An International Centre for Soil Fertility
and Agricultural Development
Representing the Plant Science Industry
Training of Trainers
A Training Toolkit
For Facilitators
By:
Peter Mills
Manon M. Dohmen
& Raphael Vogelsperger
- Training Consultant -
- Facilitators -
CropLife Africa Middle-East
IFDC Africa Division
DISCLAIMER
This guide is for training purposes only. It is not intended for publication. In compiling this training
guide the authors have designed it to allow trainees to understand the principles and practices for
Facilitation, to be able to use this information in training others. The training guide has thus relied on and
copied from several major references, the most important being:
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Michael Argyle, 1988. Bodily Communication. Ruteledge, London.
Angelena Boden, 1997. The Thinker’s Pocketbook. ISBN: 1870471520.
Margaret Chapman, 2001. Emotional Intelligence Pocketbook. ISBN: 1870471954.
Robert Chambers, 2002. Participatory Workshops: A Source of 21 Sets of Ideas and Activities.
EarthScan, London.
Paul Donovan & John Townsend, 2004. The Training Evaluation Pocketbook. ISBN:
1903776236.
Paul Donovan & John Townsend, 2004. The Training Needs Analysis Pocketbook. ISBN:
1903776244.
Alan Evans, Paul Tizzard, 2003. The Icebreakers Pocketbook. ISBN: 1903776058.
Ian Fleming & Allan J.D. Tayler, 2003. Coaching Pocketbook. ISBN: 1903776198.
Ian Fleming, 2001. Developing People Pocketbook. ISBN: 1870471962.
Paul Hayden, 1995. The Learner's Pocketbook. ISBN: 1903776368.
Lynn Kearny, 1996. Graphics for Presenters. Crisp Learning, Menlo Park, California.
Donald Kirkpatrick, 1998. Evaluating Training Programs: The Four Levels. Berret-Koehler,
San Francisco.
Derek Mullen, 2003. Train the Trainer Course. Derek Mullen Performance Support.
Jack J. Phillips & Ron Drew Stone, 2002. How to Measure Training Results. McGraw-Hill,
New York.
Leslie Rae, 2002. Assessing the Value of Your Training. Gower Books, England.
Mary Richards, 1998. Stress Pocketbook. ISBN: 187047628.
Richard Payne, 2004. Vocal Skills Pocketbook. ISBN: 1903776171.
Romiszowki, 2000. The How and Why of Performance Objectives: Preparing Learning
Objectives.
Richard Storey, 2000. The Influencing Pocketbook. ISBN: 1870471792.
John Townsend, 2004. Challenger’s Pocketbook. ISBN: 1903776228.
John Townsend, 2004. Trainer’s Standards Pocketbook. ISBN: 1903776201.
John Townsend, 2003. The Trainer's Pocketbook. ISBN: 1903776163.
John Townsend & Paul Donovan, 2001. The Great Training Robbery. ISBN: 1870471881.
John Townsend & Paul Donovan, 1999. Facilitator’s Pocketbook. ISBN: 1870471709.
In addition, material has come from a significant number of other references, as well as many years of
experience in Training in Africa and the Middle East.
Every effort has been made to ensure that all the information in this guide is correct, but the authors does
not accept any liability for any errors or omissions, nor for the loss, damage or possible accidents arising
from the use of the contents of this guide.
Anyone using this guide does so at their sole risk and neither Peter Mills nor CropLife Africa Middle east
nor IFDC shall be liable for any loss of any nature whatsoever which the user may suffer pursuant to the
information and services provided to and for it whether such loss is caused as a result of any incorrect
advice or advice provided negligently in any respect whatsoever by Peter Mills or CropLife Africa
Middle-East or IFDC.
Table of Contents
Foreword ___________________________________________________________________ 6
Program Timing Guide _______________________________________________________ 8
1. Opening and Introduction ________________________________________________ 13
1.1
Arrival and Registration __________________________________________________ 13
1.2
Opening _________________________________________________________________ 14
1.3
Installation of Participants _______________________________________________ 15
1.4
Introduction of Facilitators & Participants ________________________________ 16
1.5
Participants’ Expectations, Hopes and Fears ______________________________ 18
1.6
Course Norms (Facilitator & Course Objectives) ___________________________ 19
1.7
Program _________________________________________________________________ 20
1.8
Evaluation of Learners ___________________________________________________ 21
1.9
Pre-Course Test _________________________________________________________ 22
2.
Theoretical Part _____________________________________________________ 23
2.1
Training Principles _______________________________________________________ 23
2.2
Introduction to the Topic of Training (Option A) __________________________ 25
2.2
Introduction to the Topic of Training (Option B) __________________________ 30
2.4
Master Trainer Qualities_________________________________________________ 33
2.5
Planning, Designing and Implementing a Training Course ___________________ 34
2.6
The S-D-F Training Model _______________________________________________ 38
2.7
Key Processing Styles ____________________________________________________ 44
2.8
Approaches to Training___________________________________________________ 46
2.9
The Circle of Competence ________________________________________________ 48
2.10
Key Learning Styles____________________________________________________ 51
2.11
The Facilitation Rainbow _______________________________________________ 55
2.12
Spot Check ____________________________________________________________ 58
2.13
Group Dynamics________________________________________________________ 60
2.14
Questions _____________________________________________________________ 62
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2.15
Adult Learning _________________________________________________________ 66
2.16
Training Methods ______________________________________________________ 67
2.17
Preparation: Venue & Seating Patterns _________________________________ 70
2.18
Preparation: Beating Murphy ___________________________________________ 72
2.17
Seating Patterns_______________________________________________________ 74
2.18
Brain Power ___________________________________________________________ 76
2.19
Training Materials _____________________________________________________ 80
2.20
Giving and Receiving Feedback__________________________________________ 88
2.21
Facilitating Skills ______________________________________________________ 90
2.23
Evaluation and Follow Up _______________________________________________ 93
2.24
Post-Course Test ______________________________________________________ 97
3.
Practical Part ________________________________________________________ 98
3.1
4.
Individual Lessons________________________________________________________ 98
Closing Session_______________________________________________________ 99
4.1
The Next Step __________________________________________________________ 99
4.2
Certificate Presentations________________________________________________ 101
5.
Ice Breakers _______________________________________________________ 102
5.1
Changing Three Things __________________________________________________ 102
5.2
Non-Verbal Introduction ________________________________________________ 103
5.3
Mixing Agro-inputs______________________________________________________ 103
6.
Recap Exercises ____________________________________________________ 104
6.1
Throwing the Ball _______________________________________________________ 104
6.2
Picking a Question ______________________________________________________ 104
6.3
Three Options __________________________________________________________ 104
Handouts _________________________________________________________________ 105
1.
Preparation Check-List ____________________________________________________ 105
2.
Training Methods _________________________________________________________ 106
3.
Training Materials ________________________________________________________ 108
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Foreword
CropLife Africa Middle East is the professional organization representing the Plant Science
industry in Africa and the Middle East. Its mission is the promotion of agricultural technology in
the context of sustainable development, through:
♦ plant science technology and stewardship as a central pillar of sustainable agriculture;
♦ promotion of Integrated Pest/Crop Management (IPM/ICM), Safe and Responsible Use of
plant science products;
♦ support to pro-business, science and risk-based national and regional regulatory initiatives
on plant science products;
♦ communication for openness and accessibility in order to build alliances and partnership
and cooperation with other stakeholders on societal issues.
The mission of IFDC as an International Center for Soil Fertility and Agricultural Development
is to assist developing countries to increase agricultural productivity in a sustainable way. This is
achieved through the development and the transfer of technologies and marketing expertise on
agro-inputs (plant nutrients, crop protection products, improved seeds) that are both efficient and
safe for the environment. As improved agricultural production systems and agribusiness
development are inextricably linked, IFDC’s programs are designed to address simultaneously
agricultural input and output issues. These programs work to establish policies that are conducive
to the development of competitive markets and expanded trade.
Synergies between CropLife Africa Middle East and IFDC were made possible through common
values and objectives and complementarities in expertise. For both institutions, training activities
are considered crucial to develop people’s capacities. To formalize their collaboration, CropLife
Africa Middle East and IFDC Africa Division signed in April 2004 a Memorandum of
Understanding, which defines capacity building activities as a core component of their
partnership.
Following the closure of the CropLife Safe Use Project in Kenya, in 2002, a Training Needs
Analysis was conducted by CropLife Africa Middle East in 34 countries throughout the region.
The results determined that it is necessary to initiate a project to build training capacity at country
level by conducting suitable “Training of Trainers” courses to create a large pool of “Master
Trainers”. Based on the Training Needs Analysis, as well as consultations with training experts,
consultations with trainers from training institutions in all countries, and using a wide range of
training reference materials, a Pilot Training of Trainers Program was implemented in
Zimbabwe, consisting of three, five day sessions. This was subjected to a full assessment and
analysis, and the Training of Trainers course was revised, reduced and compacted into a single
session, five day course.
The course was further tuned when IFDC started its collaboration with CropLife in 2004 and
facilitated some Training of Trainers courses in partnership with CropLife. Together, CropLife
and IFDC developed this toolkit, aimed at facilitators who intend to facilitate a Training of
Trainers course. The course is designed to address Crop Protection issues, but it can easily be
extend to other agro-inputs and any other technical topic.
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The first step in running the Training of Trainers courses, is to identify suitable “Resource
Personnel”, who can be trained as trainers. In the case of the CropLife / IFDC partneship, the
main selection criteria is to be able to contribute to the industry as whole and to its partners in
training in Integrated Pest Management (IPM) and Responsible Use of Pesticides. These
personnel are resource personnel, whom stakeholders can draw upon when the need arises for
IPM and Responsible Use training. They are drawn from the pesticide industry, government and
other stakeholders involved in the agricultural sector, including aid agencies and NGO’s.
The second step in building training capacity, is for these selected resource personnel to
undertake a Training of Trainers course, which encompasses facilitation skills. Following this
three day program, the participants undertake an intensive two day Technical Training program
providing technical knowledge of IPM and Pesticide Safety training.
On successful completion (participants are tested and assessed) they are awarded a Certificate of
Competence. Their next step is then to train others, based on training plans determined by
stakeholders such as the national CropLife associations. Master Trainers compile their own
Training Courses or Lessons, by converting the supplied technical materials into appropriate
training modules, courses, lessons, for their own audiences, and this depends on country and
other specific requirements. This is followed later by a “Follow-up Training Program”, in which
the Master Trainers are subjected to an assessment. It consists in a five day program, where they
participate in a two day “Refresher Course”, including lesson preparation, followed by two days
of training others in a “Responsible Use Course” which is supervised by facilitators, followed by
one day of “Assessment Feedback”.
On completion of the “Follow-up Training Program” and successful “Assessment”, they qualify
as Master Trainers. These Master Trainers are listed on the CropLife Africa Middle East website,
as “Resource Personnel” as accredited trainers for IPM and Responsible Use training.
The authors
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Program Timing Guide
Day 1
SESSIONS
1.1
1.2
1.3
1.4
1.6
1.7
1.8
1.9
2.1
2.2
5.1
2.3
2.4
2.5.1
2.5.2
2.6.1
2.6.2
2.6.3
Arrival/registration
Opening
Installation of participants
Introductions
Course norms
Program
Evaluation of learners
Pre-course test
Tea
Training principles/philosophies
Good training
Lunch
Energiser: Changing 3 things
Program & objectives
Master trainer
The three stages of a training course
Pre-training
preparation/planning:
the 6 W's
Tea
SDF model in general & Setting up
the session
SDF model
SDF model exercises
Training of Trainers Toolkit
TOTAL
TIME
08:30
08:45
09:00
09:30
09:40
09:50
10:00
10:45
11:15
12:00
13:00
14:00
14:15
14:25
14:35
14:50
TIME
REQUIRED
00:30
00:15
00:30
00:30
00:10
00:10
00:10
00:45
00:30
00:45
01:00
01:00
00:15
00:10
00:10
00:15
14:50
15:35
15:35
15:50
00:45
00:15
01:35
15:50
16:05
16:50
16:05
16:50
17:00
00:15
00:45
00:10
START
END
08:00
08:30
08:45
09:00
09:30
09:40
09:50
10:00
10:45
11:15
12:00
13:00
14:00
14:15
14:25
14:35
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02:45
01:45
01:10
09:00
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Day 2
SESSIONS
2.6.3
2.7
2.8
2.9
2.10
2.11
2.12.1
2.13
2.14.1
2.14.2
2.15
2.16
2.17
Recap of day 1
Preparation time
Group 1: key processing styles
Group 2: approaches to training
Tea
Group 3: circle of competence
Key learning styles
Facilitation rainbow
Spot check
Lunch
Group dynamics
Questioning techniques
Handling questions: reflect & deflect
Tea
Adult Learning
Training methods
Seating patterns
Lessons and CD of training
materials
Training of Trainers Toolkit
TOTAL
TIME
08:30
09:00
09:45
10:30
10:45
11:30
12:00
13:00
13:05
14:00
14:45
15:30
15:45
16:00
16:30
17:15
17:45
TIME
REQUIRED
00:30
00:30
00:45
00:45
00:15
00:45
00:30
01:00
00:05
00:55
00:45
00:45
00:15
00:15
00:30
00:45
00:30
18:00
00:15
02:00
10:00
START
END
08:00
08:30
09:00
09:45
10:30
10:45
11:30
12:00
13:00
13:05
14:00
14:45
15:30
15:45
16:00
16:30
17:15
17:45
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02:30
02:20
02:00
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Day 3
SESSIONS
2.18.1
2.18.2
2.19.1
2.19.2
2.19.3
2.20
2.21
2.21
2.22
2.12.2
2.23
Recap of day 2
Brain power: FROLL
Using both sides of the brain
Training aids
Tea
Flip charts
PowerPoint
Feedback
Presentation skills: Two-minute talk
Lunch
Two-minute talk and presentation
skills wrap up
Preparing yourself
Explaining the spot check
Evaluation & follow-up
Tea
Lessons: instructions
Training of Trainers Toolkit
START
END
08:00
08:15
09:05
09:20
10:00
10:30
11:00
11:30
11:45
13:00
08:15
09:05
09:20
10:00
10:30
11:00
11:30
11:45
13:00
14:00
TIME
REQUIRED
00:15
00:45
00:15
00:45
00:30
00:30
00:30
00:15
01:15
01:00
14:00
14:45
15:00
15:15
16:00
16:15
14:45
15:00
15:15
16:00
16:15
17:00
00:45
00:15
00:15
00:45
00:15
00:45
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TOTAL
TIME
02:00
02:30
01:45
00:45
09:00
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Day 4
SESSIONS
START
END
2.24
2.20
3.1
08:00
09:00
09:20
10:05
10:30
13:00
14:00
15:00
15:30
09:00
09:20
10:05
10:30
13:00
14:00
15:00
15:30
17:00
3.1
3.1
3.1
Test
Reminder on receiving feedback
Lessons
Tea
Lessons
Lunch
Lessons
Tea
Lessons
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TIME
REQUIRED
01:00
00:20
00:45
00:25
02:30
01:00
01:00
00:30
01:30
TOTAL
TIME
02:05
02:30
01:00
01:30
09:00
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Day 5
SESSIONS
3.1
3.1
4.1
4.2
Lessons
Tea
Lessons
Next step
Certificates
Closing speeches
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START
END
08:00
10:00
10:30
11:30
12:00
12:30
10:00
10:30
11:30
12:00
12:30
13:00
TIME
REQD
02:00
00:30
01:00
00:30
00:30
00:30
TOTAL
TIME
02:00
02:30
05:00
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1. Opening and Introduction
1.1 Arrival and Registration
Inform participants in announcement correspondence, several weeks ahead of the course, of a
starting time of 08h00. In all likelihood, they will mostly arrive around 08h30, so use this time to
get their contact details, by filling out a registration form, and getting to know them and where
they come from.
Show Support Slide 1.
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1.2 Opening
To open the training, there may need to be one or more opening speeches by Officials or Guests
from, for example, the Ministry, the National Association, the Sponsors or Partners. Allow time
for this, but limit each one to 5 or 10 minutes. If they do not arrive on time, which is the norm,
then begin the training, and when they arrive, but at the completion of the current lesson, break to
allow the Officials to open the training. Making them wait and watch, may sensitise them to the
importance of the course and their timing.
Show Support Slide 1.
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1.3 Installation of Participants
Show Support Slide 1.
During the introduction, participants will be introduced with focus on their experience in training,
the objectives will be stated clearly, the program will be explained and agreed upon, norms or
rules will be set, participants will be asked for their expectations, and the topic of the Training of
Trainers (ToT) workshop will be introduced using an exercise. For introducing participants and
expectations, refer to Section 3 & 4 below.
When participants come in, get them to write their names on a name card, big and bold.
1.3.1 Handouts
Start off by explaining that handouts will be given as and when each lesson is complete. They
will be told when and when not to take notes. Hand out the following leaflets and explain:
Concept of Training of Trainers: just background reading about what CropLife is trying to
achieve in the region.
Preparation for Training of Trainers Courses: this is how we prepare for the current
course, and this could be used to help all participants in their preparation for their own
courses.
Cover page of the ToT Slide Handouts: there are 18 pages of handouts, from which the test
questions are taken.
Show ToT Slides 1, 2 (cover pages)
Distribute handout ToT Slides 1, 2
1.3.2 The Process
Greet and welcome the participants. Thank the organisers.
Explain that time will be spent, initially, on administration, and the course, proper, only starts
after this administration is complete, but stress that this is absolutely necessary so that there is an
establishment of some norms, introduction of participants and facilitator(s), there is time to look
at the program; understand the expectations of participants; understand the expectations of
facilitator.
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1.4 Introduction of Facilitators & Participants
1.4.1 Facilitators and Organisers
Time needed: 10 minutes
Show Support Slide 1.
Show Support Slide 2.
Explain the course is titled “Train the Trainer”, but in fact it is facilitator training, and the skills
learned apply not only to training, but facilitation, in general, whether it be in training, in
meetings, or in gatherings.
Show title of Support Slide 3.
Introduce facilitators and organisers, formally, providing the following: names; organizations;
nationality; location; experience and education; current involvement in training; family; personal
interests.
1.4.2 Participants
Objectives: To make participants aware the various sectors involved, and to introduce the
participants to each other and the facilitators. Also to establish facts about the
participants, to enable facilitators to adapt training styles, exercises and approach
to suit the audience.
Time needed: 20 minutes
Materials:
Masking tape
Markers
Flip-sheets
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Introduction of Participants.
Draw on flip chart paper a triangle, with three labels, one at each corner:
PRIVATE, PUBLIC, and DEVELOPMENT ORGANISATION.
Participants get to know each other; facilitators get to know participants.
Better if they get to know each other at the start, as this has helped previous
learners form relationships with participants of their choice.
Small exercise.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Ask the participants to stand at one point of a triangle on the floor in the middle of the room,
according to their own situation. Count and show participants the result.
ƒ Refer each participant to the headings on a flip chart/PowerPoint slide (Show Support Slide
3): name; position; involvement in training; target groups of who they train; course
expectations.
ƒ Ask each one to introduce themselves, one by one, according to the headings. Allow one
minute, MAXIMUM.
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ƒ
ƒ
ƒ
ƒ
Then ask the group to split into two: those who consider themselves experienced trainers;
those who are not.
Explain that the experienced trainers will be asked to assist the learning by helping the
inexperienced trainers by sharing information and experiences in training.
Explain that the inexperienced ones will learn from their peers and facilitators.
Ask the experienced ones if they will be able to learn new skills and unlearn old skills and put
them into practice.
If you are not doing exercise 4, and you want to be able to refer to the expectations of participants
at any time of the course, you can write down the expectations on coloured cards and paste them
at the wall. You can also ask participants to write down their expectations.
Finish
Summary:
Summarise who is from which sector.
Questions and Answers: Ask participants for questions & comments.
Evaluation: Ask individuals how many from each sector; ask who is going to help others; ask
who is likely to learn most.
Next step:
To discuss our expectations, hopes and fears.
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1.5 Participants’ Expectations, Hopes and Fears
Objectives:
To allow participants to express their own expectations, hopes and fears. To allow
the facilitator to make participants aware of the course objectives.
Time needed: 20 minutes
Materials:
Cards
Markers
Pin board and pins or Sticky plastic sheet
Set up
Title:
Attention:
and FEARS.
Benefits:
Credibility:
Direction:
Objectives:
Expectations, Hopes and Fears.
Pin board or stocky plastic sheet with three headings: EXPECTATIONS, HOPES,
Everyone understands facilitators and participants’ expectations, hopes and fears.
N/A.
Small exercise.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Ask participants to write one or two expectations on a card.
ƒ Pin the card and ask for clarification.
ƒ Then ask them for their hopes, pin and ask for clarification.
ƒ Then ask for their fears, pin and ask for clarification.
ƒ Discuss all.
ƒ Get consensus on the most important, and set those aside.
Finish
Summary:
Summarise their answers.
Questions and Answers: Allow for comments & questions.
Evaluation: Ask them to go over the most important and most frequent; ask which are not
relevant.
Next step:
Show them theirs and explain yours. Reassure them.
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1.6 Course Norms (Facilitator & Course Objectives)
Objectives:
To make participants aware of the various rules/norms expected of them during
the course.
Time needed: 10 minutes
Materials:
Computer & projector
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Course norms.
Show Support Slide 4.
Everyone understands facilitators and participants’ rules to ensure respect to each
other, the time and the facilitator’s requirements for the course.
If course norms are set, then the training will run smoothly, and this has been the
reason why all well prepared courses are a success.
Short presentation and discussion.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
Show Support Slide 4.
