Pre- and Post Training Activities Pre- and Post-Training Activities 1 Dorothee Spuhler, Leonellha...

Pre- and Post Training Activities

Pre- and Post-Training Activities

1

Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler (seecon international gmbh)

Sreevidya Satish (Ecosan Service Foundation)Bipin Dangol (Environmental and Public Health Organization)


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Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided.

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Contents

1. Pre-Training Activities:1) Learning Needs Analysis2) Planning and Conceptualisation3) (Marketing of a Training)4) (Logistics)5) Example of Planning and Conceptualisation

2. Post-Training Activities:1) Evaluation2) Follow-up3) Example

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Pre-Training Activities

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Train the Trainers on www.SSWM.info

http://www.sswm.info/category/train-trainers/train-trainers



1) Learning Needs Analysis

What is it about?

5

1. Pre-Training Activities

Learning needs analysis is a starting point of the training

cycle and it influences all stages of the training cycle.

Source: http://www.outlookpartnerships.co.uk/solutions.htm [Accessed: 28.04.2010




What are “Learning Needs”?

6


Needs of the “individual” as well as the “organisations”

Gap in capacity (knowledge, skills and attitude) of the individuals in performing a task

at desired level.

Improve the performance (capacity to do thing)

Source: http://www.dbdc.com/i/consultancy/training.jpg[Accessed: 28.04.2010

to

“Learning Needs”

=




7


What questions to ask to understand the Learning Needs?

Brainstorming

Time: up to 5 minutes





Individuals:

•Who are the people? What are their roles and responsibilities of the people?

•Why do they need training?

•What capacity do they already have and what is lacking?

•What are their expectations?

•Where do they have to be trained?

8


Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]





Organisations:

•What is the organisation doing and which activities are related to the identified training needs?

•How does the organisation manage and monitor capacity and knowledge?

•How is staff motivated to get trainings?

•How are trainings followed-up?

9


Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]




10


How can you collect the relevant information?

Brainstorming





11


How can you collect the relevant information?

Key Methods and Tools:

•Interviews

•Questionnaires

•Self assessment from learners (open questions)

•Observation

•Role/Job/task analysis

•Recording and rechecking the earlier course evaluation




12


Existing Skills

Desired Performance

TrainingLearning Needs

Source: http://www.ucanlearning.co.uk/userimages/Help_Jigsaw.jpg[Accessed: 28.04.2010]

Next Step?

12



2) Planning and Conceptualisation

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Conceptualising and designing the Training Course

Existing Skills

Desired Performance


• Concept

• Design

• Agenda and Course Plan



• Agenda

• Course Plan

I. Training strategy

II. Activities

III. Resource persons

I. Goal / Aim

II. Specific objectives

III. Key learning points

IV. Contents


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Conceptualising and designing the Training Course

CO

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Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]

I. Goal / Aim

State what you want to achieve with this training.




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Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]

I. Goal / Aim


Example:

”Participants with the needed theory, skills, tools and practice

to be able to develop and implement effective SSWM

training programmes.”

Note: If you have an aim,objectives are the sub points !!




17


II. Objectives

Training objectives should state what participants will be able to do by the end of the training session of course.

They should be SMART:

• Specific

• Measurable

• Achievable

• Relevant

• Time BoundSource: http://writtenwordservice.com/wp-content/uploads/2010/07/iStock_000008600141XSmall1.jpg[Accessed: 28.04.2010




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II. Objectives

Examples:

By the end of today, participants:

•Be able to use the SSMW Toolbox as a training tool

•Know how to use appropriate interactive training methods and tools.

•Be able to facilitate training sessions.

•Be able to assess training needs and set learning objectives.

•Know how to conceptualize and design a SSWM training course.

•Know how to evaluate training courses and reflect feedback.




III. Key Learning Points

Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.

Examples:

Start with writing down everything which you want to convey through training.

Then classify the points by which of these participants

MUST KNOW SHOULD KNOW COULD KNOW

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Close the water loop

Community involvementProject Cycle

Close the nutrient loopAll those marked by MUST KNOW are

Key Learning Points




IV. Training Content

WHAT are you training?

• The training content has to be able to bridge the gap between what is and what ought to be.

WHO are you training HOW?

• The training content has to reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas.

20


Existing Skills

Desired Performance





WHAT

➜Prepare an Outline

Course Plan Example:Session 1: Welcome and Inauguration

10 min. Welcome Address

10 min. Presentation of Agenda

60 min. Introduction of Participants

Session 2: Sustainable Sanitation and Water Management (SSWM)

Explain how different sectors have to work together and how to close the water and nutrient cycle

Session 3: Group Work

Help participants to understand how SSWM would be applied to their system.

