RePLAY : Relieve Pain in Laboratory Animals... and Yourself

1. RePLAY: Relieve Pain in Laboratory Animals... and Yourself Train the TrainerDeb Wenger, ConsultantTraining & ComplianceBruce W. Kennedy, AALAS PrezCompliance Associate

2. Evolving … 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!!!)

3. First, a little bit of reflection Ron 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.

4. Why are you here?

5. ISDInstructional System Design Advantages • Quality instructional material • Focused training, generating better results • Product that streamlines preparation time

6. 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

7. 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.

8. E V A L U A T I O N Analysis The Instructional System Design Process Design Development Implementation

9. E V A L U A T I O N • Foundation for all phases of development • Needs assessment • Task analysis Analysis Design Development • Observe the task • Interview individuals performing the job • Interview the supervisor • Use a task force Implementation

10. E V A L U A T I O N Analysis • Learning objectives • Learning assessment • Delivery system • Sequencing the instruction Design Development Implementation

11. E V A L U A T I O N Analysis Design • Instructional material • Instructional media • Documentation Development Implementation

12. E V A L U A T I O N Analysis Design Development • Delivery of training Implementation

13. E V A L U A T I O N Analysis The Evaluation Phase measures the effectiveness and efficiency of the instruction. * Formative Evaluations * Summative Evaluations Design Development Implementation

14. 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.”

15. 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?

16. 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

17. 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

18. Principles of Instructional Design • Appropriate • Motivational • Two-way communication • Feedback • Learner types • Exercise

19. Development Process • Phase I: Instructor’s Manual • Phase II: Participant’s Manual • Phase III: Media • Phase IV: Learning Activities/ Handouts

20. Instructor’s Manual Introductory Materials • Title Page • Table of Contents • Overview of Program • Time and Event Outline • Equipment, Materials, and Room Setup Instructional Materials Appendix • Introduction • Administrative Details • Purpose of Program • Learning Objectives • Presentation • Summary • Copies of Handouts • Copies of Media • Glossary of Terms • Bibliography

21. Participant’s Manual Introductory Materials • Title Page • Table of Contents • Overview of Program Program Content Appendix • Learning Objectives • Modules • Learning Assessment • Copies of Media • Glossary of Terms • Bibliography

22. the 6 Wsanother approach to ISDa group exercise • Why • Who • What • Where • When • hoW

23. Case studycommunication • snowflake exercise • SOPs • teaching style • ESL • the language of science • session: “Enhancing Cross-Cultural Communication In Training,” Dr. Genevieve Fridland, AALAS ?

24. hoW • delivery skills • verbal, vocal, visual • communication • snowflake exercise to demonstrate style differences in delivery • presentation pointers • examples from you

25. 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

26. What ‘good’ things can you tell from this slide? • a litter has been born • milk spot is present • mom is maternal • anything else?

27. What procedure is being done?(3 similar terms) • tail cutting • tail tipping • tissue biopsy When should it be done? Why then? • before 4 to 5 weeks of age • the bone of the tail calcifies and it hurts more to cut it. What is done with the sample? • it is genotyped; the analysis of the DNA for a particular gene

28. hoW crossword puzzle of lab animal science acronyms www.varietygames.com

29. 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?

30. Case studyusing humor and cartoons outreach transgenics PI breeding ethics/PR Q: What do you call a test tube with training and a college degree? lab A: a ‘graduated’ cylinder

31. 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

32. 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

33. Case studywhere do you get your materials • Norina website, with several videos, is an excellent resource. http://oslovet.veths.no/ • LAWTE, of course

34. 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?

35. 1 4 2 3 18 34 32 16

37. Effective learning approaches based on personality style

38. 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.

39. Training documentation • CEUs • AALAS certification and registry • other licensors and credentials • certificate of participation awarded to I. M. Anitecher

40. 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.

41. Case studywho is the trainer? • who is doing the training • manager, supervisor • issues with employee performance • designated trainer • PIs • veterinary staff • vendors • computers

42. Case studystakeholders in training • who is being trained • typical lab animal personnel • PIs • IACUC members (outside member, too?) • facility personnel, including contractors • human resources

43. Case study the basics of a training session • what have we learned today? • as taught thru a game • using a version of Jeopardy

44. RePLAY: Relieve Pain in Laboratory Animals... and Yourself Train the TrainerThank you for your participation!Deb and Bruce