CIFAL MASTER CLASS: TRAIN-THE-TRAINER

Edition No. 09/2011

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Table of ContentsAbout Learning Notes About CIFAL About MILE 1. Introduction 2. Overview of eThekwini Municipality 3. Introduction to Local Government 4. Introduction to Outcomes Based Planning 5. Understanding The Basics of Train The Trainer 6. Introduction to Facilitation Skills 7. IntroductiontoConflictManagement 8. Conclusion 9. Sources of Information and Goo Practice

Acronyms and AbbreviationsCIFAL Centre International de Formation des Autorités /Acteurs Locaux

MDGs Millenium Development Goals

LN Learning Note

OBP Outcomes Based Planning

OBT Outcomes Based Thinking

SACU South African Customs Union

SADEC Southern Africa Development Countries

SMMEs Small Micro Medium Enterprises

QOL Quality of Life Survey 

About Learning NotesThe Learning Notes (LNs) are intended to serve as reminders of issues, discussions and key lessons learnt emanated from the Train-the-Trainer Master Class hosted by CIFAL on 27 – 29 September 2011 in Durban. They are based on presentations undertaken during the session and relate to the introduction to local government structures and protocol, the Basics of Train the Trainer,FacilitationSkills,ConflictManagementandOutcomesBased Planning. The intended users of these LNs are people involved in training programmes. In each topic discussed, we highlight issues to be considered; ‘lessons learnt’ and ‘sources of information and examples of good practice’, that directs users to some relevant examples drawn from eThekwini Municipality’s projects and programmes. The LNs aim to assist to generate the information required to prepare and enhance the quality of training programmes. It is hoped that the session will go a long way in assisting municipalities to provide practical solutions to training challenges.

These LNs aim to guide and support practitioners to enhance training by providing reminders of issues and recommendations which will help them in dealing with important decisions during the design, execution and evaluation of capacity building programmes. They are an attempt to crystallize knowledgeand lessons learnt, drawing on eThekwini Municipality’s experiences. It is assumed that LN users have had some exposure totrainingrelatedmatters,butforthoselessfamiliar,linkswillalso be provided to sources of more detailed information and examples of good practice. The LN themes are grouped under the domains to which they relate. Comments and suggestions for the improvement of these LNs are welcome. This is an open ended series of LN updated and improved on an ongoing basis. More will be added as necessary. These, together with requests for further information, should be addressed to mile@durban.gov.za.

About CIFALThe CIFAL Network comprises of several associated Centres that form a key part of the work of the United Nations Institute for Training and Research (UNITAR)’s Local Development Programme (LDP). This programme provides training aimed at implementing international conventions and achieving the UN’s Millennium Development Goals. The acronym CIFAL stands for “International Training Centre for Local Authorities/Actors” (Centre International de Formation des Autorités/Acteurs Locaux). Each CIFAL Centre is a hub for capacity building and knowledge sharing between local, provincial (federal, district or regional) and national governments, international organisations, the private sector, and civil society. There are currently ten such centres worldwide in Atlanta (USA), Bilbao (Spain),Curitiba(Brazil),Findhorn(Scotland),Durban(SouthAfrica), Kuala Lumpur (Malaysia), Ouagadougou (Burkina Faso),Płock(Poland),Jeju(Korea),andShanghai(China).

The main objective of these training activities is to enhance local government services for sustainable urbanisation, while developing multi-stakeholders partnerships for locally driven development. The core objectives of CIFAL are taking into account cultural and social disparities, which include:

• Formulating and implementing appropriate trainingand capacity building programmes in order to address local and global challenges;• Buildingdemanddrivenandmulti-stakeholdercapacitybuilding programmes;• Identifying and engage new partners on a short andlong term basis that will enhance the overall mission of the CIFAL Network;• Paving theway for local government to access publicandprivateresourcestoimplementefficientbasicservicesforparticipants.

1. IntroductionCIFAL Durban is part of a global training network, established by UNITAR. Its main objective is to improve service delivery at decentralizedandlocalgovernmentlevelsinEnglishspeakingcountries through good governance. Its role is to facilitate administrative and specialist training/technical capacity building for sustainable development and access to basic services in municipalities in Africa. Alongside CIFAL, MILE is an initiative of the eThekwini Municipality that also aims to enhance the capacity of local government practitioners through master classes and learning exchanges. CIFAL and MILE believe in practitioner to practitioner training that is essentially an experiential action learning engagement led by an “expert” drawn from the municipality. CIFAL believes that practitioners (and not academics) should train practitioners in order to obtain hands on experience.

It is hoped that these learning notes will go a long way is assisting municipalities on how to address the challenges of ruralwaterandsanitation;developwaterandsanitationtariffs;the importance of education and awareness programmes; how to identify and reduce water losses; the importance of maintenance and operational procedures; the use of geographical information systems (GIS); and an understanding of operating a wastewater treatment works. This master class was designed to cater for all local government practitioners involved in training, facilitation and conflictmanagement. Itis mostly insightful for those involved in the mentoring and training of others. It was hoped that by the end of the master class, participants

will have the following:• Abasicunderstandingoflocalgovernmentprotocol.• Adeeperunderstandingof thebasicsofTrain theTrainer

programme.

• An understanding of the importance of acquiring goodfacilitation skills

• Abasicunderstandingofconflictmanagement• Anappreciationof the importanceofadoptinga strategic,

outcomes based approach to planning• Improvedaccess to a rangeof learningnetworks, contacts

and potential support around Train the Trainer programme

CIFAL has adopted the blended learning approach for the rendering three day master classes which incorporates presentations, discussions and debates. The master classes are free and this includes training manuals, refreshments, travel and accommodation for delegates and the trainers. The Train the TrainmasterclasswasfacilitatedbyMrDenzilLakay(ChangeManagement Specialist), Dr Roshini Bob (Director: CIFAL) and Ms Genevieve Hartley (Senior Planner: Development and Planning) who are practitioners in the eThekwini Municipality. The session was also documented, courtesy of the MILE Secretariat.

