Train the Trainer – Creating Materials

1. Train the Trainer – Creating Materials Deirdre Stewart RGN, RPN CNO Cerner Middle East

2. Progress • Trainers identified • Training plan approved • Training curriculum to be developed • Training materials to be created • Training data for training domain needed We are here

3. Expectation • What you should expect from Cerner • To provide you with access to materials • To guide you on the preparation steps • To review the material you produce • To answer your questions • What Cerner expects from you • To have read the training plan • To have completed your WBT’s • To differentiate on whether you are a Trainer or a Super User • To ensure that you have logged into the domain • To have followed the workflow in the domain • To ensure you have studied the workflow diagrams • To review the training guide for your solution • To be aware of the impact to policies and procedures • To customize the training materials • To prepare the introduction PPT • To create the quick reference guides.

4. Event Agenda • Today • Review the training plan • Roles and responsibilities • Gap analysis (training requirements) • Identify WHERE the materials are • Workflows, • Templates, documents • Reference wiki • Review sample curriculum • Create a self learning plan to be completed within one week • Work in groups to get next steps documented • Tomorrow (10am – 13:30) • Soft Skills Training Workshop

5. Turn it green

6. Sequence of materials creation • Review the Gap Analysis Spreadsheet (MethodM) • Review the numbers/roles/hours. • Review the future state workflows. • Create the Course Map (Profile/HIM Sample, MethodM). • Use the core security matrix for positions. • Review the solution guide (MethodM). • Customize the material (MethodM). • Label according to the type of training. • Develop the training scenarios. • Upload and prepare TRAIN domain. • Prepare the quick reference guides.

7. Soft skills training

8. Objectives of this session • Identify different kinds of learners • Provide the foundations upon which you will deliver supportive coaching and counselling • Examine the importance of change management in a learning event • To help you gain confidence, overcome fears and use your personal skills and available resources

9. What do we mean by soft skills? • Communication - styles • Interacting with others • Listening….. what type? • Understanding • Negotiation • Facilitation • Leadership

10. Aids and Barriers to learning - Exercise • Group 1 • Why do adults learn? • Group 2 • What preparation do you need to do before training? • Group 3 • What are the barriers to effective training and learning? • Select a representative of your group to provide feedback • Time 15 minutes

11. Adult learning characteristics • Are autonomous and self directed • Draw on life experiences & knowledge • Are goal orientated • Relevancy orientated • Practical • Need to be respected.

12. Implications for the trainer • Some more “adult” than others • All are growing and developing, in different directions and at different paces. • Some bring experience and knowledge, others not so much • Varying degrees of willingness to use this material

13. Implications for the Trainer • They are at different points in the continuum between needing to be taught everything and wanting to find out everything for themselves.

14. …and they have all by now acquired their own ways of learning, which vary considerably from one another.

15. Reflect Observe Analyse Act The Learning Cycle

16. Channels of Learning

17. Barriers to Learning Exercise • Group Exercise • Group 1 - work area • Group 2 - attitude • Group 3 – content • 10 minutes to discuss barriers to learning • Select a group member to present.

18. Work Area • Distractions • Noise • Heat level • Room itself • Hearing level • Lighting • Timing.

19. Learner’s attitude • Ambition • Atmosphere • Group • Reward • Pride • Job satisfaction • Boredom • Language • Personal/professional problems • Fear & uncertainty.

20. Trainer • Preparation • Jargon (slang or overly technical language) • Personality of the teacher. • Style • Involvement • Repetition

21. Content • Relevant • Understandable • Accessible

22. Learning styles

23. There are 3 main Learning styles • Visual • Auditory • Kinesthetic

24. Visual Learners • Primarily visual learners use their “minds eye” to “see” what they are learning • Are good at imagining things, puzzles and reading maps, charts. • Learn best by: visualizing, dreaming, using the mind's eye and working with colors/pictures

25. Auditory Learners • Learn and think through hearing • Can sit in class, listen intently, may never need to take notes • Can recall what they heard – even the tone of voice and maybe time and place they heard something

26. Kinesthetic Learners • Learn by “doing” • Like to: move around, touch and talk and use body language. • Are good at: physical activities (sports/dance/acting) and crafts. • Learn best by: touching, moving, interacting with space and processing knowledge through bodily sensations.

