Training Manual - ToT - Draft Final

Training ManualTraining of Trainers (ToT)

Pabitra Kumar BasuHRD Specialist, IDC JICA

Email: [email protected]

Training Management

Techniques

MethodsModule

Trainer/ Resource Persons

Training Aids

Learning AidsParticipatory

Venue

Training Elements

ToT

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Sl No Major Content Page No

01 Prologue ii

02 Comments for Trainer v03 Introduction of TOT vi04 Objectives of the ToT vii05 Methodologies of the ToT vii06 Training Manual viii07 Major Content of the ToT viii07 Do’s and Don’ts of Training ix08 Training Schedule x

Trainers Gide, ToT Phase I09 Inaugural/Opening Session 2

10 Training of Trainers ( ToT) 14

11 Training Cycle 20

12 Training Need Assessment (TNA) 23

13 Adult Learning Principles 33

14 Communication Skills 39

15 Active Learning, Training Methods & Facilitation skills 48

16 Trainer Role 69

17 Training Plan 72

18 Training Program Management 77

19 Training Evaluation 9020 Evaluation of the Course ( Phase I) 93

Trainers Gide, ToT Phase I21 TNA Process Preparation, Conduction and Major Content Preparation 101

22 Curriculum Design & Presentation 104

23 Materials Development and Presentation 107

24 Module Design 112

25 Session Plan Preparation & Demonstration. 114

26 Techniques of Course Evaluation and Report Writing 115

27 Evaluation of the ToT Course 117

28 Closing Ceremony 122

Table of Contents

Prologue

Mass Rapid Transit Project-MRT (line-6) is scheduled to commence from early 2020 and will be managed by Dhaka Mass Rapid Transit Company Limited (DMTCL), established under Companies Act, 1994. IDC is supporting the DMTC Project Management Office in institutional development of DMTCL. The Overall objectives of the IDC is to assist the client to formulate the institutional framework, DMTC functions as the operator of the Dhaka MRT system, which is to provide the safe, economic and smooth transportation means.

IDC is developing the following management systems for DMTCL; such as Financial Management, Budgeting and Accounting, Transport Planning, Procurement & Inventory Management, Human Resource Management, Quality Management and Administrative Management.

Most of the officials in the DMTC Project Management Office are working on deputation. Therefore, newly recruited regular DMTCL staff is required to be coached/ trained in these management systems within life-time of IDC. The above-mentioned management personnel of DMTCL will be trained by the IDC.

To build up DMTCL’s Institutional Capacity, Part - I & Part - II training will be provided by IDC. In Part - I they will receive ToT and Part -II they will receive subject matter training on the above mentioned areas. After the course the participants will be the Trainer / resource persons of DMTCL for design, redesign the training courses, materials development and facilitate the need based training courses.

The overall objectives of the ToT is to enhance knowledge, skills and change attitudes to facilitate various training to the trainees. This manual is intended to equip the prospective trainers with essential understanding of the conceptual background of the process of training in general and Training of Trainers (ToT) in particular. The fruitfulness of the use of this manual, however, depends on the use of practical exercise and worksheet that may optimize the effectiveness of the training imparted to build a potential staff trainers of DMTCL. While using this manual, the basic consideration to be kept in mind is that training is not dominantly dependent on the use of conceptual aspects of training which are not only monotonous in nature but also less productive in terms of transmission of knowledge to the trainers. In fact, training can be a rewarding experience to both the trainers and trainees if its major emphasis is on the promotion of participatory learning through the use of methods which make the training process more interesting and also ensure the training’s more productive results.

This manual basically divided into two parts. The first part is designed on conceptual aspects of participatory training and facilitation that containing basic concept of Adult Learning, Training Need Assessment (TNA), Curriculum Designing, Training Methodology and various dimensions of communication, presentation and training evaluation.

The second part of this manual is focused on practical exercise of presentation where participants can be equipped with necessary tools and techniques for conducting effective training session.

This manual has been designed specifically in scheduling of the general Training of Trainers (ToT) through explaining objectives of each session.

Besides, every session has detailed lesson plan and process as trainers guide, complete set of handouts, worksheets, formats; tips are also given as learning aid for the trainer.

This manual is self-explanatory. Total twenty one training sessions have been incorporated in this manual. Each of the session is enriched with outlining the process of session conduction including necessary information sheets and materials as a guideline for facilitators. It can be mentioned here that, this information sheet will help the facilitators conceptualize the contents as well as to use it as handouts. Above all required materials are included here with each training session. Pre and post assessment questionnaire, course evaluation format and course schedule are attached with the manual. However this is a (10) ten days course, so facilitators should be aware about the time frame distributed for all activities with course formalities.

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Comments for Trainer

1. Share learning with the trainees, rather than imparting knowledge to them. 2. Be creative yourself and also encourage the trainees to be creative.3. Supplement your talk by suitable illustrations with a view to make your

Presentations more interesting by using different types of visuals like pictures, drawing, flannel board, flash cards, flip chart/posters, samples, video clip etc.

4. Start the talk by inculcating in the trainees an interest in the subject matter being covered and end up by creating a curiosity to learn more the topic in future.

5. Make maximum use of two-way communication by inviting comments and queries from the trainees and sharing your views with them.

6. Remember, the job of a trainer in ToT is not only to build a potential cadre of Trainers for preparing functionaries for different development activities, but also to inspire, encourage and enthuse them to be the facilitators of a self-sustaining growth process through participatory approach.

7. Assess the impact of your role as a committed and competent trainer and do it as objectively as you can. This can be done by constant monitoring of the extent to which the trainees have been receptive, responsive and reinforced by the information input provided to them.

8. Equip yourself with knowledge of recent developments in the materials and methods of training skills. This can be done by keeping yourself in touch with the latest literature and widening your knowledge by frequent interactions with those who have earned a status of a successful professional in the field of training.

9. Inculcate a sense of ideal role performance while facilitating ToT, The success of such efforts can be judged in terms of someone of your trainees following your example while himself/herself practicing the same principle as a trainer.

10. Finally, continue to think and act on developing new tools and techniques which may further enrich the exciting area of training. For this not necessarily be highly educated or enormously resourceful, as some of the most valuable inventions have been made by persons and professionals of a very modest background. By doing this you will not only share an experience of excitement and achievement, but also a feeling of pride and privilege .

Thanks Pabitra Kumar Basu

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Purpose of the ToT:

Simply knowing quality management well is not sufficient for being able to teach others in the field. DMTCL has recognized the need to expand the pool of trainers available to train all the staff when Program required.

In response to this need, DMTCL implemented a Training-of-Trainers (ToT) Program to build capacity for quality improvement. The overarching goals of the ToT program include.

Enlarge the pool of qualified trainers on quality improvement. Further spread quality management concepts by increasing the number of

training opportunities.

The ToT Program is designed for those individuals with a strong experiential background in quality management and provides participants exposure to adult learning theories and available training resources.

The purpose of the ToT is to strengthen the capacity of a team of trainers by applying principles of adult learning, steps to behaviour change, and a variety of training methodologies and facilitation skills; developing learning objectives and designing lesson plans; using audio-visuals; and practicing training sessions. The ToT is based on the principle that everyone has something to share, and by including the active input of participants, interest and efficacy is increased

Audience:Initially the course is designed for newly recruited six interns such as finance, Transport Planning, Procurement & Inventory Mgt., HRM and Quality Management. After the training course the above interns will be act as DMTCL resource team members and they will design, redesign the training manual & materials and facilitate the training Course. Although it has developed initially for the interns but this ToT is a common manual for the trainers. They can use it for others participants.

Introduction of ToT

Methodologies of the ToT

The larger objective of this training is to develop a cadre of professional trainers who can develop, organize and facilitate the need based training courses and can evaluate organizational specific training events.

At the end of this Training Course the participants will be able to:

1. Explain the concept and linkage of training cycle;2. Explain the process and techniques of TNA;3. Explain the techniques of effective communication;4. Explain the different methodologies and consideration for selecting the

appropriate methodologies;5. Explain the required knowledge and skills of a trainer;6. Explain knowledge and skills on preparing training session and utilization of

training curriculum;7. Increase facilitation skill on using different training methods, techniques and

learning aids;8. Improve knowledge and skills on organizing, monitoring, evaluating and

preparing training report;9. Explain the adult learning & learning domain and its use in Training;10.Define the difference between Training, learning, education and teaching;11.Develop training Module, Curriculum & Schedule.

The training approach is based on principles of Adult Learning with a focus on peer review during all the steps of planning, organizing, and conducting a training/learning event. The course modules is a variety of effective training methodologies, including demonstration, practice, role play, discussion, brain-storming, buzz groups, case studies, presentation, small group discussion, games, visualization in participatory

Training Materials:

Each session includes an introduction, learning objectives, time, process, participatory methodologies and activities are included in the ToT Module. The following materials has included in the manual:

A pre/post course assessment, self-evaluation, Handouts, Exercise Sheet, Slides

TIME: 30 hours technical content and 30 hours practice, in total 60 hours;

Objectives of the ToT

Few words for facilitators about Manual: This Manual has developed with- Course Objectives Time , Methods , Materials Process and Handouts.

Training Time: Facilitators will follow the guided time but it may be change depends on the situation, methods, level of participants.Methods: Facilitator can changed the methods if he/she feel.Handouts: Facilitators will follow the guideline and read all the handouts for his/ her preparation before conduct the training course, no need to distribute all the handouts among the participants. Facilitator will try to transfer the knowledge to the participants.

Major Contents of the Training:1. Training of Trainers ( ToT);2. Training Cycle;3. Training Need Assessment (TNA);4. Adult Learning Principles;5. Communication Skills;6. Active Learning & Training Methods;7. Trainer and His/ Her Role;8. Training Plan;9. Training Program Management;10.Training Evaluation;11.Evaluation of the 1st Phase of the Course;12.TNA Process, Preparation, Conducting and Major Content Preparation;13.Curriculum Design & Presentation;14.Materials Development & Presentation;15.Module Preparation;16.Session Plan Preparation for Demonstration (Group Work);17.Session Demonstration (as per prepared session);18.Techniques of Course Evaluation and Report Writing;19.Evaluation Techniques of the ToT Course.

Training Manual

DO'S AND DON'TS OF TRAININGThe following "Do’s and Don'ts" should ALWAYS be kept in mind by the trainer during any learning session.

DO'S:

Do maintain good eye contact; Do prepare in advance; Do involve participants; Do use visual aids; Do speak clearly; Do speak loud enough; Do encourage questions; Do recap at the end of each session; Do bridge one topic to the next; Do encourage participation; Do write clearly and boldly; Do summarize; Do use logical sequencing of topics; Do use good time management; Do K.I.S. (Keep It Simple); Do give feedback; Do position visuals so everyone can see them; Do avoid distracting mannerisms and distractions in the room; Do be aware of the participants’ body language; Do keep the group focused on the task; Do provide clear instructions; Do check to see if your instructions are understood; Do evaluate as you go; Do be patient.

DON'TS

Don’t talk to the flip chart. Don’t block the visual aids. Don’t stand in one spot—move

around the room. Don’t ignore the participants’

comments and feedback (verbal and non-verbal).

Don’t read from the curriculum.

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Training Schedule, ToT (Knowledge & Skills)Duration: Ten Working Days

Days / Time 9:00-11:00

11:0

0 -1

1:30

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11:30 – 13:00

13:0

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4:00

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14:00- 15:00

Day-1 1.Inaugural/ Opening Session 2.Training of Trainers (ToT) 3.Training CycleDay -2 4.Training Need Assessment

( TNA)4.Training Need Assessment ( TNA)- Cont.

5. Adult Learning Principles

Day-3 6. Communication Skills 6. Communication Skills –cont. 7. Active Learning, Training Methods .

Day -4 8. Trainer and His/ Her Role 9. Training Plan 10. Training Program Management

Day-5 11. Training Evaluation 12. Evaluation of the Course ( Phase I)

12. Evaluation of the Course ( Phase I)- cont.

Day -6 13.TNA process, preparation, conduction and major content preparation.

13.TNA process, preparation, conduction and major content preparation.

13.TNA process, preparation, conduction and major content preparation.

Day-7 14. Curriculum Design & Presentation.

15. Materials Development & Presentation

16. Module design

Day -8 16. Module design-cont. 17. Session Plan Preparation & Demonstration

17. Session Plan Preparation & Demonstration

Day-9 17. Session Plan Preparation & Demonstration



Day -10 19. Evaluation of the ToT Course.

19. Evaluation of the ToT Course. 20. Closing Ceremony

Note: Four Groups will be form for Co-Curricular activities, 1. thought of the day, 2. Reporting/ Documentation, 3. Cultural and 4. Logistics support. Each groups will be given a particular topic. They will prepare a 30 minutes presentation on particular topic and present at large group. The total presentation of all participants will be recorded in video/ document for reviewing and feedback, so that participants can identify his/her strengths and areas of improvement. During the presentation rest of the group member will act as participant and also give written feedback from them. For that reason a session evaluation format will be given to them.

[Type here] Pabitra Kumar Basu, HRD Specialist, IDC, JICA, email: [email protected] [Type here]

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Trainers Guide

Details Process, Methods and Necessary Materials

Note: Trainers are requested to follow the guide / process/ steps and objectives of each sessions as possible. Before facilitate the session, it is advised to study all the reading materials and summarize your class discussions topics, prepare slide, poster and necessary materials. Here we have mentioned few specific methods but trainer/ facilitator may use different methods and techniques for interactive learning).

ToT Phase: 1 (Knowledge)


Process of the Training Sessions:

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Discussion Topic: Ice breaking; Pre- course evaluation; Course expectation & norms setting; Training course objectives; Vision Mission of DMTCL.

Objectives: At the end of the session participants will be able to: a) Introduce themselves to each other; b) Create congenial learning environment;c) Identify their existing knowledge;d) Identify which areas are needed to know from the ToT;e) Explain the ToT objectives;f) Explain the Vision and Mission of DTCL;

Methods of the Session: Questionnaire, Pair groups, Brainstorming, Presentation and Discussion.Materials: Name Card, Marker, Masking Tape, Question papers, Coloured Poster and slide.

Time: 2 hours Process:

Facilitator will welcome the participant in the course s/he will explain the needs of ice-breaking and stress the importance to know each other

S/he will seek suggestions from the participant and ask – to find the way of acquaintance each other

Facilitator will note down participant’s suggestion and ask them to write down following indicators or as annex A:

i. Name ;ii. Position ;iii. Name of unit ;iv. Years of working experience ;v. Educational qualification;


Session-1

Inauguration/opening SessionTopics

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vi. Training received ;vii. Happiest Memory; viii. Most Sledded Memory ;ix. Favourite personality ;x. Personal Interest (Song, Comics, Acting etc) .

Participant will be asked to form a pair through humming similar sound. Afterward, they will share their personal account following indicators (name, position, experience, family background, education, likings/disliking, hobby, favourite personality etc.) and then one member of pair present his/her friends all about at large group and the another member will do the same. Thus participants will be acquainted with each other at the same time they will get a friend / pair from the very beginning of this course.

Facilitator will distribute the written questions paper for their test and give a time limit. After the given time all the question papers to be collected and preserve with the facilitator. (Question papers as Annex-1.1).

Facilitator will form 4 groups and ask them to prepare a list, which subject/ questions they want to know from the training. After 15 minutes they will prepare a list and present it in the class. Facilitator will compile the whole expectation and prepare a Common poster, which will be reviewed at the last day of the training.

Facilitator will ask them about the training Objectives, participants will think and reply accordingly. Finally facilitator will show the slides and discus about the ToT Objectives. (As Annex -1.2).

Facilitator again will ask them about the Vision & Mission of DTCL, if they know they will reply and finally facilitator will show another slide and discus about the Vision & Mission of DTCL. (As Annex -1.3).

Finally, facilitator will ask participant to know about their learning from the session, listen their opinion and review the whole sessions learning points.

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Annex 1.1

Pre / Post Assessment Question Paper (Set 1). Full Marks -50, Time 35 Minutes.

1. What do you mean by Training? ---------(5)

2. What is the characteristic of Participatory Training? –(5)

3. What is Training Cycle? –(5)

4. Mention three (3) methods of Training Need Assessment (TNA) –(5)

5. Which three (3) training methods are most suitable/ favourite to you? Please explain the reason of your likings? – (10)

Method Reason of your likings 1. 1.

2. 2.

3. 3.

6. What are the qualities of a good trainer? –(5)


Annex- 1

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7. Write the conditions of effective communication? –(5)

8. Give three (3) Precondition of qualitative presentation: –(5)

9. Put mark at left side tick (√) as true and (x) as false. –(5)

i. Main task of trainer is to provide only knowledge

ii. Since participants are lack of information and knowledge so trainer would provide those.iii. High officials are quite aware of training, therefore, therefore, no need to do Training

Need Assessment (TNA).iv. In participatory training, participant and trainer are equally important v. Without being good communicator, one cannot be a good trainer.

vi. Presentation skills do not necessary for conducting good training session.vii. A good training session always depend on selection of appropriate method.

viii. A trainer should respect the participant as colleague.


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Extra Sample question paper (If required) (Set-2)Training of Trainers (TOT) Course

Pre/ Post-Test Questionnaire(Answer can be written in Bengali & English or in both)

Name: _______________________ Designation: _____________________Cell No: 1. Please write any 3 differences between traditional and participatory training approach? ( 5)

2. Please write 5 preconditions of a Participatory Training Environment? (5)

3. Please write any 3 basic differences between trainer and facilitator? (5)

4. Please write the steps for effective communication? (5)

5. Please write the structure of session plan and curriculum format? (10)


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6. Please write 5 consideration points for objective setting? (10)

7. Write 5 Participatory training methods to develop skills and understanding of the participants.( 10)

8. Write adult learning principles? (10)


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9. Please write 5 qualities of good training materials/aids? (10)

10.Write down 3 major roles/techniques of a facilitator to create interactive learning environment? (10)

11. Write down 5 techniques to make a presentation interesting and effective? (10)

12.Write down at least 5 major competency of a trainer? (5)

13.What are the different types of training evaluation? (5)


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Annex: 1.2

1.2: OBJECTIVES OF TOT:The larger objective of this training is to develop a cadre of professional trainers across the DMTCL and organization will be benefited by capacitating the staff to design, conduct and evaluate organizational specific training events. .At the end of the Training Course the participants will be able to:

1. Explain the training cycle ;2. Explain the process and techniques of TNA;3. Explain how to communicate effectively;4. Explain the different methodologies and

consideration for selecting the appropriate methods;

5. Explain the required knowledge and skills of a trainer;

6. Explain knowledge and skills on preparing training session and utilization of training curriculum;

7. Increase facilitation skill on using different training methods, techniques and learning aids;

8. Improve knowledge and skills on organizing, monitoring, evaluating and preparing training report;

9. Explain the adult learning & learning domain and its use in Training; 10.Define the difference between Training, learning, education and teaching; 11.Develop training Module, Curriculum & Schedule.

Annex. 1.3: Vision and Mission statement of DMTCL:

Vision: Becoming the nexus of city transportation, unleashing the potential and propelling the

progression of Dhaka.

Mission: To provide passengers with safe, punctual and comfortable transport through well-

engineered technology and operational expertise.

To implement effective corporate management for the timely completion and

continued advancement of MRT.

To drive the acceleration of economic activities, environmental improvement and

the enhancement of the quality of life in Dhaka.


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Training of Trainers (ToT) , General.REGISTRATION FORM

GENERAL TRANINING OF TRAINERS (TOT) Name: ...................................................................................

Current job title: ...................................................................

Mobile no: ...........................................................

E-mail address: ......................................... 1. Educational history Please list the details below (e.g., Bachelor, Masters Etc.)

Degree Institution Year of Passing

2. Professional training If you have attended any relevant short-term (non-degree) technical or professional training in the last 3 years, please list the details below.

