This slideshare offers effective tips for effective training.

1. By: Cynthia R. Brown, MBA, RHIT, CCS
Cyntcoding Health Information Services
Coding Yesterday’s Nomenclature Today®

2. As an instructor and one who has been
instructed, I have found that only those
training sessions that are geared towards
incorporating the subject matter into the
work processes of the attendees are
retained. Have you ever attended a
training session and the very next day
forgotten what you were supposed to have
learned from the session?

3. A Period of 3 Days:
• 10% of what you read
• 20% of what you hear
• 30% of what you see
• 50% of what you see
& hear
• 70% of what you say
• 90% of what you say
as you do

4.  Trainers forget that
they are teaching
adults.
 Trainers fail to involve
the trainees in the
process.
 Trainers fail to know
their audience.
 Trainers fail to diffuse
resistance.

5. Children Adult
Rely on others to decide what is
important to be learned.
Decide for themselves what is
important to be learned.
Accept the information being
presented at face value.
Need to validate the information based
on their beliefs and values.
Expect what they are learning to be
useful in their long-term future.
Expect what they are learning to be
immediately useful.
Have little or no experience upon
which to draw, are relatively “blank
slates.”
Have substantial experience upon
which to draw. May have fixed
viewpoints.
Little ability to serve as a
knowledgeable resource to teacher or
fellow classmates.
Significant ability to serve as a
knowledgeable resource to the trainer
and fellow trainees.

6. The role of the trainer
is to engage in a
process of inquiry,
analysis, and
decision-making with
the trainees rather
than to transmit
knowledge.

7. It is now recognized
that adult learning is
enhanced by hands-
on experience
keeping in mind that
the wealth of
experience of the
trainee should be
acknowledged and
respected.

8. Trainees have wants
in these four areas:
• To gain something
• To be something
• To do something
• To save something
Find out which of
these areas fit your
audience.
What’s in it for
me?
Can this help
me to excel?
Will this
improve my job
function?
Will this save
me time and/or
money?
TRAINEES
Want to know

9. Trainees differ in the
types of learning
environment they
prefer. If possible,
group trainees
according to those
preferences.
Physical Emotional Learning
Learning
Setting:
Noise
Level
Lighting
Temp
Structure
Time of
Day
Social
Needs:
Learn
Alone
Learn With
Others
Learning
Styles:
Auditory
Visual
Kinesthetic
Motivation:
Extrinsic
Intrinsic

10. 5 Ways to Squelch
Motivation:
• Have little personal
contact;
• Get trainees in a
passive mood and keep
them there;
• Assume trainees will
apply what is taught;
• Be alert to criticize; and
• Make them feel stupid
for asking questions
Interact
with
Trainees
Use
examples
Make
conducive
for
questions
Allow
Trainee to
vent
Get
Trainees
excited
about topic

11. Trainees are more likely
to be motivated when they
see a connection between
the learning
objectives/activities and
their own work.
SHOW THEM HOW THE
LEARNING
OBJECTIVES WILL
POSITIVELY AFFECT
THEIR JOBS.
Provide opportunities for
trainees to use what they
already know and apply
what they are learning in
the instructional setting.
USE THIS TIME FOR
QUESTION & ANSWER
SESSIONS WHEREBY
THE TRAINESS ARE
PERMITTED TO GIVE
THEIR INPUT ON THE
SUBJECT MATTER.

12. CCHIS will educate all clinical and non-
clinical staff on clinical documentation
improvement, coding
guidelines/methodologies, and all other
issues that affect coding and
reimbursement. Training methods are
customized to fit your organizational
needs based on a personalized
assessment of your staff’s education,
experiences and work processes.

13. Cynthia Brown, MBA, RHIT, CCS
AHIMA approved ICD-10 CM/PCS Trainer
CyntCoding Health Information Services
Phone: 404-992-8984/E-Fax: 678-805-4919
P.O. Box 3019
Decatur, GA 30031
cyntcoder@cyntcodinghealthinformationservices.com
http://cyntcodinghealthinformationservices.blogspot.com
www.cyntcodinghealthinformationservices.com
Coding Yesterday’s Nomenclature Today®

14. Edmunds, C.K., Lowe, M. & Seymour, A.
1999. The Ultimate Educator . National
Victim Assistance Academy (Advanced).
Washington, D.C.: Department of Justice,
Office for Victims of Crime.
Zemke, R. & Zemke, S. June 1995. “Adult
Learning What Do We Know for Sure?”
Training.

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