ƒ Language: English for all facilitator’s lessons, tests, participant’s lessons. Own language for
any brain storming exercises among themselves.
ƒ Conduct: be polite; tolerant; respect others; listen, don’t interrupt; allow others to express
themselves, even if you disagree.
ƒ Smoking: no smoking during lessons; plenty of breaks to do so.
ƒ Cell phones: off; use at breaks only; fine of $1 each time it rings: $2 for answering it; appoint
a “policeman” to collect fines. Explain the fines to be used as prize money for the best lesson
presentation.
Show Support Slide 5.
ƒ Homework: explain that there will be homework.
ƒ Dress: allow whatever is the culture or whatever is comfortable; stress relaxed atmosphere
and comfortable dress.
ƒ Timings: respect the time; respect others by keeping to time; plenty of breaks; absolutely
desperate, then go quietly.
ƒ Toilets: explain where to find them.
ƒ Refreshments and meals: explain what is provided and where, as well as times.
ƒ Praying time: in Muslim countries, explain there will be time for prayers.
Finish
Summary:
Summarise the norms.
Questions and Answers: Allow for comments & questions.
Evaluation: Ask them if they are prepared to accept these norms?
Next step:
Look at the program for the course.
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1.7 Program
Objectives:
To explain the time needed, and negotiate with the participants, starting and
finishing times, and breaks for refreshments and meals.
Time needed: 10 minutes
Materials:
Computer & projector
Support Slides 6 to 14.
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Course program.
Show Support Slide 6.
Everyone gets an overview of what will be covered in the course, so that all
understand the content, and if it is not what was expected, participants can have
the opportunity discuss their further participation. If course program is
understood, then the participants will be able to follow the training sessions.
All good training sessions give an overview of the program.
Short presentation and discussion.
As above.
Procedure:
ƒ Show Support Slide 6.. Explain 6.5 to 7 hour contact time requirement. Negotiate and agree
on all timings. Conclude by asking each participant to agree by raising their hands. Remind
them to respect the time. In some countries it may be necessary to appoint a time keeper, to
get participants to return on time from all breaks.
ƒ Program: Overview of 5 day program: Show Support Slide 7.
ƒ Program Day 1: Show Support Slide 8.
ƒ Program Day 2: Show Support Slide 9 & 10.
ƒ Program Day 3: Show Support Slide 11 & 12.
ƒ Program Day 4: Show Support Slide 13.
ƒ Program Day 5: Show Support Slide 14.
Finish
Summary:
Summarise the program.
Questions and Answers: Allow for comments & questions.
Evaluation: Ask them what will happen on day 4 and 5 - TEST, LESSONS.
Next step:
Explain how the test and lesson evaluations work.
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1.8 Evaluation of Learners
Objectives:
To show learners that the course is to be taken seriously, and explain the test,
lessons, and other requirements to achieve a certificate.
Time needed: 10 minutes
Materials:
Computer & projector
Support Slide 15.
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Evaluation of Learners.
Show title of Support Slide 15.
Everyone understands that this is an important course and that it is assessed in
several ways, the most important being through a written test and a 15 minute
lesson. While it is hard work, they will benefit through what they learn and there
may be other opportunities after the course e.g. Egyptian Master Trainers now in
Iraq; some Master Trainers on the Africa Stockpiles Programme.
The course has been completed in over 30 countries and about 600 Master
Trainers have been trained and received certificates.
Short presentation and discussion.
As above.
Procedure:
ƒ Show Support Slide 15 and explain all requirements.
ƒ To receive a certificate, a participant must attend 100% of the course. No popping out to do
chores, office work, etc.
ƒ Participants are expected to participate in all sessions and exercises.
ƒ There will be many exercises and lots of practical work, so this will be active learning, not
passive learning through a number of lectures.
ƒ Learners will write pre-test, to assess current knowledge.
ƒ And on Day 4, they will write a post-test to test learning, to ascertain if the gap in knowledge
has been filled.
ƒ On Day 4 and Day 5 all participants will present a 15 minute lesson, which will be assessed
by peer and facilitators.
ƒ All participants who attend 100% will receive a certificate, either a certificate of competence
or a certificate of attendance.
ƒ Show and explain the calculation of final marks: minimum 50% in test and lesson; facilitator
and average participant marks count equally; final mark is 50:50 final lesson mark and test.
Average mark must be 50% or above to receive a certificate of competence.
ƒ There will also be several opportunities to evaluate the facilitator and the training.
ƒ Show Slide Show of Example: Evaluation-A Slides 1 to 4 of test, lesson evaluation and
trainer evaluation forms.
Finish
Summary:
Summarise the evaluation.
Questions and Answers: Allow for comments & questions.
Evaluation: Ask them what is the minimum mark for the test, lesson and overall.
Next step:
Pre-course
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1.9 Pre-Course Test
Objectives:
To test current knowledge. To compare now and after. To see if the GAP has
been filled.
Time needed: 60 minutes
Materials:
Test papers
Pens and pencils
Support Slide 16.
Set up
Title:
Pre-course Test.
Attention:
Show Support Slide 16.
Benefits:
The test will show the content of the course. It will allow participants to gauge
where they are at regarding the content. Allow participants to find the answers as
they go through the course.
Credibility: The test has proved invaluable for participants in previous courses, so it is
important to make a thorough effort to answer all questions in own word. The
course will provide the answers and the participants can then use the test as an
answer sheet to record answers throughout the course, like other participants have
done in previous courses.
Objectives: As above.
Direction:
Write the test and then start the course. You have 60 minutes to finish. If you
finish early hand in papers and then leave the room to allow others to continue
without disruptions
Procedure:
ƒ Show Support Slide 16.
ƒ Provide test papers.
ƒ Allow 1 hour to complete.
ƒ Explain marked as soon as possible, and returned to participants.
Finish
Summary:
Summarise the benefits. Remind them of the usefulness.
Questions and Answers: Allow for comments & questions.
Evaluation: Test itself.
Next step:
Start the course proper, now that the administration is over.
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2. Theoretical Part
2.1 Training Principles
Objectives:
To provide participants with some important training principles, to sensitise them
to think about how they train.
Time needed: 45 minutes
Materials:
Pre-prepared cards with quote phrases
Pins and pin board
Support Slides 17 to 23.
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Training Principles or Philosophies
Show Support Slide 17. Start with an exercise in Training Philosophy. Provide
cards.
Explain the basic underlying principles of all training.
It is critical that all trainers have principle to guide them, and these principles are
widely accepted world-wide by training professionals as basic to good training.
Look at some basic principles that should guide participants through the training.
See above.
Delivery
Exercise:
Show Support Slide 18. Provide the participants with the cards with phrases of
five quotations, which summarise the philosophies/principles of all training. Ask participants to
arrange them to make five different quotes. When they are finished, pin a set on a pin board or
stick to a wall, for permanent display throughout the course.
Explanation, Demonstration, Guidance: Then ask for explanations or interpretations of each
quote or explain each one and demonstrate each one with examples.
ƒ “Education is not filling a bucket, but lighting a fire”: Show Support Slide 19, training is not
about information, details and more information; this is a mistake made by many experts.
Training is not a PowerPoint presentation or overhead after overhead or a verbal monologue.
Illustrate using the Russian doll demonstration/discussion. Training is not about information
transfer. It is all about USEFULNESS. Use the USA/UK example – 100 intend, 80% actual,
60% heard, 40% understood, 20% remembered after 1 day, 5 to 10% used. Trainers must
change that. They must light fires. Draw the CONCENTRATION curve and explain. Draw
the RECALL curve and explain. The idea is to say 100% of what was intended; to get the
audience to take in 100%, not only through listening, but also through seeing and doing; the
get learners to understand 100% of all content; to get participants to remember 100% of all
that is covered in a course; to design a course so that is 100% useful for the participants.
Participants must leave feeling inspired to change, to do something useful with the training
messages, skills, behaviours, attitudes learned.
ƒ “Don’t push the river, it flows by itself”: Show Support Slide 20. It is important to come to
a training fully prepared, but don’t stick rigidly to your own timetable or program, if the
participants show interest or want to discuss related issues. Don’t only discuss the things you
have in mind. Allow the participants to contribute, to provide their own perspectives. A
facilitator will find that participatory training will allow the training to reach the objectives
without too much pushing or guidance or direction from the facilitator. However, ensure that
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ƒ
ƒ
ƒ
the river reaches its destination – do not allow the participants to take over the training, and
lose direction altogether. Just “go with the flow”, but with the objectives in mind.
“Challenge your assumptions”: Show Support Slide 21. Don’t arrive at training with preprepared presentations. Don’t assume the farmers, dealers know nothing. Always prepare by
doing a TNA (training needs analysis/assessment). Check everything about participants knowledge, education, experience, current skills, culture, age, gender, current practices, etc.
Make sure you understand their problems, so that your training PROVIDES A SOLUTION or
SOLVES A PROBEM.
“Never tell, if you can ask”: Show Support Slide 22. Try not to be a presenter. Try to be a
facilitator. Encourage discussion and new ideas instead of telling them yours. You will find
that collectively they may know as much or even more than you. You can help them help
each other. You can learn more yourself.
“Resist being an expert”: Show Support Slide 23. Try not to give your own ideas, rather
encourage others. It has been said that “an expert is someone who thinks he knows
everything, and therefore, has nothing to learn from others, while a specialist is someone who
knows he doesn’t know everything, and therefore is glad to learn from others”.
Finish
Summary:
Repeat the five quotations.
Questions and Answers: Allow for comments and questions.
Evaluation: Ask them to repeat and explain each training philosophy quotation.
Next step:
Bear these in mind in all future trainings that we do this week and all training that
you carry out after leaving here.
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2.2 Introduction to the Topic of Training (Option A)
Objectives: To introduce participants to the topic “training”
Time needed: 60 minutes
Materials:
Tape
Markers
Flip-sheets
Support Slides 24 to 26.
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
What makes good training?
The title itself, which is the question “What makes good training?”
If we understand what makes good training and we learn from each other, then we
can collate these ideas into our own trainings, and improve our own training, as
well as the performance of our trainees.
All of us have done some training or attended some training, and we have all been
able to collect ideas on what makes good training, so we would like contributions
from all.
We will learn from each other what makes good training, record our findings and
discuss each aspect, and use examples to explain where appropriate.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Split the group into groups of three or four and give each group a marker and cards.
ƒ Show Support Slide 24. Provide the question “What do you think makes good training?”
ƒ Let each group brainstorm for ideas. The get them to write down one point per card.
ƒ Then pi the cards on a pin board and leave them displayed for the duration of the course,
to refer back throughout the course.
ƒ Get one participant at a time to pin a card and provide an explanation.
ƒ Provide further clarification, examples or demonstrations, if necessary.
ƒ It is likely that the participants will come up with some or all of the following or more
subjects for discussion.
o ENTHUSIASM
It is important for the facilitator to have lots of enthusiasm, which encourages
participants, and “rubs off on them”. The more enthusiastic the facilitator the more
enjoyable, interesting and effective the training.
o VARIETY
Use a variety of methods, techniques, and delivery or learning channels - explain,
demonstrate, exercise. Use a variety of training media - flipcharts, PowerPoint,
boards, projectors, cards, handouts, etc.
o KNOWLEDGE/INFORMATION
Use the dynamic of the participants. Ask them for information. Pass questions to
others. Involve all participants. Training is not about lecturing great masses of
knowledge from the facilitator to the participants. Resist being an expert. Never tell,
if you can ask.
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o PARTICIPATION
Need to keep the attention of the participants. They can only concentrate for 7
minutes. Draw the graph of concentration. Need to verify their understanding by
asking them, involving them, evaluating them. Use lots of questions & answers
sessions. Use exercises, demonstrations, practicals. Make sure the training is useful.
Remember that people learn more by doing than listening.
o SELF CONFIDENCE
This comes from both knowledge of the topic or subject, as well as personal
confidence. It is important to prepare thoroughly, as this will give confidence. There
are techniques we can learn - using appropriate body language - to demonstrate
confidence.
o TRAINING AIDS
These are important visual aids to demonstrate messages. We should also use
REALIA. Training aids should be interesting, varied and brief.
o PLANING/PREPARATION
Self preparation is paramount. Course content, aids, and venue require thorough
preparation. Facilitators must prepare exercises, activities, timings. Preparation starts
with a Training Needs Analysis (TNA).
o COMUNICATION/ARTICULATION
Communication can be verbal - the facilitator speaking or the participants. Nonverbal communication is also important in training. Good communication skills
include presenting oneself appropriately, speaking clearly and loudly, and transferring
knowledge. However, communication only takes place in the mind of the receiver.
Jut because a message has been passed it does not mean it has been communicated.
The receiver must understand the message for communication to have taken place.
Avoid microphones or PA systems. They draw attention away from the messages.
Use a pointer. Face the audience. Use links.
o EFFECTIVE/IMPACT
Ask how effective training attended, a training given. What were results? Why was it
effective?
o CONTENT/INFORMATION
The content should be concise, clear, relevant, informative, interesting, adaptive,
comprehensive, and dynamic.
o ATTITUDES
It is important to find out how motivated the participants are to be at the training. Are
they motivated to listen to the facilitator? Were they sent by their bosses? Is there a
want or a need for training? Trainee selection is critical.
o ENERGY
This comes from enthusiasm. Body language portrays energy. The more you portray,
the more they get/participate.
o DOING vs. LISTENING
Training is not about presentations - listening. It also involves learning by seeing
(demonstration) and doing (exercises, practicals).
o WHY? SO WHAT?
This is the most critical of al in training. Why are they attending training? To solve a
problem? Once the why of training is established the what, where, when, who, with,
how is easy to set out.
o NEEDS ANALYSIS/NEEDS vs. WANT
Establish the gap in knowledge, skills and attitudes/behaviours. Don’t train because
we want to. Train because we need to. Demonstrate diagram on the gap.
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o USEFUL/RELEVANCE/IMPACT/MEANINGFUL
Refer back to the USA/UK survey on training – 100 intend, 80% actual, 60% heard,
40% understood, 20% remembered after 1 day, 5 to 10% used. The information and
skills must be USEFUL. Facilitators need to change behaviours. Give new insights.
Provide new approaches. Change the way they act, behave or do things.
o FUN
Training should no always be serious. Participants must have fun. Make I
entertaining with interesting exercises, icebreakers, energisers. Make lessons
outstanding. That way, participants learn quicker and retain the information longer.
Use variety, exercises, games, puzzles, quizzes. Stimulate the participants. Use
humour. Lighten up from time to time.
o VENUE
The venue must be accessible, have appropriate facilities, be comfortable, have
adequate and suitably arranged seating, take care of participants needs - teas,
refreshments, meals, accommodation, etc.
o OBJECTIVES
This is the reason why the training is being conducted. S.M.A.R.T. (specific,
measured, achievable, relevant or realistic, timeous) or R.O.A.D (use range/tools,
what outcomes, attain what standard, determined by?).
o PRACTICLS/EXERCISES/DOING
Participants must learn by doing.
o DEMONSTRATIONS/SHOWING/SEEING
Participants must earn by seeing.
o EXPLANATIONS/LISTENING/HEARING
Participants must learn by hearing.
o HEALTH
Facilitators must be in good health, mentally and physically. They must be fit.
o FACILITATOR’S PERSONAL PRESENTATION
Appropriate dress code is essential. Use proper body language. Correct attitude
towards participants. Maintain good visibility all the time. Must have good
presentability.
o ADULT vs. CHILDREN
When adults learn it is problem solving centred. Kids learning is knowledge entered,
subject centred, future oriented. Adults listen into their own radio station - WIIFM
(what’s in it for me)
o METHODOLOGY
Use a variety of approaches for filling the gap. “There’s nothing as dangerous as an
idea (in training), when it is the only one you have.”
o CATCH INTEREST/STARTER/ATTENTION
Make the training fun. Make it outstanding. Involve the participants. Make sure the
training is beneficial or useful. Make sure it is relevant to their needs. Start with a
bang! Finish with a bang! Use visual materials.
o ICEBREAKERS
These are attention grabbers. They can be used as opener. Use them to throw the
monkey - lose your nervousness. Use them as inclusion activities.
o ENERGISERS
The normal attention span of an adult is 7 minutes. In a long course or lesson,
participants become uncomfortable, pay less attention, especially if there is poor
ventilation.
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o TIME MANAGEMENT
Use the J.I.T (just in time) principle in planning training, and during the training.
Choose the correct season, month, week, day, hours. In training it is important to
manage time - start, breaks, teas and meals, finishes.
o CONCISE/KEY MESSAGES
Don’t fill the bucket. Concentrate on key messages. Focus on ‘A’ information - must
knows and leave out the ‘B’ information - nice to knows. Provide ‘B’ information in
additional handouts, for example. Use the Russian Doll demonstration. Participants
must walk away form the training with the big picture, and the details inside.
o CREDIBILITY
This comes not from who you are in terms of the hierarchy ladder. Participants are
not interested in how important you think you are. They are more interested in your
experiences, your passion, knowledge and you yourself. Connect at the same level
with the audience by sharing experiences.
o BACKGROUND OF TRAINEES
The target audience must be well researched. Te facilitator must know about their
knowledge, experience, culture, requirements, education, language, level of audience,
socio-economic standing, gender, age, etc.
o VHF or NLP
Visual-hearing-feeling. Neuro-linguistic programming. Participants need to learn not
only from verbal communication, but also from seeing (visual) and doing
(kinaesthetic). They need to have all senses stimulated for enhanced learning - seeing,
hearing, feeling, smelling, tasting, touching.
o UNDERSTANDING/COMPREHENSION
It is important for the facilitator to ensure that participants have a good understanding
through regular questions & answers sessions, evaluations, and tests.
o CONDUCIVE/COMFORTABLE
Adults will not learn if they are uncomfortable. Children will learn sitting on the
floor. Make sure the learning environment is conducive to learning - they us be
comfortable.
o EVALUATION/FEEDBACK/FOLLOW-UP
This can be done through questions & answers, tests, evaluation questionnaires, spot
checks, surveys, observations, in the field, lessons and exercises. It is important to
make the learning sustainable.
o TOOLS/AIDS/SUPPORTS
Training aids are essential tools. They are used for demonstration and exercise
purposes. A verbal training message must be complimented by visual and
kinaesthetic learning.
o STRUCTURE/ORDER/LOGICAL/ORGANISED
There must be proper planning. The course or lesson must have adequate structure
with the right components - S-D-F model, for example.
Finish
Summary:
Summarise these contributions into the topics on Support Slide 25.
Questions and Answers: Allow for questions and answers
Evaluation: Ask what are the main headings?
Next step:
1.
Conclude by referring to the remaining quote - “There is nothing as dangerous as an
idea, when training, when it is the only one you have”: PowerPoint, monologue,
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2.
overheads. Vary the channel. Use SHD - Seeing, Hearing, Doing). (Support Slide
26). Vary the media. Recap, repeat, review.
Explain that all these topics will be covered over the next five days.
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2.2 Introduction to the Topic of Training (Option B)
Objectives: To introduce participants to the topic “training”
Time needed: 60 minutes
Materials:
Tape
Markers
Flip-sheets
Support Slides 24 to 26/ slide 11 to 13
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
What makes good training?
The title itself, which is the question “What makes good training?”
If we understand what makes good training and we learn from each other, then we
can collate these ideas into our own trainings, and improve our own training, as
well as the performance of our trainees.
All of us have done some training or attended some training, and we have all been
able to collect ideas on what makes good training, so we would like contributions
from all.
We will learn from each other what makes good training, record our findings and
discuss each aspect, and use examples to explain where appropriate.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
• Split the group into pairs and give each pair a marker.
• Tape, with masking tape, to the wall, seven flip chart sheets with the following headings:
facilitator; content; venue; methods; training aids; participants; others.
• Provide card with the question “What do you think makes good training?”
• Let each pair start at a different sheet. Each pair is allowed to discuss briefly at each flip
sheet, write down two points with as many words as they want and then rotate to the next
sheet until they have covered all sheets.
• Then the participants return to their seats to look at all the sheets.
• Summarise the main points made. The following could be mentioned:
o Participants:
ƒ Selection of participants is important, because you want motivated participants,
you can set conditions (profession, experience, gender, age, geographic area,
etc);
ƒ Involve every participant;
ƒ There are needs and there are expectations, these two should meet;
ƒ Adults expect something: What is in it for me?
ƒ Profile of participants: language, age, gender, experience, education,
motivation, etc.
o Facilitator:
ƒ Difference between specialist (is open for new ideas) and expert (knows
everything already);
ƒ Knowledge;
ƒ Confidence;
ƒ Communication, also non-verbal;
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•
ƒ Do not preach;
ƒ Do not fill the bucket.
o Content:
ƒ A and B information, use the example of the spiral of talking: in Africa people
start at the outside when talking, they give a lot of irrelevant information before
reaching the core of the story. In Europe (especially in the Northern countries)
people will tell you right away the core of the story and then give some more
information. In training sessions you should stick to the core and not give too
much side information;
ƒ Do not fill the bucket.
o Method:
ƒ Technique;
ƒ Approach: involve everyone, participative;
ƒ Never tell what you can also ask;
ƒ Use ice breakers and energizers.
o Training aids:
ƒ Visual: images, posters, pictures;
ƒ Hearing: voice, sound;
ƒ Sensitive: feeling, touching, tasting;
ƒ Have a plan B, have an alternative option.
o Venue:
o Others:
ƒ Time management;
ƒ Evaluation and follow up
Explain that the course will address most if not all of their points, and more (Support Slide
25)
Finish
Summary:
Go over all the points.
Questions and Answers: Allow for questions and answers
Evaluation: Ask what are the main headings?
