Training Addresses a knowledge and skill deficit “How to get the job done”

Technology Transfer Broader scope than training Create a mechanism by which change is

accepted, incorporated, and reinforced in an organization

Technology Transfer Develop cognitive skills needed to

implement a new approach or practice Induce or increase motivation for

behavior change Reduce concerns about change Explore organizational issues in

adopting new strategies

Barry Brown, PhD, from the Change Book

Models for Implementing Change Acquire knowledge of the practice(s) Become persuaded of it’s value Decide to change Implement the practice(s) Confirm to continue or reject the

practice

Rogers (2003), from TAP 31

Issues for Trainers Who is your audience? Where are they in the change process? What is the purpose of the training

function?

Addressing Resistance to Change

Expect ResistanceTrying to understand what is expected and

impact of the change

Normalize resistance Address resistance directly

Knowledge reduces fear

Learning Process

Four critical elements must be addressed to ensure that participants learnMotivation: enhance reasons for learning;

reduce barriers to learning

Reinforcement: feedback

Retention: meaning, ability to apply, practice

Transference: associate with something I know, similar to something I know, critical to my job

Active Learning All learning involves some kind of

experience or dialogue› Dialogue with self› Dialogue with others› Observing› Doing

Use multiple types of activities to transmit content

Experiential Learning Process

Design instruction to connect with all four styles, using various combinations or experience, reflection, conceptualization and experimentation

Visual, auditory, and kinesthetic learners

Adult Learners Experience and information

› View and use as a strength, allow for sharing Established opinions

› Respect, unlearning and relearning Differences in style and pace of learning

more pronounced› Use diverse methods

Relate new to previously learned information and experiences› Link course content to practical situations and

learners’ goals

Adult Learners Physical comfort and learning abilities

reaction time, breaks, adapt environment

Adults have prideMaintain a “safe” learning environment

Self-directingRespect independence, individualized processes

Problem centered orientationPractical application is critical

Instructional Sequence

Review prior learning› Introduce topic

Overview› Identify objectives and activities

Present Content› Tell and show

Exercise› Practice and feedback

Summary› Clarify, link content to past and future content