advanced training of trainers trainers guide

7/29/2019 Advanced Training of Trainers Trainers Guide

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Advanced Training o Trainers

Trainer’s Guide

Cathy Solter, Pham Thi Minh Duc, and Susheela M. Engelbrecht

Pathfnder International, Watertown MAMay, 2007



Table of Contents

AcknowledgementsNotestotherainer

Unit1:Introduction

Introduce the trainers and participants to each other.Dene the participants’ expectations o the course.Determine the trainees’ needs.Provide suggestions or eective participation in the Advanced Training of Trainers course.Introduce the goal o the training and the unit objectives.Review the exercises “Where Are We?” and “Reections.”

Unit2:AnalyzingtheNeedforraining Describe the importance o a training needs assessment.Explain the importance o clinical standards and guidelines.Summarize how to conduct a training needs assessment.Develop tools or a training needs assessment.Describe how to write a training needs assessment report.

Unit3:Planningforraining Describe the steps needed to plan or training implementation.Describe how to choose participants.Develop selected components o a training curriculum.Describe how to pilot test the training curriculum.Explain the importance o developing tools to assess

knowledge and skills.Explain how to choose a clinical training site.Explain how to develop a clinical training site.

Unit4:Implementingraining Demonstrate the our types o role-play.Demonstrate a variety o advanced brainstorming techniques.Demonstrate how to develop a case study.Demonstrate the technique o mind mapping.Demonstrate the use o advanced lecture techniques.

Demonstrate the use o advanced discussion techniques.Demonstrate the use o games and experiential learning exercises.

Unit5:Evaluatingraining Provide an overview o the our levels o evaluation.Develop tools or Level 1: Reaction Evaluation.Develop tools or Level 2: Learning Evaluation.Describe Level 3: Behavior Evaluation.Describe Level 4: Results Evaluation.

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Table of Contents: Continued

Unit6:rainingFollow-UpProvide an overview o training ollow-up.Develop tools or training ollow-up.

Unit7(Optional):WorkingwitharainingConsultant Hiring a training consultantEvaluate the training consultant ollowing training.Describe elements o the training report.

Appendix

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(or example, lecture, role-play, discussion) to be used and the time required to complete eachactivity.

o Te Appendix contains:- ransparencies;- “rainer’s ools,” including learning exercises, the pre- and post-tests, and CB skills

checklists; and

- A list o acronyms.• Te Participant’s Guide contains:o “Participant Handouts” or group exercises, case studies, and pre- and post-tests, as well as a

participant evaluation orm. Any handouts that are to be used in class are ound in this section.o Additional Participant Handouts in the Participant’s Guide are drawn rom the content in the

rainer’s Guide and can be used as reerence material by the participant. Te material should bephotocopied and available by the time training begins. Te materials may be given out at theend o each specic learning objective or all together at the end o the course.

GuideoSymbolsReerences to participant handouts, transparencies, and trainer’s tools occur as both text and symbolsin the “Methodology” section. Te symbols have number designations that reer to specic objectivesand the sequence within the specic objectives. Handouts, transparencies, and trainer’s tools arearranged in chronological order and correspond to the numbered symbols in the “Methodology”section.

rainer’sool ransparency ParticipantHandout



UNIT 1:

Introduction

Introduction:In order to train large numbers o service providers in high-quality reproductive health

service provision, it is necessary to have a cadre o trainers who can provide training onthe various contraceptive methods and other relevant topics, such as reproductive tractinections, inection prevention, and counseling. Te purpose o the Advanced raining o rainers module is to prepare service providers who have already passed through theraining o rainers course to ulll the role o health care trainers in national or NGOservice delivery systems.

Unit Training Objective:o prepare trainers to identiy the needs o course participants and establish the proper setting oreective learning.

Specic Learning Objectives:By the end o the unit, participants will be able to:. Introduce the trainers and participants.2. Dene the participants’ expectations o the course.3. Determine the participants’ needs.4. Provide suggestions or eective participation in the course.5. Introduce the goal and specic objectives o the training.6. Review the exercises “Where Are We?” and “Refections.”

Training/Learning Methodology:N DiscussionN Small group work N raining needs assessment

Major Reerences and Training Materials:N Brancich, C., Farrell, B. Advanced raining o rainers: Nigeria. International Health Programs/

Western Consortium or Public Health (IHP/WCPH), 990. Resource Requirements:

N NewsprintN Marking pensN Overhead projector

Evaluation Methods:N Participant reaction orm (end o module)N Continuous assessment o objectives being learnedN Pretest



2

Time Required: otal Course ime (including “Where We Are” and “Refections”): 38 hoursUnit : 3 hours

Materials For Trainers To Prepare In Advance:

. ransparencies:

1.1: Goal o the Course

1.2: Objectives o the Course

1.3: Te Course Divided into Units

2. rainers ools:

1.1: ool 1.1 Options or Ice Breakers

1.2: Pre/Post est Answer Sheet

3. Copies o Participant Handouts:

Specic Objective #2

1.1: Course Expectations

Specic Objective #3

1.2: Advanced raining o rainers raining Needs Assessment 1.3: Advanced raining o rainers Pretest

Specic Objective #4

1.4: Suggestions or Efective Participation

4. Prepare a list o the participants with their names, titles, places o work, and any other useulinormation, so you know something about them beore training begins.



3AdvAnced TrAining of TrAiners

Specic Objective #1: Introduce the trainers and participantsto each other.

Introducing Trainers and Px

Establishing Norms andHousekeeping

Introduction (30 min.):

Te trainer should:

N Greet Participants (Px) and introduceyoursel.

N Use rainers ool 1.1: Options or Ice Breakers to choose an exercise to

introduce trainers and Px to eachother.

Norms and Housekeeping (15 min.):Te trainer should:

N Ask Px to brainstorm norms or thecourse. Tese should include timesor breaks and lunch and starting andending times. Write a list o norms

like respecting others’ opinions, activeparticipation, etc.

N Divide Px into 5 small groups.N Assign each group to be responsible

or one day o the training. Explainthat on the day they are responsible,they will be expected to get Px back rom breaks and lunch on time,collect eedback rom Px and meet with trainers at the end o the day to

review progress and make suggestionsor improvement, prepare energizersor ater lunch, conduct the “Whereare We” exercise at the beginning o each day, conduct the “Refections”exercise at the end o the day, andother responsibilities the groupsuggests.

CONTENT: METhOdOlOgy:

UNIT 1



8 AdvAnced TrAining of TrAiners

1.1, 1.2, 1.3

Specic Objective #5: Introduce the goal o the training andthe unit objectives.

Workshop Goals and Objectives

Goal: To urther develop the training

skills o clinical trainers

By the end o this course, Px will be

able to:

1. Describe and demonstrate

competency-based trainingtechniques;

2. Develop training needs assessment

tools;

3. Develop training plans, course

materials (goals and objectives,

course outlines, training materials,

pre- and post-tests);

4. Develop and demonstrate the use o

clinical checklists;

5. Describe and demonstrate a variety

o advanced training methodologies;

6. Describe how to conduct training

ollow-up; and

7. Describe 4 levels o training

evaluation.

N Unit 1: Introduction

N Unit 2: Analyzing the Needs or

Training

N Unit 3: Planning Training

N Unit 4: Implementing Training

N Unit 5: Evaluating Training

N Unit 6: Training Follow-Up

Review o Goals, Objectives, andAgenda (10 min.):

Te trainer should:

N Show ransparencies 1.1: Overall Goal o the Course, 1.2: Course Objectives, and 1.3: Course Units .

N Review the training goals, objectives,and agenda with Px.

N Trough discussion, determine theclarity o objectives, agreement ordisagreement on objectives, and areasto consider or revision.

N Review the Px’ expectations with Px.

N Trough discussion, determine any gaps between Px’ expectations and the

goals/objectives o the training.N Pass out the training schedule and

explain it i necessary.


UNIT 1/OBJECTIVE #5




Specic Objective #6: Review the exercises “Where Are We?”and “Refections.”

Where Are We?

Starting each day with “Where are We?”

is our opportunity to share insights,

clariy issues, resolve problems, and

review important material we need to

remember so that each o us can get the

most out o the course and each day’s

experiences.

This is an opportunity to share insights,

clariy issues, resolve problems, and

review important material that the Px

need to remember so that everyone (Px

and trainers alike) can get the most out

o each day.

Problems identifed during the “Where

Are We?” session should be resolved

beore continuing (whenever possible),

since unresolved issues may hinder the

learning process or the Px.

Trainer Presentation (15 min.):

Te trainer should:

N Explain that the training should be asinteractive as possible and responsiveto the needs o the group. o do this, we will review what went well or

didn’t go well at the end o each day in an exercise called “Refections.” Also, to make sure we are on track, we use an exercise called “Where are We?”

N Explain the “Where are We” exercise.Each morning one Px rom theHousekeeping eam will review the highlights rom the day beore.Te exercise is not a review o the

previous day, but is used to identiy the highlights and main pointso each day’s experiences. Te Px conducting the review should use itas an opportunity to share insights,clariy issues, resolve problems, orreview important material. Problemsidentied will be resolved beorecontinuing.

NProvide each Px with two pieceso dierent colored paper. On onepiece o paper Px should write thetopic they ound most useul romthe previous day’s training and how they will apply the inormation totheir work. On the other piece o paper they should write a question


UNIT 1/OBJECTIVE #6




Refections

At the end o each day, take time tolook over what we have done to:

N Examine what it means to usindividually, and

N Explore how what we have learnedcan be applied in a broader setting.

Be sure to close each day’s activities with a session o “Refections” on the

day.

Make a note o the Px and trainers’eedback, and attempt to address ideasand concerns during the discussion andduring the ollowing days’ lesson plans.

or concept rom the previous day’straining that needs clarication. TePx conducting the exercise can help

group the second pieces o paper by topic.

N Explain that “Where Are We?” will bea regular eature o the beginning o each day during the training session.

(See Px Handout 1.4: Suggestions or Efective Participation.)


Te trainer should:N Review how the “Refections” activity

will be perormed.

N Explain that there are many ways toconduct this exercise.

N Pass out two colored cards at theend o each day to be completedanonymously.

N On card one, Px should write what

they liked about the day and what went well.

N On card two, Px should write thethings they did not like and that they hope will improve.

N Te “housekeeping team” and thetraining team will review the resultsat the end o the day. Te trainer willannounce the results the ollowing

day and will explain how the training team responded to the suggestions.

N Explain that in addition to the“Refections” exercise, Px shouldbring problems or concerns to theattention o the housekeeping teamor discussion with the training teamat the end o the day.

CONTENT: CONTINUEd

UNIT1/OBJECTIVE #6

METhOdOlOgy: CONTINUEd

1.4



12

Evaluation Methods:N Participant Evaluation FormN Where Are We?N RefectionsN Continuous assessment o objectives being learned

Time Required: 6 hours

Materials For Trainers To Prepare In Advance:

1. ransparencies:

2.1: Unit Objectives

2.2: Components of a raining Needs Assessment (NA) Report

2.3: Steps in Creating a raining Needs Analysis

2. Copies o Participant Handouts:Specic Objective #1

2.1: An Overview of raining Needs Assessment (NA)

2.2: Assessing the Need for raining

Specic Objective #2

2.3: Clinical Standards on Combined Oral Contraceptives

2.4: Care of the Healthy Newborn

2.5: Intrauterine Contraceptive Device

2.6: Care of the Mother and Newborn the First Day After Delivery

Specic Objective #3

2.7: Steps to Conducting a raining Needs Assessment

Specic Objective #4

2.8: raining Needs Assessment Example 1



Specic Objective #5 2.11: Writing a raining Needs Assessment Report

2.12: Sample raining Needs Assessment Report

3. Prepare a fip chart with the Steps Necessary to Conduct a NA.




methodology: CoNtINUedCoNteNt: CoNtINUed

UNIT 2/OBJECTIVE #1

N To determine causes o poor

perormance;

NTo determine content and scope o atraining;

N To determine desired training

outcome;

N To provide a baseline or

measurement; and

N To gain management support.




