Pre-training Preparations
Pre-training Preparations
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Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Stefanie Kaiser (seecon international gmbh)
Sreevidya Satish (Ecosan Service Foundation)Bipin Dangol (Environmental and Public Health
Organization)
Pre-training Preparations
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The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or supporting partner organisations.
Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided.
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Pre-training Preparations
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1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Contents
3
Pre-training Preparations
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Pre-training Preparations
4
Train the Trainers on www.sswm.info
http://www.sswm.info/category/train-trainers/train-trainers
Pre-training Preparations
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1) Learning Needs Analysis
What is it about?
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Pre-training Preparations
Learning needs analysis is a starting point of the training
cycle and it influences all stages of the training cycle.
Source: http://www.outlookpartnerships.co.uk/solutions.htm [Accessed: 28.04.2010]
Pre-training Preparations
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1) Learning Needs Analysis
What is it about?
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Pre-training Preparations
A learning needs analysis has to be done
in advance of the course. A review of expectations at the
start of the course does not substitute it.
Source: http://www.outlookpartnerships.co.uk/solutions.htm [Accessed: 28.04.2010]
Pre-training Preparations
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1) Learning Needs Analysis
What are “Learning Needs”?
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Pre-training Preparations
Needs of the “individuals” as well as the “organisations”
Gap in capacity (knowledge, skills and attitude) of the individuals in performing a task
at desired level.
Improve the performance (capacity to do thing)
Source: http://www.dbdc.com/i/consultancy/training.jpg [Accessed: 28.04.2010]
to
“Learning Needs”
=
Pre-training Preparations
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What questions to ask to understand the Learning Needs?
1) Learning Needs Analysis
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Pre-training Preparations
Brainstorming
Time: up to 5 minutes
Of individuals?
Of organisations?
Pre-training Preparations
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1) Learning Needs Analysis
What questions to ask to understand the Learning Needs?
Individuals:
• Who are the people? What are their roles and responsibilities of the people?
• Why do they need training?
• What capacity do they already have and what is lacking?
• What are their expectations?
• Where do they have to be trained?
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Pre-training Preparations
Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]
Pre-training Preparations
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1) Learning Needs Analysis
What questions to ask to understand the Learning Needs?
Organisations:
• What is the organisation doing and which activities are related to the identified training needs?
• How does the organisation manage and monitor capacity and knowledge?
• How is staff motivated to get trainings?
• How are trainings followed-up?
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Pre-training Preparations
Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]
Pre-training Preparations
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1) Learning Needs Analysis
11
Pre-training Preparations
How can you collect the relevant information?
Brainstorming
Time: up to 5 minutes
Pre-training Preparations
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1) Learning Needs Analysis
12
Pre-training Preparations
How can you collect the relevant information?
Key Methods and Tools:
• Interviews/ meeting with staff responsible for the training course
• Questionnaire survey of participants
• Self assessment from learners (open questions)
• Observation
• Role/job/ task analysis
• Recording and rechecking the earlier course evaluation
Pre-training Preparations
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1) Learning Needs Analysis
13
Pre-training Preparations
Existing Skills
Desired Performance
TrainingLearning Needs
Source:http://www.ucanlearning.co.uk/userimages/Help_Jigsaw.jpg [Accessed: 28.04.2010]
Next Step?
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Outcomes:• WHY? - motivation, expectations
• WHO? - role and responsibility of people
• WHAT? - current knowledge, skills and attitudes; clarifying the desired change
• WHERE? - where is it most accessible by all target groups
Pre-training Preparations
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1) Learning Needs Analysis
2) Planning and Conceptualisations
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Contents
14
Pre-training Preparations
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2) Planning and Conceptualisation
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Pre-training Preparations
Conceptualising and Designing the Training Course
Existing Skills
Desired Performance
TrainingLearning Needs
• Concept
• Design
• Agenda and Course Plan
Pre-training Preparations
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• Agenda
• Course Plan
I. Training strategy
II. Activities
III. Resource persons
IV. Participants
I. Goal / Aim
II. Specific objectives
III. Key learning points
IV. Contents
2) Planning and Conceptualisation
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Pre-training Preparations
Conceptualising and Designing the Training Course
CO
NC
EP
TD
ES
IGN
OU
TC
OM
E
Pre-training Preparations
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2) Planning and Conceptualisation
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Pre-training Preparations
Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]
I. Goal / Aim
State what you want to achieve with this training.
