UN Training of Trainers (ToT) Course
Bangladesh, June 2012
UN PEACEKEEPING TRAINING SYSTEM
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Why is this Important for me?
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
As peacekeeping trainer, you must know how mostappropriate training can be tailored to best fit thetarget audience for:
• Preparing them to understand the peacekeepingresponsibilities in correct context and performaccordingly for effective mandate implementation
• Addressing performance gap to cope with the specialized requirements in mission environment
Why is this Important for me?
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Learning Outcomes
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
UN Training Cycle: A Six Step Process
How Does UN Training System Look Like?
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Analyze Performance GapsKey Considerations
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Determining Gaps: Existing and Desired Competencies
Analyze Performance Gaps
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Define Training NeedsTraining Needs Assessment
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingKey Factors
Effective Training
Training Objective
Training Materials
Resource
Substantive and Organizational Means
Method of Delivery
Training Provider
Fund
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Deliver the TrainingOrganizational Aspects
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Evaluate Training ObjectivesMeasuring Stick
Training Objectives
Competency Gap
Reaction
Learning
Behaviour & Result
• Achieved
• Partially Achieved
• Not achieved
• Adressed
• Partially Adressed
• Not Adressed
• As Expected
• Less than Expected
• Not at all Expected
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Monitor and Improve the TrainingPurpose
Key Role Player
• To ensure proper implementation of the trainingaiming at creating positive impact on the operationaleffectiveness of UN peacekeeping
SpecialistTrainers
ITS
IMTCFocal Points
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingBrainstorming
• Why do you need to design and plan the training?
• What should be the basis of training design?
• What are the key factors in training planning?
• What are the tips for effective training design?
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingBrainstorming
• Why do you need to design and plan the training?
We need to design and plan the training toimpart the most appropriate training in the mosteffective way
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingBrainstorming
• What should be the basis of training design?
Training design should be based on performance
gap that needs to be mitiged and training needs
assessed thereon
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingBrainstorming
• What are the key factors in training planning?
Training planning involves formulatingtraining objectives, developing training material,acumulating resources, choosing method of delivery,selecting training provider and arranging funds
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingBrainstorming
• What are the tips for effective training design?
Effective training design demands precisetraining-need-assessment that involves assessingtype of target audience and their backgroundknowledge
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Design and Plan the TrainingSix Tasks
Formulating Training Objectives
Formulating Learning Outcomes
Choosing a Method of Delivery
Identifying Training Provider
Identifying Resource Requirements and Funding Sources
Develop/Adapt all Necessary Training Materials
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Formulating Training Objective Criteria
• Specific. There is no question aboutmeaning.
• Measurable. Countable or determinablewith a distinct YES or NO.
• Attainable. Attainable though not easyto attain.
• Relevant. Appropriate to fill thecompetency gap.
• Time-bound. Specific time to accomplish.
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Formulating Training Objective Formula
• Audience. Who will attain?
• Behaviour. What will they attain?
• Condition. How will they attain?
• Degree. Up to which level will theyattain?
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Formulating Learning OutcomesLearning Outcomes…
• Specify what learners’ new behaviour willbe after a learning experience
• State knowledge, skills and attitude thatthe students will gain through the lesson
• Begin with an action verb and describesomething observable or measurable
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Formulating Learning OutcomesGuidelines
• Each major topic should have 1-3 learningoutcomes
• Each 45-hours course should have 5-12learning outcomes
• Only one action verb should be used peroutcome
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Formulating Learning OutcomesLearning Domains
• Cognitive Domain: Intelectual Capabilty -Knowledge or Thinking
• Affective Domain: Feelings, Emotions andBehaviour - Attitude or Feeling
• Psychomotor Domain: Manual and PhysicalSkills - Skills or Doing
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Cognitive DomainOverview
• Content knowledge and the development ofintellectual skills
• Recall or recognition of
specific facts and concepts
that serve developing
intellectual abilities and
skills
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Cognitive DomainLevel
• Six levels within the cognitive domain, from thesimple recall or recognition of facts, which isidentified as knowledge as the lowest level,through increasingly morecomplex and abstract mental
levels to the highest order,which is classified as evaluation
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
KnowledgeWhat and How
What. Remembering of previously learnedmaterial. Knowledge represents the lowest level oflearning outcomes in the cognitive domain
How. Define, Duplicate, Label, List, Memorize,Name, Order, Recognize, Relate, Recall, Repeat,Reproduce, State etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
ComprehensionWhat and How