Specifc Objective #3: Summarize how to conduct a training needs assessment.

Training Needs Assessment

A Training Need Assessment (TNA)

aims to identiy providers’ gaps in

Knowledge, Attitudes and Skills (KAS)

between the present perormance and

the desired perormance.

A discrepancy between what exists and

what is needed is oten stated in terms

o what is necessary to perorm a job or

series o tasks.

The baseline/criteria oten used to

identiy the desired perormance are:

N Job descriptions, and

N National standards and guidelines.

It may also be necessary to interview

other stakeholders, like managers

or supervisors, to determine desired

perormance.

The KAS standards proposed need to

be so specifc and clear that they are

observable and measurable.

Once the KAS standards are

determined, a TNA is conducted to

identiy providers’ gaps in KAS.

What is KAS?

N Knowledge, which consists o

Discussion (15 min.):

Te trainer should:

N Introduce the session with theollowing question:

“In a certain province, the number o Reproductive ract Inections (RIs) in

IUD acceptors was increasing. Imaginethat you are the Reproductive Healthtrainer and you are asked to conduct a training course on IUD insertion ormidwives at the community level. Youhave many training options to chooserom. o determine whether a training intervention is the right one, what wouldyou do?”

N Ask Px or their ideas and print out

their ideas on fipchart.

N Supplement their ideas rom thecontent column at the let.

Brainstorming (10 min.):

N rainer should ask Px to dene KAS.

N Supplement their answers i needed.

Discussion (20 min.)

rainer should:

N Divide a fip chart into 3 columns andlabel them K, A, and S

N Ask Px to brainstorm what KAS a midwie should acquire so that shecan provide IUD insertion?


UNIT 2/OBJECTIVE #3




methodology: CoNtINUed

UNIT 2/OBJECTIVE #3

the inormation and understanding

necessary to perorm a job or task;

N

Skills, which consist o the practical,hands-on activities necessary to

perorm the job or task; and

N Attitudes, which consist o the

opinions and belies associated with

perorming a job or task.

Identiy Desired Perormance

Defne perormance in specifc and

measurable terms. The purpose o this review is to identiy the general

knowledge, skills, and attitudes

required to do the job. Good defnitions

o perormance have the ollowing

qualities:

N They state the accomplishments and/

or behavior o the perormer;

N They are observable;

N They are measurable;N They can be agreed upon by

independent observers;

N They give a clear, unambiguous, yes-

or-no answer to “Do they or don’t

they?”; and

N They are under the control o the

perormer.

For each statement o desired

perormance, you need to identiy a

perormance indicator that describes a

quality, quantity, time, or cost. Once

you have decided on the measurable

indicators or the perormance in

question help the group set targets or

each indicator.

N Write their ideas on the fipchart.

N Sum up the exercise by saying that

KAS are the criteria that are neededor desired service perormance.


Te trainer should:

N Ask i any Px have conducted a NA and ask them to share theirexperience.

N Put up the fip chart prepared with

the steps to conducting a NA.

See Px Handout 2.7: Steps to Conducting a raining Needs Assessment.

Group Work (25 min.):

Te trainer should:

N Divide Px into three groups

N Ask each group to review one part o

Px Handout 2.7: Steps to Conducting a raining Needs Assessment .

Assign:

Group 1 : Steps 1 & 2

Group 2: Steps 3 & 4

Group 3: Steps 5 & 6

N Ask a speaker rom each group todebrie what they have reviewed. (15

min.)

Group work (30 min.):

N Ask each group to ocus on steps2 and 3 and answer the ollowing questions:

N What methodology would you use

CoNteNt: CoNtINUed

2.7




methodology: CoNtINUed CoNteNt: CoNtINUed

UNIT 2/OBJECTIVE #3

Identiy Actual Perormance

In the previous stage, the team defned desired perormance in specifc and

measurable terms. Using those same

indicators and measures, assess what

knowledge, skills, and attitudes

providers currently possess (the current,

or actual, perormance).

N Decide on methodology,

N Develop assessment tools,

N Collect the data,

N Compile the data,

N Analyze the data,

N Conduct a cause analysis, and

N Identiy possible perormance

improvement solutions.

Steps to Conduct a TNA

Step 1: Identiy the problem.

To identiy the problem, the desired

perormance must be determined and

compared to the actual perormance.

Step 2: Decide on methodology.

Who or what should be assessed?

Sample size? What methods should be

used?

N Analyze answers to personal

questionnaires.

N Interview key persons.

N Conduct ocused workshops with

sta in charge o providers/acilities

where training will be conducted.

N Review recent key publications.

or the NA?

N What assessment tools would you would use or the NA? (allow 20

min.)

Write the result o the group discussionson a fipchart. Ask Px to read theirfipchart and give eedback. (10 min.)



27AdvAnced TrAining of Tr Ainers

3.4

Specifc Objective #2: Describe how to choose participants.

Beore any training takes place, thecriteria or selection o trainees should bedeveloped.

Why are these needed?

o choose:

N An appropriate number o Px,

N Only those Px who have the necessary clinical skills required or the training,

N An appropriate mix o trainees withsimilar skill levels and proessions sothat the training is appropriate oreveryone,

N Px who are able to stay or the wholetraining, and

N Px who will be able to practice their

skills immediately ater the training.

Solutions to Some CommonProblems

N Provide written criteria or theselection o Px to all possibleapplicants.

N Make sure the selected Px have aninterest in providing reproductivehealth services and that they have theappropriate clinical background tolearn the new skills.

N Get assurances rom those more seniorto the Px that they will be able topractice their new skills. Tis may bethe clinic manager, the supervisor, or


Te trainer should:N Introduce the activity by asking Px

what barriers they oten meet whenchoosing Px and their solutions toovercome these barriers.

N

Suggestions are written on a ipchart.Supplement their answers with thematerial in the content section.

N Sum up by asking why criteria orPx choice is important and what theconsequences o ailing to use themmight be.

N Write the criteria on a ip chart.N Pass out Px Handout 3.4: Selecting

Participants .

CONTENT: mEThODOlOgy:

UNIT 3/OBJECTIVE #2




Specifc Objective #3: Develop selected components o atraining curriculum.

Development o a training curriculumis an important step in the process o planning a training. It consists o 5 basiccomponents :1. Goals/Objectives/ Activities2. raining/Learning Methodology 3. ime Line4. Materials and raining Aids

5. Course Evaluation

Developing Learning Objectives1. Importance o learning objectives:N Tey serve as the basis or the design

o the whole instructional plan,including determining appropriatetraining content, methodology, andsite;

N Tey are used in assessing a training;and

N Tey are used to acilitate activelearning.

Levels o ObjectivesTere are 2 levels o objectives: generaland specic.

Lecturette (10 min.):

Te trainer should:

N Show ransparency 3.3: Five Basic Components of a raining Curriculum.

N Introduce the 5 basic components o a training implementation plan

N Distribute Px Handout 3.5: Example from an IUD Curriculum and explainthat these are just the rst severalpages o the rst unit o the module.

N Divide Px into 3 groups to discuss thehandout. Allow them 10 minutes toanswer the ollowing question, “Whathave you learned rom this example”?

N Ask each group to present what they

have learned rom example (10 min.).

Group discussion (10 min.):

Te trainer should:

N Introduce the activity by asking Px i they know what objectives are and why they are important.

N Write the Px’ responses on a ip chart

as they contribute.


N Te trainer should introduce the2 levels o objectives. Pass out Px


UNIT 3/OBJECTIVE #3

3.3

3.5




mEThODOlOgy: CONTINUED

UNIT 3/OBJECTIVE #3

A general objective describes thosetasks that Px will be able to do ater

training. General objectives are related toproessional jobs or tasks.

A specic objective describes what thePx will know or be able to do ater thecompletion o a section o training. Tisis also known as the KAS, or knowledge,attitudes and skills, required to achievethe primary objective.

How to Write a Learning ObjectiveTere are 4 main components to writing a specic objective:

1. Identiy when the knowledge orperormance is to be demonstrated.

Speciy the section o training to becompleted to demonstrate the expected

level o knowledge, behavior, orperormance.

For example: Te trainee will be ableto do X ater completing this chapter,module, course, session, or lesson.

2. Identiy who is to demonstratecompetency.

Te trainee is identied as part o thespecic objective. Tis may be a Px,trainee, or clinician.

For example: Ater the training, thetrainee will be able to do X.

3. Provide a description o the expected

Handout 3.6: Writing Learning Objectives .


Te trainer should:

N Describe the 4 main components to writing a specic objective.

N Ask Px to read Px Handout 3.7:Examples of Objectives .

N Ask them to review the objectivesand critique them. Do they have all

o the 4 components?


Te trainer should:

N Divide white board into two columnslabeled: Good and Bad.

N Explain that the action verbs usedmust be objective and they must bemeasurable.

N Ask Px what action verbs shouldand shouldn’t be used in writing objectives. (Each should write at leastone verb that should be used and onethat shouldn’t.)

N Identiy the words that work well with knowledge, attitude, or skills

CONTENT: CONTINUED

3.7

3.6




mEThODOlOgy: CONTINUEDCONTENT: CONTINUED

UNIT 3/OBJECTIVE #3

perormance.

Tis portion o the objective states

what the individual will know orbe able to do. Tese are the majorknowledge, skills, and attitudesidentied during the needs assessment.Te statement should begin withan action verb which is ollowed by the object o that action. Examplesinclude:N Counsel a client.N Insert an IUD.

N Perorm an MVA procedure orpostabortion care.

N Sterilize instruments using a steamsterilizer.

N Identiy indications andprecautions to the use o DMPA.

4. Describe how well the perormancemust be demonstrated.

Indicate when Px will be testedor evaluated to measure theirunderstanding o the knowledge andskills presented in the section o training. A standard or perormancemust be included in the objective.Examples include:N With 90% accuracy.N As outlined in the competency-

based checklist.N By scoring 85% or more on the

midcourse questionnaire.

Training MethodsOnce objectives, practice, andeedback are incorporated into thecourse design, the next step in the

objectives. Write a K, A, or S next toeach. A ew action verbs may be usedmore than once.


Te trainer should:

N Divide Px into 3 groups

N Ask each group to write 1 general and4 specic objectives or a training topic o their choice.

N Write objectives on ipchart paper

(20 min.).N Ask Px to read their objectives and

give eedback (10 min.).


Te trainer should:

N Ask Px how they choose the training




design process is to select the methods orthe actual training. Tere are many methodsrom which to choose. When selecting

a training method, answer the ollowing questions:N Is this method appropriate or the

objectives?N Are there sufcient trainers available to

use this training method?N Are there resources available to use this

training method?N Are clinical acilities required?N What is the projected size o the group to

be trained?N Is a special classroom arrangement

required?N Is this method appropriate or group

training, individualized training, or both?N What times are available or training?N What is the background o the Px?N Will the methods selected stimulate

interest and provide variety?

Training Materialsraining materials are critical in the delivery o training. Teir eective use can ensurethat a variety o learning stimuli are usedduring training. Integrating dierent typeso materials into training will help maintainthe interest and attention o Px. Also, each

person in a training course will have a dierent learning style. By using a variety o training materials the trainer is more likely to meet the needs o all Px.

Some concepts and principles are bestpresented through the use o specicmaterials. When selecting training materials,

methodologies they use when doing training.

N Write their responses on a ip chartas they contribute.

Group work (20 min.):Te trainer should:

N Divide Px into 3 groups.

N Ask Px to read objectives andmethodologies in example 3.1.

N Px give their view i the choice o

methods in these two examples areappropriate.