Next step:
ƒ Conclude by referring to the remaining quote.
ƒ “There is nothing as dangerous as an idea, when training, when it is the only one you
have”: PowerPoint, monologue, overheads. Vary the channel. Use SHD - Seeing,
Hearing, Doing). (Support Slide 26). Vary the media. Recap, repeat, review.
ƒ Explain that this is will be covered over the next five days.
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2.3 Facilitator & Course Objectives
Objectives:
To provide the participants with the facilitator’s course objectives, which include
focusing on adult learning, training methods and materials, participatory training
techniques, preparation and design of a lesson.
Time needed: 10 minutes
Materials:
Support Slides 27 to 29.
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Facilitator and Course Objectives.
Support Slide 27.
If I know what you expect and you know what I expect, we can all learn and take
away much more from this course.
We can learn from each other.
Set out the course objectives, briefly.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Display objectives slide (Support Slide 27)
ƒ Explain: refresh (remind them of things perhaps they already know but have forgotten to
use), refocus (focus on the most important aspects, the “A” information), re-motivate
(hope that from the performances, the messages, the presentations, exercises and all the
knowledge, skills, that they change their attitudes and ultimately their behaviours - their
way of doing things).
ƒ Begin process towards becoming a Master Trainer: not going to do it in five days, but
hope to begin the process.
ƒ Objectives: go over training materials to become familiar; use specific examples to
illustrate points; my own experiences; learn from their experiences; learn by examples;
practice specific situations, learn from others; emphasise the work of CropLife; proper
lesson planning and presentation.
ƒ Display objectives (Support Slide 28): distinguish between A and B information; MUST
KNOWS and NICE TO KNOWS.
ƒ Display (Support Slide 29): “Education is not filling a bucket, but lighting a fire,” and reemphasise this point.
Finish
Summary:
Refresh, refocus, re-motivate; introduce new topics, revitalise old topics, learn
from each other; begin the process towards becoming a Master Trainer.
Questions and Answers: Allow for questions and comments.
Evaluation: What are we going to do? Refresh. Refocus. Re-motivate!
Next step:
Briefly look through what makes up a “Master Trainer”. Show Support Slide 29
and explain that they are going to see what the three dimensions of a Master
Trainer are.
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2.4 Master Trainer Qualities
Objectives: To show participants the three dimensions of a good trainer, a Master Trainer.
Time needed: 10 minutes
Materials:
Master Trainer Slides 1 to 5
ToT Slide 3 and 4
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Master Trainer Qualities.
Master Trainer Slide 1.
If we see the overall concept of what makes a Master Trainer, first, then we
discover each aspect in the individual lessons, then we can build ourselves in
Master Trainers, and with practice we can become Master Trainers.
This is a summary from a book by Thomson & Donovan.
Explain the three dimensions of what makes a Master Trainer.
To expose the participants to the three dimensions and for them to bear these in
mind throughout the following three days.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Explain all the components in the Master Trainer slide show (Master Trainer Slides 14).
ƒ Demonstrate with the graph and explain the graph (Master Trainer Slide 5).
ƒ Ask participants where they might fit (Master Trainer Slide 5).
Finish
Summary:
Summarise the three dimensions.
Questions and Answers: Allow for questions & comments.
Evaluation: Ask them where they fit and where they think they might be at the end of the
training.
Next step:
Emphasise that in 5 days this course can only show the three dimensions; it is up
to them to put theory in practice.
Distribute handout with ToT Slides 3-4
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2.5 Planning, Designing and Implementing a Training Course
2.5.1 The 3 Stages of a Training Course and Lesson
Objectives: To make participants aware that training is not limited to delivery
Time needed: 15 minutes
Materials:
Flip-sheets
Markers
Coloured cards
Support Slide 30
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
The three stages of a training course.
Show Support Slide 30. Everything in life has a beginning, a middle and end.
The same is for training.
By doing this we ensure that our participants remember everything that we tell
them during training.
By understanding that there are three phases, not just one phase of the training
itself, we can better prepare and better understand the need to have some kind of
follow-up in the training.
Going to cover the three components of a training course.
As above.
Delivery
Explanation, Demonstration, Exercise, Guidance:
1. Show Support Slide 30.
2. Ask each participant to write on coloured cards what they think the three stages of planning,
designing, and implementing a TRAINING COURSE are.
3. Show Support Slide 30 again.
4. Ask each participant to write on coloured cards what they think the three stages of a
TRAINING LESSON.
5. Paste all cards on the board and group them. Summarize and insist on the fact that a training
course is good, not if only the delivery is good; several other elements have to be considered
to have a successful training course.
6. Tell them what you want to tell them, tell them, tell them what you have just told them;
7. Then ask participants if they know what an iceberg is and its main feature. Draw one on a
flip-sheet, and show the 90% of its volume is under the water surface. Explain that the
training course makes the 10% that is outside the water, but that to show that most of the
work is not seen, like the 90% of the iceberg under the water, and this is the preparation.
8. The pre-training phase is the one that takes most time, as preparation is done during this
phase. It is followed by the training phase, and then a post-training phase consisting of
evaluation and follow-up. Tell participants that in the following exercises we are going to
detail each of these 3 phases.
Finish
Summary:
Summarise the three stages of planning and design a COURSE: pre-training
preparation, training, post-training follow-up. The three stages of planning and
design a LESSON: setup, delivery, finishing.
Questions and Answers: Allow for questions & comments.
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Evaluation:
Next step:
Ask what the three components of planning and designing a TRAINING
COURSE are. Ask what the three components of a TRAINING LESSON are.
Emphasise that 90% is preparation, 10% is presentation, so that in future, one
must realise that most of the work is done prior to training. The Next lesson will
discuss PLANNING.
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2.5.2 Pre-Training Preparation/Planning: The 6 W’s
Objectives: To let participants analyze the situation for a planned training
Time needed: 45 minutes
Materials:
Flip-sheets
Markers
Coloured cards
Support Slide 31, 32
ToT Slide 5
Handout 1 on Preparation checklist
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Pre-Training Preparation: The 6 W’s.
Show Support Slide 31. The title itself. Remember we had this as a question in
the Pre-Test!! Explain Murphy’s Law: explain who he was and what his law was
and how it relates to training. Ask participants if they already know Murphy’s
Law. Murphy was a Captain working at the US Air Force after WWII, and
developed the famous law: “If anything can go wrong, it will go wrong”. A
corollary of the law is: “At the most inopportune time”. O’Connor’s corollary was
“Murphy was an optimist”. All trainers meet Murphy, regularly, although he is
never invited. The challenge for a trainer is to beat Murphy’s Law. Ask
participants how? – Preparation, preparation, preparation.
If we plan properly, then our training will be successful.
“Failing to prepare is preparing to fail”.
Find out what questions to ask prior to a training session taking place. In what
depth we need to investigate.
To understand the comprehensive questions to be answered in a Training Needs
Analysis, by knowing, understanding and answering the six W questions.
Delivery
Explanation, Demonstration, Exercise, Guidance:
1. Split participants into buzz groups of 3 persons.
2. Show Support Slide 31 – the exercise.
3. Ask each group to write on coloured cards all “W” questions that should be answered to
prepare a training course.
4. Paste the coloured cards on a board and group them into 6 basic questions that have to be
answered. Then show Support Slide 32 and discuss each W question, one by one, linked to
preparations, as follows:
ƒ Why?: what are the benefits; solve a problem; not to sell more pesticides; basic
information; Chinese Proverb “A wise man always asks why nine times”; explain using
examples – Ethiopian farmer poisoning, kids poisoned near store, damage to crops due to
poor calibration. This provides the objective of the lesson.
ƒ What?: course/lesson content; what inputs to achieve objectives; competencies –
knowledge to add, skills to give, behaviours to change; put in only the essentials – A vs. B
information. Refer to the flip-sheets of exercise 2.2 with the headings content, method and
training aids, although the last two are more the how you are going to do the what.
Discuss in detail the what and how: Workbooks, manuals & handouts; Training aids
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(extra flipchart paper); Audio visual (spare lamp, tape); Electrical system (plugs, fuses);
Computers (software, disks, printers, passwords, spare).
ƒ Who?: Participants – profiles, commitment, attitude, language, language skills, education,
experience, gender, culture, mindset, availability, those given to us? Those who need
training? Trainers – experience, education, culture, etc. Organisers? Translators? Local
leaders? Refer to the flip-sheets of exercise 2.2 with the headings participants and
facilitator.
ƒ When?: JIT = Just in Time; season; day of week; morning or afternoon; am – tough stuff;
pm – exercises to energise; sequence; time management – start, breaks, lunch, end,
homework.
ƒ Where? Venue; near to site/home; suitable (field, classroom); residential –
accommodation to make exercises, homework easier; everything about the venue – room
size, heating, ventilation, lighting, seating, tables, facilities, services, refreshments/meals,
transport, aesthetic, comfortable, clean; available, accessible, convenient; noise (building
work, traffic); refreshments (meals, water, teas); private needs (tel, cell, internet);
transport, parking, security; permits, visas, police clearances; etc. Refer to the flip-sheets
of exercise 2.2 with the heading venue.
ƒ With What? (With what money/means?): budget.
5. Make sure that the point of the pre-training phase is clear for all participants.
6. Show the handout slide (ToT Slide 5).
Finish
Summary:
Emphasise the 6 W’s.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask them each W question; get them to explain each in more detail.
Next step:
A lot of questions need to be asked; lots of detail must be obtained; this requires a
full-blown training needs analysis. We have only covered the bare essentials in
this lesson (A vs. B information). If you want to learn more, visit the internet, or
try reading the pocketbook.
Distribute handout ToT Slide 5 and Handout 1 on preparations checklist.
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2.6 The S-D-F Training Model
2.6.1 The S-D-F Model in General & Setting up the Session/Course
Objectives: To provide participants with an overview of the S-D-F Model and to show the
components of the opening “setting up of the session”.
Time needed: 15 minutes
Materials:
Flip-sheets
Pens
Support Slide 33 to 34
ToT Slides 6 to 9
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
The S-D-F Training Module
Show the Support Slide 33. Then explain that there seem to be 3 parts to
training; everything seems to collect in 3’s; for instance, in training, first we tell
them what we are going to tell them, then we tell them, then we tell them what we
have already told them; for example, the TV news, what do they start with?
(headlines); then what do they do (give the story’s detail); then what happens
(they summarise the headlines again); same as “will tell them”, “tell them”, “told
them”.
Understand how to structure a training lesson, and ensure the message gets across
well enough so that the lesson becomes useful.
This is a system that has been tried and tested all over the world, and it has been
put into various formats, but all formats contain the same components, just with
different names.
Show the components of a Training Course as well as the components of a
Training Lesson, to show how to get the message across powerfully.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Draw circle on flip chart and divide into three parts. Explain each part.
ƒ Divide circle in three lessons. Explain each part.
ƒ Explain SETTING UP THE SESSION.
ƒ Ask what we did at start of course, and write these on a flipchart: opening speeches;
introductions; norms/rules; timings; schedule/program; requirements; evaluation; pre- and
post-course tests; discussion question – what makes good training; benefits – WII FM;
gaps; arrange the room & equipment – handouts.
ƒ Show Support Slide 34.
ƒ Show the handouts (ToT slides 6, 7, 8, 9).
Finish
Summary:
Summarise the three components of the S-D-F model. Summarise the components
of the opening “setting-up session”: objectives, ground rules, focus or discussion
question, the process, participants, the action sequence.
Questions and Answers: Allow for questions & comments.
Evaluation: Ask the three components: setting-up, delivery, and finishing-off.
Next step:
To discuss the S-D-F components of a LESSON, in detail.
Distribute the handouts (ToT Slides 6, 7, 8, 9)
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2.6.2 S-D-F Model for the Lesson
Objectives: To provide participants with an effective design for training lesson
Time needed: 45 minutes
Materials:
Sets of prepared coloured cards with all phases of the SDF model
Markers
Flip-sheets
Support Slide 35
ToT Slides 10 to 12
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
S-D-F Model for a lesson.
Refer back to the original S-D-F model drawing, already on the flipchart. Show
Support Slide 35.
If the system works for the media experts, then why not for training, because we
always remember what was on the news, don’t we?
These methods been established by all education and training researchers and
these are documented in thousands of books. This lesson is based on the work of
John Townsend and Derek Mullen.
Explain the three elements of the S-D-F model, and detail their components.
Give your objectives for the lesson.
For any lesson, the trainer must first of all set up the lesson. The order of the different steps of the
Set Up phase is not very important, although the Attention should come early in the lesson. The
Set Up phase takes usually around 10% of the duration of the whole lesson.
Delivery
Exercise:
Split participants in equal groups, and give each group coloured cards with the
following words, that are linked to the steps of a lesson design: set-up, title, attention, benefits,
credibility, direction, objectives, delivery, explanation, demonstration, exercise, guidance, finish,
summary, questions & answers, evaluation, next step. Then ask each group to put the different
cards in a logical order according to the steps a trainer should follow during a lesson.
Guidance:
Compare the results of both groups, correct the order, then get the participants to
re-group the cards into the correct categories.
Explanation: Using the flipchart, explain each of the components of the three elements of the SD-F Model, as follows:
ƒ
Set up phase: For any lesson, the trainer must first of all set up the lesson. The order of
the different steps of the Set Up phase is not very important, although the Attention
should come early in the lesson. We remember the components using the first letter
acronym, T.A.B.C.O.D., which stand for Title, Attention, Benefits, Credibility,
Objectives and Direction. Provide the Title, and bear in mind that this must match the
content. Attract the Attention of the audience (e.g. a story, picture, role play, focus
question, etc.) and establish relevancy and relationship of the training with the learner.
Stress the Benefits of the lesson to the learner, get them interested and involved. Explain
the learner attends a lesson to listen in to their own “radio station” – WII FM (what’s in it
for me). Establish your Credibility, with the learners. Try not to tell them that you are
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the expert. Try to connect “at their level”, by providing a story, a reference, an example
with which they can identify. Explain the Direction of the lesson – what you are going to
talk about and what you are not going to talk about. Provide the Objectives of the lesson,
using the four components of an objective (see separate handout on OBJECTIVES).
Explain clearly the difference between Benefits and Objectives. Objective is what you
would like to achieve at the end of the lesson, while benefits refer to the advantages for
each participants when following this lesson. The Set Up phase takes usually around 10%
of the duration of the whole lesson.
ƒ
Delivery phase: There are three components of the Delivery. We remember these with
the acronym, E.D.E.G., which stand for Explanation, Demonstration, Exercise, and
Guide. These may be presented in a lesson in any order, and preferably mixed. There are
three key information processing styles, learning through hearing, seeing and feeling or
doing. In delivery we need to meet all three processing styles for the learner to retain the
information better. This means that each delivery should include an Explanation
(explain the concepts, so that learners can learn by hearing), a Demonstration (carry out
a demonstration, so that they learn through seeing) and an Exercise (allow the learners to
undertake an exercise, either physical or through questioning, so that they learn by doing).
During any interaction with the learners, whether it be during the Explanation,
Demonstration, and especially during the Exercise, the facilitator should Guide the
learners. Show again the graph of the information retention (see exercise 2.2) and explain
that the trainer has to change his/her activity to increase the attention of participations.
This can be done by alternating SHD (seeing, hearing, and doing) activities, in any order.
The trainer has to guide participants throughout the delivery step, to reach the objectives
for the lesson. During the explanation step, the trainer should stick to information that
participants MUST know (the “As”), and avoid information that is NICE to know but is
not necessary (the “Bs”). The trainer should use examples, metaphors, anecdotes parables
and stories to reinforce the learning. He/she should also put a signpost at the end of each
major point. The Delivery phase lasts usually around 80% of the duration of the whole
lesson.
ƒ
Finishing phase: There are four components of the Finishing part of the lesson. We
remember these with the acronym, S.eQu.E.NS., which stands for Summary, Questions
& Answers, Evaluation, Next Step. These should follow the following order, as one
logically leads to the next. Start off by Summarising the main points again. Ensure that
these points are repeated, and not just glossed over or mentioned in passing. REPEAT
THEM INDIVIDUALLY. Follow this by establishing if everything has been clear, that
participants understand, by allowing a Questions & Answers session. During this
period, allow participants to make their own comments, and ask questions on topics they
are unsure of. Then follow this with an Evaluation, during which the participants are
tested (through a Q&A session, a written test, etc.) to establish whether they remember
the content of the lesson – have they learnt anything? Explain clearly the difference
between Q&A session and the Evaluation. During the Q&A session participants can ask
questions, while during the Evaluation the facilitator will ask questions to test the
knowledge of the participants. At the end of the lesson, the participants need to know
what is next, so offer a Next Step, which answers the question, “so what?”. Participants
need to know what happens now that the lesson is over. It may be a simple “the next
lesson is…..”, if the topic is connected to the topic dealt with, but in training farmers, it
may be “in two months we will return to observe the results of your new fertiliser
applications…” The steps of the Finishing phase should be in the above-mentioned order.
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When giving the next step, the trainer should link the lesson content with the all-day
practice of the participants, or explain what still should be learnt in a future lesson. For
example, after a lesson on “How to read pictograms on a pesticide label?”, the next step
may be to learn “How to read the whole pesticide label”. The Finishing phase usually
lasts around 10% of the lesson duration. To conclude the Explanation, explain that the
TV news has three parts, “tell them what you are going to tell them”, followed by “tell
them” and then “tell them what you have already told them”. Ask which these
components represent in the S-D-F Model.
Demonstration:
Carry out the GIFT WRAPPING LESSON to demonstrate the three
elements and their components, ticking off each element as it is covered.
Set up
Title:
Gift wrapping. Explain this is the title.
Attention:
Explain that sometimes you go away from home, and when you get
home the kids expect something, like a gift. Ask them if this has
happened to them. Explain this was the Attention.
Benefits:
If everyone understood how to choose and wrap a gift, the fact that
the kids receive a gif, no mater how modest, they will be very
happy. Explain this was the benefits.
Credibility:
This has happened to me on several occasions, where I have not
been able to buy my kids a gift, or the country did not have
something suitable, and as a result, I have taken pens, sweet,
airplane handouts and gift wrapped them for the kids. The
excitement of opening gifts endears you to them. Explain this is
the Credibility.
Direction:
Short lesson on wrapping a gift to make it presentable and exciting
for kids. Explain this is the Direction.
Objectives:
Audience will know how to wrap a simple gif with freely available
and cheap materials, to make it presentable to kids. Explain this is
the Objective of the Lesson.
Delivery
Explanation, Demonstration,
ƒ Select a suitable gift. For this demonstration, use a small cooldrink bottle or small
box. Take a sheet of flipchart paper. Cut it into two pieces, one big enough to wrap
the gift and the other to serve as a decoration.
ƒ Wrap or roll the gift. Tape it. Fold ends appropriately.
ƒ Tape ends
ƒ Then fold the second piece into a fan, tape it to the gift, fan it our, draw some
decorations on the gift if the paper is too plain.
Explain this is the Explanation and at the same time the Demonstration.
Exercise, Guidance:
ƒ Now give the gift, paper and tape to someone else.
ƒ Let them to follow what he has just seen.
ƒ Help by providing help when necessary and correcting where necessary.
ƒ Once complete, congratulate and get applause from the audience.
Explain this is the Explanation and at the same time the Demonstration.
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Finish
Summary:
Summarise the components required. Summarise the procedure.
Show the final product. Explain this is the Summary.
Questions and Answers: Allow for comments & questions. Explain this is the end of
Lesson Questions & Discussion phase.
Evaluation:
Ask participants questions about the size of the paper required; the
procedure; how many times is the second piece of paper folded for
the finishing of the gift. Explain this is the Evaluation.
Next step:
Next time you forget or cannot buy a suitable gift when you travel
away from home, you now know what to do. Explain this is the
Next Step.
Finish
Summary:
Summarise the three components of the S-D-F model. Summarise the components
of each element – TABCOD, EDEG, SQ/AENS. Show the handouts ToT Slides
10, 11, 12.
Questions and Answers: Allow for questions & comments.
Evaluation: Ask the three components: setting-up, delivery, and finishing-off. Use the
acronyms to ask each of the components.
Next step:
Next we are going to put this into practice by doing a group lesson, using the S-DF Model.
Distribute the handouts (ToT Slides 10, 11, 12)
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2.6.3 Practicing the SDF Training Model: Preparation
Objectives: To let participants practice the S-D-F training model
Time needed: 20 minutes per lesson, plus 5 minutes for evaluation/feedback
Materials:
Coloured cards
Markers
Flip-sheets
PowerPoint pictures
Support Slides 36 to 38
Handouts ToT Slides 13 to 17
Procedure:
ƒ Divide participants in three groups and give each group a topic. Put the dominant
participants together in one group and give them either the first topic or the most difficult
topic (circle of competence). The topics are as follows:
o Group 1: Training Approaches
o Group 2: Key Processing Styles
o Group 3: The Circle of Competence
ƒ Explain to each group that they have to prepare their lesson for the topic using the S-D-F
model. Important: within a group, every member has to be involved!
ƒ Let every group do their presentation and after each presentation the facilitator should do
the presentation again (see lesson plans that follow). Give clear feedback to every group
on how they performed. To stimulate participants to prepare themselves well, you can
offer a prize for the group who performed the best. In most countries, $100 shared among
the group is a very good incentive. In other more developed countries, ask what is
acceptable as an incentive. In some countries, gifts are preferred.
