Pre-training Preparations 1 Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Stefanie Kaiser (seecon international gmbh) Sreevidya Satish (Ecosan

Pre-training Preparations


1

Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Stefanie Kaiser (seecon international gmbh)

Sreevidya Satish (Ecosan Service Foundation)Bipin Dangol (Environmental and Public Health

Organization)


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The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or supporting partner organisations.

Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided.

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1) Learning Needs Analysis

2) Planning and Conceptualisation

3) Logistics

4) Wrap-Up: Training Concept and Design

5) Marketing of a Training

6) Preparing Individual Sessions and Fieldtrips

Contents

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4

Train the Trainers on www.sswm.info

http://www.sswm.info/category/train-trainers/train-trainers




What is it about?

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Learning needs analysis is a starting point of the training

cycle and it influences all stages of the training cycle.

Source: http://www.outlookpartnerships.co.uk/solutions.htm [Accessed: 28.04.2010]




What is it about?

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A learning needs analysis has to be done

in advance of the course. A review of expectations at the

start of the course does not substitute it.

Source: http://www.outlookpartnerships.co.uk/solutions.htm [Accessed: 28.04.2010]




What are “Learning Needs”?

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Needs of the “individuals” as well as the “organisations”

Gap in capacity (knowledge, skills and attitude) of the individuals in performing a task

at desired level.

Improve the performance (capacity to do thing)

Source: http://www.dbdc.com/i/consultancy/training.jpg [Accessed: 28.04.2010]

to

“Learning Needs”

=



What questions to ask to understand the Learning Needs?


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Brainstorming

Time: up to 5 minutes

Of individuals?

Of organisations?





Individuals:

• Who are the people? What are their roles and responsibilities of the people?

• Why do they need training?

• What capacity do they already have and what is lacking?

• What are their expectations?

• Where do they have to be trained?

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Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]





Organisations:

• What is the organisation doing and which activities are related to the identified training needs?

• How does the organisation manage and monitor capacity and knowledge?

• How is staff motivated to get trainings?

• How are trainings followed-up?

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Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]




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How can you collect the relevant information?

Brainstorming





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How can you collect the relevant information?

Key Methods and Tools:

• Interviews/ meeting with staff responsible for the training course

• Questionnaire survey of participants

• Self assessment from learners (open questions)

• Observation

• Role/job/ task analysis

• Recording and rechecking the earlier course evaluation




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Existing Skills

Desired Performance

TrainingLearning Needs

Source:http://www.ucanlearning.co.uk/userimages/Help_Jigsaw.jpg [Accessed: 28.04.2010]

Next Step?

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Outcomes:• WHY? - motivation, expectations

• WHO? - role and responsibility of people

• WHAT? - current knowledge, skills and attitudes; clarifying the desired change

• WHERE? - where is it most accessible by all target groups




2) Planning and Conceptualisations

3) Logistics




Contents

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15


Conceptualising and Designing the Training Course

Existing Skills

Desired Performance


• Concept

• Design

• Agenda and Course Plan



• Agenda

• Course Plan

I. Training strategy

II. Activities

III. Resource persons

IV. Participants

I. Goal / Aim

II. Specific objectives

III. Key learning points

IV. Contents


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Conceptualising and Designing the Training Course

CO

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TD

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OU

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Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]

I. Goal / Aim

State what you want to achieve with this training.

Example:

”Participants with the needed theory, skills, tools and practice

to be able to develop and implement effective SSWM

training programmes.”

Note: If you have an aim,objectives are the sub points !!

I. Goal / AimII. Specific

objectivesIII. Key learning

pointsIV. ContentsC

ON

CEP

T




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II. Objectives

Training objectives should state what participants will be able to do by the end of the training session of course.

They should be SMART:

• Specific

• Measurable

• Achievable

• Relevant

• Time Bound Source: http://writtenwordservice.com/wp-content/uploads/2010/07/iStock_000008600141XSmall1.jpg[Accessed: 28.04.2010



pointsIV. ContentsC

ON

CEP

T

SMART




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II. Objectives

Examples:

By the end of today, participants:

• Be able to use the SSMW Toolbox as a training tool

• Know how to use appropriate interactive training methods and tools.

• Be able to facilitate training sessions.

• Be able to assess training needs and set learning objectives.

• Know how to conceptualize and design a SSWM training course.

• Know how to evaluate training courses and reflect feedback.



pointsIV. ContentsC

ON

CEP

T




III. Key Learning Points

Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.

Start with writing down everything which you want to convey through training.

Then classify the points by which of these participants

MUST KNOW SHOULD KNOW COULD KNOW

Examples:

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Close the water loopCommunity involvement

Project Cycle

Close the nutrient loop

All those marked by MUST KNOW are

Key Learning Points

I. Goal / AimII. Specific objectivesIII. Key learning

pointsIV. ContentsC

ON

CEP

T




I. Training Content

WHAT are you training?