N What methods are used or whatobjectives (10 min.).

N Groups debrie their result (10min.).

N Px read objectives and give eedback (10 min.).

N Give Px Handout 3.8: raining

Methods and Materials.


Te trainer should:

Ask Px:

N Why training materials areimportant to Px and trainers?

N When conduct training, what

sources o materials are chosen?N What kinds o materials are used?

CONTENT: CONTINUED mEThODOlOgy: CONTINUED

UNIT 3/OBJECTIVE #3

3.8




Developing a Course ScheduleTe course schedule/agenda is a day-by-day description o all training activities.Px are given the course schedule so they can see the sequence o course activities.Inormation appearing on a courseschedule includes:N Te course name,N Days o training (days o the week

and/or day number),

N ime blocks or all training activities,and

N A brie description o all training activities.

Inormation or the nal course scheduleis obtained rom the course outline. Tetrainer may develop the initial courseschedule beore starting on the courseoutline. As the course outline evolves,

the course schedule may change until thenal schedule is produced.

be the next step in the process.

Te trainer should:N Discuss the components o a course

schedule.

N Divide the group into the same 3groups. Pass out copies o Px Handout 3.11: Sample IUD Course opics.

N Explain that the handout has thetopics and times or the IUD coursethey have been developing. Ask them

to use the handout to develop a course schedule. Allow 45 min. Writethe course schedules on ip chartpaper and post them on the wall.

N Reconvene the larger group and spend10 minutes viewing and critiquing the course schedules.


UNIT 3/OBJECTIVE #3

3.11




Specifc Objective #4: Describe how to pilot test the training curriculum.

Pilot Testing a Curriculum

Beore you implement a new training curriculum, it should be pilot testedin one location to evaluate whether theobjectives, content, time allocation,materials/ training aids, and tools orassessment are appropriate or not.

I it is implemented on a large scale without pilot testing, health careproviders trained may not be ully capable o providing high quality care.

Steps to Pilot Test a Curriculum

1. Hold a trainers’ workshop to nalizethe curriculum, including; objectives,

content, module/ material, training site, materials or aids.

2. As a training is piloted, a secretary should keep good noteso the training times, content,methodologies, time management,and eedback rom Px. Te trainershould record all learning activities,exercises, or content that need to be

changed, as well as reactions rom Px.3. As part o evaluating the training,

tests are given to Px to evaluate theirprogress ater certain training topics.Feedback on content, methodology,handouts, time allocation andtraining site, materials, and training aids rom Px are collected.

Group Discussion: (10 min.):

Te trainer should:

N Ask Px what the consequences mightbe i a new training curriculum was widely implemented without pilottesting it rst.

N Write the Px’ responses on a ip chartas they brainstorm.


Te trainer should:

N Give a short presentation on the stepsneeded to pilot test a curriculum.

NAsk Px to add any ideas.

N Pass out Px Handout 3.12: Pilot esting a Curriculum.


UNIT 3/OBJECTIVE #4

3.12




level o difculty.

N Te Px need a complete

understanding o the ground rulesunder which they will take the test.

Ater the test is assembled and thedirections are written, it is a good policy to review each part critically. Te designershould consider each item rom the Px’point o view. Te grammar should bechecked and the ollowing questionsasked:

N Are there questions that cover all theobjectives covered by this test?

N Does the number o test itemsadequately reect the amount o timespent per objective?

N Is the number o items included inthe test in direct proportion to theirimportance in training?

N Does each item really measure the Px’

attainment o the objective? I not,how could it be revised to do so?

N Is each set o directions clear? Do thedirections apply to every item in thegroup, or do some items require spe-cic directions?

N Is there plenty o space to write theresponse?

N Are tricky, obvious, or irrelevant ques-

tions avoided?N Is each item separate and independent

rom the rest o the items?

N Are similar items grouped together?

N Is the test designed so that it is easy toscore?

N Will Px be provided with meaningul

N Complete the lecture by discussion how to standardize test

administrationN Ask i Px have any urther questions.


UNIT 3/OBJECTIVE #5





UNIT 3/OBJECTIVE #5

eedback about their answers?

When possible, the test should be

pilot tested beore it is used in regulartraining programs. Ater the test has beenadministered to 1 or 2 groups o Px, thedesigner needs to analyze and improve it.Te weaknesses that are revealed shouldbe corrected and the test continually revised.

Administering a Knowledge-BasedAssessment

It is important or the trainer to maximizethe test-taking perormance o eachPx being tested. I the administrativeprocedures or one group are changedslightly rom those used with anothergroup, neither group may obtain itsmaximum perormance. Standardprocedures become very important whencomparisons are made among training

groups.

rainers should prepare themselves beoretesting by ollowing these suggestions:

N Review the test procedures;

N Make certain that the testing room isready;

N Make sure that supplies or the test areadequate;

N Make arrangements so those Px being tested will not be interrupted;

N Rerain rom any special coaching on the subject matter o the test inan attempt to reduce anxiety andrustration;

N Rehearse by reading the directions; and


Te trainer should:N Start the lecture by asking Px to

describe how they prepare themselvesbeore administering a knowledge-based assessment (test). Complete thediscussion with inormation ound inthe content.

N Ask Px what actors can aecttest administration. Complete thediscussion with inormation ound inthe content.

N Discuss how to standardize procedures when administering tests.

N Ask or questions.




N ry to anticipate the questions thatmight be asked beore the test begins.

Several actors aect test administration.Tese include:

N Setting time limits;

N Establishing adequate testing conditions;

N Orienting Px; and

N Providing or practice.

Competency-Based Assessments

Competency-based tools need to evaluatesuch skills as communication, counseling,problem-solving, and organizationalmanaging as well as the clinical skills o the providers. Te most common toolsare checklists and case studies, whichteach a wide variety o skills and activitiesin a realistic job-related situation andmake evaluation o perormance moreobjective.

Te advantages o competency-basedassessments are that they:

N Ensure that training is based on a

standardized procedure;

N Help standardize training materials;

N Form the basis o trainerdemonstrations;

N Function as a sel- or peer-assessmenttool;

N Ensure that all Px are having theirskills measured according to the samestandard; and


Te trainer should:

N Ask Px what skills are needed ora competent provider to provideservices to their clients.

N Write the Px’ responses on a ip chartas they brainstorm.

Te trainer should raise anotherquestion:

N When conducting a training, what

tools are usually used to evaluatethese skills?

N Px respond. Complete theinormation with the knowledge inthe content.


Te trainer should:

N Ask Px to list the advantages o using competency-based assessments.Complete discussion withinormation ound in the content.

N Ask Px to list the limitations o using competency-based assessments.Complete discussion withinormation ound in the content.

N Ask Px to look at Px Handout 3.14:

Sample Competency Based Skills Checklists and discuss the dierentrating systems used in competency-based assessments—ask them to look at the learning guide and checklistrating scales.

N Ask Px what dierences they notice


UNIT 3/OBJECTIVE #5

3.14




mEThODOlOgy: CONTINUED CONTENT: CONTINUED

UNIT 3/OBJECTIVE #5

N Provide a basis or ollow upevaluations o trained clinicians.

Te limitations o competency-basedassessments are that they:

N Require time and eort to develop;

N Must be used by clinical trainers whoare procient in the clinical procedureor activity to be learned;

N Require an adequate number o skilledclinical trainers to conduct the training

because competency-based clinicaltraining usually requires a one-on-onerelationship.

wo types o rating systems that canbe used when designing competency-based skill development and assessmentinstruments are numerical or multileveland pass/ail.

NA numerical or multilevel rating scaleassigns numbers to specic levels o perormance. Tis allows trainers andPx to easily measure their progress inlearning clinical skills or activities overtime, and such scales are typically used with learning guides.

N A second type o rating scale is theyes/no (e.g., pass/ail, satisactory/unsatisactory) system, which oten

is used with checklists. As the Px perorms each step o the procedure oractivity, the evaluator (clinical trainer)“checks” whether or not the step hasbeen satisactorily completed.

between the learning guide and thecompetency-based skills checklist.

N Explain that many organizations and

preservice institutions use learning guides when rst introducing new skills. Te learning guides are muchmore detailed than the checklists andhave broken the skills down to nerdetails. Te learning guides are goodor learning, but may not be practicalor evaluation.




Specifc Objective #7: Describe how to develop a clinical training site.

Proper preparation o a training site orclinical training is essential to ensureoptimal conditions or training andtranserring knowledge and skills to Px.Te steps to be taken in the process o preparing a site are listed briey below.

Steps in Developing a Clinical

Training Site

1. Discuss the process that will beneeded to prepare the site or a clinicpracticum with the clinic sta.

N Select an appropriate team to makethe site assessment.

N Te purpose o the assessment will

be to determine what needs to bedone to prepare the site or a clinicalpracticum.

N Brie the assessment team on what youplan to do.

N Discuss the steps in the perormanceanalysis.

2. Decide what you will need at the

acility to make it a practicum site (allo the things listed in the previousobjective).

N Patient mix and volume

N Equipment, supplies, and drugs

N Supportive sta

N Protocols and correct procedures

Group work: (30 min.):

Te trainer should:

N Ask Px to brainstorm the steps toollow when preparing a clinical siteor training activities.

N Write the Px’ responses on a ip chart

as they brainstorm.N Complete the steps with any that are

missing.

Distribute Px Handout 3.16: Steps inDeveloping a Clinical raining Site andgive Px 5 minutes to read.

N Review the answers and give Px a chance to ask questions.

N Summarize by saying that developing the clinical training site will enhancethe quality o the training activity andmake it more likely that the Px willtranser newly acquired knowledge,skills, and attitudes in their place o work.

N rainers should identiy activities(written on a ipchart).

N Ask Px to match them with steps in

selecting a clinical training site.


UNIT 3/OBJECTIVE #7

3.16




UNIT 3/OBJECTIVE #7


N ransportation

N Clinical supervisors

3. Conduct an analysis o the currentsituation in the acility.

N Site assessment---what is currently available?

N Look at existing perormance data andreview records.

N Use inventory checklists.

N Use observation checklists to observe

procedures and sta perormance.

4. Dene the gap between the currentsituation at the acility and what isneeded to make the it a good practicumsite.

N Meet with assessors and clinic sta.

N Dene what will be needed.

5. Perorm a cause analysis.

N Work with clinic sta to nd thereasons or the gap.

6. Select interventions.N Work with the sta to decide on

interventions and prioritize them.

7. Plan interventions

N Create an action plan.

N Include who will do it, the resourcesneeded, a deadline, and determine how to monitor progress.

8. Make the changes.

9. Monitor and supervise the changes.



Evaluation Methods:N Participant Reaction FormsN Where Are We?N ReectionsN Continuous assessment o objectives

ime Required: 11 hours 25 minutes

Materials or rainers to Prepare in Advance:

1. ransparencies

4.1: Unit Objectives

4.2: ips or Mind Mapping

4.3: Active Knowledge Sharing 1

4.4: Active Knowledge Sharing 2

2. Copies o Participant Handouts:

Specic Objective 1

4.1: Role-Plays

4.2: Checklist or Evaluating Role-Plays

Specic Objective 2

4.3: Brain writing 6-3-5 Specic Objective 3

4.4: Case Study

4.5: Checklist or Case Studies (2 copies per participant)

Specic Objective 4

4.6: Mind Mapping

Specic Objective 5

4.7: Encouraging Participation

4.8: Lecture Variations

Specic Objective 6

4.9: Discussion Variations

Specic Objective 7

4.10: raining Games and Exercises


http://slidepdf.com/reader/full/advanced-training-of-trainers-trainers-guide 58/13549AdvAnced TrAining of TrAiners

new material together. Ask PX theollowing questions:

How did you decide you were gong tocommunicate your original piece o inormation?

What is the value o this activity?