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2.7 Key Processing Styles
Objectives:
To create awareness of the need to combine visual, auditory and kinaesthetic
training methods
Time needed: 20 minutes
Materials:
Flip-sheets
Markers
Coffee break flasks containing tea, coffee and chocolate (or juice) and cups
Handouts ToT Slide 16
Set up
Title:
Attention:
Key Processing Styles
Get a set of car keys, hold them in the hand with participants circled around. Tell
them that one key with the large black handle and the long brass shaft is the car
ignition key. Open hand and ask participants to show which is the car ignition
key. Those that learn easily by hearing will be quick to point out the key. Some
will be confused. Then show them the large black key with brass shaft and then
ask again which one is the car ignition key. Others will now easily identify the
right key. Then explain that others still will want to take the keys to the car and
try them out to prove which one is the car ignition key. Then explain that there
are three key information processing styles – visual, which is learning by seeing;
auditory which is learning by hearing; kinaesthetic which is learning by feeling or
doing.
Alternatively, use the Chinese Proverb: “I hear, I may forget. I see, I may
remember. I do, I understand”.
Benefits:
If we understand these three key processing styles, then we will understand how
essential it is to incorporate into our training, an explanation, so that learners learn
by hearing; a demonstration so that learners learn by seeing; and an exercise, so
that learners learn by doing.
Credibility: Ask how many trainings they have been to, when there has been a one way verbal
traffic of information transfer, and they cannot remember much a day later. Why?
Because the trainer only used one of the key information processing styles.
Direction/Objectives: Going to talk about the three key processing styles of learning by hearing,
seeing and doing, and show how to incorporate these into a training delivery.
Delivery
Explanation; Demonstration; Exercise; Guidance:
ƒ Group all participants around the coffee break flasks. Take one volunteer who has to learn
the content of the flasks.
o
First SHOW him/her the flasks and place on each flask a tag with the content
(coffee, tea or chocolate). Ask what the content is. Explain to participants that the
volunteer has processed the information by visualizing it.
o
Then cover the flasks so participants cannot see the contents, and TELL the
volunteer that in the left flask there is…. (coffee, tea or juice), that in the middle flask
there is… and that in the right flask there is…. Then ask what the content is of each flask.
Explain to participants that the information was processed by listening and hearing it.
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ƒ
ƒ
ƒ
ƒ
o
Eventually, pour the content of one of the flasks in a cup and give it to the volunteer
(eyes closed) by asking him/her to TASTE. Ask what the content is of the cup/flask.
Explain to participants that the information was processed by doing the tasting.
Give the mnemonic S-H-D (Seeing / Hearing / Doing) to remember the 3 key learning
processing styles.
Explain that participants normally have a preference for or inclination towards one style
but that combining visual, hearing and kinaesthetic aids will greatly increase recall.
Therefore the trainer has to combine different training delivery styles and give multichannel messages (S-H-D).
Ask participants if they can give examples for Visual (demonstration, pictures, video),
Hearing (lecture, theory) and Feeling (exercise, demonstration) aids.
Link the three key processing styles to the second phase of the SDF model: Explain
(hearing), Demonstrate (visual) and Exercise (doing).
Finish
Summary:
Summarise the three key information processing styles: visual, auditory,
kinaesthetic.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask what the three key information processing styles are. Ask why we
incorporate them into the delivery of a lesson. Ask how to incorporate them into
the delivery of a lesson.
Next step:
Explain that this is why in each and every lesson, we must incorporate an
Explanation, and Exercise and a Demonstration, so learners learn by hearing,
seeing and doing.
Distribute the handout (ToT Slide 16)
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2.8 Approaches to Training
There are many different ways of teaching something. Depending on the participants, the size of
the group, the experience of the group, the topic, etc, a training method can be selected. In this
session we will discuss different training methods and their advantages and disadvantages.
Objectives: To explain the difference between a directive and supportive approach
Time needed: 20 minutes
Materials:
Markers
Flip-sheets
Handouts ToT Slides 13, 14
Set up
Title:
Attention:
Training approaches
Folding and tearing paper exercise
1. Give every participant an A4 sheet.
2. Ask each participant to close their eyes. They are not allowed to ask any questions.
3. Tell participants to carry out the follow instructions:
i. fold the paper in half and tear off the bottom right hand corner
ii. fold the paper again in half and tear off the upper right hand corner
iii. fold the paper again in half and tear off the lower left hand corner.
4. Ask every participant to open their eyes, unfold their sheet of paper and show it to
everyone.
5. Discuss the differences. What words in the instructions could be interpreted in a
different way? (folding, according to orientation; bottom and top, depending where
the opening of the paper is). How could the directions have been clearer? (keep the
open side at the top or bottom). How can we encourage people to ask for clarification
when they do not understand something? (evaluation, asking questions, exercises).
Source:
John Scannell and Edward Newstrom (1983)
Benefits:
Credibility:
Direction:
Objectives:
You can choose your approach for training, depending on a number of
circumstances, such as numbers, education and experience of participants.
Did many training programs, followed programs, saw the differences between the
2 approaches.
Explain differences between directive and supportive approach and when you can
use them in a training program.
To learn the difference between a supportive and directive approach, and how to
use them in a training program.
Delivery
Explanation, Demonstration, Exercise, Guidance:
1. Tell participants that there are several approaches to training. One we call directive, the other
we call supportive. Ask if anyone knows the difference. Explain that directive means that the
trainer will take the lead and determines what has to be done. He/she will instruct the
participants. Supportive means that the trainer acts as a guide, a facilitator. The trainer has
interaction with the participants.
2. Give one or more of the following examples:
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a. Draw on a flip-sheet a castle that has a road and is next to the sea. Tell that this
castle is in a country far away and that in the castle there is a group of terrorists.
Now there are two different approaches the president can follow. He/she can
instruct the generals of the marine, air-force and land-force to attack all at once. It
is also possible that the president organizes a meeting and discusses with all
generals what to do. And they decide that first the air-force will attack to have a
surprise effect, and that then the marine and the land-force will attack.
b. Toyota factory workers, one experienced, one a new employee. Directive
approach to train/instruct the new employee on fixing a headlight on the new
model Toyota car. Using the Supportive Approach to facilitate learning by the
experienced employee to fix the headlight on the new model, as he already has
experience on the old model.
c. Presidents of the central banks of three countries want to have a single currency
unit. They are educated, experienced bankers. You are facilitating the discussion.
You monitor the process (called Process Monitoring), by setting the agenda,
following the agenda and making sure they follow the agenda and don’t deviate,
but allow them to have all the discussion and interaction. This is an extreme form
of Support Approach to Facilitation.
d. Compare Directive and Supportive Approaches when learning to use a cell phone.
e. Compare Directive and Supportive Approaches when deciding how to clean a
city’s streets.
f. Compare Directive and Supportive Approaches when learning to use a public call
box.
3. Ask which approach is directive and which is supportive (option 1 is directive, option 2 is
supportive). Which one is better? (In this case the decision taken in option 2 is probably better
since more people were involved in the decision making process and more input was
provided). Why is it better? In which occasion option 1 could be better? (When there is no
time to discuss action).
4. Now make the step to learning. Ask if a trainer is inexperienced, which approach is he/she
likely to use? (Directive). If a trainer is more experienced, he/she can be more supportive.
The same goes for the participants. If participants are less experienced, a trainer must be more
directive. The more experienced, the more supportive a trainer can be.
Finish
Summary:
Directive = leading, supportive = facilitating, directive when inexperienced,
supportive when experienced.
Questions and Answers: Ask if anyone has questions or comments.
Evaluation: Ask questions such as: what is the difference between a supportive and directive
approach? What do you use if the participants are not so experienced? Etc.
Next step:
Tell participants that they can now choose which approach they are going to use in
a training program, based on the experience of the learners and the facilitator.
This concept will be expanded further when we discuss the Facilitation Rainbow.
Distribute the handouts (ToT Slides 13, 14)
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2.9 The Circle of Competence
Objectives: To show participants the specific place of training in the context of competence
Time needed: 20 minutes
Materials:
Colour cards
Markers
Handout ToT Slide 15
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
The circle of competence.
Put the prepared coloured cards on the pin-board (procedure 1) & show the Circle
from ToT Slide 15.
At the end of this session you know how to avoid you become incompetent as a
trainer.
Did many training programs, followed programs, saw many trainers that are
incompetent.
Explain the circle of competence and how to use it as a trainer.
To avoid being incompetent as a trainer.
Delivery
Explication:
Demonstration:
Exercise:
Guidance:
procedure 2
procedure 3
procedure 3 and 4
Procedure:
ƒ Explain that there are 2 key notions that are important to a person to make he/she
participate to a training course: awareness and competence. Use pre-prepared coloured
cards with the key words of the circle, and build step by step the circle of competence by
pasting the cards on the board.
ƒ The circle of competence is as follows:
The circle of competence starts at the top. We are unaware of our deficiencies or lack of
skill - we are unaware and incompetent to perform something. When we try to do
something we become aware of our own inability or incompetence to perform. With
training and practice we become competent and we are aware of our new abilities. After
some time we perform without really being aware of our abilities. With time and
changing environments, our learnt skills are no longer good enough but we continue to
think they are still valid; we become again unaware and incompetent.
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ƒ
ƒ
Use one of the following examples:
o A European visitor to Africa and Malaria: On arrival the visitor is Unaware of
Malaria and Incompetent to prevent and treat it. After some time, talking to
others, he becomes Aware, but is still Incompetent to prevent and treat Malaria.
After warnings from colleagues, he visits the doctor, who then gives him the
necessary knowledge and skills to prevent and treat Malaria – prophylactic pills,
repellents, mosquito net, wearing long sleeved shirts and trousers in the evening,
insecticide spray in room at night, avoiding dark, damp areas outside, a dose of
curative medication, in case he etc. He now becomes Aware and Competent to
prevent and treat Malaria. Over time he puts his new knowledge and skills into
practice, and eventually becomes very Competent, but he is Unaware that he is
Competent – it has become second nature or automatic. However, over time, if
the Malaria becomes resistant, he gets Malaria, which now makes him Unaware
and Incompetent.
o Learning and driving a car. Different stage: Unaware / incompetent: when you are
very young you are sitting in the car and you are not aware of what is happening.
Aware / incompetent: when you are getting older you will notice that there are
traffic rules and that you have to do certain things to get the car moving. Aware /
competent: then you turn 18 and you are going to follow driving lessons and you
become competent to drive. Unaware / competent: after a few years you will have
so much experience, driving becomes automatically. You become unaware of your
competence. Now the rules of traffic are changing, or you will have to drive an
automatic car, and if you do not update your knowledge, you will become
incompetent again.
o HIV: same as above.
o Yield increases: similar to above.
Then ask participants at which step of the circle they are currently (between aware
incompetent and aware competent). Discuss the dynamic of the circle and the place of
training. The circle shows clearly that to benefit from a training, the participants have to
be at the stage ‘aware incompetent’ and be willing to reach the stage ‘aware competent’.
If they are somewhere else in the circle, they would not benefit from the training course.
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ƒ
In that case, the organization that required the training (e.g. association) has first to take
some actions (e.g. demonstrations, survey, meeting, etc.) to create awareness of
incompetence among its members who are planned to attend the training course.
Tell participants that a trainer should never become incompetent. They have to make sure
they avoid certain parts of the circle – Unaware/Incompetent and Aware/Incompetent.
Ask them how to remain in the better part of the circle – through TRAINING and
PRACTICING.
Finish
Summary:
There are 4 stages in the circle of competence. Name them. Explain how one can
move from one stage to the next. State which stages a trainer should and should
not be in. How to avoid being in the wrong part of the Circle of Competence.
Questions and Answers: Allow for questions and comments.
Evaluation: By using an example: how to use a mobile phone. Ask questions in which stage
someone is in which situation. Which stages a trainer should avoid and how they
can avoid that stage
Next step:
Tell participants that they know now how to avoid becoming unaware or
incompetent – through TRAINING and PRACTICE. Never stop learning and
never stop practicing.
Distribute the handout (ToT Slide 15)
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2.10 Key Learning Styles
Objectives:
To make participants aware of the fact that people learn in different ways, and that
trainers need to take this into account when running a training session.
Time needed: 30 minutes
Materials:
Tape
Markers
Coloured cards
Flip-sheets
Handouts ToT Slide 17
Set up
Title:
Attention:
Key Learning Styles
Draw two lines on the floor in the conference hall in the form of a cross. One line
is reflecting how adults learn, while the other line reflects how adults cope with
what they have learned. Give each quadrant a number by pasting coloured cards
with numbers on the floor. Explain that they are going to understand how they
prefer to learn.
Benefits:
If we understand learning styles, we will be better equipped to incorporate into the
training different combinations of the components of Delivery phase of a lesson.
Credibility: Book by Honey & Mumford (1986).
Direction/Objectives: Four Key Learning Styles, and why we must consider them in designing
and running a training session.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Ask participants how they learn. One end of the line reflects Learning by experience, also
called concrete experience (learning by doing and seeing, practical examples, case
studies, demonstrations) while the other end reflects Learning by thinking, also called
abstract conceptualization (theory, logically analyzed ideas, planning systematically,
acting on an intellectual understanding of the situation). If participants both learn by
experience and by thinking, they will stand on the middle of the line. When they are
learning more by experience (doing or seeing), they will stand closer to that end. When
they are learning more by thinking (theory), they will stand closer to that end. Ask a few
participants to explain themselves and let them give an example (for example: how do
you learn in workshops like this one?).
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Learning by
experience
How do you learn?
Dealing by
doing
How do you deal
with what you
have learned?
Dealing by
reflecting
Learning by
thinking
ƒ
Let the participants stand where they are. Now ask them: If you acquire knowledge or
when you learn something, what do you do with the information? One end of the line
reflects Dealing by doing, also called active experimentation (you bring what you have
learned in practice), the other end reflects Dealing by reflecting, also called reflective
observation (going back to the theory). Let participants move to the situation they prefer,
while staying on the axis of the previous question. Ask a few participants for explanation
and ask for examples.
ƒ
Now every participant will be standing in a quadrant. Explain the meaning of each
quadrant.
I) The Pragmatist: Is highly practical.
Only learns if new knowledge makes
sense and can help him achieve goals. Is
only interested in results. Learns from
experiences (asking someone else to
show it) and then puts what he has
learned into practice. Prefers
demonstrations followed by an exercise.
II) The Activist: Learns by testing
new knowledge or skills immediately and
then correcting. Learns by doing, then
reflects on what went wrong and will test
what he has learned. Prefers exercises
followed by theory and explanation.
III) The Reflector: Learns best by
thinking carefully about how to apply
new learning before acting. Learns best
by reflecting carefully before applying
his/her knowledge. Prefers theory
followed by exercises.
IV) The Theorist: Learns best by
conceptualizing how the learning fits
with coherent models and theories.
Prefers lectures, readings,
demonstrations, models and having time
to think things through before prepared to
act.
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ƒ
Give one or more of the following examples for each type
o Buying a new mobile phone: Pragmatist: is only interested in results, will ask
someone to explain or show how the phone works and then will try it him/herself.
Activist: tries immediately how the phone works, if it doesn’t work, the manual
will be used. Reflector: will read the manual and then tries the phone. Theorist:
will carefully study the manual and then wants to have more information (for
example: know how a mobile phone works in general, sending a signal, etc).
o Using a public phone booth: Pragmatist: is only interested in results, will ask
someone to explain or show how to use the phone and then will try it him/herself.
Activist: tries immediately to use the phone, and corrects until it works. Reflector:
reads the instructions and than tries the phone. Theorist: will carefully study the
instructions, reads the telephone book and then may even dial the operator for
help, before trying it out.
o Husbands cooking for themselves: Pragmatist: asks the neighbours first to show
him, and then tries it out. Activist: tries it out for himself, makes mistakes but
corrects himself until he gets it right. Reflector: will read the recipe book and then
tries to cook. Theorist: will carefully study the recipe book, ask his kids how
Mum does it, then speak to the neighbours for more information, before
attempting to cook.
o Constructing/Repairing a knapsack: similar to above applies.
o Purchasing pesticides: similar to above applies.
ƒ
Show a flip-sheet with a summary of what you have explained:
o Pragmatist: result oriented, seeing then doing => demonstrations, then exercise
o Activist: doing, then reflecting => exercises, then theory
o Reflector: theory, then applying => theory, then exercise
o Theorist: theory => theory and many handouts
ƒ
Ask participants if they are always a certain type of learner. Can someone give an
example in which he/she will change his/her style? For example: if you are in a hurry, you
will be more likely to be a pragmatist (for example: when trying to print a page). If you
are going to use your knowledge more often, you might turn into a reflector or even a
theorist.
ƒ
Tell participants that in a training course you will have a mix of different people with all
different learning styles and that you have to take this into consideration. Some people
would like to have more theory, while others want to have practical examples. Besides,
some people prefer first explanation (theory) and then an exercise or demonstration, while
other would like to practice first (exercise or demonstration) followed by some theory. In
short: they have to rotate explanation, exercises and demonstrations (refer to the S-D-F
model).
Finish
Summary:
Summarise the main Key Learning Styles again, using the ToT Slide handouts.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask questions to test their learning. What are the four Key Learning Styles? For
each one, explain how they prefer to learn. Give an example, e.g. learning to use a
cell phone, and ask how each category would learn how to use the cell phone.
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Next step:
As Trainers, we must acknowledge that there are people with a variety of learning
styles in our audiences, and therefore, we must add variety to the Delivery of the
lesson.
Sometimes start with an Explanation, followed by Exercise or
Demonstration; other times Explain, then Demonstrate, then Exercise; or
Demonstrate, Explain, then Exercise, and so on.
Distribute the handouts (ToT Slide 17).
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2.11 The Facilitation Rainbow
Objectives:
To present the facilitation rainbow concept and make participants aware of the
different training approaches
Time needed: 60 minutes
Materials:
Kraft paper
Markers
Pin board & pins
Coloured cards
Support Slide 39
Handouts ToT Slide 19
Set up
Title:
Attention:
The Facilitation Rainbow.
Show the Support Slide 39.
Put up flipchart paper with a rainbow drawn on it.
Benefits:
Earlier explained that there were two Approaches to Training (directive and
supportive), now going to expand that concept and look at.
Credibility: Taken from the Management Pocketbook Series, Trainer’s Pocketbook, by John
Townsend and Paul Donovan.
Direction/Objectives: Show that there are more than two approaches to training, and show how a
trainer chooses the approach, according to the circumstances or situation.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ On a flipchart draw 2 axes, and a curved line graph:
o X axis: contribution from the facilitator
o Y axis: interaction between the audience and the facilitator
ƒ Explain that the facilitation rainbow is a curved line graph of the Contribution from the
Facilitator and the Interaction between the Facilitator and the Audience. Place the axes
labels and high/low labels on the rainbow on a pin board.
ƒ Explain that the more the trainer contributes, the more DIRECTIVE is the approach; the
less the trainer contributes, the more SUPPORTIVE is the approach. Place these two
cards on the Rainbow. Explain that in a directive training course, the trainer takes the
lead and determines what is to be done. The trainer instructs the learners. Whereas in a
supportive training the trainer suggests and solicits solutions from the learners. He/she
acts as a guide or facilitator. Refer to section on Approaches to Training.
ƒ Show one by one the seven cards with different training approaches written on them: 1)
Process Monitoring, 2) Brainstorming, 3) Facilitating Discussion, 4) Socratic Direction,
5) Teaching, 6) Demonstrating, and 7) Presentation. Ask if in that situation, whether the
contribution from the facilitator is high or low, if the interaction between the facilitator
and audience is high or low, and then ask them where the card fits on the Rainbow.
Results should be as follows:
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ƒ
Explain each type of approach:
o Process monitoring: As the ‘guardian of the process’ the facilitator makes little
or no personal contribution to the content of the discussion but occasionally
regulates the flow of participants’ contribution according to a previously agreed
set of process rules or an agenda.
o Brainstorming: Here the facilitator conducts a classic brainstorming session –
interacting with participants only to encourage them to give their ideas but hardly
ever evaluating or adding ideas.
o Facilitating discussion: When using this style the facilitator interacts quite often
with participants to invite opinions, control the process and give own opinions (if
only to provoke more discussion).
o Socratic direction: This is the style pioneered by Socrates whereby the
“facilitrainer” asks questions and then reformulates the answers as necessary to
lead participants to a desired learning outcome. The main element in Socratic
direction is the amount of interaction. It is based on the premise that ‘people do
not argue with their own data, even when it is massaged and channelled towards a
hidden learning outcome. To remember the steps of Socratic direction, give the
following mnemonic:
ƒK
the facilitrainer Knows the answers
•O
the facilitrainer asks Open questions to encourage all viewpoints
ƒP
the facilitrainer Paraphrases, reformulates the answers
ƒS
the facilitrainer Summarizes all the accepted answers
ƒA
the facilitrainer Adds Missing Points
o Teaching: In the classic teaching mode, the trainer provides structured learning
experiences and guides participants towards pre-determined learning objectives.
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He/she nevertheless provides some latitude for interpretation at an individual
level.
o Demonstrating: Not as ‘one way’ as presenting, demonstrating involves
interaction with participants in as much as they are asked to try out some way
what has been presented.
o Presenting: The classic and often necessary style to put across information.
However, as competition from multimedia environment grows, trainers need to
perform at an increasingly professional pitch so as to not be “zapped” or “tuned
out” by participants.
ƒ
Stress the fact that there are no bad and no good approaches. The approach should be
adapted to the training situation/scenario. Analyze with the participants the following
examples of situations/scenarios, referring to the graph. Make up cards with each of the
cells’ contents, and place the situation card on the rainbow, then ask the participants
where the alternative scenarios fit on the Rainbow.