Dr Bob outlined the history of CIFAL (translated as Centre for Training of Local Authorities and Actors) Durban. She reiterated that theDurban officewas responsible forAnglophone (andLucophone) countries, whilst the Burkina Faso office wasresponsible for Francophone countries. Initially, both officeswere established to deal with issues related to MDGs. In the meantime, the Train the Trainer Master Class is unique and generic in the sense that it is followed up with peer to peer training. At the present moment Zimbabwe and Kenya have expressedinterestinpeertopeertraining.DrBobemphasizedthat if there are any municipalities that would want to be part of this training they need to indicate their intentions in advance, because it needs to be included in CIFAL’s 2012 Annual Plan. CIFAL is funded by ACBF.

2. Overview of eThewini Municipality Eric Apelgren, the Head: Inter-Governmental Relations within eThekwini Municipality outlined the purpose of the master class and provided an overview of the city of Durban. He mentioned that the municipality was using the city (or rather, the municipality) as a knowledge laboratory, where experienced officialsactaspeermentorsfortherestoftheAfricanContinent.DelegateswerewelcomedandurgedtoenjoythebenefitsthatDurbanoffers.

South Africa is a member of SADEC and the port of Durban is a member of SACU. The port of Durban is very important for Southern African countries. Durban itself is the second largest manufacturing area in South Africa and comprises of primary, secondary and tertiary industries. Given the fact that Africa is developing rapidly, the Port has embarked on a number of large scale projects that need strategic infrastructure for sustainable port expansion. The municipality on the other side has to support the port expansion by developing the necessary infrastructure and the regeneration of the South Durban Industrial Basin. In order to achieve this, the municipality needs to support sector growth through forming partnerships. This will enhance the competitiveness of the city as a whole.

To this day, the municipality is highly involved in the economic development initiatives of the city, particularly through the development of SMMEs. The municipality is also involved in spatial integration, and hence has developed ambitious projects such as Bridge City. As part of its vision, the municipality wants to position Durban as an exicting, successful, vibrant tourist destination with a variety of culture, food, art, as well as be a sports and events capital. The city has embarked on a number of economic infrastructure projects such as uShaka Marine

World and the Point Development Precinct. Apelgren advised delegates that It is important for municipalities to weigh political aspirations against economic imperatives in making development related choices.

Whilst focusing on economic development, it is also important for municipalities to focus on Climate Change. eThekwini Municipalityhasembarkedonenergyefficiency,gasconversion,wasteminimization,andanumberofclimatechangemitigationprojects (i.e. waste buy back centres, conversion of gas to energy). The major projects such as the ICC and the Moses Mabhida Stadium have been converted for energy saving. The municipality has also adopted a public transport strategy that is characterizedbyan innercitydistributionsystemandthe minimization of vehicles driving through the city. Aspart of the strategy, the municipality has improved the road infrastructure anddeveloped theWarwick JunctionFlyovers.The municipality has implemented a myriad of projects over the years, such as, ITC Smart Exchange Project, a number of safety and security initiatives, tourism and accommodation, and has invested heavily in beach redevelopment and tourism as well as coastal management. Apelgren noted that Durban welcomes all cultures and age groups, and again urged delegates to enjoy Durban’s great hospitality.

3. Introduction to Local Government ProtocolDr Bob took us through this module. She commenced by defining amunicipality as an organ of statewithin the localsphere of government exercising legislative and executive authority within an area determined in terms of the local government-municipalact.Thestructureofgovernmentsdifferfrom country to country, others have a three tier system whilst others have two tier system. Generally, as in the case of South Africa, local government consists of political structures that are elected, an administration that is appointed as well as the community.

The objectives of local government are as follows:

• Toprovidedemocraticandaccountablegovernmenttolocal communities• To ensure the provision of services in a sustainablemanner• Topromotesocialandeconomicdevelopment• Topromotesafeandhealthyenvironment• Andtoencouragetheinvolvementofcommunitiesandorganizationinmattersoflocalgovernance.

It is important to maintain a healthy relationship between politicians, administrators and the community. Politicians, as elected representatives of local government, are accountable to the community. They are policy makers and play an oversight role in the municipality. Administrators implement the policies and support the politicians to succeed in an enlightened fashion. They need to improve communication between the three parties. Communities, on the other hand, also participate in local government through ward committees and otherstructures.

The system of governance may differ from municipality tomunicipality. In other words, the functions of office bearersmay differ depending on the political choices made by thatparticular municipality. As prescribed by legislation. For example, the municipality may opt to have an Executive Mayor who makes all the decisions or may choose to have an Executive Committeeasthehighestdecisionmakingbody.TheroleoftheSpeaker is clear in that s/he presides at meetings of Council. The City Manager on the other side is appointed by Municipal Councilandistheaccountingofficerofthemunicipality.IntheSouth African context, the salaries of politicians are determined by theMinister of Local Government and qualifications anddisqualificationsaredeterminedbytheMunicipalSystemsAct.On the other hand, the salaries and conditions of service of the Administrators is determined by a grading body and SALGA. Qualifications and disqualifications of theCityManager andtheOfficialsareundertakenthroughaninterviewprocessanda Council collective agreement on disciplinary procedures.