Subject Host Organization Country Year/ date


Ice breaking Guidelines for Practitioners (Few games)(Additional)

(Facilitator can use any game/ activity related to the session)

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Annex 1. A:

Icebreaker activities 1. Picture name game. Give each person in the group a blank card and a felt-tipped marker. Ask everyone to write their name on the top of the card and then draw a picture that represents

their name or themselves in some way. This usually generates some laughter and some puzzlement as people figure out what kind of

picture to draw. Encourage those who feel they cannot draw to do so, explaining that it does not have to be a

masterpiece! (It is a good time to mention that drawing symbols to represent things is an important part of reflect as a visual as well as oral process).

When everyone has finished, people come to the front, introduce themselves and explain their Drawing and then stick the card onto a designated ‘Name area’ on the wall.

After everyone has presented their names and titles, and stuck their cards on the wall, discuss how we will let go of all titles for the duration of the workshop as we engage with each other as equal partners in the learning process.

This will also give you as a trainer a chance to start discussing the principles of Reflect– i.e. that all participants are equal and that there is space for everyone to participate regardless of who they are or what position they hold. (Do mention that people can reclaim their titles at the end of the workshop!)

Learning names (This game can follow on from the picture name game.) participants stand in a circle.

One person calls out someone’s name and throws a ball to him/ her. S/he must then call out another person’s name and throw the ball to the next person.

And so it goes from person to person. When your name has been called twice, sit down. Keep going until everybody is sitting.

2. Learning names(This game can follow on from the picture name game.)Participants stand in a circle. One person calls out someone’s name and throws a ball to him/ her. S/he must then call out another person’s name and throw the ball to the next person. And so it goes from person to person. When your name has been called twice, sit down. Keep going until everybody is sitting.

3. The name gameParticipants sit or stand in a circle. One person starts by saying him/her own name and one thing about him/herself, for example “I am Neladi and I have two children”. The next person then repeats what he/she said and adds on his/her own, for example “Naledi has two children, I am Simon and I like working in groups”. The third person repeats the first two names adding on his/her own introduction. And so you go around the circle. If you can’t remember a name or what was said, ask the person or others in the group to remind you.

Few Ice Breaking and others warmup sessions additional Game:


Ice breaking Guidelines for Practitioners (Few games)(Additional)

(Facilitator can use any game/ activity related to the session)

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1. Three Questions Game: Everyone in the group writes down 3 provoking questions they would like to ask others in the group. Not the normal “what’s you name” type questions but something like, "Where is the most interesting place you have ever travelled" or "Name a topic you feel absolutely passionate about". Give them time to mingle, and to ask three different people in the group one of their three Questions. Get back together and have each person stand and give their name. As they

say their name, ask the group to tell what they know about this person.

2. The Pocket/Purse Game: Everyone selects one (optionally two) items from their pocket or purse that has some personal significance to them. They introduce themselves and do a show and tell for the selected item and why it is important to them.

3. The Talent Show: Everyone selects one talent or special gift that they possess and can demonstrate for the group. They introduce themselves, explain what their special talent is, and then perform their special talent for the group.

4. Birthday Game Have the group stand and line up in a straight line. After they are in line, tell them to re-arrange the line so that they are in line by their

birthday. January 1 on end and December 31 at the other end. The catch is that they must do

all this without talking or writing anything down.

5. Map Game: Hang a large map of the world. Give everyone a pushpin. As they enter, they pin the location of their birth on the map.

6. Paper Airplane Game: Everyone makes a paper airplane and writes their name, something they like and dislike on it (You may also want to add additional questions). On cue, everyone throws their airplane around the room. If you find an airplane, pick it and keep throwing it for 1-2 minutes. At the end of that time, everyone must have one paper airplane. This is the person they must find and introduce to the group.

7. The Shoe Game: When entering, everyone must take off one shoe and leave it in a pile at the door. They keep the other shoe on. After everyone is in. The host will distribute the shoes to people not wearing the same shoe. When instructed, everyone must find the mix and find the person who belongs to the shoe and get some info about them. They then introduce their new friend to the group.

8. The Artist Game: Give everyone a piece of paper and a pencil. In 5 minutes they must draw a picture that conveys who they are without writing any words or numbers. At the end of 5 minutes the host collects the pictures. Show the pictures to the group one at a time and have them try to guess who drew it. After this allow each of the artists to introduce themselves and explain how their work clearly conveys who they are.

9. Three in Common Game: Break the group into 3’s. Their objective is for each group to find 3 things they have in common. But not normal things like age, sex or hair colour. It must be three uncommon things. After letting the group’s converse for 10 - 15 minutes, they (as a group) must tell the rest of the groups the 3 things they have in common.

10. Dream Vacation Game: Ask participants to introduce themselves and describe details of the ideal, perfect dream vacation.

11. Favorite T-Shirt Game: Ask attendees to bring (not wear) their favorite T-shirt to the meeting. Once all participants have arrived, ask each person to show the shirt to the group and explain how the T-shirt best resembles their personality.

12. Favorited Animal Game: As the guests arrive, and before you write their names on a name card, ask them to tell you their favourite animal and three adjectives to describe the animal. As they tell you, write the three adjectives on a name tag BEFORE their name (omit the name of the animal). Ask them to mingle with the crowd, sharing why these adjectives best describe their own personality. EXAMPLES: Loyal, cuddly, playful Dan

13. Creative Name Tags: Give everyone 15 minutes to make their own name tag-they can list hobbies, draw a picture, give a self-profile, etc.

14. Circle of Friends Game: This is a great greeting and departure for a large group who will be attending a seminar for more than one day together and the chances of meeting everyone in


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the room is almost impossible. Form two large circles (or simply form two lines side by side), one inside the other and have the people in the inside circle face the people in the outside circle. Ask the circles to take one step in the opposite directions, allowing them to meet each new person as the circle continues to move very slowly. If lines are formed, they simply keep the line moving very slowly, as they introduce themselves.

15. Marooned Game: You are marooned on an island. What five (you can use a different number, such as seven, depending upon the size of each team) items would you have brought with you if you knew there was a chance that you might be stranded. Note that they are only allowed five items per team, not per person. You can have them write their items on a flip chart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.

16. The Interview Game: Break the group into two person teams (have them pick a partner that they know the least about). Have them interview each other for about twenty minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favorite sport, etc. After the interviews, reassemble the group and have each team introduce their team member to the group. This exercise helps them to learn about each other.

17. Story Time Game: The facilitator starts a story by saying a sentence. It then goes in a circle, each person adding a sentence onto the story-after repeating each sentence that's already been added.

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Session-2

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Discussion Topic: Concept & meaning of Training & ToT Key elements of ToT Steps for organizing a ToT Course. Ten comments on ToT for TrainerObjectives: At the end of the session participants will be able to explain: The training concept. The key elements of ToT. The steps / process for organizing a ToT Course. The consideration for trainers.Methods of the Session: Questionnaire, Brainstorming, Slide show, Discussion.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.

Time: 1:30 hours

Process: Facilitator ask the participants about the concept of training, after their

opinion facilitator will narrate the concept as Annex 2.1. Facilitator will present a slide show on key elements of ToT and discuss as

Annex- 2.2 Facilitator ask the participants about the process for organizing a ToT

Course and listen their opinion. Facilitator divide the participants into four groups and tell them to identify

the process / steps for organizing a ToT course. They will prepare a poster / slide on it and back to the class and present

their findings. After their presentation and opinion facilitator will show a prepared poster

and discuses one by one until to clear their idea. Facilitator discuss the consideration for trainer (Ten points) one by one as

Annex. 2.4 and creates the environment for their interaction. Finally facilitator ask the learning points from the session and note down

their learning points and closing the session.


Training of Trainers (ToT)Topics:

Annex- Session- 2Training Of Trainers ( ToT)

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2.1: Concept and Meaning of Training and ToT:

Training: “I never teach my pupils, I only attempt to provide the conditions which they can learn” -(Albert Einstein)

Training is a process of acquiring necessary knowledge, attitude & skill that are required to perform a job better;

Training is transfer of applied information for being able to do something better; Training is directly linked to knowledge, attitude and skill. The traditional type of

training focus mostly on skills, less on knowledge and the least on attitude. But modern types address attitudinal aspects as well as skills and cognitive aspect;

Training is the process to fill the gap between the desired performance and actual performance ;

Training should be viewed as an educational process, which involves the creation and acquisition of knowledge awareness and skills. It is not only for `knowing more’ but `behaving differently’. The focus is not upon information alone mere knowledge in itself is insufficient but upon consciousness rising. It helps in building up one’s critical consciousness examining one value, attitudes & orientations.

Training is an educational process which involves the creation and acquisition of knowledge, awareness and skills. It is not only the act for behaving differently. It helps in building up one’s critical consciousness examining values, attitudes and orientations.

Concept of Training:


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ToT: Training of Trainers (ToT) is a form of training imparted to an individual with a view to preparing him/her for his/her future role as a trainer. This is a process which aims to develop his/her capabilities and capacities of imparting training to others as a skilled professional. ToT also aims to help organizations to build their own cadre of trainers. Thus ToT has a dual role to play: the individual growth and the organizational growth.

The focus of ToT is not only to build a cadre of trainers, but also to develop necessary orientation, awareness and abilities to perform a catalytic role as facilitators of change.

2.2: Key Elements of ToTThere are five basic elements of ToT, which play a major role in shaping the structure and strategy of the training process. Which are as follows: a) Training goal b) The trainer (resource person) c) Target group (the trainees) d) Training course e) Training approach

a. Training Goal Training of Trainers is characterized by a definite goal orientation. The major thrust is not so much on ‘transfer of information or expertise” as on “sharing of ideas and experiences”. Also, the ultimate objective of training is not so much oriented towards the gain in knowledge as on “change in ideas and attitudes”. Likewise, the major thrust of the activity is not so much to produce skilled professionals or efficient workers as to prepare a cadre of facilitators of change.

Unlike other training programmes where the objectives are outlined in terms of the requirements of a particular job or employment, in ToT it is the user’s need that provides the base for the structure and strategy of the training. It is, therefore, essential that the training design of ToT is outlined in the light of the outcome of a training needs assessment.


Training is a learning process which involves

Enhance Knowledge

Increase Skills

Change attitude

Capacity Building

Positive Impact on Performance

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b. The Trainer/ Resource Person Although the place and role of a trainer has special significance in all types of training, yet, in ToT the trainer is the key element. Some of the important roles which a trainer is expected to play , shown as below:

a) Understanding the training needs of the target group; b) Developing the outline of the course contents in accordance to the requirements of the trainees; c) Preparing the subject matter; d) Understanding the principles and practices of suitable training methods; e) Arranging training infrastructure; f) Conducting the training;g) Assessing the impact of the training; h) Taking necessary follow-up action.

Sometimes the efforts of a trainer need to be supplemented by a resource person, who may belong either to the same organization or may be from an outside agency. In both cases, however, the competencies and the responsibilities of the trainer will remain the same.

c. Target Group / the Trainees ToT puts a lot of emphasis on trainees. It is neither possible nor desirable for any trainer to know everything about all of them. What is relevant is to know what concerns the training programme. For example, it is useful to know the characteristics of the trainees and their potentialities to undertake the tasks for which they are being trained. Broadly speaking it will be worthwhile to know the physical, socioeconomic, intellectual and psychological characteristics of the trainees. In other words, the background information about physical factors such as age and key socio-economic characteristics such as income, intellectual traits , level of knowledge, skills, language, psychological characteristics , attitudes and values, if known in advance, help the trainer to plan the contents and approach of the training more realistically. d. Training Course As pointed out earlier, it is on the basis of the outcome of a training needs assessment that the course contents and their sequencing is to be outlined. As regards the subject matter to be covered under each course, the trainer/resource person should make use of different types of materials according to his/her own experience, the expertise of subject matter specialists and experience sharing with fellow professionals. Once the material on the subject matter has been collected through different sources, the next step, to design the course contents, is to determine the sequence of lessons in a particular course. Such sequencing can be made on the basis of some major criteria like job performance order, logical order and psychological order.

e. Training approach The use of proper training approach is a prerequisite condition of the effectiveness of conducting a training programme. The selection and use of such approaches/methods becomes all the more crucial as the participatory nature of the activity demands that the training should be not only educative, but equally stimulating. Use of a single most effective approach or combination of approaches promotes greater interaction between the trainer and the trainee and, hence, creates a productive learning experience. Although there may be various approaches of imparting training, yet, mainly two approaches are adopted. They are based on i) instructional methods, and ii) group participation methods. While the instructional approach mainly uses lecture method under a classroom situation, the group participation approach uses such methods as discussions, workshops, seminars, field trips and study tours.


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None of the above mentioned approaches is singularly suitable or sufficiently effective for any training activity. Every approach has its own advantage or disadvantage. It is from this angle that there is a need to make proper selection quite carefully, taking into account a number of factors and go for the most appropriate one. In most of the cases, however, the training programmes have to employ a combination of approaches. The choice for selecting suitable training approach/approaches depends on certain basic assumptions, as under:

a) The trainees have different backgrounds regarding their past knowledge and work experience which have significant bearing on their learning process.

b) The trainees learn most in a situation that encourages their participation in the learning process.

c) No single approach is effective enough to ensure the maximum impact in terms of learning experience.

d) Effective use of a particular approach depends on the intelligence and skill of the trainer. e) The trainer, to whatever extent skilled and intelligent he or she may be, has to

understand that the efficiency of the job performance depends on one’s continuous growth in knowledge and experience.

For this he/she has to first ‘de-learn’ in order to learn the skill of seeking active involvement of the learners in the learning process during the course of training. Then only the process of learning the principles and practices of training starts. This process of learning has to continue throughout his/her professional career as a trainer.

2.3: Steps in Organizing a Training Programme The following steps need to be taken to develop & organize a training Course:

I) Training Needs Assessment (TNA): This is perhaps the very foundation on which the whole structure of training is to be designed, as it is always the user need based training which attracts wholehearted interest and involvement of the trainees and delivers the expected benefits.

II) Setting the Goal: With definite goal orientation the training programme has the obvious advantage of the needed direction, and, therefore, this step is quite vital to the success of the ventured exercise.

III) Determining the Training Contents: The contents of a training course have to be designed in accordance to the set goal of the training programme and also as per training needs of the target group. This can be done by adoption of measures mentioned below.

IV) Developing an Action Plan: One of the essential requirements of an action plan for a training programme is that it should be based on the following points: ♦ proper scheduling of training activities. ♦ well specified purpose. ♦ clearly specified course contents. ♦ adequately listed training materials and equipment. ♦ Identification of qualified resource persons. ♦ Selection of appropriate training methods. ♦ deciding the approach of involving trainees in different training activities. ♦ listing the critically practical assignments for the trainees. ♦ systematically designed evaluation plan of the training, both during and after the training course. ♦ Strategy for follow-up action.


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V) Ensuring Job Efficiency during a Training Session Much of the success of a training course depends on the performance of the training or resource person during a particular session, in which he/she has been assigned a talk to be delivered on a specific topic. In case of advanced training courses, the job efficiency may also relate to the skill of technical presentation through the use of audio-visual aids. There are certain measures which are usually recommended to enhance the job efficiency of the trainer. Some of the important ones are:

a) Proper collection of the reference material as relevant to the course title. b) Thoroughly review of literature, keeping in view the subject matter. c) Preparation of the outline and outline should include:

Course title Lesson title Time allotted Objectives Needed training materials/aids Training method to be adopted Main content of the talk Concluding note Theme/topic leading to discussion Type of practical assignment to the trainees

d) Presentation is important as the preparation of the outline. It should be marked by the following: Introduce the topic in a clear way. Relate the session with previous lesson. Emphasize the importance of the theme and the

purpose of the session. Give motivation for the new learning experience - Coverage of the subject matter. Give a summary along with review of main points. Relate with the next lesson.

2.4: Comments for Trainer: As page V

-----------------------------------------------------------


Session: 3

30

Discussion Topic: Concept of training cycle. Different steps of training cycle. Details of linkages ( Discuss all steps and linkage with each other’s )Objectives: At the end of the session participants will be able to explain: The meaning of training cycle The concept & different steps of training cycle and its relation. The linkage with one and another steps.

Methods of the Session: Questionnaire, Brainstorming, Slide show, Discussion.

Materials of the Session: Markers, Masking Tape, Coloured Poster, Handouts and Slides.

Time: 2:30 hours

Process: Facilitator will ask the participants about the training cycle, after their

opinion facilitator will discuss about the concept as Annex 3.1 by slide presentation.

Facilitator will present a slide on Training Cycle and discuss as annex- 3.2 and brief the different steps on Training cycle.

Facilitator will ask to the participants about the steps of training. Write down their opinion and explain the steps as Annex step 1 to 4 in details.

Facilitator will ask to the participants about the steps of Training Cycle and its linkage with each other’s. Write down their opinion and to explain why it is step 1, 2, 3, and 4, what are the relationship among the steps. Justification will be shared by the participants.

Finally review the session and its learning.


Topics: Training Cycle:

Annex- 3Training Cycle

Topics

31

3.1: What is Training Cycle: Training cycle is a series of steps or stages that comprise a complete training program.

3.2: Training Cycle

Step 1 - Identification of training needsThis initial stage of the training cycle addresses to find out a training need. After identifying the Training Needs, select the target audience. This stage will help to consider why the training is required and its expected outcome and impact. How you will measure if the training has met the original need i.e. brought about intended change in behavior, performance etc.

Step 2 - Design of Training SolutionsThis stage covers planning, design and development of training. It aims to ensure that a systematic and consistent approach is adopted for all training solutions. Training solutions cover face to face training and open and flexible learning including e-learning.Step 3 - Delivery of Training SolutionsThis stage of the training cycle ensures that the delivery of the training is effective and provides opportunities for the learners to learn. This will involve choosing the most appropriate format for meeting training needs, and taking advantage of different training methods.

Step 4 - Application of Training in the Court Environment


Training needs can arise in a number of

ways

Stage 1Identification ofTraining Needs

Stage 5Evaluation of Training

Solutions

Stage 2Design of Training

Solutions

Stage 4Application of Training

in the court Environment

Stage 3Delivery of Training

Solutions

32

This stage of the training cycle is concerned with ensuring that all learning outcomes are applied and reinforced in practice within the court environment. This stage will help those who monitor the development of individual learners and review their progress.

Stage 5 - Evaluation of Training SolutionsThis stage of the training cycle deals with the collection, analysis and presentation of information to establish the improvement in performance that results from this. This stage will help those who evaluate learning programmes, or who respond to developments in learning, or plan and introduce improvements in learning interventions.

-------------------------------------------------------------------------


Session: 4

33

Discussion Topic: Concept of Training and TNA. Importance & Necessity of TNA Methodologies of TNA. Different Tools & Techniques of TNA Objectives: At the end of the session participants will be able to explain: The Concept of Training Need Assessment (TNA). The Importance & necessity of training Need Assessment (TNA). The Methodologies, Tools & Techniques of TNA.

Methods of the Session: Lecture, Slide show, Small group discussion, Question answer.

Materials of the Session: Markers, Masking Tape, VIPP Card, Coloured Poster, Handouts and Slides.

Time: 3:30 hours

Process: Trainer/ facilitator will welcome the participants to the session. Ask the participants “what do we mean by Training and Training Need Assessment (TNA).

Participants will write their opinion on a VIPP Card and present it. Write down all the response from the participants and discuss one by one. Trainer/ facilitator will define Training and Training Need Assessment (TNA) and its

importance with simple and practical example. Trainer/facilitator will initiate discussion on the process of conduct Training Need

Assessment. S/he will ask the participants about TNA Process and note down their opinion, after that all the opinion will be discussed.

Trainer/ facilitator will describe the different steps for conducting TNA, process to select appropriate methods with justification for TNA.

Trainers will hanged a prepared poster (steps of conducting TNA) and discussed by the participants one by one.

