planning and implementing training community handbook

7/31/2019 Planning and Implementing Training Community Handbook

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A Handbook for Community Trainers

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PLANNING AND IMPLEMENTING

A TRAINING PROGRAM



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Acknowledgements 3

Preface 4

List of Acronyms 5

Introduction 6

Chapter

1. Introduction to training 7

2. Training Needs Assessment and Analysis 9

3. Developing training objectives 12

4. Determining and organizing critical content 14

5. Selecting training methods 17

6. Training Aids 22

7. Selecting trainees and trainers 23

8. Implementing a training 25

9. Logistics and Administration of a training 27

10. Components of a training report 29

11. Evaluation of a training 30

12. Follow up of trainees 33

Appendices

1. TNA Questionnaire 34

2. Training Program Evaluation form 36

TABLE OF CONTENTS


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The AIM Programme wishes to acknowledge the following people and organisations for

their support in developing this training handbook.

Wilberforce Mutya Musolo for spearheading the development of this hand book.

Emily Katarikawe and Michelle Bordeu from AIMs Partnership Support team for

their contribution in developing the materials for this handbook.

AIM acknowledges the contribution of Katherine Shields of World Education in

Boston for the technical assistance provided.

Some sessions were adapted from materials developed by World Education Inc,

Communications for Basic Services (UNICEF, Nairobi), Senior Tech Center,

International Training Centre of the ILO, and National Training Partnership.

ACKNOWLEDGMENTS


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One of the first African countries to respond proactively to the HIV/AIDS epidemic,

Uganda has become a model for other nations around the world in the fight against

HIV/AIDS. In the last decade, marked progress has been made in the development of

sustained education, prevention, and care programs; yet these services are not uniformly

available throughout the country, leaving many areas still underserved. The AIDS/HIV

Integrated Model District Program (AIM) is an effort to address some of the challenges in

Uganda. Started in 2001, the AIM Program strives to empower organizations and individuals

to participate in district-level decision making, which will result in broader access to qualityHIV/AIDS prevention, care, and support services. By providing technical assistance to and

building the capacity of local partners including non governmental organizations (NGOs),

community-based organizations (CBOs), faith-based organizations (FBOs), and the private

sector AIM will establish sustainable initiatives and promote a sense of ownership by

district planning groups and clients who utilize services.

AIM provides direct grants to the district-based partners to facilitate service delivery at the

sub-county and district levels. Working with and through District HIV/AIDS Committees, AIM

provides funding to service providers to strengthen service delivery.

AIM developed the handbook, Planning and Implementing a Training Program, to improve

the quality and appropriateness of activities used in the training of district-based / community

trainers. In turn, these district-based / community trainers help district-based partners to

become more self-reliant in their provision of basic services. These services include home-

based care, targeted HIV prevention for at-risk populations, such as orphans, adolescent

services, and counseling.

This handbook is intended for district-level managers, trainers and coordinators of CBOs,

FBOs, NGOs or government sectors, who may be involved in planning and conducting

community-based training programs. Users can employ the knowledge and information

provided to oversee planning and implementation of successful training activities. This

handbook is appropriate for those who have never planned a training program, and also

for those with prior training experience, who may want to strengthen their skills.

PREFACE


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AIM AIDS/HIV Integrated Model district Program

CBO Community Based Organization

DHAC District HIV/AIDS Committee

FBO Faith Based Organization

NGONon Governmental Organization

UNASO Uganda Network of AIDS Service Organizations

LIST OF ACRONYMS


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The handbook, Planning and Implementing a Training Program,

is a training guide for staff of community based organizations

responsible for managing the training function in their

organization. The goal of this handbook is to improve trainee

performance equip CSO staff with knowledge and skills in organizing

successful training programsand introducing trainees to the concepts

and practices of training. The manual includes procedures and

activities to guide trainees in the design and implementation of their own training program.

There are a few important steps in the development of a training program or a specific

training activity: analysis, design & development, implementation, evaluation, and

follow-up. In the analysis step, trainers must determine training/activity needs and goals.

In the design & development step, trainers design a means to meet training/activity goals.

In the implementation step, trainers carry out their training program or activity. In the

evaluation, trainers assess the value of their training program or activity. Finally, in the

follow-up step, trainers ensure that the trainees successfully transfer the skills and knowledge,

acquired during the training or activity, to practice.

Trainers often underestimate the importance of the follow-up step. Following the completion

of the training or activity, it is very important for trainers to provide a supportive environment,

where new knowledge, skills, and attitudes are encouraged and can be practiced. Without

this vital step, it is difficult to ascertain whether the training or activity was effective.

