Beruflich Dokumente
Kultur Dokumente
TABLE OF CONTENTS
Acknowledgements
Preface
List of Acronyms
Introduction
Chapter
1.
Introduction to training
2.
3.
12
4.
14
5.
17
6.
Training Aids
22
7.
23
8.
Implementing a training
25
9.
27
29
30
33
Appendices
1.
TNA Questionnaire
34
2.
36
ACKNOWLEDGMENTS
he AIM Programme wishes to acknowledge the following people and organisations for
their support in developing this training handbook.
Wilberforce Mutya Musolo for spearheading the development of this hand book.
Emily Katarikawe and Michelle Bordeu from AIMs Partnership Support team for
their contribution in developing the materials for this handbook.
AIM acknowledges the contribution of Katherine Shields of World Education in
Boston for the technical assistance provided.
Some sessions were adapted from materials developed by World Education Inc,
Communications for Basic Services (UNICEF, Nairobi), Senior Tech Center,
International Training Centre of the ILO, and National Training Partnership.
PREFACE
LIST OF ACRONYMS
AIM
CBO
DHAC
FBO
NGO
UNASO
INTRODUCTION
CHAPTER 1:
INTRODUCTION TO TRAINING
What is training?
Training refers to teaching and learning activities carried out with the
intention of helping an individual to acquire and apply knowledge,
skills, abilities and attitudes needed to affect a desired change.
Training may not necessarily be carried out as a formally organized
program. Whenever a supervisor instructs a junior staff, gives directions,
or discusses procedures, s/he is training. Thus, training may be conscious or unconscious,
but all training contributes to improvement of a persons knowledge and skills.
Uses of training.
Training can reduce or eliminate the gap between actual performance and an organizations
needs. It does so by changing the behavior of individuals, by giving them the knowledge,
skills, or attitudes that they need to perform to the required standard.
Changing behavior then is the function of training
Lack of practical skills, lack of experience in the field, inadequate knowledge, or improper
attitudes can hinder an organizations operation. Training can solve a variety of problems
which may affect the performance of individuals in an organization.
APPLY IT
(Active Experimentation)
THINK ABOUT IT
(Reflection)
This cycle is the organizing principle behind the design of the training program as a
whole, as well as the design of individual training sessions.
The trainer can apply this Cycle in a six stage process:
1.
2.
3.
4.
5.
6.
A
CHAPTER 2:
n preparing for a training program, the first step any trainer needs to take is to
determine the training needs.
A training need is the gap between current level of knowledge,
skill, or ability and the desired level. This gap can prevent staff
and the organization from performing at a satisfactory level.
10
Existing knowledge
and skills
Required knowledge
and skills
11
ASSESSMENT TEAM:
Who you will
ask
Needs
assessment
tool needed
Comments
ANALYSIS:
After the trainer has completed a training
needs assessment, s/he needs to critically
examine those needs to determine what s/he
should address in the training and to list the
critical knowledge and skills that s/he wants
the trainee to exhibit after the training. This is
called training needs analysis.
12
CHAPTER 3:
DEVELOPING TRAINING
OBJECTIVES
After identifying the training needs, a trainer should find a way to
address them. This is done through the development/ design of the training
goals and objectives.
Before arriving at the training objectives, a trainer starts with a detailed analysis of the type
of behavior a trainee should exhibit. A trainer should be able to answer the questions; At
the end of the training
What should the trainee know? [Knowledge]
What should the trainee be able to do after the training? [Performance]
This analysis will give the trainer an understanding of the specific skills to emphasize in the
training. These skills will guide the design of the training objectives.
Training objectives are written using action words.
13
Using the above objective, the SMART rubric can clearly be seen.
Specific performance level - Explain three ways of preventing HIV
Measurable and observable behavior Explain
Achievable This objective should be realistic for the length of training and level of the
participants.
Relevant HIV prevention should be a relevant topic that participants can use in their
lives.
Time bound - by the end of the training program
There are other characteristics that a trainer considers when designing training objectives.
These include time, performance level and the target population (participants).
An objective must be achieved in a defined time frame. Hence it is time bound.
An objective should specify the population for which it is designed; these are the people
whose training needs were assessed.
Lastly, a training objective should specify how well trainees must perform the stated
behaviors.
14
CHAPTER 4:
Need to know - Some content is critical for participants to know in order to achieve
the training goals. Participants cannot leave the training without mastering the critical
content.
