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					                  Child Welfare Regional Training 2005: Implement the Change         8-1

                                                                               Topics
Topic 1:   Introductions                                                         1

Topic 2:   Scenario Introduction                                                 2

                                                                                 3
Topic 3:   Overview
Topic 4:   Step 1: Decide to Change                                              4

Topic 5:   Step 2: Get Sponsorship                                               5

Topic 6:   Step 3: Where Are We?                                                 6

Topic 7:   Step 4: Plan the Change                                               7

           Step 5: Implement the Change
Topic 8:      5a: Implement the Change—Training                                  8

Topic 9:      5b: Implement the Change—QA                                        9

Topic 10: Step 6: Measure the Change                                            10

Topic 11: Training Wrap-Up                                                      11
               Child Welfare Regional Training 2005: Implement the Change   8-2

                                                        Topic Objectives
• Implement the plan developed in the previous session
• Key ingredient of the plan is training the affected groups
   —   Plan the training
   —   Assess training needs
   —   Types of training
   —   Discuss training type vs. change type
   —   Train-the-trainer
   —   Effectiveness of training
   Child Welfare Regional Training 2005: Implement the Change   8-3

               Process Improvement Model
1. Decide to
  Change


                        2. Get
                     Sponsorship
              Child Welfare Regional Training 2005: Implement the Change   8-4

                                                      Plan the Training

• Define the roles in the new system
• Define the skill needs of each role
• Asses the skill level of personnel that will hold the role
   — Skills inventory
   — Testing
               Child Welfare Regional Training 2005: Implement the Change   8-5

                                            Training Plan Outline
• Introduction and scope
• Responsibility for this plan
• Procedure for developing or revising this plan
• Training needs analysis
• Sources used to identify training needs, such as
   —   Business objectives and core competencies
   —   Project skills common to multiple projects
   —   Roles
   —   Individual’s career interests
              Child Welfare Regional Training 2005: Implement the Change   8-6

                        Training Plan Outline (cont.)
• Organizational training needs
• Organizational skill gap
• Methods for training
• Curriculum offerings
   — Course 1
   — Course 2
• Training roadmaps
• Class schedule
• Training program budget
• Training acquisition plan
• Plans for addressing new organizational training needs
              Child Welfare Regional Training 2005: Implement the Change   8-7

                                          Assess Training Needs
• Use sources to identify training needs
   — Business objectives and core competencies
      – Specific skills that have been identified as strategic
        to achieving the organization’s business objectives
         º Core competency skills
   — Project skills common to multiple projects
   — Roles
   — Individual’s career interests
• Identify project skills common to multiple projects
   — Document the project skills that are common to
     multiple projects in the Analysis of Common Training
                       Child Welfare Regional Training 2005: Implement the Change                        8-8

                                               Assess Training Needs:
                                             Sample Collection Table
Strategic            Core Competency Skill Time Frame         Training              Recipients (Level)
Business Objective       Needed
Objective 1

Objective 2

Objective 3

Etc.

Specific Job         Skills Needed         Time Frame         Training              Recipients (Level)
 Requirement
Role 1

Role 2

Role 3

Etc.
             Child Welfare Regional Training 2005: Implement the Change   8-9

                                         Assess Training Needs
• Perform skills inventory
   — Questionnaires
   — Tests
   — Other techniques




                                    Discussion
              Child Welfare Regional Training 2005: Implement the Change       8-10

                            Nature of Change: Training
• Things
   — Examples




                                                                           ?
      – New tool or procedure
      – Tool update
• Actions/Behavior
   — Examples
      – Different way of dealing
         with staff, customers
      – Policy change
• Attitudes
   — Example
      – The way you feel about a certain individual or
         group
• Different types of training are better for each of the
  natures of the change
              Child Welfare Regional Training 2005: Implement the Change   8-11

                                                     Types of Training

• Initial rollout
   — Face-to-face/instructor-led training
   — Web-based training
   — Computer-based training (CBT) (training labs)
   — Simulation-based training

• System upgrades
   — Birds-of-a-feather training
   — Online communities
              Child Welfare Regional Training 2005: Implement the Change   8-12

                                          Face-to-Face Training
• Traditional classroom-style training
• Courses usually developed by subject matter expert
• Can be taught at either a central site or “on the road”
              Child Welfare Regional Training 2005: Implement the Change   8-13

                                        Face-to-Face Training:
                                                Pros and Cons
• Pros
   — Potential for maximum interaction between instructor
     and student
   — Expert is in the room
   — Can see the “faces” of the students
• Cons
   — Most expensive form of training to deliver
   — Effectiveness of training depends on instructor skills
   — Difficult to schedule “just in time”
• Best type of training for “Attitudes” changes
              Child Welfare Regional Training 2005: Implement the Change   8-14

                                               Web-Based Training
• Generally taught by one or more instructors from a
  central site
• A large groups of students can be in the class
• With the proper equipment, the training can be recorded
  and played back at a later date
• Technology has made this training generally cheaper than
  moving instructors or students around
• Can do exercises in groups
               Child Welfare Regional Training 2005: Implement the Change   8-15

