A MODULE FOR TRAINERS HELPING PEOPLE LEARN...Preparation for Using the Module 5 Unit Plans, Lesson...

HELPING PEOPLE LEARN:A MODULE FOR TRAINERS

Francine J. Hickerson and John Middleton

A PROFESSIONAL DEVELOPMENT MODULEEAST-WEST COMMUNICATION INSTITUTE

J EAST-WEST CENTER

Module Manager's Guide

HELPING PEOPLE LEARN:

A MODULE FOR TRAINING TRAINERS

byFrancine J. Nickerson

andJohn Middleton

Module Text

Exercise Book

Module Manager's Guide

PROFESSIONAL DEVELOPMENT MODULES

A series of learning modules for professional and administra-

tive staff working in development communication programs.

• John Middleton, General Editor

cQ 1975

East-West Center

East-West Communication InstituteHonolulu, Hawaii

Contentsof Module Manager's Guide

page

Foreword iii

Editor's Introduction iv

Introduction to the Module

Assumptions About the Learner 1

Objectives of the Module 1

Structure of the Module 3

The Module Manager 4

Preparation for Using the Module 5

Unit Plans, Lesson Plans, Suggested Schedule 5

Unit 1 6

Unit 2 7

Unit 3 9

Unit 4 12

Unit 5 * 16

Unit 6 17

Unit 7 18

Brief Summary Schedule 19

Adapting the Module 21

Supplementary Materials 21

Audiovisual Aids 22

Lesson Plans 23

Unit and Lesson Plan for "Giving Positive Feedback" 43

Directions to the Manager for Task Analysis 47

Transparencies for Use with Lesson Plans 55

Pre- and Post-Evaluation Forms 67

Blank Forms 94

FOREWORD

Any discipline faces the challenge of translating what it learns from researchand practice into a form usable by persons who apply knowledge to problems. Thischallenge is particularly demanding in the field of economic and social development,and nowhere more so than in trying to inform and educate people about the problemof population.

Population problems exist, in one form or another, throughout the world.To help solve these sensitive and difficult problems, a large number of countries

depend upon a group of professionals working in what has come to be called Popula-tion IEC (information, education, communication). These professionals, workingunder great difficulties, often isolated from the sources of learning, feel a continu-ing need to stay abreast of latest knowledge in their field. The East-West Communi-

cation Institute, under the general supervision of Dr. Robert Worrall and the specificdirection of Dr. John Middleton, and with the support of the U. S. Agency for Inter-national Development, has made an effort to respond to this need.

The Modular Learning Materials, of which this is one unit, are not quitelike any other learning materials in the subject area. They have been developed

with the aid of scholars and practitioners, and tried out by representatives of theaudience for whom they are intended: working professionals. Consequently, they

represent a blend of theory and practice in what we believe is a usable form and

one we hope will be widely helpful.

Wilbur Schramm

DirectorEast-West Communication Institute

iii

EDITOR'S INTRODUCTION

These materials are part of a series of development modules designed andproduced at the East-West Communication Institute to assist professionals work-ing in population and family planning information, education, and communication

(IEC) programs in sharpening their professional skills. A wide range of exper-tise--drawn from IEC programs in Asia and the United States, from universities,and from the Communication Institute staff--has been brought to bear on the develop-ment of the materials. Acknowledgment of authorship is given in each module. Theproject has been supported with a grant from the U. S. Agency for InternationalDevelopment.

We began this project with the major goal of producing professional instruc-tional materials which, in addition to serving as the core of population IEC pro-fessional development programs at the Institute, could be adapted and used in avariety of training and development settings. To this end we have attempted tomake each module as complete and self-sufficient as possible. We have tried tomake the modules self-instructional to lessen the burden on teaching and trainingstaffs, and to facilitate their use on an individual, basis. We have done our best

to build the modules around real life cases, problems, examples, and data, and

sought at all times to strike a balance between principles and techniques for prac-tical application.

A basic premise of our work with the modular materials is that they wouldbe constantly revised. As we use the materials in Honolulu, and as cooperatinginstitutions use them in other institutional settings in Asia, Africa, Latin America,

and the United States, we receive feedback which helps us refine and improve themodules. We are especially grateful to the 40 participants from Asia, Africa,Latin America, and the United States in the First Modular Program of ProfessionalDevelopment in Population and Family Planning IEC who helped us conduct the first

full field test of the materials in Honolulu in the spring of 1974. Their criticalreview and commentary on the modules has been a rich source of ideas for improve-ment. We owe a similar debt of gratitude to the numerous IEC experts around the

world who reviewed and criticized the materials. A special vote of thanks is duethe Planned Parenthood Federation of Korea which has generously shared with usthe, results of their project to review, revise, and adapt modules for their own use.

Given our basic premise, the materials will be constantly evolving. Thework to support the written materials with low-technology, low-cost audiovisualaids will be particularly important.

Recognizing the need for continual improvement of the modules, we are

nonetheless sharing them in this "second revised form." We encourage non-profiteducational and training institutions to use the materials, revising, adapting,

iv

translating, and tailoring them to meet their needs. We would be grateful forfeedback on the nature and results of such efforts. The Institute is also preparedto provide assistance to institutions adapting and using the modules.

The titles of modules currently in development at the Institute are listedbelow, with dates when tested and revised modules will be available.

1. Fundamental Human Communication -- D. Lawrence Kincaidwith Wilbur Schramm (January, 1975)

2. Planning Population and Family Planning IEC -- John Middle.onwith Yvonne Hsu Lim (January, 1975)

3. People and Population -- James R. Echols (January, 1975)

4. Clinic Education -- Sanford Danziger (June, 1975)

5. Helping People Learn: A Module for Training Trainers -- Francine J.

Hickerson and John Middleton (January, 1975)

6. Pre-testing Communication Products -- Iqbal Qureshi and

D. Lawrence Kincaid (June, 1975)

7. Using Existing Media -- Merry Lee San this (June, 1975)

8. Communication and Coordination in Family Planning Programs --George Beal and John Middleton (January, 1975)

9. The Role of Communication in Beyond Family Planning Programs --Robert P. Worrall and 0. D. Finnegan (June, 1975)

10. The Role of the Consultant -- Ellwood 13. Carter, Jr. (September, 1975)

11. Media Production -- John Shklov (September, 1975)

12. Research Utilization -- David Radel and Sumiye Konoshima(December, 1975)

13. Integrated Education and Communication for Rural Development --David Kline, Syed Rahim, and Robert P. Worrall

(December, 1975)

14. Population Education: Process, Instructional Roles, and Staff Training --Jerry L. Brown and John 1MMlddleton, eds.(December, 1975)

V.

We intend to continue developing the above materials and will be addingmodules as the need arises. Institutions interested in obtaining copies of themodules and audiovisual support materials are encouraged to write to the Com-munication Institute for more details.

The conceptualization and coordination of the project has been the work ofthe Task Group for Modular Professional Development. In addition to the authorsof the modules, the following task group members have contributed significantly

over the life of the project: Ronny Adhikarya, Mary-jane Snyder, Hichul Whang,and Margaret White.

We gratefully acknowledge the support for the project given by the U. S.Agency for International Development. Special thanks are due to Dr. WilburSchramm, Institute Director, whose guidance has been essential, and to Dr.Robert P. Worrall, Assistant Director, whose support made it possible to trans-form an idea into reality.

John MiddletonEast-West Communication InstituteDecember, 1974

vi

INTRODUCTION TO THE MODULE

Assumptions About the Learner

This module has been designed for family planning trainers with severalyears of practical experience who desire to become skillful in the use of advancedtechniques of training design. An undergraduate education is assumed, hopefully

with some courses in education, psychology or communication.

The module is really not designed for individuals who have occasional teach-ing assignments within training programs. Although it can be helpful to the occa-sional trainer, the module is designed primarily for the full-time professionaltrainer with responsibility for training planning (or training design, as we like tocall it) in addition to teaching responsibilities.

Although the module has been designed with the family planning trainer inmind (all examples are drawn from family planning), it can be easily adapted foruse with trainers in general. We will write somewhat more about adapting themodule in a later section of the Manager's Guide.

Objectives of the Module

The module has been prepared for use at a training center some distancefrom the actual jobs of trainers. Consequently, we have had to set module objec-tives of two kinds. The first kind, which we call Terminal Field Behavior Desired,reflects the ultimate goal of the module in terms of on-the-job behavior. However,since our distance from the field prevents us from really evaluating these behaviors,we have designed a set of objectives which are similar to desired Terminal FieldBehavior, but which can be more readily measured in the training center. We call

these Terminal Training Behavior Evaluated.

Trainers using these materials who have access to actual field trainingsettings may want to consider using the Terminal Field Behavior Desired as the

ultimate goals for the module.

Terminal Field Behavior Desired : It is hoped that upon returning to his

job the participant who has successfully completed this module will be able to and

will want to perform the following behaviors:

a. Prepare a task analysis for a typical worker in his program in his own

country and identify those performance discrepancies for which the work-ers most likely need training.

b. Design and implement a training program based on those performancediscrepancies using explicit behavioral objectives, accurate and prac-tical pre-evaluation and post-evaluation procedures, and including imagi-native and practical applications of the Five Teaching- Learning Prin-ciples.

C. Implement training using proven techniques for establishing a positiveand supportive training climate.

d. Provide follow-up support for trainees after they return to their jobs.

e. Implement summative evaluation of the effects of training on job perfor-mance.

Terminal Training Behavior Evaluated : In order to help participants de-velop the above mentioned abilities, the following objectives will be taught andevaluated. Although the behaviors described below do not duplicate exactly the fieldbehaviors described above, it is hoped that they are sufficiently similar that thebehaviors taught in the module will transfer to performance in the field.

