Local Action Planning - GNDR · Local Action Planning TRAINING OF TRAINERS MANUAL A manual for National Coordinating Organisations to train the Participating Organisations withinContents

Local Action PlanningTRAINING OF TRAINERS’ MANUAL

A manual for National Coordinating Organisations to train the Participating Organisations within the Frontline

programme to use the Local Action Planning Guide

DRAFT VERSION. THIS DOCUMENT IS CONFIDENTIAL FOR YOUR FEEDBACK ONLY. PLEASE DO NOT SHARE WITH OTHERS.

Acknowledgments This toolkit was developed by GNDR.

GNDR would like to thank the Office for Disaster Assistance (OFDA) of the United States Agency for International Development (USAID) for their kind support with the Frontline project.

This Local Action Planning Training of Trainers’ Manual is made possible by the support of the American People through the United States Agency for International Development (USAID.) The contents of this toolkit are the sole responsibility of the Global Network of Civil Society Organisations for Disaster

Reduction and do not necessarily reflect the views of USAID or the United States Government.

GNDR. 2016. Local Action Planning: A Training of Trainers’ Manual. Global Network of Civil Society Organisations for Disaster Reduction (GNDR). London, UK.

© GNDR 2016.The Global Network of Civil Society Organisations for Disaster Reduction (GNDR) is the largest international network of organisations committed to working together to improve the lives of people affected by disasters world-wide.

GNDR8 Waldegrave RoadTeddingtonLondon TW11 8HTUnited Kingdom+44 (0)2089 [email protected] | www.gndr.org

Local Action PlanningTRAINING OF TRAINERS’ MANUAL

A manual for National Coordinating Organisations to train the

Participating Organisations within the Frontline programme to use the

Local Action Planning Guide

Contents1. Introduction and Background 5

2. Companion of the GNDR Local Action Planning Guide 6

3. Target group for training 6

4. Training objectives 7

5. Training strategy and methodology 7

6. Setting up the training 8

6.1. Organisation/structure 8

6.2. Logistics and resources needed 9

7. Overview of sessions 11

7.1. Session 1: Objectives and agenda of the training workshop 11

7.2. Session 2: Frontline : brief intro 12

7.3. Session 3: Using the Frontline Tableau 13

7.4. Session 4: Assessing the use of the Frontline approach 14

7.5. Session 5: Using other Community Risk Assessment Tools & conducting Action Planning 15

7.6. Session 6: How to analyze the Frontline/CRA findings? 16

7.7. Session 7: What are the steps in Action Planning? 17

7.8. Session 8: Planning and organizing the next day’s field work 18

7.9. Session 9: Review of the day 19

7.10. Session 10: Field work 20

7.11. Session 11: Debriefing of field work 21

7.12. Session 12: Presentation of field work findings 22

7.13. Session 13: From Planning to Action 23

7.14. Session 14: Evaluation and Reflection 24

7.15. Session 15: Closing session and handing out of training certificates 25

5 LOCAL ACTION PLANNING | TRAINING OF TRAINERS’ MANUAL

Introduction and BackgroundFrontline1 has been developed by the Global Network of Civil Society Organisations for Disaster Reduction (GNDR). Initially the Network was engaged in a shared action, Views from the Frontline (VFL), providing a local perspective of progress of the Hyogo Framework for Action on Disaster Risk Reduction by undertaking interviews with community members, civil society organisations (CSOs), and representatives of local government. It reported in 2009, 2011, and 2013, and gathered in total over 85,000 views based on the work of hundreds of civil society organisations.

A number of GNDR members, who had been involved in Views from the Frontline, called for a process which was less ‘extractive’. They suggested programmes that do not simply take information from the community context and use it at other levels, but instead provide input and insight at the local level, directly contributing practical solutions to enhance community resilience.

GNDR therefore developed a local level ‘action and learning’ process called Action at the Frontline (AFL) to meet this request. AFL was implemented in 53 communities in 39 countries, involving in total 48 civil society organisations. AFL took the outputs from the individual conversations in a particular location and provided a set of tools for presenting these conversations in community consultations. This formed a basis for learning from the aggregated individual conversations and agreeing action plans at local level, including developing advocacy campaigns and creating implementation strategies.

