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 Resistance Trying 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 learn Motivation: 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 Concrete Experience Observation and Reflection Forming Abstract Concepts Testing in New Situations  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 pride Maintain a “safe” learning environment  Self-directing Respect independence, individualized processes  Problem centered orientation Practical 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