To t. effective training final handouts


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To t. effective training final handouts

  1. 1. Capacity building of Senior and Middle level Literacy Personnel Training of the Trainers’ Workshop, Islamabad Nasreen Gul UNESCO Islamabad [email_address]
  2. 2. ToT objectives <ul><li>Develop understand about issues, challenges and opportunities of literacy and NFE; </li></ul><ul><li>Plan literacy capacity building programs and projects at provincial, district and local level; </li></ul><ul><li>Discuss teaching and learning methodologies and approaches in the context of literacy courses; </li></ul><ul><li>Provide experience sharing opportunity to managers to interact with literacy centers managers across Pakistan through field visits; </li></ul><ul><li>Develop net working between literacy managers for peer to peer support; and </li></ul>Contribute to the literacy managers’ continuous professional development through sharing best practices and skills development.
  3. 3. How to organize effective training? <ul><li>Pre training </li></ul><ul><li>During the training (conducting training) </li></ul><ul><li>Post training </li></ul>
  4. 4. Pre training <ul><li>Training Need Assessment (TNA) </li></ul><ul><ul><li>TNA is first step in training cycle, it serves basis for planning and designing training program. </li></ul></ul><ul><ul><li>It helps us to identify skills and competencies needed by participants. </li></ul></ul><ul><ul><li>Strategies for TNA </li></ul></ul><ul><ul><ul><li>Administer questionnaire </li></ul></ul></ul><ul><ul><ul><li>Interview </li></ul></ul></ul><ul><ul><ul><li>Observation </li></ul></ul></ul>
  5. 5. <ul><li>Conceptualizing and designing the training programme </li></ul><ul><ul><li>Overall and specific objectives </li></ul></ul><ul><ul><li>Title of the training programme </li></ul></ul><ul><ul><li>Areas/contents of the training </li></ul></ul><ul><ul><li>Activities/strategies/processes </li></ul></ul><ul><ul><li>Selection of resource persons </li></ul></ul><ul><ul><li>Selection of target participants </li></ul></ul><ul><ul><li>Duration of training programme </li></ul></ul><ul><ul><li>Selection of venue </li></ul></ul><ul><ul><li>Resources needed </li></ul></ul><ul><ul><li>Expected outcomes </li></ul></ul>
  6. 6. <ul><li>Have you estimated the required budget for the training to cover all expected expenditure. </li></ul>
  7. 7. Objectives of the training <ul><li>Specific objectives should be stated </li></ul><ul><ul><li>clearly and according to order of priority </li></ul></ul><ul><ul><li>In the form of learning objectives </li></ul></ul><ul><li>SMART </li></ul><ul><li>S - Specific </li></ul><ul><li>M - Measurable </li></ul><ul><li>A - Achievable </li></ul><ul><li>R - Result-oriented </li></ul><ul><li>T - Time bound </li></ul>
  8. 8. Title of the training programme <ul><li>Catchy, easy to translate and remember </li></ul><ul><li>Clear, simple and short </li></ul><ul><li>BUT </li></ul><ul><li>At the same time cover all the essential parts of the training programme. </li></ul>
  9. 9. Content/topics <ul><li>The topics should reflect the knowledge, values, skills needed for a person to function effectively and efficiently in her/his job. </li></ul>
  10. 10. Activities/strategies/processes <ul><li>Some effective training activities/strategies specified in the training design should be flexible and easily adaptable which include: </li></ul><ul><ul><li>Brainstorming, group discussion, role plays, icebreaking/energizer techniques, case studies, presentations, exercises, worksheets, reflections etc. </li></ul></ul>
  11. 11. Selection of resource persons <ul><li>Selection of RPs should be based on criteria: </li></ul><ul><ul><li>Area of expertise, degree of experience, availability of interpersonal skills, willingness, etc. </li></ul></ul><ul><li>Selection of trainee: Use criteria </li></ul><ul><li>In terms of prior knowledge, exposure, experience, age, gender and willingness to participate </li></ul>