A follow up programme, called Frontline, was first piloted in Latin America during 2013-2014, engaging 13,000 respondents in 15 countries. In 2015-2016 Frontline was applied globally in another 15 countries (Dominican Republic, Senegal, Nigeria, Cameroon, Uganda, Kenya, Armenia, Georgia, Nepal, India, Cambodia, Indonesia, Philippines, Tonga and Kiribati). This programme was funded by the Office for Foreign Disaster Assistance (OFDA).

Views from the Frontline and Frontline aimed to find out from local people what threats they face, what the consequences of these threats are, what actions they propose and which barriers for effective action they identify. It is based on a number of specific principles:

• Everyday risk and everyday disasters: Evidence from Frontline shows that 90% of disasters prioritised by respondents are everyday disasters. They are habitually unrecognised, unrecorded and unsupported at national and global level.

• Resilience: Frontline is based on a resilience perspective, examining a wide diversity of threats that impact communities and investigating their capacities for absorption, adaptation and transformation in the face of these threats.

• Local Knowledge: Understanding resilience at community level needs to be based on local experience and knowledge. Frontline recognises local

Views from the Frontline and Frontline aimed to find out from local people what threats they face, what the consequences of these threats are, what actions they propose and which barriers for effective action they identify.

1 For a detailed overview of the Frontline approach and findings and the Tableau dashboards, see: http://www.gndr.org/frontline. For the Frontline brochure: http://www.gndr.org/images/newsite/PDFs/Frontline_FINAL_EN.pdf and video trailer, see: https://www.youtube.com/watch?v=XckuRpGyvps


experiential knowledge as a relevant input complementing other sources. It gathers and shares detailed local risk knowledge across scales.

• Participation: Frontline emphasises participatory approaches in the gathering of information using individual conversations.

Although one of the goals of the AFL and Frontline programmes was to contribute to actions that strengthened community resilience, it was found that participants lacked a well-developed methodology on how to use the findings from the individual interviews and community consultations for effective action planning and implementation. Some direction was given by GNDR through the AFL and Frontline documents but this guidance was insufficiently detailed to be applied as a standard Frontline methodology. The GNDR Local Action Planning Guide, together with this Local Action Planning Training of Trainer’s Manual, is aimed at filling this gap.

2. Companion of the GNDR Local Action Planning Guide

This Training of Trainers’ Manual2 accompanies the Local Action Planning Guide, which explains in detail the background of the Frontline programme, the Frontline methodology and the rationale for and the proposed steps for strengthening the Action Planning component in Frontline. These steps include an explanation on how to use the data obtained through the Frontline Tableau dashboards, an overview of the key participatory tools that can be used when carrying out a community risk assessment, a description on how to analyse the data and how, based on the analysis, Participating Organisations can move from action planning to practical action.

The Local Action Planning Guide, as a result, provides all the information and substance needed for carrying out the Local Action Planning Training. In the training workshop sessions overview (see Chapter 7), reference is made to the relevant chapters and tables in the Local Action Planning Guide.

3. Target group for trainingThis Manual is to be used by the National Coordinating Organisations (NCOs) to train the staff from the Participating Organisations (POs), involved in the Frontline programme, on how to apply the Frontline (and other) data collected, for effective action planning and implementation within the communities they work. Following this training, the trainees are expected to organize their own training sessions to convey the knowledge gained to their PO colleagues and other practitioners.

2 This Local Action Planning Training of Trainers’ Manual is partly based on IFRC’s VCA training guide, Classroom training and learning-by-doing, but the content has been adapted to the Frontline programme.

Following this training, the trainees are expected to organize their own training sessions to convey the knowledge gained to their PO colleagues and other practitioners.


4. Training objectivesBy the end of the training course, the trainees will be able to:

• Understand and explain the different steps of the Frontline methodology.

• Understand and explain the use of the Frontline Tableau dashboards.

• Apply a variety of community risk assessment methods and select the most relevant ones in a particular context.

• Explain the different steps in data analysis.

• Describe the steps to take when carrying out the Action Planning.

• Carry out an analysis of the Frontline findings and design an Action Plan in close collaboration with the selected communities.

• Replicate all this information in a training session for their peers.

5. Training strategy and methodology

The exact training strategy and methodology that will be applied will depend on the capacity of the trainers and trainees, the available resources and the local cultural and societal context. But for effective knowledge transfer, learning and behavioural change to take place certain basic rules apply. Therefore it is suggested that the training should as much as possible actively engage the trainees and be practice-oriented.

Therefore the following approaches are proposed:

• A combination of classroom training with ‘learning-by-doing’ through actual field work.

