1. Panel: Guidance on Knowledge Sharing
2017 PEPFAR Data and Systems Applied Learning Summit
Panel: Guidance on Knowledge Sharing
September 15, 2017

2. Agenda Overview and Learning Objectives
Knowledge Sharing after PALS: Strategies & Best Practices
Country Presentations
Country Teams Develop Own Knowledge Sharing Plan
Summary and Conclusion
Fill Out Final Evaluation

3. Session Overview
PALS training curriculum is designed to familiarize users with PEPFAR data streams and tools and also provide a platform for enhancing data analysis and use for program monitoring and optimization within each OU
During this session, we will outline practical tips and best practices for knowledge sharing, summarize available resources, and provide an opportunity for teams to develop their own strategy for training and information dissemination upon returning home.
PALS participants are responsible for developing an OU specific strategy to ensure knowledge and skills gained during PALS are quickly and effectively shared with colleagues

4. Session Learning Objectives
At the end of today’s session participants will be able to:
Recognize best practices in adult learning and understand how to apply them to delivering sessions
Develop a training strategy and timeline for delivering PALS training session to others in your office
Locate relevant materials and available resources to conduct knowledge sharing activities after you return home.
Notes

5. Knowledge Sharing After PALS: Strategies & Best Practices

6. What is Adult Learning?
Adult learning differs from child learning in that it is self-directed, problem-centred, experience based, and more often relevant to life
Adult learning emphasizes process more than content and involves the following assumptions:
Adults need to know why they need to learn
Adults need to learn experientially
Adults approach learning as problem-solving
Adults learn best when the topic is of immediate value
EXPLAIN the terms:
Andragogy is theory on adult learning
Pedagogy is theory on children learning
(Knowles, 1970)

7. Principles of Adult Learning
Adults need to be involved in the planning and evaluation of their instruction
Adults bring a great deal of experience and knowledge to any learning situation
Adults are decision-makers and self-directed learners; problem centered rather than content-oriented
Adults are motivated by information or tasks that they find meaningful, and that have immediate relevancy to their work or life
Adults have many responsibilities and can be impatient when their time is wasted
INFORM the participants that the adult learner needs a facilitator who can listen to what they want and need, and be flexible in your planning, change your approach if your agenda or methods are not working.
EXPLAIN that adults need to be involved and that facilitators need to seek feedback from the group.
Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them.
EXPLAIN that adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base.
INFORM that adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined objectives.
EXPLAIN that adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them.
EXPLAIN that adults are practical, focusing on the aspects of a lesson most useful to them in their work.

8. How Do People Learn? Visual Auditory Kinesthetic Type of Learner
Learn by:
Visual
Watching, seeing, observing
Flip charting, demonstration
Pictures, charts, graphs
Reading, watching videos
Auditory
Listening
Panels and forums
Lectures
Listening to recordings
Brainstorming
Kinesthetic
Moving, touching, doing
Active experimentation
Hands-on practice or experiments
Taking notes
Role-play, simulation games, brainstorming
EXPLAIN to participants that there are multiple theories of how people learn. It is often useful to think about three basic types of learners:
Visual
Auditory
Kinesthetic
EXPLAIN that visual learners like best to look at things:
They like to see pictures, illustrations, and drawings
They think and imagine in images
They like to read books and directions
They like to watch demonstrations
ASK participants: ‘What are good training methods to use with visual learners?’
EXPLAIN that auditory learners love to listen:
They listen during the course to the words that you are using. Where the visual learner learns best by seeing the written word, the auditory learner learns best listening to your voice. The words you choose are very important to auditory learners.
Auditory learners will be listening during the course, to you, and to their colleagues.
They can close their eyes and just listen without falling asleep!
ASK participants: ‘What are good training methods to use with auditory learners?’
EXPLAIN that kinesthetic learners love to move their bodies:
Kinesthetic learners learn through doing, practicing, touching, and moving
ASK participants: ‘What are good training methods to use with kinesthetic learners?’

9. Training Methods & Learning Styles
Feeler:
Personal experience
Role plays
Group exercises
Doer:
Practice
Role plays
Simulations
Strive for
Variety
EXPLAIN that here is another way of looking at Learning Styles.
Observer:
Lectures
Discussion
Observing
Problem solving
Thinker:
Reading
Questioning
Independent activities 9

10. Key Points on Learning Styles
No one style is good or bad; all styles are useful and needed
Using a variety of methods helps ensure you will reach the greatest number of participants
Understanding how you tend to learn best helps you understand and adapt to others’ styles

11. Managing a Range of Participants
Design activities that utilize the unique knowledge and skills of all participants
Pair less experienced participants with their more knowledgeable colleagues
Be flexible and be prepared to change your approach or content to match level of the class
Provide content or activities tailored to the different levels of participants
PROVIDE examples, as needed:
Design activities that encourage people to share diverse perspectives
Develop activities such as case studies or role plays for the different types of professionals in your classroom
Be prepared to change your sessions for the next day—add more challenging content, slow down and cover less, focus on skills that people need.

12. Guidelines for Asking Questions
Clarity: Ask questions that are easy to understand, using plain language
Brevity: Phrase questions succinctly and precisely; avoid multi-part questions
Purpose: Don’t use questions to test participants or highlight deficits in knowledge
Direction: In general, direct questions to the class as a whole; only ask a specific participant if you know he/she has the knowledge or experience to answer
ASK the participants, ‘Can you think of any other tips for asking questions during a lecture?’
ALLOW time for them to respond before moving on to the next slide.
WRITE them down on a flip chart, if desired.

13. Guidelines for Answering Questions (1)
First, encourage participants to ask questions:
On the first day, invite them to ask questions throughout the course
After a particular topic, ask, ‘What are your questions about…?’
Repeat the question to ensure the whole class can hear it
Don’t always respond directly to a question; redirect the question back to the group when possible/appropriate
All questions should be treated with respect; do not judge verbally or nonverbally
KEY POINT: It is important how you answer participants’ questions.

14. Guidelines for Answering Questions (2)
Respond in some way even when questions seem off-topic or irrelevant
Look for nonverbal signs of a question (e.g., curious or confused look on participant’s face)
Use the “Parking Lot" for any questions that do not have an answer or ones you will get back to at another time
What to say when you do not know the answer:
‘I’m not sure about the answer to that question. Can someone help us out with an answer?’
‘Good question. Let’s put it in the parking lot for now and we’ll get back to you tomorrow’ (be sure to get back to them!)
Before showing the 4th bullet point:
ASK: What do you do or say when a participant asks a question and you do not know the answer?
ALLOW time for a few participants to respond, then:
CLICK to show third bullet point.
COMPARE information in third bullet to responses from participants.

15. ACTIVITY: Country Template
Work in OU teams to finalize worksheet template
How might you incorporate these methods into sessions that you regularly facilitate?
Which methods do you think you can use right away (in the session plan you brought)?

16. Summary & Conclusions

17. Summary During today’s session we discussed how to:
Recognize best practices in adult learning and understand how to apply them to delivering sessions
Develop a training strategy and timeline for delivering PALS training session to others in your office
Locate relevant materials and available resources to conduct knowledge sharing activities after you return home.

18. Further Resources
Please see further resources on the DATIM Support Page ( and click on the PALS Category.

19. Questions and Thank You

20. Thank You!