4. Introduction to Outcomes Based PlanningMs Genevieve Hartley took us through this module. She mentioned that eThekwini Municipality over the years has been embarking on learning by doing journey and this has been producing results. However, intended outcomes have not been forthcoming. The municipality introduced a new way of doing things, and adopted the concept of “Outcomes Based Thinking”. Looking back, the municipality has a memorable history of “outcomesbasedplanning”.Hartleyreflectedonthehistoryofstrategic planning in the city. New demarcations were legislated and introduced, and the municipality incorporated rural areas. Existing Planners were not trained in rural planning and development. Commencing the formation of the new municipal structure, everyone was excited and 80% of the municipality’s budget was channeled to previously disadvantaged areas. During the same time, the population of the city was increasing asaresultofrapidurbanizationthathadbeenrestrictedbytheapartheid government.

The municipality conducted a QOL survey to determine whetherthecommunitywassatisfiedwiththemunicipalityandthe development programmes it had introduced. The results of the survey indicated that people were not satisfied withthe quality of life. Leadership had to take a decision to change course and put Durban on a sustainable path. It became critical to transform the municipality in order to respond to the needs of the community. The municipality had to adopt a methodology in order to determine what to change to. Leadership had to agree on a new purpose statement that was outcomes focused. The application of outcomes thinking had to be employed throughout eThekwini. Practitioners were challenged to think strategically in their day to day activities.

Hartley noted that there are two ways of thinking that were considered, namely, Parts thinking / fragmented thinking or Outcomes based thinking. Parts thinking, assumes that the reality is made up of a number of isolated parts that are static. Furthermore it assumes that reality is a series of unconnected events or sudden changes. To learn about the whole one needs to break it up into its component parts and do a detailed study of each part. The answer will emerge from this detailed study of thedifferentparts.Theapproachtoproblemsolvingorplanningstarts with breaking up the whole into parts and allocating thedifferentpartstodifferentpeopletodevelopstrategiesfordealing with each part. In the process of dealing with each part the participants suddenly get surprised by the interrelationship amongthevariouspartsandformcoordinatingcommitteestotry to recreate the whole or the big picture. The whole is the sum total of its parts -if one gets the isolated parts right, the whole will come right

Outcomes based thinking, on the otherside, assumes that reality is made up of a number of interdependent parts that are in a constant state of change and development, a change in one leads to a change in another. The changes are both gradual and revolutionary and the revolutionary changes are as a result of gradual changes.Thebestwayof learningabout it is tofirstdefine thePURPOSE, thendefine thePROCESS thatdeliversthe purpose and only then do you identify the interrelations among the PARTS that are involved in the process. It focuses on the relationships among the parts when doing a detailed study. This helps to keep the big picture in mind while focussing on the parts. The whole is more than the sum total of its parts - one can only understand the part within the context of the whole.

Since 2001, OBT has informed the way the municipality has transformedandcommitteditselftoOBT,through:• TheLTDF

• ThefirstandsubsequentIDPs• TheTransformationPlan• TheOrganisationalStructure• ThePMS• ImagineDurbanproject• Developinga cadreofoutcomes-based thinkers, someof whom are now in management

The municipality formed a new purpose statement that is outcomes-focused. The question that was posed to delegates was: Could this approach work for your municipality?

Lessons Learnt

• OBT is a slow process. Sometimes it is difficult todetermine an outcome because things evolve over time. • To consult is an expensive process and hence thereneeds to be a linkage between planning and budgeting.• OBTneedstobecomepartofourlifestyles

5. Understanding the basics of train the trainerDenzilLakaytookus throughthismodule.LakaystatedthatKnowledge Management and knowledge transfer is a challenge fororganizations.Valuable informationdisappearsbecause itis not captured. It is important for municipalities to create an environment where everyone is willing to learn. He reiterated that practitioners should learn from practitioners and be able to share knowledge. After the introduction, it was evident that the master class consisted of a diversity of people and a variety of backgrounds.Thismodulecomprisedoffivetopics,namely:• Exploringtheconceptofbeinggenuine• Adiscussiononkeycommunicationskills• Learningtheessentialsofpresentationskills• Exploringtheconceptofbeinghumble• Discovering ways to nurture a readiness to learn inparticipants

The Art of Being Genuine

Being genuine is one of the key aspects of a great trainer. Genuine is being real, being you, and not pretending to be someone or something else. Being genuine, or authentic, means that we are who we are during training, just as we are in other areas of our life and work. If our goal is to share information that is new, or to encourage trainees to change, they are far more likely to pay attentiontoandacceptwhatwehavetosayifwearesomeonethat they can relate to.

Communication Skills

Good communicators use body language, listening, and questioning techniques to enhance their message and to

deliveriteffectively.Whentrainingwehavetobemindfulofcultural ideas about communication too. Some cultures are not comfortable with asking questions or challenging a trainer, even if they strongly disagree with you.

Presentation Skills

Good trainers develop their skills in many areas. People who want more experience with speaking in public can join a speaking group or an association of professional speakers. You can also take courses that focus on your particular knowledge gap.Youraudiencewillrememberyourpointsbetterwhentheyare supported with appropriate pictures and stories. In order for your stories to support the presentation you need to practice which stories you will use as examples, and be able to explain how they relate to your training objectives. A useful planning guide comes from the acronym “PAFEO.” (not discussed in detail) .

P=Purpose A=Audience E =Evidence O=Organization Understanding Adult Learning

In this Module, we:

• Exploredtheprinciplesofadultlearning• Discussedthelearningcycle• Learnedhowtoapplydifferentlearningmethods• Learnedhowtoestablishalearningclimate• Discussedwaystodealwithdifficulttrainees

Principles of Adult Learning

The basic principles of Adult Learning are that adults learn todobydoing;havefivesenses; learnwhenwearereadytolearn; make connections; learn one thing at a time; learn more rapidly when results are satisfying to us; need to understand whatwelearn;developskillthroughpractice;anddifferfrom

one another in abilities and background.