N Give each Px 3 copies o Px Handout 4.2: Checklist or Evaluating Role-Plays. Explain that these checklists willbe used to evaluate the role-plays they

will observe.N Divide Px into their original groups.

N Give groups 15 minutes to preparea 5-minute role-play similar to thetype o role-play they were originally assigned.

N Give each group 5 minutes to presenttheir role-play and 5 minutes todiscuss the process o the role-play.

N Ask Px to use the checklist toevaluate each role-play and share theevaluations with the team conducting the role-play.

N At the end o each role-play ask Px tocomment on what the advantages anddisadvantages o that type o role-play are and when they might use it.

N Ask Px i they have anything to add.

N Finish by asking Px to brainstorm tipsor conducting a role play. Completetheir list rom the content on the letside o the page.

UNIT 4/OBJECTIVE #1

N Te Spontaneous Role-Play is used by the trainer during a general discussion

to demonstrate an approach or a way to handle a situation. Ratherthan being planned, it occurs to thetrainer “spontaneously” as he or she isacilitating a discussion.

N Te Rotating rio Role-Play gives eachperson in a group o 3 a chance to play a dierent role. Te role-play consistso 3 dierent rounds. Each round may be the same and acted out in a dierent

way or a dierent scenario can becreated or each round. Te third personin a group oten acts as an observer whocomments on the role-play.

ips or Conducting a Role-Play

N Be clear about the objectives o the role-play and communicate them clearly tothe Px. Make sure that they understand

that the purpose o the role-play is topractice the skills they have learned.

N A roleplay can never be successul i Px are araid or embarrassed. Make surethat Px understand what the correctbehavior they are demonstrating shouldbe. For example, i a counseling role-play is presented, make sure Px know what good counseling should be like.


4.2


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Specifc Objective #2: Demonstrate a variety o advancedbrainstorming techniques.

Te term brainstorming has gainedcommon usage in the English language asa generic term or creative thinking. Teconcept o brainstorming is a generating o ideas in a group situation based on theprinciple o suspending judgment—a principle which scientic researchhas proved to be highly productive in

individual as well as group eort. Tegeneration phase is separate rom the judgment phase o thinking.

Tere are many variants o brainstorming,although the basic rules are the same.

N Classic Brainstorming: Te purpose isto bring out as many ideas as possible,as quickly as possible, withoutcensoring them.

NRawlinson Brainstorming: Teacilitator describes the problem andthen tells ways s/he has used to solvethe problem that have ailed. Teacilitator then asks Px to oer othersolutions.

N Imaginary Brainstorming: Bra instormimaginary solutions to an imaginary problem and then apply thesesolutions back to the real problem.

N rigger Brainstorming: Dene theproblem and have each Px writedown a list o solutions. Have therst Px read his or her list o solutionsand then pass the list to the nextperson. Have the next person add any solutions on his or her paper that were

Learning Exercise (30 min.):

Te trainer should:

N Ask Px how many o them have usedbrainstorming in training.

N Ask 1 Px to explain brainstorming.Be sure that s/he emphasizes that in

brainstorming, every idea oered by Px is accepted and written down. Any processing o the ideas should comeater the brainstorming has ended.

N Pass out Px Handout 4.3: BrainWriting 6-3-5 .Explain how brain writing 6-3-5 is done and that theproblem statement or this exercise will be to “Tink o how many waysthere are to use a paper clip.” Ask Px write 3 ideas on the top row o thehandout in a complete and concisesentence (6-10 words). At the endo 5 minutes (or when everyone hasnished writing), they should passthe worksheet to the person on theirright. Tey should then add 3 moreideas to the new sheet they have beengiven. Continue the process until

several lines have been completed.Explain that the name Brain writing 6-3-5 comes rom the process o having 6 people write 3 ideas in 5minutes. When this is done, a total o 108 ideas will be generated.


UNIT 4/OBJECTIVE #2

4.3



Group Work (1 hour):

N Using either colored slips o paper or

candy with dierent wrappers, assignPx to 3 dierent groups.

N Assign each group a brainstorming method (Rawlinson, Imaginary, orNegative Brainstorming).

N Give each group 15 minutes toprepare their assigned brainstorming technique to demonstrate to the class.

N Ask each group to carry out their

brainstorming exercise.N Process the activity by discussing the

ollowing questions:

o What type o brainstorming was being demonstrated?

o When might it be appropriate to use each type o brainstorming technique and with what type o Px?

o Is there a situation when some

o these techniques would not be appropriate or would not work well?

N Summarize by saying that thesebrainstorming exercises are supposedto assist the trainer, not make training activities more complicated or use upprecious training time.

CONTENT: CONTINUED

UNIT 4/OBJECTIVE #2 mEThODOlOgy: CONTINUED

not already mentioned and then pass the paper to the next person. Te idea is that

one person’s list will “trigger” new ideasor the next person.

Tere are several variations o triggerbrainstorming. One variation is using “idea cards.” Each person, using Post-it notes orsmall cards, writes down ideas, and placesthem next to the person on his or herright. Each person draws a card rom theirneighbor’s pile as needed or inspiration.

When a person draws a card, he or she adds a new idea to the card and passes it along.

A second variation is the “brainstorming pool,” where each person, using Post-it notesor small cards, writes down ideas and placesthem in the centre o the table. Everyone isree to pull out 1 or more o these ideas orinspiration. eam members can create new ideas, variations or add on existing ideas.

N Brain Writing 6-3-5: Each person is givena worksheet with a problem statement onthe top. Each person writes 3 solutions onthe rst line o the matrix and passes their worksheet to the person on their right.Each person adds 3 more ideas to the new sheet and passes it on. I 6 people ll outthe worksheets there will be a total o 108ideas generated by the end o the process.

NNegative (or Reverse) Brainstorming:Tis requires a signicant level o eortanalyzing a nal short-list o existing ideas. Examining possible ailures worksvery well when an idea is very new orvery difcult to implement. Negativebrainstorming consists o a conventionalbrainstorming session that is applied to




UNIT 4/OBJECTIVE #2

questions such as, “What could go wrong with this project?” For example, clinicsta would like to increase the number o

clients coming to their clinic. Tey havebrainstormed a long list o ideas and thendiscarded many. Now they are down toonly a ew good ideas they might like totry. Tey use “negative brainstorming” toidentiy what might go wrong with each o these ideas.



UNIT 4/OBJECTIVE #3

Specifc Objective #3: Demonstrate how to develop a case study.

What is a Case Study?

A case study is a training method thatreers to a realistic account o a problemand how it is handled. It uses problemsolving to reinorce Px’ knowledge. Likeother experiential learning activities,it enhances retention, recall, andthe application o knowledge to realsituations. Te primary advantage o a case study is that it ocuses on a realsituation.

wo ypes o Case Study

1. Full Inormation: In this type o casestudy all o the relevant inormationor preparing the case study is given atthe beginning.

2. Incremental: Here, the inormation isgiven in stages. When the Px nishes1 section o the case study, the sectionis discussed thoroughly beore moving on to the next section.

Advantages o the Case Study as araining Method

N It is participatory and encourages Px interaction.

N Case studies use realistic and relevantcases that relate directly to Px’ work.

N Px learn that there may be dierentperspectives or solutions to theproblems presented in the case study.

Presentation and Group Work:(3 hours)

Te trainer should:

N Introduce the activity by reviewing what a case study is.

N Brainstorm guidelines or writing case

studies.N Complete any content they may have

missed.

N Hand out Px Handout 4.4: Case Study .

N Divide Px into 3 groups. Allow 1hour or each group to develop a casestudy, ollowing the guidelines. Ask Px to put the key points rom the case

study on a ip chart.N While the Px are working, pass out

Px Handout 4.5: Checklist or Case Studies. Give each person 2 copieso the checklist explaining that whenthey present, they will be evaluatedusing the checklist.

N Reconvene the group. Ask Px toevaluate each case study using the

checklist.N Allow 10 minutes or each group to

present their work and another 20-30minutes to discuss each case study.Include checklist results as part o thediscussion.

N Ask Px what steps they would gothrough to use case studies in their


4.4

4.5



N Provide discussion questions or guides or Px to ollow. Tis guides the Px and preventstime rom being wasted. Use bothocused and open-ended questions.

How to Use Case Studies in raining

Step 1: Provide the case study scenario.

Step 2: ell Px what you expect them tolearn rom the case study. (Give them thelearning objective.)

Step 3: Give them time to learn and absorb

the details o the study and to think abouthow they might solve it.

Step 4: Guide the group through thediscussion o the case study. o do this:

N Divide the group into smaller groups.

N Ask each group to select a note taker.Explain to the note taker how you expectthings to be arranged on the ip chart.

N Give out guide questions or the case

study.

N Give the groups time to carry out a discussion and summarize the results.

Step 5: Bring the groups together and ask them to present their results.

Step 6: Summarize and bring together theresults o all o the groups.


UNIT 4/OBJECTIVE #3



4.2

Specifc Objective #4: Demonstrate the technique o mind mapping.

What is Mind Mapping?

Mind mapping is a orm o brainstorming. Just like regularbrainstorming, the purpose is to generateas many ideas as possible without worrying about the quality o the ideas.Te dierence is that in this orm o brainstorming, the ideas are mappedout, rather than written in linear ashion.Tere are several ways to do mindmapping.

1. Put two large pieces o ip chart papertogether to orm a square. You willneed a large space to write on.

N

Write the problem in the center anddraw a circle around it.

N Identiy the major components o theproblem by brainstorming, and writeeach o these on a line coming out o the circle like the spokes on a wheel.

N As the brainstorming about each o these major components continuesand becomes more detailed, draw branches o o these lines to recordthe details.

N I you want, add images next to yourmain line that illustrate what eachline means to you. (Some peoplethink better with pictures, others with words).


Te trainer should:

N Ask Px i they have ever used mindmapping.

N Distribute Px Handout 4.6: Mind Mapping .

N Give a brie lecture on uses o mindmaps and the advantages o using a methodology that does not uselinear notes and steps. Use the mindmapping technique to conduct thelecture.


Te trainer should:

N Use ransparency 4.2: ips or Mind Mapping to outline tips or mindmapping.

N Ask Px i they have questions.

Skills Practice (45 min.):

Te trainer should:

N Divide Px into pairs. Provide eachpair with a sheet o ip chart paper. Ask each pair to choose a topic anduse mind mapping to explain theirtopic.

N Allow Px 30 minutes to developtheir mind maps. When they havecompleted their mind maps, ask them


UNIT 4/OBJECTIVE #4

4.6



N You can do the brainstorming very systematically rom the centeroutward, one spoke at a time, or jumprom place to place as ideas develop.Ideas that are linked should berecorded o o the same line or neareach other.

2. Another orm o mind mapping works well when you have 2 maincomponents, such as the advantagesand disadvantages o something. In

this orm o mind mapping the shapeo a tree is used with the main topicas the trunk and the 2 main branchesas the advantages and disadvantages.It can also be used to map out morethan 2 major components, but thespace is more limited because o theshape o the tree.

ips or Mind Mapping N Use just key words, or where possible,

images.

N Start rom the center o the page and work out, or rom the bottom up i you are using a tree.

N Make the center a clear and strong visual image that depicts the generaltheme o the map.

N Underline or highlight the things you want to stand out.

N Leave lots o space.

N Create sub-centers or sub-themes.

N Put key words on lines.

N Print rather than write in script.

to post their mind maps on the wall.

N When everyone has nished, conducta tour o the mind maps.

N Ask or questions.

N Summarize by reiterating the uses o mind mapping.


UNIT 4/OBJECTIVE #4



Mind maps use just key words andkey images, allowing a lot moreinormation to be put on a page.

N Because mind maps are more visualand show associations between key words, they are much easier to recallthan linear notes.

N Starting rom the center o the pagerather than top-let corner allows youto work out in all directions.