After successfully completing this module, the participant should be ableto perform in the following ways on the final day of the module.

Unit 1: The participant will be able to define "training" in terms used inthis module, identifying conditions requiring training. The parti-cipant will be able to define the term "performance discrepancy"and identify three different types of learning. The participant willalso be able to identify the six phases of training in the DiscrepancyApproach.

Unit 2: The participant will be able to prepare a task analysis or perfor-mance-based description of a person's job from official job des-criptions, an interview of the person performing the job and of theperson's supervisor, in order to identify performance discrepancies.

Unit 3: When given a task, the participant should be able to write a behavioralobjective for that task and a pre-evaluation for assessing entry levelsof trainees in relation to the objective and an accurate post-evaluationfor determining to what extent the objective has been achieved.

Unit 4: Given a behavioral objective, the participant will be able to design

and implement a lesson plan for teaching that objective. The lessonplan should include an appropriate pre-evaluation and post-evaluationand imaginative and practical use of all of the Five Teaching-LearningPrinciples. Given a minimum of three lesson plans/unit plans, the

2

participant should be able to organize them into a schedule for acomplete course which would most likely accomplish the statedobjectives in an efficient manner.

Unit 5: The participant will be able to describe a favorable training climatein terms of trainer and trainee feelings and effects in the trainingprocess, as well as list and explain three steps for the trainer totake in developing a favorable climate.

The participant will be able to identify two formal measures of for-mative evaluation, and explain how evaluation information fromeach is used.

The participant will be able to explain the difference between formaland informal measures of formative evaluation.

Unit 6: The participant will be able to explain and list three strategies forfollow-up support for training; explain the difference between forma-tive and summative evaluation; and explain basic techniques of sum-mative evaluation.

Structure of the Module

There are three basic components of the module: the Module Text, theModule Exercise Book, and this Module Manager's Guide. Each component servesa unique function.

The Module Text is a self-instructional text in principles of training design. Thetext is built around a Discrepancy Model of Training which is

based on a definition of training as "learning to change the per-formance of people doing jobs. " Thus the Model, and the ideasin the Text, are job-based.

The Text may be used by itself much as any textbook. Throughbuilt-in exercises and self-tests, the reader can develop areasonable level of cognitive mastery of basic ideas, as wellas a certain degree of skill in use of basic techniques of train-ing design.

The Exercise Book is designed to provide the additional practice in key skills that

will supplement the basic text and enable the Module Managerto assure that the learners reach the Terminal Training Be-havior Desired. We have found that, depending on the priorexperience of the learning group, the exercises provided can

be used all or in part to achieve objectives. Criterion Checks

C

(en route tests) are provided for the manager's use in assessingon route progress (in this Manager's Guide), making it possibleto use exercises as necessary.

Module Manager's This Manager's Guide is designed to explain the structure andGuide use of the Modular Materials, and to share with other trainers

the authors' experience in using the materials. The Guide con-tains Unit Plans, Lesson Plans, and a suggested schedule. Alsoincluded are additional supporting materials for Manager use.

The Module Manager

The manager for this module should be an experienced trainer. Preferably,the manager will have had prior experience with job-based training and behavioralobjectives.

There should be one manager for every five participants. The module re-

quires intensive group activity, with constant feedback from the manager to thetrainees. A participant-manager ratio larger than 5:1 makes implementation muchless effective.

The manager's role is different from traditional teaching methods. Ratherthan serving as the source of all knowledge, the manager serves a process function--assisting, clarifying, giving feedback, keeping the module on schedule. The managershould be seen as a principal resource to the participants.

4

PREPARATION FOR USING THE MODULE

Our experience has shown that a useful way for a module manager to approachthe use of this material is to follow the steps below:

1. Read the Text carefully, completing all exercises and self-tests, andmaking notes of concepts/sections where, from your knowledge of yourresources and learners, you would anticipate any difficulty in implemen-tation.

2. With the Text at hand, study the unit plans, lesson plans and suggestedschedules given below.

3. Modify unit plans, lesson plans, and the schedules to fit your own train-ing setting and learners.

4. Test your revised unit and lesson plans by working through the Textagain, this time doing appropriate exercises in the Exercise Book.

5. Pre-test your revised unit plans, lesson plans and schedules with asmall group of individuals typical of your learners. This can be a cri-tically important activity for determining, among other things, the amountof time you must allow for your learners to complete different parts ofthe module.

UNIT PLANS, LESSON PLANS, AND SUGGESTED SCHEDULE

Beginning on the next page you will find activity plans for each of the sixunits of the Text. These plans list, in logical order, a series of activities whichwe have used to help the learner achieve the objectives of each unit. Following

the unit plans, we have provided individual lesson plans for each of twenty sessions.These lesson plans, and the suggested schedule that follows, are based on a two-week, full-time training period. Including homework time, the schedule requiresabout 100 hours of learner time, depending on prior experience and training, read-ing speed, and other individual variables. The 100-hour figure has been found tobe adequate for the land of learner described under ''Assumptions About the Learner"

above.

Unit 1: INTRODUCTION TO TRAINING:

A DISCREPANCY APPROACH

Objectives :

The participant will be able to:

1. Define training in terms used in the module.

2. Identify three conditions requiring training.

3. Define the term "performance discrepancy."

4. Identify three types of learning.

5. Identify the six phases of training in the Discrepancy Model of Training

described in the unit.

Pre -evaluation :

Items 1-5 on the pre-evaluation form.

LEARNING ACTIVITIES :

1. Participants view Slide Set #1: Overview of the Discrepancy Model ofTraining. Discussion.

2. Participants read Unit 1, Sections One and Two, and complete self-tests.

3. Module manager leads group discussion of: 1) definition of training;2) the Discrepancy Model of Training.

4. Participants use group discussion to clarify concepts, relate conceptsto own experience.

Post-Evaluation :

1. Self-tests in unit.

2. Items 1-5 on post-evaluation form.

6

Unit 2: JOB ANALYSIS ANDDECISION TO TRAIN

Objective :

The participant will be able to prepare a task analysis or performance-based description of a person's job from official job descriptions, an interviewof the person performing that job and of the person's supervisor, in order toidentify performance discrepancies.

Pre-evaluation :

Pre-evaluation item 6.

LEARNING ACTIVITIES:

1. Participants read Sections One and Two of Unit 2.

2. Manager reviews orally the reasons for conducting task analysis andtask analysis terminology. Manager answers any questions participantsmay have.

3. Participants read Section Two of Unit 2, Task Analysis Methods.

4. Manager leads group discussion on task analysis methods and introduces

case study (Section Three).

5. Participants read Introduction to Case Study.

6. Participants listen to tape recording of task analysis interview and write

their own notes. (Ten minutes for listening to the recording plus ten min-utes for thinking and writing notes.)

7. Participants complete Task Analysis-Job Structuring Table 6.

8. Participants do remainder of case study, filling in all tables, and check-ing their answers as they go. Instructor will answer questions as neces-

sary at this time.

9. Participants do Section Four of Unit 2. Each participant interviewssomeone and does a task analysis of that person's job. After collect-ing his notes from the interview, each participant should fill in the ap-propriate tables provided to organize the task analysis.

10. In groups, each participant reports on the task analysis he did and theother members of the group give their comments.

11. Section Four results are collected by manager as Criterion Check.

Post-evaluation :

Each participant should do a task analysis of a different person and fill inall the tables (manager provides extra blank forms).

If this cannot be done during the training program, each participant shoulddo a task analysis of some worker in his own country after he returns home.

Item 6 on post-evaluation form.

8

Unit 3: SETTING TRAINING OBJECTIVES ANDFORMATIVE EVALUATION PROCEDURES

Objective :

When given a task, participants should be able to write a behavioral objectivefor that task and a pre-evaluation for assessing entry levels of trainees in relationto the objective and an accurate post-evaluation for determining to what extent theobjective has been achieved.

Pre-evaluation :

Participants will be given two tasks and be asked to write an objective anda pre-evaluation and post-evaluation for each task. Participants will also be giventwo tasks with an objective and be asked to write a pre-evaluation and post-evalua-tion for each objective. (Pre-evaluation form, Part IL)

The pre-evaluations will be evaluated on the following criteria:

a. Is the objective stated in performance terms?

b. Does the pre-evaluation measure trainee entry levels: 1) in relationto the objective; 2) in performance terms?

Does the pre-evaluation: 1) measure trainees' ability to perform the

objective; 2) measure trainees' ability to perform prerequisite skills;3) determine information about the background of the trainees?

c. Does the post-evaluation measure achievement of the objective in per-

formance terms?

Action to be Taken Based on Pre-Evaluation Results :

(See Module Manager's Guide, below.)


1. Participants view slide set "Setting Goals and Evaluating Training."

2. Participants read Unit 3.

3. Participants do and discuss Practice Exercises on Pre-evaluation andPost-evaluation Procedures contained in Unit 3.

4. Participants are divided into groups of five each; one instructor witheach group, mainly to observe. Participants do exercises in Set I ofthe exercise book, writing evaluation procedures for a given behavioralobjective. Each participant writes down his answer to the problem.Then he discusses it with the group. Finally, the group looks at thecorrect answer given and discusses it.

5. Criterion Check on writing pre-evaluations and post-evaluations froma given behavioral objective.

Optional (depending on results of Criterion Check)

6. Participants are regrouped to do Exercise Book Set II, more writ-ing pre-evaluations and post-evaluations from a given behavioralobjective.