  12. 12. Duration, consider following: <ul><li>Objectives of the training </li></ul><ul><li>Nature and number of topics </li></ul><ul><li>Number of participants </li></ul><ul><li>Time required for presentations, group work and field visits </li></ul><ul><li>Travel time/weather condition </li></ul><ul><li>Cultural factors </li></ul><ul><li>Time required for discussions, interaction, reflection and relaxation </li></ul>
  13. 13. Resources needed <ul><li>Make sure we have right kind of resources: </li></ul><ul><ul><li>human, </li></ul></ul><ul><ul><li>financial, </li></ul></ul><ul><ul><li>materials, </li></ul></ul><ul><ul><li>equipment and other facilities. </li></ul></ul>
  14. 14. Expected outcomes <ul><li>are the expected outcomes clearly stated? </li></ul><ul><li>are they realistic, measurable and achievable? </li></ul><ul><li>are there mechanism for measuring the outcomes? </li></ul>
  15. 15. Selection of venue <ul><li>Accessible, comfortable, adequate chairs/tables, equipments (multimedia, projector, OHP, flip charts, microphones, telephones and other technology. </li></ul>
  16. 16. Other IMP administrative aspects <ul><li>Invitations at least one month advance </li></ul><ul><li>Confirmation of participants/RPs </li></ul><ul><li>TRAINING MATERIAL, produced or reproduced ahead of time, handouts for the sessions, number of copies available and dissemination during the training </li></ul><ul><li>Press release to provide information to public </li></ul><ul><li>Field visit (coordination with agencies and made necessary arrangements) </li></ul><ul><li>Travel expenses, honoraria, boarding, lodging, communication cost, stationary, other materials and contingencies </li></ul>
  17. 17. Conducting training <ul><li>Management - proper and systematic management to ensure attainment of objectives </li></ul><ul><ul><li>Registration-record of participants </li></ul></ul><ul><ul><li>Logistics-available service, food and travel </li></ul></ul><ul><ul><li>Training material, handouts, folders, notebooks/pencils </li></ul></ul><ul><ul><li>Documentation-assign rapporteurs to document the training proceedings </li></ul></ul><ul><ul><li>Certificates of participation </li></ul></ul>
  18. 18. Conducting training continue… <ul><li>Actual training activities </li></ul><ul><li>Opening session, orientation and objectives of the training, introducing participants, participants profile, time management, training facilitation, time to recap and to reflect, ice breaking and energizing activities, team building activities, field visit, preparation of action plans, training evaluation and closing. </li></ul>
  19. 19. Crucial points… <ul><li>Everyone understands clearly the objectives of the training </li></ul><ul><li>Necessary arrangements, concerning the action points: what to do next and how to do </li></ul><ul><li>Prepare material in advance and ensure availability of equipment needed by RPs/participants </li></ul><ul><li>Time allocation for each session is appropriate </li></ul><ul><li>Decide in advance outline of the action plans that what need to do next as a follow-up </li></ul><ul><li>Take seriously the reactions, views and opinions of the participants and modify the training approaches and content accordingly </li></ul><ul><li>Have alternate plans and activities ready just in case </li></ul>
  20. 20. After training <ul><li>Debriefing the training team and trainers, conclusion may serve as basis for improving the future training programmes </li></ul><ul><li>Publication and dissemination of training report to all concerned. </li></ul><ul><ul><li>Report may include: executive summary, objectives, number and type of participants, photographs, issues, concerns, recommendations/suggestions, reflections and evaluation results. </li></ul></ul>
  21. 21. After training continue… <ul><li>Financial report </li></ul><ul><li>“ Thank you” letters </li></ul><ul><li>Follow up activities – “training is not an end in itself” </li></ul><ul><li>Monitor the implementation of action plans prepared by the trainees during the training, gather feedback and conduct site visits </li></ul><ul><li>Refresher courses, e-grouping, networking etc. </li></ul>
  22. 22. <ul><li>“… The ‘good’ trainer… is one who continue learning and knows how to use it.” </li></ul>
  23. 23. <ul><li>Thank you very much </li></ul><ul><li>for your </li></ul><ul><li>“ Active Listening” </li></ul>