Facilitator will discuss some common methods that have normally used while doing TNA Trainer/ facilitator will recapitulate process of TNA and tell participant how TNA can be

done using process and selecting methods. Trainer/ facilitator will divide the participant into 4 small group for group work for

conducting a sample TNA. (Facilitator distribute the TNA with specific target groups, Such as Office Attended, Computer Operator, Assistant Manager etc.)

All groups will prepare a presentation (Slide / Poster) and present their work. Finally review the TNA session and conclude the session.


Topics: Training Need Assessment (TNA)

Annex: 4Training Need Assessment (TNA)

Topics

34

What is TNA? A needs assessment is the process of identifying the requirements in a given situation, in this case, what the workshop participants need to learn. (Expected Situation – Existing Situation= Gap/ Need)Training Need Assessment (TNA) is assessing the need for training of staff members of an organization. Training need refers to the gap between expected level of performance and existing level of performance.

Required Performance – Existing / Actual Performance = Gap

A need is not a want or desire. It is a gap between “what is” and “what ought to be”.

Why to conduct TNA:A needs assessment will enable the trainer to design a Training / workshop that will provide the participants with the knowledge, skills, and attitudes needed in their jobs.

I. To determine what training is relevant to staff.II. To determine what training will improve staff performance.

III. To determine if training will make difference.IV. To distinguish training needs from organizational problems.V. To link improved job performance with the organizational goals and bottom line

How to Conduct TNA: Steps of conducting need assessment

Step 1. Perform a “Gap” analysis Current situation: We must determine the current state of skill, knowledge and ability of our current staff

Desired or necessary situations: We must identify the desired or necessary conditions for organizational personal success

Step 2. Identify priorities and importance We must determine if the identified needs are real

Step 3. Identify causes of performance problems or opportunities

Step 4. Identify possible solutions and growth opportunities to address the needs Methods for Conducting TNA


Required Performance

Existing/ Actual Performance

Gap

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Following methods can be used for conducting TNA Interview, Questionnaire, Consultation with general staffs as well as senior staffs. Focus group discussion (FGD). Record & Report study. Performance Appraisal Report

TNA: TNA covered the following Area:

There are three broad areas of TNA. Before doing TNA we have to assess three types of needs.


Individual Needs

Occupational/ Job Needs

Organizations Needs

Organizational NeedsVision, Mission,

Occupational Needs .

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Organizational

Details of Methods


Organizational NeedsVision, Mission,

Individual Needs Person analysisKnowledge Skill Attitude Habit Capacity

Performance

Occupational Needs .

Perform a gap analysis (current situation – expected situation) Identity priority and importance Identity causes of performance problems

What types of training are needed? What types of content should be in schedule What types of methods would be used Who would be the participant of the training What will be the duration of the training

Training Need Assessment

37

Questionnaires: Questionnaires should be distribute to the institutes at least two-three weeks before the visits by consultants/ facilitators. The questionnaires should consist of three separate questionnaires to be completed by potential training candidates/ respondents: Q1. A profile of potential training candidates (personal history form). Q2. A description of job functions and tasks performed by potential training candidates. Q3. An assessment of the training needs, skills and knowledge, as identified by potential training candidates.

Questionnaire1 is designed to collect basic personal information. In Questionnaire 2 respondents are presented with a list of the major job functions normally assigned to staff. In the list, respondents are asked to identify the job functions that best correspond to the job functions in their present position.

Interviews: Interviews are normally used as an additional way of obtaining information and should always be supplemented by other means of gathering information. The main advantages of an interview are:

The information received is more detailed, adding qualitative information to quantitative answers in questionnaires.

Misunderstandings may be avoided, as the respondent is able to ask clarifying questions.

The interview method recommended for use during missions is called the structured or formalised interview as opposed to an open interview. The structured interview should always follow a list of questions decided upon beforehand and changes and/or additions to the questions should not be made unless absolutely necessary. However, the interviewer is of course welcome to answer clarifying questions from the respondent, whenever necessary. Each interview should take between one and two hours, taking into account that the respondent sometimes needed time to find the right answers.

Interviews are primarily with directors and/or high ranking officers in charge of departments, divisions, sections or specific working practices and with the responsibility of supervising a number of staff.

Workshops: The need for training amongst resource assessment staff in general can also be assessed during a workshop. Alone and in small groups, staff can be asked to identify what skills and knowledge they found were needed to do proper resource assessment and to help each other in identifying areas of improvement in their work plans and working practices. The reason for using workshops and not interviews for permanent staff are:

Interviews are time consuming and are not feasible for a larger number of staff within a constrained time frame.

Workshops are good for gathering information and creating awareness amongst staff at the same time.

The criteria for selecting staff for participation in Training Needs Assessment workshops are:

Staff actively involved in activities related to marine resource assessment. Staff that have completed questionnaires 1-3.


38

Staff who hold a permanent position or at least be assigned to a post minimum three years ahead.

A maximum 16 people should participate in each workshop. If more staff wish to participate in the workshop, they should be split into smaller workshops (minimum four people) preferably with homogenous groups of staff, e.g. knowledgeable senior staff separated from junior staff etc.

A recommended method for use during workshops is the "Pyramid method", whereby participants are firstly one by one, secondly two by two and thirdly four by four asked to discuss and identifying certain issues. Finally, in groups of four or eight, participants are asked to find a consensus to the questions given and choose a spokesperson to present the results of the group.

Observations: During each mission, the facilitators should observe and note down the general facilities supporting the daily work of people working in resource assessment.

Training Need assessment Tools:Performing a Training Needs Assessment or Training Audit will help you develop an overall plan and training programs to meet specific user needs. Objectives of a Training Needs Assessment can range from: 1) Understanding how the training will be applied by users 2) Determining current skill levels, 3) Learning users’ expectations of training outcomes. This knowledge will enable you to define attributes of the training program to meet specific user requirements. Attributes that need to be defined include:

Audience, Format, Length, Technical specifications, Cost, and Purpose or optimum use

Surveys:Needs Assessments can also take the form of written surveys. Data (about training needs) will be collected from a structured, standardized survey instrument can serve as justification for building a training program. The survey data serves as a baseline from which to benchmark progress in the future, and may provide baseline data for measuring ROI (return on investment).

Training Needs Assessment surveys should always be developed around business reasons for implementing the information service. Remember that information vendors are your partners, and you may be able to take advantage of their experience with launching products in other companies. Some have training templates, including needs analysis surveys, which they will allow you to modify and use in your organization. Focus Groups and Interviews:The advantage of conducting focus groups and/or interviews is that you will get qualitative feedback from users. These insights into how users would like to be able to use information products/services as well as real or perceived barriers to use can help you further shape the training program to bring the maximum benefit to persons being trained.


39

Sample of Training Needs Assessment Worksheet(As Example Sheet)

Identify a training program that you would like to develop.

Type of information needed What do you know already?

What do you still need to find out?

Desired Performance: What do participants need to be able to do effectively in their jobs as ----------?Analysis of Participants: Who are these participants?

Learning Context: Where will the training occur? What constraints do you have or anticipate? Content Expertise: What experts are available to develop the training content?Training Expertise: What trained experts are available to deliver the training?Logistical Requirements: What do you need to consider regarding developing and coordinating the training?


40

Course Needs Assessment

Providing Excellent Learning Experiences: A Practical Approach from Those Who Know

Questions To Be Answered

What do the participants need to know and do as a result of this training?

What do we need to know about the course participants they serve?

Key Tasks Determine the target population Identify what type of course is designed for :

Determine the participants’ needs Draw from your past experience with similar groups Gather information from informal discussions - Conduct surveys Conduct focus groups workshop Work with an advisory panel Observe participants Interview participants Learn about their incidents Determine what emerging data should be distributed

Understand the participants’ characteristics Experience Cultural background Education Location Mind-set/Motivation Contraints (location, job demandes, etc.) Characteristics (age range, culture, from hard-to-reach population, etc.) Additional tasks:


41

Tips For Success

Invite local participants to share their thoughts on what they believe training participants will likely need.

Identify persons who have already expressed an interest in the training and identify their learning needs through a short survey or interview.

Use available needs assessment data already gathered (i.e., what do you already know about the target population?).

Determine in general at what level the training will be taught.

Ask presenters/trainers who have been involved in similar trainings what they believe are the most important skills that the target learners need to develop.

Find other courses held in other cities or place on a similar topic and identify topics covered.

Determine if there are educational programs already being offered by professional associations in your country; these programs may provide insight into participant needs.

Search topics in recent journals for timely and relevant content areas related to your target population’s learning needs.

Physically go to the working site and observe what is happening.

Interview target group and ask them what kinds of training they need to help them become better, more effective.

Try to gather information from program participants that will help you identify what skills should be taught during the training.

Help participants identify what they don’t know and what they need to develop greater competency in. Accomplish this by asking them to complete a questionnaire that focuses on their present job tasks and what they need to learn to improve their knowledge, skills, and sometimes, confidence.

Review program cases used in previous trainings.

Review previous course evaluations to determine what areas need to be emphasized and what topics require less time.

Identify barriers and constraints to conducting the training; determine


42

which ones you can manage and which ones you need assistance with.

Based on what you are learning about your target population and their learning needs, try to approximate how much time is necessary to teach each identified topic.

Name: _________________________

Position: ____________________________

Date: __________________________

ID No: ____________________________

Academic Qualification:

Length of working experience (Total years):

------------------------------------------------------------------------------------------------------------

1. What is your basic job responsibility?

2. What are the tasks that you are doing?

3. What are your strong area (KSA)/tasks that you can do confidently?

4. What difficulties are you facing to perform the present job responsibilities?

5. What is your suggestion to overcome these difficulties?

6. What are the training courses that you have received for your professional development (related job responsibility)?

7. Recommend some training courses/contents you are thinking that will help to improve your performance?

8. Overall comments and recommendations?


Sample of a Questionnaire for Interview

43

-----------------------------------------------------

Discussion Topic: Concept & Importance of Adult learning. Basic differences between training, education and learning. Principles of adult learning. Importance to know the adult learning principles and how it will be used.Objectives: At the end of the session participants will be able to explain: the concept & Importance of Adult learning. the Basic differences between training, education and learning. the Principles of adult learning and Importance to know the adult learning principles and how

it is to be used.Methods of the Session: Role play, Lecture, Slide show, Small group discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.

Time: 2:30 hours

Process:- Trainer/ facilitator will welcome to the participant to the session.- Ask the participants “what do we mean by Adult learning Principles”?- Listen their opinion.- Trainer/ facilitator ask again what the difference between adult learners & adolescent

learners are, write down their opinion on a poster and discuss in briefly.- Facilitator divide the participants into 4 small groups and tell them to prepare two

poster- 1). What are the principals of adult learning and 2). What are the important to know the Adult learning principles?

- After preparation they will present it.- After presentation facilitators select 5 participants for a role play and guide them for

the role play. The main them is: Two participants will play a role as trainers and


Pro

Topics:

Session: 5:

Adult learning PrinciplesTopics

44

conduct two classes, one is for adolescent learners (age group 12-15) and others is adult (Age groups is 20 to 45). Attitude is different for adults & adolescent.

- After the role play facilitators ask the participants what are the differences you have seen? What are the different between two classes?

- As their opinion facilitator discuss the adult learning principles and their behaviour.- Facilitators write one points of adult learning principles on a poster and ask to the

participants, according to the principles what can we do for the adult learning? Accordingly all the principles will be discussed as annex-5.

- Finally review the learnings from the session.----------------------------------

Training/ Learning/ Education

1. The Difference between Training, Education & Learning:Often the terms Training, Education, Development and Learning are interchangeable. We will attempt to explore the key differences in relation to Performance Improvement Programmes.

Training: Training is defined as learning that is provided in order to improve performance on the present job (Nadler, 1984).

This differs from a few other definitions in that rather than “training” being used as a verb—to train, it defines it from the learners' action—an activity they perform.

Learning: While there are many definitions of learning, most of them have these two common elements it is a relatively permanent change in behavior, cognition, or effect

it occurs as a result of study, instruction, or experience (interaction through the environment)

The definition starts with, relatively permanent change, which means that the information we use must be retained for some time. If we only remember the information for a short time, such as finding a location on a map and then going to that location, but forgetting about it a short time later, then that was simply the use of information, not learning.


Annex: 5

Adult learning:

45

Education:

1. The act or process of educating or being educated.2. The knowledge or skill obtained or developed by a learning process.3. A program of instruction of a specified kind or level: driver education; a college education.4. The field of study that is concerned with the pedagogy of teaching and learning.5. An instructive or enlightening experience: Her work in an animal shelter was a real education.

2. Adult Learning Principles:What do you mean by 'adult learning principles'?Knowles identified the six principles of adult learning outlined below.

Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected.

How can we use adult learning principles to facilitate learning on placement?

Here we will discuss some ways to facilitate learning by applying Knowledge’s' Adult Learning Principles:

1. Adults are internally motivated and self-directedAdult learners resist learning when they feel others are imposing information, ideas or actions on them.

Your role is to facilitate a participants' movement toward more self-directed and responsible learning as well as to foster the participant’s internal motivation to learn.

As Trainer you can:

Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the participants.

Develop rapport with the participants to optimize your approachability and encourage asking of questions and exploration of concepts.

Show interest in the participant’s thoughts and opinions. Actively and carefully listen to any questions asked.

Lead the participants toward inquiry before supplying them with too many facts. Provide regular constructive and specific feedback (both positive and negative), Review goals and acknowledge goal completion Encourage use of resources such as library, journals, internet and other department

resources. Set projects or tasks for the participants that reflect their interests and which they must

complete and "tick off" over the course of the placement. For example: to provide an in-service on topic of choice; to present a case-study based on one of their clients; to design a client educational handout; or to lead a client group activity session.

Acknowledge the preferred learning style of the participant.


46

A questionnaire is provided below that will assist your participants to identify their preferred learning style and to discuss this with you.

2. Adults bring life experiences and knowledge to learning experiences

Adults like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences. As a trainer you can:

Find out about the participants - their interests and past experiences (personal, work and study related)

Assist them to draw on those experiences when problem-solving, reflecting and applying clinical reasoning processes.

3. Adults are goal orientedAdult become ready to learn when "they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems”. Your role is to facilitate readiness for problem-based learning and increase the participants awareness of the need for the knowledge or skill presented. As trainer/ facilitator, you can:

Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork goals as well as assessment and future life goals.

Provide real case-studies (through client contact and reporting) as a basis from which to learn about the theory.

Ask questions that motivate reflection, inquiry and further research.

4. Adults are relevancy orientedAdult learners want to know the relevance of what they are learning to what they want to

achieve. One way to help students to see the value of their observations and practical experiences throughout their placement, is to:

Ask the student to do some reflection on for example, what they expect to learn prior to the experience, on what they learnt after the experience, and how they might apply what they learnt in the future, or how it will help them to meet their learning goals.

Provide some choice of fieldwork project by providing two or more options, so that learning is more likely to reflect the participant’s interests.

5. Adults are practicalThrough practical fieldwork experiences, interacting with real clients and their real life situations, participants move from classroom and textbook mode to hands-on problem solving where they can recognize firsthand how what they are learning applies to life and the work context. You can:

Clearly explain your clinical reasoning when making choices about assessments, interventions and when prioritizing their needs.

Be explicit about how what the participants is learning is useful and applicable to the job and client group you are working with.

Promote active participation by allowing students to try things rather than observe. Provide plenty of practice opportunity in assessment, interviewing, and intervention processes with ample repetition in order to promote development of skill, confidence and competence.

6. Adult learners like to be respected


47

Respect can be demonstrated to the participants by: Taking interest Acknowledging the wealth of experiences that the participants brings to the placement; Regarding them as a colleague who is equal in life experience Encouraging expression of ideas, reasoning and feedback at every opportunity.

It is important to keep in mind that the participants is still developing occupational therapy clinical practice skills. However, with the theory and principles of adult learning in mind, you can facilitate the learning approach of the student to move from novice to more sophisticated learning methods.

What we need to do?

1. Adults are Practical and problem – Centered, So----

Give overviews, summaries, examples, & use stories to link theory to practice Discuss and help them plan for direct application of the new information Use collaborative, authentic problem-solving activities Anticipate problems applying the new ideas to their setting so, offer suggestions CAUTION- Guard against becoming too theoretical.

2. Promote their Positive Self Esteem, So---

Provide low-risk activities in small group settings Plan for building individual success incrementally Help them become more effective and confident through guided practice and establishing

routines. CAUTION- Readiness to learn depends on self-esteem

3. Integrate New Ideas with Existing Knowledge, So-----

Help them recall what they already know from prior experience that relates to the topic of learning.

Share your agenda and assumptions and ask for input. Adjust time for topics to fit their needs. Use a continuum that describes a range of skill & knowledge. Ask they to apply stickers

or marks showing what their current level of knowledge/skill is in the topic(s) Ask what they would like to know about the topic Build in options within your plan so you can easily shift to address needs. Suggest follow up ideas and next steps for support and implementation after the session CAUTION- Collect needs data and match the degree of choice to their level of

development.

4. Show Respect for the individual learner, So------– Provide for their physical needs through breaks, snacks, coffee, comfort – Provide a quality, well organized, differentiated experience that uses time effectively and

efficiently – Avoid jargon and don't "talk down" to participants – Validate and affirm their knowledge, contributions and successes


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– Ask for feedback on your work or ideas, provide input opportunities – CAUTION- Watch your choice of words to avoid creating negative perceptions

5. Capitalized on their experience , – Don't ignore what they already know, it's a resource for you – Plan alternate activities and choice so they can adjust the process to fit their experience

level – Create activities that use their experience and knowledge – Listen and collect data about participant needs before, during and after the event – CAUTION- Provide for the possibility of a need to unlearn old habits or confront inaccurate

beliefs

6. Allow Choice and Self –direction, So---- Build your plans around their needs, compare desired behaviors (goals) & actual

behaviors Share your agenda and assumptions and ask for input on them Ask what they know already about the topic (their perception) Ask what they would like to know about the topic Build in options within your plan so you can easily shift if needed Allow time for planning their next steps. CAUTIONS- Match the degree of choice to their level of development. Also, since there

may be things they don't know that they don't know, use a mix of their perception of needs AND research on needs and organizational needs and calendar to guide your planning.

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ession : 6

Discussion Topic: Concept of communication The communication process. Message distortion. Different channel of Communication. One way - two way communication. Effective communication – Exercise & role play.Objectives: At the end of the session participants will be able to explain: the concept & Importance of communication. the process of communication. the way of effective communication and its barrier. Methods of the Session: Role play, Lecture, Slide show, exercise, discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.Time: 3:30 hoursProcess:

- Trainer/ facilitator will welcome to the participant to the session.- Ask the participants “what do we mean by Communication?- Write down all responses on board or on a poster paper.- Trainer/ facilitator will ask them about the Importance of communication. Collect their

opinion and prepare a list.- Select 5 participants for a role play, prepare a message which you give one and 1st

one will pass it to second one accordingly to the last one. (Message Distortion).


Session -6:

Communication SkillsTopic

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- After the role play facilitator will discuss and find the one way and two way communication as the causes of distortion of message.

- Facilitator show the slide on elements of effective communication with few example.- Again facilitators will select two participants for a role play, brief them about the role

play. One will conduct a discussion session without any sharing (One way) and other will be conduct a session with participatory way.

- After that facilitators asked the participants about their opinion. Listen their opinion and discuss one way and two way communication, advantages and consideration.

- Facilitators show few slide on effective communication, upwards & downwards Communication, barriers of communication and discuss in details.

- After the discussion facilitators want to know about the learning from the sessions.- Review and conclude the sessions.

1. Concept of Communication:

It’s a process by which information is exchanged between individuals through a common system of symbols, signs, or behaviour.