Four Basic Steps In Learning (The Learning Cycle)

There are four basic steps that many adult learners go through in the learning process. The experiences build upon one another to create a background for the learner. Although the steps are simplistic, the idea is that learners take on new knowledge based on what they get involved in and what they think about.

Learning Methods

Preparing a lecture requires research, writing, media preparation (slides, video, or audio), advance preparation, and a certain comfortlevelwithbeingthecentreofattention.Lecturingisnotthe way that most people prefer to learn. We learn best by doing

Design Tips

In designing activities, a trainer must consider the applicability of the chosen method, and must always refer back to the objectives when deciding on what to include. If you use the same approach and methods repeatedly, trainees disengage from learning. Research published designs that you can modify to suit your own training needs.

Lessons Learnt

•Networkandread:Therearemanyassociationsfortrainers,coaches, speakers, and facilitators. There are also associations related to specific industries. Keep yourself up to date andnetworkwithpeersinotherorganizationssothatyoucontinueto bring fresh and interesting insights to your training program.

Methodologies

There are seven different methodologies that you can drawfrom in your training.

1. Demonstration

Taking participants through an experience as it actually unfolds adds another element to training. Allowing the trainees time to practice and then demonstrate their new skill.

2. Case Study

Case studies are useful. When you write a case study, whether drawingfromactualexamplesorcreatingasituationthatfitsthe training objectives, you can present abstract information in a concrete manner.

3. Guided Teaching

This method can be helpful when you have not had an opportunity to contact trainees before a workshop, or if you do not know them well. This method also encourages self discovery (background),whichisagreatwaytohelpparticipantsrealizethat they often know more than they thought they did.

4. Study Group

A study group can be a good way to introduce new material without lecturing. It also requires participants to work together and get to know each other and clarifying concepts.

5. Role Play

Role play is a popular method of learning for trainers and trainees. It is a helpful way for participants to experience certain feelings and practice their skills in a non-threatening environment.

6. Games And Simulation

Gamesandsimulationscanbeenjoyableandeffectivewaystoenhance the learning experience for participants.

7. E-Learning

For organizations that have multiple sites or individualswanting to learn while at home, e-learning is a viable option. Although some e-learning options can be very complex and costly to set up, other options are quite reasonable. If you need to bring trainees together over long distances or want to have people work at their own pace, there are now trainers who specializeinelectroniclearningmethods.Considerthecapacityto communicate via video streaming, video conferencing, specially designed Internet applications, and telephone.

Dealing With The Difficult

Since training involves people, it makes sense to prepare for behavior that can derail your training plan. There are some generally recognizedcategoriesofdifficultbehaviors that thetrainer needs to manage. The behaviors often are the result of frustration, boredom, or personality characteristics that are well beyond your scope of delivering training. Disruptive behaviors can come from a variety of learners. In dealing with unwanted behaviors, you must consider why the participant is behaving in this way as you also decide how you will respond.

Lesson Learnt

•Noteverydisruptivebehaviorwillbepresentineverycoursethat you deliver. It is the behavior that is disruptive, not the person. Don’t make it personal to them, and don’t take their poor behavior personally yourself.

Behaviour Description Responses

• Jester The joker or class clown can help reduce inhibitions and barriersbygettingpeoplelaughing,butontheotherhandmaynotrecognizethelimittotheirbehaviorandcanmonopolizeorderail a session. Limit the number of times they intervene.

• Cynic Couldbeanegativepersonwhohasseentheeffortsoftrying hard result in failure. May have had trouble having ideas respected in the past, or may feel that they are ill equipped to succeedatwhatyouarepresenting.Explainbenefitstomakingchanges and work on gaining commitment. Listen to and acknowledge their doubts so that they are addressed through training.

• Indifferent Does not participate in discussions or activities except at the bareminimum.Like the cynic, indifference cancome from having tried and failed, or having ideas ignored. Uncover the cause and find ways to involve the individual,respecting and encouraging their involvement to build confidence.

• Talker Disrupts by interjecting comments or anecdotes, or chats about something similar that happened to them. In severe displaycanbemonopolizinganddistracting.Useproximitytostand close to them and silence them politely when they take a breath.

• Whisperer Starts side conversations that may or may not be related to the training. Check for understanding by asking if they misunderstoodorarehavingdifficultyhearing.Youmayneedto adjust your training approach. If they are having unrelated conversations, politely ask them to hold off until the break.Insertanenergizeroractivitythatrequiresarearrangementsothat the whisperers are no longer seated together. Stop talking until they notice that they are distracting you. Ask one of them a question about what you have just covered, acting like you didnotrealizetheywereinvolvedinanotherconversation.

Developing A Training Session

In this Module, we will learnt how to:

• Identifythetrainingaudience• Conductaneedsanalysis• Writelearningobjectives

• Research,write,andtestaprogram

Identify Your Audience

In order to consider providing a training session, you will need to identify your audience. This is easiest to do when you know theorganizationthatyouwillbetrainingfor,butisalsopossibleif you provide public workshops. When you are considering a program, or have been asked to design one, consider the following important questions:

Whoneedsthistraining? Whydotheyneedthistraining? Whatdotheyalreadyknow? Whatdotheyneedtoknow?