N Te organization o a mind mapreects the way your own brain

organizes ideas.

N Mind maps are easy to review. Regularreview reinorces memory.

N We remember what stands out. Te way mind maps are laid out allowsyou to make key points stand outeasily.


UNIT 4/OBJECTIVE #4



Specifc Objective #5: Demonstrate advanced lecture techniques.

Active Knowledge Sharing

N A lecturer speaks at the rate o 125-150 words per minute.

N People can listen at the rate o 400-500 words per minute.

N People remember 15%-25% o what

they hear, 50%-55% o what they hear and see and 80% –85% o whatthey hear, see, and do.

Encouraging Participation

Any discussion or lecture can becomemuch more interesting i Px participate.Te trainer’s behavior can eitherencourage or discourage participation.

rainers do this through:

Nonverbal Communication: Eye contact,head nodding, posture, body movement,smiling or rowning.

Verbal Communication: What you say andhow you say it can either encourage ordiscourage participation.

Praise or Encouragement: What you say

and how you say it can either encourageor discourage participation. Use simple words o encouragement like, “I’m gladyou brought that up.” “What a goodidea.” Or, “Good point.”

Accept or Use Ideas: Build on ideas oeredby Px.


Te trainer should:

N Explain that there are many reasons why trainers like to lecture. Lecturesare easy to prepare, they save timebecause you can cover a lot o material

in a short time, and it is easy or thetrainer to maintain control o thesituation.

N Show ransparencies 4.3 and 4.4 on Active Knowledge Sharing . Ask Px i they can ll in the blanks. Tenprovide the answers.

N Ask Px, i we know this evidence, why would we lecture. elling is not

training. People learn best by doing,not by being told.

N Explain that there are ways to makelectures more interesting and help Px learn more by making the lecture intoa discussion and including Px.

N Review some o the ways o encouraging participation oundin the content and ask Px to giveexamples.

N Explain that encouraging participation is not always easy.

Working in Pairs (30 min.):

N Divide Px into pairs. Ask them toread the situations in Px Handout


UNIT 4/OBJECTIVE #5

4.3, 4.4



Accept Feelings: Use statements that show you accept eelings or ask or claricationo eelings.

Varying lecture techniques can increaseparticipation in lectures, increase interestin the subject being taught, and improveeectiveness o the presentation. Somevariations in lecture techniques include:

N Te Card and Chart echnique

is a combination o lecture andbrainstorming. It’s a way to organizebrainstorming ideas into categories orcomponents. Tis technique is used inthe quality o care ramework.

N A Mock Interview is a useul way toobtain inormation rom technicalexperts. It can be done severaldierent ways. A volunteer can begiven a set o questions to ask thetechnical expert, or a panel o expertscan be set up with the audience asking questions.

N Te Multiple Choice Lecture isdone by giving each trainee 4 pieceso dierent colored paper. Labeleach piece A, B, C, or D. Prepare a series o multiple choice questions

related to the lecturette and put eachquestion on a transparency. During the lecturette show the questions asthey relate to the content. Ask thetrainees to hold up the appropriatepiece o paper that relates to themultiple choice answer A, B, C, or D.I a number o trainees give the wrong

4.7: Encouraging Participation anddecide what they would do in eachcase and exactly what they would say

to stimulate discussion. Ask each pairto also share 1 difculty they haveencountered where they had difculty encouraging participation.


Te trainer should:

N Give a brie lecture on the dierent

types o lecture techniques that can beused.

Group work (1 hr. 15 min.):

Te trainer should:

N Divide the group into 5 smallergroups. Give each group 1 type o lecture and ask them to demonstratethe technique using a subject o their

choice.N Give Px 15 minutes to prepare.

N Ater 15 minutes, give each group 10minutes to demonstrate the lecturetechnique they were assigned.

N During presentations, ask Px to reecton the ollowing:

o Was the lecture type usedappropriate or the subject

material?

o Did the lecture type enhance thepresentation or make it conusing /cumbersome?

o What suggestions do you have toincrease the eectiveness o thelecture?


UNIT 4/OBJECTIVE #5

4.7




UNIT 4/OBJECTIVE #6

are 2 minutes let, then 1 minute, andsuggest they wrap up. Post results onip charts.

2. Te Fishbowl

Te shbowl involves dividing a largegroup into two smaller groups. Onegroup orms an inner circle (the shbowl), where they discuss a topic. Tesecond group orms an outer ring around the sh bowl. Te outer ring listens and observes, while those inthe sh bowl discuss a topic. Ater

an allotted time, the groups switchplaces. Ater both groups have hada chance to be in the shbowl, thelarger group reconvenes or debrieng. A shbowl can also be used as a technique or role-playing.

3. eams

Rather than dividing Px intodiscussion groups, divide theminto teams. Ask each team to solvea problem, but make the exercisecompetitive.

An interesting training exercise usedto explain denitions is to dividePx into teams. Use dierent coloredpaper or each team and write (orphotocopy and paste) the individualdenitions on pieces o the coloredpaper. Put the matching word or

each denition on the ront o anenvelope. Give each team 3-4 minutesto put the correct denition in eachenvelope. When time is up ask 1 teamto read their words and matching denitions. Award a prize to the winning team. Ater the time is up,

discussion?

N Summarize by asking Px to talk aboutthe advantages and disadvantages o

each type o discussion.




UNIT 4/OBJECTIVE #6

ask one team to read their words andmatch denitions. Award a prize to the winning team.



Specifc Objective #7: Demonstrate the use o games and experientiallearning exercises.

Te Advantages o InstructionalGames

Instructional games can serve a numbero purposes.

Instruction: Games can be used asinstructional techniques.

N o assess Px’ knowledge or skills priorto training.

N o teach new content or skills, providenew inormation, or explain new concepts.

N o review or reinorce learning points.

N o assess how much Px have learned.

Group Development: In training,instruction should be the main purpose,but games can also be used.

N o break the ice and help people getto know one another.

N o create a comortable learning environment.

N o build group cohesiveness by having Px work in teams. Tis collaboration

and competition can also stimulateinterest and learning.

N o motivate Px and generate interestin the topic.

N o energize Px during long training sessions.

Group Exercise (60 min.):

Te trainer should:

N Introduce the activity by giving a mini-lecture on the purpose o instructional games and the types o learning games/exercises that can be

used during a training activity.N Explain that you will give them an

opportunity to demonstrate a learning game/exercise.

N Form 7 groups. Distribute Px Handout 4.10: raining Games and Exercises . ell them they have 5minutes to choose one o the training games/exercises and demonstrate it

to the class. Give each group one o the ollowing types o training games/exercises. (I they have already usedone o them, ask them to choose onethey have not yet tried.):

o Opener or ice breaker

o Expectations

o Dividing Px into groups

o eam building

o Brain teasers

o Energizer

o Review

N At the end o 5 minutes ask thegroup to carry out the training game/exercise.

N Process the activity by discussing the


UNIT 4/OBJECTIVE #7

4.10



UNIT 4/OBJECTIVE #7

ollowing questions:

o Did the exercise achieve its goal?

o Did the exercise enhance the training activity?

N Do you think you would ever use thisexercise when you are conducting training activities?

N Summarize by saying that these training games/exercises are supposed to assist thetrainer, not make training activities morecomplicated or use up precious training

time.


raining Games and Exercises

Opener or Ice Breaker

1. Lielines2. What’s Your Name?

3. Shout, Whisper, Sing

4. Te Interview

5. Te Cocktail Party

6. Common Ground

7. Who is Who?

8. Catch the Ball!

9. Pass the Fruit

10. wo ruths and a Lie

11. wo Loves and One Hate

12. Mix and Match

13. Te Walking Billboard

14. Sel Discolsure

Expectations

1. Dreams and Nightmares

2. Te Question ree

Energizer

1. V Shows

2. Group Leaders

3. Line Up

4. Numbers in the Air

5. Hand Holding

6. Mime the Lie

7. Fruit Salad

8. Sitting on Knees

9. Jane Bear Hunter

10. Body Writing



Specifc Objective #1: Provide an overview o the our levels o evaluation.

Why We Evaluate Training

N o determine whether the training achieved its objectives.

N o assess the value o training programs.

N o identiy areas o the program that

need improvement.N o identiy the appropriate audience

or uture programs.

N o review and reinorce key programpoints or Px.

N o sell the program to managers andPx.

Who Should Evaluate? Possible answers:

N rainers

N Px

N An unbiased outsider

N Funding agency

Kirkpatrick’s Levels o Evaluation

Level 1: Px reaction to the training Doneat the end o the training with smilesheets and Reections.

Level 2: Learning What knowledge orskills did Px retain? Done during or rightater training, this level includes pre-

Experiential Learning Exercise(15 min.):

Te trainer should:

N Greet Px.

N Show ransparency 5.1: Unit Objectives and discuss the unit

objectives.Grade your Partner

N Pass out a slip o paper to each Px.

N Divide Px into pairs.

N Give the ollowing instructions:

1. Grade your partner on a scale rom0-100%.

2. Write the grade on the slip o paper

you were given.3. Do not ask any questions.

4. You have 5 minutes.

N When the 5 minutes are up, ask Px to pass their slips o paper to theirpartner.

N You will notice that everyone is very uncomortable and upset by theexercise.

N Ask the ollowing questions:

1. What did it feel like to be evaluated on this basis?

2. How did it feel to evaluate someone on this basis?

3. What was missing from the instructions that would have made it


UNIT 5

5.1


http://slidepdf.com/reader/full/advanced-training-of-trainers-trainers-guide 81/13572 AdvAnced TrAining of Tr Ainers

possible to evaluate your partner?

4. What elements are needed to make a

good evaluation?

Answers should include things likecriteria, instructions, reasons orevaluating, and testing o the evaluationinstrument. Use this exercise to lead intothe topic “Why we evaluate training”?


Te trainer should:

N Ask Px to give reasons why weevaluate training. Supplement theiranswers rom the content section.

N Ask Px who they think is qualied toevaluate training. Supplement theiranswers rom the content section.

N Describe Kirkpatrick’s 4 levels o evaluation and explain that it is theinternationally recognized classicmodel or evaluating training.

N Distribute Px Handout 5.1: Evaluating raining and review useul denitionsused in evaluation.

N As Px i they are currently measuring training eectiveness. I yes, ask themto share specic examples.

N Summarize the presentation by reviewing when and how training isevaluated.

N Reer to the Px Handout 5.2: Measuring raining Results .

N Review the chart with the Px and ask which levels are being used in theirtraining.

UNIT 5/OBJECTIVE #1

and post-tests, skills checklists, and oralexaminations.

Level 3: Behavior or application How are Px applying their new knowledge andskills? Tis would be done at the acility level 3-6 months ater training to evaluatethe more lasting results o training. Itincludes observation o skills, interviews,surveys, and testing knowledge again.

Level 4: Impact or results What is theimpact o training on the program or, inthe case o training in health, what is theimpact on the health o the population?Short term impact would be theincrease in the number o clients. Level4 evaluations include service statisticsand client exit interviews to determineshort-term impact and demographic data to determine long-term impact. Level

4 evaluation is oten more successulin business because you have easily obtainable inormation to look at, such assales gures.

Return on Investment (ROI) Tis is a new and important level o evaluation.It is partially included in a Level 4evaluation. But, some evaluation experts

think that it is so important that it shouldbe considered a th level. It is commonly known as ROI. Te measurementcompares the monetary benets o theprogram with the costs o the training program (training materials, acility,trainers, and Px).


5.1

5.2



Specifc Objective #2: Develop Tools or Level 1: Reaction Evaluation.