7. Second Criterion Check on writing pre-evaluations and post-evalua-tions from a given behavioral objective.

8. Participants are regrouped and do Exercise Book Set III, writing be-havioral objectives and evaluation procedures for a given task.

9. Criterion Check on writing behavioral, objectives and evaluation proce-

dures from a given task.

Optional (depending on results of Criterion Check)

10. Participants are regrouped and do Exercise Book Set IV, writingbehavioral objectives and evaluation procedures for a given task.

11. Criterion Check on writing behavioral objectives and evaluation pro-cedures for a given task. Participants are regrouped according toinstructions given in Manager's Guide.

12. Participants do Exercise Book Set V, writing tasks, behavioral objec-tives, pre-evaluations and post-evaluations. The group decides on atask and each participant writes a behavioral objective and a pre-evalua-tion and post-evaluation for that task. After each participant has re-corded his decision, he discusses it with the group. After the discussion,each participant records the group's decision.

13. Criterion Check on writing tasks, behavioral objectives, pre-evaluationsand post-evaluations.

10

14. Participants regroup, if necessary, and do Exercise Book Set Vi,writing tasks, behavioral objectives, pre-evaluation and post-evaluations.

15. Critierion Check on writing behavioral objectives and evaluations fromtasks.

16. Additional learning activities, as necessary.

Post-evaluation :

On post-evaluation form, each participant is given three tasks (not previouslyused and must write a behavioral objective based on that task and a pre-evaluationand post-evaluation for that objective.

Participants are also given three tasks with a behavioral objective givenfor each task, and each participant must write a pre-evaluation and a post-evaluationfor those objectives.

11

Unit 4: DESIGNING TRAINING

Objective :

Given a behavioral objective, participants will be able to design andimplement a lesson plan for teaching that objective. The lesson plan should includean appropriate pre-evaluation and post-evaluation, and imaginative and practicaluse of all of the Five Teaching-Learning Principles.

Pre-evaluation :

1. Participants will be given a lesson plan form with the task and be-havioral objective written in and be asked to write a lesson plan toteach that objective. They will be told that they should include a pre-evaluation, as well as learning activities and times for the activities.

The pre-evaluation will be evaluated on the following criteria:

a. Evaluation of the pre-evaluation and post-evaluation will be thesame as the criteria given for Unit 3.

b. Evaluation of the learning activities will be based on to what extentthe description given contains the Five Teaching-Learning Principles.Particular emphasis will he given to looking for the principles ofPerceived Purpose and Appropriate Practice.

c. A distinction will be made between lesson plans which are merelylecture notes and those which actually describe learning activitiesin which the trainees would participate.

2. No pre-evaluation will be given on the actual teaching part of the ob-jective. For the purposes of this course, it will be assumed that if theparticipants cannot write a good lesson plan, it is unlikely that they teachusing the principles to be taught. To the extent to which they includeappropriate teaching-learning principles in their lesson plans, they mayalso be including them in their actual teaching procedures.

3. In addition to the formal pre-evaluation, a background questionnairepaper will be given to the participants prior to the beginning of the module.This questionnaire will be used to determine the background of the par-ticipants in experience and training related directly to education in generaland to performance oriented based training in particular.

12


1. Participants view slide set #3: "The Five Teaching-Learning Principles

Participants read Unit 4, Section One, Teaching-Learning Activities.

3. Participants do the exercises on each principle included in Unit 4, Sec-tion One.

4. Participants discuss with other participants and with managers the re-sults of the practice on writing each of the Five Principles.

5. Participants read Unit 4, Section Two, and do the "Practice Recogniz-ing Usage of Five Principles" at the end of booklet.

6. Guided Practice with overhead projector writing lesson plans. Parti-cipants each write their own plans while instructor shows his plan withthe overhead projector. Participants write in the blank lesson plan formprovided in Set VII, Lesson Plan One, in Exercise Book.

7. Perceived Purpose development. Each participant writes five to tenways he thinks that the Five Teaching-Learning Principles can help him.Instructor collects these and discusses a few of the good comments given.

8. Participants do Exercise Boot: Set VII, Lesson Plan Two, where thetask, the behavioral objective, and the evaluation procedures are given,and the participants write in tie learning activities using the Five Teach-ing-Learning Principles. This is done in groups, with the group dis-cussing the answers after each participant has written his individualanswer.

9. Criterion Check on writing lesson plans. Lesson Plan Two written by

each participant is collected by the instructors with each group. Par-ticipants are then regrouped if necessary.

10. In groups, participants read "Explanation of How to Use Lesson PlanEvaluation Sheets" and study and discuss the Lesson Plan Evaluation

Sheets.

11. Participants do Set VIII in the Exercise Book. Each group picks a task

and objective from one of the exercises in Sets I through IV, and eachparticipant writes a lesson plan for that objective. Then the group dis-cusses the results and decides on a composite lesson plan, using theLesson Plan Evaluation Form for evaluating the individual plans and forimproving the composite plans. Each participant records his own decisions

13

Post-evaluation :

Post-evaluation on Writing Lesson Plans : On post-evaluation form, each

participant will be given a taslk, based on which he should write a behavioral objec-tive and a lesson plan for teaching that objective, according to the principles taught.

The lesson plan written will be evaluated using the "Lesson Plan Evalua-tion Form." Each participant should score at least 80 points out of 100 on this part

of the post-evaluation.

Post-evaluation on the Teaching Part of the Objective: The last teaching

session done by each participant will serve as the post-evaluation for the "imple-mentation" part of this objective. The participant's teaching will be evaluated usingthe "Teaching Evaluation Form" in the same way that the practice sessions werefor Knowledge of Results purposes. Each participant should score at least 80% onthis part of the post-evaluation.

15

Unit 5: IMPLEMENTATION

Objectives :

The participant will be able to:

1. Describe a favorable training climate in terms of trainee and trainerfeelings, and in terms of the effects of a favorable climate on the train-ing process.

2. List and explain three steps for the trainer to take in developing a favor-able training climate.

3. Identify two formal measures of formative evaluation, and explain howevaluation information obtained from each is used.

4. Explain the difference between formal and informal measures for forma-tive evaluation.

Pre-evaluation:

Items 8 and 9 on the pre-evaluation form.


1. Participants read Unit 5, completing self-tests.

2. Manager leads discussion of Unit 5.

3. Manager arranges demonstration of giving positive feedback (see lessonplans for details).

4. Participants practice giving positive feedback during practice teaching.

Post-evaluation :

1. Self-tests in Unit.

2. Items 8 and 9 on post-evaluation form.

16

Unit 6: SUPPORT AND SUMMATIVE EVALUATION

Objectives :

Participants will be able to:

1. Explain the primary function of follow-up support for training.

2. List three general strategies for follow-up support.

3. Explain the difference between formative and summative evaluation.

4. Explain two methods of selecting samples of trainees for summativeevaluation.

5. Explain criteria for determining when summative evaluation should beconducted, as explained in the Unit.

6. Explain basic procedures for summative evaluation.

7. Contrast arguments in favor of trainer versus independent evaluation.

8. Explain the difference between objective and subjective measures, as

given in the Unit.

9. Explain how summative evaluation relates to the Decision to Train Phase.

10. Explain how intervening factors can affect job performance.

Pre-evaluation •

Items 10-11 on pro-evaluation form.


1. Participants read Unit 6, completing self-tests.

2. Manager leads group discussion of Unit 6.

Post-evaluation :

1. Self-test in Unit 6.

2. Items 10-11 on post-evaluation form.

17

Unit 7: SYNTHESIS AND REVIEW

Objective :

Given at least three job tasks, the participant will be able to write behavioralobjectives, pre- and post-evaluations, and lesson plans using teaching-learning prin-ciples for each; and organize the lesson plans into a training course.

Pre-evaluation :

None.


1. Participants select at least three job tasks.

2. Participants prepare complete lesson plans for each task, includingobjectives, evaluation measures and learning activities.

3. Participants organize the lesson plans into a training course.

4. Participants present completed course plans to participant group forevaluation and feedback.

Post-evaluation :

Manager evaluates each course plan in terms of conformance with principlestaught in module.

18

BRIEF SUMMARY SCHEDULE

BRIEF SUMMARY SCHEDULE

3 7 9Introduce Module, Discussion of Unit Discuss Task Analy- Continue reading Unit Additional Practice

Staff with OHT of Model sis Case Study 3, Sections 1 and 2 as needed, Exer-Pre-evaluation Introduce Job/Task Participants do final Discussion of behav- cise Sets IV, VSlide Set #1 Analysis Task Analysis -- ioral objectives and Group ExercisesAssign Unit 1 Assign Unit 2 -- Discussion evaluation proce- Criterion Check IV

Sections 1 and 2 Results of final T.A. dures Exercise VI (op-handed in as tional)Criterion Check

2 4 6 8 10Participants read Continue reading Slide Set #2 Exercises -- Sets I, Slide Set #3Unit 1 Unit 2, Sections 1 Participants read II, III Assign Unit 4

and 2 Unit 3, Sections 1 Criterion Check (homework)Do Task Analysis and 2 I, II, III

Case Study (indi-vidual work)

11 13 15 17 19Continue reading Continue Group Les- Evaluation of Practice Teaching Course Planning

Unit 4 son Plans -- Set VIII Lesson PlansExercises in Unit 4 Criterion Check Assign Unit 6Guided Practice on Demonstration: Giv-

Lesson Plans ing Positive Feed-back

12 14 16 18 20

Exercise Set VII: Assign Unit 5 Peer Practice Discuss Unit 6 Course PlanGroup activity Discuss Unit 5 Teaching Presentations

Criterion Check -- Preparation for Course Planning Post-evaluationcollect Set VII - Peer Teaching

Lesson Plan 5

ADAPTING THE MODULE

Although designed for family planning trainers, the module can easily beadapted for trainers in other areas. For example, the module has been success-fully adapted in part for use with teacher trainers. The main task of adaptationto other content areas is changing the sample jobs and tasks in Unit 2, the objectivesand evaluation procedures in Unit 3, and the learning activities in Unit 4. By chang-ing these elements to fit the content area of concern, the module can serve equally

well for various training needs.