What. Ability to grasp the meaning of material.Translating or interpreting material (explaining orsummarizing)
How. Classify, Describe, Discuss, Explain,Express, Identify, Indicate, Locate, Recognize, Report,Restate, Review, Select, Translate etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
ApplicationWhat and How
What. Ability to use learned material in newand concrete situations. Application of rules,methods, concepts, principles, laws, and theories
How. Apply, Choose, Demonstrate, Dramatize,Employ, Illustrate, Interpret, Operate, Practice,Schedule, Sketch, Solve, Use, Write etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
AnalysisWhat and How
What. Ability to break down material into itscomponent parts so that its organizational structuremay be understood
How. Analyze, Appraise, Calculate, Categorize,Compare, Contrast, Criticize, Differentiate,Discriminate, Distinguish, Examine, Experiment,Question, Test etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
SynthesisWhat and How
What. Ability to put parts together to form anew whole. Production of a unique communication(theme or speech), a plan of operations (researchproposal), or a set of abstract relations (scheme forclassifying information)
How. Arrange, Assemble, Collect, Compose,Construct, Create, Design, Develop, Formulate,Manage, Organize, Plan, Prepare, Propose etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
EvaluationWhat and How
What. Ability to judge the value of material(statement, novel, poem, research report) for a givenpurpose based on definite criteria
How. Appraise, Argue, Assess, Compare,Conclude, Evaluate, Justify, Rate, Select, Support,Value, Conclude etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Summary
Cognitive Domain
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Affective DomainOverview
• The manner in which we deal with thingsemotionally, such as feelings, values, appreciation,enthusiasms, motivations, and attitudes
• Willingness to participate,
valuing what is being
learned, and ultimately
incorporating the values of
a discipline into a way of life
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Affective Domain
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Affective Domain
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Affective DomainLevel
• Five levels within the affective domain, from giving
attention to new information, which is identified asreceiving phenomenon as the lowest level, throughincreasingly more involvement inintegrating the information in the
behaviour to the highest order,which is classified asinternalizing orcharacterization
Organizing
Valuing
Responding
Receiving
Internalizing
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
ReceivingWhat and How
What. Willingness to notice a particularphenomenon. Awareness, willingness to hear,attention to a new information etc
How. Accept, Acknowledge, Be aware, Listen,Notice, Pay attention, Tolerate, Observe, Realize, Besensitive, Attend, Discriminate, Be alert etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
RespondingWhat and How
What. Active participation on the part of thelearners. Attention and reaction to a particularphenomenon, making response, at first withcompliance, later willingly and with satisfaction.
How. Agree to, Answer freely, Assist, Care for,Communicate, Cooperate, Conform, Consent, Follow,Contribute, Comply, Obey, Respond, Visit, Volunteer,Discuss, Write, Prefer, Accept, Consider, Explore etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
ValuingWhat and How
What. The worth or value a person attaches toa particular object, phenomenon, or behaviour. Thisranges from simple acceptance to the more complexstate of commitment
How. Adopt, Assume responsibility, Behaveaccording to, Choose, Commit, Express, Prefer,Initiate, Seek, Demonstrate, Differentiate, Explain,Follow, Justify, Feel, Enable, Examine etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
OrganizingWhat and How
What. Organizing values into priorities bycontrasting different values, resolving conflictsbetween them, and creating an unique value system
How. Adapt, Adjust , Arrange, Balance,Classify, Formulate, Group, Rank, Conceptualize,Relate, Weigh, Judge, Regulate, Combine, Compareetc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Internalizing/CharacterizingWhat and How
What. Generalizing certain values intocontrolling tendencies; emphasizing on internalconsistency; later integrating these into a totalphilosophy of life or world view
How. Act upon, Advocate, Defend, Exemplify,Influence, Justify Behaviour, Maintain, Serve,Support, View, Approach, Plan, Arrive, Modify,Propose, Revise, Propose etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Summary
Affective Domain
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Psychomotor DomainOverview
• Physical skill involving neuro-muscular coordination
• Actinos which demonstrate
the fine motor skills such
as use of instruments or tools,
or actions which evidence
gross motor skills such as
the use of the body in
dance or athletic performance
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Psychomotor DomainLevel
• Seven levels within the psychomotor domain, fromthe primary sensory stimulus thatindicates motor activity, whichis identified as perception as thelowest level, through increasinglymore complex and coordinated
kinesthetic skills to thehighest order, which isclassified as origination
Origination
Adaptation
Complex OvertResponse
Mechanism
Guided Response
Set
Perception
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
PerceptionWhat and How
What. The ability to use sensory cues to guidemotor activity. This ranges from sensory stimulation,through cue selection, to translation
How. Detect, Hear, Listen, Observe, Perceive,Recognize, See, Sense, Smell, Taste, View, Watch,Choose, Relate, Identify, Separate etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
SetWhat and How
What. Readiness to act. It includes mental,physical, and emotional sets. These three sets aredispositions that predetermine a person's responseto different situations (sometimes called mindsets)