• Facilitation in a non-lecture style, avoiding the use of PowerPoint presentations, as much as possible.

• Stimulating group-work, dividing participants into sub-groups, when possible.

• Taking into account gender and age-related dynamics.

• Allowing participants to share their own experiences, anecdotes and stories.

• Making the training fun by the use of games, ice-breakers, role plays, etc...

• Make use of audio-visual material, such as videos, when possible.

• Ongoing evaluation and review of the training, and adjustment where needed.

By the end of the training course, the trainees will be able to understand and explain the different steps of the Frontline methodology.


6. Setting up the training6.1. Organisation/structureThe effectiveness and quality of the training will to a large extent depend on the preparatory work made by the facilitator. Specifically the facilitator will need to take decisions related to:

• The composition of the group of trainees:

• Do the trainees represent all the POs involved in the Frontline programme in the country?

• How many participants per PO will be allowed?

• Will other interested stakeholders, such as local government representatives, other CSOs, some key community members, also be invited?

• Is diversity sufficiently taken into account (related to gender, age, ethnicity, disability…) in the selection of participants?

• What is the level of experience and skills of the trainees?

• Have they all been directly engaged in the Frontline programme?

• Do they have relevant experience with the use of other participatory community risk assessment tools?

• Have they been involved in action planning work before?

• The number of trainees

As the training will be participatory and is aimed at the active engagement of all participants the group of trainees should not be more than 20 to 25 participants. If the group becomes too big, the quality of the interaction and learning may suffer, as a result.

• The training skills required

The Facilitator for the Training of Trainers should ideally be a staff member from the National Coordinating Organisation with hands-on experience with the Frontline programme. He/she should also have some training experience, being skilled in facilitation and the holding of multi-day trainings.

Another consideration in the organisation of the Training of Trainers, is the capacity of the trainees to replicate the training and the learning. The Facilitator should therefore, as much as possible, let the trainees present and then assess their capacities as future trainers.

• The location of the training venue

Preferably, the training should take place in the office of the NCO or of one of the key Frontline POs. However, as the training will also entail field work in one of the Frontline communities, the location of the training venue should ideally be not more than one hour driving distance from the community that have been chosen to carry out the ‘Learning-by-Doing’.

As the training will be participatory and is aimed at the active engagement of all participants the group of trainees should not be more than 20 to 25 participants.


• The duration and format of the training

It is estimated that the training will take 2 1/2 days. The availability of the trainees for the full duration of the training will need to be assessed and when required the training may have to be split up into a theoretical classroom training part first and the actual field work at a later stage. It is however preferred, for the sake of efficiency and effectiveness, to have the training carried out during consecutive days. If progress in carrying out the training is considered rather slow, the training may need to be extended with half a day.

6.2. Logistics and resources neededBesides deciding on the objectives, strategy, methodology and structure of the training, it is also important to pay careful attention to the logistics and resources needed. This entails finding the right training venue, identifying a relevant community for the field exercise and having all the materials and resources ready for a smooth execution of the training and creating a conducive learning environment.

Finding an appropriate location for the training has already been discussed under 6.1. But besides the location, also the following logistical considerations need to be taken into account:

• The room needs to be big enough to accommodate all participants easily as trainees will have to be able to move around the room without difficulty. Also table and chairs may have to be rearranged while conducting the training to adapt to specific learning requirements.

• Make sure that in the room there is a stable Internet connection available, so that the Tableau dashboard and other relevant web-based resources can be consulted, when needed.

• If feasible, make sure there is a beamer available to show the Frontline videos and the Tableau dashboard on a screen/the wall.

• Ensure that there is sufficient wall space to mount the flipcharts. Ask the owners of the training venue if it is permitted to use tape on the walls.

• Ensure that also smaller rooms for break-out groups have been booked.

• If trainees are not passing the night at the training venue, make sure transportation is being organized.

• Agree with the PO concerned beforehand which community will be visited for the field work and ask them to fix a date and inform the community leaders on the objectives of the field work.

• Ensure transportation to the communities on the second day.

• Provide for meals, beverages and snacks for all three days.

• If budget allows, organize a social event on the first night, so that participants will also get to know each other in a more informal setting.

If budget allows, organize a social event on the first night, so that participants will also get to know each other in a more informal setting.


Finally, it is also essential to have all the necessary equipment and teaching materials available before the training starts:

• Ask the participants to take the reports/case studies/pictures of their Frontline activities with them as well as the results of the Frontline assessment in their communities from the Tableau dashboard (overview of Threat, Consequences, Actions, and Barriers).