27. Types of Computer Users • 1989 - Masie and Wolman • The Computer Training Handbook

28. Two types of users • Procedural Users • Navigational Users

29. Procedural Users • Look on learning as a series defined, concise series of procedures • Tasks are performed by performing particular keystrokes or navigating through a set series of screens • Low support requirements provided the system remains stable • Don’t tend to get lost or cause classroom chaos!

30. Navigational Users • Navigational users need to understand the core procedures and functions that they can apply in multiple situations • Need to understand the whole picture to understand how the ‘pieces’ fit together • Prefer documentation and reference books • Like to problem solve through experimentation • May wander into parts of the system they should not be in!!

31. Know your style • When you know your strongest and weakest styles, you can concentrate on your weaker style to make you a more effective trainer. • Learn to flex towards your weaker style

32. Discomfort zone Learning Chaos Comfort zone

33. Discomfort zone Learning Chaos Comfort zone

34. How to improve understanding • Use a variety of training methods • Presentations, handouts, WBT’s, hands on, help cards, newsletters, one-on-ones, departmental meetings • Mixing methods caters to the visual, auditory and kinesthetic learners • It also satisfies the procedural and navigational computer users • Move from ‘big picture’ to finer details

35. Remember The most effective training, blends different methods together so everyone can learn.

36. Change Management Why Do People Resist Change?

37. Very Important A safe environment is essential for learning to be successful. Mistakes or problems should not be discussed in front of other people. Respect Nurture Cherish

38. Understanding Change – what you will meet on the road to change

39. Innovation Adoption Curve • Everett M. Rogers, is a writer communications scholar, and teacher. He is best known for his ‘Diffusion of Innovations Theory’ - formalized in a 1962 book called Diffusion of Innovations

40. http://fox.wikis.com/wc.dll?Wiki~RogersInnovationAdoptionCurve~VFPhttp://fox.wikis.com/wc.dll?Wiki~RogersInnovationAdoptionCurve~VFP

41. Innovators (Enthusiasts) - 2.5% • Individuals who seek innovation and change • Risk takers who typically launch new ideas

42. Early adopters (Visionaries) - 13.5% • This group earns respect for its judicious, well-informed decision-making • They adopt change earlier then normal and validate changes for the organisation. • Innovators sometimes call early adopters for advice • They decrease the uncertainty of change

43. Early majority (Pragmatists) – 34% • Lots of peer interaction but not generally leadership roles. • Serve as an important link for innovation and change between individuals in the organisation

44. Late majority (Conservatives) – 34% • Adopt change later then normal – usually out of necessity and peer pressure. • They approach newness with skepticism. • They will not change until others have.

45. Late adopters (Skeptics) - 16% • The very last individuals to change. • They can be suspicious of change and need to make sure it will be successful before giving it a try.

46. Domino Effect • In any major change, it is better to start first convincing the innovators and early adopters and allow a domino effect to occur.

47. Phases of change : how you can identify and help

48. External/Environment Denial Commitment Past Future Resistance Exploration Internal/ Self

49. Denial • Initial shock in the face of change • Often people choose to ignore it • People can withdraw, suffer apathy and numbness • They focus on the past not the change • Managers: help by continuing to discuss the change and give people time to process what the change will mean

50. Resistance • This happens as people internalize the change and how it will affect them. • Decreased productivity as people are angry, frustrated and afraid. • Stress levels and negativity build • Managers: provide a forum for people to express themselves – it may be negative expression but allows an outlet for those feelings