SUPPORTIVE
Lots
High
Many
To discuss
High
High
Low
High
SITUATION/SCENARIO
TIME AVAILABLE
PARTICIPANTS LEVEL OF
EXPERIENCE
CERTAINTY OF ONLY
ONE WAY/ANSWER
CULTURAL
EXPECTATIONS
FACILITATOR SKILLS
TRAINER’S EXPERIENCE
NUMBER PARTICIPANTS
CREATIVITY
OF
PARTICIPANTS
DIRECTIVE
Very little
Low
Only one
To be told
Low
Low
Many
Low
Finish
Summary:
Summarise all the components on the Rainbow.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask several scenario questions based on the Rainbow pinned on the pin board.
Next step:
Explain that the participants must now decided which approach to us in each
scenario/situation and that there is no best way, just that Socratic Direction is a
good balance between Directive and Supportive Approaches.
Distribute the handout (ToT Slide 19)
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2.12 Spot Check
2.12.1
Carrying Out a Spot Check
Objectives:
To evaluate if participants like the training program, to introduce participants to
the concept of Spot check.
Time needed: 10 minutes
Materials:
Flip-sheets
Markers
Coloured stickers
Procedures:
ƒ Draw two axes on a flip-sheet. Write on the X-axis Interesting, on the far left Not at all
and on the far right Very much. Write on the Y-axis Useful, down Not at all and up Very
much.
ƒ Explain to participants that you would like to do a short evaluation of the program so far,
to see if we are on the right track.
ƒ Explain we are asking two questions about the training program so far:
o Is the program interesting?
o Is what you learn useful?
ƒ For the first question they look at the X-axis. If they think the program is interesting they
are on the right side of the square, if they do not think it is interesting they are on the left
side of the square. For the second question they look at the Y-axis. If they think what they
have learned is very useful they are on the lower side of the square, if they do not think it
is useful they are on the upper side of the square. They should combine both questions
and place the sticker so it answers both questions.
ƒ Handout the stickers and put the flip-sheet board at the exit, so you cannot see where
everyone is putting his/her sticker.
ƒ After the break discuss the results.
ƒ Explain to participants that we are looking for clusters. We are looking for the general
opinion.
ƒ If the cluster is negative, ask if someone would like to explain and discuss how to
improve the program.
ƒ If some stickers are on negative points, ask if the person who has placed the sticker
outside the cluster would like to explain why or give the opportunity to discuss that
privately during the break.
ƒ Tell participants that we will discuss evaluation more in detail at the end of the program.
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2.12.2
Explaining the Spot Check
Objectives: To show how and when you can use a spot check
Time needed: 15 minutes
Materials:
Flip-sheets
Markers
Handouts ToT Slide 33
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Explaining the spot check.
Ask who remembers what we did on day 1 before the lunch break (a spot check).
Evaluate the training during the programme to be able to adapt if necessary.
Use it very often to see if the programme heads in the right direction.
Show two different types of spot check and explain when and how to use it.
To know how and when to use a spot check.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Tell participants there are a few characteristics about a spot check
ƒ Ask participants when we did the spot check - during the program. Ask if we can do a
spot check at this moment as well? Yes, that is possible. You can do a spot check at any
time during the programme.
ƒ Why did we do the spot check? To evaluate aspects of the program.
ƒ What did we look for when discussing the results? Looking for clusters, not individual
opinions.
ƒ Explain that a spot check can be one or two dimensional. Earlier, we did a two
dimensional spot check, which means we were evaluating two aspects: if the programme
is interesting and if the programme is useful. Give more examples of aspects that can be
evaluated:
o Theory / practice?
o New ideas / applicable?
o Trainers / conference room?
ƒ Explain the one dimensional spot check, for example with smileys (Happy? Food?).
Finish
Summary:
A spot check is to evaluate aspects of the programme. They can be done at any
time during the programme. They can be one or two dimensional and we are
looking for clusters.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask to repeat the characteristics of the spot check.
Next step:
Use the spot check because it enables you to adapt your program when necessary.
Show the Handout ToT Slide 33
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2.13 Group Dynamics
Objectives: To show how communication and group work can be easily disrupted
Time needed: 45 minutes
Materials:
Groups of three chairs
Flip-sheets
Markers
Source:
Adapted from Donna Brandes and Howard Philips (1990), Alan Margolis
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Group Dynamics
Going to play a game.
Understanding how others behave in groups.
Saw in many training programs that in a group the participants behave different.
First do a small exercise, we discuss the outcome and then we discuss how to deal
with difficult participants.
To get ideas on how to handle difficult participants.
Delivery
Explanation, Demonstration, Exercise, Guidance:
1. Form groups of 3 participants each. Each of them will play a different role. The three roles
are:
a. The speaker
b. The listener
c. The saboteur
The speaker will tell a story (for example: about his/her business) and the listener will listen
and can ask questions. The saboteur has to try to sabotage the conversation (i.e. disrupt). Tell
the saboteurs that they can start sabotaging the conversation on your signal. Let the
conversation start and after 30 seconds tell the saboteurs they can start sabotaging. Give the
groups 2-5 minutes.
2. Now ask participants to change roles and do the exercise again. After two minutes again ask
to change roles.
3. Ask participants how it felt to be a saboteur. Was it difficult to disrupt a conversation? Ask
if participants can identify the different types of saboteurs.
4. This can be:
a. Dominance;
b. Rigidity;
c. Interruptions;
d. Joking or not being serious;
e. Rudeness;
f. Silence;
g. Distracting.
5. Ask how it felt to be sabotaged. Ask why people would behave as saboteur and discuss how
to deal with such a situation. Reasons could be:
a. The person would like to share his/her knowledge: involve the person as a resource
person, but do not let the person take over the session;
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b. The person is bored: involve the person to assist you (for example: in pinning up cards,
checking of lunch is ready, handing out documents, etc);
c. The person is not motivated: talk it out privately or involve the person as assistant.
6. Other possible solutions are:
a. Ignore polite;
b. Clear interruption;
c. Stop the discussion;
d. Talk it out (privately or public);
e. Acknowledge and postpone;
f. Divert attention (don’t you have to go to….?);
g. Form sub groups;
h. Use the saboteur for debate;
i. Ask others for help;
j. Allow it (never do);
k. Walk away (never do).
Which solutions are preferable?
7. Paste the possible solutions on the wall and refer to it during the training.
8. Tell participants that in the previous exercises we have dealt with saboteurs. But you can also
stimulate participants to be active. Ask participants how to involve all participants and to
stimulate them. Possible ways are:
a. Be enthusiastic yourself;
b. Learn their names;
c. Look at people when they talk to you;
d. Do not cut people short;
e. Give turns in speaking (Who did we not hear yet? Have you already given your
contribution?);
f. Ask direct questions (Can you tell me what …);
g. Ask for their experience;
h. Use examples;
i. Involve participants (distribution of handouts, setting up of a computer, etc);
j. Choose learning methods that involve all participants (let them do something);
Put the big talkers in one group when having group work.
Finish
Summary:
In most groups there is always a saboteur. There are several ways of dealing with
this person, for example to involve the person as resource person or assistant, to
ask the group for support, or to discuss it privately during a break. To avoid
having saboteurs, you have to stimulate your participants as much as possible.
Questions and Answers: Allow for questions and comments.
Evaluation: Give some situations and ask how to handle as facilitator.
Next step:
Next time when you have a saboteur in your session, you know what to do.
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2.14 Questions
2.14.1
Questioning Techniques
Objectives: To sensitize participants on the different ways to ask for questions
Time needed: 45 minutes
Materials:
Flip sheets
Markers
Laptop
Data projector
Support Slide 40
Handouts ToT Slide 20
Set up
Title:
Attention:
Questioning Techniques.
Set out the training room for the exercise – it will include moving all the previous
training aids out of the way, including the computer and PowerPoint projector.
Benefits/Credibility: Seen many of them ask questions in previous exercises, and they have
made mistakes, and perhaps made the participants feel uncomfortable,
embarrassed or even humiliated.
Direction/Objectives: Do a fun exercise to lift energy, but also learn something about how to ask
questions appropriately, so as to ensure participants feel included in the sessions,
and so as not to make participants uncomfortable.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ
ƒ
ƒ
ƒ
Place two chairs in front of the participants. Explain that two participants will compete
against each other. Three rules apply: ask questions only – if you provide an answer, you
are disqualified; no repetition of questions – yours or opponents; no hesitation. Get
participants to practise first – two couples should be enough. Then pit them against each
other. Offer a prize for the winner. The facilitator is the judge on hesitations, repeats and
answered questions. The participants then vote who they thought was the most
successful.
Ask participants if they know the different categories of questions (illustrate with a
PowerPoint slide):
o Closed questions: these are asked to get a specific answer. They usually begin
with: which? when? how many? where? compared to what?”, etc.
o Open questions: these are asked to encourage discussion. They usually begin with:
why? how? tell me about…? what do you think ? what if…?”, etc.
Explain that according to the situation, the trainer has to choose the questioning style that
suits most.
Explain the rule of the 8 P’s of Questioning Techniques:
o Prepare: prepare the questions well before training. Have them written down for
reference.
o Pose: pose the question to the entire group. Do not pick out any particular
individual straight away. Pose a general question to the group as a whole, in order
for to help people relax, think and get the feel of the exercise.
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o Polite: always be polite when asking and answering questions. It is very
important not to embarrass, frighten, insult or humiliate participants. Don’t laugh
at their answers or raise eyebrows. Maintain a professional, polite attitude at all
times. Accept all answers. If they are wrong or off target, then use the techniques
listed below, to reach the correct answer.
o Pause: Give everyone a chance to think about the answer, pausing. Don’t wait
much more than 15 seconds.
o Proceed or Pick: If someone volunteers an answer, then proceed to obtain your
response from the participant(s). If there are no volunteers, then pick someone to
give an answer. This can be done by asking in a general way, “Does anyone have
the answer?”, or, “Who could answer this question?”, but on occasion, you may
actually pick out a participant by name. Be careful how you pick. Look for
participants who look like they have an answer. Do not linger on the picked
person for more than a few seconds, to avoid making them feel uncomfortable,
embarrassed or humiliated.
o Pull or Push or Persuade: If no-one has an answer, then assist them, by providing
clues or asking the question again in another way. This way they are drawn
towards the correct answer. Use “lubricators” to encourage contributions. For
example verbal lubricators include: “I see…”; “Ah, Ah…”; “That’s
interesting…”; “I agree….”; “Really….”; “Tell me more…”; Yes”; etc.. Nonverbal lubricators include: nodding; constant eye contact; leaning forward;
stepping aside; raised eyebrows; frowning; holding out hands; etc.
o Paraphrase: Should the answer not be quite what we are looking for, then
paraphrase, either his answer or the question – ask it again in another way. If the
answer is incorrect, explain what is wrong or rephrase the question or maybe get
another participant to see if they can help out. It is always best, if possible, to get
the participant to recognise his or her error and make the correction themselves.
o Positive or Praise:
Always acknowledge answers, correct or incorrect.
Congratulate the participant for answering the question. However, don’t “praise
them into hell”.
Finish
Summary:
Summarise Closed and Open Questions. Summarise the 6 P’s of questioning
techniques.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask for examples of Closed and Open questions. Ask for the 6 P’s of Questioning
Techniques.
Next step:
In future follow the 6 P’s and avoid humiliating participants.
Distribute the handout (ToT Slide 20)
Handout the extra readings on Questioning Techniques & Questioning Skills.
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2.14.2
Handling Questions: Reflect & Deflect
Objectives: To be able to handle difficult situations or questions
Time needed: 15 minutes
Materials:
Flip-sheets
Markers
Handouts ToT Slide 20
Set up
Title:
Attention:
Reflecting and Deflecting
Ask the question “What happens if you get a difficult question or if you do not
know the answer?”
Benefits:
We need to know how to deal with the situation.
Credibility: Always be honest, so you don’t lose credibility
Direction/ Objectives: Show participants how to handle difficult situations.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ
ƒ
ƒ
ƒ
Show participants the following saying: “There are no stupid questions, there are only
stupid answers.” Ask them if they agree. They shouldn’t. Show them the quote “Ask a
stupid question, get a stupid answer”. Ask if they agree.
Divide participants in small groups (depending on the number of cards) and tell them that
you have written down possible scenarios when a question is asked. The scenarios are as
follows:
o You do not understand the question;
o You do not know the answer;
o The question has already been asked;
o The question is irrelevant to the topic.
Participants have to discuss how they can react to that question. One volunteer in every
group has to show the answer in a role play.
Discuss and write down possible reactions.
o You do not understand the question;
ƒ Ask politely to repeat the question;
ƒ Try to rephrase the question in your own words and ask if this is what they
would like to know.
o You do not know the answer;
ƒ Buy time to reflect by saying “That is a good question”;
ƒ Tell the truth: “I don’t know”,
ƒ Bounce back the question: “How would you answer that yourself?”
ƒ Ask the group: “Does anyone know the answer?”
o The question has already been asked;
ƒ Tell politely that the question was just asked;
ƒ Repeat the answer, but rephrase it;
ƒ Ask someone in the group to repeat the answer.
o The question is irrelevant to the topic;
ƒ Tell that the question will be answered when you come back to that topic
later in the course (if it does);
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ƒ
ƒ
Say that you are not sure that it is relevant for this training, but that you
can discuss during the coffee break.
Explain the concept of “REFLECT AND DEFLECT”.
o If someone asks a question or makes a statement, first REFLECT – think about the
question. Why was it asked? Was it because the participant is seeking
acknowledgement? The first aspect of DEFLECT, is to deflect back to yourself.
Ask yourself if the question could be asked again in another way. Ask yourself, if
you haven’t asked the wrong question. The second route of DEFLECTION, is to
deflect back to the participant, so that he can provide the information he has, or
receive the acknowledgement he is seeking. If the question is one which shows
the participant disagrees with the facilitator, then again REFLECT, and perhaps
this time deflect to the other participants. If he sees they also disagree, perhaps
he will withdraw and/or accept your version. An alternative, reflect and deflect
approach is to deflect the question/statement to another time – perhaps state
that this can be discussed afterwards. If you cannot answer the question, then
reflect, and then say that you do not know the answer, and deflect to a later date,
when you can research the answer and provide it to the participant.
o Dealing with conflict can also be dealt with by the following solutions: AFFIRM
your position; AVOID it immediately and deal with it later; POSTPONE or
HOLD until a relevant time; DEBATE it, but only briefly; AGREE to
accommodate the option; DISCUSS briefly, but REAFFIRM your position;
SHELVE items causing conflict until later on; QUESTION the participant to
explore further; COLLABORATE to include it and make a win-win solution;
LEAD by identifying the correct position and influencing to accept;
COMPROMISE by splitting the difference, and agree to disagree; RESTATE the
ground rules – respect others opinions; MIRROR the statement.
Finish
Summary:
Summarise the four REFLECT & DELFECT options.
Questions and Answers: Allow for questions and comments.
Evaluation: Give scenarios and ask for their responses.
Next step:
In future follow the REFLECT & DEFLECT approach to difficult situations.
Show the handout (ToT Slide 20)
Handout the extra readings on Questioning Techniques & Questioning Skills.
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2.15 Adult Learning
Objectives: To show participants that adults learn in a different way than children
Time needed: 30 minutes
Materials:
Flip-sheets
Markers
Prepared coloured cards
ToT Slide 18
Set up
Title:
Attention:
Benefits:
Adult learning.
Ask participants if adults learn differently to children.
If they are aware that adults learn different than children, then they are better able
to adapt their training methods.
Credibility: References
Direction/Objectives: First do a little exercise, than explain the difference between adult learning
and learning of children.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Explain that adults and children learn in a different way and that they also have different
expectations. Hand out the prepared coloured cards to pairs and ask each pair to paste
them under the correct column.
ƒ The results are:
ƒ
ƒ
ƒ
ƒ
Children
We decide for them
They accept
No experience
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
No resource
Use in long term
Comfort not important
ƒ
ƒ
ƒ
ƒ
Conclude by saying some generalities on adult learning:
o Adults learn mainly on voluntary base, they will have a reason to attend a training
course;
o Adults are motivated since they have an intention to learn;
o Adults have experience and can help others to learn by sharing their experiences;
o Adults learn best when they are involved and active;
o Adults learn best when they see the link to their own work or to the real world.
Adults
They decide for themselves
They want to verify
Experience and opinions (example of the
river)
Valuable resource
Immediately use
Comfort important
Finish
Summary:
Summarise that adults and children learn in different ways.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask them what adults want when they learn.
Next step:
We are going to look at different training methods for adults.
Handout ToT Slide 18.
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2.16 Training Methods
Objectives:
To introduce participants to different training methods linked to the facilitraining
rainbow
Time needed: 60 minutes
Materials:
Flip-sheets
Markers
Handout 2 on training methods
Set up
Title:
Attention:
Benefits:
Training methodologies.
Refer to the Rainbow again.
Explain that there are more than the few scenarios/methodologies than there were
on the Rainbow.
Credibility: Townsend & Donovan.
Direction/Objectives: Explain all types of Training Methodologies and where and when they can
be used.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Ask participant if they can come up with different training methods. Ask for an
explanation and an example, and fill in the results in a table.
ƒ
Possible training methods are:
o Assignments: equivalent to Process Monitoring. Example: Exercise on S-D-F
model (putting the cards in the correct order) and exercise in practicing the S-D-F
model (everyone had to prepare a lecture).
o Buzz-groups: equivalent to Process Monitoring. Example: Exercise on planning
(write down the 6 W questions).
o Brainstorming: Equivalent to Brainstorming. Example: Exercise on Good
Training – writing qualities of good training on flipcharts papers on the walls.
o Case studies: Equivalent to Process Monitoring. Example: Not in this training
program but ask one of the participants to give an example.
o Demonstrations: Equivalent to Demonstration. Example: Exercise on key
processing styles (three drinks demonstration).
o Discussion: Equivalent to Facilitating. Example: Socratic Exercise on three
stages of training courses (after everyone wrote things on cards).
o Field trip: Equivalent to Demonstration. Example: Not in this training program,
so ask one of the participants for an example.
o Fishbowl: Equivalent to Process Monitoring. Example: watching groups do their
group lessons on Approaches to Training, etc.
o Games or exercises: Example: Exercise on key learning styles (tape on the floor,
standing in a quadrant) and exercise 4.1 training approaches (folding the sheet).
o Lectures: Equivalent to Presentation. Example: Lecture on the S-D-F Model
components – circle on flipchart; Socratic Direction acronym.
o Role plays: Equivalent to Process Monitoring, followed by 4.
ƒ
Ask participants if they can tell which methods we have already used in this training.
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ƒ
Split the group into 3 groups and give each group several of each of the methods. Each
group has to answer the following questions:
o Get them to explain the methodology.
o What are advantages of this method?
o What are disadvantages of this method?
o Give an example of how, when they can use it in their own training.
o Can you use it for the next training?
ƒ
Depending on the time available you can also stick to the advantages and disadvantages
and give the explanation and example yourself.
ƒ
Prepare one big table and discuss the results.
Training method Explanation
Example
Participants
They have to look
Assignments
have to do at a label and
something
write down what
is missing
Advantages
Actively involves
everyone (since it
is on individual
base)
Buzz-group
Sub groups that They have to
can discuss a discuss
the
topic
dangers of a
certain product or
input in general
Active
involvement,
everyone has the
chance to say
something
Brain Storming
Quickly
They have to
collecting ideas identify ways of
and responses
displaying their
products
Presentation
They have to
and analysis of prepare records
something that for
a
certain
can
really business
happen or has
happened
Something
is How to use a
shown
to sprayer
participants
Quick,
generate
ideas
Case studies
Demonstration
Facilitated
Discussion
Participants will How to
debate about a clients
certain topic
Field trip
Visiting a site to To
Training of Trainers Toolkit
a
can
new
Disadvantages
Everyone has to
wait till the
others
are
finished,
difficult
for
those
that
cannot read or
write very well
Difficult
to
structure,
groups
can
follow
their
own line of
thoughts
Can
be
domination by a
few participants
Participants can Time
practice
with consuming
actual cases
Effective way of
visualizing, most
effective
when
participants can
do it themselves
attract Generates
new
views and ideas
You need to
bring
enough
material
Difficult
to
keep
under
control, risk of
domination by a
few participants
blending Seeing things in Time
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Fishbowl
Game
exercise
Lecture
Role play
see
things plant
practice
yourself
One group will On how to treat Good
to
do something customers
demonstrate
which will be
certain behaviour
observed
by
another group
consuming
Puts a few
participants in
the
spotlight,
danger
that
participants will
be
criticized
and not their
actions
a The folding of the Involves
Got to have
or Learning
lesson by doing paper what we everyone, playful connection with
something
just did
way of learning
the topic
Prepared talk, About seeds
Good for large One
way
sometimes
groups
communication
followed by a
question
and
answer session
Playing a real Customers in a Learning
by Time
life situation to shop
seeing and doing consuming
undergo
the
situation
ƒ
Refer to the previous exercises on key learning styles and key processing styles, stress the
need for the trainer to alternate the training methods and use them in a complementary
way.
ƒ
When continuing the training, refer to the table every time you use a different training
method. Give participants this handout (table above) on training methods.
Finish
Summary:
Summarise the methodologies that can be used.
Questions and Answers: Allow for questions and comments.
Evaluation: Choose several methodologies and ask for when each could be used. Ask for
examples.
Next step:
Vary the training, and use different methodologies, appropriately.
Give Handout 2 on training methods.
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2.17 Preparation: Venue & Seating Patterns
Objectives:
To make participants aware of the various factors that must be taken into account
when selecting and preparing a venue. To discuss the pros and cons of various
seating patterns.