Example:
”Participants with the needed theory, skills, tools and practice
to be able to develop and implement effective SSWM
training programmes.”
Note: If you have an aim,objectives are the sub points !!
I. Goal / AimII. Specific
objectivesIII. Key learning
pointsIV. ContentsC
ON
CEP
T
Pre-training Preparations
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2) Planning and Conceptualisation
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Pre-training Preparations
II. Objectives
Training objectives should state what participants will be able to do by the end of the training session of course.
They should be SMART:
• Specific
• Measurable
• Achievable
• Relevant
• Time Bound Source: http://writtenwordservice.com/wp-content/uploads/2010/07/iStock_000008600141XSmall1.jpg[Accessed: 28.04.2010
I. Goal / AimII. Specific
objectivesIII. Key learning
pointsIV. ContentsC
ON
CEP
T
SMART
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2) Planning and Conceptualisation
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Pre-training Preparations
II. Objectives
Examples:
By the end of today, participants:
• Be able to use the SSMW Toolbox as a training tool
• Know how to use appropriate interactive training methods and tools.
• Be able to facilitate training sessions.
• Be able to assess training needs and set learning objectives.
• Know how to conceptualize and design a SSWM training course.
• Know how to evaluate training courses and reflect feedback.
I. Goal / AimII. Specific
objectivesIII. Key learning
pointsIV. ContentsC
ON
CEP
T
Pre-training Preparations
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2) Planning and Conceptualisation
III. Key Learning Points
Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.
Start with writing down everything which you want to convey through training.
Then classify the points by which of these participants
MUST KNOW SHOULD KNOW COULD KNOW
Examples:
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Pre-training Preparations
Close the water loopCommunity involvement
Project Cycle
Close the nutrient loop
All those marked by MUST KNOW are
Key Learning Points
I. Goal / AimII. Specific objectivesIII. Key learning
pointsIV. ContentsC
ON
CEP
T
Pre-training Preparations
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2) Planning and Conceptualisation
I. Training Content
WHAT are you training?
• The training content has to be able to bridge the gap between what is and what ought to be.
WHO are you training HOW?
I. The training content has to reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas.
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Pre-training Preparations
Existing Skills
Desired Performance
TrainingLearning Needs
I. Goal / AimII. Specific objectivesIII. Key learning pointsIV. Contents
CO
NC
EP
T
Pre-training Preparations
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IV. Training Content
WHAT
➜ Prepare an Outline
Course Plan Example:Session 1: Welcome and Inauguration
10 min. Welcome Address
10 min. Presentation of Agenda
60 min. Introduction of Participants
Session 2: Sustainable Sanitation and Water Management (SSWM)
Explain how different sectors have to work together and how to close the water and nutrient cycle
Session 3: Group Work
Help participants to understand how SSWM would be applied to their system.
Session 4: Etc.
2) Planning and Conceptualisation
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Pre-training Preparations
Source: http://theschappertfamily.com/wp-content/uploads/2010/01/Write-Content-That-Sticks.png: [Accesed:11/10/10]
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
The outline and course plan help you to:
• To organise your ideas
• To present your material in a logical form
• To show the relationships among ideas
• To constructs an ordered overview of your presentations
➜ Once you are sure about the course plan, finalise the agenda!
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Pre-training Preparations
Final AgendaCourse Plan
I. Training strategyII. ActivitiesIII. Resource
personsIV. ParticipantsD
ES
IGN
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜ Define the Training Strategy
Identify the best type of training for the context.