SUPPLEMENTARY MATERIALS

The module can stand on its own as an instructional package. However,there are a number of additional materials which can be profitably used to expandthe coverage of different aspects of the module, thus making it possible to use themodule as the core for a semester course. These materials are referred to in thetext. However, they are also listed below:

Bloom, Benjamin S. (ed.). Taxanom_y_of Educational Objectives, Handbook I:Cognitive Domain. New York: David McKay Co. , Inc., 1956.

DeCecco, John P. The Psychology of Learning and Instruction. Educational

Psychology . New Delhi: Prentice--Hall of India Private Limited, 1970.

Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of

Educational Objectives, Handbook II: Affective Domain . New York: David

McKay Co., Inc., 1964.

Lynton, Rolf P. and Udai Pareek. Training for Development. Homewood, Illinois:

Richard D. Irwin, Inc., 1967.

Mager, Robert F. Developing Attitude Toward Learning. Palo Alto, California:

Fearon Publishers, 1968.

Mager, Robert F. Preparing Instructional Objectives . Palo Alto, California:Fearon Publishers, 1962.

Mager, Robert F. and Peter Pipe. Analyzing Performance Problems . Belmont,California: Fearon Publishers, Inc. , paper, 11 pp.

Miles, David T. and Roger E. Robinson. The General Teaching Model . Carbon-dale, Illinois: Educational Research Bureau, Southern Illinois University,1970. Cyclostyled.

Popham, W. James. The Teacher-Empiricist . Los Angeles, California: Tinnon-Brown, Inc., 1970.

21

Popham, W. James and Eva L. Baker. Planning an Instructional Sequence.Englewood Cliffs, New Jersey: Prentice-Hail, Inc., 1970.

Popham, W. James and Eva L. Baker. Establishing Instructional Goals . Engle-wood Cliffs, New Jersey: Prentice-Hall, 1970.

Popham, W. James and Eva L. Baker. Systematic Instruction. Englewood Cliffs,

New Jersey: Prentice-Hall, Inc., 1970.

In addition to these books, you may be interested in a series of 18 filmstrips

produced by Dr. W. James Popham of the University of California at Los Angeles.Each filmstrip consists of a color filmstrip on some important aspect of trainingplus a one-half hour tape recording of programmed instruction to be played alongwith the filmstrip.

For information on the availability of these filmstrips, write to: VimcetAssociates; P.O. Box 24714; Los Angeles, California 90024; U. S.A.

AUDIOVISUAL AIDS

Three slide-tape sets have been produced with this module. Their use isnoted in the Unit and Lesson Plans. These are:

Slide Set #1: Overview of the Discrepancy Model of Training

Slide Set #2: Behavioral Objectives and Evaluation Procedures

Slide Set #3: Five Teaching-Learning Principles

These materials are available at cost from the East-West CommunicationInstitute.

The slide-tape sets are used primarily to introduce concepts and to developlearner motivation.

22

LESSON PLANS

Introduction of Module:The Discrepancy Model 1

To i Session:

Objective Numbcrfs): 1

Method(s). Slide set, discussion

A-V Aids. Slide Set #1

Materials: Module Text, Unit 1

Activities: Time

Introduction to Module by Manager 15 min.

Pre-evaluation: participants complete pre-evaluation form.Manager explains that participants should not expect to be 90 min.

able to answer all or most of the questions. If they can,

they don't need to take module.

BREAK

Assign Unit 1

24

Introduction of Module:The Discrepancy Model 2

Topic: Session:

Objecti ► 'e Nwnber(s). 1

Method(s): Slide set, discussion

A-V Aids: Slide Set #1


Activities: Time

Participants complete reading Unit 1. May read intraining room or other location of their choice. 3 hrs.

Manager(s) available for consultation as participantsread.

25

Topic. Job Analysis Session: 2

Objective Numhcr(s): 1 and 2

Discussion--with overhead transparencies

Method(s):ReadingAudio tape

OHT of Discrepancy Model.

A-V Aids: Task Analysis Case Study Tape

Materials: Module Text, Unit 1; Unit 2, Sections One, Two, Three

A ctivities: Time

Discussion of Unit 1. Manager uses OHT to clarify any 1 hr.

problems encountered by participants

Assign Unit 2, Sections One and Two. 15 min.

BREAK

Participants begin reading Unit 2 1 1/2 hrs.

26

Topic.Job Analysis Session: 4

Objective Mwther(s): 1 and 2

Discussion--with overhead transparenciesReading

Method(s): Audio tape

OHT of Discrepancy Model

A-V Aids: Task Analysis Case Study Tape

Materials: Module Text, Unit ; Unit 2, Sections One, Two, Three

A ctivities: Time

Participants finish reading Unit 2, Sections One and Two 1 hr.

Manager introduces Task Analysis Case Study 15 min.Participants read Introduction to Case Study

Participants listen to Task Analysis tape and make notes 20 min.on Task Analysis text in Unit 2, Section Three

Participants compare their notes with Analyst Notes 10 min.

Discussion 15 min.

Participants complete the Case Study, filling in the Task 1 hr.Analysis-Job Structuring Tables.Managers available for consultation

27

To 5I : Job Analysis Session:

Objective Number(s): 2

DiscussionMethod(s): Independent practice

A-V Aids:

Module Text, Unit 2, Sections Three and Four

Materials: Extra Task Analysis-Job Structuring Tables as needed

Activities: Time

Discussion of Task Analysis Case Study. Manager 30 min,emphasizes use of the information for training purposes

Participants do final task analysis. Participants putinto pairs. Each does task analysis on the other. 2 hrs.

Alternative Method : Manager arranges to have familyplanning workers available for Task Analysis Interviews

28

Job Analysis

Topic:Design of Training Session: 6

Objective Nuinher(s): 2 and 3

Participant reportingDiscussion

Method(s): Criterion Check


Materials: Module Text, Units 2 and 3

Activities: Time

Participants report results of Task Analysisin small groups (maximum of five persons) 1 hr.

Manager discusses results with participants

Manager collects final task analysis as Criterion Check

BREAK

Slide Set #2 30 min.Discussion

Assign Unit 3, Sections One and Two

Participants read Unit 3.1 1/2 hr.

Managers available for consultation

29

Topic:Design of Training Session: 7

Objective Nurnbcf(s): 3

Independent readingMethod(s): Group discussion

Poster: "Main Points about Behavioral Objectives"

A-V Aids: Poster: "Main Points about Evaluation Procedures"


Activities: Time

Participants complete reading Unit 3 1 1/2 hrs.

Manager reviews main points about behavioralobjectives and evaluation procedures

30 min.

Small-group discussion of behavioral objectives1 hr.

and evaluation procedures

30

Writing Behavioral. Objectives

To ic: and Evaluation Procedures Session: 8

Objective Nu ynherfs): 3

Individual practice

Method(s):Group discussionCriterion checks

Poster: "Main Points about Behavioral Objectives"

A-V Aids: Poster: "Main Points about Evaluation Procedures"

Module Text, Unit 3Sets I, II, and III in Exercise Book

Materials. Criterion Checks I, II, and III

Activities: Time

Participants divided into groups of five each. One manager with

each group, mainly to observe. Participants do exercises inSet I of the Exercise Book, writing evaluation procedures for a 30 min.

given behavioral objective. Each participant writes down his

answer to the problem. Then he discusses it with the group.

Finally, the group looks at the correct answer given and discusses it.

Criterion Check I on writing pre•-eva.l.uatian and post-evaluation 5 min.from a given behavioral objective.

Participants are regrouped to do Exercise Book Set II, more 30 min.writing pre-evaluations and post-evaluations from a given behavioral

objective.

Criterion Check II on writing pre-evaluation and post-evaluation 5 min.from a given behavioral objective.

Participants are regrouped and do Exercise Book Set III, writing 30 min.behavioral objectives and evaluation procedures for a given task.

Criterion Check III on writing behavioral objectives and evaluation 5 min.procedures from a given task.

:31

Writing Behavioral Objectives

Topic: and Evaluation Procedures Session: 9

Objecthc Number(s): 3

Group practice and discussionMethod(s): Criterion Checks

A-V Aids:

Module Text, Unit 3Exercise Book, Sets IV and V

Materials: Criterion Checks IV and V

Activities: Time

If Criterion Checks I, II, and III (Session 8) indicate needfor more practice, assemble participants in small groups

2 hr.

to complete Exercise Sets IV and V.

Criterion Checks IV and V. 30 min.

_'tional

Exercise Set VI

Participants who performed successfully on CriterionChecks I, II, and III, use time for supplementary readingsin Unit 2.

32

Five Teaching-Learning Principles

To p ic: and Lesson Planning Session: 10

Objective Num/ er(s): 4

Slide setMethod(s): Individual reading



Activities: Time

Participants view Slide Set #3 45 min.Discussion

Assign Unit 4: Designing Training

Individual reading, Unit 4. Managers available 2 hr.to answer questions

Homework

Participants continue reading Unit 4, 2-3 hr.including exercises

33

Teaching- Learning PrinciplesLesson Planning

Top ic: Evaluating Instruction Session: 11

Objective Nu,nhcr(s): 4

Individual. readingMethod(s): Guided practice

OHT for Lesson Plans

4-V Aids: Poster: "Main Points about Teaching-Learning Principles"

Module Text, Unit 4

Materials: Exercise Book: Set VII, Lesson Plans 1, 2, and 3

Activities: Time

Participants complete reading Unit 4 1 hr.