Session 4: Etc.


21


Source: http://theschappertfamily.com/wp-content/uploads/2010/01/Write-Content-That-Sticks.png: [Accesed:11/10/10]





The outline and course plan help you to:

•To organise your ideas

•To present your material in a logical form

•To show the relationships among ideas

•To constructs an ordered overview of your presentations

➜Once you are sure about the course plan, finalise the agenda!

22


Final AgendaCourse Plan





WHO and HOW

➜Define the Training Training Strategy

Identify the best type of training for the context.

Examples:

•Face to face- Basic Course- Expert Course- Specialised training

•Online

•Hands on Training, Field Level Training

23





WHO and HOW

➜Choose activities

Manifold

Flexible

Easily adaptable

Easy explainable

Easy understandable

Discussions


24


Role play

Group Works

Energizers & Ice breakers

Brain-storming

Videos

Lectures

Colour Cards

Field Trips





WHO and HOW

➜Invite Resource Persons

Why?

•Avoids that you are talking all the time

•More knowledge as you in the field of his expertise

•Brings in another perspective

•Gives you time to spend with participants

•You will learn from his experience as well

•New contacts for everyone

25






WHO and HOW

➜Invite Resource Persons

Who do you invite?

•Expertise

•Degree of experience

•Availability

•Interpersonal skills

•Willingness

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3) Logistics

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Good logistical planning is one of the most crucial aspects of training delivery. If your participants are not comfortable physically and at ease psychologically, they will not benefit fully from the training content.

Checklist:

•Venue and Classrooms setting

•Equipment (pin boards, beamer, etc.)

•Inviting trainers and confirmation oftheir availability

•Preparing a checklist of pre andpost training activities

•Catering requirementsand orders

• Source: http://www.exegens.com/media/incoming/0220.jpg[Accessed: 28.04.2010 }



3) Logistics

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Venue Arrangement

One of the most important factors in successful training is the venue or room in which the training is conducted.

Checklist:

•How many rooms?

•Small room for groups or big aula?

•For how much people?

•Accessibility?

•Price?

•Atmosphere

•Seating arrangements?



3) Logistics

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Seating Arrangement:

It defines how the participants interact with each other and with you!

It encompasses comfort, access and safety for the attendees

It extends a presenter's influence in the room, broadcast intention and eliminate distractions

Types:

•Theatre Style

•Classroom Style

•Conference

•U-shaped



Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }

3) Logistics

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Theatre Style

•Used for very large audiences where the speaker is the main focus

•Does not encourage note-taking since there are no tables provided for this seating arrangement

•Participants sit side by side in long rows

•Can be difficult for access and safety



3) Logistics

31



Classroom Style – Straigth

•Used for middle-sized groups

•Same as theatre style but with tables

•Encourages note-taking

•Can be difficult in access




3) Logistics

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Classroom Style – Round

•Smaller groups

•Better view

•Better acoustic




3) Logistics

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Cluster Type

•Great for small group discussions.

• Allows the instructor to easily walk around to the groups and help them with the exercises.

•Easy access

•Confortable

•Notes can be taken

•A lot of space is required Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }



3) Logistics

34



Conference Style

•Great for small group discussions.

•Participants can hear and see easily.

•Unity is created by sharing the table and encourages conversation

•Extremely long tables can give a feeling of isolation and discourage participation. Source: http://www.theconferencebureau.com/venues.htm

[Accessed: 28.04.2010 }



3) Logistics

35



U-shaped•Easy to see and hear everyone in the group.•Notes can be taken•Openness gives trainees a sense of freedom and encourages participation. •Best set up to view audio visual presentations.•Works well with role-playing and other physical activities.•Requires more space than other configuration •Only for smaller groups




3) Checklist

36


Prepare checklist for all the material needed for all the activities to be carried out in the process of training and keep re-checking the list

Course Plan:

Session 1: Welcome and Inauguration

10 min. Welcome Address, Professor

Etc.

+

Checklist

+



I. Aim / Goal


Note: If you have an aim,objectives are the sub points

II. Objectives

Training objectives should state what participants will be able to do by the end of the training session of course.

They should be SMART: Specific; Measurable; Achievable; Relevant; Time Bound

III. Key Learning Points

Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.

Start with writing down everything which you want to convey through training.

Then classify the points by which of these participants

MUST KNOW SHOULD KNOW COULD KNOW

5) Example of Planning and Conceptualization

37


Let us do an example together!