Some content is good to know if time allows, participants should learn this content,
because it supports the training goals.
Some content is nice to know, but it is not really relevant to the program goals. This
content should only be included in the training if the participants completely understand
the critical content.
15
Need to
Know
Good to Know
Nice to Know
Example: Think of a training in which the overall goal is for mothers to use oral
rehydration therapy correctly with their children. These are some possible
learning objectives:
Need to Know: By the end of the session, the mothers will be able to
demonstrate the steps in oral rehydration therapy preparation by mixing the
ingredients.
Good to Know: By the end of the session, the mothers will be able to list the
advantages of using oral rehydration therapy.
Nice to Know: By the end of the session, the mothers will be able to identify the
chemical composition of the oral rehydration therapy.
Organizing content
After selecting the topics to be covered (content of a training program), a trainer should
sequence the topics so that they fit together in a logical order and build on one another to
form a systematic learning experience.
The sequence of topics in the training should follow the Adult Learning Cycle. A trainer
should start with topics that require participants to share old experiences before creating
new ones, to learn simple tasks before attempting complex ones, and to share concrete
ideas before considering abstract ones.
16
Each individual training session should also reflect steps in the Adult Learning Cycle. A
trainer should organize the training session following these steps:
1. Find out what participants already know and can do: At the beginning of each
session, determine the trainees knowledge about and ability in the topic. Some
techniques the trainer can use in this step include asking questions; assigning a short
exercise or activity; or conducting a brainstorm. Trainers should make note of the
trainees responses.
2. Build on what participants know and do: Next, introduce new information to build
trainees skills and knowledge. Connect this new material to their previous
knowledge. Some techniques the trainer can use in this step include giving a short
lecture interspersed by discussion questions; making a demonstration; or conducting a
role play.
3. Do it (concrete experience): Trainees will learn material more thoroughly if they have
the opportunity to put their new skills into practice. Activities that give trainees handson experience include presenting role plays to the group; completing a group
assignment, such as reviewing a case study or answering discussion questions; and
teaching new skills to a peer. As trainees practice their skills, the trainer can observe
their progress and make note of areas that need more explanation.
4. Think about it (reflection): Reflection is a critical part of the cycle. Trainers need to
evaluate what participants have learned. Trainers use this information to select topics
for further training, as shown in the Adult Learning Cycle (p. 10). There are several
methods of evaluation: asking questions to test the trainees knowledge, asking
trainees to demonstrate a new skill, and asking trainees if they think the learning
objectives were met. To evaluate learning at the end of a complete training course, a
questionnaire or test may be used. (WHY should trainees evaluate their learning?
Need to explain how this helps the trainees)
5. Think about how to apply it: Participants can make abstractions from the concrete
experiences and practice they have had so far. This step could include an individual
writing task, or a group assignment, in which participants draw conclusions about new
ideas.
6. Apply it: Participants apply their new knowledge to a new task. This may take place
outside the classroom.
17
CHAPTER 5:
ollowing the training needs assessment, the trainer should have a clear understanding
of the potential trainees needs, expressed in terms of what they should know and what
they should do differently. Based on the findings, the trainer should brainstorm the types of
experiences that the trainees should need to acquire the knowledge and skills that they are
lacking. To fill in these gaps, the trainer must select appropriate training methods.
Changing Attitudes Activities that promote skill-based learning can also be used to
promote attitude-based learning.
18
III.
The amount of time available to a trainer has a direct bearing on the method used to
deliver content. In a longer session, it is appropriate to use methods that allow trainees to
actively participate. In a shorter session, a lecture-style training method is more effective.
19
A summary of appropriate training methods according to group size and learning goals:
Categories
For large
group
For small
group
Experts
needed
Change
attitudes
Build
Skills
Methods
Brainstorming
Buzz session
Case study
Demonstration
Discussion
Field trip
Lecture
Panel
Role play
X
X
Skit
Adapted from: Community Development Workers Training Series - Planning and
Conducting Training in Communication page 42, Communication for Basic Services,
UNICEF, Nairobi.
When training adults, the method chosen should follow the
Adult Learning Cycle.
A summary of the training methods that a trainer can use are described below:
Brainstorm
This is a method in which the group quickly generates all possible ideas around an issue,
accepting all ideas as plausible. Criticism and discussion are discouraged while the
suggestions are being listed. After the listing is over, a discussion follows in which the group
evaluates the ideas and selects the most appropriate idea for implementation or further
discussion.
