RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS

1. RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS While Saving Time & Optimising Learning Outcomes

2. INTRODUCTION

3. BACKGROUND • Who develops training programs/resources (directly/indirectly)? • When developing programs we all typically apply this type of system (there are lots of variations): Set Objectives Set Objectives Design Develop Implement Implement Evaluate Evaluate Analyse/Conform Analyse/Conform Structure Content & Aids Teaching/Learning Teaching/Learning Participants & Content Participants & Content ANALYSIS • In my experience the Design and Developmentsteps can be the hardest and most time consuming • Because in many cases we are starting with a blank

4. BACKGROUND • So I started to research the available methods Frameworks AQTF ADDIE OBT EYLF AFLF ? ? Set Objectives Design Develop Implement Evaluate Analyse/Conform Structure Content & Aids Teaching/Learning Participants & Content • These are very good at some aspects (setting objectives, Evaluation & in some cases even implementation) • But they did not show me how to take the content and turn it into something really understandable

5. BACKGROUND • So I started to dig deeper! Frameworks Approaches Delivery Strategies Psychology Logics AQTF ADDIE OBT EYLF AFLF ? ? Classical Conditioning Operant Conditioning Gestalt Learning Constructivism Situated Learning Jung Personality Benziger’s Brain Type Birkman Method MBTI DISC Deductive Inductive Syllogistic Analogous Randomisation Association Disassociation Abstraction Detailing Assimilative Set Objectives Design Develop Implement Evaluate Case-Based Learning 4MAT Goal-Based Scenarios Discovery Learning Problem-Based Learning Analyse/Conform Structure Content & Aids Teaching/Learning Participants & Content Kolb Learning Styles Eysenck Personality Belbin Roles & Personality The Big Five Factors FIRO-B Assessment Keirsey Temperament Activity Theory Actor-Network Distributed Cognition Affordance Multiple Intelligences Group Rationalisation Informal Formal Explanation Discovery Generalisation Specialisation Symbolic Decomposition GOMS Social Learning Component Display ARCS Elaboration • By the time I reached this stage I was completely confused (and I found that I am not the only one) So I went back to first principles to make this easier to use

6. O P R A S BACKGROUND • I began by looking at the various logics (cognitive science) Frameworks Approaches Delivery Strategies Psychology Logics AQTF ADDIE OBT EYLF AFLF Classical Conditioning Operant Conditioning Gestalt Learning Constructivism Situated Learning COGNITIVE TEMPLATES (Building Blocks for any Message) Jung Personality Benziger’s Brain Type Birkman Method MBTI DISC Deductive Inductive Syllogistic Analogous Randomisation Association Disassociation Abstraction Detailing Assimilative Case-Based Learning 4MAT Goal-Based Scenarios Discovery Learning Problem-Based Learning Kolb Learning Styles Eysenck Personality Belbin Roles & Personality The Big Five Factors FIRO-B Assessment Keirsey Temperament Activity Theory Actor-Network Distributed Cognition Affordance Multiple Intelligences Group Rationalisation Informal Formal Explanation Discovery Generalisation Specialisation Symbolic Decomposition GOMS Social Learning Component Display ARCS Elaboration • These 5 Templates can be used to build any message(they remove the guesswork)

7. BACKGROUND • And then I worked on the psychological aspects Frameworks Approaches Delivery Strategies Psychology AQTF ADDIE OBT EYLF AFLF Classical Conditioning Operant Conditioning Gestalt Learning Constructivism Situated Learning PERSONALITY PROFILING (For Individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) Jung Personality Benziger’s Brain Type Birkman Method MBTI DISC Case-Based Learning 4MAT Goal-Based Scenarios Discovery Learning Problem-Based Learning Kolb Learning Styles Eysenck Personality Belbin Roles & Personality The Big Five Factors FIRO-B Assessment Keirsey Temperament Activity Theory Actor-Network Distributed Cognition Affordance Multiple Intelligences Personality Type GOMS Social Learning Component Display ARCS Elaboration Agendas (Internal/External) • Which uses a really practical approach based on a profiling pyramid Knowledge (Subject/Situation) Culture (Societal/Organisational) But this is beyond the scope of today’s presentation Human Nature (Universal)

