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Support the spread of “good practice” in generating, managing, analysing and communicating spatial information
Preparing and Structuringa Training Event
By: Rainer Zachmann
Unit: M03U03
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Content
• From goal to curriculum
• Training methods
• Training materials
• Course organisation
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Introduction
• A training event should be based on a training needs assessment (TNA).
• The curriculum gives an overview of the training programme and helps in planning.
• This Unit describes training methods, materials and course organisation.
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Support the spread of “good practice” in generating, managing, analysing and communicating spatial information
From Goal to Curriculum
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From goal to curriculum
• Course organisers: – analyse the background of the training event;– assess the initial situation; – analyse the root causes of problems;– determine the goal for the expected situation.
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From goal to curriculum
• The curriculum should be based on a training needs assessment.
• The curriculum defines the knowledge, skills and attitudes (KSA) to be addressed.
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The curriculum
• Expected learning outcomes,
• Content,
• Methods,
• Learning materials,
• Evaluation instruments.
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Objectives
• Learning outcomes should be SMART = Specific, Measurable, Achievable, Relevant, Time-bound.
• Avoid vague formulations,
such as “to know” or “to understand”;
better use "to explain".
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An example of an objective
• After completion of the PGIS Training-Kit, trainees will be able to: – identify opportunities and constraints;– design PGIS interventions; – collaborate with local communities;– take informed decisions.
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Support the spread of “good practice” in generating, managing, analysing and communicating spatial information
Training Methods
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Training methods
• People learn best by what they see and do and less well by what they only hear.
• The best approach combines several senses.
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Training methods
• Use:
- presentations for increasing knowledge;
- practical exercises for improving skills;
- role plays for influencing behaviour and
attitude.
• Allow trainees to participate.
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Lectures and presentations
• Lecturing is one-way communication;
it transfers information to a large group.
• Trainers should not load too much information into one session.
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Lectures and presentations
• Lecturers should use visual aids that are specifically designed for a lecture.
• Visual and oral communication address complementary areas of the brain:
"whole-brain learning".
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Group work
• Group work is a most efficient.
• A group possesses more knowledge than any individual.
• All group members should participate actively.
• Trainers should prevent a few people from dominating the group.
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Group work
• There are many kinds of group work:– in “Snowballing”, a group discussion begins in
pairs of participants;– for group rotation, a common method is called
“the world café”.
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Brainstorming
• Trainers present a key question to the participants.
• Everyone contributes ideas.
• All ideas are valid; there are no "wrong" ideas.
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Brainstorming
• A variation of brainstorming is to collect ideas on meta cards.
• Group cards into categories.
• Everyone participates.
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Case studies
• Provide an opportunity to elaborate on real situations.
• Trainers present the cases in writing and/or visually.
• Provide appropriate information.
• Should not be overloaded with details.
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Demonstrations and exercises
• Involve most of human senses.
• Most appreciated by trainees.
• Should relate to the theoretical introductions.
• Trainers should conduct trial runs before involving trainees.
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Field visits
• Allow to demonstrate and practise techniques and experiences which are not available at the course venue.
• Every visit should contribute to the whole picture of the course.
• Objectives for each visit must be specified.
• Trainers should visit the fields before going there with trainees.
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Support the spread of “good practice” in generating, managing, analysing and communicating spatial information
Training Materials
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Training materials
• Support communication, teaching and learning.
• Serve as future reference materials.
• Simple notes, textbooks, audiovisuals, computer-assisted procedures and Internet-based simulations.
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Training materials
• Good training materials are: – developed for a specific purpose
(such as the components of the PGIS-TK); – targeted at specific audiences; – oriented towards the learning outcomes.
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Training materials
• Good training materials are: – presented in a simple, yet technically correct
way; – tested and evaluated; – attractive to users.
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Training materials
• Trainers should not expect perfect materials right from the beginning.
• Training materials evolve over time.
• Written materials and visual aids are most commonly used.
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Written materials
• Include pamphlets, handouts, bulletins, textbooks, etc.
• Presented in hard copy or electronic form.
• Authors should consider content, writing and formatting.
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Visual aids
• Include multimedia, transparencies, electronic presentations (PPTs), posters, etc.
• Contain text, tables, graphics, drawings and photographs.
• Should be based on carefully prepared written documents, such as written training materials.
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Visual aids
• Improve communication.
• Enhance the impact of presentations.
• Consider recommendations for design, quantity of information, fonts, graphics, etc.
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Support the spread of “good practice” in generating, managing, analysing and communicating spatial information
Course Organisation
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Course organisation
• Includes planning, preparing, implementing, monitoring, evaluating and following-up on course content and logistics.
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Course organisation
• A course director may be responsible for the overall course organisation.
• One coordinator or committee may take care of content and another of logistics.
• Coordinators should work with checklists specifying responsibilities and schedules.
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Course content
• Training needs assessment
• Course announcement
• Venue • Curriculum • Programme
• Timing • Participants • Resource people • Training materials• Evaluations • Follow-up • Budget
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Course content
• Coordinator maintains contact with resource people.
• Coordinator should keep content lean: KISS: Keep It Short and Simple.
• Include a little less than might be required.
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Course content
• In principle, coordinators should: – prioritise what trainees must, should or might
learn; – follow a logical organisation; – move from general to specific, simple to
complex, known to unknown.
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Logistical arrangements
• Secretarial services • Communication • Travel arrangements • Accommodations • Food • Infrastructure
• Training facilities• Translation• Equipment • Materials • Social activities • Emergency provisions
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Logistical arrangements
• Coordinators should consider climate, vegetation season, cropping pattern and cultural and religious calendars.
• Opportunities and facilities must allow practical work.
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Logistical arrangements
• Course duration should be short.
• Coordinators should plan well in advance, but be prepared to plan on short notice.
• Trainees need time to obtain official permission and visas.
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Course organisation
• Coordinators should organise carefully, use common sense, avoid last-minute improvisation …
… but be prepared to do so.