Discussion of Unit 4, small groups 30 min.

BREAK

Guided practice with overhead projector in writing lessonplans, Participants write lesson plans while manager shows 1 hr.

his plan with OHT. Participants use blank lesson forms inSet VII, Lesson Plan One, in Exercise Book.

Discussion, as needed

Manager asks two participants to help with demonstration,"Giving Positive Feedback" (see special, lesson plan in latersection of Manager's Guide).

34

Topic: Writing Lesson Plans Session: 12

Objective Nurn her(s): 4

Guided practice in groupsDiscussion

Method(s): Beading and discussion

A-V Aids: Poster: "Summary of Five Teaching-Learning Principles"

Module Text, Unit 4Set VII in Exercise Book, Lesson Plans Two and Three

Materials: Lesson Plan Evaluation Sheets

Activities: Time

Participants do Exercise Book Set VII, Lesson Plans Two andThree, where the task, the behavioral objective, and the evaluation 1 hr.

procedures are given, and the participants write in the learningactivities, using the Five Teaching--Learning Principles. This isdone in groups, with the group discussing the answers after eachparticipant has written his individual answer.

Criterion Check on writing lesson plans. Lesson plan Three 15 min.

written by each participant is collected b} the instructors witheach group. Participants are then regrouped if necessary.

Manager explains use of "Lesson Plan Evaluation Sheets" and 15 min.participants study and discuss the Lesson Plan Evaluation Sheets.

35

Topic Writing and Evaluating Lesson Plans Session: 13

Objective Number(s): 4 and 5

ffiaependentprac ce, foUow^dby discussion in groupsGroup practice

Method(s): criterion decktration

A-V Aids: Poster: "Summary of Five Teaching-Learning Principles"

Module Text, TJIiJtSet VIII in Exercise BookLesson Plan Evaluation Sheets

Materials: Extra Lesson Plan forms as needed

A ctivities: Time

Participants do Set VIII in the Exercise Book. Each group picksa task and objective from one of the exercises in Sets I through IV, 2 hr.

and each participant writes a lesson plan for that objective. Thenthe group discusses the results and decides on a composite plan.Each participant records his own decisions and those of the groupon the Lesson Plan forms provided. (This exercise continues forabout five lesson plans, or as many as time permits and seem tobe necessary for practice.) The instructor with each group shouldbe constantly checking on the progress of the group, so that eachgroup composite lesson plan serves as a sort of criterion check onthe progress of the group.

Group evaluates its lesson plan, using Lesson Plan EvaluationSheets in Exercise Book.

Demonstration : Giving Positive Feedback 1 hr.

36

To pic: Training Implementation cession: 14

Objecrivc Number(s). 5

Individual readingMethod(s): Group discussion

A-V Aids:


Activities: Time

Assign Unit 5 10 min.

Participants complete Unit 5 1 1/2 hr.

Discuss Unit 5 1 hr.

Preparation for Practice Teaching: Manager explains that eachparticipant will prepare and teach a lesson. Each participantselects an objective and, for homework, prepares a lesson toteach that objective.The lesson should take about ten minutes.Participants will be divided into peer-teaching groups of four or five.They will also be divided into lesson plan evaluation groups which

are different from the peer teaching groups. The evaluation groupswill evaluate the individual's lesson in Session 15, and the par-

ticipant will have time to revise the lesson.In Session 16, each participant will teach his lesson to the peerteaching group.

Homework

Preparation for peer teaching.

37

Topic: Evaluation of Lesson Plans Session: 15

Objective Nuenbe+fs): 4, 5

Method(s): Group practice

A-V Aids:

Participant Lesson PlansMaterials: Lesson Plan Evaluation Sheets

Activities: Time

Participants assembled in lesson plan evaluation groups.Each participant presents his lesson plan to the group for 1 1/2 hr.

evaluation. Using the Lesson Plan Evaluation Sheets, thegroup gives feedback to the writer. Each evaluation shouldtake about 15 minutes. Groups of four or five. Manager

assists where necessary.

After receiving feedback, participants revise lesson plan 1 1/2 hr.

3B

7 •^^ )j ,: Practice Teaching Session: 16

Oh/cctive Number(s): `f , 5

Method(s): Peer teaching

A-V Aids:

Participant Lesson Plans

Materials Instruction Evaluation Sheets

Activities: Time

Participants assembled in peer teaching groups of four or five.Each participant gives lesson to other participants. Lesson 2 hr.should take about 10 minutes. Following each lesson, parti-cipant "students" complete Instruction Evaluation Sheet.

Manager with each small group.

When peer teaching is completed, each participant is given 2 hr.Instruction Evaluation Sheets, reviews sheets, asks questions.Discussion.

39

Follow-up Support

To pic:and Summative Evaluation Session: 17

Objective Numberfs): 6

Individual readingMethod(s): Discussion

A-V Aids:


Activities: Time

Assign Unit 6.Participants complete Unit 6.

2 hr.

managers available for consultation.

Small group discussion, Unit 6. 1 hr.

40

Topic. Course Planning Session: 18 and 19

Objective Nwnhe,(s): 1, 2, 3, 1, 5, E^

Method(s): Individual practice

A-V Aids:

Module TextMaterials.- Lesson Plan Forms

Activities:

Each participant selects three to five lesson plans completed as part ofExercise Set VII (Session 13). The participant organizes these plansinto a course schedule.

Each participant selects three to five tasks for a job for which he hasexperience in planning training, or for which he expects to develop atraining course. These tasks can be real or imaginary (better if theyare real). Participant then prepares complete lesson plans for eachtask, including behavioral objective, pre- and post-evaluation, learningactivities. The participant then organizes these into a training course,with schedule. The course plan also includes plans for implementation,

for follow-up support and summative evaluation.

Participants have Session 18, homework time, and Session 19 in which

to complete the course. Participants may choose to work as a team.

Managers available for consultation.

Plans are given to manager at end of Session 19 for duplication.

41

Topic: Course Planning Session: 20

Objective Number(s): 1, 2, 3, 4, 5, 6

Method(s): Presentation and Discussion

A-V Aids:

Materials: Participant course plans

Activities: Time

Each participant or participant team presents and defends thecourse plan to other participants. Participants practice giving 2 hrs.

positive feedback to participant on course plan.

tional

Managers may provide written feedback on plans to participantsseveral days following completion of module.

Post-evaluation 1 1/2 hr.

42

UNIT AND LESSON PLAN FOR"GIVING POSITIVE FEEDBACK"

On the next pages you will find a unit plan and a demonstrationlesson plan for the exercise on "Giving Positive Feedback." This

exercise is in Unit 5, session number 13.

43

GIVING POSITIVE FEEDBACK

(UNIT 5)

Behavioral Objective :

When giving feedback to others, participants will give more positive com-ments than negative ones. Comments should be specific and performance-based.

Ideally, eventually almost all feedback comments would be given in a positive con-text. For example: "You could possibly improve your performance by doing "rather than "That's wrong,' or "I don't like that."

Pre-Evaluation:

Participants will be observed in their group work in the module, and thenumber of times they give negative comments and the number of times they givepositive comments will be recorded.

Action to be Taken Based on Pre •- Evaluation Results :

If it is found that the participants are already giving a fair number of posi-tive comments in their feedback to each other, then the goal will be to try to getthem close to the ideal described above. If, however, they are making very few orno positive comments in proportion to the negative ones, the goal will be to try toget them to make more positive than negative comments. If they are already mak-ing many positive comments, but they tend to be vague and nonperformance-based,

the goal will concentrate more on trying to get them to be specific and performance-oriented.

Learning Ac tivities :

1. A "Demonstration on Giving Positive Feedback" will be given to showthe advantages of taking a positive approach and how it relates to performance manage-

ment.

2. Participants will practice giving positive feedback to each other in astructured exercise while they are evaluating peer lesson plans and teaching.

3. During the course of the training program, participants will be given

many opportunities to work in groups, where they will, be expected to give feedbackto each other. They will be constantly encouraged to give this feedback in a posi-tive manner.

44

Module Manner's Guide

LESSON PLAN

Demonstration on Giving Positive Feedback

Preparation;

On the day before this activity, perhaps just after the pre--evaluation, theinstructor should select two participants to do the demonstration. They should beparticipants who have a lot of self-confidence.

These two participants should be spoken to aside from the other partici-pants, outside of the regular classroom activities. They should each be asked togive a short talk on a subject they know something about which might be of interestto the other participants. If possible, they should use some sort of visual aid toaccompany their talk. The talk should not last longer than five minutes. (The in-structor may be able to suggest topics if lie knows the participants well enough bythis time.) Tell them that they will be part of an experimental. demonstration.

Learning Activities :

1. Instructor announces class, reads objective, and gives brief introduc-tion. He calls on the two participants whom he has previously chosen to give a demon-stration. (These two participants are sent out with another instructor to get readyfor their assignments. They must be out of hearing of the class. )

2. Trainees are then divided in.00 two groups; each group should sit onone side or the other of the class.

3. Groups are given these instructions:

a) Group One: For first demonstration, the group (or five personsselected from it) will give only positive comments.

b) Group Two: For first demonstration, the group (or five personsselected from it) will give only negative comments.