• The training content has to be able to bridge the gap between what is and what ought to be.

WHO are you training HOW?

I. The training content has to reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas.

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Existing Skills

Desired Performance


I. Goal / AimII. Specific objectivesIII. Key learning pointsIV. Contents

CO

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IV. Training Content

WHAT

➜ Prepare an Outline

Course Plan Example:Session 1: Welcome and Inauguration

10 min. Welcome Address

10 min. Presentation of Agenda

60 min. Introduction of Participants

Session 2: Sustainable Sanitation and Water Management (SSWM)

Explain how different sectors have to work together and how to close the water and nutrient cycle

Session 3: Group Work

Help participants to understand how SSWM would be applied to their system.

Session 4: Etc.


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Source: http://theschappertfamily.com/wp-content/uploads/2010/01/Write-Content-That-Sticks.png: [Accesed:11/10/10]





The outline and course plan help you to:

• To organise your ideas

• To present your material in a logical form

• To show the relationships among ideas

• To constructs an ordered overview of your presentations

➜ Once you are sure about the course plan, finalise the agenda!

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Final AgendaCourse Plan

I. Training strategyII. ActivitiesIII. Resource

personsIV. ParticipantsD

ES

IGN





WHO and HOW

➜ Define the Training Strategy

Identify the best type of training for the context.

Examples:

• Face to face- Basic Course- Expert Course- Specialised training

• Online

• Hands on Training, Field Level Training

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Pre-training PreparationsI. Training

strategyII. ActivitiesIII. Resource

personsIV. Participants

DES

IGN




WHO and HOW

➜ Choose activities

• Manifold

• Flexible

• Easily adaptable

• Easy explainable

• Easy understandable

Discussions


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Role play

Group Works

Energizers & Ice breakers

Brain-storming

Videos

Lectures

Colour Cards





WHO and HOW

➜ Invite Resource Persons

Why?

• Avoids that you are talking all the time

• More knowledge as you in the field of his expertise

• Brings in another perspective

• Gives you time to spend with participants

• You will learn from his experience as well

• New contacts for everyone

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DES

IGN





WHO and HOW

➜ Invite Resource Persons

Who do you invite?

• Expertise

• Degree of experience

• Availability

• Interpersonal skills

• Willingness

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DES

IGN





WHO and HOW

➜ Selection of Participants

Why?

• Achievement of a course depends on the motivation & appropriateness of participants.

• Criteria for participants depend on type and aims of the training.

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Pre-training PreparationsI. Training strategyII. ActivitiesIII. Resource


ES

IGN





WHO and HOW


How do you select participants?

• Choose the right number of people

• Find the relevant people (need for learning)

• Ensure the right combination of people (cross-sectoral, strenghten collaboration between organisations)

• Aim for the right level of participation (committed) 29



ES

IGN

Source: http://negotiationboard.com/wp-content/uploads/2009/10/puzzle.jpg [Accessed: 10.01.2013]





WHO and HOW


Challenges:

• Last minute confirmation

• Fail to show up

• Missing of sessions

Possible solution: demand course fee (at least partially) in advance.

30



ES

IGN




WHO and HOW


Importance of course fee:

• Influences participants composition.

• Discounts for students, NGOs or poorer participants ensure a more heterogeneous group.

• Channels of marketing also influence participants composition.

• Generally no (completely) free offering. --> Attracts people that have “nothing else to do” and not necessarily those on whom a training might have the biggest impact.


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ES

IGN





3) Logistics




Contents

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3) Logistics

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Good logistical planning is one of the most crucial aspects of training delivery. If your participants are not comfortable physically and at ease psychologically, they will not benefit fully from the training content.

Checklist:

• Venue and Classrooms setting

• Equipment (pin boards, beamer, etc.)

• Inviting trainers and confirmation oftheir availability

• Preparing a checklist of pre andpost training activities

• Catering requirementsand orders

Source: http://www.exegens.com/media/incoming/0220.jpg[Accessed: 28.04.2010 }



3) Logistics

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Venue Arrangement

One of the most important factors in successful training is the venue or room in which the training is conducted.

Checklist:

• How many rooms?

• Small room for groups or big aula?

• For how much people?

• Accessibility?

• Price?

• Atmosphere?

• Seating arrangements?



3) Logistics

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Seating Arrangement:

It defines how the participants interact with each other and with you!

