gained from subject knowledge alone, but through an understanding of how to transfer that knowledge to others. This program has been designed to give trainers a comprehensive guide of core knowledge and key competencies expected of trainers.

The instructors will take a case study approach to address training in laboratory animal science. Cases involve: developing a curriculum, training various stakeholders, and focusing on the take-home message when everything is important. Participants will be asked to interactively participate in this workshop.

Why are you here?

ISDInstructional System Design

Advantages• Quality instructional material

• Focused training, generating better results

• Product that streamlines preparation time

ISD OBJECTIVES

• Identify and define the components of Instructional System Design

• Identify and define the components of a training program design

• Develop clear and concise learning objectives• Develop a “Training Program Design Document”• Review the process/steps involved in developing

the instructional material

Misconceptions Regarding Training

Assumption #1 A room full of employees with an instructor means something productive, called “training,” is going on.

Assumption #2 All it takes to be an effective trainer is knowledge of the technical information being trained.

Analysis

Design

Development

Implementation

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The

Instructional

System

Design

Process

Analysis

Design

• Foundation for all phases of development

• Needs assessment

• Task analysis

Development

Implementation

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Observe the task

Interview individuals performing the job

Interview the supervisor

Use a task force

Analysis

Design

• Learning objectives

• Learning assessment

• Delivery system

• Sequencing the instruction

Development

Implementation

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V

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Analysis

Design

• Instructional material

• Instructional media

• Documentation

Development

Implementation

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Analysis

Design

• Delivery of training

Development

Implementation

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Analysis

Design

Development

Implementation

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The Evaluation Phase measures the effectiveness and efficiency of the instruction.

* Formative Evaluations

* Summative Evaluations

Examples of “Purpose Statements”

• “The purpose of the program is to provide procedures, standards and practice in how to design an effective training program.”

• “The purpose of this program is to present the proper procedures for the handling and restraint of rats.”

• “The purpose of this program is to identify the procedures for handling a complaint involving animal welfare.”

Learning Activities: Considerations

• Does the activity fit the content?

• Does it achieve the learning objective?

• Are resources available?

• Will learners be able to do it?

• Are supplies and equipment available?

• How complex; how long; how challenging?

• Does it address learning preferences?

Factors That Affect Timing

• Quality of the Needs Analysis

• Clarity, focus and type of objectives

• Design and complexity of the program

• Technical difficulty and complexity of content

• Program length

• Availability of SMEs

• Skill and experience of the instructional designer

Learning Objectives

• Clearly define what learners can do after the training is complete

• Define the level of skill a learner should perform

• Identify conditions and criteria in which the skill must be performed

Principles of Instructional Design

• Appropriate• Motivational• Two-way communication• Feedback• Learner types• Exercise

Development Process

• Phase I: Instructor’s Manual

• Phase II: Participant’s Manual

• Phase III: Media

• Phase IV: Learning Activities/

Handouts

Introductory

Materials

Instructional Materials

Appendix

Instructor’s Manual Title Page Table of Contents Overview of Program Time and Event Outline Equipment, Materials, and

Room Setup

Introduction Administrative Details Purpose of Program Learning Objectives Presentation Summary

Copies of Handouts Copies of Media Glossary of Terms Bibliography

Introductory

Materials

ProgramContent

Appendix

Participant’s Manual Title Page Table of Contents Overview of Program

Learning Objectives Modules Learning Assessment

Copies of Media Glossary of Terms Bibliography

the 6 Wsanother approach to ISD

a group exercise

• Why

• Who

• What

• Where

• When

• hoW

Case studycommunication

• snowflake exercise

• SOPs

• teaching style

• ESL

• the language of science

• session: “Enhancing Cross-Cultural Communication In Training,” Dr. Genevieve Fridland, AALAS

?

hoW

• delivery skills– verbal, vocal, visual

• communication– snowflake exercise to demonstratestyle differences in delivery

• presentation pointers– examples from you

verbal

vocal

visual

Three Channels of Delivery

Three Channels of Delivery

Factor Description Amount

verbal using words that engage both parties

7%

vocal presence of voice quality and signals

38%

visual behavior and overall presence

55%

Case studyvocabulary

• difficulty with science jargon• useful for ESL, too• taught thru a game• crossword puzzles

– software to build your own– using the TechTalk puzzle

What ‘good’ things can you tell from this slide?

1.a litter has been born

2.milk spot is present

3.mom is maternal4.anything else?

What procedure is being done?(3 similar terms)

• tail cutting• tail tipping• tissue biopsy

When should it be done? Why then?

What is done with the sample?

• before 4 to 5 weeks of age• the bone of the tail calcifies and it hurts more to

cut it.

• it is genotyped; the analysis of the DNA for a particular gene

hoW

crossword puzzleof

lab animal scienceacronyms

www.varietygames.com

Case studyteaching dry stuff that is critical

• teaching facts (typically dry stuff) vs. technical (perhaps more

interesting)

• worksheets

• what do they absolutely have to know?!