INTRODUCTION


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CHAPTER 1:

INTRODUCTION TO TRAINING

What is training?

Training refers to teaching and learning activities carried out with the

intention of helping an individual to acquire and apply knowledge,

skills, abilities and attitudes needed to affect a desired change.

Training may not necessarily be carried out as a formally organized

program. Whenever a supervisor instructs a junior staff, gives directions,

or discusses procedures, s/he is training. Thus, training may be conscious or unconscious,

but all training contributes to improvement of a persons knowledge and skills.

Uses of training.

Training can reduce or eliminate the gap between actual performance and an organizations

needs. It does so by changing the behavior of individuals, by giving them the knowledge,

skills, or attitudes that they need to perform to the required standard.

Changing behavior then is the function of training

Lack of practical skills, lack of experience in the field, inadequate knowledge, or improper

attitudes can hinder an organizations operation. Training can solve a variety of problems

which may affect the performance of individuals in an organization.

Training can help an individual:

Improve his/her knowledge and skills

Improve his/her interpersonal communication skills

Develop new skills or knowledge in specific area

Improve quality of service delivery

Satisfy the community being served, and in return be satisfied by results

Meet the desired level of performance


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The Adult Learning Cycle

The Adult Learning Cycle is a four-stage process that encourages trainees to learn fromand build upon their own experiences.

1. It begins with a concrete, personal experience followed by

2. Observation of, reflection upon and examination of that experience which lead

to

3. The formulation ofabstract concepts and generalizations which leads to

4. Application of new knowledge to a new situation, which leads to another

experience.

The Adult Learning Cycle

DO IT(Concrete Experience)

APPLY IT THINK ABOUT IT

(Active Experimentation) (Reflection)

THINK ABOUT HOW

TO APPLY IT

(Abstract Conceptualization)

This cycle is the organizing principle behind the design of the training program as awhole, as well as the design of individual training sessions.

The trainer can apply this Cycle in a six stage process:

1. Find out what trainees already know and do.

2. Build upon what trainees already know and do with new skills and knowledge.

3. Let trainees practice the new skills through a concrete, personal experience.

4. Allow trainees to reflect upon what has been learned.

5. Let trainees think about how to apply newly learned knowledge and skills.

6. Let trainees apply what has been learned to new situations.A detailed discussion on this process is given in Chapter 4.


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In preparing for a training program, the first step any trainer needs to take is to

determine the training needs.

A training need is the gap between current level of knowledge,

skill, or ability and the desired level. This gap can prevent staffand the organization from performing at a satisfactory level.

Why determine training needs?

1. To structure the training program around properly identified needs, so that worthwhile

services are rendered to the community.

2. For mutual benefit of the individual and organization. Individuals will acquire

knowledge and skills, which will enable them to perform to their maximum ability,

and as a result, the organization can realize their respective mission.3. To assess (WHOSE? prospective trainees?) Knowledge, skills and attitudes, so that

the shortcomings are addressed during the training program.

4. To avoid/ reduce wasting the resources (money, time and efforts) of the individual or

organization.

How do trainers identify a training need?

Trainers identify a training need by observing the prospective trainees current knowledge

and skills and comparing them with the ideal knowledge and skills for that position.

Below is a general guideline for identifying training needs:

Task Existing knowledge Required knowledgeand skills and skills

CHAPTER 2:

TRAINING NEEDS ASSESSMENTAND ANALYSIS


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What are the techniques used when assessing training needs?

1. Interviews

An interview is a verbal interaction between individuals. During the interview prospectivetrainees are asked about their knowledge and skills. The interview can take place inperson or via telephone.

2. ObservationAn observation allows the trainer to watch the prospective trainee perform a task.From these observations, the trainer assesses the skills and knowledge that need to bestrengthened.

3. Questionnaires1

A questionnaire is a written or printed set of questions used to gather information.Questionnaires may be mailed or delivered to the prospective trainee. She/he cananswer the questions independently and mail them back, or the trainer can send aninterviewer to administer the questionnaire and bring back the answers.

4. Focus Group discussionsThis technique brings a group of people - usually 6 10 - with similar characteristicse.g. sex, age, occupation together in a social interaction. Its purpose is to collectinformation from a focused discussion. A moderator uses a topic guide to focus thediscussion, and, through observation, he/she can pinpoint unanticipated issues.

5. Key InformantsDue to their positions in a community, some people are privy to the needs of the group.These people are referred to as key informants or gatekeepers of information.Village leaders, midwives, nurses and teachers all qualify as potential key informants oncertain community issues. Once the key informants have been identified, many of theother techniques described (e.g. interview) can be used to gather the necessary informationfrom them.