                                              Web-Based Training:
                                                   Pros and Cons
• Pros
   —   Large audiences can get the training simultaneously
   —   Instructional design is similar to “stand up” training
   —   The best instructors always teaches the class
   —   Easy to use multiple instructors
• Cons
   — Requires all students have appropriate equipment
   — No “face to face”
   — All students must be available at the same time
• Good for changes that are “Actions/Behavior” or
  “Things”
                Child Welfare Regional Training 2005: Implement the Change   8-16

                                   Computer-Based Training
• Usually done with either a CD or on the web
• Good CBT has tests and reviews
• Extensive use in skill training
   — PC tools
   — Medical
   — Military
             Child Welfare Regional Training 2005: Implement the Change   8-17

                              Computer-Based Training:
                                        Pros and Cons
• Pros
   — Each student takes training at their best time and
     pace
   — Tests and results can be automated
• Cons
   — No expert available to answer questions
   — Most expensive of training development
   — Difficult to upgrade if changes are necessary
• Best for changes that are “Things”
              Child Welfare Regional Training 2005: Implement the Change   8-18

                               Simulation-Based Training
• Training simulates real cases
• Used extensively in aircraft/medical situations
• A form of CBT
              Child Welfare Regional Training 2005: Implement the Change   8-19

                             Simulation-Based Training:
                                         Pros and Cons
• Pros
   — Gives trainee a feeling of the actual case
   — Can demonstrate both good and bad behavior
   — Can aid in getting trainee to react quicker to real
     circumstances
• Cons
   — Expensive to develop
   — Difficult to anticipate all the possible trainee actions
• Best for changes that are “Things”
             Child Welfare Regional Training 2005: Implement the Change   8-20

                           Birds-of-a-Feather Training
• People with the same interest get together to discuss the
  system
• Comparable to group mentoring
• Could be used by having super-users chair these sessions
              Child Welfare Regional Training 2005: Implement the Change   8-21

                          Birds-of-a-Feather Training:
                                        Pros and Cons
• Pros
   — Individuals can discuss their specific problems and get
     advice from their peers
   — Does not require significant development
• Cons
   — Would be difficult to use if there is a significant
     change in either policy or tool
• Good for system/process upgrades for all three types of
  changes
              Child Welfare Regional Training 2005: Implement the Change   8-22

                                              Online Communities
• A virtual birds-of-a-feather session
• Requires that all participants have access to specific
  website
              Child Welfare Regional Training 2005: Implement the Change   8-23

                                            Online Communities:
                                                   Pros and Cons
• Pros
   — A virtual birds-of-a-feather session
   — A large community can participate simultaneously
• Cons
   — Requires that all participants have access to specific
     website
   — May be difficult to schedule
• Good for system/process upgrades for all three types of
  changes
              Child Welfare Regional Training 2005: Implement the Change   8-24

           Training Partnerships: Developing
         Skills and Creating Opportunities to
                           Mentor and Coach
• Create real teams
   — Trainers, supervisors, users, technical staff teaming
     from design to development to testing to training and
     roll-out
• Supervisory practice
   — Ensures supervisors are knowledgeable about the
     content of the training provided to their staff
   — Provides the opportunity for supervisors to apply skills
     and knowledge on a day-to-day basis
              Child Welfare Regional Training 2005: Implement the Change   8-25

                           Training the Team/Trainers
• Apply principles of adult learning
• Use presentation techniques
• Develop training materials
• Review Train-the-Trainer Handbook
                     Child Welfare Regional Training 2005: Implement the Change          8-26

                                 Principles of Adult Learning
• Terms relating to adult learning and training
• The PFA Model: Preparation, Facilitation, Application
• Adult learning
     — Strategies for reducing resistance to learning
     — Laws of adult learning
     — Neuro-Linguistic Programming (NLP) communication
       techniques
     — Traits of successful communicators
     — Communication processing styles
     — Applying Keller’s Attention, Relevance, Confidence,
       and Satisfaction (ARCS) model to adult learning
Source: Keller, J. M. Development and Use of the ARCS Model of Instructional Design. Report
No. IR 014 039. Enschede, Netherlands: Twente University of Technology, 1987.
              Child Welfare Regional Training 2005: Implement the Change   8-27

                                   Presentation Techniques
• Prepare effective openings
• Use humor
• Put yourself at ease
• Get ready physically
• Use your voice effectively
• Use eye contact
• Give verbal instructions
• Handle questions
• Handle challenging situations/trainer nightmare
              Child Welfare Regional Training 2005: Implement the Change   8-28

                                                   Training Materials
• Establish training objectives
• Choose media and materials
• Use training experience
• Develop training exercises
• Develop and use handouts
• Develop and use slides for presentations
              Child Welfare Regional Training 2005: Implement the Change   8-29

       Measure the Effectiveness of Training
• Multiple inputs
   — Trainees
   — Supervisors
   — Technical staff
• Course questionnaires
• Postcourse questionnaires
   — Generally 3 to 6 months after course
   — Can be to trainee or supervisor
• Birds-of-a-Feather meetings
   — Supervisors review the courses offered and solicit feedback
     on course content and trainers
   — Supervisors can offer refresher training seminars when
     needed
• Measuring student use of system
• Building evaluation into the system
              Child Welfare Regional Training 2005: Implement the Change        8-30

                                                                           Summary
• Training needs significant planning
• Type of training depends on type of change
• Not all subject matter experts make good trainers
• Effectiveness of training may be difficult to measure




                                     Discussion

				
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posted:10/19/2011
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