Performing A Needs Analysis

One of the key elements of your training program is the needs analysis. This formal type of assessment will help you identify:

• Theobjectivesoftheorganization• Gaps between what employees currently know andwhat they need to learn• Trainingthatisrequired• Trainingthatwouldbenicetohave• When trainingmaynotbeneeded, or isnot the rightapproach

Three Steps

When you are ready to undertake the training needs analysis, using the term ICE will ensure that you include all of the necessary steps:

• Isolate the problem.• Consult with appropriate stakeholders to and assess the effecttheproblemishavingontheorganization.• Evaluateoptionsandsetupanactionplanthatmeetsorganizationalneeds,andassemblethesupportthatyouneed.

Writing Objectives

Determining Objectives

At the program design stage, you won’t include every single learning objective that the program will encompass. Usually, objectives are broadly defined at the program design level,andthenmorenarrowlydefinedatthelessonplanningstages.Your objectives can be enhanced by including a measurement standard to ensure that trainees understand the expectations placeduponthem,andtogiveyouaneffectivewaytodocumentthe learning that has taken place.

Considerations When Writing Objectives

Types of Objectives

Setting objectives helps to ensure all needed informationis included in the training, and it also tells you what will be measuredtodeterminetheeffectivenessofthattraining.Italsohelpstocommunicatethepotentialvaluefortheorganizationthat approves your training program.

• Knowledge Objectives

Knowledge objectives relate to facts that a trainee can recall and apply at appropriate times.

• Skill Objectives

Skill objectives teach someonehow todo something specific,and are either related to a physical task or a cognitive task.

• Attitude Objectives

These objectives relate to awareness that will bring about changesinattitude.

• KSAs

These three categories are often referred to simply as KSAs. Differentiating between the types of objective (whether it isaknowledge, skill,orattitude)doesnotmean thatobjectivesare not mutually exclusive. Having the capacity to learn a skill objectivegenerallyassumesthattheattitudealreadyexists,andthat there is some background knowledge as well.

• Writing Tips

Objectivesneedtobewritteninawaythatiseasytounderstandandtothepoint.Applyspecificactionverbssothatparticipantsandwhoeverevaluatesyourprogramcaneffectivelyassessthegoals.

Outlining the Program

When you have a good idea of who your audience is, what they need to learn, and how to write the objectives for your course, youarereadytooutlineyourprogram.Awellwrittenoutlinecanhelp you to determine the length of time needed and resources required. As well, if you need to write a proposal to get approval for the program, this framework will help you bring together the information that you need. Your training session plan (or lesson plan) is the road map that your training will follow. It is a summary of learning outcomes and methodologies that are linked to business planning.

Lesson Plan

• LearningObjectives• TargetAudience• Prerequisites• TeachingPrinciples• Methodology• TimeFrame• Materials

Researching and Writing the Program

The content being delivered stems directly from the training objectivesthatareset.Itwillalsobeinfluencedbyseveralotherfactors,suchasthetraineesmotivationtoattendtraining,theirlearning style, and the trainer’s preferred training style, as well as factors such as available resources, time available, and the trainer’s skill level. Keep the quantity of content at a moderate level; focus on the objectives that you have designed; and use appropriate resources.

• Student Guides

Having a student workbook that the students can follow along in, write information in, and use as a resource later on, can be valuable.

• Handouts

Many instructors use handouts to highlight particular points and to provide students with a post-workshop reference.

• Electronic Slides

When done properly, electronic slides can help you keep participants engaged.

• Testing the Program

When you are responsible for program development, another important factor is to actually test the entire program. An effectivewaytotestaprogramthatwillbedeliveredtoalargenumber of staff is to run a pilot program, will give you anexcellent opportunity to make adjustments, re-write material, or incorporate additional information to increase understanding.

Adding Fun And Games

In this Module, we will learnt how to:

• Enhanceourtrainingprogrambyaddingsomefun• Effectivelyusehumorintraining• Find,organize,andincludegamesintraining• Troubleshootwhenagamedoesnotwork in thewaywe expect

Types of Activities

Adding fun and games to your training program serves several purposes. Many expect that training will be stimulating, interesting, and fun. As trainer, you must also introduce the idea of safety in games so that people feel able to participate fully, have fun, and even take risks by participating together. Games are a great way to help people relax and lose inhibitions and develop comfort with joining discussions, asking questions, and taking part in role plays. • Game• Icebreakers• Energizer• Simulations• RolePlays• CaseStudies

Facilitator Responsibilities

Your responsibilities as a facilitator include keeping your participants engaged. The use of games and related activities all reflecttheprinciplesofadultlearning.Games,simulations,roleplay, and related activities can speed up the learning process and reinforce the course objectives. It is equally important that you debrief the group on every exercise that you conduct. Debriefingallowstheopportunityforparticipantstogettheirfeelings out in the open, to question the process or outcomes while the activity is fresh in their mind and while they remain

withinthesafetyof thetrainingroom.Debriefingalsoallowseveryone, including the trainer, to talk about the outcomes of the exercise. • GettingBuy-In• StateObjectives• StipulatetheRules• UsingHumor

Quick and Easy Games

The games must illustrate, illuminate, or somehow relate to the training objectives. The games have to be considerate of the participants’ needs as well as ability levels. If you have people all dressed up in suits and ties, chances are they will not want togetdownonthefloor.

Delivering The Course

In this Module, we will learnt how to:

• Usevisualaids• Makeuseofpresentationtips• Managequestionandanswers• Arrangebreaks• Conductevaluations

• Visual Aids

Visualaidsareanotherelementofatrainingprogramthatcanenhance the experience for your audience.

• Lights

Check to ensure that you know how to operate the lights in the training room so that you can dim or brighten the room as needed.

• Projectors (overheads, data projectors, electronic projection screens)

These days many courses are supplemented by slides of some kind. This is a great help for visual learners who may miss what is being said and appreciate having something to look at.