How. Achieve a Posture, Assume a BodyStance, Establish a Body Position, Sit, Stand, Station,Move, Proceed, Respond , Show, Display etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Guided ResponseWhat and How
What. The early stages in learning a complexskill that includes imitation and trial and error.Adequacy of performance is achieved by practicing
How. Copy, Duplicate, Imitate, Manipulatewith Guidance, Operate under Supervision, Practice,Repeat, Try, Fix, Grind, Mend, Calibrate, Sketch etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
MechanismWhat and How
What. The intermediate stage in learning acomplex skill. Learned responses have becomehabitual and the movements can be performed withincreased confidence and proficiency
How. Complete with confidence, Conduct,Demonstrate, Execute, Improve Efficiency, IncreaseSpeed, Make, Pace, Produce, Show dexterity etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Complex Overt ResponseWhat and How
What. The skillful performance of motor actsthat involve complex movement patterns. Thiscategory includes performing without hesitation, andautomatic performance
How. Act habitually, Control, Direct, Excel,Guide, Manage, Organize, Perform automatically,Construct, Maintain Efficiency, Assemble, Build etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
AdaptationWhat and How
What. The ability to modify well developedskills (movement patterns) to fit special requirementsor meet a problem situation
How. Adapt, Alter, Change, Rearrange,Reorganize, Revise, Vary etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
OriginationWhat and How
What. Creating new movement patterns to fita particular situation or specific problem. Learningoutcomes emphasize creativity based upon highlydeveloped skills
How. Design, Originate, Combine, Compose,Construct, Create etc
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Summary
Psychomotor Domain
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Comparing Three DomainsCognitive Affective Psychomotor
Knowledge Attitude Skills
1. Recall data (information) 1. Receive (awareness) 1. Perception (initiation)
2. Understand (grasp) 2. Respond (react)2. Mindset (preparation to
follow instructions)
3. Apply (use) 3. Value (understand act) 3. Imitation (copy)
4. Analyse (structure/
elements)
4. Organize personal value
system
4. Familiarization (combine,
integrate related skills)
5. Synthesize (create/build)5. Internalize value system
(adopt behaviour)
5. Naturalization (automate,
become proficient)
6. Evaluate (assess, judge in
relational terms)
6. Adaptation (modify)
7. Origination (create)
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Synergy
The learner should benefit from development of:
• Knowledge and Intellect (Cognitive Domain)
• Attitude and Beliefs (Affective Domain)
• Ability to Put Physical and Bodily Skills intoEffect - to - Act (Psychomotor Domain)
Formulating Learning Outcomes
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Methodology
Methodologies include one or combination of:
• Self Study Programme
• Group Learning Activities
• One to One Learning
• Experimental Learning
Choosing a Method of Delivery
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Criteria
Delivery method should de selected based upon:
• Best Practices in Training• Adult Learning Principle• Outcomes of Evaluation• Geographic Location• Travel to Training• Availability of In-house Expertise• Availability of Funding
Choosing a Method of Delivery
Greatest Possible Engagement
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Criteria
Appropriate Training Provider should be selectedbased upon:
• Proven Ability to Deliver Quality Trainingin the Substantive Area Using the ChosenMethodology
• Availability• Cost• Sustainability
Identifying Training Provider
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Provision
Training can be funded according to:
• National Regulations
• Regular Budget
• Applying Sources
Identifying Resource Requirements andFunding Sources
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Essentials
Training Materials should be appropriate to:
• Fulfill the Training Objective
• Reflect the DPKO/DFS Policies and Guidelines
• Address the Target Group
• Assess the Trainees’ Knowledge
• Follow UN PDT Standards
Develop/ Adapt Necessary Training Materials
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Course Subject Date
UN Training of Trainers Course, BD Unit, Subject or Lesson Title Date of Instruction
Aim Learning Outcomes Duration
CPTM or STM lesson aims CPTM or STM learning outcomes
Methodology Student’s Preparation Equipment
Suggested CPMT or STM
methodology or other adequate
to the learning outcomes
Training Materials Materials Referenced in the Lesson
Time Activities Remarks
Introduction
Exploring the content
Check on learning
Summary
Lesson Plan TemplateA Complete Outline
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Questions
?
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Identify Domain and Verb Level
Learning Assessment Question
• Outline domains of learning for writing appropriate learning outcome
• Complete with confidence the items of the lesson plan template related with the training design step
• Support your choices of verbs with respect to determining learning outcomes for a particular target audience
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Domain and Verb Level
Learning Assessment Answer
• Outline domains of learning for writing appropriate learning outcome. Cognitive domain – Analysis 4 in 6
• Complete with confidence the items of the lesson plan template related with the training design step. Psychomotor domain – Mechanism 4 in 7
• Support your choices of verbs with respect to determining learning outcomes for a particular target audience. Affective domain - Internalizing 5 in 5
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
• UN training System – a six step process
• Design and Plan Training – six tasks
• Domains of Learning – three domains
• Verbs for writing Learning Outcomes
• Lesson Plan Template
Summary
UN Training of Trainers (ToT) Course
Bangladesh, June 2012
Thank You
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