6. Performance appraisalsStandards of performance are

established, and then supervisors assessthe subordinates against these standards.Inability to measure to the standard ofperformance is an indication of atraining need.

While preparing to conduct a training needsassessment, design a simple form to helpyou record and remember your observations.A sample form is provided below:

1 A sample questionnaire is appended.


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TRAINING NEEDS ASSESSMENT SUMMARY SHEET

ASSESSMENT TEAM:

Who you will What you want How you will Needs Comments

ask to know collect the assessment

information tool needed

ANALYSIS:

After the trainer has completed a training

needs assessment, s/he needs to critically

examine those needs to determine what s/he

should address in the training and to list thecritical knowledge and skills that s/he wants

the trainee to exhibit after the training. This is

called training needs analysis.

It is only after a manager/coordinator/trainer has analyzed the information

gathered that s/he can then start thinking about:

Objectives/goal: What do we hope to achieve?

Content: What needs to be covered in the training?

Facilitator/Trainer: Who can help conduct the training?

Methodology: How should the training be conducted?

Timeframe: How long should the training be?

Resources: How much will it cost? (in terms of money, time, & materials)

Trainees: Who is suitable to receive this training?


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CHAPTER 3:

DEVELOPING TRAININGOBJECTIVES

After identifying the training needs, a trainer should find a way to

address them. This is done through the development/ design of the traininggoals and objectives.

Goals are broad and general expressions of aims, purposes or desiredoutcomes of a training.

Objectives are descriptions of the behavior that the training will produce,stated in terms of the trainees ability, leading to the achievement of thegoal of the training.

Before arriving at the training objectives, a trainer starts with a detailed analysis of the type

of behavior a trainee should exhibit. A trainer should be able to answer the questions; At

the end of the training

What should the trainee know? [Knowledge]

What should the trainee be able to do after the training? [Performance]

This analysis will give the trainer an understanding of the specific skills to emphasize in thetraining. These skills will guide the design of the training objectives.

Training objectives are written using action words.

Action words are measurable and observable. List, Write, Describe,

Demonstrate, Distinguish, Explain, Discuss, Define are some of the action

words that can be used in writing training objectives. Words that areNOT

measurable and observable: Understand, Know, Be familiar with.


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Training objectives should be SMART:

Specific

Measurable

Achievable

Relevant

Time bound

An example of a training objective:

By the end of the training program, trainees should be able to explain

three ways of preventing HIV transmission.

Using the above objective, the SMART rubric can clearly be seen.

Specific performance level - Explain three ways of preventing HIV

Measurable and observable behavior Explain

Achievable This objective should be realistic for the length of training and level of the

participants.

Relevant HIV prevention should be a relevant topic that participants can use in their

lives.Time bound - by the end of the training program

There are other characteristics that a trainer considers when designing training objectives.

These include time, performance level and the target population (participants).

An objective must be achieved in a defined time frame. Hence it is time bound.

An objective should specify the population for which it is designed; these are the people

whose training needs were assessed.Lastly, a training objective should specify how well trainees must perform the stated

behaviors.


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After designing the training objectives, a trainer must select

the critical content of

the training. The critical content is the information thatwill best help trainees learn the desired knowledge and skills.

How does a trainer determine the critical content?

There is never enough time to completely cover a topic in a training, so the training

designers must decide what to include and what to leave out.

When determining the content of a training program, a trainer should select those topics

that address the training objectives and therefore meet the training needs of the trainees

that were assessed earlier.

A trainer should identify the topic areas necessary to cover in

order to reach the stated training objectives.

To identify the necessary topic areas to cover in the training, the trainer must consider the

relevance of the topic information to the training objectives. Information can be

prioritized as follows:

Need to know - Some content is critical for participants to know in order to achievethe training goals. Participants cannot leave the training without mastering the critical

content.

Some content is good to know if time allows, participants should learn this content,

because it supports the training goals.

Some content is nice to know, but it is not really relevant to the program goals. This

content should only be included in the training if the participants completely understand

the critical content.

CHAPTER 4:

DETERMINING AND ORGANIZINGCRITICAL CONTENT


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This graphic represents the three types of content.

Example: Think of a training in which the overall goal is for mothers to use oral

rehydration therapy correctly with their children. These are some possible

learning objectives:

Need to Know: By the end of the session, the mothers will be able to

demonstrate the steps in oral rehydration therapy preparation by mixing the

ingredients.

Good to Know: By the end of the session, the mothers will be able to list the

advantages of using oral rehydration therapy.