The first demonstrator will then be sent out of the room, and the second

will come in.

c) Group One: For second demonstration, this group will give onegative comments.

d) Group Two: For second demonstration, this group will give opositive comments.

45

4. After both demonstrations, the two demonstrators are called back inand asked separately the following questions:

a) Which group understood what you were trying to do?

b) Which group seemed more interested in you ?

c) If you had to do the demonstration over again, which group wouldyou prefer to do it for? (Have trainee select one or the other.)

5. Instructor should then start a discussion on the following questions:

a) Is it possible to always try to find something nice to say about

another person or his work?

b) Can sincerity be developed? How?

c) Which is easier: criticizing, or finding sincere compliments? Why?

d) Is someone who criticizes another person sincere? Or is he just

inconsiderate ?

e) If you want someone to improve his performance, is criticism alone

likely to be effective?

46

DIRECTIONS TO THE MANAGERFOR TASK ANALYSIS

"Knowledge of Results for the Case Study"

The case study on Task Analysis is given here with thenotes written alongside the text from which they were taken.You should use this as an aid in helping those participants whohave difficulty in identifying any particular notes they shouldhave taken during the interview.

47

What the Task Analyst Asks: What the Task Analyst Writes :

"Hello, my name is . I am hereto ask you some questions about the kind ofwork you do. We are planning a trainingprogram for work similar to yours, and we

would like you to assist us. Do you mind ifwe talk for awhile, Mr. ?"

"Not at all. What sort of questions do youwant to ask?"

"Mostly about your job. What sort of workdo you do?"

"My title is Communications Specialist. Itis a very important job, requiring an advanceddegree nowadays. Only a few have as muchexperience on the job as I do, though. Andmost of that you don't learn in a classroom!It comes from hard work in the field!"

"I'm sure you're right. Let's take a typicalday. What would you be doing?"

"Just about anything. Like today, I'm writing Writes speechesa speech."

"A speech, huh? Do you give many speeches?"

"Well, not exactly. I do it as part of showing Shows filmsfilms. You see, I show the film, then I givea talk about it. I try to convey a message, Gives talks, speeches--the message that the film was about. I sort following showing of filmof reinforce what the film says."

"I think I understand. You show the movieand then deliver a message or a speech. Isthat right?"

"Yes, that's it."

"How do you tell if it was a good speech?"

48

What the Task Analyst Writes :

"By the audience response. That's what I Audience response = measuream doing that for, to get the audience to of talkrespond to family planning."

"Does every audience respond the same way?"

"Oh, no. You see, each audience is different."

"How are they different?"

"One audience will be mostly farmers. Ano-ther will be urban people."

"I see what you mean. There are differentkinds of audiences. Why is that important?"

"First, I have to identify which audience I Identifies target audience

am going to be speaking to. Then, I have toselect which movie would be best for that Selects appropriate movieaudience

can't you just show the same movie toeveryone ?"

"Sometimes I do when I can't get the right Shows as many different

movie. But I try to show as many different movies as he can

movies as I can."

" , Why ?,"

"That way I reach a wider range of people,at all different age groups. Although I wantto reach the target couples, I also want mymessages to get to everyone."

"How else do you do that?"

"With publicity. I write publicity items, so Writes publicity materialspeople will come out and see the movie."

"How do you tell if the publicity was any good?"

"By how large the audience was. If it is a Audience size

small audience, I didn't publicize very well."

49


"How do you go about publicizing a movie?"

"Many, many ways. I usually put an ad inlocal newspapers. One trick I use, that alot of these university-trained people haven'tpicked up yet, is to put announcements intea stalls or local shops. People see theannouncements there."

"Is there anything else ?"

"Something that is very important that I tryto do is meet with the local leaders so thatI can inform them about the film. Meet-ings with the local leaders are always veryinteresting. Maybe you would like to comewith me on one of them sometime?"

"I think it would be very informative andinteresting. Thank you for the opportunity. "

"These meetings are something you learnfrom experience. Most of the younger peoplewho do this kind of work do not do this, youknow."

"Why is that, do you think?"

"Mostly, they just don't know that it shouldbe done. Some of them do not do it becausethey are not sure what their job should be.If they ask me, I tell them how importantthis is, and then they do it."

"Do you have any special procedures thatyou use?"

Distributes publicity bylocal media

Meets with local leaders toinform them about film show

Meetings with local leadersnot done by many youngercommunications specialists.

.... because they are notaware it should be done.

"Not really. You have to be courteous andsensitive to their situation, but that is true No special techniques for

in most things, isn't it? Once a person learns meetings

that he is supposed to do this, he can do itwith no trouble."

50


"You mentioned earlier that you tell howeffective the publicity was by the audiencesize. How big should your audience be?"

"That depends on where I am showing a film. At least 50 people inIn the villages, I like to get a hundred adults audience (would like 100)there. If it's less than fifty people, thenget worried about the publicity."

"Does everyone write their own publicitymaterials ?"

"I think so. I really can't say, but I don't Thinks everyone doesknow of anyone who doesn't do it." it already.

"By the way, what kind of equipment do youuse to show movies?"

"Oh, I use a Model 12 Kodak projector. Uses Kodak Model 12 projectorIt's an old one, and you have to be able tothread it. Also, it breaks down a lot, and Must repair projectorI have to repair it."

"Do you have any trouble mating the repairs?"

"Not me. But the new workers do. They New workers cannot repairwere not well trained for this. They always projector.ask me for help."

"What sort of problems do you have or youhave observed others having that we haven'ttalked about yet?"

"Well, let me think about that. I think theonly major problem is coordination."

"Coordination of what?"

"Schedules. Getting all of the people wha areinvolved in this publicity and communicationsprogram coordinated."

"Is this something you have to do or you getsomeone else to do?"

51


"No, I have to do it. I'm in charge of thecommunications program, so I have to Coordinates schedulescoordinate all the schedules."

"Whose schedules do you coordinate?"

"First, my schedule. Then the projectionist'sschedule. And the drivers' schedules. Ihave to check the local site for conflicts thatwould interrupt my film show. I have to co-ordinate with other activities going on in thedepartment. Just getting all of the schedules Obtains schedulesfrom everyone takes a lot of time and energy.A lot of the specialists do not do this simply be- Not done because of problemcause there is no way to get all the schedules. " getting schedules

"Is this important to do ?"

"Oh yes! If I miss an appointment or I do anactivity very late, my supervisor complains Appointments or activitiesfor a week. You see, if things go all right, kept on scheduleno one really worries about it. But if thingsgo bad, then everyone complains. That givesthe program a bad reputation; all of the super-visors try to blame someone below them."

"How do you go about coordinating all theseschedules ?+r

Coordinating:"If I only knew! Assuming that I can get theschedules, I have to determine each activity Determines tasks to be doneor task that has to be done. Then I have todetermine how much time is needed to do Determines time requirementseach task. And I have to determine whatresources--people, equipment, and so forth-- Identifies needed resourcesI will need for each task. This involves morecoordination."

"How far in advance do you have to plan?"

"For the entire month." For entire month

"Do you have a form that you use for planningyour schedule?"

52


"No, everyone uses his own technique. Itprobably would be good if we had a form touse, since if we miss any appointments atall, it is very bad. You can tell when thathappens since a new policy memo comes outtelling everyone to keep to their schedules !"

"I guess that is true everywhere! It lookslike you've given me a lot of informationalready. Would it be all right if I contactedyou at a later date if I need any more infor-mation?"

"Sure, I would be happy to talk to you. "

"In that case, I would like to thank you fortaking your time to see me. Good-bye."

"Good-bye."

Must be no errors inscheduling

53

TRANSPARENCIES FOR USE

WITH SESSIONS ON LESSON PLANS

USE OF LESSON PLAN ONE WITH OVERHEAD PROJECTOR

DIRECTIONS to Instructor on How to Use Lesson Pl an Transparencies :

On the following pages, you will find typed versions of nine transparencies,for use with the overhead projector. The lesson plan (Lesson Plan One) consistsof three pages: Page A, B, and C. Each participant will have a blank Lesson Planform with Page A, B, and C for Lesson Plan One in the Exercise Book. There arethree transparencies for Page A, and three transparencies for Page B and for Page C.

Begin by showing Transparency 1, with the task only showing. Have theparticipants write their own objectives for that task. Then, overlay Transparency 2with the objective, and point out that other objectives are also possible. Partici-pants copy the objective and the planning information as shown. Then they writetheir own pre--evaluation for that objective. Finally, show Transparency 3, and theparticipants correct their pre-evaluations. Remember, other answers may be pos-sible.

After showing Transparencies 1, 2, and 3 together, allow the participantsto fill in their blank spaces or make corrections. Then remove all three transpar-encies together.

Participants turn to Page B and start writing the learning activities.

Show Transparency 4 and allow the participants to copy it or correct theiranswers as needed. The participants then continue writing learning activities.

Show Transparency 5, and the participants again correct their answers andcontinue writing learning activities as indicated.

Show Transparency 6, and the participants again correct their answers. Theparticipants then turn to Page C and write any more learning activities which arenecessary.

Remove all three transparencies (4, 5, and 6), and show Transparency 7.The participants correct their answers and write the criterion check as indicated.

Show Transparency 8. The participants correct their answers and writethe post-evaluation.

Show Transparency 9, and the participants correct their answers.

Discuss each step of the lesson plan as you go through it. This should bea carefully g^ded practice in writing lesson plans.

56

a)btcda

0

I

i^.