Examples:
• Face to face- Basic Course- Expert Course- Specialised training
• Online
• Hands on Training, Field Level Training
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Pre-training PreparationsI. Training
strategyII. ActivitiesIII. Resource
personsIV. Participants
DES
IGN
Pre-training Preparations
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IV. Training Content
WHO and HOW
➜ Choose activities
• Manifold
• Flexible
• Easily adaptable
• Easy explainable
• Easy understandable
Discussions
2) Planning and Conceptualisation
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Pre-training Preparations
Role play
Group Works
Energizers & Ice breakers
Brain-storming
Videos
Lectures
Colour Cards
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜ Invite Resource Persons
Why?
• Avoids that you are talking all the time
• More knowledge as you in the field of his expertise
• Brings in another perspective
• Gives you time to spend with participants
• You will learn from his experience as well
• New contacts for everyone
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Pre-training PreparationsI. Training
strategyII. ActivitiesIII. Resource
personsIV. Participants
DES
IGN
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜ Invite Resource Persons
Who do you invite?
• Expertise
• Degree of experience
• Availability
• Interpersonal skills
• Willingness
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Pre-training PreparationsI. Training
strategyII. ActivitiesIII. Resource
personsIV. Participants
DES
IGN
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜ Selection of Participants
Why?
• Achievement of a course depends on the motivation & appropriateness of participants.
• Criteria for participants depend on type and aims of the training.
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Pre-training PreparationsI. Training strategyII. ActivitiesIII. Resource
personsIV. ParticipantsD
ES
IGN
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜ Selection of Participants
How do you select participants?
• Choose the right number of people
• Find the relevant people (need for learning)
• Ensure the right combination of people (cross-sectoral, strenghten collaboration between organisations)
• Aim for the right level of participation (committed) 29
Pre-training PreparationsI. Training strategyII. ActivitiesIII. Resource
personsIV. ParticipantsD
ES
IGN
Source: http://negotiationboard.com/wp-content/uploads/2009/10/puzzle.jpg [Accessed: 10.01.2013]
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜ Selection of Participants
Challenges:
• Last minute confirmation
• Fail to show up
• Missing of sessions
Possible solution: demand course fee (at least partially) in advance.
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Pre-training PreparationsI. Training strategyII. ActivitiesIII. Resource
personsIV. ParticipantsD
ES
IGN
Pre-training Preparations
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IV. Training Content
WHO and HOW
➜ Selection of Participants
Importance of course fee:
• Influences participants composition.
• Discounts for students, NGOs or poorer participants ensure a more heterogeneous group.
• Channels of marketing also influence participants composition.
• Generally no (completely) free offering. --> Attracts people that have “nothing else to do” and not necessarily those on whom a training might have the biggest impact.
2) Planning and Conceptualisation
31
Pre-training PreparationsI. Training strategyII. ActivitiesIII. Resource
personsIV. ParticipantsD
ES
IGN
Pre-training Preparations
Find this presentation and more on: www.sswm.info.
1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Contents
32
Pre-training Preparations
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3) Logistics
33
Pre-training Preparations
Good logistical planning is one of the most crucial aspects of training delivery. If your participants are not comfortable physically and at ease psychologically, they will not benefit fully from the training content.
Checklist:
• Venue and Classrooms setting
• Equipment (pin boards, beamer, etc.)
• Inviting trainers and confirmation oftheir availability
• Preparing a checklist of pre andpost training activities
• Catering requirementsand orders
Source: http://www.exegens.com/media/incoming/0220.jpg[Accessed: 28.04.2010 }
Pre-training Preparations
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3) Logistics
34
Pre-training Preparations
Venue Arrangement
One of the most important factors in successful training is the venue or room in which the training is conducted.
Checklist:
• How many rooms?
• Small room for groups or big aula?
• For how much people?
• Accessibility?