Nice to Know: By the end of the session, the mothers will be able to identify the

chemical composition of the oral rehydration therapy.

Organizing content

After selecting the topics to be covered (content of a training program), a trainer shouldsequence the topics so that they fit together in a logical order and build on one another to

form a systematic learning experience.

The sequence of topics in the training should follow the Adult Learning Cycle. A trainer

should start with topics that require participants to share old experiences before creating

new ones, to learn simple tasks before attempting complex ones, and to share concrete

ideas before considering abstract ones.

Need to

Know

Good to Know

Nice to Know


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Each individual training session should also reflect steps in the Adult Learning Cycle. A

trainer should organize the training session following these steps:

1. Find out what participants already know and can do: At the beginning of each

session, determine the trainees knowledge about and ability in the topic. Some

techniques the trainer can use in this step include asking questions; assigning a short

exercise or activity; or conducting a brainstorm. Trainers should make note of the

trainees responses.

2. Build on what participants know and do: Next, introduce new information to build

trainees skills and knowledge. Connect this new material to their previous

knowledge. Some techniques the trainer can use in this step include giving a short

lecture interspersed by discussion questions; making a demonstration; or conducting arole play.

3. Do it (concrete experience): Trainees will learn material more thoroughly if they have

the opportunity to put their new skills into practice. Activities that give trainees hands-

on experience include presenting role plays to the group; completing a group

assignment, such as reviewing a case study or answering discussion questions; and

teaching new skills to a peer. As trainees practice their skills, the trainer can observe

their progress and make note of areas that need more explanation.

4. Think about it (reflection): Reflection is a critical part of the cycle. Trainers need to

evaluate what participants have learned. Trainers use this information to select topics

for further training, as shown in the Adult Learning Cycle (p. 10). There are several

methods of evaluation: asking questions to test the trainees knowledge, asking

trainees to demonstrate a new skill, and asking trainees if they think the learning

objectives were met. To evaluate learning at the end of a complete training course, a

questionnaire or test may be used. (WHY should trainees evaluate their learning?

Need to explain how this helps the trainees)

5. Think about how to apply it: Participants can make abstractions from the concrete

experiences and practice they have had so far. This step could include an individual

writing task, or a group assignment, in which participants draw conclusions about new

ideas.

6. Apply it: Participants apply their new knowledge to a new task. This may take place

outside the classroom.


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Following the training needs assessment, the trainer should have a clear understanding

of the potential trainees needs, expressed in terms of what they should know and what

they should do differently. Based on the findings, the trainer should brainstorm the types of

experiences that the trainees should need to acquire the knowledge and skills that they are

lacking. To fill in these gaps, the trainer must select appropriate training methods.

Criteria for selecting appropriate training methods

The selection of an appropriate training method depends on a number of factors:

1. Training objectives: Is the training focused on developing skills, changing attitudes

or working to build knowledge?

2. Available resources: Are there qualified trainers, training materials, facilities, time,

and money available?

3. Time- What time frame do we have for the training?

4. Number of trainees: How many trainees do we have for the training?

I. Training objectives

The methods chosen should enable trainees to acquire the knowledge and performance

skills targeted in the training objective:

Enhancing Knowledge The basic requirements for

facilitating knowledge-based learning are that information is

clearly presented and that the learner has enough opportunity to

ask questions and to seek clarification. Methods used to enhance

knowledge include discussions, lecture, film and charts.

Building Skills Acquiring the ability to

perform a task requires guided practice with

feedback. Role plays, demonstrations, apprenticeships, simulations, and

fishbowl exercises (role playing in front of a group, incorporating observers

feedback)are appropriate methods for skill based learning.

Changing Attitudes Activities that promote skill-based learning can also be used to

promote attitude-based learning.

CHAPTER 5:

SELECTING TRAINING METHODS


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II. Sizes of the group being trained

Different learning methods accommodate training

audiences of different sizes.

Training for small groups (2- 25 participants): The

participants may be separated into small groups of

4-5 participants for specific exercises. Appropriate

learning methods for small groups include discussions,

case studies, buzz sessions, and role plays.

Training for large audiences (more than 25

participants):In large groups, communication between the trainer and the participants tends to be one-

way, and it is highly controlled by the trainer. Lectures and discussions are appropriate

methods for groups of this size.

III. Amount of time available

The amount of time available to a trainer has a direct bearing on the method used to

deliver content. In a longer session, it is appropriate to use methods that allow trainees to

actively participate. In a shorter session, a lecture-style training method is more effective.