E^

C;

C)

0rI-

z

roy

a^

y

D

• cn

U

H

4)

4 j

x

''

H

O•S

cad

q1

U

"^

Of-+

Z

44

t0

rU

O Hb

-l tUiH Ga

57

0

N

U

a)r

wa)

71 3

w b ^

cn oC)

G pas4 Q7

C ti assC.)

41 3

3 34

oao

oIn

O

^ o U ^ a

'b ZU

a -Co

CC

Cd

CCb

CCCCP

0> U

U S7 ^j CV

p, H4 oO oo

H

H Z U H a

58

a)io

M

U

m

E

c

^ 3

rfj wO

^,

T5 V .__•O

U O ^y Of] U 'C7

O Q +'U

o

UO 0aJU U - U

^+ Cp

C

ô z x Cis Q3 '"a U m

z UOU

Uw wo a

U c3

U 4 w

y N c^ ai „-t

•cci

U a)0.0 9 a

Cl)

cci

-4

x ti o o H

.0 Q

c NH W z U H

Ocd

^1+

0

'J

59

W^^..yI

rlPO

C

nC.)

m

F^"1

a)

E4

MMM^^^^111 O

^^1 r^

yJ

I-•'i

rfj

^r1I

II

S

S^. m U Q,

.-1 -u

a C

a E 0 2

r `^

w •. td C!^ M +^

FUcd

30

v a

^4 a.

. 03 ^^' 0 3

p v `^ ` '' Q'

v

W a^ W °i .0 4. a °y3 s n m 8 lu

60

UbBcs

Ll j

U

a

Cd

a)

C

Qt

O

C)

H

!^ a o 0

a)

c - o,

b

0 U)•

C o m

ooaC

; > $4' — C)

U' •- U • U U

O ' O U 4 J F.,w U O

U u U

t. 0 U O y CJ

F"

3O bAs^ a)

p vu^

pa^

Urn m

s^ uoo o . 4 m cs `" w o

cis ^^, 4

c^3 ai o cad aki

W

vi

wâ)

t(C

o aî

a) U+'

G. (C ;

`x\ b cd

ffn C3

..J U

(Ca)- oU +> C3

U) Cs o 3 o U

a 3 W

°U

^' s.s^ a'

^' oa a( `^ 3p.

33

a, o v, I(

z 0 e) a)v o bU o U) - U) .

oo

a ,^ A w ° a^ rn to U U x 3 o, w

61

PG

Q)

a

C)

C."

Co

U

Cd

a

0U)

0 0 o v

a4

a ^ Q:^ A^ C7 C'3 ^ p

m0

°0

0 o° 0o

b ° mo oâ Q

Co>'OSm cn a, °'s7 Um

a

77 U I

z

O 7,

V ^+

5tom-

+" 3 0 0 0 ^_ p "- i. u1

O "O cti ^C Q ^. +-"O

CoOCo

O y4 ,

w

0O 0 bA w U

U 4. ^' O G V Cd .^ v m 0 U

us f O U UÔ U rnOp

U U U V O``. r, g o0 1 O cd

O O lcd w

, 0a ow ^âi3 30

O

4

;1m c°i (D c°i

Co

O 3^ b4

^

1

i

+ ^'

.-4 H

s^^

n

O

3

^-+ "p—4

a^ .° ' a .^ u^

0LSte-

U

^^

4 0) 3

O Cc

a^

Co

^"" '.s' G^ Gc3 ' q)

U U]N

py" 3 aÂ . , O^ .Q O

U) a) ° w C• ai

s

^' Us . ^ vx a° 0.)..4

U Q CD-- - v m " 0

^^ o o °°2 a Q

C c Co

u' ^C a u 0 0 s- —ta ^' 4' 'ti l

^l ^l W v .^ W 4, a ^3 a^ ci^ v^ v v C7 x 3 ► o w 4 x

62

UO

N

U

Q)

c3

m

P.

H

O

r

C)

ri

OFaw

G U

t^3

^ O cdU

r. mU

C)Cl)

U ^3

Cl) Cl)

C) ULa

O

p

C)

U &

Cl) CCU

IC) o U y-0 Ql s"w

E- E H O

î O

U s^ c3

2 O rUj^ O

a x 0 a

63

C

Ob1

U

U

H

-.. a Q

C.)

oQ

"ts

o^

o d .xC.)

U

Q) m cd

-rj •.U (IZ r^ iU

Lid a)

Cl)coa C)

Z

O" U U U +^

U] ^0 Cl) UU m C.)

Q U` V

W m

a7 Cd Q

H 3 0U U U '^ U

2 S^ dOo cd

w u ai a

^1 x ni v .^ ° a

64

UC)

P-I

OU)

L1

m

UU

0.i

E-

E0c'j

0N

Q)

a^ q d

I^l

Q)

u 0

Ow

°'O

d cd mto W C

E^ •

t^ V

,, 04 C^ Q)

Ccd

O a te,.4 a) Sr

a)

O +^, C

vzy k O" >, s

O

Ôa 'O

Cr

a)

. (,1 U) 41 S^n V U

ri -.y U 4^ O cC

n m U]ice+ O $

1G" 4. ^4

c^v

v 0

C)

4^ Q, C) 0

G

E^ H Ho O 3

C)Cl

b

U U c^ U 0 O

-c. U

LI_

p U O 7

T7 C f"

0

65

PRE- AND POST-EVALUATION FORMS

In this section we have includedpre- and post-evaluations for usein measuring trainee progress.

4. We will use the word "learning" quite often in this module. Can you list morethan one kind of learning? Use the space below.

5. If someone asked you to list the main steps to take in designing a training pro-gram, what would you write?

6. List the steps you would take if you were asked to analyze a job as the basis forplanning a training program for that job.

7. Have you ever heard the term "behavioral objective"?

Check one: Yes No

If you checked yes, please write down the characteristics of a behavioral objec-tive.

69

8. Have you ever heard the term "favorable training climate," or a similar term?

Check one: Yes No

If you checked yes, write down what the term means to you.

9. List the steps you would take to achieve a "favorable training climate. "

10. Explain what you think is meant by "follow-up support for training."

11. Explain the difference between "formative" and "summative" evaluation.

70

PRE-EVALUATION

Part U

Instructions :

For questions 1 and 2, you will be given a task and, in the space provided,you should write an objective which you would use for a training program in whichyou were trying to teach a worker to perform that task. Below the objective, in thespaces indicated, you should write how you would find out if the worker could per-form the task at the beginning and end of training.

For questions 3 and 4, the task and the objective are given and you shouldwrite how you would find out if the worker could perform the task at the beginningand end of training.

In question 5 you are given an entire lesson plan form with the task andobjective filled in. Also filled in are the number of instructors, the number of train-ees, and the category of worker to be trained. You are to fill in all the other blank

spaces in the lesson plan form.

In question 6, you are given another lesson plan form, but this time youare given only the job task, and you must write your objective based on that task.Again you are also told the number of instructors, the number of trainees, and thecategory of worker to be trained. You should fill in all the other blank spaces withthe appropriate information.

You should spend only about 45 minutes answering questions 1 through 6.

71

Instructions : Fill in objective,pre-evaluation and post-evaluation.

Question 1

TASK:Plans monthly publicity campaign

Objective:

Pre-Evaluation:

Post-Evaluation:

Question 2

TASK:Explains conception and contraception to villagers

Objective:

Pre-Evaluation:

Post-Evaluation:

72

Instructions: Fill in pre-evaluationand post-evaluation.

Question 3

TASK:Organizes exhibitions

Objective:Trainee will be able to organize an exhibition in a villagecorrectly, according to the procedure given in class.

Pre-Evaluation:

Post-Evaluation:

Question 4

TASK:Records birth rate

Objective:Trainee will be able to take the appropriate information for

calculating birth rate from the village birth register and tocalculate the birth rate for that village.

Pre-Evaluation:

Post-Evaluation:

73

rl

0U

Cl)

cti

z

0

C

Gi

Cd

Lr:

0

U

VJ

r. CCU

C

Cl) Cli

U

> C

b t

bD

OU C

U ^cad

`daci c'^

z

0•• `°

5

r. ocd O

U

Cd 0z. 3bb U O

o z

^' a^ .^ 4 aCl)

N ci) U ^ rî]C cd d

Q 0 3 0

tois

mCdC.)

^m a

O HO

''g

w•s^

O -^

N m z U E-

74

aCdsT

O

O

iy

I)

ciU c

O

wO

c

ul

J In

U O0

Na ^

75

Cd

W,

uO

I

as

m

E-+

cj

SU

^YW

r-^ 7

!

I1

76

a)U

4ID

C0

U

C

b.

R0iD

a)1j2

0,

~H U b

Q

zz

a zC!

U

0

0 o

^4

; U

w

q^

c

~

U F-

O

o LLCI j 3

aiai m

UC -+

F

@O

H ^0 E-

!r 71

x

O f-i

.Q b^ w

C

77

r.0

uA

w

FiP

U

a

0

F^

U)

00

H Uer: s'

78

C7

O

y

va

m

C)

m

m

H

v U

)QU]

a ^ a°

79

PRE-EVALUATION

Par.: III

1. Is most of the training you give done in a classroom or in the field? Brieflydescribe the conditions under which you conduct training programs. If mostof your training is done in a classroom, how far removed from the actual work-ing situation is it? If much of your training is done in the field, is it the actualworking area or a field practice area?

2. What are the biggest problems or constraints you encounter while conductingtraining programs ?

80

3. What would you most like to learn about training?

4. What do you expect to learn from this module?

81

POST -EVALUATION

Part I

Instruc tions :

Below you will find a number of questions designed to help the module

managers find out as much as they can about your current knowledge and expertisein training. You should not expect to be able to answer all questions. You should,however, try to put your best answer where you can. If you cannot answer a par-ticular question, just leave it blank.

