RePLAY:
Relieve Pain in
Laboratory Animals...
and Yourself
Train the Trainer
Deb Wenger, Consultant
Training & Compliance
Bruce W. Kennedy,
AALAS Prez
Compliance Associate
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!!!)
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.
Why are you here?
ISD
Instructional System Design
Advantages
• Quality instructional material
• Focused training, generating better results
• Product that streamlines preparation time
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
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.
E
Analysis
V
The
A
L
Design
U
System
A
T
Development
I
O
N
Instructional
Design
Process
Implementation
E
Analysis
V
A
L
Design
U
Development
N
 Observe the task
 Interview individuals
performing the job
I
O
• Needs
assessment
• Task analysis
A
T
• Foundation for
all phases of
development
Implementation
 Interview the
supervisor
 Use a task force
E
Analysis
V
A
L
Design
U
Development
I
O
N
• Learning
assessment
• Delivery system
A
T
• Learning
objectives
Implementation
• Sequencing the
instruction
E
Analysis
V
A
L
Design
U
• Instructional
A
T
Development
• Instructional
media
I
O
N
material
Implementation
• Documentation
E
Analysis
V
A
L
Design
U
A
T
Development
I
O
N
Implementation
• Delivery of
training
E
The Evaluation
Phase measures the
effectiveness and
efficiency of the
instruction.
* Formative
Evaluations
V
Analysis
A
L
Design
U
A
T
Development
I
* Summative
Evaluations
O
N
Implementation
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.”
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?
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
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
Principles of Instructional Design
•
•
•
•
•
•
Appropriate
Motivational
Two-way communication
Feedback
Learner types
Exercise
Development Process
•
•
•
•
Phase I:
Phase II:
Phase III:
Phase IV:
Instructor’s Manual
Participant’s Manual
Media
Learning Activities/
Handouts
Instructor’s Manual





Introductory
Materials
Title Page
Table of Contents
Overview of Program
Time and Event Outline
Equipment, Materials, and
Room Setup
Instructional
Materials






Introduction
Administrative Details
Purpose of Program
Learning Objectives
Presentation
Summary
Appendix




Copies of Handouts
Copies of Media
Glossary of Terms
Bibliography
Participant’s Manual
Introductory
 Title Page
 Table of Contents
 Overview of Program
Materials
Program
Content
 Learning Objectives
 Modules
 Learning Assessment
Appendix
 Copies of Media
 Glossary of Terms
 Bibliography
the 6 Ws
another approach to ISD
a group exercise
•
•
•
•
•
•
Why
Who
What
Where
When
hoW
Case study
communication
• snowflake exercise
•
•
•
•
SOPs
teaching style
ESL
the language of science
?
• session: “Enhancing Cross-Cultural Communication In
Training,” Dr. Genevieve Fridland, AALAS
hoW
Three Channels of Delivery
• delivery skills
vocal
– verbal, vocal, visual
verbal
• communication
visual
– snowflake exercise to demonstrate
style differences in delivery
Three Channels of Delivery
• presentation pointers
Factor
Description
Amount
verbal
using words that engage
both parties
7%
vocal
presence of voice quality
and signals
38%
visual
behavior and overall
presence
55%
– examples from you
Case study
vocabulary
•
•
•
•
difficulty with science jargon
useful for ESL, too
taught thru a game
crossword puzzles
– software to build your own
– using the TechTalk puzzle
What ‘good’ things can you tell
from this slide?
1. a litter has been born
2. milk spot is present
3. mom is maternal
4. anything else?
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
hoW
crossword puzzle
of
lab animal science
acronyms
www.varietygames.com
Case study
teaching 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?
Case study
using 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
Case study
euthanasia, 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
Case study
training 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
Case study
where do you get your materials
• Norina website, with several videos, is an excellent
resource. http://oslovet.veths.no/
• LAWTE, of course
Case study
learning 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?
1
4
16
2
18
3
34
32
Effective learning approaches
based on personality style
feeler
checklists
charts
hands-on
examples
field trips
how-to discussions
analyzer
lectures
reading
writing reports
panel discussions
forming hypotheses
working alone
observer
team games
cooperative groups
visual thinkers
role players
idea sharing
group discussions
organizer
experimenting
active learning
brainstorming
finding alternatives
doing case studies
learning games
Case study
training 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.
Training documentation
•
•
•
•
CEUs
AALAS certification and registry
other licensors and credentials
certificate of participation
awarded to
I. M. Anitecher
Case study
training 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 signin 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.
Case study
who is the trainer?
• who is doing the training
– manager, supervisor
• issues with employee performance
–
–
–
–
–
designated trainer
PIs
veterinary staff
vendors
computers
Case study
stakeholders in training
• who is being trained
–
–
–
–
–
typical lab animal personnel
PIs
IACUC members (outside member, too?)
facility personnel, including contractors
human resources
Case study
the basics of a training session
• what have we learned today?
• as taught thru a game
• using a version of Jeopardy
RePLAY:
Relieve Pain in
Laboratory Animals...
and Yourself
Train the Trainer
Thank you for your participation!
Deb and Bruce