The selection of a training method can also be based on:

Facilitators experience and skill the trainer should select those

methods s/he can conduct confidently. If the trainer chooses to use a

method he is less familiar with, then s/he should ask an experienced trainer

to assist.

Available resources (time, money and equipment) Trainers should

only choose those methods that can be conducted efficiently using existing

resources.


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A summary of appropriate training methods according to group size and learning goals:

Categories For large For small Experts Change Build

group group needed attitudes Skills

Methods

Brainstorming X

Buzz session X X

Case study X X

Demonstration X X

Discussion X X

Field trip X

Lecture X X

Panel X

Role play X X

Skit

Adapted from: Community Development Workers Training Series - Planning and

Conducting Training in Communication page 42, Communication for Basic Services,

UNICEF, Nairobi.

When training adults, the method chosen should follow the

Adult Learning Cycle.

A summary of the training methods that a trainer can use are described below:

Brainstorm

This is a method in which the group quickly generates all possible ideas around an issue,

accepting all ideas as plausible. Criticism and discussion are discouraged while thesuggestions are being listed. After the listing is over, a discussion follows in which the group

evaluates the ideas and selects the most appropriate idea for implementation or further

discussion.

Ice breakers and Energizers

These are brief activities or exercises to acclimate participants to the learning environment;

icebreakers and energizers usually involve physical movement and fun. Icebreakers help to

reduce anxiety at the beginning of a training event, and they help participants become

acquainted with one another. Energizers provide stimuli or a physical break, release energy,

and shift the mood of the training program.


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Demonstration

This is a prepared presentation that demonstrates how to perform an act or how to do a

procedure. It is accompanied by appropriate oral and visual explanations, illustrations and

questions. The basic process is show, tell and practice, step by step.

Small groups

This technique involves an open exchange

of ideas between members of a relatively

small group on a topic of mutual concern.

Fishbowl

In this technique, some members sit in a

smaller inner circle and work on an assignedtask, while other members sit on the outer

circle and observe. Next, the two groups

reverse roles. Following the activity is a

discussion or feedback session in which both groups share their experiences and observations.

Role plays

Members of a group act out a potential life situation before an audience. As there is no

script or set dialogue, participants make up their parts as they go along, using a short set of

instructions provided by the trainer. Role plays are particularly useful in identifying problemsand solutions in a practical and skill-building approach. Role plays should be followed by

a group discussion to analyze the problems, skills, and solutions portrayed.

Skits/Drama

Skits are short, rehearsed dramatic presentations involving two or more people. Participants

perform skits using a prepared script and dramatize an incident that illustrates a problem

or situation. A skit must be followed by a group discussion.

Lecturettes

Lecturettes are shorter than the lectures. They last no longer than 15 minutes and can be

used before an exercise as an introduction to the group activity, or as a summary of the

knowledge and skills obtained during a group activity.

Field trip/tour

This is a carefully arranged visit to a place of interest to

observe and study something firsthand. In order to be

effective, field trips must be carefully planned, involve

multiple arrangements, and should use a number of

techniques such as lecturettes, discussions etc.


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What are training aids?

Training or instructional aids are materials that support theinstructional methods that a trainer has chosen. Thesematerials can be visual, audio or audiovisual.

A visual aid is anything the trainee can see that helps the

trainer get his/her message across. Examples of visual aidsinclude: charts, chalkboard, pictures and models.

Audio aids help trainees learn by sound. Notable examples are radio and cassettes.

Audiovisual aids combine visual and audio aids: they help a trainee learn by sight andsound. Examples include video, TV, and films.

Why do we use training aids in learning?Training aids enhance learning. People learn better by observing, hearing, feeling and

practicing. Using visual aids makes issues more vivid for the learner.

Training aids, such as charts and videos, can increase the trainees interest in the topic bypresenting information that is visually appealing.

Training aids make it easier for the learner to remember or memorize what s/he saw orheard during the learning process. Studies have shown that people only remember about20 % of what they hear, but they remember 30% of what they see and 50% of what they seeand hear.

How do trainers select an appropriate aid for training?There are a variety of training aids available to trainers, but a trainer should decide whichtraining aid s/he is going to use following these criteria:

CHAPTER 6:

TRAINING AIDS

The trainer should select an aid that S/he is very comfortable using Everyone can see Is compatible with the training method Does not distract trainees Is easily available for use Generates interest and discussion Is not too foreign or abstract for trainees. Is an appropriate cost for the available budget


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Early in the process, training designers should decide who should participate. The target

participants and their needs should then guide the entire training design process: what

methods are used, what content is important, what schedule is appropriate, what type of

vocabulary is used, et al.