This questionnaire is anonymous. Do not sign your name.

1. Please write down your definition of training. Include in your definition what

you think the most important purpose of training is.

2. List as many conditions that require training that you can think of.

3. Have you ever heard of the term "performance discrepancy"?

Check one: Yes No

If you checked Yes, please write down what the term means.

82

4. We will use the word "learning" quite often in this module. Can you list more

than one kind of learning? Use the space below.

5. If someone asked you to list the main steps to take in designing a training pro-gram, what would you write?

6. List the steps you would take if you were asked to analyze a job as the basis forplanning a training program for that jcb.

7. Have you ever heard the term "behavioral objective" ?

Check one: Yes No

If you checked yes, please write down the characteristics of a behavioral objec-

tive.

83

8. Have you ever heard the term "favorable training climate," or a similar term?

Check one: Yes No

If you checked yes, write down what the term means to you.

9. List the steps you would take to acW .ve a "favorable training climate."

10. Explain what you think is meant by "follow-up support for training. 't

11. Explain the difference between "formative" and " 3mn+ ative" evaluation.

84

POST-EVALUATION

Part II

Instructions:

For questions 1 and 2, you will be given a task and, in the space provided,you should write an objective which you would use for a training program in whichyou were trying to teach a worker to perform that task. Below the objective, in the

spaces indicated, you should write the pre-evaluation and post-evaluation that youwould use for that objective.

For questions 3 and 4, the task and the objective are given and you shouldwrite the pre-evaluation and post-evaluation that you would use for that objective.

In question 5, you are given an entire lesson plan form with the task andobjective filled in. Also filled in are the number of instructors, the number of train-ees, and the category of worker to be trained. You are to fill in all the other blankspaces in the lesson plan form.

In question 6, you are given another lesson plan form, but this time youare given only the job task and you must write your objective based on that task.Again you are also told the number of instructors, the number of trainees, and thecategory of worker to be trained. You should fill in all the other blank spaces withthe appropriate information.

85

Question 1

TASK:Educates maternity cases about facts about family planning.

Objective:

Pre-Evaluation:

Post-Evaluation:

Question 2

TASK: Conducts interviews with farmers to determine if they are using

family planning or should be using family planning.

Objective:

Pre-Evaluation:

Post-Evaluation:

.y

Question 3

TASK:Uses visual aids to tell stories about family planning to villagers.

Objective: Trainee will be able to use the flanneigraph correctly while telling thestory, "Two Sons," to villagers. The materials and story for the "Two

Sons" flannelgraph will be provided by the government.

Pre-Evaluation:

Post- Evaluation:

Question 4

TASK:Distributes literature

Objective: When given a set of literature of different types, the trainee will be ableto sort the literature according to which group or community he woulddistribute the literature to. The way he distributes the literature shouldconform to a set of principles for distribution of literature given in class.

Pre-Evaluation:

Post-Evaluation:

87

°

w ^

mci0

U

a)NO

4'7

°

00Q)

vt

bn°

A Co

:d v1wO

U Oz Uo

'^ 3

C C

o

0a^ 0

a ar--f

G) ...

z°

O "" z U

2

bfl a a

k

mo

H

°o 2

x r^ m o

E-4 ►^ Z U E-+

88

rq

a^

cz

ar

0

P

Q)4

CX.

c^

R<

0b

E^+

r

H ^

Uo

C7 ^

S9

hACd

O

a)

AJA

v

a)

U a)

C3a>

cd

5 ^

U c0

o

Li

7 U(Wa ^ W

90

mV

w

O.r,

U

4

bb

0ma)

vA

I

71z

aU O

^ w

4

Ez

Q.

O v wcC U i 4

O 0

•^4a)0

0

O

U F+ cJ

..

a3

no

m

U

.1 c i7

O

O b

91

N

U)

G.1.--4

U ^j

P4

0U)N

W

dH

U)

Û N`1 0C7 ^

e14 s

W C

92

C)b0

r.0TiU)C)

a)

r

abU

O

0

.5is

H

U G) 0

zU

W`^ aa a

93

BLANK FORMS

Reproduced in this section are single copies of blank forms used at variouspoints in the schedule when the module is implemented with groups.

Task Analysis-Job Structuring Table - Unit 2, Session 5

Lesson Plan Form - Unit 4, Session 13, Final Exercise Session

Lesson Plan Evaluation Sheet - Unit 4, Sessions 12, 13, 15

Instruction Evaluation Sheet - Units 4 and 5, Session 16

Managers should reproduce these in sufficient quantity in advance of usingthe module.

94

as

E-4

M

7

cd

. 0i0

^D 0z

E

0m

000zam^4

0

0U

I

ma)

ro0

ao

0

95

0

Cd

0r

Ca

0z

o'er

rJD

bt

a

Q

z

o°^

0

zIPa

a

C)

..CCC)C

csa)m

sH 0

[-4

0 U

z

O

0 N a

97

0z

m en

E

0

L1r

0OD

U)

U)

U En

C)U)

C!]

rH

W

`

1--I Q

F^-^1 N

a ^

99

OW

0

I

Cz

a

C)

C)

UC. l-

0ro

C)C)

Cd

GD

P

oU r^

ti ,d ^

^C7

C-)

y

101

10 points 0 pointsyes n.,

q flyes no

4 0 0 0

3 a 0 q

3 0 0

LESSON PLAN EVAIUATTON ST!EE

Section I

Is the objective stated in behavioralterms?

10 points 0 points

yes no

q q

Points for Section I /10 possible

Section I1

Is there a pre-evaluation?

Does it help determine:a) If the trainees can already perform

the skill described in the behavioralobjective?

b) If the trainees can perform necessarypre-requisite skills?

c) What background and experience do thetrainees have that could help themlearn the new behavior?

Points for Section II /20 possible

Section III10 9 8 7 6 0

Learning Activities: ivities - Exe. Very Good Fair Poor NotGood Used

Appropriate Practice =Knowledge of Results =Perceived Purpose =Graduated Sequence =individual Differentiation =

Points for Section III /50 possible

Is there a Post-Evaluation?

Is it:a} Relevant to the objectiveb) Practical?c) Specifics standards?

10 points 0 pointsyes no

4 yLi 0 LJ

3 D 0 0Points for Section IV 20 possible

TOTAL POINTS = 1100

103

LESSON PLAN EVALUATION SHEET(continued)

Comments :

Good points about learning principles used:

I.

2.

3.

4.

5.

Points needing improvement:

104

INSTRUCTION EVALUATION SHEET

Points

BEHAVIORAL OBJECTIVE (15 points possible)

PRE-EVALUATION (10 points possible)


Perceived Purpose (10 points possible)

Graduated Sequence (10 points possible)

Individual Differentiation (10 points possible)

Appropriate Practice (10 points possible)

Knowledge of Results (10 points possible)

TRAINING CLIMATE (GivingPositive Feedback) (10 points possible)

POST-EVALUATION (15 points possible)

(Total points possible = 100) Total:

105

THE EAST-WEST CENTER is a national educational institution established in Hawaiiby the United States Congress in 1960. Formally known as "The Center for Culturaland Technical Interchange Between East and West," the federally funded Center isadministered in cooperation with the University of Hawaii. Its mandated goal is "topromote better relations and understanding between the United States and the nationsof Asia and the Pacific through cooperative study, training, and research.

Each year about 1, 500 men and women from the United States and some 40countries in the Asian/Pacific area exchange ideas and cultural insights in East-West programs. Working and studying with a multinational Center staff on problemsof mutual East-West concern, participants include students, mainly at the postgraduatelevel; Senior Fellows and Fellows with research expertise or practical experience insuch fields as government, business administration or communication; mid-careerprofessionals in non-degree study and training programs at the teaching and manage-ment levels; and authorities invited for international conferences and seminars.These participants are supported by federal scholarships and grants, supplementedin some fields by contributions from Asian/Pacific governments and private foundations.

A fundamental aim of all East-West Center programs is to foster understandingand mutual respect among people from differing cultures working together in seeking

solutions to common problems. The Center draws on the resources of U. S. mainlanduniversities, Asian/Pacific educational and governmental institutions, and organiza-tions in the multi-cultural State of Hawaii.

Center programs are conducted by the East-West Communication, Culture

Learning, Food, Population, and Technology and Development Institutes; Open Grantsare awarded to provide scope for educational and research innovation, including em-phasis on the humanities and the arts.

THE EAST-WEST COMMUNICATION INSTITUTE concentrates on the use of communica-tion in economic and social development and in the sharing of knowledge across culturalbarriers. The Institute awards scholarships for graduate study in communication andrelated disciplines, primarily at the University of Hawaii; conducts a variety of profes-

sional development projects for communication workers in specialized fields of econom-ic and social development; invites Fellows and visiting scholars to the Center for studyand research in communication and to help design projects; offers Jefferson Fellowshipsfor Asian, Pacific, and U. S. journalists for a semester at the Center and the Universityof Hawaii; conducts and assists in designing and carrying out research; arranges confer-ences and seminars relating to significant topics in communication; conducts a world-

wide Inventory-Analysis of support, services and country program needs in communi-

cation programs; assembles relevant communication materials with emphasis on Asianand Pacific material and makes these available for students, scholars, and practitioners

at the Center and elsewhere; and publishes papers, reports, newsletters, and othermaterials emanating from the above activities.

Date post:	14-Oct-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

A MODULE FOR TRAINERS HELPING PEOPLE LEARN...Preparation for Using the Module 5 Unit Plans, Lesson...

Documents