8. Text Symbols ABSTRACT Recordings Radio/Telephone Speaker Only PASSIVE Still Pictures Diagrams/Charts/Maps etc. Silent Motion Pictures Illustrated lectures Videos Directive Demonstrations Audience Inclusive Demonstrations Role Playing (Dramatised Experiences) Workshops and Group Design Process with output ACTIVE CONCRETE Direct Experience (e.g. building/operating/doing) BACKGROUND CONTENT COMMUNICATIONS CHANNELS • And these methods fit perfectly within the various: Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory ABSTRACT SYMBOLS Frameworks Approaches Delivery Strategies AQTF ADDIE OBT EYLF AFLF Passive Single Channel Input stimulating hearing only SOUND ONLY Approaches Delivery Strategies Classical Conditioning Operant Conditioning Gestalt Learning Constructivism Situated Learning PERSONALITY PROFILING (For individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) Passive Single Channel Input stimulating sight only, but using graphical or iconic input SIGHT ONLY Case-Based Learning 4MAT Goal-Based Scenarios Discovery Learning Problem-Based Learning SIGHT AND SOUND Passive Dual Channel Input Activity Theory Actor-Network Distributed Cognition Affordance Multiple Intelligences Active Multi-Channel Experience in simulated situation • So you can readily apply this system within all standard approaches & strategies • For example: SIMULATED EXPERIENCE GOMS Social Learning Component Display ARCS Elaboration Active Multi-Channel Experience in real situation ACTUAL EXPERIENCE LIKELY RETENTION OF INFORMATION (The broader the tier the more information is typically remembered)

9. Text Symbols ABSTRACT ABSTRACT Recordings Radio/Telephone Speaker Only PASSIVE PASSIVE Still Pictures Diagrams/Charts/Maps etc. Silent Motion Pictures Illustrated lectures Videos Directive Demonstrations Audience Inclusive Demonstrations Role Playing (Dramatised Experiences) Workshops and Group Design Process with output ACTIVE ACTIVE CONCRETE CONCRETE Direct Experience (e.g. building/operating/doing) BACKGROUND CONTENT COMMUNICATIONS CHANNELS • This is a really useful approach for choosing strategies Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory ABSTRACT SYMBOLS Frameworks CONTENT COMMUNICATIONS CHANNELS AQTF ADDIE OBT EYLF AFLF Text Symbols Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory Passive Single Channel Input stimulating hearing only SOUND ONLY ABSTRACT SYMBOLS Approaches Delivery Strategies PERSONALITY PROFILING (For individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) Recordings Radio/Telephone Speaker Only Passive Single Channel Input stimulating sight only, but using graphical or iconic input Passive Single Channel Input stimulating hearing only SOUND ONLY SIGHT ONLY 4MAT Goal-Based Scenarios Discovery Learning Still Pictures Diagrams/Charts/Maps etc. Silent Motion Pictures Passive Single Channel Input stimulating sight only, but using graphical or iconic input SIGHT ONLY SIGHT AND SOUND Passive Dual Channel Input Actor-Network Affordance Illustrated lectures Videos Directive Demonstrations SIGHT AND SOUND Passive Dual Channel Input Active Multi-Channel Experience in simulated situation SIMULATED EXPERIENCE Audience Inclusive Demonstrations Role Playing (Dramatised Experiences) Workshops and Group Design Process with output SIMULATED EXPERIENCE Active Multi-Channel Experience in simulated situation Active Multi-Channel Experience in real situation ACTUAL EXPERIENCE Direct Experience (e.g. building/operating/doing) ACTUAL EXPERIENCE Active Multi-Channel experience in real situation LIKELY RETENTION OF INFORMATION (The broader the tier the more information is typically remembered) LIKELY RETENTION OF INFORMATION (The broader the tier the more information is typically remembered) Source: Adapted from information at Dale, E., 1969, ‘Audiovisual Methods in Teaching’. 3rdEdn. Holt Rinehart and Winston, Inc., New York, pp. 107-140 andMayer, R., and Moreno, R.,1998, ‘A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory.’ Journal of Educational Psychology, 90, pp. 312-320 and Sloan, P., and Latham, R., 1981, ‘Teaching Reading Is….’ Nelson, Melbourne, p. 90 and Wiman, and Meirhenry, 1960, ‘Educational Media’. Charles Merrill, New York, and Paivio, A, 1991, ‘Dual-coding theory: Retrospect and current status’. Canadian Journal of Psychology, 45 93, pp. 255-287 and Cole, P., and Chan, L., 1994, ‘Teaching Principles and Practice’. 2ndEdn. Prentice Hall, Sydney, p. 151 and Sinatra, R., 1986, ‘Visual Literacy Connections to Thinking, Reading and Writing, Charles C. Thomas, Springfield Illinois, p. 157

