One of my fondest sayings if from a book on adult training: 'Telling isn't Teaching and Listening isn't Learning'. I've trained for well over two decades and one thing I know is the delivery is more important than the content. I do a lot of training for seniors and it's important to let them guide your delivery and pace. If we can be ok that no one person in the class will get it all but it's more important for them to 'get something well than receive a lot of information and leave overwhelmed'. So this definitely goes along with understanding what they want to learn. There's nothing wrong with having a set structured class but be willing to deviate and go off script, slow down or whatever is needed for the audience you find yourself in front of.
I think almost anyone can teach the 'mechanics of technology' but few understand enough adult learning methodology to make the learning stick.
Digital Inclusion Specialist
Digital Inclusion 4 Allmscurrywork@gmail.com
I will weigh in here in an opinionated way if you don't mind. The one skill that the staff members can be taught is in line with "Teach a man to fish..." model. The staff can be taught to find out what they need to know. YouTube videos, for example, can explain practically ANYTHING. Each person knows how they learn best. Do they need a quick-and-dirty solution to an immediate issue (YouTube or Google "how to...") or would they prefer a Lynda-type program with modules and study guides?
In my experience, tech learning is ongoing and any time studied is quickly lost if the skills are not put into practice quickly and on a regular basis. It will also be helpful to show staff how bulletin boards exist "out there" to answer any specific issues that arise, if only the question is phrased correctly and respectfully and allowed the wait of a few days.In essence, instead of setting up a learning program for staff, I would let THEM decide what they need to learn and how they want to learn it. This, I think will be a savings of time and money and further empower the staff.Hope this helps!
Thanks SO MUCH everyone who responded! I will be checking out all these links.
And I will be using some of these other tips, esp the must/should/could framework, in situations when I am designing a real training program (now the situation in this case!).
Though it sounds like an aggressive approach may be more than you need, here are a few things I did when I had a large staff that needed to have... -posted to the "Discuss" community Discuss Re: Resources for basic computer literacy training Reply to Group Reply to Sender Aug 1, 2017 7:16 AM Deb Socia Though it sounds like an aggressive approach may be more than you need, here are a few things I did when I had a large staff that needed to have certain digital skills to be successful in their roles: We identified the specific skills they MUST know, things they SHOULD know, and things COULD know. For the MUSTS, we provided resources and support - and we were clear they were mandatory skills. For the SHOULDS, we identified early adopters and asked for their assistance to train others, and for the COULDS, we asked those with strong digital skills to try out new resources to determine if they were appropriate for everyone to learn. The lists were helpful because they were clear and folks knew they could obtain training - AND that I would base part of their evaluation on their ability to use them. The lists changed as we moved skills from one to another as we got folks trained. The key was to be clear about what we expected, provide training, and evaluate staff based on the list. The key: Expectation, Training, Evaluation. Another recommendation - training needs to be differentiated. Not everyone needs the 101 version, so do some matching of staff with strong skills with those who need assistance and make it part of your in-house professional development. Praise early adopters for their leadership as well as those who master new skills. I discovered that the trainings online are good for some, but not all learners. One of the unique ways we trained staff - "Bagels and Laptops" - was particularly creative and quite successful. Once a week we did a volunteer early morning training. I purchased coffee and bagels and one of our skilled staff would hold a tutorial on the use of a particular resource. We sat around a table and learned together. For the cost of coffee and bagels, we were able to provide a leadership opportunity for skilled staff and a learning opportunity for others. The incredible popularity of Bagels and Laptops was a pleasant surprise. For very complex software (and we had some!), we developed a system to ensure we had an "in house expert". In lieu of having a consultant come in to train staff, I would send a staff member OUT to be fully trained. As an in-house expert, he/she provided the training to the staff, but he/she could also answer everyday questions and run Bagels and Laptops sessions. In other words, we did not have to reach out to a consultant for every question or problem with the software. Finally, make the adoption of the necessary skills a group effort. In order to successful as an organization, we need EVERYONE to have these skills, so how can we work collaboratively to ensure we are all working effectively and efficiently? And I did not fail to provide a poor evaluation to those who did not meet the expectations. Once that happened, folks took the expectations quite seriously. I hope that is helpful to you! Best, Deb ------------------------------ Deb Socia Executive Director Next Century Cities Washington, DC ------------------------------ Reply to Group Online View Thread Recommend Forward Flag as Inappropriate You are subscribed to the Discuss community as firstname.lastname@example.org. To change your notifications, go to Community Notifications. To unsubscribe this community, go to Unsubscribe. NOTE: Do not forward. Links in this message are connected to your account. Clicking links in this message will log you into your account automatically.
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