Ice breakers and Energizers
These are brief activities or exercises to acclimate participants to the learning environment;
icebreakers and energizers usually involve physical movement and fun. Icebreakers help to
reduce anxiety at the beginning of a training event, and they help participants become
acquainted with one another. Energizers provide stimuli or a physical break, release energy,
and shift the mood of the training program.
20
Demonstration
This is a prepared presentation that demonstrates how to perform an act or how to do a
procedure. It is accompanied by appropriate oral and visual explanations, illustrations and
questions. The basic process is show, tell and practice, step by step.
Small groups
This technique involves an open exchange
of ideas between members of a relatively
small group on a topic of mutual concern.
Fishbowl
In this technique, some members sit in a
smaller inner circle and work on an assigned
task, while other members sit on the outer
circle and observe. Next, the two groups
reverse roles. Following the activity is a
discussion or feedback session in which both groups share their experiences and observations.
Role plays
Members of a group act out a potential life situation before an audience. As there is no
script or set dialogue, participants make up their parts as they go along, using a short set of
instructions provided by the trainer. Role plays are particularly useful in identifying problems
and solutions in a practical and skill-building approach. Role plays should be followed by
a group discussion to analyze the problems, skills, and solutions portrayed.
Skits/Drama
Skits are short, rehearsed dramatic presentations involving two or more people. Participants
perform skits using a prepared script and dramatize an incident that illustrates a problem
or situation. A skit must be followed by a group discussion.
Lecturettes
Lecturettes are shorter than the lectures. They last no longer than 15 minutes and can be
used before an exercise as an introduction to the group activity, or as a summary of the
knowledge and skills obtained during a group activity.
Field trip/tour
This is a carefully arranged visit to a place of interest to
observe and study something firsthand. In order to be
effective, field trips must be carefully planned, involve
multiple arrangements, and should use a number of
techniques such as lecturettes, discussions etc.
21
Panel discussion
This is a planned discussion and presentation in which one or more speakers (usually
experts or specialists in a content area) present their
views on a selected topic before an audience.
Discussions usually elicit diverse points of view on a
subject topic.
Apprenticeship
Many organizations supporting young people (orphans and other disadvantaged youths)
use the apprenticeship method to equip the participants with vocational skills. Apprenticeship
is a form of training whereby a trainee is placed under the guidance of a skilled trades/
craftsman and receives training in the skills required for that particular trade. The purpose
of an apprenticeship is that the trainee performs skills in a real work environment while
being supervised by experienced personnel.
22
CHAPTER 6:
TRAINING AIDS
What are training aids?
Training or instructional aids are materials that support the
instructional methods that a trainer has chosen. These
materials can be visual, audio or audiovisual.
A visual aid is anything the trainee can see that helps the
trainer get his/her message across. Examples of visual aids
include: charts, chalkboard, pictures and models.
Audio aids help trainees learn by sound. Notable examples are radio and cassettes.
Audiovisual aids combine visual and audio aids: they help a trainee learn by sight and
sound. Examples include video, TV, and films.
23
CHAPTER 7:
arly in the process, training designers should decide who should participate. The target
participants and their needs should then guide the entire training design process: what
methods are used, what content is important, what schedule is appropriate, what type of
vocabulary is used, et al.
Many trainers of community programs feel that trainees should not only be from the
community, but they should be selected by the community. The argument is that:
1. If everyone takes part in the selection, it is more likely that those selected will later be
accepted by the community.
2. Participation in the selection process is a step toward greater responsibility and control
over factors that affect community members.
3. A trainee chosen by the community is more likely to feel her/ his responsibility to the
community.
24
SELECTING A TRAINER
Organizations should seek a trainer who will positively impact the trainees.
What are the characteristics of a desirable trainer?
This trainer should:
1. Be a qualified professional in the training area.
2. Have taken a basic trainer course and is conversant
with the Adult Learning Cycle and teaching methods)
3. Demonstrate strong communication skills
4. Have at least 2 years experience as a trainer.
5. Be familiar with the participant target group
6. Demonstrate strong technical skills and experience
in the content of the training.
The competency/ability of the trainer is one of the major determinants of
the success of the training program. If the trainers are poor, the overall
impact of the training will be weak. Therefore, it is important for organization
managers to find highly experienced trainers.