• Prepare the agenda and the objectives of the training course on a flipchart.

• Prepare for each session a flip chart, based on the instructions in the session overview in Chapter 7.

• Ensure you have enough flipcharts, adhesive tape and markers of different colours.

• Prepare stickers to be used as name tags for the trainees.

• Prepare post-its and papers in different colours for data collection.

• Make sufficient print-offs of all the tables/charts, for participants to use during the session.

• Have a copy of the Local Action Planning Guide printed for each participant.

• Prepare training certificates for all trainees, to be handed out on the last day

11 OVERVIEW OF SESSIONS | TRAINING OF TRAINERS’ MANUAL

7.1 Session 1:Objectives and agenda of the training workshop

Duration: 60 minutes

Learning objectives: • To introduce the objectives and agenda of the training.

• Participants to present themselves and express their expectations on the training

Reference material: • Training Manual: Chapters 4 (Objectives) and 7 (Overview)

Session elements:• Word of welcome to participants by host organisation and by facilitator.

• Ask participants to present themselves, their organisation and highlight their engagement in Frontline. Hand out a list of participants.

• Present the objectives of the training (on flipchart).

• Present the schedule of training (either on screen and/or by using handouts).

• Discuss the logistics (meals, breaks, transport, toilet facilities…) and workshop rules.

• Ask participants to express their expectations, using post-its to be stuck on a flipchart. Cluster and review these. When certain expectations do not match the workshop objectives, provide clarification. When certain expectations prove valuable and feasible, revise the facilitator expectations/objectives, to the extent possible.

• Explain that the workshop will be participatory and practice oriented, and that as a result the use of PowerPoint will be limited (using flipcharts instead).

7. Overview of sessionsDAY 1:


7.2 Session 2:Frontline: brief intro

Duration: • 45 minutes

Learning objectives: • To provide a brief overview of the Frontline programme (background,

principles, application)

Reference material: • Local Action Planning Guide (LAPG)

• Introduction

• Background and Frontline Methodology

• Rationale

Session elements:• Refreshing knowledge on VFL, Views from the Frontline and Frontline

(on flipchart).

• Presentation of Frontline videos:

• Frontline trailer (2.08 minutes) https://www.youtube.com/watch?v=XckuRpGyvps

• What is Frontline? (5.06 minutes) https://www.youtube.com/watch?v=tyAzxFtcoZY&index=9&list=PLZFj9PzyCPi8rbfqEkLiRXtSzBoLYs3eW

• Overview of Frontline methodology/steps (on flipchart)


7.3 Session 3:Using the Frontline Tableau dashboards


Learning objectives: • To learn how to use the Frontline Tableau dashboard for extraction of data

related to the community where the field visit will take place (or other communities where Participating Organisations have been active).


• Using the Data from the Frontline Tableau dashboard

Session elements:• Presentation by facilitator of Tableau dashboard on screen/wall, using beamer

(if available). For link, see: http://www.gndr.org/tableau_redirects/combined/

• Lead participants through the different components of the Tableau dashboards.

• Select the Tab: ‘Threats, Consequences, Actions and Barriers’

• Explain ability to disaggregate based on geographic, demographic and socio-economic criteria.

• Go to relevant country, region, municipality, village or community, extract data and discuss findings.


7.4 Session 4:Assessing the use of the Frontline approach


Learning objectives: • To find out from participants how they experienced the application of the

Frontline methodology in order to identify its strengths and weaknesses.

Reference material: • Reports/case studies of Frontline work.

• Results of the Frontline assessment in Tableau dashboard format.

Session elements:• A maximum of 3 participants presenting their key Frontline results: location,

risk profile, successes and challenges (flipchart).

• Group discussion on achievements and obstacles encountered when applying Frontline methodology.


7.5 Session 5:Using other Community Risk Assessment Tools & conducting Action Planning


Learning objectives: • To find out from participants what other CRA tools their organisations use.

• To find out how POs conduct action planning.


• Collecting the data obtained through the use of community risk assessment tools; Annex 1: Overview of key community risk assessment resources.

Session elements:• Ask participants to write on post-its the names of other Community Risk

Assessment Tools (besides the Frontline individual conversations) that they normally use or have used in the context of Frontline.

• Rank the CRA tools in order of importance (how often each tool is mentioned by participants).