Time needed: 30 minutes
Materials:
Flip-sheets
Markers
Coloured cards
Support Slide 41
ToT Slides 21, 22
Set up
Title:
Attention:
Selecting and Preparing the Venue.
Look around the venue and ask what they see? Why has this venue been chosen?
What things have to be prepared in advance to make the venue suitable? Murphy’s
Law: explain who he was and what his law was and how it relates to training. Ask
participants if they already know Murphy’s Law. Murphy was a Captain working
at the US Air Force after WWII, and developed the famous law: “If anything can
go wrong, it will go wrong”. A corollary of the law is: “At the most inopportune
time”. O’Connor’s corollary was “Murphy was an optimist”. All trainers meet
Murphy, regularly, although he is never invited. The challenge for a trainer is to
beat Murphy ’s Law. Ask participants how? – preparation, preparation,
preparation.
Benefits:
Properly selected and prepared venue will allow training to proceed without
disturbances and avoid issues with the participants.
Credibility: much training. Many venues, each with their own pros and cons.
Direction/Objectives:
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ List and discuss all the OPENING EXERCISE answers, from the flip charts hung on the
wall.
ƒ Show Support Slide 41: Ask them to sit in groups and think about additional points.
The following are possibilities: Suitable (field, classroom); Aesthetic, comfortable, clean;
Available, accessible, convenient; Accommodation, entertainment; Room size, table,
seating pattern; Workbooks, manuals & handouts; Training aids (extra flipchart paper);
Audio visual (spare lamp, tape); Electrical system (plugs, fuses); Computers (software,
disks, printers, passwords, spare); Heating, Ventilation, Lighting; Noise (building work,
traffic); Refreshments (meals, water, teas); Private Needs (tel, cell, internet); Transport,
Parking, Security; Permits, visas, police clearances; Budget. Record these on a white
board or a flipchart.
ƒ The go through them one by one, and allocate a W question to each – why, what, when,
where (venue), who, with?
ƒ Ask participants about seating arrangements and get them to draw their own versions on
cards, and place these up on the pin board: circle, V-shape, U-shape, Bistro, school,
herringbone, lecture hall, semi-circle, etc.
ƒ Ask what are the advantages and disadvantages of each arrangement.
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ƒ
Summarise the four criteria for selecting seating arrangements: distance reduces
participation; rows reduce interaction; take care of comfort; good visibility of training
aids.
Finish
Summary:
Go over all their contributions on the flipchart and show ToT Slide 20, to show
they got most of the points.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask, what the four factors that influence seating patterns are.
Next step:
Remind them of Murphy’s Law. Show the ToT Slides 21 & 22 – How to beat
Murphy.
Distribute the handouts (ToT Slides 21, 22)
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2.18 Preparation: Beating Murphy
Objectives: To make participants aware of Murphy ’s Law and detail preparation steps
Time needed: 30 minutes
Materials:
Flip-sheets
Markers
Coloured cards
Support Slide 42
Handout on “ToT Requirements” - preparation check-list
ToT Slides 23, 24
Set up
Title:
Preparation
Attention/Benefits/Credibility: Show Support Slide 42. Ask: What is an iceberg? How much of
an iceberg is above and below water? 10%:90%. State this gives stability. Ask
what was the Titanic? Explain how it was constructed, and how it sank – lack of
preparation. Failing to prepare is preparing to fail.
Direction/Objectives: Preparation of everything other than the venue.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ An efficient way to beat Murphy’s law is to be a professional and use the 3 Ps:
o Preparation
o Preparation
o Preparation
ƒ Explain to participants that preparation takes around 90% of the time, effort and resources
of the trainer, and that the training itself is only 10% of the iceberg.
ƒ Split participants into groups. Show them Support Slide 42. Ask each group to
brainstorm for 10 minutes on all points that have to be prepared. They should write 1 idea
per coloured card. Then within each group they paste all cards on the board and sort them
by categories. They should try to write a title on a separate card for each category. Once
all groups are ready, compare quickly the categories.
ƒ Remind them to look at the “ToT Requirements” handout, given at start of training on
Day 1.
ƒ Ask how a Trainer prepares: MIRROR (speak aloud in front of a mirror – focus on
words); VERBAL RUN (another person – friend, spouse – focus on content); DESERT
RUN (in the training environment, by yourself – focus on comfort, noise, equipment,
training aids); DRY RUN (several colleagues – focus on delivery and style).
ƒ To conclude, repeat that preparation is the key phase of all training courses. To beat
Murphy, the trainer has to check his/her preparation check-list well in advance and has to
arrive at the training site well before the start to set up the venue. A professional trainer
always has a back up option (‘Plan B’) and is in good physical shape.
Finish
Summary:
Summarise by going over all flipchart or pin board contributions.
Questions and Answers: Allow for questions and comments.
Evaluation: For the 15 minute lessons on Day 4 and Day 5, how time should be spent
preparing – at least two hours! What are the six W’s of preparation – why, what,
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Next step:
who, where, when, with what! What are the two golden preparation rules –
prepare, prepare, prepare; failing to prepare is preparing to fail. How can we
prepare ourselves – mirror, verbal run, desert run, dry run.
Prepare, prepare, prepare for your lessons on Day 4 and 5. A 15 minute lesson
will need 15 * 9 = 135 minutes preparation (more than two hours)!
Distribute the handouts (ToT Slides 23, 24) and Handout 1 on preparations
checklist.
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2.17 Seating Patterns
Objectives: To discuss the pros and cons of various seating patterns
Time needed: 30 minutes
Materials:
Flip-sheets
Markers
Coloured cards
ToT Slide 22
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Seating patterns.
Tell participants that there are different ways to set chairs in a conference room.
Ask if someone knows the seating pattern we are using at the moment (most likely
bistro).
If you know different ways to set tables and chairs you can select the best option
depending on the group and type of training programme.
Did many different types of programs with different groups and saw the
advantages and disadvantages of different seating patterns.
Explain different seating patterns with their advantages and disadvantages.
At the end of the session, participants should have tools to choose the most
appropriate seating pattern
Delivery
Explanation, Demonstration, Exercise, Guidance:
1. Ask participants what are important point to take into consideration when looking at seating
arrangements. Discuss the following (from Robert Chambers, 2002):
• Objectives: what do you want to achieve with the seating? How centred,
decentred, flexible?
• Sequences: do you want to plan these (e.g. moving from formal to informal,
especially when you have opening speeches);
• Acoustic: how easily will everyone be able to hear you and each other?
• Visibility: will any screen, posters, slides, flip charts stand be visible to everyone?
• Buzz groups: how easy will it be to break onto groups?
• Tables, side tables, just chairs or no chairs: do people need a surface for
writing, or can that be dispensed with?
• Comfort: will participants be physically comfortable?
• Space: how well can space be used, especially if a room is crowded and cramped?
• Talkers and the timid: will dominators find it easy to dominate? Will the timid
talk?
• Cow-incompliant: will participants mix and sit in different places, if that is
desirable? (Comes from the fact that cows always return to the same stall).
2. Ask participants about seating arrangements and get them to draw their own versions on
cards, and place these up on the pin board, and discuss the advantages and disadvantages of
each arrangement:
• Circle / semi-circle: very informal, especially when no chairs are used.
• U-shape: could be informal, participants at the side have to turn their heads,
training aids are not good visible for those at the side in the back.
• V-shape: better visibility, less turning of heads, but takes a lot of space.
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•
•
•
Bistro / banquet: very informal, easy for forming groups, only for small groups.
Classroom: straight rows, very formal, distance with participants in the back.
Herringbone / fishbone: rows but with table rotated 45 degrees, distance with
participants in the back.
• Lecture hall / amphitheatre: often seats are fixed, for buzz groups ask those in
odd rows to turn around, stand or kneel on their seats, and talk to those behind
them.
• Boardroom table: oval table that is not removable, very formal, participants at
the side have to turn their heads, for buzz groups ask every third person to move
their seats back.
3. Summarise the four criteria for selecting seating arrangements:
• distance reduces participation;
• rows reduce interaction;
• take care of comfort;
• good visibility of training aids.
Finish
Summary:
Tell that there are many different seating patters, give a few examples, and that
there are four criteria (mention them) to select a pattern.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask what are the four factors influencing seating patterns.
Next step:
Distribute the handouts (ToT Slide 22).
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2.18 Brain Power
2.18.1
FROLL
Objectives: To make participants aware of the main challenge of the trainer
Time needed: 45 minutes
Materials:
Flip-sheets
Markers
Laptop
Data-projector
Support Slide 43
ToT Slides 25 to 27
Set up
Title:
Attention:
Benefits:
Brain Power: FROLL
Do the “head through the postcard” brain teaser. Nothing is impossible!
Role of the trainer is to increase RETENTION, improve ATTENTION, and
present ‘A’ information more POWERFULLY.
Credibility: Donald Kirkpatrick. John Townsend, Paul Donovan.
Direction/Objectives: To show participants how to make lessons more powerful, keep attention
better and longer and improve participants recall.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Show Support Slide 43.
ƒ Ask participants how much we use our brains, on average: 10%, according to
educationists and psychologists. Ask participants how fast people can speak: 120 words
per minute (wpm). Ask them how fast the brain can process information: 800 wpm. Ask
participants how much information they think one remembers after 24 hours (25%). Draw
a graph showing the retention of information according to the time. Explain that the brain
capacity is unlimited, and that in theory it is possible that we keep in our brains 100% of
everything we ever experienced. But in practice, this is not the case. Then explain that
studies showed the different stages of information loss:
o 100% intended (this is what the trainer is intended to teach);
o 80% actual (this is what the trainer is actually telling to participants);
o 60% heard or seen (this is what participants actually hear or see);
o 40% understood (this is what participants understood of what was said);
o 25% remembered (this is what they remember of what they understood);
o 5-10% used (this is what they actually use).
ƒ Explain that the role of the trainer is to increase the retention of information as high as
possible, by using F.R.O.L.L. = FIRST; REPEAT, RECAP, REVIEW,
REFRESHER; OUTSTANDING; LINKED; LAST.
ƒ Learners tend to remember things that were said FIRST (F) in a series of events, so in a
lesson, explain what you will tell them (SETUP). Draw lines on the graph showing
SETUP.
ƒ They also tend to remember things said LAST (L) in a series of events. They pay
attention towards the end of a lesson. Therefore, tell them what you have told them
(FINISH). Draw lines on the graph showing FINISH.
ƒ Explain PRIMALY’S and RECENCIES.
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ƒ
ƒ
ƒ
ƒ
ƒ
Learners pay attention and recall better if we REPEAT, REVIEW, RECAP, REFRESH
(R) in and after a lesson or course. This can be achieved with the S-D-F Model, where in
the SETUP, we REPEAT, by explaining what we going to tell them, in the DELIVERY,
we tell them, and in the FINISHING, we tell them what we told them. During the
DELIVERY, we EXPLAIN, DEMONSTRATE and EXERCISE, so that we REPEAT the
same topic in three different ways. At the end of each lesson, we RECAP. At the start of
each day, we RECAP. After the course, we should REVIEW – after one day, after one
week, after one month, after six months, and then after one year, we should go for a
REFRESHER. Draw lines on the graph showing REPEAT, RECAP, REVIEW,
REFRESHER.
Learners remember well if something was OUTSTANDING (O), unusual or striking,
such as a story, spectacular training aids, a picture, a display, an analogy, a metaphor,
problem solving exercises, an example, a poster, through discovery, an experience, some
humour, an enthusiastic facilitator or something else outstanding. Draw lines on the
graph showing an outstanding DELIVERY. Emphasise the use of the S-D-F Model in
making recall and attention more powerful.
A facilitator can enhance learning by making the learning LINKED (L).
Do the exercise Learning by Association
o Explain to participants that they are going to learn a new symbolic system for
counting that will replace the traditional numeric system (1 to 10).
o Divide the group in two sub-groups, A and B, and provide each group with a
different set of instructions.
o Tell the group they have 2 minutes to memorise the new system.
o Collect all instructions again and give each participant a small piece of paper.
o Ask participants to write down the numbers 671 and 349.
o Collect the results and check the score. Group B will do much better than group A.
o Show both groups the instruction sheets and explain that in the next session we are
going to talk about brain power and that we will see that there are different ways
of offering knowledge to participants.
o (Source exercise: Edward Scannell and John Newstrom 1983).
There are many other ways to have LINKS. Links with emotions, personalities,
experiences, humour, pleasant and positive images, senses (touch, taste, sight, smell,
feelings). Another way of linking for learners is to use MNEMONICS or DONKEY
BRIDGES. For example, remembering the colours of the rainbow – Red, Orange,
Yellow, Green, Blue, Indigo, Violet. = ROYGBIV or Richard of York Gave Battle In
Vain.
Finish
Summary:
Summarise the main points of F.R.O.L.L.
Questions and Answers: Allow for questions and comments.
Evaluation: How much do we normally we use our brains - 10%. How fast can people speak 120wpm. How fast can the brain process information - 800wpm. How much
information does a participant in a training remember after 24 hours - 25%. What
does a trainer intend to say – 100%. How much does the trainer normally actually
tell to participants – 80%. How much is heard -60%. How much is understood 40%. How much is remembered -20%. How much was useful – 5-10%. What
can we use to rectify this – F.R.O.L.L.
Next step:
In all future trainings, starting with the lesson on Days 4 and 5, always include the
principles of F.R.O.L.L.
Distribute the handouts (ToT Slides 25, 26, 27)
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2.18.2
Using Both Sides of the Brain
Objectives:
To explain how to enhance learning by stimulating both sides of the brain to
receive information in different formats.
Time needed: 15 minutes
Materials:
Flip-sheets
Markers
Laptop
Data-projector
Support Slide 43
ToT Slides 25 to 27
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Using both sides of the Brain.
Asked a question about Left and Right Brain orientation in the pre-test. Most of
you said that Left Brain oriented people are not clever. Well, most males are Left
Brain oriented!!
By stimulating learning through both sides, the learning is greatly enhanced.
Information taken from several published several books.
Show how the left and right sides of the brain receive information, and then show
how we as trainers can utilise this to enhance learning.
To explain how to enhance learning by stimulating both sides of the brain to
receive information in different formats.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ In relation to the previous lesson, visual, hearing and kinaesthetic data are stored in
different parts of the brain.
o People are said to be RIGHT brain oriented, when they receive information better
if it is given in images, space, patterns, colour. They tend to think in dreams, they
have more intuition. They are more musical. These people are said to be more
CREATIVE or ARTISTIC (R for Right) people.
o People are said to be LEFT brain oriented when they receive information better if
it is provided logically, in numbers, as words, through speeches. They are good
with analysis and reason. They like to see order, such as lists. These people are
more LOGICAL and are good with LANGUAGE (L for Left).
o By combining learning through the right and left brains, enhances learning
significantly. It is not one-plus-one-equals-two, in fact it is synergistic, and more
like one-plus-one-equals-five.
ƒ Ask participants what is the consequence for a trainer? As some trainees are left-brained
and other trainees right-brained, it is always important for a trainer to mix images /
colours / space / music and other creative elements with numbers/lists/analysis and other
logical elements. Such a mixture will help the trainer to increase the level of information
retention.
ƒ Two very good examples:
o Learning a Song: left processes the information from the words, while the right
processes information from the music, and so it is much easier to learn a song, if
one does so with the music, so learning is enhanced by singing.
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o Learning information from an Atlas map: The left brain processes information
such as names and order of countries and capital cities, for example, while the
right brain processes the colours, images and spatial arrangement. Combined the
learning is greatly enhanced by reading an atlas.
Explain that this will be illustrated with PowerPoint slides, after the next lesson on
Training Aids.
Finish
Summary:
Summarise the two sides of the brain, how they receive information, and
combining them greatly enhances learning.
Questions and Answers: Allow for questions and comments.
Evaluation: People are said to be RIGHT brain oriented, if they receive information if it is
given in - images, space, patterns, colour. They are more – musical, CREATIVE
or ARTISTIC. People are said to be LEFT brain oriented if they receive
information if it is provided - logically, in numbers, as words, through speeches.
They are more - LOGICAL, good with LANGUAGE. What happens when we
combine learning through right and left brain - it is synergistic, and more like oneplus-one-equals-five.
Next step:
This will be illustrated with PowerPoint slides, after the next lesson on Training
Aids.
Distribute the handouts (ToT Slides 25, 26, 27)
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2.19 Training Materials
In this session training materials and their use will be discussed.
2.19.1
Training Aids
Objectives: To learn about different training materials and how they can best be used
Time needed: 45 minutes
Materials:
Flip-sheets
Markers
Support Slide 44
ToT Slide 28
Handout 3 on training materials
Set up
Title:
Show what training aids can be used. Show how to use them.
Attention:
Show Support Slide 44.
Benefits/Credibility: Seen me using many different types of training aids. There are many
more.
Direction/Objectives: Discuss all types of training aids, how to use them and go over a few rules
so that when training aids are prepared, they are done so that they fully benefit the
learner.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ Ask participants what training materials they know. Write them in the table that you have
prepared. If possible show them the items mentioned. The following can be mentioned:
o Projectors with a screen to project on
ƒ Data projector: to be used with a computer, PowerPoint presentation
ƒ Overhead projector: to show transparencies
ƒ Film projector: to show a film, nowadays the computer can also be used
for this.
ƒ Slide projector: to show slides, nowadays the computer can also be used
for this.
o Boards
ƒ Pin-board for coloured cards, posters, sheets.
ƒ White board with special white board markers.
ƒ Black or green board with chalk.
ƒ Magnetic boards, with magnets to hold on cards or posters.
ƒ Adhesive boards, such as felt boards, or sticky ones – plastic sprayed with
spray-on glue.
o Posters/Pictures, hung on stands or against a wall, for example.
o Flip Charts, with paper and appropriate felt-tipped pens.
o Audio, such as learning cassettes, or some learners prefer to listen to music in the
background, while learning – probably right brain oriented.
o Handouts, manuals, books, magazines, promotional leaflets, other paperwork
(documents).
o Realia or Demonstration material, for example: samples of pests; diseased leaves;
bag of seeds; knapsack sprayer; protective clothing.
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Ask for what the materials can be used and what are advantages and disadvantages. Focus
on user friendly, visibility for audience, use in big or small groups, Murphy proof, etc.
Give them tips for every material on how to use it.
Provide them a handout of the following table.
Training Material types, advantages, disadvantages and tips for use:
Material
What use
Advantages
Disadvantages
Useful for big PowerPoint: Only
Computer and PowerPoint
groups.
effective
when
data-projector presentations
(can also be
used in a good
used for films,
way (to prevent
video’s, slides
people
fall
or pictures
asleep).
Television and To show films, Can show things
video’s
very clearly (for
VCR
example
a
demonstration of
a product).
* Can be too long;
* Not to be used
in groups that are
too large (for
visibility).
Brainstorm
Coloured
cards and pin- session
board
* Only for small
groups (because
of visibility).
Flip-sheets
and markers
Discussions,
presentations,
brainstorm
Training of Trainers Toolkit
*
To
get
everyone
involved
(especially
if
they have to
write
themselves);
*
Easy
to
categories later.
You can prepare
and add things
while talking.
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Tips
For PowerPoint:
* Don’t put too
much on one slide
(not more than 8
points);
* Don’t use too
many slides (3
min per slide);
* Use a large and
clear letter-type
(not smaller than
28-32, better if 36
and 36-44, better
if
60
for
headings);
* Use colours in a
good way ( no
green or red on a
dark background);
* Don’t use too
many
special
effects.
(illustrate)
* Watch the video
yourself
before
showing it;
* See if you want
to
show
it
completely
of
only a few parts.
* Write with a
marker;
* Use key words.
* You need a Use the ABCDE:
clear handwriting; * Attractive
* Not to be used * Big & bold
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White board
and
special
white board
markers
sessions
Cheap
and in groups that are
simple.
too large (for
Portable.
visibility).
Group memory.
Discussions,
presentations,
brainstorm
sessions
*
You
can
prepare and add
things
while
talking;
* You can whip
things out and
change.
*
You
can
prepare and add
things
while
talking;
* You can whip
things out and
change.
Black board Discussions,
presentations,
and chalk
brainstorm
sessions
Posters
To present a Easier to explain
diagram or table things.
Demonstration To demonstrate
material
* Easier and
more lively to
explain things;
*
Participants
can try as well.
* You need a
clear handwriting;
* Not to be used
in groups that are
too large (for
visibility).
* More difficult
to read than flipsheets or white
board;
* You need a
clear handwriting;
* Not to be used
in groups that are
too large (for
visibility).
* Not to be used
in groups that are
too large (for
visibility).
* Not to be used
in groups that are
too large (for
visibility).
* Colour (black
and
blue),
capitals,
clear, concise
* Decorate
* Efficient
* Attractive
* Big & Bold
* Colour, capitals,
clear, concise
* Decorate
* Efficient
* Attractive
* Big & Bold
* Capitals, clear,
concise
* Decorate
* Efficient
Prepare yourself.
* Make sure you
have
enough
material;
*
Prepare
yourself.
Finish
Summary:
Summarise using the Training Aids ToT Slide 28.
Questions and Answers: Allow for questions and comments.
Evaluation: What types do you use? What are their advantages? What are their
disadvantages?
Next step:
To show the combination of left and right brain learning in a demonstration of
PowerPoint slides.
Distribute the handout (ToT Slide28) and Handout 3 on training materials.
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2.19.3
Using PowerPoint
Objectives: To teach participants how to use PowerPoint in the best way
Time needed: 30 minutes
Materials:
Flip-sheets
Markers
Project X PowerPoint handouts
Project X presentation: how to use PowerPoint
Project X Slides 1 to 19
Set up
Title:
Attention:
Benefits:
Using PowerPoint.
Start slide show.