Many trainers of community programs feel that trainees should not only be from the

community, but they should be selected by the community. The argument is that:

1. If everyone takes part in the selection, it is more likely that those selected will later be

accepted by the community.

2. Participation in the selection process is a step toward greater responsibility and control

over factors that affect community members.

3. A trainee chosen by the community is more likely to feel her/ his responsibility to the

community.

Selection of community trainees

For any training in which the trainees will eventually work in and with the community, trainers

should select people who:

1. Know and speak the language

2. Know the customs and problems

3. Are likely to stay in the community longer and continue to help.

4. Are able to articulate issues that relate to the lifestyles of community members, and

therefore can propose feasible changes in behavior and practices

What is the role of Organizations in the selection process?

Organizations have to work with the community to select people to attend the training. They

have to inform the community about the selection criteria for trainees, so that they come up

with someone best suited for the training.

How do trainers select participants/ trainees?

Trainers select participants for a training program using criteria that best describe the

person who would benefit most from the organized training. Information derived from theneeds assessment exercise (p. 11) may also inform the selection process.

CHAPTER 7:

SELECTING TRAINEES ANDTRAINERS


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Selection criteria: What kind of trainee should attend the training?

Various development organizations have used the following criteria when selecting prospective

trainees from communities. Prospective trainees should:

1. Communicate well

2. Have time to apply the skills learned in the

training

3. Demonstrate motivation

4. Be respected in the community

5. Reside in the community

6. Belong to the target group

7. Have previous health training experience or

demonstrate basic knowledge about health

Note: Finding a person with all the above characteristics may be hard. Guide the community

to find someone with as many of these characteristics as possible.

SELECTING A TRAINER

Organizations should seek a trainer who will positively impact the trainees.

What are the characteristics of a desirable trainer?

This trainer should:

1. Be a qualified professional in the training area.

2. Have taken a basic trainer course and is conversant

with the Adult Learning Cycle and teaching methods)

3. Demonstrate strong communication skills

4. Have at least 2 years experience as a trainer.

5. Be familiar with the participant target group

6. Demonstrate strong technical skills and experience

in the content of the training.

The competency/ability of the trainer is one of the major determinants ofthe success of the training program. If the trainers are poor, the overallimpact of the training will be weak. Therefore, it is important for organizationmanagers to find highly experienced trainers.

NOTE: Managers of organizations should always endeavor to collect profilesof at least 3 trainers for comparison, to meet with these trainers, and to

discuss the planned training. This gives managers an opportunity tostrengthen their assessment and to select the right person


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CHAPTER 8:

IMPLEMENTING TRAINING:

After selecting the content and trainees, a

trainer needs to manage the learning process

by assisting trainees acquire the knowledge, skills

and attitudes necessary to meet the training

objectives. The trainer must guide the participants

to complete the activities as laid down in the

training curriculum and make sure that the

trainees communicate effectively as a group and

individually.

Trainers must be sure to have participants complete attention beforedelivering material.

Trainers can focus the learners attention by doing the following:

Setting the climate for learning

The trainer should create a climate that is conducive to learning.

Participants should get to know each other, so that they can freely interact

as they learn. The trainer should create an environment in which

participants feel that their opinions are respected. These conditions will

make learning more pleasurable and exciting.

Therefore, trainers should prepare Ice breakers that will encourage their trainees to open

up and feel free to participate.

A conducive learning environment is critical to the trainees learningprocess. It is important to create a healthy learning climate right from

the beginning ofthe training.Use appropriate methodologies to keep the participants involved and

learning. The process of adult learning should be fun. A fun learning environment lends

to the achievement of the training objectives. It will also give the trainer an opportunity to

ascertain the participants knowledge and abilities and to determine what needs to be

corrected, strengthened, or filled in. Such participatory methods are described in Chapter5: Selecting Training Methods.


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Master content: It is important that the trainer

is comfortable and confident with the content to

be covered in the training. The trainer should know

from the beginning whether the training will involve

skill building, knowledge building, or attitude

changes and must design the training

appropriately.

Scheduling session time: Sessions should be

scheduled in such a way that they do not go

beyond the normal working hours. To avoid spillover, a trainer should

avoid scheduling long sessions towards break hours or toward the

end of the day. Schedule sessions and activities which require thegreatest concentration during times when trainees are focused, and

schedule interactive sessions during times when participants energy

levels are low. For example, practical or demonstration sessions are

better in the afternoon when trainees concentration levels are low.