• Flip Charts

Whenusingaflipchart,makesureeveryonecanseewhatyouwrite.

• TV or Computer Monitors

If you are providing training for a small group of people, they may be able to see a television or computer monitor adequately, but that is not the case for a larger group.

Lessons Learnt

• You can rent all kinds of equipment now, or perhapsborrow something from another trainer or an association.)

• Props

Using props is an excellent way to relay meaning to your audience.

•Equipment described or referred to during training

Trainingismuchmoreefficientifyoucanorientparticipantstothe equipment.

• Posters

Posters,likeflipcharts,enhancethetrainingthatyouoffer.

• Color

The use of color can enhance your program. Certain colors are often associated with certain ideas, topics, and learning. Using knowledge of color can really enhance the value of your

training, as well as set the tone for a particular workshop.

• Sound

Sound is another aspect of training that it is important to mention

Presentation Tips

• Preparation

The material, sequencing of activities, and having everything readyandorganizedisveryimportant.

• Emergencies

You should prepare an emergency kit with key items.

• Relaxation Tips

To reduce those feelings, use relaxation techniques prior to launching a session. Also, make sure you know your content well. Practice your delivery, including using your equipment, being aware of your body language and vocal quality. Include icebreakersorenergizersthatwillhelpyoutogettoknowtheparticipants and feel more relaxed.

• Food

Trainers must make sure that they eat on training days!

• Scheduling Breaks

If you can arrange your day so that breaks are strategic, then youwillfindthatparticipantsaremorelikelytoreturnontime,with energy and focus for the remainder of your session, and ready to be engaged. Depending on the needs of a particular group, many trainers arrange their training schedule around standard break time (10 AM, Noon, and 2:30 PM).

• Conducting training like a professional

Start on time, respecting your participants who have made the efforttobeontimeforyoursession.Startandfinishbreaksatthe scheduled time.

• Thinking time

If you have an activity that involves reading, writing, or study tasks, arranging them before a break can be a good strategy. Consider that some learners need more time than others to reflectonwhattheyarelearning.

• Time needed

In order to be fair to participants, always make sure that you give them an adequate amount of time for a break.

Evaluations

Evaluating learning is a key component of any training program. A trainer must evaluate the learning in order to know whether the objectives have been met. Evaluation is essential to demonstrate that an organization is using their trainingresources appropriately. Trainees need to know that they will be able to transfer the learning back to their jobs effectively.A trainer needs to know if they have provided appropriate and meaningful experiences and material. To decide on your evaluation strategy, you need to know the reasons for evaluation.

Four Levels

Many trainers use Donald Kirkpatrick’s four levels of evaluation:

• Reaction: The way trainees react to training• Learning: Knowledge, skills, and attitudes (KSAs) thattrainees gain from the training• Behavior: How the new KSAs are applied on the job

• Results: The impact that the change in KSAs have on the organization

A very thorough evaluation may include all four levels, measuring reaction, learning, behavior, and results.

• Evaluation Methods

Many trainers will use a combination of methods in their evaluations. True-FalseQuestions MultipleChoiceQuestions FillintheBlank ShortAnswer EssayQuestions BehavioralEvaluation OtherCreativeEvaluationStrategies

6. Introduction Of Facilitation SkillsCourse Overview

Facilitation is the new leadership ideal, the core competency everybody needs. This workshop has been created to make core facilitation skills better understood and readily available foryourorganization.Itrepresentsmaterialsandideasthathavebeentestedandrefinedovertwentyyearsofactivefacilitationinalltypesofsettings.

Learning Objectives

At the end of this workshop, we were able to:• Distinguishfacilitationfrominstructionandtraining.• Identify the competencies linked to effective smallgroup facilitation.• Understandthedifferentbetweencontentandprocess.• Usecommonprocesstoolstomakemeetingseasierandmore productive.

What is facilitation?

The Latin root of “facilitate” is, “to enable, to make easy.” Facilitation is a helping role. Facilitation is a way of providing leadership without taking the reins. A facilitator’s job is to:• Getotherstoassumeresponsibilityandtotakethelead• Helpthegroupdefineitsoverallgoalsanditsspecificobjectives• Helpmembers assess their needs and create plans tomeet them• Provide processes that help members use their timeeffectivelytomakehigh-qualitydecisions• Guidegroupdiscussiontokeepitontrack

Key Skills

A facilitative individual is someone who is easy to work with, who is a team player, and who is aware of individual and group dynamics. A facilitative person is knowledgeable in the interpersonal skills of communication, collaborative problemsolvingandplanning,consensusbuilding,andconflictresolution. A facilitator is a content neutral party who doesn’t take sides or express a point of view. S/he helps the group learn fair, open, and inclusive procedures for accomplishing the group’s work. Facilitative behaviors and skills are essential for anyone who wants to work collaboratively in groups or organizations today. Facilitative skills honor, enhance, andfocus the wisdom and knowledge that lies dormant in most groups. They are critical skills for developing what we have cometothinkofasthelearningorganization.

Roles of a Facilitator

Thefacilitatorencouragesfullparticipation. Thefacilitatorpromotesmutualunderstanding. Thefacilitatorfostersinclusivesolutions. The facilitator encourages diverse communicationstyles. Thefacilitatorteachesnewthinkingskills.

Facilitation Skill Levels

Mastering the art of neutrality, keeping notes, and asking questions at meetings is not all there is to facilitating. Being a true facilitator means developing your competency at four distinct levels.

Level 1: Understanding concepts, values and beliefs; use of facilitative behaviors such as active listening, paraphrasing, questioning, summarizing, managing time; encouragingparticipation; keeping clear and accurate notes; using basic

tools like problem solving and action planning.