Improve messages through any slide show, whether it be PowerPoint, Overhead or
Slide projection.
Credibility: Seen many presentations that have been boring, or distracting or too crowded.
Direction/Objectives: Using PowerPoint and stimulating learning through left and right brain
learning.
Delivery
Explanation, Demonstration, Exercise, Guidance:
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Tell participants that we will discuss how to use PowerPoint in the most effective way.
Start the PowerPoint (Project X Slides 1 to 19) presentation to show do’s and don’ts.
o Keep slides brief and simple. Look at this slide. What is wrong with it? Too
much information. Too many words. Too many lines. No colour. No images.
o No sentences: Ask learners to read the slide and determine what the three most
important points are, and record these on a flipchart – USD150000, office block,
October-2006.
o Trigger curiosity: use single words. Illustrate that the previous slide could have
been abbreviated to this one.
o Add colour: Ask how the previous slide could be improved – add colour, add
images.
o Font: don’t use fancy fonts that are difficult to read. Use standard fonts
recommended by PowerPoint, such as Arial, Verdana, Tahoma or fonts very
similar to these. Make sure you use fonts that are Sans serif, which means the
letters to not have small lines at the end. Compare the Sans serif with New Times
Roman.
o Font size: pay attention to font size. Must be able to read the slide from the back
of the room. As a general rule, and default on PowerPoint, the headings are 36 to
44, but preferably use size 50 to 60. Bullets pints are defaulted at 28 to 32 size,
but try to use around 40, provided slides are brief.
o Add images: Ask how the previous font could be enhanced – images. To make
the slide more appealing to the right side, we can also add an image. The image
helps participants to remember better what information was on the slide.
Combining the LEFT side and the RIGHT side ENHANCES LEARNING. So
instead of 1 + 1 = 2, we in fact get 1 + 1 = 5!!!
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o Remember, we need to appeal to both sides of the brain to ENHANCE
LEARNING, and to IMPROVE RECALL. Combine lists with images. Combine
logic with space. Combine words with colour. Combinations ENHANCE
LEARNING.
o Tables: Use tables for left brained learning. Look at this table. To what side of
the brain does it appeal? Left? How could we make this more appealing to the
right side? Colour? Images?
o Use diagrams, shapes, colours, images: This is the same information from the
previous table. This appeals to right brain oriented people or to the right brain.
You can use both the table and the graph. By doing so, you stimulate the left and
the right brain, and you repeat the information, but in two different ways.
o Don’t give too much detail: Have a look at this slide. What is the main point
here? Profits are down 5%? So if we are just saying one thing, why put many
things on the slide? Make it brief and to the point. So, if you want to say that
“Profits are down 5%”, then that’s all you need to say is -----> see next slide
o Illustrate a concept: So, “profits are down 5%”. Show this first for dramatic
effect. If necessary then show the previous slide with the details or give the
information in a handout.
o Careful of lists, especially if they are numbered: Example: Protective clothing
- What protective clothing does an operator need to wear? Respirator, Overalls,
Gloves, Boots, etc. Which is the most important of all these? Most say respirator,
but this is not so. Respirators only needed when using very dangerous pesticides
or when in a dangerous situation – spraying mist in greenhouse or in orchards. In
fact, the most important is gloves – we all use our hands to handle pesticides –
especially concentrates, which are the most dangerous form. The point of this
slide is: do not number items, there is a general perception that Number 1 is the
most important. Rather use bullets. How else can we make this slide more
suitable, so that it appeals to left and right brain? Colour. Images. Bullets.
o Bullet list, without numbers: So, here we have added colour and an image and
changed the numbers to bullets
o Spatial arrangement: In addition to using colour, images and labels, we can also
place labels into space. Right brained people are very conscious of space. They
like to see things placed in the appropriate place, spatially. So in this slide we
have added colour, image and labels, and put them into space. This way we
appeal to the right and left brain, and learning is ENHANCED.
o Don’t use colour camouflage, such as shades: Be careful not to choose shades, as
these are not distinctive enough – compare the pie chart and the key next to it –
CONFUSING!!??
o Use bright colours: Rather use BRIGHT DISTINCT COLOURS.
o Colour interpretation: some colours have special significance in different cultures.
For example, in European culture, black signifies death, while in China this is
white.
o Special Effects: What about special effects? Well, some of them look
interesting. Some we find entertaining, but really only when we first are exposed
to them. Sometimes they are spectacular. However, most of the time, they are
just distracting and annoying. So, avoid them if you can. If you cannot avoid
them or you need to emphasise points, then use only simple ones. Note that you
do not want the media to mask the message.
o Use F.L.I.C.K.: To summarise and put this all into perspective, we use the
acronym F.L.I.C.K. Frame slides horizontally; use Large letters; add Images; use
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Colours; and KISS your slides – Keep them Short and Simple – optimum of 3
points per slide (to allow for headings and images; a maximum of 6 lines per slide
and a maximum of 6 words per line. Aim at three points plus a heading, plus an
image. Use many slides, rather than few crowded slides.
Hand out the PowerPoint Golden Rules leaflet.
Finish
Summary:
Summarise using F.L.I.C.K.
Questions and Answers: Allow for questions and comments.
Evaluation: Ask for the components of F.L.I.C.K.
Next step:
All slides in lessons for Day 4 and 5 as well as future lessons must incorporate the
F.L.I.C.K. principles.
Distribute the handout (Project X Slides 1 to 19)
Distribute
the
Handout
4
on
Golden
Rules
for
PowerPoint.
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2.19.2
Using the Flip Chart
Objectives: To teach participants how to use the flip-sheet board in the best way
Time needed: 30 minutes
Materials:
Flip-sheets
Markers
Coloured cards
Pens
Support Slide 45
ToT Slide 29
Handouts extra reading on training materials
Set up
Title:
Attention:
Tips for using Flipcharts.
Set up a pin board with the letters, A, B, C, D, E, F lined up (for the exercise).
Also, write on a flip-sheet the letters A-B-C-D-E-F (for the explanation). Tell
participants we are going to look at how to use a flip-sheet in the most effective
way.
Benefits/ Credibility/Direction/Objectives: Seen the slide show on PowerPoint. The same
principles apply to flipcharts. Audiences need to be able to read the flipcharts to
benefit fully.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ
ƒ
ƒ
ƒ
Hand out cards, and ask learners what they think the six letters stand for.
Get them to pin their answers on the pin board.
Emphasise that these rules apply to PRE-PREPARED flipcharts, but also to flipcharts
created during a training session.
Discuss all their answers and then explain, using the flipchart, the ones we have chosen.
The letters stand for:
o Attractive
ƒ Title in one colour
ƒ Bullets in another colour
ƒ Use at least 2 dark colours
ƒ Use black and blue for general info, use green and red to highlight words
ƒ Keep them neat and tidy. Don’t scribble and write or draw over
information on the chart.
ƒ Use space appropriately, by spacing points evenly over the chart. Don’t
crowd all points at the top or bottom.
o Big and Bold
ƒ Use thick markets
ƒ Must be readable from the back of the room
ƒ Make sure writing is legible
ƒ Use good quality paper, to avoid staining on subsequent sheets
o Capitals for keywords
ƒ Use capital letters, as many facilitators have poor handwriting
ƒ Use only keywords
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In some countries, such as in Arab countries and Ethiopia, there are no
capitals, so C would possibly be: concise, clear, creative, colour.
o Decorative
ƒ Use images, pictures, photos
ƒ Use logos
ƒ Add graphs
ƒ Different colours
ƒ Add borders
o Efficient
ƒ Optimum 3 points per flipchart
ƒ One idea or topic per flipchart
ƒ Keywords only
ƒ Maximum of 6 lines per page
ƒ Maximum of 6 words per line, if that is at all possible – unlikely
o Face the audience
ƒ Do not write and speak at the same time
ƒ Write, then face the audience and speak to the audience, not to the flipchart
ƒ Make sure the flipchart is visible to everyone in the venue, from left to
right
ƒ Stand next to, and to one side of the flipchart
ƒ Do not block the audience’s view of the flipchart
ƒ Make sure the flipchart content can be seen from the back of the venue
When discussing the meaning of letters, give examples of it.
Finally give some additional tips:
o Flip-sheets can be used to guide discussions, to avoid that participants keep
repeating the same arguments
o Flip-sheets are Murphy-proof, flexible and portable
o With a pencil you can write secret notes on your flip-sheets, no one will see them
o You can write notes on the back of the flip-sheets
o Hidden notes can be stuck on the side, to act as lesson notes.
o Take care to turn pages so that they do not get crunched up at the top of the
board. You have to really flip over the flip-sheets, with lots of air
o You can draw pencil lines to write in a straight line
o Alternatively, you can fold the sheets to produce light fold lines to write along
o You can use a flip-sheet as a pointer when rolled up
o Fold tab corners to mark a page that you want to go back to, or alternatively cut
the corners off the pages to mark the required page
Finish
Summary:
Summarise the six rules for flipcharts – A, B, C, D, E, F.
Questions and Answers: Allow for questions and comments
Evaluation: Ask the six rules for flipcharts. Ask for details on each rule.
Next step:
All slides in lessons for Day 4 and 5 as well as future lessons must incorporate the
A, B, C, D, E, F rules.
Distribute the handout (ToT Slide 29)
Handouts: extra reading leaflets.
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2.20 Giving and Receiving Feedback
Objectives:
To provide participants with tools to be used to react by giving feedback and by
receiving feedback
Time needed: 15 minutes
Materials:
Flip-sheets
Markers
Laptop
Data projector
Handout slide 23-24
Support Slide 46
ToT Slide 32, 33
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Giving and receiving feedback.
Introduce the topic by saying that a trainer has to use feedback to evaluate
performance of participants (for instance at the end of an exercise, a presentation,
a role play, etc.) and to take corrective action for improvement. Take the example
of a previous exercise after which you gave feedback. Say that the way the
feedback is both given and received influences its efficiency on the learning
process.
Tell participants that if you know how to receive feedback it is more valuable for
you.
Many training programs, many times given and receiving feedback.
First brainstorm session than theory.
To learn how to give and receive feedback.
Delivery
Explanation, Demonstration, Exercise, Guidance:
This is a directive lesson – a presentation.
ƒ Explain the three rules of RECEIVING FEEDBACK.
o DO NOT BE DEFENSIVE. Perception is real for the trainer (or the participant)
who gives you feedback.
o MAXIMISE THE BENEFITS from the feedback. Ask for clarification and
suggestions.
o ACCEPT ALL FEDBACK AS A GIFT. It costs a lot to give.
ƒ Contract with the learners that they will abide by these three rules when receiving
feedback, both during the two minutes talk and during the lessons on Days 4 and 5.
ƒ Explain that the aim of feedback is to motivate the trainee. Use the flipchart to write
down the three steps of GIVING FEEDBACK.
o PREPARE both MOTIVATIONAL (what they did well) and
DEVELOPMENTAL (where or how they can make improvements). Be specific
and state the consequences.
o ASK the trainee for his/her own evaluation first:
ƒ What did they do well?
ƒ What could they have done even better?
o GIVE your feedback:
ƒ Motivational feedback: state what was good and say why.
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ƒ
ƒ
ƒ
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Developmental feedback: state what could be improved, be specific, give
examples and state consequences.
ƒ Ask or suggest how to improve.
DO NOT MIX motivational and developmental feedback, this would dilute or distort the
feedback.
Do not PRAISE LEARNERS INTO HELL – don’t go overboard with the praise,
otherwise they become embarrassed.
Illustrate with examples from previous exercises, such as the group exercises on
Approaches to Training, Circle of Competence, Key Processing Styles.
Ask for examples from the audience.
Finish
Summary:
Giving feedback: first prepare, then ask, then give. Use both motivational and
developmental feedback to motivate and develop the participant.
Receiving feedback: don’t be defensive, maximize and accept.
Questions and Answers: Ask if anyone has questions.
Evaluation: Ask questions such as: how do you give feedback. What are the three rules for
receiving feedback?
Next step:
Tell participants that during this two minute talk session, that everyone has to do a
training session and that the trainers will give feedback. And, that all of them now
know how to receive feedback.
Distribute the handouts (ToT Slides 32, 33)
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2.21 Facilitating Skills
Facilitating a training session requires some specific skills. In this session we will look at how
groups function (group dynamics) and ways to handle questions.
Objectives: To make participants aware of their body language and communication skills
Time needed: 45 to 60 minutes
Materials:
Video camera
Television
Support Slide 46
ToT Slide 30, 31
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Verbal and Non-Verbal Presentation Skills.
Set out the training room for the exercise – it will include moving all the previous
training aids out of the way, including the computer and PowerPoint projector.
You can use ice breaker 5.2 to attract the attention.
Learn some presentation skills for the upcoming lessons and for future training.
Video never lies.
Each person will stand in front of the audience and give a talk on any subject of
their choice – they are advised to prepare the day before.
To practice and learn about presentation skills.
Delivery
Explanation, Demonstration, Exercise, Guidance:
ƒ
ƒ
ƒ
The day proceeding this session, explain to participants that you would like each of them
to deliver a 2-minute talk to other participants. The topic of the talk can be anything they
choose. The aim is to communicate a clear message to the audience. After exactly 2
minutes you will stop the communicator, even if he/she has not finished his/her talk. If a
video camera and a TV are available, it is worth filming all participants.
Allow the first participant to give their talk. Observe. Explain to the learners that this
first person will be used as the example for the group. This means that the participant will
receive a lot of feedback, however, this is not a reflection on how well or poor the
communicator has performed, but just to show the others the course of the exercise.
After the first talk, explain that there were several things that we were looking for. These
are:
o Is the message clear and understandable?
o Does the communicator look appropriate? Is the communicator well dressed,
neat, tidy, well presented. This is very important, as slovenly attire creates a poor
impression.
o Is the communicator’s posture acceptable? Standing straight, without slouching,
hands in pockets or slumped on the podium/desk.
o Does the communicator look at all participants? Using the lighthouse technique.
Explain the lighthouse technique. Look at all participants from right to left and
left to right. Pause for one to two seconds. Look in the eyes. This makes the
learners feel fully involved and included in the session. For those nervous at
looking in the eyes, then look just over the heads of the participants.
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o Did the communicator use the hands as a training aid/tool? Use open hands to
show respect. Avoid pointing fingers, as this is threatening.
o Did the communicator have a verbal tic or mannerism?
o Was the communicator nervous? If you are not nervous, there is something
wrong. Being over-confident means that perhaps the communicator is in the
wrong part of the Circle of Competence.
o Communicators must perform but not act. Don’t make a fool of yourself. Give
examples of previous classes.
o Be enthusiastic. This rubs off on the participants.
o Pamper your audience: project the voice; articulate, modulate, pronunciation,
enunciate, repeat, go fast to excite and slowly to dramatize;
o Try not to show your back to the audience.
o Have exaggerated hand and body movements but:
ƒ Do not invade other people’s personal space;
ƒ Be aware of your own body language.
After having explained that this session deals with communication skills and body
language of the trainer, start the exercise with the rest of the participants. One participant
after the other stands in front of the audience and delivers his/her talk for 2 minutes, while
other participants observe cautiously his/her performance and body language.
Follow the principles of GIVING FEEDBACK – prepare, ask and then give feedback.
Involve the audience.
Motivational questions may include: “how did you feel about that?”; “you did some
things well, what were they?”; “how was that?”; “where did things go well?”; “what can
you tell us about your talk?”; “I want you to tell us what you think was good abut your
talk”; “let us know your strengths”; “what happened?” (positively); “that was good, what
do you think was good?”; “And…..?”; “Tell us…..”, etc.
Developmental questions might include: “where do you think you can improve?”; what
do you want to do better next time?”; “what do you think are your weaknesses?”; “what
are you going to work harder on for your lesson tomorrow?”; “what would you like to
develop by the end of this course?”.
There are two types of communication: verbal and non-verbal. Already talked about
verbal. Now let’s discuss non-verbal. Appearance, behaviour and body language all
make a huge difference to the success of a facilitator.
On a flipchart show the first letter acronym: P.E.O.P.L.E. P = Posture; E = Eye Contact;
O = Orientation; P = Proximity; L = Looks/Appearance; E = Expressions. Then explain
according to the notes below.
o P = POSTURES/GESTURES: Stand straight. Feet slightly apart. Look
confident. Don’t rock back & forward, nor side to side. Keep hands out of pockets.
Exaggerate arm movements. Don’t point your finger. Be aware of your own
body language. Use open hands. This is the universal signal of openness and
honesty.
o E = EYE CONTACT: Be a LIGHTHOUSE. Use eye contact to keep your
audience attentive and to show them you are talking to them.
o O = ORIENTATION: Face the audience. Don’t turn your back on the audience.
Move purposefully around the room. Link with the audience. Don’t hide behind
any “barriers”.
o P = PROXIMITY: Don’t invade other people’s personal space (e.g. standing
behind someone whilst talking).
o L = LOOKS/APPEARANCE: Be appropriately dressed and well groomed. Keep
objects out of pockets.
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o E = EXPRESSIONS: Exaggerate facial expressions. Did you know? In the
spoken language, a listener’s understanding and judgement of that message come
from: WORDS = 7%; PARALINGUISTICS (the way it is said - tone, accent) =
38%; FACIAL EXPRESSIONS (how he looked) = 55%.
Finish
Summary:
Show the handout (ToT Slide 30). Summarise the main features looked at: verbal
skills, body language, lighthouse method to maintain eye contact, nervousness,
purposeful movement, use of hands, turning back on audience, verbal tics,
mannerisms, enthusiasm, exaggerated arm movements. Perform, don’t act. Be a
lighthouse. PAMPER your audience. Don’t INVADE other people’s personal
space (e.g. standing behind someone whilst talking). Be AWARE of YOUR
OWN body Language. Maintain EYE CONTACT. EXAGERATE arm
movements with open hands
Questions and Answers: Allow for questions and comments.
Evaluation: What things do we look for in VERBAL PERFORMANCE? What things do we
look for in NON-VERBAL PERFORMANCE? If you are not nervous,
then………? Perform, don’t………..?
Next step:
Be aware of these qualities, when doing lessons on Days 4 & 5.
Distribute the handout (ToT Slides 30, 31).
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2.23 Evaluation and Follow Up
Objectives: To provide participants with tools on evaluation and follow up of training
Time needed: 45 minutes
Materials:
Flip-sheets
Markers
Laptop
Data-projector
Support Slides 47 and 48
ToT Slide 34
Handout “Training Evaluation”.
Set up
Title:
Attention:
Evaluation of Training and Post-Training Follow-up.
Show Support Slide 47. Refer back to the Spot Check. Hand out the evaluation
form.
Benefits:
Important to get feedback from participants
Credibility: Taken from the book by Prof Donald Kirkpatrick, 1998: “Evaluating Training
Programs: The Four Levels” (2nd ed.). I have divided the four levels into two
groups, and called the evaluation that takes place during training, EVALUATION,
and the evaluation that takes place after training, FOLLOW-UP.
Direction/Objectives: Going to explain the differences between EVALUATION and FOLLOWUP. Show the components of each, at the four levels. Give examples of each, to
illustrate.
Delivery
Explanation, Demonstration, Exercise; Guidance:
ƒ Ask participants what evaluation means. Ask for examples seen so far in the course.
ƒ To make it clear, put the following blank table on the pin board or magnetic
board.explain, by comparing evaluation and follow-up. The main features are given
below:
When?
Who?
Test what?
How?
Results?
Levels
Training of Trainers Toolkit
EVALUATION
During the training
Trainer is accountable
Reaction
Learning
Written test, practical test,
oral test, asking questions
Results are immediate
Level 1: Reaction: What
was the reaction of the
learners? To the content,
facilitator, venue? Good, bad
or indifferent? Check thru
Q&A, spot checks, evaluation
forms. They are your
customers.
5/24/2007
FOLLOW-UP
On-the-job or in the work
place
Management is accountable
Behaviour
Results
Observation, questionnaire
Results are long-term
Level 3: Behaviour: Did
behavior or way of doing
things change as a result of
training? Did the training
event create a positive desire
to learn and change? Before
&
after
surveys
=
FOLLOWUP
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Level 2: Learning: Did the
learners change attitude,
improve skills or knowledge?
Validate understanding of
concepts and the GAP. Use
Q&A,
tests,
lesson
evaluations.
Difference = learning
ƒ
ƒ
Level 4: Results: As a result
of training were there
positive
results?
For
example, were there less
poison cases at hospital?
Were there less pesticide
accidents? Before & after
surveys.
Measure
organizational effectiveness.
R.O.I.
ALTERNATIVE APPROACH: On two separate flipcharts, so as to show the division
between EVALUATION and FOLLOW-UP, give an overview of Kirkpatrick’s 4 levels.
Use the following information for the explanation.
Level 1: REACTION
Evaluation of training at this level involves the collection and use of information on learner’s
expressed reactions, in order to improve training. REACTION may be defined as “how well
learners liked a particular training program”. Learners who enjoy training are more likely to have
learnt something.
This is determined by several methods. A skilled trainer can gauge the REACTION merely by
observation of the trainees during training. Trainers can get first hand comments from
participants during training or even during coffee and lunch breaks. Trainers can get comments
from third parties involved in the training program, such as the course co-ordinator, who may
have spoken to participants.
Make it clear that an evaluation can be done at any time during the training. A “spot check” can
be carried out at any stage of the training to evaluate the REACTION of the learners, on aspects
such as content, delivery, presentation, facilities, etc. Whereas the evaluation that takes place at
the end of the training is a general evaluation of the whole training. Give some examples of
possible spot checks diagrams and let them fill it in:
• one-dimensional:
happy? atmosphere? speed of workshop? motivation? etc.