• Price?
• Atmosphere?
• Seating arrangements?
Pre-training Preparations
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3) Logistics
35
Pre-training Preparations
Seating Arrangement:
It defines how the participants interact with each other and with you!
It encompasses comfort, access and safety for the attendees
It extends a presenter's influence in the room, broadcast intention and eliminate distractions
Types:
• Theatre Style
• Classroom Style
• Conference
• U-shaped
Pre-training Preparations
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Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
3) Logistics
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Pre-training Preparations
Seating Arrangement:
Theatre Style
• Used for very large audiences where the speaker is the main focus
• Does not encourage note-taking since there are no tables provided for this seating arrangement
• Participants sit side by side in long rows
• Can be difficult for access and safety
Pre-training Preparations
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3) Logistics
37
Seating Arrangement:
Classroom Style – Straigth
• Used for middle-sized groups
• Same as theatre style but with tables
• Encourages note-taking
• Can be difficult in access
Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
Pre-training Preparations
Pre-training Preparations
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3) Logistics
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Seating Arrangement:
Classroom Style – Round
• Smaller groups
• Better view
• Better acoustic
Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
Pre-training Preparations
Pre-training Preparations
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3) Logistics
39
Pre-training Preparations
Seating Arrangement:
Cluster Type
• Great for small group discussions.
• Allows the instructor to easily walk around to the groups and help them with the exercises.
• Easy access
• Comfortable
• Notes can be taken
• A lot of space is required
Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
Pre-training Preparations
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3) Logistics
40
Pre-training Preparations
Seating Arrangement:
Conference Style
• Great for small group discussions.
• Participants can hear and see easily.
• Unity is created by sharing the table and encourages conversation
• Extremely long tables can give a feeling of isolation and discourage participation. Source: http://www.theconferencebureau.com/venues.htm
[Accessed: 28.04.2010 }
Pre-training Preparations
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3) Logistics
41
Pre-training Preparations
Seating Arrangement:
U-shaped• Easy to see and hear everyone
in the group.• Notes can be taken• Openness gives trainees a
sense of freedom and encourages participation.
• Best set up to view audio visual presentations.
• Works well with role-playing and other physical activities.
• Requires more space than other configuration
• Only for smaller groupsSource: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
Pre-training Preparations
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3) Checklist
42
Pre-training Preparations
Prepare checklist for all the material needed for all the activities to be carried out in the process of training and keep re-checking the list.
Course Plan:Session 1: Welcome and Inauguration10 min. Welcome Address, ProfessorEtc.
+
Checklist
+
Pre-training Preparations
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1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Contents
43
Pre-training Preparations
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I. Aim / GoalState what you want to achieve with this training.If you have an aim, objectives are the sub points
II. ObjectivesTraining objectives should state what participants will be able to do by the end of the training session of course.They should be SMART: Specific; Measurable; Achievable; Relevant; Time Bound
III. Key Learning PointsKey learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.Start with writing down everything which you want to convey through training.Then classify the points by which of these participants MUST KNOW SHOULD KNOW COULD KNOW
4) Wrap-Up: Training Conceptualisation and Design
44
Pre-training Preparations
Pre-training Preparations
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4) Wrap-Up: Training Conceptualisation and Design – EXAMPLE
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Pre-training Preparations
Aim Participants with the needed theory, skills, tools and practice to be able to develop and implement effective SSWM training program
Objectives By the end of today, participants qill:• Know how to use appropriate interactive training methods and tools.• Be able to facilitate training sessions.• Be able to assess training needs and set learning objectives. • Know how to conceptualize and design a SSWM training course.• Know how to evaluate training courses and reflect feedback
Learning targets
Close the water loopClose the nutrient loopProject CycleCommunity involvement
Outline of Content
…
Type of Training
• Face to face: Basic Course; Expert Course; Specialised training• Online• Hands on Training• Field Level Training
Pre-training Preparations
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4) Wrap-Up
46
Pre-training Preparations
Make one Flip Chart with an example Training Concept
Group Work
Time: up to 10 minutes
Pre-training Preparations
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4) Wrap-Up: Group Work
47
Pre-training Preparations
Pre-training Preparations
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4) Wrap-Up: Example
48
Pre-training Preparations
Pre-training Preparations
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4) Wrap-Up: Example
49
Pre-training Preparations
Pre-training Preparations
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1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Contents
50
Pre-training Preparations
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5) Marketing of a Training
51
Pre-training Preparations
Planning a training is usually only half the battle; the other half is getting people to take advantage of it.