Level 1: Reaction Evaluation

Level 1 evaluations deal with Px reaction,or customer satisaction. Level 1evaluations are oten reerred to as smilesheets because Px reactions are otenbased on how much un they had during the training. But, Level 1 is an importantrst step in determining the success o a training program. Px’ reactions helpdetermine the eectiveness o a programand how it can be improved. Kirkpatrick believes that you cannot bypass therst level because, “I they do not reactavorably, they will not be motivated tolearn.”

Level 1 can’t measure the ability to apply the learning, changes in attitudes orbelies, organizational impact, or thetrainer’s technical knowledge.

Designing a Level 1 Form

Categories – Include many o theollowing categories: content, materials,instructional methods, trainer,

environment, and logistics.

Format – Use a variety o ormats sothat the Px won’t respond the same way on every item. Formats may include theollowing:

N 2-choice questions with room orexplanation or comments (yes/no,

Discussion & Group Work (1 hour):

Te trainer should:

N Distribute Px Handout 5.3: Level 1:Reaction Evaluation.

N Discuss level 1 evaluation, including

inormation on what it cannotmeasure.

N Discuss the design o a level 1evaluation orm. Include theinormation ound in the contentsection.

N Divide Px into 4 groups and assigneach group a sample o a reactionevaluation to critique. Te samples

can be ound on the Px handout.N Ask 1 Px rom each group to present

their ndings.

N Ask other Px to comment.

N Ask Px to divide into the same 4groups.

N Using what they know o level 1, givethem 30 minutes to develop a brie end-o-session evaluation orm. Px

should write their orm on a ip-chartand post it.

N Groups may review each other’sevaluations and comment on whatthey liked and disliked about eachone.

N Process the activity by asking


UNIT 5/OBJECTIVE #2

5.3



what they learned rom doing theevaluations and how they are going touse what they learned in the uture.

N Discuss the use o rapid level 1evaluations.

CONTENT: CONTINUED

UNIT 5/OBJECTIVE #2 mEThODOlOgy: CONTINUED

agree/disagree);

N Short-answer, open-ended questions

(What part o the workshop was mostuseul to you? Why?);

N Complete the sentence “What I wantto know more about is…;”

N Ratings rom strongly agree tostrongly disagree;

N Ranking topics in order o theirimportance; and

N Checklists o phrases that describe

reactions to the session.

Evaluation Form Guidelines

N Keep the orm brie.

N Create a balance among the varioustypes o inormation being collected.

N Have Px complete the ormimmediately, beore leaving the room,

so you get 100% o their eedback.

Examples o Rapid Level 1Evaluations

N Reections.

N Instant Evaluation: Design a brie andstraight orward evaluation orm toquickly determine Px’ reactions to theday’s session. Ask the ollowing:

1. How valuable was today’s session oryou using a 5-point scale?

2. What are the most important thingsyou learned today?

3. How do you plan to apply those ideasto your job?




UNIT 5/OBJECTIVE #2

N At the end o training (or during)put up 2 ip charts. On one ipchart write, “Here are some things we ound especially useul in thetraining.” On the other write,“Here are some suggestions or how the training could be even better.”Make sure the trainer leaves theroom while the Px are writing.



UNIT 5/OBJECTIVE #3

Specifc Objective #3: Develop tools or Level 2: Learning Evaluation.

Level 2: Learning Evaluation

Level 2 evaluations measure what Px learned during the training session.Kirkpatrick denes learning as the“extent to which Px change attitudes,improve knowledge, and/or increase skillsas a result o attending the program.”Evaluating a change in attitude is thehardest to do.

Tere are 3 methods o evaluation inlevel 2, objective tests, observation, andinterviews.

Objective Tests

ypes o Questions – est questions may be subjective (short-answer or essay), orobjective (multiple choice or true/alse).

Question Format – All multiple choicequestions should have a part that presentsa problem and asks a question. All o the possible answers given should beplausible. Te greater the number o

items included, the more reliable the test.

Correct Answer – Te correct answerormat asks a simple question, to whichthere is only one answer.

Discussion, Group Exercise (1 hr.)

N Distribute Px Handout 5.4: Level 2 Learning Evaluation.

N Review inormation in the contentsection on level 2 evaluation.

N Ask Px which o the level 2 methods

they use in their own trainings. Ask them to give specic examples.

N Briey discuss the advantages anddisadvantages o each method.

N Review the guidelines or writing testsound in the content section.

N Ask Px to return to their designteams and work together to write10 test questions o dierent types

or several objectives rom otherPathnder training modules. Px may spontaneously create questions i nomodules are available.

N When they have written theirquestions, Px should review theirquestions using the guidelines orreviewing questions ound at thebottom o Px Handout 5.5: Writing

est Questions .N Ask them to post their questions

on a ip chart. I they have usedprewritten training material, ask themto also post the training objectivesthat are linked to the questions they developed.


5.4

5.5



mEThODOlOgy: CONTINUED

Best Answer – Tis type o question hasmore than one correct answer. Tis typeo question requires a higher level o

thinking, but is more easily challenged.

Combined Response – Tis type o question has a list o possible choices anda second list o possible combinations o answers. Tis type o question is difcultto write and difcult to answer.

Test Writing Guidelines

N Include directions that are clear andcomplete.

N Link the questions to the learning objectives o the training material.

N Avoid “all o the above” or “none o theabove” options.

N Make sure the main part o thequestion contains most o the

inormation. Put blanks or ll-ins atthe end.

N Maintain grammatical consistency orboth the main part o the question andanswer choices.

N ry to create choices o equal length.

N Avoid ambiguity and reading difculty by stating questions in the positiverather than negative.

N Keep the sentence stem simple andlimit it to one idea.

N Use conversational language whenphrasing the item and its choices.

N Arrange the questions in logical order.

N Do not give clues to the correctanswers in the question.

N Convene the whole group and ask each small group to present theirtest questions and i possible, discusshow their test questions relate to theobjectives.

Te trainer should:

Give a brie lecture on how scoresrom pre- and post-tests can be used toassess Px, the training course, and testquestions. Distribute Px Handout 5.6:Using Objective est Scores .

Group Work (30 min):

Te trainer should:

N Distribute Px Handout 5.7:Postpartum Care est . Ask Px to look through the test and decide i

• Te questions were well written,

• Te questions were appropriate orthe knowledge they were testing,and

• Te scoring system is appropriate.

N Ater going through the test,distribute Px Handout 5.8: GroupWork Scoring Sheet, which has scoresnoted. Ask Px to calculate totals andaverages.

N Ater they have completed their

calculations, distribute Px Handout 5.9: Group Work Answer Sheet orScoring Sheet which has the scoring sheet with the answers on it. Ask Px to decide i:

• Te training course succeededin transerring the knowledgeobjectives,

CONTENT: CONTINUED

UNIT 5/OBJECTIVE #3

5.6

5.7

5.8

5.9



N Always pretest the questions beore using them in training.

Pre- and post-tests provide valuableinormation about both the Px and thetraining program.

When using individual scores, the trainercan:

N Assess how well the Px has assimilatednew knowledge acquired during the

training program;N Assess areas in which the Px has

adequately understood knowledgecontent; and

N Assess areas in which the Px needs toocus more attention.

Te trainer can total up all o the Px’ scoresand divide them by the number o Px to

calculate the average score. Tis inormationcan help the trainer:

N Assess how well the Px, as a group,acquired the knowledge taught in thetraining program; and

N Assess how well the training course taughtthe knowledge outlined in the objectives.

Te trainer can make a grid that allowsthe trainer to plot the number o pointsobtained by each Px or each question. Tisinormation can help the trainer:

N Assess which areas all, most, or none o the Px had difculty understanding.

N Decide i a question is a problem i all ormost o the Px missed it.

• Tere are questions that may needto be reworked, and

• Tere are areas in the training course that a majority o the Px did not understand.

N Summarize by asking Px to list theadvantages o developing a scoring sheet.


UNIT 5/OBJECTIVE #3



training. When we use a checklist werate a skill satisactory, unsatisactory or not observed.

N Ask Px what each rating means.

N Explain that when the competency-based skills checklist is sued, thecompetence o the trainee inperorming the skill we are observing is assessed.

N Give Px the ollowing scenario: If youhave been assigned to train a group of service providers in IUD insertion, how

do you decide when they are ready to goback to their clinics and perform IUD insertions on their own?

N Discuss their responses and emphasizethat the number o IUD insertionsperormed is less important thanhow well the provider perormsthe skill. One provider may requireonly 3 insertions beore being quite

competent, while another may require 10 beore eeling condentenough to perorm alone.

Pass out Px Handout 5.10: Competency-Based Skills Checklists .

N Explain that the last method o level2 evaluation is interviewing. Within a

week o the training, interview the Px and ask what they learned during thetraining session.


UNIT 5/OBJECTIVE #3

N Forms the basis or ollow-upobservations and evaluations.

Criteria or satisactory perormanceby the Px are based on the knowledge,attitudes, and skills demonstrated andpracticed during training. In preparing or ormal evaluation by the trainer,Px can amiliarize themselves with thecontent o the checklist by critiquing each other’s skills.

When evaluating the perormance o a Px, the trainer will judge each step o theskill to be:

N Satisactory: Perorms the step or task according to standard procedure orguidelines;

N Unsatisactory: Unable to perormthe step or task according to standard

procedure or guidelines; orN Not observed: Step, task, or skill not

perormed by Px during evaluation by the trainer.

Determining Competence

N A skilled trainer’s judgment is themost important actor.

N Competence carries more weight than

the number o presentations.

N Te goal is to enable every Px toachieve competency. Additionalpractice o skills may be necessary.

Use o Checklists

N Checklists are rst used to assess Px’

5.10




UNIT 5/OBJECTIVE #3

perormance on models.

N Ater Px demonstrate competency,

they can work with clients, and the checklist is once again used to assesstheir perormance.

N Checklists provide objectivedocumentation o the Px’ level o perormance.

N Tey serve as one part o the processo attesting that the Px is qualied toprovide the clinical service.

N Checklists can be used later in Level3: Behaviour Evaluation.

Interviews

Within a week o the training, interview the Px and ask what they learned during the training session.



UNIT 5/OBJECTIVE #4

Specifc Objective #4: Describe Level 3: Behavior Evaluation.

Level 3 Behavior Evaluation

Level 3 evaluation answers the question,“How has the training aected the way participants perorm their jobs?” ButLevel 3 evaluations can be both timeconsuming and costly.

Purpose o Level 3 Evaluation

Te purpose o level 3, or behaviorevaluation, is to:

N Evaluate what happens to traineesater they leave training and return totheir jobs;

N See how much transer o knowledge,skills, and attitudes has occurred;

N Measure the lasting results romtraining;

N Identiy areas in which trainees show greatest and least improvement; and

N Compare ollow-up and end-o program responses.

In summary, level 3 evaluation measures what change in job behavior occurredbecause people attended the training program.

Guidelines or Level 3 BehaviorEvaluation

N Allow time or behavior change totake place.


Te trainer should:

N Start the session by presenting the question answered by level 3evaluation. Distribute Px Handout 5.11: Level 3: Behavior Evaluation.

N Ask Px to suggest purposes o level3 evaluation. Complete inormationprovided by Px with content in theparticipant handout.

N Discuss level 3 evaluation.

N Explain that competency-basedskills checklists are used in level 2evaluations and they are also very important in level 3, or behavior,

evaluations. Te same checklists thatare used during training can be usedlater to evaluate the training.

N Distribute copies o the competency-based skills checklists, Px Handouts 5.12: Competency-Based raining Skills Checklist for Combined Oral Contraceptives, 5.13: Competency-Based raining Skills Checklist for IUD Insertion, and 5.14: Competency-Based raining Skills Checklist for DMPAInjectable Contraceptive .

N Divide Px into 3 groups and assigneach group 1 checklist. Ask eachgroup to review and critique the orm.

N Ask 1 Px rom each group to presenttheir ndings.


5.11

5.

5.

5.