• Discuss the assessment results based on the use of other CRA Tools vis-à-vis the Frontline approach. Are these results similar or do they differ?

• Ask a selection of participants if and how their organisations conduct action planning exercises (e.g. as part of Views from the Frontline). Identify broad steps, do not yet discuss action planning in detail.


7.6 Session 6:How to analyze the Frontline/CRA findings?


Learning objectives: • To learn how to apply the different steps in data analysis.


• Analyzing the data/ Tables 1,2,3

Session elements:• Explain to participants the 4 preliminary steps for carrying out the data

analysis: making findings presentable, set up meeting with facilitators and key community members, use of wall method and triangulation of findings (use flipchart).

• Explain to participants the following three tables:

• Format for gathering information on Threats, Consequences and Causes (Table 1).

• Format for gathering information on Vulnerabilities (Table 2).

• Format for gathering information on Capacities (Table 3).

• Explain the difference between consequences, causes and vulnerabilities.

• Divide participants into 4 to 5 groups, share blank printouts of Tables 1,2,3 and ask them to complete the 3 Tables for the communities they were engaged in.

• Discuss findings and possible challenges in completing the formats.

• Ask participants to start identifying possible resilience.


7.7 Session 7:Using other Community Risk Assessment Tools & conducting Action Planning


Learning objectives: • To learn how to apply the different steps related to action planning.


• From Planning to Action Tables 4,5,6,7 and 8

• From Planning to Action Annexes 2 and 3

• From Planning to Action charts 1,2,3,4,5.

Session elements:• Present the issues that are essential to consider before starting the Action

Planning exercise (strong participation, ‘Better Programming Initiative’, Resourcing),

• Provide handouts of Tables 4,5,6,7 and 8 and charts 1,2,3,4,5 (in Annexes 2 and 3) to participants.

• Introduce Table 4: Key Assessment Elements. Refer to the charts in Annexes 2 and 3, where a practical example of the use of the table is given.

• Introduce Table 5: Transforming Vulnerabilities into Capacities. Refer to the charts in Annexes 2 and 3, where a practical example of the use of the table is given.

• Repeat the same process for Tables 6, 7 and 8 and charts 3,4,5 in Annexes 2 and 3.

• Optional: If time allows, divide the participants into 4 to 5 groups, and ask them to complete the different Tables for their respective communities.

• Discuss findings and possible challenges.


7.8 Session 8:Planning and organizing the next day’s field work


Learning objectives: • To plan for the field work, explain the aim, discuss roles and responsibilities

and clarify logistical issues

Session elements:• Session facilitated by Participating Organisation in charge of field visit.

• Explain to participants that overall aim of the field work is for participants to carry out analysis and prepare Action Plan, as part of the training, now in close collaboration with community concerned. This exercise needs to be based on the results of a Frontline/CRA tools assessment, which was carried out earlier by a PO involved in the Frontline programme (but where Action Planning did not yet take place).

• Presentation by the PO of the agenda, timeline (preferably full day), logistics (transportation, materials needed (tables).

• Reach agreement on spokesperson/coordinator for field visit.

• Divide tasks and responsibilities of participants during field work (as group is rather big, some participants will be involved in the Analysis team, others in the Action Planning team).

• Distribute hand-outs of all relevant Tables to the team leaders.

19 INTRODUCTION | NATIONAL ADVOCACY TOOLKIT19OVERVIEW OF SESSIONS | TRAINING OF TRAINERS’ MANUAL OVERVIEW OF SESSIONS | TRAINING OF TRAINERS’ MANUAL

7.9 Session 9:Review of the day


Learning objectives: • To discuss with participants what elements and approaches of the training

they appreciated and what could be improved.

Session elements:• Ask one of the most active participants to present a brief overview of what

was learned on the first day.

• Ask participants what sessions they liked, using emoticons☺ ☺ and ask them to write on post-its what they enjoyed and what could be improved. Reflections can be on content, process and/or methodology.

• When deemed feasible, make adjustment to the programme or methodology.


DAY 2:

7.10 Session 10:Field work

Duration: • Full day

Learning objectives: • To come up with a clear analysis of the Frontline data in the community

concerned, using active community input.

• To apply the different steps of the Action Planning process in close consultation with community members, aimed at developing a fully owned Action Plan.


• From Planning to Action

• Analyzing the data/ Tables 1,2,3

• From Planning to Action/Tables 4,5,6,7 and 8

Session elements:• Inform the community that this is a training exercise and that the main

purpose of the field visit is for participants to practice skills. If no resources are yet available for the implementation of the Action Plan, avoid raising undue expectations.