Level 2: Mastering process tools; designing meetings; skilled at using the right decision making method, achieving consensus, and getting true closure; handling feedback activities andconducting process checks; using exit surveys; good at managingmeetingsinaneffectivemanner;abletohelpagroupset goals and objectives that are measurable; skilled at checking assumptions and challenging ideas.

Level 3: Skilled at managing conflict and making immediateinterventions;abletodealwithresistanceandpersonalattacks;makingdesignchangesonthespot;sizingupagroupandusingthe right strategies for its developmental stage; managing survey feedback exercises; able to design and conduct interviews and focus groups, design and implement surveys; consolidating ideas from a mass of information into coherent summaries.

Level 4: Design and implement process interventions in response tocomplexorganizationalissues;usetoolstopromoteprocessimprovement, customer intimacy, and overall organizationaleffectiveness; able to support teams in the various stages ofteam development.

Controversial Issues

Gradients of Agreement

Facilitatorsneed to take the temperature andfindoutwherepeople stand on an issue.

Listening Skills

The ability to really listen is an important skill for any facilitator to have. Listening allows you to understand where the other person is coming from, and shows you’re interested in what he/she has to say.

Then you can follow the three steps of active listening. Eye contact, an alert expression, head nodding, and a forward lean

to the body expresses listening. Asking QuestionsTypes of QuestionsMost of us are very good at asking closed questions, the kind that must be answered with short answers. You only get very specificbitsofinformation.

Where most people need more practice is asking the open questions, those where the listener is given a chance to explain, totellhowtheyfeeloroffersuggestions.

Lessons Learnt

•Bevery careful about “why”questions.All toooften thesequestions sound like accusations, and the listener immediately becomes defensive.

Probing

Thedifficultyhereisthatifyouasktoomanyofthesetheotherperson begins to feel like they are under interrogation.

Effective Feedback

Giving Good Feedback

Every facilitator encounters situations that require feedback. Managing feedback is an important facilitator responsibility. Feedback involves stopping the group’s discussions to ask them to assess how it’s going.

General Principles of Good Feedback

Feedback is always meant to be positive. Its goal is to improve thecurrentsituationorperformance;itsgoalisnevertocriticizeoroffend.Thestructureofgivingfeedbackisareflectionofthispositive intent.

Feedback Formats

Feedback can take a number of forms.

The Eight-Step Feedback Process

• Askpermissiontoofferfeedback.• Describespecificallywhatyouareobserving.• Tellthemaboutthedirectimpactoftheiractions.• Givetheotherperson(s)anopportunitytoexplain.• Drawoutideasfromtheothers.• Offerspecificsuggestionsforimprovement.• Summarizeandexpressyoursupport.• Followup.

Managing Divergent Perspectives

• Sequencing

The facilitator’s challenge is to help people value one another’s contributions. The simplest and most straight forward technique is sequencing. With this technique, the facilitator validates each perspective and then directs a group to focus on each line of thought in sequence, one at a time

• Situation• Task Information

7. Introduction to Conflict Management Course Overview

Allofusexperienceconflictandconflictisnormal.Solongaspeopleare individuals therewillbe thepotential for conflict.That’s thefirst thing to learnabout conflict. It isn’twrongorbad; it’s just part of being a person in contact with other people. The most important thing is to learn how to handle or manage it inproductiveways.What iscritical forresolvingconflict isdeveloping an understanding of, and a trust in, shared goals. It requires openness, discipline, and creativity. Showing respect for other people and not blaming them enables people to work formutualbenefit.Thereareseveralstrategiesforcopingwithconflict.Knowingwhenandhowtousethesetechniquescanmakeyouamoreeffectiveleader.Attheendoftheworkshop,we were able to:

• Understandwhatconflictisandhowitcanescalate• Be able to recognize the five most common conflictresolution styles and when to use them• Increasepositiveinformationflow,throughnon-verbaland verbal communication skills• Developeffectivetechniquesforinterventionstrategies• Strengthenstafftrustandmorale• Become more confident of your ability to manageconflictstoenhanceproductivityandperformance

Definition and Types of Conflict

Researchers telluswecanexperience threedifferent typesofconflict:• Innerconflict• Interpersonalconflict• Groupconflict

1. Inner Conflict

Inner conflict canbedifficult to recognize,yet inmanywaysthisconflictisthemostdifficulttolivewith.

Psychological Process Illustration

• Compensation• Conversion• Displacement• Fantasy• Negativism• Rationalization• Regression• Repression• Resignation,apathyandboredom• Flightorwithdrawal

2. Interpersonal Conflict

This is conflict between two or more people, and it may becaused by a number of different factors. Responses fromthe group can include: Personality clashes, culture clashes, value clashes, breakdown in communication, and sometimes workplacepoliciesandpracticesthatcreateconflict.

Root Causes of Interpersonal Conflict

Twelve Roots of Interpersonal Conflict

• BasicDifferences• Prejudice/Bias• Nastiness/Stubbornness• Sensitivity/Hurt• DifferencesInPerception/Values• DifferencesOverFacts• DifferencesOverGoals/Priorities• DifferencesOverMethods• CompetitionForScarceResources• CompetitionForSupremacy

• Misunderstanding• UnfulfilledExpectations

3. Group Conflict

Group conflict may very well be relatively independent ofthe individuals occupying the roles within the structure. The conflictsituationcanbeevenmoreintenseifthemanagersofeachdepartmentarealsoexperiencinginterpersonalconflict.