Existing Skills
Desired Performance
TrainingLearning Needs
Marketing
Source: http://blogs.peru21.pe/tumismoeres/email-marketing-announcement.jpg [Accessed: 09.01/2013]
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5) Marketing of a Training
52
Pre-training Preparations
The 4 P’s Framework:Marketing strategies are developed around:• Product - What does the costumer want from the product/
service?• Price - What is the value of the product to the customer?• Place - Where do customers look for your product?• Promotion - How can you reach your customer‘s interest?
Note: all P’s have to be addressed in an appropriate way to get a desired result of your training activity.
Pre-training Preparations
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5) Marketing of a Training
53
Pre-training Preparations
Example:
A training course An affordable price
A conveniently located training centre
Various information sharing techniques
Source: http://pauldunay.com/wp-content/uploads/2010/01/4ps.png [Accessed: 09.01.2013]
Pre-training Preparations
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What are your ideas for training promotion?
5) Marketing of a Training
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Pre-training Preparations
Brainstorming
Time: up to 5 minutes
Source: http://pauldunay.com/wp-content/uploads/2010/01/4ps.png [Accessed: 09.01.2013]
Pre-training Preparations
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5) Marketing of a Training
55
Pre-training Preparations
Ideas for training promotions:
• Communicate “What is in it for me?”
• Don’t pass up free exposure, e.g. bulletin boards, intranets, newsletters, company events, vendor fairs, etc.
• Seminars and webinars
• Publish an e-newsletter and send regular emails
• Word of mouth marketing
Pre-training Preparations
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1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Contents
56
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
57
Pre-training Preparations
What is it about?
• Each session is like a mini-workshop in itself.
• Careful preparation helps to build confidence of the facilitator and ensures best possible learning experience.
Source: http://wp.digischool.nl/studiebegeleiding/files/2011/10/planning.png [Accessed: 10.01.2013]
Pre-training Preparations
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• Sessions
• Fieldtrips
• Handouts
I. Training strategy
II. Activities
III. Resource persons
I. Goal / Aim
II. Specific objectives
III. Key learning points
IV. Contents
6) Preparing Individual Sessions and Fieldtrips
58
Pre-training Preparations
Each session is like a mini-workshop in itself:
CO
NC
EP
TD
ES
IGN
OU
TC
OM
E
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
59
Pre-training Preparations
Checklist:
Subject/ aim
2-3 key points
Teaching methodology
Different parts of a session
Time allocation (enough time for discussion)
Be appropriately informed about the topic
Prepare and organise materials (flip chart, handout, etc.)
Seating arrangement
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
60
Pre-training Preparations
Different parts of a session:
• Introduction
• Energisers or icebreakers
• Activities (lecture, group work, individual work, practice, discussion)
• Conclusion/ Closure
• Assignment/ Follow-up
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6) Preparing Individual Sessions and Fieldtrips
61
Pre-training Preparations
Example of a session plan:
Goal
Objectives
Place/ Date/ Time
Participants
Trainer
Preparations
Assignment/ Follow-up
Session Time Material
Introduction
Energiser/ Icebreaker
Activities
Conclusion
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
62
Pre-training Preparations
Why doing Fieldtrips?