• Check with community their availability during the whole day and ask if focus group discussions (FGDs) can be held with women, youth and senior citizens.

• Carry out the Analysis and Action Planning process, as described in Session 6 and 7, but now fully engaging the community members in completing the different tables. Aim for maximum participation and open discussions. Use FGDs to allow the process to be fully inclusive.

• Make sure the outcome of all the discussions are well captured on flipcharts and all Tables are completed.

• Ask participants to take notes not only on the outcome of the sessions but also on their observations, learning that happened, good practices that were identified.

• Evening: Following their return to the hotel, ask participants, if not too tired, to do some homework and prepare in team for the presentation on the field work’s findings.


DAY 3:

7.11 Session 11:Debriefing of field work


Learning objectives: • To reflect on the conduct of the field work: successes and challenges; lessons

learned.

Reference material: • Notes taken by participants during the field work

Session elements:• Ask participants to go through their notes and highlight their main

observations and learning.

• If possible, also invite a few community members and ask for their findings on the field work.

• What worked well and why? What didn’t go so well and why? Was the process of analysis and action planning easy or does it need adjustment? Which tables were found most challenging? Any suggestions for improvement?

• Check with participants if they now feel confident that the people they will train will be able to repeat the process in the communities they are working in. If not, what information/skills are still missing?

• Any reflections on how to work more effectively in terms of participatory work with communities?


7.12 Session 12:Presentation of field work findings


Learning objectives: • To systematize and present the Analysis and Action Planning information

gathered during the field work in a presentable format.

Reference material:

• Local Action Planning Guide (LAPG)

• From Planning to Action

• Analyzing the data/ Table 1,2,3

• From Planning to Action, Tables 4,5,6,7 and 8

Session elements:• Ask team leader of Analysis group to present the main findings in Tables 1,

2 and 3 (on flipchart). Ask the invited community members to endorse the findings or make some final adjustments.

• Ask team leader of Action Planning group to present main findings in tables 4,5,6,7 and 8. Ask the invited community members to endorse the findings or make some final adjustments.

23 OVERVIEW OF SESSIONS | TRAINING OF TRAINERS’ MANUAL23

7.13 Session 13:From Planning to Action


Learning objectives: • To present Action Plan as part of the overall Frontline report.

• To highlight that Plan of Action can be used as the basis for project proposal.

• To highlight the importance of strategic partnerships and networking for successful implementation.

Reference material:

• Local Action Planning Guide (LAPG) • From Planning to Action

• From Planning to Action, points 7,8 and 9

Session elements:• Explain to participants that the findings of the Action Plan need to be

presented as part of the overall Frontline report. This report needs to be endorsed by the senior management or the Board of the PO, before it can be shared more widely with interested stakeholders. It is important to also share the report with the community concerned as primary stakeholders.

• Explain to participants how many elements of the Plan of Action can be used for the development of a project proposal to potential donors.

• Discuss with participants how the engagement of other actors will be needed to successfully implement the Action Plan. Explain which CRA Tools can be used to identify these stakeholders and highlight that strategic partnerships should not be a last minute consideration but that partnership development and networking should happen as early as possible during the assessment process.


7.14 Session 14:Evaluation and Reflection


Learning objectives: • Participants to reflect on the content of the course, the process and

methodology and suggest possible improvements.

Session elements:• First, ask one of the most active participants to present a brief overview of

what was learned on the third day.

• The final evaluation and reflection session should no longer focus on the individual sessions but rather assess whether the objectives and expectations expressed by the participants were met.

• Different techniques can be used: questionnaire (results preferably to be discussed during the session), group reflection or matrix on Objectives/Expectations/ Methodology whereby post-its are used for comments.

• It is crucial that results of the evaluation are taken seriously and that the design of the Training of Trainers approach as well as the individual trainings are being adjust and changed, when necessary.

25 OVERVIEW OF SESSIONS | TRAINING OF TRAINERS’ MANUAL25

7.15 Session 15:Closing session and handing out of training certificates


Objectives: • Participants to be recognized for their time and effort during the training.

Also many of them are required to justify back to their organisations their time spent on this training.

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Local Action Planning - GNDR · Local Action Planning TRAINING OF TRAINERS MANUAL A manual for National Coordinating Organisations to train the Participating Organisations withinContents