Communication is an act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc. to someone else

It’s a ways of sending information to people by using technology

2. The Communication Process: Communication process consists of some interrelated steps or parts through which messages are sent form sender to receiver. The process of communication begins when the sender wants to transmit a fact, idea, opinion or other information to the receiver and ends with receiver’s feedback to the sender. The main components of communication process are sender, message, channel, receiver and feedback. In the following, some definitions on communication process are quoted:

Robert Kreitner defined, “Communication process is a chain made up of identifiable links. The chain includes sender, encoding, message, receiver, decoding, and feedback.”

In the opinion of S. K. Kapur, “The communication process is the method by which the sender transfers information and understanding to the receiver.”


Annex-6Training Communication

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According to Bovee, Thill and Schatzman, “The communication process consists of six phases linking sender and receiver.”

C. B. Mamoria has pointed out the parts of communication process by saying, “That communication process model is making up of seven steps or parts: a. the communication b. Encoding c. The message and the medium or channel, d. reception by the receiver e. decoding f. Action and g. feedback.”

Steps or elements of communication process

The communication process refers to the steps through which communication takes place between the sender and the receiver. This process starts with conceptualizing an idea or message by the sender and ends with the feedback from the receiver. In details, communication process consists of the following eight steps:

1. Developing idea by the sender: In the first step, the communicator develops or conceptualizes an idea to be sent. It is also known as the planning stage since in this stage the communicator plans the subject matter of communication.

2. Encoding: Encoding means converting or translation the idea into a perceivable form that can be communicated to others.

3. Developing the message: After encoding the sender gets a message that can be transmitted to the receiver. The message can be oral, written, symbolic or nonverbal. For example, when people talk, speech is the message; when people write a letter, the words and sentences are the message; when people cries, the crying is the message.


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4. Selecting the medium: Medium is the channel or means of transmitting the message to the receiver. Once the sender has encoded his into a message, the next step is to select a suitable medium for transmitting it to the receiver. The medium of communication can be speaking, writing, signalling, gesturing etc.

5. Transmission of message: In this step, the sender actually transmits the message through chosen medium. In the communication cycle, the tasks of the sender end with the transmission of the message.

6. Receiving the message by receiver: This stage simply involves the reception of sender’s message by the receiver. The message can be received in the form of hearing, seeing, feeling and so on.

7. Decoding: Decoding is the receiver’s interpretation of the sender’s message. Here the receiver converts the message into thoughts and tries to analyse and understand it. Effective communication can occur only when both the sender and the receiver assign the same or similar meanings to the message.

8. Feedback: The final step of communication process is feedback. Feedback means receiver’s response to sender’s message. It increases the effectiveness of communication. It ensures that the receiver has correctly understood the message. Feedback is the essence of two-way communication.

A Good Communicatoro Knows his/her audience, its wants and its needs; o Knows his/her message and how to present it to that particular audience; o Knows the most effective channels of communication to reach the audience with his/her

message; o Knows his/her own abilities and limitations, both in technical knowledge and as a

communicator; o Is interested in his/her audience, its welfare, and how his/her message can help them; o Is interested in improving his/her skills in communication; o Prepares his/her messages carefully, using appropriate materials and aids to arouse

Interest and to ensure a successful reception; o Speaks clearly and uses terms and expressions the audience can easily understand; o Can listen and interact as well as speak (two-way communication); o Communicates with the whole class, not only the more active trainees who easily come

forward; o Realizes that establishing a bond of mutual understanding between speaker and audience

is mostly the speaker’s responsibility; o Is very conscious of the limitations of time and the span of attention of listeners; does not try

to cover the whole of a major topic at any one time;

3. Message:Message Distortion: Effective communication takes place when information is shared accurately between two or more people or groups of people and provokes the desired response. Effective communication should generate and maintain the desired effect, and offer the potential to increase the effect of the message. The goal of communication is usually to generate action, inform, create understanding, or communicate a certain idea or point of view.


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Define effective communication in the context of organizational challenges and barriers

a) Effective communication generates, maintains, and increases a desired effect.b) Barriers to effective communication distort, obscure, or misrepresent the message and fail to

achieve the desired effect.c) Barriers to effective communication can be physical, system or process related, attitudinal,

and caused by ambiguity.

Normally most of the field level staff has the impression that whatever they have to tell to their clientele group (for example the potential tree growers in case of a forestry promotion programme) should be well received because the information being passed to them is quite useful. However, they may be discouraged to see that the response of the targeted people is not very positive. An objective assessment of such constrained outcome will indicate that the message communicated at the field level suffered from the following handicaps:

♦ Incomplete contents; ♦ dubious meaning or confusing language; ♦ non-compatibility with field requirements and normal pattern of activities; ♦ unimpressive presentation; ♦ non-convincing approach.

4. The Channel There may be broadly three types of channels, namely visual, spoken and written. In addition there may also be the channel having a combination of two types. Usually the channel if used in a combined form proves to be more effective. With a view to making effective use of a channel the following considerations are essential: ♦Usually visual communication is more effective than in spoken or written form, due to the principle of “seeing is believing”, which has been the basis of field extension approach for quite some time. It is because of the ‘demonstration’ impact of the use of the recommended practices. However, visual communication, if not supported adequately by written or spoken communication, does not prove so fruitful.

Considerations for an Effective Message

1. While deciding the contents of the message, the purpose of communicating to the target group should be quite clear.

2. The desired impact of the message in terms of its acceptability by the intended users should be well conceived.

3. The message should be essentially need based. 4. The message should be clear to understand and convincing to be accepted for ultimate use. 5. The message should be timely so as to enable the target group to arrange the necessary

inputs before the expiry of the period of its field application. 6. The message should not clash with accepted social standards and traditional values. 7. The message should be quite precise and pointed. Too much of details makes the message

more confusing than informative. 8. The approach of communicating the message should be marked by the creation of proper

awareness and desired interest in the target group. 9. For successful efforts of communicating the message, necessary facilities for back-up

support in the form of supply of adequate inputs and their timely availability to the target group should be planned and arranged in advance.


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10. In addition to the theoretical skill the communicator should also use his practical experience to present the message effectively.

11. The use of colour in the visual material makes the impact of the channel more effective. However, the selection of colour should be made quite carefully. There are some colors that are specifically associated with a particular symbol. For example ‘red’ for red cross or the symbol of family planning or ‘green’ for the leaves of trees. Using any other colour for these indicators will produce the opposite impact.

12. Spoken communication has its own advantage. It has special significance for field extension staff as it provides them an opportunity to use two-way communication, namely the flow of technical message from the extension worker to the target group and also the flow of feedback information from the target group to the extension workers.

13. The forms of spoken communication may be such as home or farm visits, telephone calls, meetings, discussions and radio/television programmes. Except radio/TV communication other forms provide the extra advantage of face-to-face situation for better exchange of ideas, on the spot clarifications, supplementary information, reactions, decision making etc.

14. Above all, spoken communication enables the communicator to establish a personal bond with the receiver that no other method can equal. That is why the use of this channel is more frequently recommended in field extension work.

15. Written communication has the obvious advantage of better approachability to the literate/educated classes of the clientele group. Because it is being directly associated with the educated class, it enjoys a greater status as compared to oral communication.

16. In a situation where the users of information are mostly illiterate and two-way channel of communication is needed written communication may not prove to be very effective.

5. The Receiver of the Message In order to ensure that the recommended message is well received by the target group, the

steps which need to be taken are:

♦ Know the target group in terms of their socio-economic conditions, educational status, available resources, level of social participation, the stage of adoption process (i.e. awareness, interest, evaluation, trial and adoption) to which a particular individual or group belongs as regards the adoption of the recommended technology.

♦ Know the levels of knowledge, attitude, practices and skills which the target group has to learn from your message. Select the channel and approach for the target group, deciding well in advance what is the level of the changes in these dimensions that may be expected as a targeted goal to be achieved through effective communication.

♦ Respect the local traditions and social values while deciding the approach of communication. ♦ Identify the need regarding the technical input which the target group has. Prioritize these needs and design a user need based strategy of communication. ♦ Involve the target group in the decision making for the action plan to be followed to adopt the technical recommendation at the field level.

6. Media Use in Training The word ‘media’ has a broad meaning. In training media means equipment and materials

used to help trainees and trainers in the teaching/learning process. It may be as simple as a hand-out or as sophisticated as a stimulation device and the price will vary from a few Rupees to thousands of Rupees. Some media are easy to use, while others require special expertise. Effective media use enables trainees to understand the message more clearly. Not only do they hear the words, but they can see the shape, size or colour of an object or the appearance of an area of land, and carry away a mental picture of it, which makes the forestry message being put over to them more understandable.


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Few Slides for facilitators

7. Communication7.1: Definition of Communication

Organizational communication is the transfer of information and understanding from one person to another person.

It is the way of reaching others by transmitting ideas, facts, thoughts, feelings and values.

7.2: Importance of Communication (How to assist)

1. Communicate with Project Participants

2. Identify source of information

3. Instrument of passing information

4. Role in accomplishing planning, organizing, leading and controlling

5. Better performance

6. Job satisfaction

7.3: Communication Process1. Develop an idea

2. Encode

3. Transmit

4. Receive

5. Decode

6. Accept

7. Use

8. Provide feedback

7.4: Communication Barriers.1. Personal Barrier- emotions, listening habits etc

2. Physical Barrier- Noise, distance etc

3. Semantic Barrier- symbolic, meaning of word etc

7.5: Barriers of Communication [some other reasons]

1. Distortion of message

2. Filtering

3. Overloading

4. Layers

5. Routing

6. Time Pressure


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7. Readability

8. Abstraction, idea, thought etc

9. Low Sender Credibility

7.6: Way to overcome the Barrier of Communication1. Planning of Message – 5 W

2. Construction of Message – 7C

3. Use of visual aids

– 10% through reading

– 20% through hearing

– 30% through seeing

– 50% through seeing and hearing

– 70% by saying

– 90% by saying and doing

4. Avoiding too much information at a time

5. Destruction free place for discussion

6. Sufficient Feedback System

7.7: How to plan a message: (5 W in Planning of Message)

1. Why I am communicating and what I want to achieve?

2. Who are the receivers/target audience?

3. What should be the communication media?

4. When the message should be sent?

5. Where the target audience leaving/staying?

7.8: How to construct a message: (7C in Message Construction) Candid: Avoid jargons and make simple sentence with simple ward.

Clear: Information should be clear

Complete: Message should be complete

Concise: Message should be specific and concise

Concrete: Follow the concrete message

Correct: Message should be correct

Courteous: Presentation of the message should be courteous in for both oral and written

7.9: The 10 Cs of Effective Communication – Command attention – Create trust – Cater to the heart and head – Clarify the message – Concise the message – Concrete words – Correct message


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– Coherent message – Complete message – Courteous way

7.10: Principles of effective communication Principle of objective: The communicator must know clearly the purpose of communication before formulating the massage and transmitting the message.

Principle of clarity: The beginning of all communication is some message.

1. The message must be as clear as possible. 2. Principle of understanding the receiver: 3. Understanding is the main aim of any communication. The communication must crate

proper understanding in the mind of the receiver.

Principle of consistency: The message to be communicated should be consistent with plans, policies, programmes and goals of the organization. Principle of completeness: The message to be communicated must be adequate and complete; otherwise it will be misunderstood by the receiver. Principle of feedback: This principle calls for communication a two-way process and providing opportunity for suggestion and criticism. Principle of time: Information should be communicated at the right time.

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Discussion Topic: Review of Previous Learning. Concept of active learning. Traditional & participatory training/ learning Types of training methods ( participatory & trainers centred) Consideration for selection of the appropriate method. Selection of appropriate training methodObjectives: At the end of the session participants will be able to explain: the concept of active learning. the differences between traditional & participatory training/ learning process .the various training methods ( participatory & trainers centred) the techniques for selection of appropriate methods.

Methods of the Session: Role play, Lecture, Slide show, exercise, discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.Time: 1:00 hours

Process:- Trainer/ facilitator will welcome to the participant to the

session.- Ask the participants “what do we mean by active learning?


Topics:

Session: 7

Active Learning and Training Methods Topics

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- Write down all responses on board or a poster paper.- Facilitator select 4x2 =8 participants and divide into two groups. Brief them to show a role

play. One is participatory learning and another is Traditional.- Ask them what they have learnt from 1st and 2nd role play? What are the differences?- Note down their opinion and after discussion facilitator show a slide on participatory and

traditional learning process. - Facilitator show a prepared poster on training methods (List of methods) and given a

group work on- Participatory and Traditional methods through group discussions. They will identify which methods are participatory and which are not.

- After discussion of group work facilitator share how to select the appropriate training methods.

- Review the session and evaluate the learning.

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7.1: What?Active learning is a method of adult education which incorporates direct participation and creates an atmosphere for sharing experiences. It involves adults practicing new skills and applying new knowledge and attitudes during training activities.Why?This diagram shows the traditional method of teaching. The Didactic "Teacher Student Method"

Active learning Process:The Characteristics of this model include:

Trainer Participants is very big and important is small and unimportant

is full of knowledge has little knowledge about the topic

ignores students’ experience must keep quiet during lecture

has no experience to share


TEACHER

s

s

Annex: 7Active Learning and Training Methods

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7.2: THIS DIAGRAM SHOWS ACTIVE LEARNING THEORY.Participatory Training

The characteristics of this model include:

The Trainer The Participants

is a facilitator are members of a communication networkis a good communicator feel at easeworks at the same level as the participants participate activelyrespects participants' ideas and experiences share experiencesis supportive of the learning process ask questions, make mistakes, and take risks

as part of the training processis an organizer of learning experiences use the trainer as a resource, guide and

mentor

The active learning model takes into account adult education principles and applies them to training methods.


T

P

P

P

P

PP

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7. 3: Training Process:

7.3.1: Participatory Training Approach: Trainers need to be ensure the following -

1. Cooperate with each other

2. Maintain discipline all the time

3. Be open for new experiences/methods and feel free to ask

4. Raise your hand when you have a question

5. Be open for each other’s views: nothing is weird!

6. Do not interrupt each other’s questions and answers

7. Focus on the specific activities, do not bring anything which are not related to the subject

8. Timely attendance and attentively participate in the discussion

9. Work on a good relationship with the other participants / facilitators

10.Keep the training room clean and healthy.

11.Don’t hesitate to ask if you do not understand.

Participatory Approach Learning as a process Student centered Discovery of principles Trainer = facilitator, resource person Learner = full of capacities, knowledge of reality Learner = active, discovering Stimulates Independent thought, creativity

Participatory Training and Learning Process The ways participatory training helps the learning process are:

Trainees have to think. Defined learning result is achieved. Trainee attitudes and training approaches are influenced by peers and peer groups. Instructor inputs are examined and evaluated against existing learning and experience. Learning is translated into behavioral and skill changes of trainees and can be measured

and assessed by the trainer. Thinking is stimulated towards job oriented action.

Characteristics of Participatory Training Approach: Participant’s involvement. Training Method Training Materials Seating Arrangement Interactive Environment Process Oriented Participants Ownership

7.3.2: Traditional Approach Learning as a product


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Teacher controlled π Transfer of knowledge π Trainer = expert Learner = knows nothing Learner = passive, receptive Encourages conforming, coping

7.4: Training and Learning Strategies The main purpose of the training is to facilitate learning the methods of training, to culminate in a good learning experience. Learning is a result of one’s own experience consequently upon interaction with the environment. Learning is, therefore, an active and continuous process. Some of the fundamentals of learning are that it: ♦ begins with pupil problem, not with the teacher; ♦ grows out of the need and the interest of the pupil; ♦ is an experience by the learner, as without experiencing there is no learning; ♦ varies with a group; ♦ takes directions from the elements and the factors upon which the learner places value; ♦ has been emphasized as a process of changing behavior with experience.

7.5: Difference between Methods, Aids, Equipment’s and TechniquesMethods

Methods: Refer to how subject matter is going to be dealt with in a broad sense. e.g. group Discussion, lecture, role play, demonstration, etc

Tools / Aids: Refer to the various supporting materials that are used in the course of training e.g. Slides, posters, film clips, models, etc.

Equipment’s: Refer to the infrastructure which helps in utilizing aids i.e. overhead projectors, slide Projectors, etc.

Techniques: Refer to the variations of the method, e.g. under the broad heading of Small Group Discussion (SGDs), the method used could be plenary, brainstorming, fishbowl, etc.

7.6: Types of Training MaterialsWritten materials are useful when teaching knowledge. They may already be available at the appropriate learning level or the trainer may have to develop new materials.

Examples of written materials

equipment instructions

check lists for decision-making skills

examples of blank charts for record-keeping

lists of contraindications for contraceptives

Things to consider when developing and using written materials:- They contain only the knowledge that participants need to know.- They are clear.- Layout is very important. Keep pages looking 'clean' and uncluttered?- Use language and diagrams appropriate to participants' level of knowledge. For

example, only use graphs if participants can read a graph.

Audio-visual materials are useful for teaching knowledge and skills.


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Examples of audio-visual materials

black board

flip charts

charts and diagrams

models

photographs

overheads

slides

videos

Things to consider when choosing audio-visual materials:

7.7: Training Methods:Common Training Methods

Lecture Lecture Discussion Brainstorming LGD SGD Role Playing Demonstration Case Study Simulation Game Question & Answer VIPP Drama

7.8: Consideration factors for selecting Training Methods: Subject matter Objectives of Training (Knowledge, skills and Attitude) Participants' level and their values Duration of the session Time for conduction Trainers skills Society and Culture Budget of Training Place of training Availability of training materials/aids Availability of Training Equipment’s


How does the material enhance active learning?

Is the material appropriate to the knowledge level of the participants?

How will the trainer use the material?

Is the material available for the training?

Will all the participants be able to see and hear the material?

Does the method require any supplemental materials? Are the supplemental materials available? (To show a film you need a screen or blank white wall. To use a flip chart you may want to use different color markers.)

Are the facilities appropriate for use of the material?

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Physical Facilities and supply

7.9: Details of Training Methodsmany methods of training are available- each has certain advantages and disadvantages. Here we list the different methods of training...you can comment on the pros and cons and make the examples concrete by imagining how they could be applied in training truck drivers.

1. Technology-Based LearningCommon methods of learning via technology include:

Basic PC-based programs Interactive multimedia - using a PC-based CD-ROM Interactive video - using a computer in conjunction with a VCR Web-based training programs

The forms of training with technology are almost unlimited. A trainer also gets more of the learner’s involvement than in any other environment and trainees have the benefit of learning at their own pace.

Example: In the trucking industry one can imagine interactive multimedia training on tractor-trailers followed by a proficiency test to see how well the employee knows the truck.

2. SimulatorsSimulators are used to imitate real work experiences.Most simulators are very expensive but for certain jobs, like learning to fly a 747, they are indispensable. Astronauts also train extensively using simulators to imitate the challenges and micro-gravity experienced on a space mission. The military also uses video games (similar to the "shoot-em-up" ones your 14-year old plays) to train soldiers.Example: Truck drivers could use simulators to practice responding to dangerous driving situations.3. On-The-Job TrainingJumping right into work from day one can sometimes be the most effective type of training.Here are a few examples of on-the-job training:

Read the manual - a rather boring, but thorough way of gaining knowledge of about a task.

A combination of observation, explanation and practice. Trainers go through the job description to explain duties and answer questions. Use the intranet so trainees can post questions concerning their jobs and experts within

the company can answer them.On-the-job training gives employees motivation to start the job. Some reports indicate that people learn more efficiently if they learn hands-on, rather than listening to an instructor. However, this method might not be for everyone, as it could be very stressful.Example: New trucking employees could ride with experienced drivers. They could ask questions about truck weigh stations, proper highway speeds, picking up hitchhikers, or any other issues that may arise.

4. Coaching/Mentoring


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Coaching/mentoring gives employees a chance to receive training one-on-one from an experienced professional. This usually takes place after another more formal process has taken place to expand on what trainees have already learned.Here are three examples of coaching/mentoring:

Hire professional coaches for managers. Set up a formal mentoring program between senior and junior managers Implement less formal coaching/mentoring to encourage the more experienced

employees to coach the less experienced.Coaching/mentoring gives trainees the chance to ask questions and receive thorough and honest answers - something they might not receive in a classroom with a group of people.Example: Again, truck drivers could gain valuable knowledge from more experienced drivers using this method.