Involve participants in workshop management: It is important that participants

are involved in management of the workshop. Selecting participant leaders usually provides

good support to the trainers; these leaders are often referred to as helping hands, host

teams, or workshop captains. They help the trainer ensure that the room is arranged andthat lessons begin on time. In addition, they can conduct energizers and icebreakers, review

the previous days work (in workshops that are two days or longer), provide participant

feedback to the trainer, and help to make feasible adjustments and responses to participants

concerns.

Evaluation: Evaluation is critical to ensure that the training remains on course and that it

is well received and understood. A trainer should use simple techniques to evaluate the

training on a daily basis or after each session

(See Appendix 2 for examples of techniques that can be used to evaluate training at the end

of the day.


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Note: Efforts should be made to secure training materials that fit your organizations

budget and the technology available.

3. Transport

If the training venue is outside your institution, make arrangements to provide transport to

the training venue and back. Clearly give instructions to the participants on how to get

there, and always have a means of transportation available at the training site in case of

emergencies.

4. Trainers

Contact the trainers before inviting the participants and plan the training with them. Let

them flesh out the topics to be covered during the training. Set the dates of the training, the

venue, the session times, and the materials required for the training. It is important that

there are at least two trainers for a training.

5. Participants information

Send out information to participants2 weeks prior to the training. Clearly

indicate the purpose of the

training, the dates, the venue of

the training, what facilitation/ per diem will be provided, what materials to bring, and

contact information.

6. Coordination, Administration and Management

Clearly identify the head coordinator of the training activity and determine whether s/he will

have assistants. It is also often helpful to form committees (i.e. steering, welfare, etc) toassist in coordinating the training activity.


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CHAPTER 10:

COMPONENTS OF A TRAININGREPORT

Reports are often written at the end of a training program to inform administrators,donors, and others about the training activity that has occurred. Many organizations

have their own requirements for such reports. A good training report should include bothfacts (e.g. the names of participants) and the qualitative information (e.g. recommendationsand next steps fir future actions, which were reached during the training).

What is contained in a training report?

The contents of a training report include:

The Summary - A wrap up of the entire training report.(1 pages)

Introduction - The background information for the training(# pages?)

Purpose of the training program Why was the training was held?(# pages?)

Training goal and objectives What was the intended output of the training, and how it wasto be achieved?(# pages?)

Participants How many participants were expected and how many attended? Also,participants names, organizations, and locations.

Program content and methodology A description of activities(# pages?)

Schedule/ Timetable A reference to amount of time spent on which activities/ topics (couldbe included as block schedule and / or time schedules in detail in the appendix/ annex)

Products A description of products, if applicable. The products are reports, documents,

materials, etc produced by the participants during the training.Participants evaluation A summary of the evaluation of the training program.

Facilitators evaluation - Findings, conclusions, observations, and lessons learned

Recommendations Proposal for future actions based on what transpired during training,as well as the participants and trainers evaluations.Next steps Plans for the future, ifapplicable or a follow up planFinancial report How much money was spent on the activity(this may not be a trainers responsibility if hired from outside the organization, but theorganization should attach their expenditure report to the trainers report.)

Appendices Copies of documents, including attendance lists, timetable, copies of evaluationforms, and any other relevant documents.


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What is evaluation?

Evaluation is the process of gathering information and assessing the value of a given

program against established goals and objectives. Evaluation includes a range of value

judgements about a training, including trainees responses to the programme and the

effect that the training effort has had on the individuals and organization performance.

Why is it important to evaluate a training?

The purpose of evaluation is to determine whether the goals and objectives of a training

have been achieved and address the gaps identified during the training needs

assessment.

What should be evaluated?

Evaluation is an integral part of the needs assessment, design, development and

implementation phases of a training. Each activity in the management of a training

process needs to be evaluated.

The evaluation1 of a training program should focus on:

1. The trainers

2. The trainees

3. The training objectives

4. The training/ instructional materials

5. The training methods

6. The timing and sequencing of topics

7. The venue for the training activity

8. The physical facilities and training equipment

9. The administrative arrangements

Who needs the results of a training evaluation and why?

Evaluating a training is not an individual activity, but instead, it is a joint venture, in which

individuals and organizations with different capacities participate in different aspects. Eachof these parties can benefit from the results of a training evaluation:

CHAPTER 11:

EVALUATION OF A TRAINING


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1. The trainee needs feedback about his achievement.

2. The trainer needs feedback on how well he has achieved the training

objectives.

3. The organizations (in this case the CBOs, FBOs, NGOs) are eager to know

what their people learned from the training (knowledge and skills), and how

much this new knowledge will improve performance.

When should a training be evaluated?