10. Frameworks BACKGROUND • And the templates can also be used for any framework (and not just these ones): Frameworks Frameworks AQTF ADDIE OBT EYLF AFLF Approaches Delivery Strategies Operant Conditioning PERSONALITY PROFILING (For individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) Jung Personality Benziger’s Brain Type Birkman Method MBTI DISC Actor-Network • This methodology is therefore widely applicable • The Templates cut training program development time (by up to half) • And it makes your content really easy to understand & remember! PERSONALITY PROFILING (For individuals & Groups) Approaches Delivery Strategies

11. Frameworks O P R A S COVERAGE • In this session, I will: • Provide a quickOverview of the Templates COGNITIVE TEMPLATES (Building Blocks for any Message) COGNITIVE TEMPLATES (Building Blocks for any Message) • Show you how these can be used in a Practical Demonstration • So you can use this approach immediately • There will be time at the end for questions (could you therefore please hold your questions until then) R PERSONALITY PROFILING (For individuals & Groups) P O A Approaches Delivery Strategies

12. O P R A S AN OVERVIEW OF THE TEMPLATES

13. SETTING THE STRUCTURE • The first step is to set the structural objectives (across 6 sections) • These form a really useful checklist (minimises guesswork) • However, every stage is not always required • The critical ones are the Introduction & Conclusion • The structure of the Body is then covered by the Templates Preliminaries Introduction Body Conclusion Q,A&D Follow Up • Build Desire & create Interest • Pre-Reading • Prior Lessons • Get the students to think about the topic • Generate attention & interest (Desire & Involvement) • State the Theme • Generate belief • Explain the Structure • Lay down the Ground Rules • Deliver the identified points & prove the Theme • Generate interest & desire • Stimulate further discussion • Reinforce the Theme & title • Summarise the content • Reinforce desire • Make clear recommendations • Keep closing statements focused • Support open discussion • Explore issues • Provide active involvement • Reinforce the Theme • Get feedback • Stimulate • Finish concisely • Post reading • Assignment • Other Lessons • Revision • Assessment

14. O P R A S WHAT ARE TEMPLATES? • So what are the templates? • They are based on substantial research into the way we think (cognitive science, logic, etc.) • They give you a guide to the content that you want to deliver (a truly effective checklist) • Extremely flexible (you can literally build any message quickly – use them like building blocks)

15. O P R A O O O O P P P P A A A A R R R R S S S S S HOW DO YOU USE THEM? • Work out which message you want to deliver • Proposal: You want to explain a recommended approach to someone else or influence them to use the information (e.g. safety) • Options: You want to explain a set of options or approaches and get your students to use the information (e.g. alternatives) • Analytical: You want to get people to reach a conclusion from the information you provide (e.g. gain understanding) • Sequential: You want to explain a sequence of events or a process (e.g. everything from history to process teaching) • Relational:You want to explain interrelated items (This is a bit of a catchall, because you can literally link anything & make it understandable)

16. HOW DO YOU USE THEM? • Then use the checklists they provide through: PART 1 PART 2 PART 3 • Element 1 • Element 2 • etc. • Element 1 • Element 2 • etc. • Element 1 • Element 2 • etc. • Include all of the parts (this is important) • Only include the elements you require (you may not need them all) • Cover them in as much detail as required • You can cover them in a diagram • You can cover them in a single sentence or word We’ll see how this works during the practical exercise

17. P R R A A S S PUTTING THEM TOGETHER • Often you will be able to use just one template • For complex messages you can also join them together • This is actually really simple – For example: BODY OF RESPONSE Dominant Template = Proposal Template Introduction EXPLAIN NEED FOR CHANGE DESCRIBE PROPOSAL DETAIL CONS & PROS Conclusion • State Problem • Clear Path/ Process • Detail Cons and Pros Analytical Template Relational Template Background Evidence Interpretation Whole Picture View Describe Issues Overview of the Relationships Sequential Template Outline Sequence Describe Detailed Stages Summarise Sequence

18. WHAT DOES THIS MEAN? • You can build any lesson with these • The resulting content aligns perfectly with the way people think (particularly if you use the profiling information) • So they will understand and be influenced by the information • It takes the guesswork out of developing the message (cutting your development time)

19. PRACTICALEXERCISE Application in the Real World R P O A

20. SELECT YOUR TEMPLATE • Work out which message you want to deliver • Proposal: You want to explain a recommended approach to someone else or influence them to use the information • Options: You want to explain a set of options or approaches and get your students to use the information • Analytical: You want to get people to reach a conclusion from the information you provide • Sequential: You want to explain a sequence of events or a process • Relational:You want to explain interrelated items