• two-dimensional:
theory/practice? efforts/results? content/applicability?
creativity/viability? time/exercises? etc.
A common method of evaluating REACTION, is by providing a predetermined comment sheet or
“reaction questionnaire”, covering those items that the trainer considers important. Information
should include the REACTION towards the content (what was learned) as well as the process
(how the training was presented), the facilitator and the venue. These should remain anaomous,
but if learners wish, they can put names on their “reactionnaires”. The sheet should provide
scales for measurement of the reaction and also provide additional space for the trainees own
comments.
Measuring REACTION is critical, because maintaining the interest, attention and motivation of
the participants are imperative if LEARNING is to take place.
Level 2: LEARNING
A favourable REACTION to training does not assure LEARNING has taken place. Just as
important, without LEARNING, no change in BEHAVIOUR will occur. LEARNING may be
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defined as “a change in knowledge, skills or attitude/behaviour”. What knowledge was learned?
What skills were developed or improved? What attitudes and behaviours were changed?
In evaluating LEARNING of new knowledge, the learner could be measured by quantitative
results (e.g. a test based on the content of the training program). A before-and-after approach
will show that LEARNING has taken place as a result of the training program (e.g. a pre- and
post-test). These tests may be industry standard tests or trainer designed tests. Alternatively, the
trainer can use a control group, which does not receive training and compare pre- and posttraining results with an experimental group that undergoes training. Simple question & answer
sessions can determine learning, as can the evaluation at the end of each lesson. Recap exercises
at start of each new day may also help to establish LEARNING.
In measuring LEARNING of attitude changes, again a written test or survey, pre- and posttraining can be used. In measuring LEARNING of new skills, a performance test may be used,
again pre- and post-training, if relevant. If the knowledge and skills are new, there is no need for
a pre-test.
NB: BOTH REACTION AND LEARNING EVALUATION TECHNIQUES ARE EASILY
CARRIED OUT. THEY CAN BE DONE DURING OR AT THE END OF TRAINING.
THEY CAN BE CONDUCTED BY THE TRAINER/FACILITATOR. IN FACT, THE
TRAINER IS ACCOUNTABLE FOR THE RESULTS. THEY USE LITTLE TIME,
RESOURCES AND COST. RESULTS ARE IMMEDIATE.
NB: HOWEVER, EVALUATION OF BEHAVIOUR AND RESULTS ARE BOTH VERY
DIFFICULT AND OFTEN REQUIRE STATISTICAL DATA TO ESTABLISH WHETHER
THERE WAS A POSITIVE GAIN OVER TIME. THEY ARE USUALLY MEASURED BY
PRE- AND POST-TRAINING SURVEYS, SO THAT RESULTS ARE AVAILABLE AFTER
THE TRAINING. MANAGEMENT IS ACCOUNTABLE FOR PROVIDING RESOURCES
(HUMAN, FINANCIAL, TIME) FOR THESE SURVEYS. THE TRAINER MAY BE
ASSIGNED TO DO THE SURVEYS OR THEY MAY BE ASSIGNED TO THIRD PARTIES.
THEY REQUIRE GREAT RESOURCES – HUMAN, MONETARY, AND TIME. RESULTS
ARE LONG-TERM.
Level 3: BEHAVIOUR
The purpose of evaluation at this level is to find out whether or not the learner’s BEHAVIOUR
on-the-job has changed as a result of training. Evaluation at this level is the most difficult,
requiring a scientific approach and the consideration of numerous factors. Five requirements
must be met, for a change in BEHAVIOUR to occur:
a. A desire to change - by the trainee;
b. Know-how of what to do and how to do it;
c. The right job climate - created by management in terms of attitude, tools and work
environment;
d. Help from a peer or management in the work place in applying classroom learning;
e. Rewards for changing behaviour.
Evaluation of BEHAVIOUR is achieved through a systematic performance appraisal, on a
before-and-after basis, made using the trainee, supervisor, subordinates, peers and others familiar
with his performance. Techniques used are direct observation and indirect observation.
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In DIRECT OBSERVATION, four techniques can be used: firstly, by continuous direct
observation (shadowing) by an assigned observer over several days; secondly, by instantaneous
sample technique, where the observer visits the learner at random intervals and assesses
behaviour at that moment; thirdly, by self-observation, where the learner keeps records of his
own activities, for presentation to peers and management; fourthly, by specific incident
observation, involving observation of specific incidents related to the training subject, such as
calibrating a sprayer.
In INDIRECT OBSERVATION, the peers, supervisors and even subordinates are asked to
provide a quantitative or qualitative description of the learner’s behaviour.
NB: Evaluating BEHAVIOUR requires a lot of time, and resources - both human and monetary.
Level 4: RESULTS
The purpose of the RESULTS evaluation of training at this level is to examine the effect of the
training on organisational effectiveness. This relates more to a corporate environment, and
measures are taken of, for example, reduced staff turnover, reduced costs, improved efficiency,
reduced grievances, increased quality or quantity of production, improved morale. In the
Responsible Use environment, it may include assessments before and after training, for example,
of number of illnesses associated with pesticides, numbers of poisoning cases reported at clinics
or hospitals, number of accidental fatalities due to poisoning. The desirability of this type of
evaluation is not in question, but the feasibility of actually conducting such an exercise is. The
main difficulty is the number and variety of factors, other than training, which can contribute to
the achievement of organisational goals.
NB: Evaluating RESULTS requires a lot of time, and resources - both human and monetary.
All these levels have to be part of the global evaluation. Nevertheless levels 3 and 4 are difficult
and often require statistical data to establish if there was a positive gain over time. Thus the main
focus immediately at the end of the training is usually on levels 1 and 2. To evaluate these levels,
the trainer can give a questionnaire to be filled in at the end of the training, or ask orally for some
comments. The trainer also takes into account the results of the spot checks he/she did during the
training and his/her analysis of the training course (attendance of the participants, respect of time,
questions and interest showed, atmosphere, etc.).
Finish
Summary:
Summarise by going back over Support Slides 47 and 48.
Questions and Answers: Allow for questions and comments.
Evaluation: Test all of the concepts, one by one: Evaluation; evaluation two levels; description
of evaluation; follow-up; follow-up two levels; description of follow-up.
Next step:
Each participant must meet with management and discuss these two, evaluation
and follow-up and set out a plan, short-, medium- and long-term to deal with both
components.
Distribute the handouts (ToT Slide 34)
Distribute the handout “Training Evaluation”.
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2.24 Post-Course Test
Objectives:
To test new knowledge gained during the course. To compare now and before
(pre-test). To see if the GAP has been filled.
Time needed: 60 minutes
Materials:
Test papers
Pens and pencils
Procedure:
ƒ Provide test papers.
ƒ Allow 1 hour to complete.
ƒ Explain marked as soon as possible, and returned to participants.
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3. Practical Part
3.1 Individual Lessons
In this session the participants present their lessons prepared during the week. Each is given
strictly 15 minutes to complete a lesson, which must include the S-D-F Model components;
verbal skills; non-verbal skills; training aids compiled and used properly;
Objectives:
To allow participants to practice the lessons learned from the previous three days
and to be assessed in their competence to facilitate a lesson.
Time needed: 30 minutes
Materials:
All possible training materials
Lesson evaluation sheet
Procedure:
ƒ Each participant prepares the lesson over the week.
ƒ Asked “not to fill the bucket”. “No experts, please!”
ƒ Follow the guides on the assessment sheet.
ƒ Facilitator and audience will be looking for the S-D-F Model, presentation skills, and
training aids, not the content. So, do not focus on the content, select only a few points
from the content that can be presented in a lesson.
ƒ Need a minimum of four training aids.
ƒ No preparation during the lessons – respect others and pay attention.
ƒ Marking of lessons by peers – honest, accurate, fair.
ƒ Average peer and facilitator’s marks.
ƒ No half marks.
ƒ Computer will add totals.
ƒ At the end of each lesson hand back the peer assessment sheets.
ƒ Preparation must be complete the night before. No late preparation and asking for
PowerPoint picture 5 minutes before the lesson.
ƒ If they use PowerPoint, they must know how to use it – remember Murphy’s Law.
ƒ All the stationary in the room now belongs to the participants – use it all!
ƒ Title must match the content.
ƒ Start at 08h00 with the post-course test.
ƒ Lessons begin at 09h00.
ƒ Each lesson takes approximately 45 minutes – 5 to 10 minutes preparation and setting up
the venue, then 15 minutes for the lesson, then 20 minutes of feedback – self, peers,
facilitator, then back to the 5 to 10 minute break and change over.
ƒ At the start they are given time to set up the venue (5 to 10 minutes).
ƒ Allowed 15 minutes to give the lesson.
ƒ At five minutes and two minutes to the end they are given warnings.
ƒ At 15 minutes they are stopped, whether they have finished the lesson or not.
ƒ Facilitator to ask presenter for his/her own comments.
ƒ Audience then asked for general comments.
ƒ Lesson then analysed according to the assessment form, step-by-step.
ƒ Each lesson closed with a general comment from facilitator.
ƒ Presenter then asked to clear the venue in preparation for next lesson.
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4. Closing Session
In this session the next step will be discussed, the certificates will be given and the workshop will
be closed.
4.1 The Next Step
Objectives: To discuss what will happen after the training
Time needed: 15 minutes
Materials:
PowerPoint slides show on Training Reports
Flip chart & pens
Handouts: Training Reports
Support slides 49 and 50
ToT Slides 35, 36
Set up
Title:
Attention:
Benefits:
Credibility:
Direction:
Objectives:
Conclusion of the course and next step.
Their attention should be there as they are expecting certificates. Have them
clearly visible.
Now that they have learned new knowledge, skills and behaviours, these can now
be put to good use. Their names will be posted on the web site as recommended
trainers, who can now be used by any stakeholder.
They have now joined CropLife’s elite group of trainers, whom we have trained in
the past few years.
We will now conclude with the next step, what we expect to done now that the
course is finished.
To discuss what will happen after the training.
Delivery
Explanation, Demonstration, Exercise; Guidance:
ƒ Write on the flip chart what they are expected to do, now that they have been trained.
Show the list of participants. Show the web site and its address. Show the Training
Reports slide show.
ƒ Training Plan: within 6 weeks, after discussion with bosses and National Association,
deliver to National Association and CropLife (area co-ordinator, trainers) a Training Plan.
ƒ Set up communication channels: provide participants with list of participants, as well as
necessary contacts for correspondence on training: area co-ordinator; National
Association; CropLife area co-ordinator.
ƒ Stipulate the need for training reports: no reports, no further funding, no attracting
donors/partners.
ƒ Ask participants to report all training using the Training Report formats provided: report,
plus photographic evidence.
ƒ Ask National Association to provide summaries of trainings at each Hub meeting.
ƒ Encourage National Associations to form partnerships with projects and funding agencies.
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Finish
Summary:
Summarise the main points: training plan; communications channels; training
reports; partnerships.
Questions and Answers: Any questions, comments?
Evaluation: What are you all going to do?
Next step:
Thanks, we hope to have your training plans by end of January, 2006. We hope to
see your training reports as they happen.
Distribute the handouts (ToT Slides 35, 36)
Show Support Slide 50.
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4.2 Certificate Presentations
Objectives:
To deliver certificates of competence to participants who passed. To deliver
certificates of attendance to participants who did not pass.
Time needed: 15 minutes
Materials:
Certificates
Procedure:
1. Explain the competence and attendance certificate requirements.
2. Explain that those who failed can rewrite the test and redo their lessons, provided suitable
personnel, time and funds can be arranged. They must do both test and lesson again. They
cannot do one if they failed one.
3. Get National Association Chairman/Representative or Guest/Sponsor to hand out certificates.
4. Close the training, appropriately: speech, prayer, as required by local situation, culture and
circumstances.
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5. Ice Breakers
5.1 Changing Three Things
Objectives: To show that changing behaviour is not easy
Time needed: 15 minutes
Materials:
None
Procedure:
1. Ask participants to pair up.
2. Let each pair face each other and study each other carefully.
3. Now everyone has to turn around so they stand with their back to each other.
4. Tell participants to change three things about themselves.
5. Now let participants face each other again. Participants have to say what the other person has
changed.
6. Ask who has guessed all.
7. Continue the program.
8. At the end of the day ask who still has the changes that he/she did during the ice breaker. Ask
some participants to give examples of what they changed and changed back again.
9. Say that most participants undid the change immediately after the exercise, because they have
a habit of wearing their watch on the left wrist or a pen in their pocket. Say that during a
training program as a facilitator you would like to change habits and behaviours of
participants, and that that is not easy to do.
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5.2 Non-Verbal Introduction
Objectives: To show that communication is not only done by words
Time needed: 15 minutes
Materials:
None
Source:
Selma Myers and Jonamay Lambert, 1994
Procedure:
1. Ask participants to pair up and face each other.
2. Explain that this is a non-verbal exercise and that no one may speak. Tell them that you want
them to introduce themselves to one another using non-verbal communication only. Allow
about five minutes.
3. Discuss the exercise: was it difficult, what signs or movements did you use?
4. Explain participants that as a facilitator oral communication is only part of the total
communication. Body language also says a lot. Tell that during the training program we will
have a small exercise on body language (the 2-minute presentation).
NB: This exercise can be used as introduction of the 2-minute presentation.
5.3 Mixing Agro-inputs
Objectives: To stretch the legs!
Time needed: 15 minutes
Materials:
None
Source:
Alan Margolis, adaptation of the Fruit salad
Procedure:
1. Form a circle with chairs and let everyone take a seat. The facilitator stands in the middle.
2. Tell participants that we are going to split the group in three sub-groups. One group will be
seeds, one group will be fertilizer, one group will be pesticides. Ask one person to choose an
input, then the neighbour to choose another input, so the next neighbour is the third input.
The fourth person will be the same input as the first, the fifth person the same as the sixth,
etc.
3. Ask all participants that are seeds to raise their hands, then ask all that are fertilizer to raise
their hand, then all that are pesticides to raise their hand.
4. Explain that the person that stands in the middle will call one input and that all persons
belonging to that group have to change seats.
5. Call one input.
6. While everyone of that group will change seats, find a seat yourself, so one participant will
stand in the middle.
7. Now this person has to call out an input and find a seat so every time another person will be
in the middle.
8. When you want to finish the game, let everyone take a seat and be in the middle again
yourself.
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6. Recap Exercises
It is good to start everyday with a recap exercise and repeat all topics from the day before to
improve retention of information.
6.1 Throwing the Ball
Objectives: To go over information from the day before
Time needed: 20 minutes
Materials:
A ball made out of paper
Procedure:
1. Ask participants to stand up and form a circle.
2. Tell participants we will do a small recap of yesterday. The person who is holding the ball
can ask a question and will throw the ball to someone. The person who catches the ball has to
answer the question.
3. Ask a question and throw the ball to someone.
4. Make sure everyone has to answer a question.
6.2 Picking a Question
Objectives: To go over information from the day before
Time needed: 20 minutes
Materials:
Coloured cards with questions written on them. One card for every participant.
Procedure:
1. Ask participants to stand up and form a circle.
2. Put a chair in the middle with a stack of questions on it.
3. One by one every participant has to take a card from the chair, read out the question aloud
and answer the question.
4. Put one silly question half way the stack, for example: what was the colour of the shirt the
facilitator was wearing yesterday?
6.3 Three Options
Objectives: To go over information from the day before
Time needed: 20 minutes
Materials:
Prepared questions with three possible answers
Procedure:
1. Put the numbers 1 to 3 in different walls and ask participants to stand in the middle.
2. Ask a question and give the three possible answers. Let participants select an answer and
stand under the number that reflects their answer. Ask some participants to explain why they
selected the answer.
3. It is good to make answers that are not completely wrong, so that in every option there is
some truth. Like this you can easily start discussions.
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Handouts
1.
Preparation Check-List
(To be handed out with Exercise 2.5.2)
A. Preparation of the planning
1. Why?
2. Who? (participants and trainers)
3. What?
4. When?
5. Where?
6. With what? (money and human resources)
B. Preparation of the design
1. Sequence of sessions
2. For each session :
a. SDF model:
Set-up: T-A-B-C-O-D
Delivery: E-D-E-G
Finish: S-Q/A-E-NS
b. Approach to training (see facilitraining rainbow)
c. Handouts and other documents
d. Training material
C. Preparation of the environment and logistics
1. Room size
2. Cooling system, lighting system (curtains)
3. Noise (building work, traffic)
4. Power generator
5. Seating pattern (U shape, V shape, herringbone shape, bistro shape, amphitheatre, etc.)
6. Laptop, video-projector, extension cables, spare lamp
7. Flip board and spare flip sheets, colour markers
8. Pin board and pins, colour cards
9. White board and white board colour markers
10. Pens and notebooks for participants
11. Table with office supplies (masking tape, post-its, stapler and staples, paper clips, scissors)
12. Refreshments (water, tea, coffee)
13. Private needs (contact)
14. Parking
15. Lunch and diners
16. Accommodation
D. Preparation of the trainer
1. Content: ‘try’ your training event on yourself and on other people (friends, family,
colleagues, etc.)
2. Body language
3. Physical shape (have a good night the day before)
4. Environment: get used to it (arrive well before the beginning)
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2.
Training Methods
(To be handed out with Exercise 2.14)
Training
method
Assignments
Explanation
Buzz-groups
Sub groups that
can discuss a
topic
Brainstorming
Collecting ideas
and
responses
very quickly
Example
Advantages
Participants have They have to look
to do something
at a label and
write down what
is missing
Actively involves
everyone (since it
is on individual
base)
Everyone has to wait till
the others are finished,
difficult for those that
cannot read or write very
well
They have to Active
Difficult to structure,
discuss
the involvement,
groups can follow their
dangers of a everyone has the own line of thoughts
certain products chance to say
or
inputs
in something
general
They have to Quick,
can Domination by a few
name ways of generate
new participants
displaying their ideas
products
They have to Gives participants Time consuming
prepare records to practice with
for
a
certain actual cases
business
Presentation and
analysis
of
something
that
can really happen
or has happened
is How to use a Effective way of
Demonstratio Something
shown
to sprayer
visualizing, most
ns
participants
effective
when
participants can
do it themselves
Participants will How to attract Generates
new
Discussions
debate about a clients
views and ideas
certain topic
Visiting a site to To a blending Seeing things in
Field trip
see
things plant
practice
yourself
One group will do On how to treat Good
to
Fishbowl
something which customers
demonstrate
will be observed
certain behaviour
by another group
Case studies
Games
exercises
Lectures
Disadvantages
You need to
enough material
bring
Difficult to keep under
control, domination of
few participants
Time consuming
Puts a few participants in
the spotlight, danger that
participants
will
be
criticized and not their
actions
Got to have connection
or Learning a lesson The folding of the Involves
by
doing paper what we everyone, playful with the topic
something
just did
way of learning
Prepared
talk, About seeds
Good for large One way communication
sometimes
groups
followed by a
question
and
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Role plays
answer session
Playing a real life Customers in a Learning
by Time consuming
situation
to shop
seeing and doing
undergo
the
situation
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3.
Training Materials
(To be handed out at exercise 2.21).
Material
What use
Advantages
Disadvantages
Useful for big groups. PowerPoint:
Only
Computer and PowerPoint
presentations
effective when used in
data(also
for
a good way (to prevent
projectors
showing films,
people fall asleep).
video’s, slides
or pictures)
Brainstorm
Coloured
cards and pin session
board
Flip-sheets
and markers
Discussions,
presentations,
brainstorm
sessions
White board
and
special
white board
markers
Discussions,
presentations,
brainstorm
sessions
Black board Discussions,
presentations,
and chalk
Tips
For PowerPoint presentations:
* Don’t put too much on one slide (not more
than 8 points);
* Don’t use too many slides (3 min per slide);
* Use a large and clear letter-type (not smaller
than 28-32, better if 36 and 36-44, or better if
60 for headings);
* Use colours in a good way ( no green or red
on a dark background);
* Don’t use too many special effects.
* To get everyone * Only for small groups *Write with a marker
involved (especially (because of visibility).
* Use key words.
if they have to write
themselves);
* Easy to categories
later.
You can prepare and * You need a clear Use the ABCDE rule:
add things while handwriting;
* Attractive
talking.
* Not to be used in * Big & bold
groups that are too * Colour (black and blue), capitals,
large (for visibility).
clear, concise
* Decorate
* Efficient
* You can prepare * You need a clear Use the ABCDE rule:
and add things while handwriting;
* Attractive
talking;
* Not to be used in * Big & bold
* You can whip groups that are too * Colour (black and blue), capitals,
things
out
and large (for visibility).
clear, concise
change.
* Decorate
* Efficient
* You can prepare * More difficult to read Use the ABCDE rule:
and add things while than flip-sheets or * Attractive
brainstorm
sessions
talking;
* You can
things
out
change.
white board;
whip * You need a clear
and handwriting;
* Not to be used in
groups that are too
large (for visibility).
To present a Easier to explain * Not to be used in
Posters
diagram
or things.
groups that are too
table
large (for visibility).
Demonstration To demonstrate * Easier and more * Not to be used in
lively to explain groups that are too
material
things;
large (for visibility).
* Participants can try
as well.
Television and To show films, Can show things very * Can be too long;
video’s
clearly (for example a * Not to be used in
VCR
demonstration of a groups that are too
product).
large (for visibility).
Training of Trainers Toolkit
5/24/2007
* Big & bold
* Colour (white and blue), capitals,
clear, concise
* Decorate
* Efficient
Prepare yourself.
* Make sure you have enough material;
* Prepare yourself.
* Watch the video yourself before showing it;
* See if you want to show it completely of
only a few parts.
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