NOTE: Managers of organizations should always endeavor to collect profiles
of at least 3 trainers for comparison, to meet with these trainers, and to
discuss the planned training. This gives managers an opportunity to
strengthen their assessment and to select the right person
25
CHAPTER 8:
IMPLEMENTING TRAINING:
26
27
CHAPTER 9:
28
Note: Efforts should be made to secure training materials that fit your organizations
budget and the technology available.
3. Transport
If the training venue is outside your institution, make arrangements to provide transport to
the training venue and back. Clearly give instructions to the participants on how to get
there, and always have a means of transportation available at the training site in case of
emergencies.
4. Trainers
Contact the trainers before inviting the participants and plan the training with them. Let
them flesh out the topics to be covered during the training. Set the dates of the training, the
venue, the session times, and the materials required for the training. It is important that
there are at least two trainers for a training.
5. Participants information
Send out information to participants
2 weeks prior to the training. Clearly
indicate the purpose of the
training, the dates, the venue of
the training, what facilitation/ per diem will be provided, what materials to bring, and
contact information.
6. Coordination, Administration and Management
Clearly identify the head coordinator of the training activity and determine whether s/he will
have assistants. It is also often helpful to form committees (i.e. steering, welfare, etc) to
assist in coordinating the training activity.
29
CHAPTER 10:
COMPONENTS OF A TRAINING
REPORT
eports are often written at the end of a training program to inform administrators,
donors, and others about the training activity that has occurred. Many organizations
have their own requirements for such reports. A good training report should include both
facts (e.g. the names of participants) and the qualitative information (e.g. recommendations
and next steps fir future actions, which were reached during the training).
30
CHAPTER 11:
EVALUATION OF A TRAINING
What is evaluation?
Evaluation is the process of gathering information and assessing the value of a given
program against established goals and objectives. Evaluation includes a range of value
judgements about a training, including trainees responses to the programme and the
effect that the training effort has had on the individuals and organization performance.
Why is it important to evaluate a training?
The purpose of evaluation is to determine whether the goals and objectives of a training
have been achieved and address the gaps identified during the training needs
assessment.
What should be evaluated?
Evaluation is an integral part of the needs assessment, design, development and
implementation phases of a training. Each activity in the management of a training
process needs to be evaluated.
The evaluation1 of a training program should focus on:
1. The trainers
2. The trainees
3. The training objectives
4. The training/ instructional materials
5. The training methods
6. The timing and sequencing of topics
7. The venue for the training activity
8. The physical facilities and training equipment
9. The administrative arrangements
Who needs the results of a training evaluation and why?
Evaluating a training is not an individual activity, but instead, it is a joint venture, in which
individuals and organizations with different capacities participate in different aspects. Each
of these parties can benefit from the results of a training evaluation:
31
32
Suggested Method
Reaction
How trainees like the program; how they
perceive the value of the program;
suggestions for improvement
Learning
Understanding principles, facts and
techniques and the ability to apply them
Behaviour
Change in on-the-job performance
- Supervision reports
- On-the-job observation
- Questionnaire about how trainees are
using new skills
Results
Impact of the training program and on
the delivery of services
33
CHAPTER 12:
34
APPENDICES
Appendix 1: Needs Assessment Questionnaire
We would be grateful if you could complete this questionnaire to help us understand the
different skills, needs and interests within the workshop group for 12 23 March 2001.
First Name: ..
Last Name:
1. What is your experience to date in designing training programmes?
...............................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
2. Are you currently involved in designing training programmes?
Yes
No
35
Please provide the information requested below to help us identify the key areas on which
participants may wish to focus. This information will be kept confidential. For each statement
rank your perceived level of skill/ expertise:
1
2
3
4
Thank you for your time and cooperation. We look forward to meeting and working with
you in the workshop.
Adapted from: International Training Centre of the ILO Competency based Curriculum
Design.
36
Good
Fair
Unsatisfactory
Not
Applicable
Achievement of program
objectives
N/A
Achievement of my personal
objectives
N/A
Relevancy of content to my
needs and interests
N/A
N/A
N/A
N/A
Trainers knowledge
N/A
N/A
N/A
N/A
37
Too short
Just right
Beneath me
I needed
something more
Excellent
Good
Fair
Unsatisfactory
Not
Applicable
Accommodations
N/A
Training room
N/A
Administrative support
with registering for
class, etc
N/A
38
7. If you rated your experience as anything less than excellent, please tell us what we could
do to improve our efforts.
................
...................
.....................
..........................
.......................
.......................
.......................
............................
39
40