Designing Effective Training Programs for Diverse Audiences

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Designing Effective Training Programs for Diverse
Audiences

• Laura Stock, MPH
• Labor Occupational Health Program - UC Berkeley

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Curriculum Design Criteria

• Based on adult learning principles
• Appropriate for diverse populations with
  differences in language, literacy, culture
• Action-oriented will provide skills and
  information that can be used and applied
• Technically accurate
• Activities enhance confidence and leadership
  skills

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Adults Learn Best When Curriculum

• Is Relevant
• Respects Participants
• Builds on Previous Learning
• Uses Diverse Methods
• Is Participatory and Interactive

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Steps in Curriculum Planning

• Form a curriculum development team
• Do a needs assessment
• Set objectives and identify content areas
• Select teaching methods
• Develop the lesson plans
• Pilot test the program
• Evaluate and revise as needed

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Needs Assessment What do you want to know?

• Nature of audience language, culture, literacy,
  educational level
• What are their concerns/needs/interests why are
  they there?
• What kind of training/info on your topic have
  they already received?
• How do they learn best what kind of written
  material do they prefer
• How do they hope to use the information/skills

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Setting Learning Objectives Hit the Bulls Eye
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Setting Objectives What do people need to know

• Knowledge
• Attitudes
• Skills
• Communication skills
• Speaking up when there is a problem
• Problem solving

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Selecting Teaching Methods Use Diverse Methods

• Tell me I Forget
• Show me I Remember
• Involve me I Understand

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Participatory Training Methods

• Reflect adult learning principles
• Draw on participants own experience
• Encourage teamwork and group problem solving
• Work well with people with reading or writing
  difficulties
• Emphasize learning through doing
• Create a comfortable learning environment
• Provide opportunity to practice new skills

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Participatory Methods Examples

• Brainstorm
• Role Plays
• Games
• Small Group Activities Case Studies
• Demonstrations
• Hands-on Practice
• Question and Answer

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Literacy Issues

• According to National Adult Literacy Survey, 50
  of all adults have trouble with tasks that
  involve speaking, reading, and writing.
• People tend to hide their reading and writing
  problems
• People have developed very creative coping
  strategies
• You cant expect people to self-identify nor may
  you be able to tell if there are literacy
  problems

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Cultural Diversity

• People will bring a variety of perspectives to
  class
• There may be different attitudes to speaking up,
  making changes, asking questions, etc.

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Adapting for Language and Literacy

• Try to learn about your audience in advance
• Identify languages spoken. If needed, offer
  training and materials in multiple languages
• Since you cant identify who has reading and
  writing problems, assume a range of skills and
  make training accessible for everyone
• Avoid putting people on the spot. Always ask for
  volunteer readers or writers

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Adapting, cont.

• Use visual aids and read aloud what you write on
  flipchart
• Show respect and appreciation for cultural
  differences be prepared to change references to
  local culture, pop icons, history, etc.
• Link with community based organizations who
  represent your target population to learn and to
  share resources

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Developing Written Materials for Diverse Audiences

• Establish priority message the bulls eye
• Organize text into short, logical sections
• Use plain language and words that are easy to
  understand
• Define technical terms
• Have sufficient white space
• Use illustrations to explain text

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Adapting Materials Example
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Translation/Interpretation Issues

• What words are commonly used? Have you considered
  regional differences?
• Do you need to adapt, not just translate?
• Have you involved the target audience in
  reviewing/pilot testing the translation
• Do you have good bilingual instructors? Can they
  translate concepts not just words?

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Pilot Test, Evaluate and Revise

• Assess
• The degree of change in knowledge, attitude, or
  skills that was intended
• The effectiveness of the teaching methods used
• Usefulness of materials
• Appropriateness, relevance of course content

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Assessing Participant Skills

• Written tests
• In class assessment techniques
• Role plays demonstrating skills
• Small group presentations

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Summary of Key Criteria

• Reflects commitment to adult learning principles
• Methods match objectives
• Program is accessible/appropriate for diverse
  audience
• Aim for the bulls-eye