5. Lectures

Lectures usually take place in a classroom-format.

It seems the only advantage to a lecture is the ability to get a huge amount of information to a lot of people in a short amount of time. It has been said to be the least effective of all training methods. In many cases, lectures contain no form of interaction from the trainer to the trainee and can be quite boring. Studies show that people only retain 20 percent of what they are taught in a lecture.

Example: Truck drivers could receive lectures on issues such as company policies and safety.

6. Group Discussions & TutorialsThese most likely take place in a classroom where a group of people discuss issues.For example, if an unfamiliar program is to be implemented, a group discussion on the new program would allow employees to ask questions and provide ideas on how the program would work best.A better form of training than lectures, it allows all trainees to discuss issues concerning the new program. It also enables every attendee to voice different ideas and bounce them off one another.Example: Truck drivers could have group discussions and tutorials on safety issues they face on the road. This is a good way to gain feedback and suggestions from other drivers.

7. Role Playing

Role playing allows employees to act out issues that could occur in the workplace. Key skills often touched upon are negotiating and teamwork.

A role play could take place between two people simulating an issue that could arise in the workplace. This could occur with a group of people split into pairs, or whereby two people role play in front of the classroom.

Role playing can be effective in connecting theory and practice, but may not be popular with people who don´t feel comfortable performing in front of a group of people.

Example: Truck drivers could role play an issue such as a large line-up of trucks is found at the weighing station and one driver tells another that he might as well go ahead and skip the whole thing. Or role play a driver who gets pulled over by a police officer and doesn´t agree with the speeding charge.


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8. Management GamesManagement games simulate real-life issues faced in the workplace. They attract all types of trainees including active, practical and reflective employees.Some examples of management games could include:

Computer simulations of business situations that managers ´play´. Board games that simulate a business situation. Games surrounding thought and creativity - to help managers find creative ways to solve

problems in the workplace, or to implement innovative ideas.Example: In a trucking business, managers could create games that teach truckers the impact of late deliveries, poor customer service or unsafe driving.

9. Outdoor TrainingA nice break from regular classroom or computer-based training, the usual purpose of outdoor training is to develop teamwork skills.Some examples include:

Wilderness or adventure training - participants live outdoors and engage in activities like whitewater rafting, sailing, and mountain climbing.

Low-impact programming - equipment can include simple props or a permanently installed "low ropes" course.

High-impact programming - Could include navigating a 40-foot "high ropes" course, rock climbing, or rappelling.

Outgoing and active participants may get the most out of this form of training. One risk trainers might encounter is distraction, or people who don´t like outdoor activities.Example: As truck drivers are often on the road alone, they could participate in a nature-training course along with depot personnel to build esprit de corps.

10. Films & Videos

Films and videos can be used on their own or in conjunction with other training methods.

To be truly effective, training films and videos should be geared towards a specific objective. Only if they are produced effectively, will they keep the trainees attention. They are also effective in stimulating discussion on specific issues after the film or video is finished.

Films and videos are good training tools, but have some of the same disadvantages as a lecture - i.e., no interaction from the trainees.

A few risks to think about - showing a film or video from an outside source may not touch on issues directly affecting a specific company. Trainees may find the information very interesting but irrelevant to their position in the company.

Some trainers like to show videos as a break from another training method, i.e. as a break from a lecture instead of a coffee break.

This is not a good idea for two reasons. One: after a long lecture, trainees will usually want a break from any training material, so a training film wouldn´t be too popular. Two: using films and videos solely for the purpose of a break could get expensive.

Example: Videos for truckers could show the proper way to interact with customers or illustrate preventive maintenance techniques.


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11. Case Studies

Case studies provide trainees with a chance to analyse and discuss real workplace issues. They develop analytical and problem-solving skills, and provide practical illustrations of principle or theory. They can also build a strong sense of teamwork as teams struggle together to make sense of a case.

All types of issues could be covered - i.e. how to handle a new product launch.

Example: Truck drivers could use case studies to learn what issues have been faced in the trucking industry in the past and what they could do if a similar situation were to occur.

12. Planned ReadingBasically planned reading is pre-stage preparation to more formal methods of training. Some trainees need to grasp specific issues before heading into the classroom or the team-building session.Planned reading will provide employees with a better idea of what the issues are, giving them a chance to think of any questions beforehand.Example: Here we may be stretching if we think that truckers are going to read through a lot of material the training department sends them.

13. Demonstration The demonstration is a method based on presentation that shows how to perform an act or use a procedure. It is often followed by the activity under the guidance of the instructor. Sometimes this method is also used to demonstrate the impact of a new practice in contrast to the old one. The former type of demonstration is known as ‘method demonstration’ while the latter is known as ‘result demonstration’. This method has the advantage of greater impact on the learner in terms of adding to his existing level of knowledge and skills. This method is known to be based on the principles of ‘seeing is believing’ and ‘learning by doing’. Of course, result demonstration cannot be conducted in a classroom situation. During field trips or study tours the trainees can be given some idea about result demonstration. For example, the trainees can be shown a plantation area where modern practices have been adopted. The comparison between the success and failure models can be used as a method of result demonstration. However, for a real situation the result demonstration has to be conducted at a site where the impact of the use of improved technology can be demonstrated under a ‘controlled’ situation and ‘experimental plots’. This method is more relevant in relation to agricultural crops as compared to tree plantation, as in the latter case it takes more time to show the impact of the use of the technology being demonstrated.

14. Workshop Method The ‘workshop’ is one of the most effective methods of educational/training process, whereby a group consisting of 10 to 25 participants share their ideas on a common problem and reach a solution through consensus. This method provides an opportunity to the participants for their


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professional growth, particularly in relation to the community oriented role which they may be expected to play. Apart from an opportunity for deeper involvement in the learning experience, this method prepares the target group for the determination of their common goal and also to spell out the action strategy to arrive at a set goal.

The use of this method is, however, restrained by the limitations of requiring more of time and organizational resources. In addition, the success of the workshop method depends on competence of the training staff to conduct the workshop quite effectively and also the intellectual level of the trainee-participants to interact more meaningfully. With a view to ensuring fruitfulness of the exercise the participants are expected to be genuinely willing to share their ideas and information more freely and fruitfully.

For conducting training through workshop there should be a room large enough to provide accommodation for a group of 10 to 20 participants. Protect the participants and their organization against personal harm and expensive error arising from lack of knowledge and skill. Make the learning process itself conscious for the participants so that they know how to deal with new situations as they arise and can go on learning. Expose participants to ideas and methods beyond those now available within the

organization. Provide opportunities for experiment beyond the tolerance of an operating organization and

for feedback of results. Give participants the experience of belonging to groups beyond the organization, particularly

professional and organizational groups, which can foster continued exchange of ideas and the development of high standards in the profession.

Provide opportunities to step back from day-to-day tasks to think about one’s job as a whole, analyze priorities and division of time and how the job fits into the participants’ pattern of life.

Provide opportunities for very intensive experience through a high degree of consistency and training skill.

Conclusion

Many avenues exist to train employees. The key is to match the training method to the situation. Assess each training method implemented in the organization and get feedback from trainees to see if they learned anything. Then take the results from the most popular and most effective methods to design a specific training program.

7.10: Selection of the Right Method depends on Learning objective Trainer Trainee Educational level Age and experience Social/cultural environment Learning environment Subject Time and material factors Preparation time-cost Length of course Course runs


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Time of day Teaching facilities

7.11: Selecting an appropriate Methods/ Techniques: Training is process of communicating important message to the trainers. The trainer plays a key role in having message communicated, retained and understood for appropriate application. Special techniques are to be used to achieve these goals. Since the participants vary widely in attention and retention span. Within a time span of 3 days in the following order:Telling -10%Showing -20%Telling and showing65%

To overcome the difficulties faced besides training management, the trainer is required to use different training methods and techniques

To overcome the difficulties faced besides training management, the trainer is required to use different to use different training methods and techniques.

Methods and Techniques

Methods is a mode or way teaching and or handing ideas while technique is the device or the means or procedure. A method is more than interrelations of a number of techniques. A training aid is the amplifier or supporter of a technique.

Selection of Methods Methods are to be selected keeping in view the objectives, as shown below:Objectives Methods Knowledge Lecture

DiscussionSyndicateConference, Seminars

Skills workshopLecture –cum-DiscussionSimulation (role play, in-basket)

Attitudes T-group or SensitivityFish bowl

Under-standing Role playGamesCase study


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7.12: Opting for an Appropriate Method For each situation there is a specific set of methods as depicted below. When your objective is to impart knowledge, choose from Case study Discovery method

Discussion Lecture Lesson-demonstration Private study and reading Programmed instruction Tutorials

When your objective is to change attitudes, choose from Case study Discussion Game Role play Simulation Tutorials

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Discussion Topic: Objectives of the session Definition and characteristics of facilitation. Difference between training & facilitation Qualities of a good facilitator

Objectives: At the end of the session participants will be able to: Define facilitation Describe various techniques of facilitation Identify necessary characteristics of good Facilitator.Methods of the Session: Role play, Lecture, Slide show, exercise, discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.Time: 1:30 hours

Process: Trainer/ facilitator will welcome the participant to the session and explain the

objectives of the session Trainer/facilitator will describe the definition and

characteristics of facilitation with flipchart Trainer/facilitator will show table containing difference

between training & facilitation Then trainer/facilitator will show flipchart which

contains qualities of a good facilitator Trainer/facilitator will open the session for question answer of the topic

Then s/he will conclude the session

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Facilitation SkillsTopics: Topics

Session: 8

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FACILITATION AND THE FACILITATOR EXERCISE MATERIALS: Handouts and slides 8.1: What is a Facilitator?The definition of facilitate is "to make easy" or "ease a process." What a facilitator does is plan, guide and manage a group event to ensure that the group's objectives are met effectively, with clear thinking, good participation and full buy-in from everyone who is involved. “Presentation is a process to make the participants easy understandable on any particular issue”Presentation is given in business, technical, professional or scientific environment. The audience are specialized in the respective fields.

Facilitation is an art which accelerates the session using improves questioning to stimulate the participants and which encourage the participants to actively listen to each other, interact, create new ideas, analyze them and learn.

8.2:. Major Element of Facilitation

• Friendly and secure environment• Participants ownership on training• Participants opportunity to conduct session• Participants will think, analyze, create/innovate• Interactive environment• Learning will be process oriented• Trainer will think and behave as a learner• Trainer role is only initiation of session and process, learners will continue the process

8.3: Scope of Facilitation

• Training, workshop etc • Meeting, seminar etc.• Planning, designing, organizing any activity etc. • Monitoring, follow up, Evaluation etc.• Decision making and conflict resolution• Others…….

8.4: Principle of Facilitation

Think, believe and act….• Participants have all the information• Talk less------Listen more• Participants’ choice should get priority (venue, time etc.)


Annex-8Facilitation Skills

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• Collect and utilization of local resource/training materials• Participants should be encouraged to utilize training aids• Learning from the mistakes (Ensure this opportunity)

8.5. Considerable factors in Facilitation (5 W)• Who are the participants?• Why the presentation?• What you are presenting?• When you are presenting?• What is your expectation (objectives)?

8.6. Trainers’ Trap1. Approval Trap - Excessive, elevate himself etc2. Defensive Trap - Fake, wrong information to save him/herself3. Offensive Trap -Trainer loses control4. Imposing learning - Try to imposing previous learning, culture and success5. Values Base Trap - When he/she do not believe but ask to follow the participants

What is a Facilitator? What does a Facilitator do?

Content (the task at hand)

? Organizes the work of a group.

? Provides structure for a group.

? Ensures that goals are met.

? Uses processes, tools and techniques that can get work accomplished quickly and Effectively in a group environment. Process (how to keep group focused on the task)

? Keeps a group on track.

? Brings out the full potential of working groups.

? Elicits participation from everyone.

? Focuses the energy of a group on a common task.

? Helps resolve conflict.

? Suggests alternative methods and procedures.

? Changes the pace when necessary.

? Protects individuals and their ideas from attack.

? Serves as a neutral steward for the group.

? Uses consensus to help the group make decisions which include all viewpoints.

? Creates a positive environment. A R M Y C O M M U N I T Y S E R V I C


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Instructor vs. Facilitator Instructor Facilitator

Acts as the trainer. Conveys relevant knowledge. Takes control of the classroom. Is the subject matter expert. Helps students acquire new skills and Knowledge about the class subject. Acts as a coach who has the game plan, knows what plays need to be taught and what the players need to do to win. Facilitates the learning process while teaching the class.

Does not teach any subject. Moves the group along. Provides leadership without taking Control. Gets others to assume responsibility and to take the lead. Acts as a referee – watches the action without participating in it, keeps the players on track, but does not lead the team to victory.

What are the traits of a successful Facilitator?

Traits Explanation Why it is important

Confidence Sure of own abilities Appears purposeful and in control Knows own strengths and weaknesses Knows when to be neutral or assertive Keeps ego at the door

Others look to the facilitator for direction and counsel Minimizes group insecurities Enhances facilitator’s credibility

Communicates effectively

Articulates and listens well Expresses self well Makes specific and concise points Asks probing questions

Keeps group on task Helps the group to understand tasks and requirements Prevents misinformation Saves time Streamlines the process Enhances own credibility Helps the group members understand their purpose


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Enthusiastic Shows appropriate levels of energy, passion and excitement Displays a positive attitude

Believes in the process Wants to lead the group Builds excitement and enthusiasm within the group Helps foster a positive environment

Sense of humour

Brings humour in when climate gets tense Does not take oneself too seriously

Eases tension within the group Helps to calm the group Makes the facilitator more “human” to the group

Neutrality Avoids providing answers for the group Does not engage in discussions Remains open minded and impartial

Helps the group feel ownership in the process Makes the group members the center of attention Fosters a safe environment Enhances the facilitator’s credibility


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A R M Y C O M M U N I T Y S E R V I C E FACILITATOR TRAINING COURSE Quality Explanation Why it is important

Empathy Supportive

Ability to see a situation as others see it Treats everyone’s opinion equally Has a genuine desire to help people feel good about their contributions and achieve the desired results Includes everyone in the discussion Conveys acceptance to others Champions ideas from the group even though he/she does not personally agree

Includes everyone in the discussion Remains open minded Helps foster a safe

environment for the group

Integrity Trust

Exhibits character and honesty Is fair Follows through with word and deed

Sets an example of proper conduct for the group

Prevents partiality Enhances facilitator’s

credibility Gains respect when group

trusts the facilitator’s judgment

Group has faith and confidence in the facilitator

Flexibility Analytical

Ability to switch gears at the last moment Assumes different group roles:

Leader, supporter, inquisitor, etc. Thinks quickly and logically; has the ability to analyse, comments, understand how they relate to the topic; and develop appropriate responses Recognizes undertones in the

group and uses the positive ones to the group's advantage

while diminishing the negative ones

Keeps the group on track Helps the group reach its

goal Permits the group to rely on

the facilitator for direction Knows when to stop discussions, move on, etc.

Enhances the facilitator’s credibility


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A R M Y C O M M U N I T Y S E R V I C E FACILITATOR TRAINING COURSE • what people say to make sure they know they are being heard • let’s others hear their points a second time • clarifies key ideas • confirms speakers intention • understands and reinforces the individual ideas of the Participants • gets the group to comment and build on each other’s thoughts • ensures that the ideas recorded on the flip chart represent Collective thinking • sets time guidelines for each discussion • appoints a time keeper inside the group to use a timer and call out milestones • points out a digression if the discussion has veered off the topic • periodically “holds up a mirror” to help the group “see” itself so it can make corrections • asks for and accepts feedback about the facilitation • (i.e., “Are we making progress? How’s the pace? What can I do to be more effective?”)

• listens attentively to everything that is said • offers concise and timely summaries • summarizes to revive a discussion or to end one

• lets the group members know when they’re off track • lets the group decide whether to pursue current side-tracked discussion or get back to the agenda • (i.e., “We are now discussing something that isn’t on our Agenda. What does the group want to do?”)

• encourages group members to share their opinions and Feelings • sets the stage for non-attribution

• grasps a problem; determines cause of problem; leads group to consider all alternatives; and select other possibilities • lets group implement the solution and evaluate the results

• knows not to suppress conflict within the group • realizes

conflict should be expected and dealt with Constru


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ctively • prevents personal attacks


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A R M Y C O

Skills required for effective facilitation

Listening skill

Speaking skill

Presentation skill

Questioning skill

Summarizing skill

Human relation skill

Time management skill

Adaptation skill

Humour skill

What causes the Facilitator to be unsuccessful? What the Facilitator Should Avoid What you should NOT do… Why not? While recording —

Change the wording of a participant.

Refuse to record an idea (looks tired, got distracted, too many ideas coming at once).

Lose track of key ideas. While discussing — Judge the comments of the group.

Show preference to some ideas over others. Become involved in the content of the group’s work. Monopolize conversations and become the centre of attention. Take sides on issues or people. Attempt to have all the answers. Dismiss any questions. Not trusting the process — Flip flop the agenda and work processes.

Fix the group (even in the friendliest way).

Let a few people dominate.

Make decisions for the group.

Permit the group to get side-tracked.


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What you should NOT do… Why not? Poor group relationships — Fix problems for the group.

Manipulate people or their behaviour through their own feedback.

Become closed to group suggestions concerning the process.

Become defensive and put down people or their ideas.

Ignore the group’s needs

Fail to follow up on concerns or even checking with the group for them. Poor communication skills — Not listen to what group wants or needs.

Not paraphrase to ensure understanding by the group.

Use a negative or sarcastic tone.

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Discussion Topic: Trainer and his/her tasks Basic requirements of a trainer Trainer as a change agent Supplementary role of trainer. Role of an Ideal Trainer-(Role play / Demonstration)Objectives: At the end of the session participants will be able to Identify / explain: the tasks and role of a trainer. the basic requirements of an ideal trainer. the supplementary role of an ideal trainer. The required qualities of a good trainer.Methods of the Session: Role play, Lecture, Slide show, discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.Time: 2:00 hours

Process: Trainer/ facilitator will welcome to the participant to the session. Select two participants for a role play, Brief them about the role play (1st one play a

positive / participatory training role play and another will play autocratic role play).

After role play ask the participants how they feel? Which trainer feel good and why?

Write their opinion and discuss. Give group work on role of an ideal Trainer and his

her qualities. After group work they will present their task with

poster / slide and discuss in a large group. Facilitator show a slide with role of a good trainer, basic requirements of a trainer,

qualities of a trainer and others role of a trainer. Relate the session with their practical life and evaluate the learning.

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Topic

Session: 9

Trainers Role

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1. Role of a good Trainer: As a Manager. As a Coordinator. As a Controller. As a Planner As a Researchers. As a facilitator.

2: Skill Requirements for a good Trainer:

• Listening• Negotiating• Coaching• Facilitating small group interaction• Awareness of different learning styles.• Measuring and evaluating• Strategic planning• Problem solving• Facilitating organizational change and• Communication Skills.

3: Trainers need to consider:In performing these activities the trainer has to consider four basic factors namely:

• Subject matter expertise• knowledge and skills• Communication skills• Personal traits and qualities

4: The role of a trainer includes:• Knowing more and more about participants learning styles.• Training line managers how to train.• Guiding executives in establishing strategic directions for the organization.• Facilitating process improvement and/or teaching line managers how to do it.• Constantly being in touch with employees and work processes and be aware of their

skill needs.• Acquiring in-depth knowledge of the organization and its mission/goals.• Knowing information technology and explore the use of electronic training opportunities,

including development of multi-media training programs (where feasible and appropriate).