N Evaluations ollowing clinical training are oten conducted 6 months to 1year ater training.

N Prepare Px. At the end o the training,tell the participants that an evaluation will be conducted to see how they areusing what they learned sometime inthe uture.

N I the training was not eective, ndout why.

N Survey or interview 1 or more o theollowing: trainees, their immediatesupervisor, and i possible the clientsthey serve.

N Share the evaluations with the trainee’sclinic manager or supervisor.

Observations

Te trainee should be observed onthe job. I possible, it is preerable to

have another clinical trainer do theobservations rather than the trainer whoconducted the training, to avoid bias.Create a checklist o the skills that you wish to observe. Ideally, the competency-based training skills checklist that wasused during training should be usedin the observation. An example can beound in the participant handouts.

Interviews

Interview people who are closely associated with the trainee, including clinic managers, supervisors, coworkersand clients. Design the interview questions careully to ocus on specicbehavior changes such as counseling


N Process the activity by asking what

they learned rom reviewing theevaluation orms and how they aregoing to use what they learned in theuture.


UNIT5/OBJECTIVE #4




UNIT 5/OBJECTIVE #4

skills.

SurveysSurveys are a more efcient and lessexpensive way to nd out i trainees areactually applying what they learned. As with interviews, design questionnairesor the dierent people you wantinormation rom (clinic managers,supervisors, coworkers, and the trainee). When using the survey method it is alsoeasy to include a control group o serviceproviders who did not participate intraining. Surveys usually include a rating scale because they are more objective andeasier to analyze than written answers toquestions.



than it is when you are measuring behavior. Tere are usually records andstatistics available to determine the

situation beore the program.

N Repeat the measurement atappropriate times. Each program orproject must decide how oten toevaluate. Results may change in eithera positive or negative direction. Forexample, a service provider newly trained in IUD insertion may conductmay IUD insertions when s/he rst

returns rom training, but do ewer astime goes by.

N Consider the cost o results evaluationversus the benets. How much will itcost to conduct an evaluation o thistype? Results evaluations are usually extremely costly and time-consuming.Te amount o money spent onthis type o evaluation should bedetermined by the amount o the

training costs. Te higher the numbero trainees, the more important itis to conduct a results evaluation todetermine the cost-eectiveness o the training and whether the programshould continue.

Return on Investment (ROI)

ROI measures and compares the

(monetary or other) benets o theprogram with the program costs. Level 4evaluation involves costs also, but doesn’tcompare the monetary value o the resultsto the cost o the program.

N How: the methods used to evaluate.

N Why: the purpose o the evaluation.


UNIT 5/OBJECTIVE #5




UNIT 5/OBJECTIVE #5

Calculating the Training ProgramCosts

o calculate the cost o a training

program, include:

N Te cost to design and develop theprogram;

N Te cost o the program materials oreach Px;

N Te cost or the instructor/acilitator,including preparation time, travel,and lodging;

N

Te cost o the acilities or thetraining program;

N Te cost o travel, lodging, and mealsor Px (or per diem);

N Salaries o the Px while they areattending the program; and

N Administrative and overhead costs o the training.

Calculating the Benefts o theProgram

Tis is the most difcult part o ROIevaluation. Te benets are related to theimpact observed in the level 4 evaluation.It is almost impossible to apply a monetary value to program benets. What is the value o improved servicedelivery?



UNIT 6:

Training Follow-Up

Introduction:For training to be truly successul, trainees must be able to use their new skills and knowledge and apply

them when they return to their jobs. Only when the trainees have been able to apply the new skills andknowledge that they have acquired during training, has the transer o knowledge really been achieved.Following-up with trainees once they return to work is essential to make sure the trainee can apply the training in a suitable environment, to reinorce the learning process, to determine what aspects o the training were not well absorbed, to clariy conusion and misunderstandings, and to reinorce theapplication o new skills and knowledge.

Unit Training Objective:o prepare the participant to develop eective ollow-up procedures that analyze the eective utilizationo the training by individuals and provide action plans or correction and reinorcement o skills and

knowledge application.

Specifc Learning Objectives:By the end o this unit, the participants will be able to:1. Provide an overview o training ollow-up.2. Develop tools or training ollow-up.

Training/Learning Methodology:N LecturetteN Discussion

N Brainstorming N Group Exercise

Major Reeremces and Training Materials:N Brancich C, Farrell B. Advanced raining of rainers: Nigeria. International Health Programs/

Western Consortium or Public Health (IHP/WCPH), 1990.N CEDPA. raining rainers for Development. Washington, D.C.: Te Center or Development and

Population Activities, 1994.N Ghana Ministry o Health and PRIME II. Ghana MOH and PRIME II Safe Motherhood Clinical

Skills: A Self-Paced Learning Intervention in Six Units. Accra: Ghana MOH and PRIME II, 2001.N Ghana Ministry o Health and PRIME II. Ghana MOH and PRIME II Safe Motherhood Clinical

Skills: A Self-Paced Learning Intervention in Six Units. Accra: Ghana MOH and PRIME II, 2001.N Kamal I, Tompson H. A Handbook on raining. Watertown, MA: Pathnder International, 1993.

Resource Requirements:N NewsprintN Marking pensN Overhead projectorN Video recorderN Flip Chart and Flip Chart Paper



6.2

6.3

6.4

6.5

6.6

Specifc Objective #2: Develop tools or training ollow-up.

Tools or Training Follow Up

rainers need to develop tools oreective ollow-up that adequately review all o the content o what is taught in thecourse. Tus, the ollow-up materialsshould be developed in conjunction withthe course content.

Tools or Reviewing ServiceProvision

N Review log books to assess the typeand mix o clients the trainee is seeing.

N Develop a checklist with the skillslearned during the training programand write in the number o times

the trainee has practiced each skillollowing the training course.

Tools or Perormance Evaluation

Using the same checklist o skills, observethe trainee using the skills and evaluatehim or her. Develop a tool to note wherethe trainee has perormed well and areas

where improvement is needed. Review patient records using a review tool. I there are no cases available, develop casestudies that can be used to assess how thetrainee responds to emergencies/cases.


Te trainer should:

N Bring out the fipchart preparedbeore the session.

N For each category, ask Px to list waysthat each category can be assessed.

N Distribute Px Handout 6.1: raining Follow Up. Complete inormation with content.

Group Work (1 hour 30 min):

Te trainer should:

N Distribute Px Handouts, 6.2: Example of Skill List for Management of the

Tird Stage of Labor, 6.3: Example of Checklist for Postabortion Care – MVAProcedure, 6.4: Example of Normal Delivery Record Review (Partograph),6.5 Example of Case Study for PAC,and 6.6: Example of Assessment of Clinic Environment.

N Divide Px in 5 groups and assign eachgroup 1 sample to critique.

N Ask 1 Px rom each group to presenttheir ndings.


N Explain that o all o the tools usedor training ollow-up, the ones orproblem solving and the action planare probably the most important.


UNIT 6/OBJECTIVE #2

6.1



UNIT 6/OBJECTIVE #2

N Ask Px to divide into 4 groups.

N Ask 2 o the groups to develop tools

they could use to determine whethertrainees had perormed well and where improvement is needed.

N Ask the other 2 groups to developa template or an action plan toaddress any o the areas needing improvement.

N Explain that the problem-solving tool should have areas to note good

perormance as well as areas to noteperormance that needs improvement. A good action plan identies a personresponsible or each action, theresources needed, a target date orcompletion, and changes expectedto occur as a result o the action. Itis also useul to detail the specicactions in sequence or steps.

N Give Px 30 minutes to develop 1 tool

or problem solving and to obtaineedback rom the trainees. Px should write their orm on a fip-chart andpost it.

N Groups may review each other’s toolsand comment on what they liked anddisliked about each.

N Process the activity by asking whatthey learned rom reviewing and

creating the tools and how they aregoing to use what they learned in theuture.

Te trainer should:

N Explain that with the end o thisunit, we have come to the end

CONTENT: CONTINUEd METhOdOlOgy: CONTINUEd

Tools or Reviewing ClinicEnvironment

NDevelop a checklist to review the clinicenvironment. Tis includes making surethat equipment is in place, that clinicalstandards support the newly acquiredskills, and that clinic management andsystems (especially nancial) supportthe trainee’s use o new skills.

Tools or Obtaining GeneralFeedback

N Develop a questionnaire to obtaineedback rom the trainee about whatmight be done to improve uturetraining.

N Hold an open-ended interview withthe trainee to discuss what parts o thetraining worked well and what couldbe improved. Ask some questions aboutspecic parts o the training.

Tools or Problem Solving

N Develop a tool to note areas where thetrainee has perormed well and areas where improvement is needed.

N Sit down and develop an action planto address any o the areas needing improvement.

Tools to Obtain eedback

N Develop a questionnaire to obtaineedback rom the trainee about whatmight be done to improve uturetraining.

N Hold an open-ended interview with



Specifc Objective #1: Hiring a training consultant.

raining programs oten use consultantsto provide training. Not all cliniciansmake good trainers. Perorming clinicalskills and teaching clinical skills are2 very dierent things. When hiring a training consultant, consider theollowing:

N Clinical skills in the subject to be

taught,N raining experience,

N raining reerences, and

N Acceptability to the trainees.

Te Hiring Organization’sResponsibilities to the raining Consultant

Te inormation provided to thetraining consultant is key to the successo the training. Consider providing theollowing:

N A detailed scope o work;

N Inormation about the Px;

N I possible, provide a schedule or thetraining;

N Inormation about the country, the

climate, and the accommodations;

N Description o the project to help her/him put the training in context; and

N Clear contractual responsibilities.

Introduction (15 min.):

Te trainer should:

N Greet Px.

N Show ransparency 7.1: Unit Objectives and discuss the unitobjectives.

Group Discussion (30 min.):

Te trainer should:

N Ask Px to raise their hands i they have worked as training consultants.

N For those who have served asconsultants, ask them to recall theprocess they went through when they

were hired.N Were their clinical qualications asked

about?

N Was their training experience askedabout?

N Did they have to provide reerences?

N Ater they have shared theirexperiences, or i none o the trainershas served as a consultant, give a

mini-lecture on selection criteria orclinical trainers using Flipchart #1 as a guide.

N Ask i the Px have questions.

N Give a mini-lecture on the hiring organization’s responsibilities to thetraining consultant using Flipchart #2as a guide.


UNI 7

7.1



Specifc Objective #2: Evaluating the training consultantollowing training.

What Makes a Good echnicalrainer?

Tere are certain competencies a goodtechnical trainer should have. Observethe training and determine whether thetrainer met the ollowing standards:

N Analyzed and understood the course

materials,N Learned about the trainees,

N Assured preparation o theinstructional site,

N Established and maintained instructorcredibility,

N Managed the learning environment,

N Demonstrated eectivecommunication skills,

N Demonstrated eective presentationskills,

N Demonstrated eective questioning skills and techniques,

N Responded appropriately to learners’needs or clarication or eedback,

N Provided positive reinorcement,

N Used instructional methods

appropriately,N Used media eectively,

N Evaluated Px perormance and thedelivery o training, and

N Provided a comprehensive training report

Group Discussion (30 min.):

Te trainer should:

N Ask Px to refect on how they evaluatethemselves or their peers during a training course and then volunteerstandards they eel are important in

evaluating training consultants.N Write their responses on a fipchart

and complete any inormation thatmay have been omitted.

(See Px Handout 7.2: Evaluating the raining Consultant Following raining .)


UNI 7/OBJECIVE #2

7.2



ransparency 3.2

Steps in Developing a raining

Implementation Plan

Questions Steps

1. What is the problem? Identiy training topics2. Who are the

participants?Choose participants.

3. What will participantsbe able to do ater thetraining?

Develop training objectives.

4. What will they betrained on?

Decide on the training content.

