Designing Effective Training Programs for Diverse Audiences

Laura Stock, MPH Labor Occupational Health Program - UC Berkeley

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

Adults Learn Best When Curriculum:

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

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

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

Setting Learning Objectives: Hit the Bulls Eye

Setting Objectives: What do people need to know

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

Selecting Teaching Methods Use Diverse Methods

Tell me I Forget

Show me I Remember
Involve me I Understand

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

Participatory Methods: Examples

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

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

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

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

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

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

Adapting Materials: Example

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?

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

Assessing Participant Skills

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

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