Train the Trainer
Kate Hardstaff Training Manager
Cancer Research UK Centre for Drug Development (CRUK CDD)
Agenda
• Introduction
• The training cycle
• Laying the foundations for a successful training session:
– Assessing training needs
– Writing learning objectives
• Developing training activities
Who are Cancer Research UK?
We are the world’s leading cancer charity dedicated to saving
lives through research
1970
TODAY
SURVIVAL HAS
DOUBLED
CRUK Centre for Drug Development: Our Goal
Tomorrow’s Medicine Today’s Science
We translate
Lab picture
Bring promising new treatments to people with cancer
CRUK CDD: How we work
Saturday, November 15, 2014
Partnership
Delivering progress through partnership:
We collaborate to develop industry and academic discoveries into novel
therapies
Innovation
A pioneering portfolio:
From small molecules and biologics to novel
combinations, we focus on innovation
Centre of excellence
From manufacturing and pre-clinical to full clinical
trial operations, we have the capabilities and
infrastructure needed to demonstrate clinical
potential
Developing anti-cancer treatments that would not happen without our support
What is training?
Learning:
The act, process or experience of obtaining knowledge
or skills
Training:
Planned, structured activity designed to help
an individual or group learn required skills and
knowledge
Examples: classroom based, on-the-job, e-learning etc
Train the trainer: Goals and objectives
Goal: Be able to plan an effective and
engaging classroom based training session
Objectives:
- Write clear learning objectives and explain why these are important
- Explain why it is important to use an active training approach
- Identify appropriate training activities to support learning goals and objectives
What do you think?
When developing a training course, its important to plan to tell participants most of the knowledge you have about that topic
The Training Cycle
ADDIE
Analyse
Design
Develop Implement
Evaluate
Analyse
12
Before designing a training module…
Organisational Participants
Why does my
company need
this training?
What are the
characteristics of
my participants?
What do they
want to learn?
Analyse Training
Need
13
What is an organisational training need? (1)
Organisational
demand for
capability
Existing employee
capability
Difference = Training need
-
14
What is an organisational training need? (2)
Organisational change:
• Process
• Technology
• Regulations
• Job Role
Change in employee capability = Training need
Participant’s Training Needs
Top tips – focus on:
• What do participants need and expect from your
training?
• What do you expect participants to do differently as a
result of attending the training?
Develop objectives
17
The curse of knowledge..
Subject Matter Experts (you!) often want to tell participants everything about their subject...
Avoid this temptation!
Why?
• Overwhelming
• Wastes time
• Boring!
18
Lifting the curse..
Focus on the training need
What is the minimum participants need to know or be able to do to achieve this?
What are training goals and objectives?
Goal Objective
Be able to plan an
effective and engaging
classroom based training
session
Write clear learning
objectives
Identify appropriate
training activities to
support learning goals
and objectives
20
Why are learning objectives important?
• Focused training module design
• Focus learners on the purpose of the module
• Measure training module success
• Purpose of the training module clear to
stakeholders
21
Tips for writing learning objectives
• Specify exactly what the participant will be able to do
at the end of the module?
• Minimise knowledge for knowledge sake
• Use an observable action verb to specify results
• Relevant:
WHY do participants need to know/be able to do this?
Activity: Is this a good learning objective?
The goal of this activity is to reinforce what makes a good learning objective
Vote using Yes and No cards
Be prepared to justify your answers
Is this a good learning objective?
For a course to review safety data reporting for new CRAs
At the end of the course participants will be able to:
Evaluate if an adverse event meets the ICH GCP definition of a serious adverse event
Is this a good learning objective?
For a course for PV staff on updates to PV practice from the EMA
At the end of the course participants will be able to:
• Be aware of the updates on PV practice from the EMA
Better learning objectives..
Be aware of the updates on PV practice from the EMA
• Describe the updated EMA advice on PV practice
• Apply the updated EMA advice to real life PV reporting scenarios
For a course for PV staff on updates to PV
practice from the EMA
Is this a good learning objective?
From a course for CRAs on SAE reporting, prompted by site staff not completing SAE forms correctly (missing and incomplete information)
At the end of the course participants will be able to:
• Understand how site staff should complete an SAE report form
Better learning objectives..
From a course for CRAs on SAE reporting, prompted by site staff not completing SAE forms correctly (missing and incomplete information)
Understand how site staff should complete an SAE report form
• Describe how to complete an SAE report form
• Identify common errors when completing SAE report forms and explain how to prevent these
Is this a good learning objective?