It encompasses comfort, access and safety for the attendees

It extends a presenter's influence in the room, broadcast intention and eliminate distractions

Types:

• Theatre Style

• Classroom Style

• Conference

• U-shaped



Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }

3) Logistics

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Theatre Style

• Used for very large audiences where the speaker is the main focus

• Does not encourage note-taking since there are no tables provided for this seating arrangement

• Participants sit side by side in long rows

• Can be difficult for access and safety



3) Logistics

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Classroom Style – Straigth

• Used for middle-sized groups

• Same as theatre style but with tables

• Encourages note-taking

• Can be difficult in access





3) Logistics

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Classroom Style – Round

• Smaller groups

• Better view

• Better acoustic





3) Logistics

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Cluster Type

• Great for small group discussions.

• Allows the instructor to easily walk around to the groups and help them with the exercises.

• Easy access

• Comfortable

• Notes can be taken

• A lot of space is required




3) Logistics

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Conference Style

• Great for small group discussions.

• Participants can hear and see easily.

• Unity is created by sharing the table and encourages conversation

• Extremely long tables can give a feeling of isolation and discourage participation. Source: http://www.theconferencebureau.com/venues.htm

[Accessed: 28.04.2010 }



3) Logistics

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U-shaped• Easy to see and hear everyone

in the group.• Notes can be taken• Openness gives trainees a

sense of freedom and encourages participation.

• Best set up to view audio visual presentations.

• Works well with role-playing and other physical activities.

• Requires more space than other configuration

• Only for smaller groupsSource: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }



3) Checklist

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Prepare checklist for all the material needed for all the activities to be carried out in the process of training and keep re-checking the list.

Course Plan:Session 1: Welcome and Inauguration10 min. Welcome Address, ProfessorEtc.

+

Checklist

+





3) Logistics




Contents

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I. Aim / GoalState what you want to achieve with this training.If you have an aim, objectives are the sub points

II. ObjectivesTraining objectives should state what participants will be able to do by the end of the training session of course.They should be SMART: Specific; Measurable; Achievable; Relevant; Time Bound

III. Key Learning PointsKey learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.Start with writing down everything which you want to convey through training.Then classify the points by which of these participants MUST KNOW SHOULD KNOW COULD KNOW

4) Wrap-Up: Training Conceptualisation and Design

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4) Wrap-Up: Training Conceptualisation and Design – EXAMPLE

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Aim Participants with the needed theory, skills, tools and practice to be able to develop and implement effective SSWM training program

Objectives By the end of today, participants qill:• Know how to use appropriate interactive training methods and tools.• Be able to facilitate training sessions.• Be able to assess training needs and set learning objectives. • Know how to conceptualize and design a SSWM training course.• Know how to evaluate training courses and reflect feedback

Learning targets

Close the water loopClose the nutrient loopProject CycleCommunity involvement

Outline of Content

…

Type of Training

• Face to face: Basic Course; Expert Course; Specialised training• Online• Hands on Training• Field Level Training



4) Wrap-Up

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Make one Flip Chart with an example Training Concept

Group Work




4) Wrap-Up: Group Work

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4) Wrap-Up: Example

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4) Wrap-Up: Example

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3) Logistics




Contents

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Planning a training is usually only half the battle; the other half is getting people to take advantage of it.

Existing Skills

Desired Performance


Marketing

Source: http://blogs.peru21.pe/tumismoeres/email-marketing-announcement.jpg [Accessed: 09.01/2013]




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The 4 P’s Framework:Marketing strategies are developed around:• Product - What does the costumer want from the product/

service?• Price - What is the value of the product to the customer?• Place - Where do customers look for your product?• Promotion - How can you reach your customer‘s interest?

Note: all P’s have to be addressed in an appropriate way to get a desired result of your training activity.




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Example:

A training course An affordable price

A conveniently located training centre

Various information sharing techniques

Source: http://pauldunay.com/wp-content/uploads/2010/01/4ps.png [Accessed: 09.01.2013]



What are your ideas for training promotion?


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Brainstorming


Source: http://pauldunay.com/wp-content/uploads/2010/01/4ps.png [Accessed: 09.01.2013]




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Ideas for training promotions:

• Communicate “What is in it for me?”

• Don’t pass up free exposure, e.g. bulletin boards, intranets, newsletters, company events, vendor fairs, etc.

• Seminars and webinars

• Publish an e-newsletter and send regular emails

• Word of mouth marketing





3) Logistics




Contents

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What is it about?

• Each session is like a mini-workshop in itself.

• Careful preparation helps to build confidence of the facilitator and ensures best possible learning experience.

Source: http://wp.digischool.nl/studiebegeleiding/files/2011/10/planning.png [Accessed: 10.01.2013]



• Sessions

• Fieldtrips

• Handouts

I. Training strategy

II. Activities

III. Resource persons

I. Goal / Aim

II. Specific objectives

III. Key learning points

IV. Contents


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Each session is like a mini-workshop in itself:

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Checklist:

Subject/ aim

2-3 key points

Teaching methodology

Different parts of a session

Time allocation (enough time for discussion)

Be appropriately informed about the topic

Prepare and organise materials (flip chart, handout, etc.)