38


Group 1: Training for Reducing Diarrhea Diseases




39


Group 2: Water Leakage Management, Training of Customers




40


Group 3: Training of Trainers Solid Waste Management




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Group 4: Drip Irrigation



Post-Training Activities

42

Train the Trainers on www.SSWM.info

http://www.sswm.info/category/train-trainers/train-trainers



Evaluation versus Follow-up

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2. Post-Training Activities

Evaluation:

Follow-up:

•After the training

•Often combined with quality control in order to:• Further support the trained people• Development the skills continuously to improvement and

to promote new practices

Collection of any aspect of the an education program or training

Judging:

•Effectiveness

•Efficiency

•Any other outcome?

Analysis and interpretation



1) Evaluation

44


WHY should we perform Evaluation?

Judging:

•Effectiveness

•Efficiency

•Any other outcome?

Monitor the training approach

•Which elements have contributed to successfully achieve the training aim, objectives, key learning?

•Which have failed their purpose ?

IMPROVE TRAININ

G APPROAC

H



1) Evaluation

45


Questions to ask yourself?

Brainstorming




1) Evaluation

46


Questions to ask yourself:

•Have the participants achieved the course objectives?

•Have the participants learned what they are supposed to

learn? (are key learning successfully transferred?)

•What unexpected positive outcomes have occurred

that can be incorporated in the future courses?

•What are the courses strengths and weaknesses?

•Has the performance of the participants improved after

training? How are they integrating the gained knowledge in

their day-to-day job?



1) Evaluation

47


Evaluation Levels

Evaluation is often considered as taking place at four different levels (the "Kirkpatrick levels”). The further down you go in the evaluation process, the more valid the evaluation (KIRKPATRICK 1998)

Kirkpatrick’s four levels of evaluation

Source: http://c2workshop.typepad.com/.a/6a00e55002645d8834010535cf2dd1970c-800w

[Accessed: 10.05.2010]

• “Reaction”: What does the learner feel?(oral/written feed-back, open and close ended questions)

• “Learning”: What facts, knowledge and experiences did he gain?(observation, reviewing data from exercises, plans, exercises etc.)

• “Transfer”: What skills did he develop? What new information can he use on the job?

• “Results or effectiveness”: Did the learner apply the new skills to his job and what results were achieved?



1) Evaluation

48


Evaluation Levels

Kirkpatrick’s four levels of evaluationSource: http://c2workshop.typepad.com/.a/6a00e55002645d8834010535cf2dd1970c-800w [Accessed: 10.05.2010]



1) Evaluation

49


How should we perform Evaluation?

Brainstorming




1) Evaluation

50


How should we perform Evaluation?

•Evaluation forms

•Qualitative feedback

•Rating



•Be selective!Do not hand out a huge list of questions. What do you really want to know and what is the best way of finding this out?

•Be realistic!Form-filling is never fun. Do not expect people to conscientiously work through a long and complex evaluation form.

•Be creative!Create evaluative processes that will engage participants and provide you at the same time with a valid feedback (e.g. an activity that is itself engaging and enjoyable!)

•Be balanced!Combine standardised element that allows you to make comparisons over time (add changing elements, which shows you a new perspective).

•Be holistic!Paper exercises can be very useful but should be part of a wider evaluation process that includes dimensions of learning that are less easy to capture on paper.

(adapted from GREENAWAY 1999; http://reviewing.co.uk/evaluation/methods1.htm [04.06.2010])

1) Evaluation

51




2) Follow-Up

52


WHY should we perform Follow-up?

Comparison of evaluation and follow-upSource: LOOMIS 2007; http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed: 21.05.2010])

Further support the trained

people

Development the skills

continuously to improvement

and to promote new practices



2) Follow-Up

53


Why should we perform Follow-up?

An effective follow-up phase includes several dimensions:

•Determining what the participants have learned during the course

•Giving the learners time to reflect on their learning prior to their completion of their post-training personal action plan, and

•Getting useful feedback in an organised manner to help with future training planning(adapted from RAE 2004; http://www.businessballs.com/trainingevaluationtools.pdf [Accessed: 21.05.2010])



2) Follow-Up

54


How can we perform Follow-up? – some ideas• At the close of training, ask each attendee to commit to trying 1-

3 new skills from the program. Let them know that the group will get back together to follow up and discuss techniques tried. Schedule a follow-up session.

• Ask each attendee to email you a brief summary of the two most important points they took away from the training. Gather the feedback together and post the responses in a central location. Take the list down after two weeks. Let a few weeks go by and then mail or email the responses to the group, along with any additional feedback that has occurred in the meantime.