• Entrench training as an integral activity in the organization.• Facilitate problem-solving teams.• Help managers to think through performance and solve them either through training or

otherwise.• Help trainees to think over their jobs.

Annex: 9The Trainer and His/ Her Role

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5. Trainer’s Functions

Planning Organizing Leading Evaluating

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Session: 10 9999999999998

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Discussion Topic:1. Steps of plan2. Consideration for prepare an effective training plan.3. Advantages of an effective training plan.4. Statement of specific objectives ( SMART & To Be verb)5. Structuring the course contents6. Developing an action plan 7. Check list for organizing a successful training program.8. Necessary steps for conducting training Objectives: At the end of the session participants will be able to Identify / explain: the Concept & steps of Plan ( 5 W 1H). the consideration for preparation of an effective training plan. the advantages of an effective training plan. the techniques of objectives setting & content design. the consideration of training plan preparation.Methods of the Session: Role play, Lecture, Slide show, discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.

Time: 1:30 hours

Process:- Trainer/ facilitator will welcome to the participants to the planning session.- Select two participants for a role play, both the participants will play as trainer. One is

facilitate a training course without any plan and another one will facilitate the course with proper planning. Brief them about the role play.

- After role play ask the participants how they feel? Which trainer/ facilitator / role play perform well and why?

- Prepare a poster by their opinion and discuss in details based on your content objectives.- Based on the role play facilitator show a slide presentation on the

1. Consideration for prepare an effective training plan.2. Advantages of an effective training plan.3. Techniques of objectives setting & content design.4. Consideration of training plan preparation

- Relate the session with their practical training plan and evaluate the learning.

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Annex: 10Training Plan Preparation

Topics Training Plan

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1. Training Needs Assessment The guiding principle of planning has to be that the training courses are to be user need based. In other words, the whole structure of the training activity has to be designed with a view to meeting the demands of the target groups that relate to their training needs. For this, a systematic exercise of training needs assessment has to be conducted. Since most of the trainees will be villagers who are less educated the tool to be used for this exercise should be interviews conducted in Hindi.

With a view to making the TNA exercise more meaningful and give it a realistic base, it is advisable that the matter is discussed with the target group in a meeting which may be especially called at any common place in the village. However, care should be taken to ensure that those who attend such meetings do represent the social sections from which the future trainees are to be drawn. This means that there should be proper representation from women and weaker sections of the village community.

2. Statement of Specific Objectives Specification of objectives for a training programme in general and a training course in particular provides a definite guideline to conduct training for a special target group, like the VRMC leading members and the Link Workers.

3. Structuring the Course Contents There is a need to structure the course contents of the training of VRMC office bearers and Link Workers, considering the following:

Who is to be trained? This aspect should relate to the background of the targeted group in terms of such parameters as age, education, income, occupation, land ownership and formal social participation in relation to the positions held in different village organizations like Panchayats and Cooperative Societies. Besides, the background of the future VRMC office bearers and their role and relation to the Village Resource Management Committee should also be taken into consideration. While outlining the course contents the needed steps are:

♦ Determine the type of changes expected in the knowledge, attitude and skill of the targeted trainees. ♦ List out important aspects as per their importance. ♦ Select the topics as per their priorities. ♦ Design the framework of the course as per the availability of needed resources,

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including the time and technical support. ♦ Break down the topics into sub-topics or components and arrange them in a logical sequence. ♦ Decide the information and knowledge input needed for the training course. The course contents, if designed on the basis of these guidelines, will to a large extent ensure the fruitfulness of the training.

4. Developing an Action Plan This should indicate: I) Calendar of Activity At this stage a definite programme for conducting different training courses should be designed, giving specific details on such aspects as course title, target group, date/duration, venue, type of trainees/resource persons, number of total trainees, number of batches, number of session etc. This can also be termed as the calendar of the training programme. The resource persons should also be identified at this stage.

II) Budget At the same stage the budgeting pattern should also be outlined, giving the definite details of the estimated expenditure on different items like transportation, purchase of training material/equipment, hiring of equipment (if needed), honorarium to be paid to the resource persons/agency, amount to be spent on arranging field trips/study tours, secretarial assistance and stationery, extra arrangements for tentage and crockery, printing of certificates, postage and telephone expenses, photography, media coverage, inaugural and valedictory session arrangements and other unexpected miscellaneous expenditures. Such budgeting should be made for each course specifically.

III) Periodical Review The pattern of reviewing the progress of the training periodically should be decided in advance, so as to avoid any chance of the activity going in a wrong direction. Such reviews provide an opportunity for certain corrective measures during the training course itself. Besides, such reviews also help in modifying the strategy of future training. It this context it is important to understand that a training review is neither the monitoring of a training activity, nor the evaluation at a given interval. The pattern of such review may be both formal and informal. For formal review some form of opinion survey may be conducted to seek the views of the training staff and the trainees. The aspects covered through such exercise would be usefulness of the course, allocation of time for a particular course, effectiveness of the method used, appropriateness of the training materials, organizational efficiency, effectiveness of the resource persons, distribution of time between theory and theory practices etc. For informal reviews the aspects can be discussed through in-group sittings. While conducting such exercises it should be kept in mind that the participants are encouraged to express free and frank opinions. They should also be convinced that their free and frank opinion will help the planning of future courses on a more realistic basis and their views will receive due consideration without any prejudice or bias against anyone.

IV) Expected Benefits Expected benefits, if envisaged pointedly at the stage of planning of the training course, provide definite guidelines to the course design and also the indicators against which the training programme has to be evaluated. The expected benefits are determined in terms of the degree and direction of change in the knowledge, attitude and practices of the trainees.

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In the particular context of training of project beneficiaries under HCFP the changes will reflect in increased knowledge in such areas as resource management capabilities, skills related to micro planning, micro project formulation, participatory monitoring and evaluation, institution building for community resource management etc. Also such training is expected to bring about desirable changes in the knowledge and attitude of VRMC office bearers in relation to protection and management of natural resources for enhancing the process of sustainable development of their villages. The positive outcome of such training will be visibly reflected in the overall growth of their villages, as brought about by the optimum use of available human resources.

5. Check list for organizing a successful Training Programme With a view to ensuring that a training programme is organized successfully, there should be a checklist against which it can be judged whether the training is going on as per desired direction. This can be done against the following criteria:

♦ Purpose: If the training is in progress as per objectives, aims and action plan. ♦ Selection of Participants: Whether the trainees of the course have been selected in accordance to the set norms and procedure. ♦ Contents: Whether the course contents of the training are being satisfactorily covered. ♦ Choice of Resource Person: Whether the trainer or resource person has been rightly selected as judged by his/her performance ♦Selection of Training Methods: Whether proper training methods have been selected and used, so as to do full justice to the effectiveness and fruitfulness of the training.

Organizational Management: Whether the training programme has been organised properly as reflected by the reactions of the trainees.

Evaluation: Whether the training programme has been evaluated during the present course itself and whether it is being conducted in such a way that post training evaluation is possible.

Feedback: Whether there has been a provision for feedback information through the opinions sought from the trainees.

Follow-up Action: Whether enough scope has been provided and measures being taken for the same, to ensure that proper follow-up action is taken after the training. This may be in the form of planning for the visit of supervisory or senior staff to the project villages to see if the trained field staff is using the skills acquired through the training or not. Even post training evaluation exercise may be the part of this step.

6. Necessary Steps for Conducting Training The steps to be taken for conducting the training should be purposefully planned and logically sequenced. Some of the major steps are:

I) Preparedness of the Trainer The trainer at this stage should be in a ‘get ready’ position before the training course starts. He/she should be well versed with the purpose and approach of training and well equipped with the necessary information/skills to deliver his/her job effectively. Besides, he/she should get well familiarized with the background of the selected trainees in terms of their socio-economic background, their level of education and exposure to previous training and their experience of working in the area of the intended training.

II) Preparations of the Trainees

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The prospective trainees must be mentally prepared to get the training for which they have been selected. This may be in terms of their awareness about the importance and theme of the training, their being properly motivated for the same and being well informed about the training schedule, venue, necessary things to be carried along with them, the route and mode of transportation to reach the place of training etc.

III) Finalization of Training Programme. The training design should be given final shape before the training starts. This should contain:

♦ Specific purpose of the training. ♦ Default course contents. ♦ explicitly structured scheme of the use of training methods in accordance to each course in general and each session in particular. ♦ properly prepared and printed training materials for each course. ♦ adequately selected training aids and equipment to be used during training. IV) Follow up action:Follow-up action has a very special role in the fruitful utlisation of the training input. Although this is true for all types of training activities, yet, it has a definite importance in the training of villages participating in any development programme. This can be done through:

♦ Periodic visits to the village where the trained person is engaged in the project. ♦ Short meeting and discussion in the project villages. ♦ Arranged visits to the demonstration sites. ♦ Organizing fairs and exhibitions. ♦ Publication of newsletter and its regular mailing to the ex-trainees. ♦ Formation of some formal association of ex-trainees and arranging its activities. ♦ bringing ex-trainees to the project Headquarters for periodical assessment of the field

activities.

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Topic

Session: 11 9999999999998

Training Programme Management

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Discussion Topic: Training as a management process Roles and Responsibilities of a trainer for Training Management.

During organizing stage During implementation stage. During post- implementation stage.

Sources of fund / budget Objectives: At the end of the session participants will be able to Identify / explain: the training and management process. the roles and responsibilities of a trainer for Training Management. the sources of fund and budget.Methods of the Session: Group work, Lecture, Slide show, discussion, Question answer.Materials of the session: Markers, VIPP card, Masking tape, Coloured Poster, Handouts and slide.Time: 2:30 hoursProcess: Trainer/ facilitator will welcome the

participant and explain the objectives of the session

Trainer/facilitator will provide three VIPP cards and ask them write down at least three functions, which a good trainer need to manage for any training courses(10 minutes)

The areas will be the following 1. The programme Management2. The material Management 3. The equipment Management4. The environment Management5. The learning Management6. The administration Management7. The social factors Management

Facilitator’s discus in details as annex 10.1. Trainer/ facilitator divide the participants in four small groups and distribute the task

on the Pre management, ongoing management and after training Management activities.

Each group will prepare a poster/ slide and present it to the class. Then trainer/facilitator initiate open discussion focusing the presentation. S/he will

show a slide and explain important tasks need to be done pre training, during & post training program ( As annex 10 A , B and C)

Then s/he will evaluate and conclude the session.

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1: In order to provide a truly professional service to the participants, the modern trainer has to accept responsibility for seven separate items which are:

1. The programme 2. The material 3. The equipment 4. The environment 5. The learning 6. The administration 7. The social factors

All are equally important to the end-result and have direct effect on the trainer’s own image reputation as a professional.

2: Stages of Management Training Program.

2.1: Preparatory stage: Planning, Organizing, Administrative approval,

Annex: 10Training Programme Management

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Formulation and approval of Budget, Notification of Program, Physical and materials Support for Training Program.

2.2: Implementation stage: Physical Support Communication Conducting session Logistics Arrangement. Evaluation of Learning.

2.3: Post Program Stage:

Financial Adjustment. Documentation and Reporting. Collect all the stationeries, Group outcomes, Training Materials etc.

3: The ProgrammeThe programme will have been designed to achieve specific objectives and to operate in a logical sequence. IT IS THE RESPONSIBILITY OF THE TRAINER TO ENSURE THAT THESE GOALS ARE ACHIEVE. Before starting a programme, or any part of it, the trainer must prepare him or herself thoroughly by:

a. Studying the programmeb. Checking the timingC. familiarizing with every aspect of the subject under discussion

As a rule of thumb, for every hour of training at least 30 minutes of preparation is necessary and may be more.

4: The MaterialAll material to be used as part of the training must be prepared advance. These include:

Session notes/ plan Visual aids Handouts Exercises Pencils paper and Anything else relevant to completing the session as planned.

Handouts and other material to be distributed to participants should neat, properly collected and available in the required quantity. It is the duty of the trainer to check these things and ensure that these are done.5: The Equipment

Equipment includes: Overhead-Projectors Film-projectors Screens Flip-charts White-boards Black-boards Markers Chalk Items for demonstration Name-cards

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Spare paper Pencils, etc.

6: Preparation of the Trainer / FacilitatorBefore starting any training course all the trainers/ resource persons of the course should meet together to:

a) review the course design so that all the necessary preparations are made; b) Review whether everyone knows about their sessions, has taken enough preparation for

running the session and how they will run the sessions. Are they going to use any OHP/Flip chart/ Video Film/ slides;

c) is there any need for alternations in the prepared training schedule

7: Preparation for Training session:

If the trainer does not enough preparation for the session then his/her session will:

a) Fail to provide systematic informationb) Be unorganized and fail to cover all the important aspects of the session. c) Not be able to achieve the session goals d) Fail to control the participants and time e) adopt mostly lecture formatf) Trainee will produce a negative reaction either an active or passive senseg) The value of the training will be lost.

8: However if the trainer is well prepared then:

a) He/ she will know what he/she is training aboutb) He /She will be aware of training methods and equipment required the session c) Will have control over the participants, time, deliberations, etc d) Will not be nervous in the training session

9: Seating Arrangement

Main Room, The actual layout of rooms plays a very important part in the Training Process. In order to obtain participation, it is necessary to seat people in such a way as to make participation easy. A “U” shape is better than “cinema style” as this allows full participation but can be controlled by the trainer, often just by movement as opposed to raising the voice.

10: Group Room: Smaller groups function better sitting around a table and like to feel that they have their place own place in which to work. Distance between groups and freedom from disturbance or distraction also need to be taken into account and of course, all groups should be seen to be treated equally; i.e. have the same facilities and equipment as other groups. 11: The Administration

A vital part of every training course is its administration. It is also factor which has a direct effect on the feelings and attitudes of the participants who may forget much of the enjoyment they had during the session but will never forget that someone forgot to provide them with a meal or part their expenses. When a training course is planned, the administration needs be planned too.

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How many people will attended? Who are they? How will they be notified? What information do they need and how will they get it? How many beds, meals and other facilities will be required and Wil1 they are ordered? What equipment and material needs to be available and where will come from? What expenses are payable and how and when will this be done? Finally, what about emergencies such as accidents, sickness etc.

It is not necessarily the job of trainer to manage all of these thing personally but it is his/her job to ensure that they are managed and manage properly. Too many good training courses are trained by careless administration and this should be seen as a key task in the total process.

12: The Social Factors

Learning is hard work and in order to be able to keep up the the pace, people need to be as comfortable as possible and to be able to relax regularly comfortable training rooms which are airy and well-lit, regular breaks so that people can get fresh air and refreshment and protection from excessive noise and other discomfort, all play a valuable part in the learning process and need be managed. In the evenings, people need some opportunity to relax either individually or as a group and often appreciate the trainer joining them so that a more informal relationship can develop.

13: Training room set-up: Training room should be set up with all the necessary equipment’s one day ahead of the training schedule. Such as-

o Seating arrangement o Writing and placing name cards in front of each participant’s e.g.o Clean up the roomo Check up the electric points, lights and fanso Arrangement of food (morning Snacks, lunch and evening tea)o Write the objective of the course in the Flip charto Place pad, pen, folder in front of all participantso Keep pre-course Information from in front of all participants. o Place black board/flip chart at the left hand side of the trainero On the day training starts arrive at the training venue at least one hour earlier to check

everything is ready and wait to receive the participants. Trainer/resource person should never be late in the training session and see participants are waiting for him/her.

14: Ratio of Trainers to participants

Finally it is necessary to address a very important, yet very emotive point. How many participants should there be on a training course? Many organization set targets for numbers of trainees but without any thought about the quality of training to be achieved. It must be stated that this is wrong and is counterproductive. In principle, the fewer participants to be

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managed by a trainer, the better the result. One to one would be perfect. The maximum number of trainees to be managed by one trainer should NEVER exceed twenty and wherever possible, be limited to ten or twelve. With higher numbers, more trainers are required and it is better to divide a group of forty into two high quality learning groups than to waste everyone’s time and money by trying to achieve what is known to be impossible. This is, as stated, an emotive subject but one about which the professional trainer needs to be clear and, if necessary ready to take a firm stand in the interest needs to be clear and, If necessary ready to take a firm stand in the interest of professional and quality results for his/her a firm stand in the interest of professionalism and quality results for his/her employer.

15: A. Checklist for organizing a training course

Initiative the work Activities to be performed Responsible One month before the courses starts

1. Design o Prepare course outline o Draft brochure o Prepare budgeto Finalize brochure

Course Co-coordinator

15 days earlier 2. Detail course programmeo Topicso Date/timeo Resource person

10 days earlier 3. Resource person(RP)o Identify RP according to programmeo Contact them over telephone–get consento Send letters with the programmeo Reconfirm over telephone

One month earlier 4. Participantso Selection of participants o Make of list of participants o Letter to the concerned person o Follow-up over telephone

15 days earlier 5. List o Prepare a list of Resource person with

telephone number o List of participants with telephone

number15 days earlier 6. Purchasing training materials

o Order for Bag, Writing Ball pen7 days earlier o Get deliver of the above items (bag,

writing pad, ball pen) o Collect voucher of the materials

purchasedInitiative the work Activities to be performed Responsible7 days earlier 7. Refreshments arrangements

o Prepare a list of food items to be served

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o Make day-wise itemso Select a shopo Involving one staff to get the food in

time o Arrange a place to put water jug and

glass for the participants

7 days earlier 8. Display Board o Put brochures/pictures of last/current

course1 day earlier 9. Name cards

o Write name cards of the participants

1 day earlier 10. Training room set-upo Bag ready (put writing pad, ball pen,

participants list, programme, brochure inside).

o Place filled in name cards in front of the participants

o Check Flip chart (enough chart paper and coloured pens)

o OHP- placement1 day earlier 11.Records

o Prepare attendance sheets for o Participants o Resource persono Registration Form

1 day earlie 12. Opening sessiono Place some more chairs in the class

room o Flower and table cloth o Contact distinguished guests

15 days earlier 13. Field visito Contact organization to be visitedo Write letters o Arrange transporto Inform participantso Camera

15: B. Implementation Phase

Initiative the work Activities to be Responsible

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performed1 day earlier 1. Training room: check

the following o The room o Sitting

arrangements o Name cards o Place of bagso Flip chart and OHP

1 day earlier 2. Opening session o Find out who the

distinguished guests

1 day earlier 3. Order food menuDuring the training 4.Checkfood

arrangementsDuring the training 5.Collect vouchers of

everyday food purchaseDuring the training 6.Make attendance

records(use attendance sheet)

During the training 7. Build up rapport with participant

1 day earlier 8.See the daily programme one day and reconfirm the resource person over telephone and do other necessary arrangement e.g. field trip

1 day earlier 9. Birthday of participants-celebrate-cake(order)

15 days of the course starts

10. Give certificate for printing

Ist day of the course 11. Collect correct names and assess of the participant

Ist day of the course 12. Arrange writing names in the certificate and get signature of the chairman and course coordinator

During the course 13.Closing session/certificate awarding session

During the course starts Distribution invitation cards to a)concerned organizationsb) Resource personsc) Others

Initiative the work Activities to be performed Responsible

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During the course starts Select speaker from the participants

During the course starts Select one person to conduct the session

During the course starts Arrange the venueDuring the course starts o During the course starts Prepare the list of

participants receiving certificates serially according to the list

One the day Arrange certificates serially according to the list

One day earlier Prepare files for the guests in the main table with brochure, programme, list of participants etc.