For a course on the impact of the new EU clinical trials directive on PV reporting
• In this course, we’ll demonstrate to you how to use the new EU portal to report SUSARs to the MHRA
Better learning objectives..
For a course on the impact of the new EU clinical trials directive on PV reporting
In this course, we’ll demonstrate to you how to use the new EU portal to report SUSARs to the MHRA
• At the end of this course you’ll be able to report SUSARs to the MHRA using the EU portal
Is this a good learning objective?
For a course to review safety data reporting for new CRAs
At the end of this course, you’ll be able to:
- Explain the history behind the development of the global regulations on drug safety reporting
Better learning objectives
For a course to review safety data reporting for new CRAs
At the end of this course, you’ll be able to:
- Explain the history behind the development of the global regulations on drug safety reporting
No objective needed
Is this a good learning objective?
At the end of this course, you’ll be able to:
- Write clear learning objectives
- Describe why writing a clear learning objectives is important
Activity: • The goal of this activity is to practice writing clear
learning objectives
• For a training course that you might develop:
- Identify:
• Name of the course
• Audience
• Organisational goal of the course
– Write:
• Two learning objectives
• Share your thoughts with your neighbour!
Design Materials
35
Lectures/PowerPoint: The case against
36
Lectures/PowerPoint: The case against
Learning, unfortunately, is not an automatic consequence of pouring information into another persons head. It requires the persons own mental processing…
Lectures put participants in a position of
sustained, passive listening…
Lecturing by itself will never lead to real learning
Active Training, Mel Silberman
37
Lectures/PowerPoint: The case against
The average adult concentration span is
20 minutes
Implication: Use the same delivery method for more
than 20 minutes and…..
38
Lectures/PowerPoint: The case for
• Lectures:
• Efficient
• Low cost
• Useful to get allot of information across quickly
• Good for very experienced audiences
• PowerPoint allows a permanent record of material:
• Ease of repeat delivery
• Materials for participants
• Provides evidence that staff have been trained
39
The trainers challenge, minimise..
40
Why is active learning important? (1)
• Maintain attention: Increases interest and energy
• Increased retention of material
• Increased buy in to new concepts:
People don’t argue with their own data!
• Allows participants to practice/apply new
skills/knowledge in a safe and supported environment
41
Why is active learning important? (2)
• Allows assessment of learners knowledge, skills and
attitudes
• … and allows the trainer to address issues raised
(feedback)
• Allows ideas and experience to be shared
• Increased application of new skills/knowledge on the
job
What activities can you use in training courses?
What activities can I use? Some examples
• Case studies
• Guided questioning
• Simulations of real life activities
Case studies
What: A real or fictional situation presented to participants to analyse and recommend solutions.
Example:
A description of an adverse event scenario for a patient – participants decide if its an SAE and a SUSAR
Excellent for allowing the application of knowledge in real life scenarios
Guided questioning
What: Ask questions to tap into existing knowledge of group, rather than present information
Examples:
What makes an adverse event serious?
What should a CRA train site staff in with regards to safety data?
Excellent for drawing out existing knowledge and building on this.
Simulations
What: A training environment that closely represents the real environment allowing participants to practice skills.
Examples:
Perform SAE reconciliation using data listings from the DM and PV databases
Enter mocked up SAE data onto a training PV database
Gold standard as allows practice of real life skills which allows feedback and increases transfer on the job.
47
Factors to consider when choosing activities (1)
• Does the activity assist with accomplishing the key
learning objectives?
• Does the activity have real world relevance?
• What is the time investment:
• Perform/feedback in class?
• Develop the materials?
• Appropriate for group size?
48
Factors to consider when choosing activities (2)
• Group comfort factor?
• Will the learning be straightforward?
• Consider timing and sequencing
• Test the activity
Activity • The goal of this activity is to decide which learning
activities are appropriate for a training session
• Work in pairs
• Review the statements and answer True or False
• Be prepared to share your answers with the group
Activity
• The goal of this activity is to give you further practice in selecting suitable training activities for your course
• Choose an appropriate training activity for the course you wrote objectives for
• Share your answer with the person next to you for feedback.
Review
ADDIE
Analyse
Design
Develop Implement
Evaluate
Train the trainer: Goals and objectives
Goal: Be able to plan an effective and
engaging classroom based training session
Objectives:
- Write clear learning objectives and explain why these are important
- Explain why it is important to use an active training approach
- Identify appropriate training activities to support learning goals and objectives
Thank you!
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