• “Seeing is believing”
• Learning out of the traditional learning environment
• Good to initiate participants mingling and group problem-solving exercises
Seeing is believing. Source: http://choosehypnosis.files.wordpress.com/2012/08/seeing_is_believing.jpg [Accessed: 10.01.2013]
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
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Pre-training Preparations
Preparation of Fieldtrips:
• Selection of field visit site:• Demonstration of theoretical teaching
• Site with problems
• Design of fieldtrip:• Clear objectives
• Well-briefed facilitators
• Transfer of the gained knowledge back to the job
• Evaluation
• Logistical preparation:• Number of participants
• Date and time
• Access
• Catering/ overnight stay
• Equipment
• Language translation
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
64
Pre-training Preparations
Preparation of Fieldtrips:
• Participants with pre-trip instruction learn and retain more from a fieldtrip than those who receive no preparation.
• Instructional document:
• General information
• Schedule and contact numbers
• Specific information (review of existing information - THIS IS A MUST!)
• Key questionsSource: http://www.fourcornerslearning.org/TechTips/images/handout.jpg [Accessed: 10.01.2013]
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
65
Pre-training Preparations
During the Field Visit:
Source: http://www.sswm.info/category/train-trainers/train-trainers/train-trainers/pre-training-preparations/preparing-field-trip [Accessed: 10.01.2013]
• Have a field coordinator, which is an expert on the subject.
• Ask participants to collect all the information they read, hear, observe, see and feel.
• Encourage the participants to be open-minded and flexible.
• Encourage them to build relationships with the group members and to respond to their needs and interests as much as possible.
Pre-training Preparations
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6) Preparing Individual Sessions and Fieldtrips
66
Pre-training Preparations
After the Field Visit:
• Allow time to relax, exchange experiences and to answer questions.
• Provide time to prepare presentations/ feedback on what they have learned.
• Reflect on the learning.
• Encourage to ask questions so that everyone can learn from the experience.
Source: http://northbeachnutrition.com/wp-content/uploads/2012/01/our-team.jpg [Accessed: 10.01.2013]
Pre-training Preparations
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References
KRCHNAK, K. M. (2003): Module 6 − Planning Training of Trainers (TOT) Workshops. In: GWA (EDS): Gender Mainstreaming: Practical Skills and Critical Analysis ODG. Dieren: Gender and Water Alliance. 267-294.
GARY, K. (2007): Basic Training for Trainers. New Delhi: Tata McGraw-Hill.
ELLINGTON, H.; PERCIVAL, F.; RACE, P. (1993): Handbook of Educational Technology, London: Kogan Page.
FAO (1998): Food quality and safety systems. A training manual on food hygiene and the Hazard Analysis and Critical Control Point (HACCP) system. FAO Agricultural Policy and Economic Development Series 4.
OHNSON, G.L (2006): Top Ten Strategies to Market Training to Your Workforce. Training growth Innovations. TrainingIndustry.com. URL: http://trainingoutsourcing.com/uploadedFiles/Executive_Toolkit/Knowledge_Community/Articles/Top%20Ten%20Strategies%20-%20Sept%202006(1).pdf [Accessed: 12.03.2010]
LOOMIS, M. (2007): Making your trainings more effective. Durham: Family Health International. URL: http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed: 21.05.2010]
PATRICK, F. (2009): Improve Your Coaching & Training Skills. New Delhi: Kogan Page India Pvt Ltd.
SCOTT, B. (2005): Social Marketing: A Consumer-based Approach to Promoting Safe Hygiene Behaviours. Leicestershire: WELL. URL: http://www.lboro.ac.uk/well/resources/fact-sheets/fact-sheets-htm/Social%20marketing.htm [Accessed: 10.01.2013].
SUSAN, I. (1998): Using Adult Learning Principles in Adult Basic and Literacy Education. Columbus: Centre on Education and Training for Employment. URL: http://www.calpro-online.org/eric/docs/pab00008.pdf
[Accessed: 10.01.2013].
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