Seating arrangement




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Different parts of a session:

• Introduction

• Energisers or icebreakers

• Activities (lecture, group work, individual work, practice, discussion)

• Conclusion/ Closure

• Assignment/ Follow-up




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Example of a session plan:

Goal

Objectives

Place/ Date/ Time

Participants

Trainer

Preparations

Assignment/ Follow-up

Session Time Material

Introduction

Energiser/ Icebreaker

Activities

Conclusion




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Why doing Fieldtrips?

• “Seeing is believing”

• Learning out of the traditional learning environment

• Good to initiate participants mingling and group problem-solving exercises

Seeing is believing. Source: http://choosehypnosis.files.wordpress.com/2012/08/seeing_is_believing.jpg [Accessed: 10.01.2013]




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Preparation of Fieldtrips:

• Selection of field visit site:• Demonstration of theoretical teaching

• Site with problems

• Design of fieldtrip:• Clear objectives

• Well-briefed facilitators

• Transfer of the gained knowledge back to the job

• Evaluation

• Logistical preparation:• Number of participants

• Date and time

• Access

• Catering/ overnight stay

• Equipment

• Language translation




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Preparation of Fieldtrips:

• Participants with pre-trip instruction learn and retain more from a fieldtrip than those who receive no preparation.

• Instructional document:

• General information

• Schedule and contact numbers

• Specific information (review of existing information - THIS IS A MUST!)

• Key questionsSource: http://www.fourcornerslearning.org/TechTips/images/handout.jpg [Accessed: 10.01.2013]




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During the Field Visit:

Source: http://www.sswm.info/category/train-trainers/train-trainers/train-trainers/pre-training-preparations/preparing-field-trip [Accessed: 10.01.2013]

• Have a field coordinator, which is an expert on the subject.

• Ask participants to collect all the information they read, hear, observe, see and feel.

• Encourage the participants to be open-minded and flexible.

• Encourage them to build relationships with the group members and to respond to their needs and interests as much as possible.




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After the Field Visit:

• Allow time to relax, exchange experiences and to answer questions.

• Provide time to prepare presentations/ feedback on what they have learned.

• Reflect on the learning.

• Encourage to ask questions so that everyone can learn from the experience.

Source: http://northbeachnutrition.com/wp-content/uploads/2012/01/our-team.jpg [Accessed: 10.01.2013]



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References

KRCHNAK, K. M. (2003): Module 6 − Planning Training of Trainers (TOT) Workshops. In: GWA (EDS): Gender Mainstreaming: Practical Skills and Critical Analysis ODG. Dieren: Gender and Water Alliance. 267-294.

GARY, K. (2007): Basic Training for Trainers. New Delhi: Tata McGraw-Hill.

ELLINGTON, H.; PERCIVAL, F.; RACE, P. (1993): Handbook of Educational Technology, London: Kogan Page.

FAO (1998): Food quality and safety systems. A training manual on food hygiene and the Hazard Analysis and Critical Control Point (HACCP) system. FAO Agricultural Policy and Economic Development Series 4.

OHNSON, G.L (2006): Top Ten Strategies to Market Training to Your Workforce. Training growth Innovations. TrainingIndustry.com. URL: http://trainingoutsourcing.com/uploadedFiles/Executive_Toolkit/Knowledge_Community/Articles/Top%20Ten%20Strategies%20-%20Sept%202006(1).pdf [Accessed: 12.03.2010]

LOOMIS, M. (2007): Making your trainings more effective. Durham: Family Health International. URL: http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed: 21.05.2010]

PATRICK, F. (2009): Improve Your Coaching & Training Skills. New Delhi: Kogan Page India Pvt Ltd.

SCOTT, B. (2005): Social Marketing: A Consumer-based Approach to Promoting Safe Hygiene Behaviours. Leicestershire: WELL. URL: http://www.lboro.ac.uk/well/resources/fact-sheets/fact-sheets-htm/Social%20marketing.htm [Accessed: 10.01.2013].

SUSAN, I. (1998): Using Adult Learning Principles in Adult Basic and Literacy Education. Columbus: Centre on Education and Training for Employment. URL: http://www.calpro-online.org/eric/docs/pab00008.pdf

[Accessed: 10.01.2013].

Pre-training Preparations 68

“Linking up Sustainable Sanitation, Water Management & Agriculture”

SSWM is an initiative supported by:

Created by:

Documents

Pre-training Preparations 1 Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Stefanie Kaiser (seecon international gmbh) Sreevidya Satish (Ecosan