• it’s all critical, isn’t it?– good to know, have to know, fun to know

• quiz format– if they pass a quiz with the content you want them

to know, why trouble them with training?

Case studyusing humor and cartoons

transgenics

PI breeding

lab

outreach

ethics/PR

Q: What do you call a test tube with training and a college degree?

A: a ‘graduated’ cylinder

Case studyeuthanasia, Karoline Machado, Ontario

• how do you teach someone• … to become skilled at a technique• several workshops/sessions or just one?

• it seems we focus on rodents

Case studytraining time, Steve Durkee, Michigan

• mandatory classes?• lecture, hands-on?• how many to be trained?

– total staff– new employees, orientation

• devoted training staff?– to support researchers– to support husbandry

• negotiating schedules• when to train?

– the plusses and minuses• on-line 24/7

Case studywhere do you get your materials

• Norina website, with several videos, is an excellent resource. http://oslovet.veths.no/

• LAWTE, of course

Case studylearning styles

• someone just isn’t “getting it”• do we learn the same way?• do adults learn like children?

– andragogy vs. pedagogy• do we teach/train the way we want to learn?

1 2

16

34

18 34 32

Effective learning approaches based on personality style

feeler analyzer observer organizer

checklists

charts

hands-on examples

field trips

how-to discussions

lectures

reading

writing reports

panel discussions

forming hypotheses

working alone

team games

cooperative groups

visual thinkers

role players

idea sharing

group discussions

experimenting

active learning

brainstorming

finding alternatives

doing case studies

learning games

Case studytraining records, Emi Yano, Toronto

• certificates, electronic or hard copy

• database software

– UBC (Daniel Harvey): Excel, Adobe LiveCycle (on-line sign-ups)

– Cal Poly Pomona: Microsoft Access, dotnet, protocol linked to EH&S and training databases

– AALAS ALL (Nicole Duffee and Pam Grabeel)

• session: “AAALAC Expectations for Animal Care Training Programs,” Dr. Jim Swearengen, AAALAC, Int.

Training documentation• CEUs• AALAS certification and registry• other licensors and credentials• certificate of participation awarded to

I. M. Anitecher

Case studytraining records

1.  It seems to be the standard at institutions to issue certificates upon course completion. We also issue paper certificates. Would an e-copy suffice? We could cut back on the cost of training that way.   Have you found that copies of these certificates come in handy as proof of training?  I am trying to keep my records electronically but don't want to scrap the certificates if they are useful.

- I have hard copies of all the training, but do not give out any certificates.  I print-out a hard copy of all of the procedures the person is signed off to perform.

- At UBC we have lots of international students and they like having a certificate to show to their future employers.

- I find that having a hard copy at my desk is useful to have in case the computer does not work properly at the time of a site visit.

- we issue certificates of completion for longer training programs (1/2 day programs or multi-day programs).  The certificates are more for the individuals to keep track of their own training.  Session sign-in lists are typically used to document in-house training for our paper-based record keeping system.  When individuals attend outside training programs (e.g. the LAWTE meeting coming up in August), we do ask that they make a copy of that certificate for their training record.  This also holds true for completion certificates for online courses through the AALAS Learning Library.  

2.  What software do you use to track and update training?  Do you use on-line sign-ups?  E-mail reminders?  Any recommendations?  

- Unfortunately we don’t have a software just as of yet and I am still using an Excel spreadsheet but I make sure to include the year of completion somewhere in the certificate number so it will be easier to call back those people for the refresher courses.

- I am working on on-line sigh up forms with Adobe LiveCycle . I do use e-mail reminder a week prior to the course/workshop.  

- I use Access.  I created a database to keep track of all of the training.  I also use e-mail to remind people when re-training is due (every 3 years).

- We still use a paper-based training record system....but will be transitioning to a Learning Management System.  Tracking and updating training is currently done by HR.  They maintain, on paper, a roster of who has been trained in what and will notify the designated trainers of those individuals needing training in specific areas (e.g. zoonotic diseases) on a regular schedule (e.g. twice a year for zoonotic disease training).  We do use online sign-ups through Outlook, although this is not a necessity.  Through Outlook, we are able to utilize e-mail reminders.

Case studywho is the trainer?

• who is doing the training– manager, supervisor

• issues with employee performance

– designated trainer– PIs– veterinary staff– vendors– computers

Case studystakeholders in training

• who is being trained– typical lab animal personnel– PIs– IACUC members (outside member, too?)– facility personnel, including contractors– human resources

• what have we learned today?

• as taught thru a game• using a version of Jeopardy

Case study the basics of a training session

Train the TrainerTrain the Trainer

Thank you for your Thank you for your participation!participation!

Deb and BruceDeb and Bruce

RePLAY: Relieve Pain in

Laboratory Animals...and Yourself