21. P O A R S PROPOSAL TEMPLATE • Develop the Introduction and Conclusion using the earlier checklists • Now just work your way through the elements to build the Body EXPLAIN NEED FOR CHANGE DESCRIBE PROPOSAL DETAIL CONS & PROS • State Problem/s or Opportunities • Explain Ramifications (Link to WIIFMs) • Overview • Detailed Description • Clear Path/Process • Discredit the Cons. (Link to WIIFMs) • Explain Pros (Link to WIIFMs) 1 2 3 4 5 Identify Problem or Opportunity Develop Alternatives Choose Best Alternative Implement Solution Evaluate Decision

22. P O A R S PROPOSAL TEMPLATE Introduction Conclusion • Generate attention & interest (Desire & Involvement) • State the Theme • Generate belief • Explain the Structure • Lay down the Ground Rules • Reinforce the Theme & title • Summarise the content • Reinforce desire • Make clear recommendations • Keep closing statements focused BODY EXPLAIN NEED FOR CHANGE DESCRIBE PROPOSAL DETAIL CONS & PROS • State Problem/s or Opportunities • Explain Ramifications (Link to WIIFMs) • Overview • Detailed Description • Clear Path/Process • Discredit the Cons. (Link to WIIFMs) • Explain Pros (Link to WIIFMs)

23. O P A R S OPTIONS TEMPLATE Introduction Conclusion • Generate attention & interest (Desire & Involvement) • State the Theme • Generate belief • Explain the Structure • Lay down the Ground Rules • Reinforce the Theme & title • Summarise the content • Reinforce desire • Make clear recommendations • Keep closing statements focused BODY EXPLAIN NEED FOR CHANGE EXPLAIN OPTIONS REASON FOR PROPOSED OPTION/S • State Problem/s or Opportunities • Explain Ramifications (Link to WIIFMs) • Overview Options • Describe Options (Normally 3-7 with Recommended Option Last) • Rule Out Options (Overview Pros and Cons for all but last Option) • Detailed Cons and Pros for last Option (Link to WIIFMs) • Describe a Clear Path/ Process

24. A O P R S ANALYTICAL TEMPLATE Introduction Conclusion • Generate attention & interest (Desire & Involvement) • State the Theme • Generate belief • Explain the Structure • Lay down the Ground Rules • Reinforce the Theme & title • Summarise the content • Reinforce desire • Make clear recommendations • Keep closing statements focused BODY BACKGROUND EVIDENCE INTERPRETATION • Situation/Issue (Domain/ Paradigm Starting Point) • Scope of Evidence • Define & Explain Models • Methodology for Analysis/ Data Collection • Apply Models • Provide Appropriate Detail • Show Linkages and Dependencies (Between Pieces of Evidence) • Provide Clear Analysis (Reinforcement of evidence, Explanations & conclusions.) • Link to Situation/Issue and WIIFMs

25. O P A R S SEQUENTIAL TEMPLATE Introduction Conclusion • Generate attention & interest (Desire & Involvement) • State the Theme • Generate belief • Explain the Structure • Lay down the Ground Rules • Reinforce the Theme & title • Summarise the content • Reinforce desire • Make clear recommendations • Keep closing statements focused BODY OUTLINE SEQUENCE DESCRIBE DETAILED STAGES SUMMARISE SEQUENCE • Scope Sequence • Overview of Sequence (Emphasise Start/End Points) • Overview Outcome • Focussed Groupings • Inputs & Outputs (where appropriate) • Outcomes at each Stage • Clear Path/Process • Final Outcome/s (Link to WIIFMs)

26. R O P A S RELATIONAL TEMPLATE Introduction Conclusion • Generate attention & interest (Desire & Involvement) • State the Theme • Generate belief • Explain the Structure • Lay down the Ground Rules • Reinforce the Theme & title • Summarise the content • Reinforce desire • Make clear recommendations • Keep closing statements focused BODY Whole Picture View Describe Issues Overview of the Relationships • Overview of Issues • Explain Relationships • Describe appropriate aspects for each Issue • Describe Outcomes/Effects (Linked to WIIFMs) • Reinforce the Whole Picture View

27. CONCLUSION

28. CONCLUSION • As you can see – this is really easy to use • It removes most of the guesswork – so you consistently create the right message • It cuts down the time you take to create a lesson (to save you time and effort) • And it is universally applicable (use it with any approach, delivery system, or framework) • You can use these techniques to save time and enhance learning outcomes

29. CONCLUSION Handouts • If you want to learn more: • I will open for question time in a moment • I have handouts available here • Please feel free to come and chat • Go to my web site for contact details www.seahorses-consulting.com • Pick up a copy of the book (this has a more general focus, but it is also directly applicable to teaching – go to: http://woodslaneonline.com.au/title.aspx?isbn=1921606665)

30. QUESTIONS

31. THANK YOU QUESTIONS Thank you very much for your attention and input