🚀 go-pugleaf

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Date: Fri, 19 Feb 93 09:42:12 PST
From: alipow@library.Berkeley.EDU (Anne Lipow)

Here's what I've learned about timing--and it seems to hold true for
training in anything that has many parts to it and that can be separated into
beginner, intermediate, and advanced skill levels:

1.  Forget about breaking the subject down into several modules that are
offered on different days.  People won't come in enough numbers to make it
worth your while (for lots of good reasons that have nothing to do with
their interest in your session).  Two types of session max: awareness
building and hands-on training.

2.  It doesn't work too well trying to reach several different skill levels
in different sessions.  Beginners come to advanced sessions and advanced
come to beginner sessions--with the result that too many are disappointed
(also for good and interesting reasons that would be quite difficult for you
to overcome).  Two levels of training max: awareness building and hands-on
training.   With most skills training, a brochure will take care of the
awareness, so you need only one in-person session for the hands-on.  But not
in the case of Internet training, which requires in-person sessions for both
levels. The important thing to strive for in hands-on training is an
audience whose interests are similar, so your examples can be as relevant
as possible to most of the participants.

3.  Handouts--attractively done--are critical to take care of the beginner
and advanced.  Handouts that are used in the class, and more that they can
use as a resource on their own.  Must be packaged well--Table of contents,
paginated, good page layout, etc.

4.  Pre-enrollment is essential.  I also believe in charging a nuisance
fee (say $5.00-$10).  I won't go into the reasons for this...

Regarding Internet training in particular:
1.  Introductory "awareness building" session: 1-1/2 hrs to cover the 3 basic
services is probably too short.  Two hrs. minimum, with a 10-15 min. break
if you include NO discussion.  Three hours, with a break, is ideal.  You
have time to describe, demonstrate, and discuss.  You should have no trouble
getting an audience if your publicity describes it well and promises helpful
handouts.

I have great success scheduling repeat sessions, giving people a choice of
two dates, with a secret date scheduled to handle overflow.

2.  Hands-on training:  3 hrs.  Prerequisite: must have an account.  Content:
 30-minute overview; 1 hr. on mail/listservs; 1 hr. on ftp.  Rest taken up
with discussion and break.  For every 7-10 attendees, you should have a
lab assistant helping individuals catch up.

I like to give a pre-session homework assignment that ensures a base level
of exposure and experience.  I require them to subscribe to a discussion
group (They have a choice of 3).  I give them step-by-step instructions on
how to sign on and how to sign off.  Whatever your assignment, it should not
require a lot of judgement or problem solving; make it very imitative--
"First type this, then that, then notice the results.  (For example, when
I teach online catalog searching, the homework assignment has everyone
doing an author search, a title search,  a subject search, and maybe
a couple of other types.  Maybe even one or two for "extra credit.")  It
never fails to (a) get a very positive response from the participants,
and (b) do the job I was hoping for: get their fingers wet and get them
used to a particular vocabulary, so that they can listen and watch the demos
with smarter ears and eyes.  There's always one in the bunch that didn't do
the homework assignment.  (Did I mention in the enrollment confirmation
that I tell them it's required?) They are always apologetic, and take it
with great understanding when you say "let me answer that question after
the class, since I don't want to hold up everyone else...")

I'll stop here since I've already gone on at more length than some would
want.  (But the topic is such a rich one, I feel as though I've just begun!)

--Anne Lipow