• Send out a quiz related to the training’s content several weeks after the initial session. Post the responses and award a prize for the “best” answers.

(adapted from BUSINESS TRAINING WORKS n.y.; http://www.businesstrainingworks.com/Onsite Training Web/-Free Articles/PDFs/Five Ways to Follow Up.pdf [Accessed: 21.05.2010])



Evaluation Pros and Cons

55

Advantages:

•Reflection about the training among participants and lecturers

•Identification of new and different perspectives on the training

•Gaining insight in the weaknesses of the training

•Improvement and optimisation of the training

•Enhanced legitimation and rationality of the training

Disadvantages:

•Complexity

•Time and cost efforts

•Can be subjective

•Complexity of taking into account and implementing the outcomes

•No definite and closed action but continuous process




2) Follow-Up Pros and Cons

56

Advantages:

•Reflection about the training among participants and lecturers

•Identification of new and different perspectives on the training

•Evaluation of the impact

•Extension of the impact in the future

•Enhanced legitimation and rationality of the training

Disadvantages:

•Complexity

•Time and cost efforts

•Can be subjective

•Complexity of taking into account and implementing the outcomes

•No definite and closed action but continuous process




3) Evaluation and Follow-up Wrap-up

57

Evaluation

Helps you to improve your trainings.

•No training without!

•If time and resources are restricted, cover at least the first dimension (“reaction”)

•Take the results from the last training evaluation, before you start designing the next one!

•Similar methods to compare over time; new elements to improve the quality of information you gain

Follow-up

Helps you to improve your training approach in the long run and extend the impact on the professional life of both, trainers and trainees.

•Give participants a feedback on the results from follow-up

•Try similar methods to compare information over time

•Use different methods to add new perspectives

•Difficult and requires a lot of efforts




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6. References

KRCHNAK, K. M. (2003): Module 6 − Planning Training of Trainers (TOT) Workshops. In: GWA (EDS): Gender Mainstreaming: Practical Skills and Critical Analysis ODG. Dieren: Gender and Water Alliance. 267-294.

GARY, K. (2007): Basic Training for Trainers. New Delhi: Tata McGraw-Hill.

ELLINGTON, H.; PERCIVAL, F.; RACE, P. (1993): Handbook of Educational Technology, London: Kogan Page.

FAO (1998): Food quality and safety systems. A training manual on food hygiene and the Hazard Analysis and Critical Control Point (HACCP) system. FAO Agricultural Policy and Economic Development Series 4.

GREENAWAY, R. (2010): Course Evaluation Methods. Stirling: Greenaway. URL: http://reviewing.co.uk/evaluation/methods1.htm [Accessed 14.04.2010]

KNAPP-PHILO, J. (2007): Make training plans successful incorporate follow-up, support, and practice. Washington: Administration for Children and Families. URL: http://eclkc.ohs.acf.hhs.gov/hslc/Professional Development/Organizational Development-/Training and Technical Assistance/MakeTrainingPla.htm [Accessed 21.05.2010]

LOOMIS, M. (2007): Making your trainings more effective. Durham: Family Health International. URL: http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed 21.05.2010]

Maryland: Business Training Works, INC. URL: http://www.businesstrainingworks.com/Onsite Training Web/-Free Articles/PDFs/Five Ways to Follow Up.pdf [Accessed 21.05.2010]

RAE, L (2004): Evaluation of training and learning. Leicester: Business Balls. URL: http://www.businessballs.com/trainingevaluationtools.pdf [Accessed 21.05.2010]

THOMAS, M. (1999): Evaluation of Training Courses. Associate Publication of Asia Pacific Disability Rehabilitation Journal, Vol. 2, No. 1.

Pre- and Post Training Activities 59

“Linking up Sustainable Sanitation, Water Management & Agriculture”

SSWM is an initiative supported by:

Created by:



5) Example of Planning and Conceptulasation

60


Aim

Participants with the needed theory, skills, tools and practice to be able to develop and implement effective SSWM training programmes

Objective

By the end of today, participants:•Be able to use the SSMW Toolbox as a training tool•Know how to use appropriate interactive training methods and tools.• Be able to facilitate training sessions.• Be able to assess training needs and set learning objectives. • Know how to conceptualize and design a SSWM training course.• Know how to evaluate training courses and reflect feedback.

Key Learning Points

Close the water loop

Close the nutrient loop

Project Cycle

Community involvement

Outline Content

Type of Training

Face to face: Basic Course; Expert Course; Specialised training

Online

Hands on Training

Field Level Training

Pre- and Post Training Activities62

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