One day earlier Prepare typed coordinator speech Take group photo

15. C. Follow up phaseInitiative the work Activities to be performedNext day Submit statement of

expenditure to the concerned organization

Within 7 days Prepare final list of Resource person indicating the time period (hours) classes they have taken for Resource person honorariumFollow-up

Within 15 days Complete course evaluation Forms Write a draft Report including -course objectives -contents-course timing and venue -participants list -Resource person list

Additional MaterialsTraining -Teaching Aids

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Audio-visual aids What I hear –I forget What I see –I may remember And if I make a mistake I learn why And Understands Better

Some common audio-visual aids are: Chalk Board Flip charts Photographs OHP Slide and slide projector Video

How to use chalk Board/ Flip chart Location of the board/ flip chart Controlled light Bold and capital Extending hand-to avoid obstruction to audience Sharp edge of the chalk Discussion after everybody finish reading or copy Multi-color chalk/pen –may increase attraction Clean the board/ Flip the chart at the end of session

Important aspect of using a Flip chart Availability of Poser size papers Marker pens in multicolor Marker pens should not be kept exposed Trainer should not back audience Flip chart should be prepared placed to the left side of the trainer Trainer should not read while writing

Use of overhead project (OHP) Check the OHP before session Prepare transparency prior to session Place OHP right hand side of the trainer Frame transparency Use multicolor pens Turn off the OHP when it is not used Important points can be made by using pointers on transparency Time of change transparency and long discussion put off the light Show the whole transparency or show part by part Screen or will must be clean Focus clear

Approach as a TrainerThe trainer should pay special attention to the following aspect while conducting a training course:

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Choose words carefully Repeat important message Make voice Stop, look and listen Speak to the audience Not too fast or slow Encourage feedback Use humor Avoid distracting mannerism Control nervousness Natural gesture

4. Adequate command on subject matter:

The trainer should have the mastery on the subject matterHe/she must have familiarity with the subject matter in theoretical and application concept;Depth of understandingFamiliarity with the latest development of the subject matter

Organization a training course

I have faced problems in organization training courses when:

I did not spend enough time to think/ plan course programme I did not inform participants adequately I did no contact resource persons in time Materials /stationeries were not ready Other logistics/food/arrangements were not done/ delegated Not seen the venue prior to the training Not through about the subject matter Local sr. officials were not contacted Fund not ready Forms/formats were not ready No alternative planning for presentation Not looked after preserving training documents/outcomes

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Responsibilities of course coordinator

The respective coordinator will be responsible for the following 1. Arrangement of accommodation for trainees and Trainers2. Selection of training venue3. Site selection of field trip4. Arrangement of snacks, lunch etc5. Distribution of allowances to the participates6. Arrangement for the inaugural/opening session7. Arrangement of Training room set up (U-shape) 8. Financial: Collection of vouchers for all expenses and them to WFP 9. Conducting and coordinating the sessions10.Preparation of a summary report of the courses.11.Collect and send the filled-in pre-course information and course evaluation form to the

organization.12.Prepare all required Material.

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Session: 12 9999999999998

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Discussion Topic: Concept of Training Evaluation Purpose of Evaluation. Process of Training Evaluation. Objectives: At the end of the session participants will be able to Identify / explain: the Concept & importance of Training Evaluation. the Process of Training Evaluation.. Methods of the Session: Lecture, Slide show, discussion, Question answer.Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.

Time: 2:00 hoursProcess: Trainer/ facilitator will welcome the participant and explain the objectives of

the Training Evaluation session --- Lecture & Discussion. Trainer/facilitator ask the participants “what is evaluation” listen their opinion

and discus as Annex 11.1. - Question answer Again facilitator ask the participants why we evaluate the training. After few

times participants will provide their opinion- Question answer. After their opinion facilitator discus in details and show a slide as annex 11.2.

- Slide show. Facilitator’s ask to the participants what is the process (Methods) to evaluate

the training, “listen their opinion and write down on a poster or a white board- Question answer.

Discuss their opinion and show a slide presentation as annex 11.3. – Slide presentation & Discussion.

Then s/he will conclude the session.

Topic: Training Evaluation

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11.1: The process of examining a training program is called training evaluation. Training evaluation checks whether training has had the desired effect. Training evaluation ensures that whether candidates are able to implement their learning in their respective workplaces, or to the regular work routines. 11.2: Purposes of Training Evaluation The five main purposes of training evaluation are:Feedback: It helps in giving feedback to the candidates by defining the objectives and linking it to learning outcomes.Research: It helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.

Control: It helps in controlling the training program because if the training is not effective, then it can be dealt with accordingly.

Purpose of Training

EvaluationControlPowerInterventionResearch

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Power games: At times, the top management (higher authoritative employee) uses the evaluative data to manipulate it for their own benefits.Intervention: It helps in determining that whether the actual outcomes are aligned with the expected outcomes.11.3: Process of Training EvaluationBefore Training: The learner's skills and knowledge are assessed before the training program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods confirm to the candidates preferences and learning style.

During Training: It is the phase at which instruction is started. This phase usually consist of short tests at regular intervalsAfter Training: It is the phase when learner’s skills and knowledge are assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase.Techniques of Evaluation

The various methods of training evaluation are: Observation Questionnaire Interview Self-diaries Self-recording of specific incidents

Session: 12 9999999999998

What’s the learners Knowledge & Skills are

after the Training?

What’s the learners Knowledge & Skills

are Before the Training?

The point at which

Instruction is started

Training

CausesTraining is a waste of Resources

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Discussion Topic: Review the whole topics. Learning identification.Objectives: At the end of the session participants will be able to: Review the whole discussed topics. Identify their session wise strength & weakness and recover the gap. Assess the content wise learning.

Methods of the Session: Game, Question & answer, Slide show, discussion, Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.Time: 2:30 hours

Process:- Trainer/ facilitator will welcome to the participants to the phase I Review session.- Ask them what is evaluation, how evaluation and why is evaluation is needed. Listen their

opinion.- After their opinion facilitator present a slide and discussed in details as annex 12.1.- Give time to prepare 15 questions for each participants from the whole sessions.- Divide the participants in two groups.- Stand all the participants in inner and outer circle in face to face.- Facilitator brief them about the task- when mobile music will start then outer circle move

their right side and inner circle move their left side, when music will be stoped and participants will also be stop and get someone in front of each one, they will be a pair. Inner participants ask outer pair one questions and try to get real answer. Accordingly outer participants ask inner participants one questions and get real answer which he expect. – 40 Minutes.

- After complete the questions music will start again and they will start to move accordingly and ask question. Each participants ask one question for others circles each members and complete the circles.

- After that they will seat their own chair/ places. - After the circle discussion if any other confusion about any topics that will be discussed by

the facilitators.- Facilitator distribute a post-test question papers (As annex 12.3) for their assessment after

35 minutes it will be collected. - After session ask the participants how they feel? - Relate the session with their practical training plan and evaluate the learning.

Topic:Evaluation of the course (Phase I)

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***** Note: After assessment of ToT phase I facilitator will start the second phase of ToT. Second phase only practical exercise, so no need to distribute any handouts, only few exercise sheet, slides and guideline will be needed.

12.1: Why Measure Training Effectiveness?

Measuring the effectiveness of training programs consumes valuable time and resources. As we know all too well, these things are in short supply in organizations today. Why should we bother?

Many training programs fail to deliver the expected organizational benefits. Having a well-structured measuring system in place can help you determine where the problem lies. On a positive note, being able to demonstrate a real and significant benefit to your organization from the training you provide can help you gain more resources from important decision-makers.

Consider also that the business environment is not standing still. Your competitors, technology, legislation and regulations are constantly changing. What was a successful training program yesterday may not be a cost-effective program tomorrow. Being able to measure results will help you adapt to such changing circumstances.

12.2: Five evaluation methods to evaluate staff training results: Training your staff can help your healthcare business overcome many hurdles. Just make sure you evaluate the impact of the training you invest in…

When commissioning training for your staff, consider the following 5 evaluation methods before investing in any training programs:

1. Satisfaction and participant reaction

The most basic evaluation of training measures satisfaction. Usually, the trainer will hand out a survey at the end of the course to see how the participants reacted to the training. We send out an electronic survey to measure satisfaction rates with our training courses. What specific levels of satisfaction and reaction to the training are you looking for? It could be:

Did your staff enjoy the training? Did they like the trainer? Would they want him or her back? Do they think they felt it was an appropriate use of their time? Do they think the material was relevant to their work? How likely would they be to recommend the course to colleagues?

In most cases, training evaluation begins and ends here. However, there are 4 other important ways to evaluate any training program.

Annex: 12Training Evaluation:

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2. Knowledge acquisition

The second level of evaluation is knowledge acquisition. In our experience, many work-related training courses do not have an examination attached. A valid and reliable examination following training can help determine if the content was learned or not. It can flag participants that did not acquire the learning and further support those who did (potentially making them mentors). Also, it can flag trends of areas that may require further training or additional coaching. What specific knowledge and skill(s) do you want the participants to develop? As an example, our Increase telephone conversion rates course examination, also completed by participants online, asks questions like:

What is the goal of the first phone call? What specific pieces of information do you need from the caller, before you qualify

them? What do you do if someone asks you how much it costs at the start of the call? What are some examples of a dominant buying motive for your product or service? Provide a good example of a bridging statement when moving from Opening to Closing

the call? If you cannot book the appointment on the first call, what is the first option you will

provide callers with?

We find that participants take training more seriously when they know they will be requested to demonstrate what they learned after the training. So, we send participants the exam within a week of training, grade their responses, and share these with their line managers. This can help ensure that any gaps in knowledge can be quickly sown up so that participants don’t pick up new, poor habits.

3. Behavioural application

Most training providers don’t look past surveys that reveal whether participants liked the training or not. It is not a popularity contest. It is about measuring real business impacts.

The third level of evaluation answers the question – are they applying what they learned. What behaviours are you seeking to change as the knowledge and skills are applied on the job following training? For our custom training programs, we evaluate behaviour (level 3), in addition to reaction (level 1) and knowledge acquisition (level 2).

For example, for our Custom Increase telephone conversion rates course, we conduct at least 10 mystery calls before that training, record them and grade them according to the learning objectives of our course. After training, we conduct a further 10 mystery calls and compare their results with the results from the pre-training and present this report to management.

This, more than anything else, can demonstrate the degree to which participants apply their new knowledge in the real world. This can provide clear evidence of who is applying the training and who is not, and can lead management to correct misapplication, and reward close application after training.

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4. Measurable business improvement

At the end of the day, business training is about generating a business improvement. What specific business measures or KPIs (key performance indicators) do you want to change or improve as a result of the training? Our Increase telephone conversion rates course, for example, has the following business improvement aims:

An increase in enquiry to consultation conversion rate A decrease in enquiry to consultation time lag An increase in lead list building (by collecting more lead information on calls) An increase in consultations booked An increase in deposits billed An increase in sales A decrease in appointment cancellations

5. Return on investment (ROI)

The last level of evaluation training relates to return on investment. What specific return on investment are you after as a result of the training? To evaluate your return on investment on training for example, we suggest you

Take the course fee (cost) Add the facility fee (cost) Add staff wages that were spent during the course (cost) Add the opportunity cost of staff time spent during the course (cost) Measure the business improvement (e.g. measure the business impact of the telephone

conversion rate before and after the training to arrive at net gains in financial terms) Consider the financial gains in the long term (3 months, 6 months, 12 months?) Long term net gains / Cost = return on investment (ROI)

12.3: Why you need to consider all 5 training evaluation methods

Usually, return on investment follows a business impact, a business impact follows application, application follows learning, and learning follows satisfaction with training. Choose a training company that understands how to evaluate training properly, and you can be confident that they monitor their client’s results, and improve their training protocols as a consequence.

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Annex: 12.4: Inner & Outer Circle

For course evaluation and review facilitators can use this methods, where each participants divide in to two groups one will be stand in outer circle and another will be inner circle, both groups members will be face to face as annex 12.2.

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Annex- 12.3:

Time: 35 MinutesPost Assessment Question Paper

1. What do you mean by Training?

2. What is the characteristic of Participatory Training?

3. What is Training Cycle?

4. Mention three (3) methods of Training Need Assessment (TNA)

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5. Which three (3) training methods are most favourite to you? Please explain the reason Of you likings?

Method Reason of your likings 1. 1.

2. 2.

3. 3.

6. What are qualities of a good trainer?

7. Write the conditions of effective communication?

8. Give three (3) Precondition of qualitative presentation:

9. Put mark at left side tick √ as true and x as false. Main task of trainer is to provide only knowledge

Since participants are lack of information and knowledge so trainer would provide those. High officials are quite aware of training, therefore, therefore, no need to do Training Need Assessment

(TNA). In participatory training, participant and trainer are equally important

Without being good communicator, one cannot be a good trainer :

Presentation skills do not necessary for conducting good training session :

A good training session always depend on selection of appropriate method:

A trainer should respect the participant as colleague.

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ToT Second Phase (Skills/ Practice)

Details Process, Methods and Necessary sheets

This phase only the practice part, so no need to distribute any Handouts among the Participants

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Discussion Topic/ Activities: Process and methods of TNA Steps of TNA conduction. Group formation for TNA tools development. TNA Tools Development & preparation. Tools development & presentation. TNA conduction ( Exercise) Findings analysis. Major content selection & presentation.Objectives: At the end of the session participants will be able to: Prepare tools and techniques for Specific TNA. Develop required materials for TNA Present the prepared Materials, tools and techniques for TNA. Facilitate the TNA Documents, summarize and analyse the findings. Develop Major Content and share.Methods of the Session: Group work/ practical exercise. Slide / Poster Presentation, discussion, Question answer, Time: 6:00 hours

Process:- Trainer/ facilitator will welcome to the participants to the TNA Practice session.- Divide four groups and given specific target group for need assessment.- Participants sit in a small group, decide Methods, tools and techniques for TNA

facilitation.- They prepared necessary materials/tools and distributed the task among themselves,

such as reporter, facilitator, interviewer, examiner etc for successfully completed the TNA.

- According to the role they will prepare and attend the target group for TNA.- After TNA Conduction they will be summarized the findings and analyse.- Participants will prepare a major content list.- Then they will prepare a presentation and present it to the class and collect the

opinion and finalize the Content. - Accordingly all groups will do it and finalize their task.- Facilitator conclude the session.Note: In Phase I session of TNA has attached all the necessary Materials.

Topic:

Session: 13 9999999999998

TNA process, preparation, conduction and major content preparation.

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TNA

13.1: Steps of TNA conduction: Selection of Target group. Selection of methods.( Interview, FGD, Questionnaire etc) Develop tools. Conduction of TNA Findings documents Findings analysis Gap identification Major Content selection Objectives identification

13.2: TNA Tools preparation:

13.2.1: Training Needs Assessment Tools

Performing a Training Needs Assessment will help you develop an overall plan and training programs to meet specific user needs. Objectives of a Training Needs Assessment can range from: 1) understanding how the training will be applied by users to 2) determining current skill levels to 3) learning users’ expectations of training outcomes. This knowledge will enable you to define attributes of the training program to meet specific user requirements. Attributes that need to be defined include:

Audience, Format, Length, Technical specifications, Cost and Purpose or optimum use

13.2.2: Common TNA methods: o Observationo Surveyso Focus Groups and Interviewso Questionnaireo Management Discussionso Organizational Analysiso Job analysiso Task analysis

13.2.3: Training Needs Assessment Worksheet (Has attached As Sample example sheet in phase I)

Annex- 13: as sample of TNA Slides

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13.2.4: Sample of Questionnaire for Interview:

Name: _________________________Position: ____________________________Date: __________________________ID No: ____________________________Academic Qualification:Length of working experience (Total years):------------------------------------------------------------------------------------------------------------

1. What is your basic job responsibility?2. What are the tasks that you are doing?3. What are your strong area (KSA)/tasks that you can do confidently?4. What difficulties are you facing to perform the present job responsibilities?5. What is your suggestion to overcome these difficulties?6. What are the training courses that you have received for your professional

development (related job responsibility)?7. Recommend some training courses/contents you are thinking that will help to

improve your performance?8. Overall comments and recommendations?

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Discussion Topic/ Activities: Objective Setting.( SMART) Major content wise sub teaching points preparation. Consideration for Curriculum Design (Methods & materials Selection). Curriculum Design. Materials Preparation. Curriculum Presentation.Objectives: At the end of the session participants will be able to: Prepare their identified content wise objectives as SMART. Prepare sub point/ learning points as per identified Content. Prepare Curriculum Prepare poster/ slide for their presentation.

Methods of the Session: Slide / Poster Presentation, discussion, Question answer, group work/ exercise.

Time: 3:30 hours

Process:

- Trainer/ facilitator will welcome to the participants to the Curriculum Design & Presentation session.

- Divide four groups and distribute the task on Curriculum Design (Based on identified TNA).

- Participants sit in a small group, decide to select Methods, Materials, Sub points and hints for trainers for Curriculum Design as annex-14.5.

- Facilitator will explain the importance of objectives setting for course design as well as session conduction.

- Trainer/ facilitator will focus on categories of objectives especially course objectives Vs session objective.

- S/he will explain SMART framework developing objectives as annex 14.1- After that they will prepare Content wise Objectives, sub points and curriculum as

annex- 14.5. - After completion of curriculum design they will prepare a presentation which will be

presented in large group and collect the opinion from others and prepare final Curriculum.

- Accordingly all groups will do it and finalize their curriculum.- Facilitator conclude the session.Note: In Phase I TNA session has included all the necessary Materials

TopicsCurriculum Design & Presentation.

Short Annex on Session 14

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14.1: SMART (Objective setting)

An effective way to set objectives is to follow the well-known acronym SMART. A SMART objective is

Specific, Measurable, Achievable, Realistic and Time scaled

An objective that follows SMART is more likely to succeed because it is clear (specific) so you know exactly what needs to be achieved. You can tell when it has been achieved (measurable) because you have a way to measure completion. A SMART objective is likely to happen because it is an event that is achievable. Before setting a SMART objective relevant factors such as resources and time were taken into account to ensure that it is realistic. Finally the timescale element provides a deadline which helps people focus on the tasks required to achieve the objective. The timescale element stops people postponing task completion.

14.2: Differences between Curriculum, Module and Lesson planStructure of Curriculum, Module and Lesson plan

Curriculum Module Lesson planContents page Title Title of the session Introduction Contents page Objectives of the session Goals & objectives of the course

Introduction Time/ duration

Participants Goals & objectives of the Course

Required Tools & Material

Training Venue Time/ Duration Main content List of modules Training Venue Sub contents/ learning

Points Major contents Methods & Techniques of

trainingMethods/ Techniques

List of sessions Materials Facilitator’s note Time/ Duration List of major contents Title of the session Methods & Techniques List of sub contents Objectives of the Session Materials Lesson plan of each

session

Limitations, if any Hand out of each session Schedule Evaluation form Guideline to use the curriculum

Schedule

Annexure Guideline for using module Reference books, papers

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14.3: Curriculum and Module:Training Module: Training modules are guidelines for all the parties in a training course. It is required for both facilitators and participants.

Module contains basic texts, model forms, short handouts and notes for trainers/facilitators. It includes the objectives of the training courses as well as the objectives of each session, time break-up of each session, session methodology and the necessary materials/tools/equipment’s to be used in each session. It is a complete guideline for implementing a training course.

A module will contain – Contents Note to facilitators Objective of the course Lesson plans for facilitators of each session.

14.4: Lesson plan: Every resource person, trainer or a facilitator must have a lesson plan of her/his own to contribute to the training session. Without a planned & organized lesson plan, s/he may have a failure in her/his training effort. This may be a written lesson plan or even may be an unwritten one. Lesson plans help the trainers/facilitators to organize their objectives and methodologies in an easy to read format.

Lesson plan includes – Objectives of the session Main topic and sub topics Time break up of each sub topics Methodology Materials required for the session etc.

14.5: Curriculum Outline:

After find out the Sub teaching points you can easily prepare the curriculum in following way:

--------------------------------------

Session: 15

Session no

Major Content

Objectives of the content

Sub points

Methods Time Materials

Hints for

Trainer

01 1.2.3.

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Discussion Topic/ Activities: Characteristics of training Materials Materials Development- (By them self). Materials PresentationObjectives: At the end of the session participants will be able to: Explain the clear idea about the importance of training materials. Prepare the required Training materials. Present and collect the others comments for further improvement. Finalize their required Training Materials.Methods of the Session: Slide / Poster Presentation, discussion, Question answer, group work/ practical exercise.