Evaluation of a training can be done at different times and should be planned long

before a training activity starts. Evaluation begins before the start of a training program

and ends after the training program is completed.

Evaluation before the training program begins: This evaluation enables the trainer

to collect information before a program begins, in order to compare the present situation

with the situation after the training program, i.e. as a baseline for assessing the impact of

the training program.

Evaluation conducted during the training program: This evaluation is carried out to

check the training programs progress. This evaluation may involve soliciting feedback

from trainees at the end of each session. If necessary, during this evaluation, corrective

measures can be taken to revise the training program.

Evaluation is also carried out at the end of the training: This evaluation is done to

determine whether a trainer has reached the goals and objectives of the training

program.

Evaluation carried out after the training activity: Since training is conducted to

bring about changes in trainee behaviour, attitudes or skills, it is best to evaluate the

effectiveness of a training following a lapse of time. At this point, trainees should have

incorporated their new knowledge and skills into their work.

Methods of evaluating a training program

Most training organizations evaluate training using a four-level framework. This

framework looks at the reaction of participants to the training program, the skills and

knowledge they have acquired through the training program, the behaviors they exhibit

after attending the program, and the results after the training. Each of these has specific

methods for evaluation.


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Adapted from: Training for Effective Performance at http://erc.msh.org/fpmh-english/

chp6/tools-4.html

Reaction

How trainees like the program; how they

perceive the value of the program;

suggestions for improvement

Learning

Understanding principles, facts and

techniques and the ability to apply them

Behaviour

Change in on-the-job performance

Results

Impact of the training program and on

the delivery of services

Suggested Method

- Participant evaluation committee- Daily feedback forms

- Final evaluation questionnaire

- Trainee journals

- Pre-tests and post-tests

- Verbal and written tests

- Observation guides for trainers to use

during practice sessions

- Supervision reports

- On-the-job observation

- Questionnaire about how trainees are

using new skills

- Supervision reports that include

improvements in service delivery

- Focus group interviews with clients


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APPENDICES

Appendix 1: Needs Assessment Questionnaire

We would be grateful if you could complete this questionnaire to help us understand the

different skills, needs and interests within the workshop group for 12 23 March 2001.

First Name: ..

Last Name:

1. What is your experience to date in designing training programmes?

...............................................................................................................

...............................................................................................................

...............................................................................................................

...............................................................................................................

2. Are you currently involved in designing training programmes?

Yes No

In which occupational sector?

3. Is the curriculum design based on the regional / local demand?

...

.....................................................

..................................................

4. What is your motivation for attending this workshop?

....................................

.......................

......................

..........


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Self assessing your competences

Please provide the information requested below to help us identify the key areas on which

participants may wish to focus. This information will be kept confidential. For each statement

rank your perceived level of skill/ expertise:

1 representing no skill or expertise

2 some skill or expertise

3 competent

4 denoting excellence that could be shared with other group members during the

workshop

1 2 3 4

Designing training programmes

Experience in designing training programmes

Defining training requirements

Analysing training needs information

Developing learning objectives/ outcomes

Identifying and organising training content

Selecting training strategies

Defining methods and assessment tools

Thank you for your time and cooperation. We look forward to meeting and working with

you in the workshop.

Adapted from: International Training Centre of the ILO Competency based Curriculum

Design.


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Appendix 2: Training Program Evaluation Form

Training Session Title: Date:

Location: .

Presenter:

Please evaluate each of the following aspects of the training program by circling a

number on the scale below.

Excellent Good Fa ir Un sa ti sf ac tor y N ot

Applicable

Achievement of program 4 3 2 1 N/A objectives

Achievement of my personal 4 3 2 1 N/A objectives

Relevancy of content to my 4 3 2 1 N/A needs and interests

Organization of the program 4 3 2 1 N/A

Usefulness of exercises and 4 3 2 1 N/A activities

Usefulness of visual aids and 4 3 2 1 N/A handouts

Trainers knowledge 4 3 2 1 N/A

Match between content and 4 3 2 1 N/A my questions

Trainers ability to explain 4 3 2 1 N/A content clearly

Trainers ability to respond 4 3 2 1 N/A well to questions


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7. If you rated your experience as anything less than excellent, please tell us what we could

do to improve our efforts.

................

...................

.....................

..........................

.......................

.......................

.......................

............................

Thank you very much for your frank contributions.

Your feedback will help us improve our efforts in order to serve you better.

Adapted from: Senior Tech Center at http://www.seniortechcenter.org/learning -paths/training/tips -tools-tem.../evaluation -form.ph

1 A sample training evaluation form is appended


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