Summary of Types of Intergroup (or Structural) Conflict

• Goalsegmentationandrewards• Mutualdepartmentaldependence• Unequaldepartmentaldependence• Functionalunitandenvironment• Roledissatisfaction• Roleambiguities• Commonresourcedependence• Communicationbarriers

Johari Windows

Therearetwomajorwaysofbecomingmoreawareoftheeffectour behavior has on ourselves and others. The first involveslistening to yourself in order to understand how you are reacting or feeling, and what is causing your reactions or feelings. The second way of becoming more aware is to request feedback from other people as to how they see you and how they are reacting to your behavior. This concept is a way of looking at our self-awareness and our ability to ask feedback of others. The window illustrates their point that there are certain things you know about yourself and certain things that you don’t know.

Low Trust and Low Respect: This type of person is reluctant to express ideas or feelings to others, and equally reluctant to listen to others. High Respect and Low Trust: The owl style of human relations is better than the turtle because respect is shown toward the

opinions of others.High Trust and Low RespectHigh Trust and High Respect: The most effective style ofhumanrelationsischaracterizedbydialogue.

Conflict Outcomes

Lose-Lose

Lose-Loseoutcomesoccurasaresultofmanagingconflictbyavoidance, smoothing, and/or compromise. Win-Lose

In Win-Lose conflicts, one party achieves its desires at theexpense and to the exclusion of the other party’s desires.

Win-Win

Win-WinConflictisachievedbyconfrontationoftheissuesandtheuseofproblemsolvingtoreconciledifferences.

Strategies for Dealing with Conflict

We must accept the fact that anytime two or more people are brought together, the stage is set forpotential conflict.Whenconflict does occur, the results may be positive or negative,depending on how those involved choose to approach it. When adifferenceofopinionhasprogressedtoopenconflict,variousconflictmanagement strategiesmaybeneeded to resolve theissue. Some of the most common approaches used to resolve conflictincludewithdrawingfromanactualorpotentialdispute,smoothing it over, compromising, enforcing a solution, and confronting the situation directly. These and other approaches canbegroupedintothreebasicconflictmanagementstrategies:

• TheWin/LoseStrategy:Eliminatestheconflictbyhavingone individual win over the other.

• The Lose/Lose Strategy: Eliminates the conflict byhaving both individuals lose something.

• TheWin/WinStrategy:Theconflictiseliminatedwhenall parties accept a mutually satisfying solution arrived at through a step-by-step, problem-solving process.

The Role of Communication in Conflict Resolution

The Communication Funnel

The most common cause of conflict is a breakdown incommunication, or sometimes just a lack of communication, between individuals and groups. Improving our personal communication skills can go a long way toward lowering the amountofconflictinourlife.• Speaker’sWords• Speaker’sFacialExpressions• Speaker’sToneofVoice• OtherBodyLanguage

Other Barriers

There are other barriers besides those we have discussed that can get in the way of good communication.• EducationEducation can create communication barriers. • AssumptionsWe also make assumptions about people that are not based on fact.

Active Listening

Therearemanykindsoflisteningskills.Tobeeffective,activelisteningmustbefirmlygroundedinanattitudeofrespectingthe speaker and the worth of his or her point of view. Without this spirit of consideration and trust, we cannot begin to be effectivelisteners.

What We Achieve by Listening

Active listening is an important way to bring about changes in people. Research clearly shows that sensitive listening is a mosteffectiveagent for individualpersonalitychange,groupdevelopment, and conflict resolution. Listening brings aboutchangesinpeople’sattitudestowardsthemselvesandothers;italsobringsaboutchangesintheirbasicattitudesandpersonalphilosophy.

How to Listen

Active listening aims to bring about changes in people. In order todo this, therearedefinite things todoand things toavoid doing. Throughout our lives we have learned to think of ourselves in certain ways. We have built up pictures of ourselves. Sometimes these pictures are quite realistic and sometimes they aren’t.Whenwehaveexperiencesthatfitthewaywethinkofourselves, we can accept these experiences.

What to Avoid

Avoid pleading, scolding, prodding, and insulting to try and get them to change direction.

What to Do

So just how do we listen actively? Basically it requires that we get inside the speaker, that we grasp, from his point of view, just what it is he is communicating to us.

Respond to feelings

In some instances the content is far less important than the meaning.

Note all cues.

Not all communication is verbal. A speaker’s words alone don’t tell us everything they are communicating, so truly

active listening asks us to become aware of more than verbal meanings. A hesitancy of speech, an inflection in the voice,facial expressions, body posture and hand movements all help convey that total message.

Problems in Active Listening

Active listening is not an easy skill to acquire. It demands practice, and perhaps more importantly it demands a change in ourbasicattitude.

ConclusionIt is hoped that these learning notes will go a long way is assisting municipalities to undertake training programmes in their respective countries. The presenters and facilitators of this session have been an inspiration and have helped all participants to understand the intricacies of training. The topics covered included, an introduction to local government protocol; introduction to outcomes based planning; introduction to train the trainer; introduction to facilitation skills; and introduction to conflictmanagement. Follow upmeetings and/or sessionshave been planned for the future.

Sources of Information and Examples of Good Practice

1. www.mile.org.za2. www.durban.co.za3. www.cifal.com4. Slide Presentations (available on request)• Denzil Lakay, Manager: Change Management,Corporate Human Resources, eThekwini Municipality• DrRoshiniBob,ProjectExecutiveandDirector:CIFAL,Governance Cluster, eThekwini Municipality• GenevieveHartley,SeniorTechnicalPlanner,MunicipalInstitute of Learning, eThekwini Municipality• Fezile Njokweni, Chief Policy Analyst (KnowledgeManagement), Municipal Institute of Learning, eThekwini Municipality