5. What methodologies will be used? Identiy the training methodologies.6. What materials/

training aids will beneeded?

Prepare training materials and training aids.

7. When/where will the

training be conducted?

Decide on the time and

location.8. How will the training

be evaluated?Decide on the methodso evaluation.

9. Who will be thetrainers?

Choose the trainers.



ransparency 4.3

Active Knowledge Sharing 1

A lecturer speaks at the rate o

________ words per minute.

We can listen at a rate o _________

words per minute.



ransparency 5.1

Unit 5 Specic ObjectivesBy the end o this unit, the participants will be able to:

1. Provide an overview o the our levels o evaluation.

2. Develop tools or Level 1: Reaction Evaluation.

3. Develop tools or Level 2: Learning Evaluation.

4. Describe Level 3: Behavior Evaluation.

5. Describe Level 4: Results Evaluation.



ransparency 7.1

Unit 7 Specic ObjectivesBy the end o the unit, the participant will be able to:

1. Hire a training consultant and describeresponsibilities to the training consultant.

2. Evaluate the training consultant ollowing training.

3. Describe elements o the training report.



Trainer’s Tool 1.1: Options for Ice Breakers

Opener or Ice Breaker

1. Lielines

Purpose: o help participants get to know each other.ime Required: 20 – 30 minutesMaterials Required: Flip chart paper and markersDescription: Ask participants to draw a line on a piece o fip chart paper turned sidewise. I needed,they may use additional paper. At one end is their date o birth. Along the line participants shouldrecord the important events in their lie that shaped the person they have become today. Te eventsmay be personal, proessional, or simply interesting.

Ater each participant completes their “lieline” they should explain it to the group.

2. What’s Your Name?

Purpose: o help participants and the trainer learn each other’s name.ime Required: 15-20 minutesMaterials Required: NoneDescription: Ask each participant to introduce themselves to the group by giving their name and oneunusual thing about themselves. For example, “My name is Elizabeth and I drove a tank.” Te nextperson repeats the name and inormation about the rst person and adds his or her own name andact. Each person ollows the same procedure, recalling all o the names and acts.

3. Shout, Whisper, Sing

Purpose: o help participants remember new names.ime Required: 10 minutesMaterials Required: NoneDescription:

• Ask participants to stand in a circle.• Explain that you are going to call out someone’s name as you cross the circle towards him or her.

Te person whose name you called should then take your place in the center o the circle.• Te person who is now in the center should call out someone else’s name and that person moves

to the center.

• When your name is called again, continue the game, but this time everyone must whisper theperson’s name.

• Finally when your name is called out again, continue the game, but this time everyone must sing the person’s name.

4. Te Interview

Purpose: o introduce participants and learn something about them.ime Required: 20-30 minutes



8. Catch the Ball!

Purpose: o help participants learn each others names.ime Required: 30 minutesMaterials Required: A ball, preerably large and easy to catchDescription:

• Have participants orm a circle.• Begin the exercise by throwing the ball to someone else in the circle.• Te person who catches the ball must name the person who threw it.• Te person who caught the ball throws it to another person who names him or her and the

game continues.

Variation: With small groups it is possible or each person who catches the ball to recite the names o all the people who have already thrown the ball.

9. Pass the Fruit

Purpose: o help participants learn something about each other.ime Required: 20 minutes depending on the size o the groupMaterials Required: A piece o ruit big enough or participants to pass to each other without using their hands.Description:

• Arrange participants in a circle.• Give the rst person a piece o ruit and ask hi or her to pass the ruit to the next person without

using his or her hands.

10. wo ruths and a Lie

Purpose: o help participants who already know each other get to know more about each other.ime Required: 12- 30 minutes, depending on the number o participantsMaterials Required: One small prizeDescription:

• Each participant should rst give their name and designation and then tell the rest o the group3 interesting things about themselves. Te acts should be things the rest o the participants arenot likely to know.

• Te group has to decide which piece o inormation is the lie.• Ater everyone has introduced themselves and their lie, ask the group to vote on the best or most

imaginative lie.• Give the person who wins a small prize.

11. wo Loves and One Hate

Purpose: o help participants who already know each other get to know more about each other.ime Required: 12- 30 minutes, depending on the number o participantsMaterials Required: One small prize



Description:• Ask participants to write down 2 things they really love and 1 thing they really hate on a piece o

paper. Encourage participants to write unusual things, not ordinary everyday things.• Instruct participants to put their paper ace down and not show other participants.• Ask each person to take a turn reading their 2 loves and 1 hate to the rest o the group. Partici-

pants should present each item by saying “Te rst thing I love or hate is-----”

• Ask the rest o the group to guess which things the person loves and what is the one thing theperson hates. At the same time the person tells the things they love and hate, they should alsobriefy introduce themselves to the other participants.

• At the end o the exercise ask participant to vote on who had the most interesting or outrageous“hate” and give him or her a prize.

12. Mix and Match

Purpose: o match up participants or mutual introductions.ime Required: 30 minutesMaterials: Whatever you use, you will need one or each pair o participants. You may use holiday greeting cards or IE&C, or BCC material related to the course.Description:

• Collect the holiday greeting cards or IE&C or BCC material you have decided to use.• I you use greeting cards, cut o everything except the rst page with the picture on it. Whatever

you use, you will need one picture or each pair o participants. Each pair should have a dierentpicture i possible.

• Cut each picture in hal. I you don’t have a dierent picture or each pair o participants, thencut the pictures in hal in dierent ways.

• Distribute one hal o a picture to each participant.• Instruct participants to mix with each other until they nd the person holding the other hal o

their picture.• When they nd a partner, each person should nd out enough interesting inormation about

their partner to introduce their partner to the rest o the group.• Gather the group together and have each pair introduce their partner to the rest o the group.

13. Te Walking Billboard

Purpose: o provide an interesting way o having a new group o participants mix with each otherand share inormation about themselves.ime Required: 30 minutes

Materials Required: A hal o a piece o fip chart paper or each participant, masking tape, markersor each participantDescription:

• Ask participants to think o someut themselves.• Now, ask them to take their fip chart paper and attach it to their back or shoulders using mask-

ing tape.• Ask them to walk around the room and discover who everyone is.



14. Sel-Disclosure

Purpose: o introduce participants to each other. Tis is useul as an opening exercise or participants who already know each other.ime Required: wo minutes or each personMaterials: None

Description:• Ask each person to take two items rom their purse or pocket. Suggest that they take out things

that are important to them or some reason or another.• Ask each person to introduce themselves and explain why the item is important to them.

Note: You can also relate this exercise to a specic training. For example, ask “How does this itemrelate to you as a potential trainer?”



Trainer’s Tool 1.2: Advanced Training of Trainers Pre/Post-Test

Multiple Choice QuestionsInstructions: Circle all o the correct answers in each question.

1. Pilot testing a new training curriculum allows you to determine:

a) I the training materials are eectiveb) I the time allocated is sucient c) I trainees will adopt the new material and techniques ater the training

d) Whether trainee assessment tools are appropriate

2. Competency-based training is a method to help participants:a) Enhance problem solving skillsb) Enhance job satisaction

c) Develop attituded) Develop clinical skills up to a specic standard

3. Clinical checklists are used: a) o assess skill level prior to training

b) In demonstration and return demonstration during training c) In trainees’ sel assessment d) During evaluation

4. Te actors that are important in helping sta to do their jobs correctly are:a) Clear job expectationsb) Adequate working environment (equipment and supplies)c) Motivation and incentives to do the job correctly d) Punitive eedback about incorrect perormance

e) Te knowledge and skills to do the job correctly

5. Te training methodology that requires trainees to use decision-making skills is:a) Group discussionb) Role play c) Brainstorming

d) Case study

6. Dening training objectives should be based on

a) Materials availableb) rainers’ level

c) Needs o traineesd) rainers’ expectations

7. Tere are certain considerations when using examples in training:a) Examples should be provided as oten as possible.b) Complex examples enhance participants’ creative thinking.c) A connection should be made between the example and the teaching points.



d) Specic cases should be pointed out with the client’s name to help participants internalizethe points.

8. Clinical training sites should be selected based on the ollowing criteria:a) Fancy, modern equipment is available.

b) Sta are trained to give support to the trainees.

c) It is very close to the participants’ dormitory. d) Te use o protocols refect the knowledge and skills covered in thetraining.

9. Te ollowing are objectives o training ollow-up except:

a) Providing eedback on the shortage o trainees.b) Improving the quality o services.

c) Providing trainees with urther knowledge.d) Ensuring that the trainees are applying the things they learned.

10. During training ollow-up the trainer can determine whether the trainee is providing theservice he or she was trained or by:

a) Reviewing the log books to assess the type and mix o clients thetrainee is seeing.

b) Interviewing clients to see i they are satised with the o service provided by the trainee. c) Evaluating the acility inrastructure.

d) Developing a checklist with the skills learned during the training program and writing inthe number o times the trainee has practiced each skill ollowing the training course.

11. Tere are 4 levels in the most widely-used model to evaluate training. Te third level measures:a) Reaction: Did the participants like the training?

b) Behavior: Are the participants perorming dierently?c) Learning: What knowledge or skills did the participants retain?e) Results: What is the impact o training?

12. Te disadvantages o objective tests (multiple choice, matching, true/alse, ll-in) are: a) Tey are dicult to write.

b) Tey are time consuming to write.c) Grading is time consuming.d) Tey are subjective and open to interpretation.

13. A level 1 training evaluation can be used to measure all o the ollowing EXCEP: a) Learning

b) Change in attitude or beliesc) Customer or trainee satisaction

d) Te trainer’s knowledge



rue or False QuestionsInstructions: Circle the letter or a true (correct) statement or F i the statement is alse.

14. F A training needs assessment identies the gaps between thepresent perormance and desired perormance.

15. F For consistency, a training needs assessment should assess

only one type o data.16. F In classic brainstorming technique, it is useul to clariy the idea beorelistening to the next idea.

17. F A case study with too much inormation will make it easier or theparticipant’s to analyze.

18. F Case studies are very good or evaluating participants’ understanding o popular misconception.

19. F During the eedback o role play, the ocus should be on the content.

20. F During training ollow up, the trainer should check the acility to makesure the trainees are perorming their skills correctly.

Ordering Questions21-27. Place the ollowing steps o a training needs assessment in correct order:

2 Develop Assessment tools

4 Compile (organize) data

1 Identiy desired perormance

3 Collect the data

7 Identiy possible (perormance improvement) solutions5 Analyze the data

6 Conduct a cause analysis (determine root causes)

Short Answer QuestionsInstructions: Write in the correct answers or each question

28. List 4 o the 5 basic components o a training curriculum:1) Goals/objectives/activitie s2) raining/learning methodology

3) ime line4) Materials and training aids5) Course evaluation

29. Give 3 reasons or doing training ollow-up:1) o determine whether the trainee is doing the job they were trained or.2) o ensure that the trainee is correctly perorming new skills3) To ensure that the clinic environment continues to support the use of the trainee’s new skill.4) o help the trainee solve problems that might have occurred since training.



5) o obtain eedback rom the trainee on ways to improve uture training.

30. What is the hardest part o training to evaluate and why?

Answer: Impact, because it requires on-site visits and it is dicult to identiy the otherinfuences that impact results.

Matching Question and Answers

Instructions: Write the letter rom column B. that corresponds to the appropriate statement incolumn A.

A B

31. Demonstrating an IUD procedure __b__ a. Knowledge objective

32. Listing 3 advantages o the IUD method __a __ b. Skill objective

33. Following the sterilization procedure during IUD insertion __c__

c. Attitude objective



List of Acronyms

CB Competency-Based raining IUD Intrauterine DeviceKAS Knowledge, Attitudes, and Skills

PX ParticipantROI Return on InvestmentRI Reproductive ract InectionO raining o rainers



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