Time: 1:30 hours

Process: Trainer/ facilitator will welcome the participant to the session and explain the

objective of the session Trainer/facilitator will ask the participants “what do you mean by training

materials” and why materials is needed? Trainer/ facilitator will use brainstorming method and write down each point

given by the participants on the board Then trainer/facilitator show slide containing “what is training material” and why it

is needed? Trainer/facilitator explain the importance, types of training material. Facilitator will show two different slide containing training media and training

materials. Trainer will demonstrate various type of training materials and learning aid to

make them understand about training materials. This demonstration would be practical and trainer/facilitator will show printed

poster, written poster, flash card, handouts, visual aid, slide etc Trainer/facilitator initiate practical exercise on material development. After discussion facilitator tell them to prepare their planed materials for conduct

their session. Participants will prepare various training materials as their plan and present it to

large group, and finalize their required materials.----------------------------------------------------------

Topic Materials Development & Presentation

Annex: 15Training Materials

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15.1: Steps to Develop Training Materials

1. Identify the objectives of the training program: 2. Develop a training plan: A plan is an overview or outline of how training will be

approached. It typically includes the training program schedule, key learning objectives and a list of the available resources. Estimate how much time to spend on each learning objective. This will assist in the development of training materials and ensure that equal time is devoted to concepts of equal importance.

3. Create a list of necessary training materials.4. Write an explanation of core skills to be learned: This is an overview of what

class participants can expect to learn after progressing through the training materials.

5. Dedicate a separate section to each learning objective:6. Integrate visual elements. Use graphics, videos, tables and other visual tools

to reinforce important concepts. 7. Incorporate review exercises. To accommodate various learning styles,

integrate review exercises in various formats. For example, training materials may include true or false or multiple choice questions to reinforce content.

8. Establish an assessment component. If using videos or presentations to train students, assess students by asking learners to write down their impressions. When creating a training workbook, knowledge may be assessed through the use of quizzes.

9. Ask learners for feedback:

15. 2: Types of Training Materials/Aids

15.2.1: Materials Development Characteristics of training Materials:

Attractive: Clear understandable Related with content. Easily useable Comparatively low coast

15.2.2: Types of Materials: (printed and Non- printed): (Printed handouts, posters, case study and role)

1. Printed Aids Books Manuals Handouts Posters Leaflets Brochures Flash Cards etc.

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15.2.3: Supporting Materials/ Equipment’s Chalk boards Flipcharts Marker Pens Papers LCD Laptop etc.

15.2.4: Projected Aids

Slides and Films Transparencies

15.2.5: Audio Aids Radio Tape Recorder

15.2.6: Two Dimensional Aids Television VCD

15.2.7: Purpose of Training Materials/Aids

Use of different senses Holding attention of the participants Retention of the learning Guide for the Facilitator Help the Participants to easy understand For systematic presentation For better clarity of presentation

15.2.8: Effectiveness of Different Media

Medium Memorize after 3 hours Memorize after 3 days

Only Listening 70% 10%

Only Seeing 72% 20%

Listening + Seeing 85% 65%

We forget, what we hear!!We memorize, what we see!!We understand, what we do!!

How We Learn?

15.2.9: Criteria for Selecting Training Aids

Simple, clear, specific and understandable Relevancy with the subject matter Interesting and colorful

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Economical in terms of time and effort Acceptable to the target audiences Gender, color, race, etc sensitive

15.2.10: Types of Training Materials/Aids

1. Printed Aids Books Manuals Handouts Posters Leaflets Brochures Flash Cards etc.

2: Supporting Materials/ Equipment’s Chalk boards Flipcharts Marker Pens Papers LCD Laptop etc.

3: Projected Aids

PPP Slides and Films Transparencies

4: Audio Aids

Radio Tape Recorder

15.2.11: Two Dimensional Aids

Television VCD

15.2.12:Three-Dimensional Aids

Model Presentation

15.2.13: How to Select Appropriate Training Materials

Appropriate with the trainees’ level of maturity, interest , values, culture and abilities

Appropriate aids considering subject matter

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Choose aids that complement rather than duplicate other learning resources

Helpful for learning

15.2.14: Criteria for Selecting Training Aids

Simple, clear, specific and understandable Relevancy with the subject matter Interesting and colorful Economical in terms of time and effort Acceptable to the target audiences Gender, color, race, etc sensitive

15.2.15: Preparation Materials/Aids

Follow principle of KISS Attractive Materials/aids Easy understandable Appropriateness Limited color / contrast color Easy presentable

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Discussion Topic/ Activities: Process of Training Module development. Draft Module development by group. Presentation and discussion on prepared Module.Objectives: At the end of the session participants will be able to: Prepare training module and content wise session plan as per provided guideline.Methods of the Session: Slide / Poster Presentation, discussion, Question answer, group work/ practical exercise.

Time: 4:30 hoursProcess: Trainer/ facilitator will welcome the participant to the session and explain the

objective of the session. Facilitator will describe the guideline for module preparation and session plan as

annex: 16.1 & 16.2. Participants sit in a small group and prepare their training module (including

session wise plan) as per mentioned guideline. Participants prepare slide and poster for presentation. After presentation the module & lesson plan trainer/facilitator will look at all

format and correct if necessary. Trainer/facilitator will invite question for further clarification. After finalization of module facilitator will collect the module from all the groups. Trainer/facilitator will close the session

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Topic:Module Design

Annex: 16Module Design 124

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16.1: Training Module Steps:1. Cover Page2. Background Page3. Course Objectives page:4. Major Content & sub points.5. Schedule6. Curriculum.7. Content wise details process/Session plan8. Materials attachments as annex.

16.2: Sample of Content wise session plan: Name of major Content: Objective of Content: Methods: Materials: Required Time: Process:

Major Content Process (how to facilitate the session)

Useable Materials.

Step 1Step 2Step 3

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Session: 17

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Discussion Topic/ Activities: Session distribution among the group members.

Demonstration and feedback, for each and every participants.

Objectives: At the end of the session participants will be able to: Prepare their individual session plan and demonstrate the session.Methods of the Session: Group work, Demonstration & Feedback.


objective of the session. Participants sit in a small group and prepare their individual lesson plan as per

mentioned guideline. Each and every participants will get 5 minutes for their demonstration as their

plan. When someone demonstrate the session, facilitator will strongly observed the

session and if his/her steps is ok so facilitator can stop the demonstration to save the time and ask feedback from others.

All the feedback will be documented and try to overcome. (Better if possible to documents the session by VIDEO and show the video after the demonstration.)

Those who demonstrate properly they need not come again for demonstration, but weak participants will come again for demonstration.

Try to complete the demonstration for all the participants. Trainer/facilitator will close the session

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Topic:Session Plan preparation & Demonstration.

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Discussion Topic/ Activities: What is Course evaluation? Importance of Course evaluation. Different ways of Course evaluation. Report preparation techniques.

Objectives: At the end of the session participants will be able to explain: the meaning and importance of Course evaluation. the various way of Course evaluation. The report writing techniques.Methods of the Session: Discussion, Questions answer, Slide presentation.


objective of the session. Facilitator asked the participants about Training evaluation and its importance,

after their opinion facilitator show a pre pared slide show as annex 18.1 and 18.2. and discuss in details.

Facilitator will ask how and which things we can evaluate? Listen their opinion and facilitator show a slide and discuss in details as annex 18.3.

Facilitator want to know “what we can do after end the course evaluation”? Report will be prepared, so how we prepare report?

After their opinion facilitator show a slide as annex 18.4 and discus in details. Trainer/facilitator will close the session

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Topic: Techniques of Course evaluation and Report writing

Annex: 18Techniques of Course evaluation and Report writing

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18.1: Definition of training evaluation…

Training evaluation as (mouse over the highlighted words for additional explanation):

“The systematic analysis of training to demonstrate whether it has met its objectives in an effective and efficient manner”.

18.2: Evaluating training effectiveness is important because it sheds light on four aspects. They include:

How well the training program met the learner’s needs and objectives What knowledge and skills it has imparted to learners What desirable change it has brought in the learners’ performance What organizational benefits it has yielded.

18.3: Levels of Training Evaluation:

Reaction Evaluation Learning Evaluation Performance Evaluation Impact Evaluation

18.4: Content of Training Report:1. Introduction/background2. Objectives of Training Program3. Training Methodologies 4. Duration of Training5. Training Modules/Contents6. Pre & Post Test Result7. Course Evaluation 8. Overall observation and recommendation9. Attachments (Important training materials, data collection tool / evaluation tools,

important photo etc)

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Topic:

Session: 19

Evaluation of the ToT Course

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Discussion Topic/ Activities: Review of the whole course and identify the learning from the course. Review the expectation and the achievements. Training Course evaluation. (Find out the success)

Objectives: At the end of the session participants will be able to: Identify their learning from the courses. Review their expectation. Share their good and bad things from the training.Methods of the Session: Discussion, Assessment sheet feel up.


objective of the session. Facilitator discus about the course evaluation and its form, don’t write any name

on the form. Facilitator distribute the set of evaluation format as annex 19.1 and 19.2. After fill-up the form facilitator collect and preserve it. Trainer/facilitator will close the session

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Annex: 19Evaluation of the ToT Course

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19.1: COURSE CONTENT EVALUATIONPlease Ranking the training session 1 for highly important, than 2---3—as on 4 = No need to include Training Courses.

Training Session Rank If Any Remarks1 2 3 4

Training of Trainers ( ToT)

Training Cycle

Training Need Assessment ( TNA)

Adult Learning Principle

Communication Skill

Active Learning and Training Methods

Facilitation SkillsThe Trainer and His/ Her role

Training Plan

Training Program Management.

Training Evaluation.

Closing of the Course

Training of Trainers ( ToT)

DemonstrationCurriculum Design & Module Preparation

19.2. Evaluation by the trainees.

a) Training environment Management:Excelent-1, Very. Good -2, Good-3,

Sl. Area Rank

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No 1 (Excellent)

2 (Very. Good)

3 (Goo

d)1 Seating arrangement2 Light & Air3 Course Facilitation4 Training methodologies5 Relationship among the all

b) On the performance of the resource persons

Name of Trainer

/Resource Persons

Acceptable Good Very Good

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-

c) On the course content:

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Subject/TopicsAcceptable Good Very good

Total Participants

Total Achievement

D. Environment & Logistics Support

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Subject/TopicsAcceptable Good Very good

Total Participants

Food Arrangement

Accommodation

Administrative support

Recreation

Availability of Aids & Equipment’s

Total Achievement

Topic:

Session: 20

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Discussion Topic/ Activities: Learning Sharing. Open discussion. Certificate distributionObjectives: At the end of the session participants will be able to: Share their learning. Collect their course completion Certificate. Share idea with their senior Management.

Methods of the Session: Lecture, Question answer & Open Discussion.


objective of the session. Facilitator invite respective senior management for the closing. Representative from the participants share few idea & learning from the training. Senior Management discuss and advice for the participants. Open discussion. Certificate distribution. Closing the ToT Course.

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Few Puzzle and game

Closing Ceremony

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Game Sales game:

Duration:

This free training game should last about 20 - 30 minutes.

Intended for:

This sales training game helps participants to realise that selling items on price alone is not always beneficial to the customer and that if they only focus on sales that a price led the customer may not end up with what they want.

Contents:

A two page set of instructions for the training game, 'Priced Out' in Word format can be downloaded from the link at the bottom of this page. Alternatively, you can follow the notes below.

Resources:

Two boxes, each with two round hand shaped holes cut into the side. There is no way for the participants to see what is inside the boxes without opening them.

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Box 1: Has £38.99 written clearly on the side facing the participants and an object inside (very tactile and not bad feeling).

Box 2: Has £24.99 written clearly on the side facing the participants and an object inside (very tactile, but not very nice feeling).

Instructions:

Ask for a volunteer from the group to join you at the front of the room. Advise them that they are in the market for a product that is contained in one of the boxes.

Ask them if they would like to make a buying decision on the items in the box at this stage, knowing what the price of each is. Whatever their response, ask them to place the hands inside box 1 and have a good feel of the 'product'.

Ask them again if they would like to make a buying decision based on what they know.

Finally, ask them to place their hands in the second box and have a good feel of the 'product'.

Of course they are likely to be a little shocked by the contents of the box and will likely pull away, make faces etc., which will tell its own story to the participants watching.

Ask them if they would now like to make a buying decision based on what they know.

Review:

The point of this exercise is to demonstrate that until we clearly know what it is we are buying, we really shouldn't be making a buying decision. However, every time we ask a customer to make a decision based on price, this is exactly what we are doing.

It is our responsibility to let a customer know as much as possible about the product, so that they can make an informed buying decision, otherwise, who knows what they could end up with?

Of course, this also means that we are selling products or services because they are right for the customer rather than it being the cheapest choice at the time.

Objectives:

Use this sales training game to help participants appreciate that selling on price alone is not always the best approach and that customers expect to be informed about the best choice for them based on their needs and desires.

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Follow the Leader - Free Training Game

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Duration:

This training game should take about 15 - 30 minutes.

Intended for:

This training game is useful during a session on body language or communication skills, where you want to highlight how people communicate.

Contents:

A set of instructions for the training game, 'Follow the Leader' can be downloaded from the link at the bottom of this page. Alternatively, you can follow the notes below.

Instructions:

One person is asked to leave the room.

While they are gone the rest of the group identify a 'leader'. This leader must perform a subtle action that everyone has to follow i.e. rubbing their nose, licking their lips, scratching their ear, winking, crossing legs etc.

Ask the person to return to the room and explain that they must identify the leader of the group. The leader should alter the action every few minutes with everyone following suit.

In review, discuss what was noticed and how we interpret and spot body language in others.

Objectives:

This training game is useful where you want to help participants identify and highlight communication issues. It works particularly well in the following training courses in our experience.

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Body Language - Training Course Materials

Emotional Intelligence - Training Course Materials

Leadership Skills - Training Course Materials


earranging Numbers - Free Training Game

Duration:

This training game typically lasts about 10 minutes.

Intended for:

Use this training game when there are a few minutes to spare in any training session where participants have to process a lot of information quickly.

Contents:

This free training game activity works really well in any situation where the learners have to assimilate a lot of information quickly. It would work well during these types of training courses (Coaching Others, Customer care, Negotiating, Sales, Train the Trainer, etc.)

You can download this free training game from the link at the bottom of this page, or follow the notes below.

Goal:

To demonstrate how difficult it is for our brains to cope with a lot of information without the benefit of writing it down.

Instructions:

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1. Ask delegates if they would like to win a prize (specify what the prize is).

2. Explain that you will give one volunteer the opportunity to try for the prize. All they will have to do is complete two short tasks. Ask for volunteers. Choose one of the volunteers.

3. Explain to the volunteer that the first task is to count around the numbers from 1 to 12 in the correct order. Also explain that any mistake will result in failure.

4. The volunteer is likely to complete the task easily and quickly. Ask the rest of the delegates how long the task took. Agree that it was a matter of a few seconds.

5. Explain that you will allow up to 5 minutes to complete the second task (make sure you time it). Tell the volunteer to think of the numbers as words instead of numbers. Their task is to call out the numbers in alphabetic order. Once again, the first mistake results in failure. Make it clear that the volunteer is not allowed to work out the answer on paper first.

6. It is unlikely that your volunteer will be successful. Even if he or she manages the task they will do it with great difficulty.

7. Ask the group why the second task was so much more difficult than the first.

8. Although the volunteer was working with familiar information this was in an unfamiliar context. Working with twelve pieces of information in this way is more than our working memory can cope with.

Correct Answer to the second task...

Eight

Eleven

Five

Four

Nine

One

Seven

Six

Ten

Three

Twelve

Two

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Objectives:

This free training game is useful to demonstrate how difficult it is for our brains to cope with a lot of information without the benefit of writing it down.


ime Search - Free Training Game

Duration:

This free training game should typically last about 10 - 30 minutes dependent upon how you use the training game.

Intended for:

This training game works well as the basis for discussing time management. Participants are asked to find fifteen words, related to time management, hidden in a word search grid.

Contents:

A set of instructions including the Time Search Grid can be downloaded for free from the link at the bottom of this page. The basic instructions can be found below.

Resources Needed:

One time management word search grid (available for free from the link at the bottom of this page) for each participant or one for each team if you decide to arrange them into teams.

Instructions:

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1. Explain that there are 15 words related to time management hidden in the word search grid. The words are hidden vertically horizontally or on an angle. They may be found facing forwards or backwards.

2. Allow 5 minutes for participants to find as many words as possible. At the end of this time arrange for participants to share answers with each other.

3. Reveal the correct answers shown on the answer sheet.

4. If you choose to use the activity as a basis for discussion ask the participants what messages the 15 words might give about time management. What other words would they add to the list?

Objectives:

Use this training game as the basis of a discussion on the topic of time management.


mail Me - Free Training Game

Duration:

5 minutes set up and then 5 minutes post training.

Intended for:

This training game is a method of ensuring participants are engaged in the training that you have provided and ensures they are prompted to apply the learning back in the workplace.

Contents:

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A set of instructions for the training game, 'Email Me' can be downloaded for free from the link at the bottom of the page.

Instructions:

Explain to participants that you will be emailing them all after the training event. The email can come at a time of your choosing, but we suggest about 1 or 2 weeks later. Advise them that you will expect them to provide a quick response to this email as it is part of the training process. The reason for the email is to either…

1. Check their retention of knowledge by asking a couple of questions relating to the training course.

2. Check their application of the training by asking a couple of questions about how they have used the training.

Set a reminder in your calendar to email the participants and once you have done so, ensure they respond. If they do not, chase them to find out why and prompt them again.

This activity is useful to assist and support development of participants. It is also useful in organisations where managers are not as good at provide pre and post training briefings as the should be.

Objectives:

This training game is helpful to embed learning and generate recall and actions post training.


Twitter It - Free Training Game

Duration:

This free training game should last about 10 - 15 minutes.

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Intended for:

This training game tests participants knowledge of a given subject and helps them develop their ability to put it across in a succinct and clear way.

Contents:

A one page set of instructions for the training game, 'Twitter' can be downloaded for free from the link at the bottom of this page, or you can follow the notes below.

Overview:

Twitter is the social networking tool that has taken the world by storm. Used by celebrities and even royalty it has captured the imagination of all those that use it. The key feature of Twitter is that users have only 140 characters in which to get across their message. Consequently, users have to ensure they get to the point and deliver information in a clear, but concise way, which is the key concept of this training game.

Instructions:

Introduce the concept of Twitter to the participants and advise them that you would like them to use the 140 character concept to describe the learning element or topic you are focusing on. They should then spend some time developing a 'tweet' of 140 characters or less to get their message across. Once the participants have completed the task, ask them to read out their 'tweet' to the whole group.

Objectives:

Use this training game to test participants knowledge on a product or service and ensure that they appreciate how best to present the information in a succinct way.


Are You Listening? - Free Training Game

Duration:

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This is a flexible training game and can suit different timings. However, it is usually quite short.

Intended for:

Use this training game as a fun way of demonstrating that we could all benefit from improved listening skills. This training game is of course really useful during a training session on communication skills or other related topics.

Contents:

This one page instruction sheet for a listening skills training game can be downloaded by clicking on the link at the bottom of this page or you can follow the instructions below.

Instructions:

Ask one person to leave the room while the rest of the participants come up with a well known phrase, slogan or rhyme. Each participant must take one word from the phrase.

They call the person back into the room, shout “1, 2, 3” and then all at the same time shout out their word from the phrase.

The listener must make sense of the words and identify the phrase.

Of course the listener will find this very hard to do. They may ask for it to be repeated twice and after that they must guess. If they don't identify the phrase, they lose.

Objectives:

This training game is useful to demonstrate that listening skills can always be improved upon.


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