The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.

1. Planning the Training Session Planning (15) National Liaisons’ Workshop ITOCA / BLDS

2. Planning “ A goal without a plan is just a wish”. Antoine de Saint-Exupery (1900 - 1944)

3. Planning Objectives By the end of this session, you will: Understand how to plan a training session Know what elements should be included in a training plan Know the difference between a learning objective & learning outcome Build measurement into your training plan

4. Building a Training Program Assess Design Develop Implement Evaluate

5. Pre-Assessment What do you need to know? Who are you training? The existing knowledge of training participants Identify the gaps in what they know and what they need to know How the training will help them accomplish their work The type of training or job-related training they have already experienced

6. Pre-assessment methods Needs assessment analysis E.g. Pre-assessment questionnaire Discuss in pairs, 3 minutes – what other ways could you collect data?

7. Training Program - Design Primary questions What do I want learners to be able to do as a result of this training program? Learning Objectives / Outcomes What methods will I use to assist them to reach this level of performance and knowledge? E.g. activities What resources will be used to deliver this training program? How will this training be structured overall?

8. Training Session - Structure Starter Normally 1-3 minutes Introduction Learning Objectives / Outcomes Main Activity Plenary Assessment for Learning (Measurement)

9. Learning Outcomes Learning outcomes are the framework of a training plan Identify what students will be able to do as a result of participating in the training programme For example: ‘ Students in this workshop will be able to:..and demonstrate the following behaviours…’ Explicit, concise, precise defined statements Clearly identify the expected behaviour outcome(s)

10. Guidelines for Developing LOs Learning outcomes should include the following components: Results/outcome oriented Measurable Focused on only major job-related tasks Behavioral statements (e.g., not just knowing or understanding something but demonstrating that they know it and understand it) Specific and precise about what they are to be able to do Clearly stated, no clutter “ As a result of participating in this workshop, learners will be able to explain to students in a clear manner how to use the Harvard Referencing Standard to cite journal references”

11. Types of Learning Outcomes Three major domains of learning: Attitudinal Learning : Outcomes that aim to change or enhance a learner’s attitude or motivation about a subject. Changing a learner’s attitude about the quality of information found in Wikipedia Cognitive Learning : Outcomes that aim to contribute to a learner’s body of knowledge about a topic. Providing statistics that show an increase in the targeted use of HINARI Skill Learning : Outcomes that aim to help a learner perform a job-related, behavioral task. Training a learner to talk easily about the similarities and differences between databases

12. Group Activity: SMART Objectives In pairs, review a lesson plan that you have already delivered (10 minutes) Are they SMART objectives Specific Measurable Achievable Realistic Time-bound How could you make them SMARTer?

13. Selecting Learning Experiences Determine what learning activities (strategies) are most effective and practical in the training context Consider activities that cover a range of learning styles Interactive Lecturette: Class Discussion: Small Group Exercises: 4-6 people Two & Three-person Exercises Case Studies

14. Example Learning Experiences Interactive Lecturette: Class Discussion: Small Group Exercises: 4-6 people Two & Three-person Exercises Case Studies Role-playing Simulations Games Surveys Quizzes Short Writing Exercises Observations Hands-on Work in Field

15. Selecting Training Resources Several kinds of training resources need to be identified: Content Experts: Available/willing to assist in development of training? Trainer(s): Available? Relevant experience? Cost? Materials: Books, pens, manuals, equipment, name cards, food, etc. Time: How long? Training delivered across several months or concentrated in a few days? Multi-part training? When are learners available?

16. Developing training materials Developing Materials Training materials should be: Easy to understand Economically produced Relevant to one or more learning outcomes. Contribute as a secondary source of information and not act as the primary source Complement the learning experiences in which learners are engaging

17. Developing training materials Include as much practical, direct job-based information as possible. Describe process-oriented tasks in a step-by step format, free of extraneous detail. Include illustrative examples that support text-based information Minimal - students will use them primarily as a reference.

18. Implement Primary questions to answer when delivering training: Is the trainer prepared to facilitate the learning experiences in an engaging manner? Have the appropriate training materials been developed? Have questions been developed to challenge learners and debrief the learning experience?

19. Engaging Learners Ten Steps to being positively engaging: Ask learners what they want to learn from the training, and then list them. Probe learners with questions frequently; interactivity should be an primary characteristic of the training. Encourage application of material by providing examples, posing job-based problems, and asking learners to consider how they might apply what they are learning.

20. Engaging Learners (2) Quiz and give feedback in a nonthreatening way. Start with questions instead of with providing information (talking ‘at’ students) Pose alternative, thought-provoking questions and scenarios to get students to critique and question and get beyond the obvious. Start with what learners know to empower them and identify what to build on. Use both visual and aural (hearing) modes of learning.

21. Engaging Learner (3) Use organizing techniques (e.g., ‘Okay, we’ve just addressed...now that let’s move to...)that help learners keep track of where they are and what they’ve learned. Use humor and stories to enhance content and maintain learner motivation. Deming, B., Ten Steps to being Positively Engaging, Training and Development, January 2001, pp. 18-19.

22. Questioning Questions compel students to consider the information they are learning. They serve several learning purposes Explaining: Asks students to explain their responses or poses a question that asks for elaboration. Problem solving: Poses problems for students to answer. Debriefing: After a class exercise or field study event, allows students to consider what they have experienced.

23. Questioning (2) Predicting: Presents job-related, realistic hypothetical situations for students to consider. Hyman, R., ‘Discussing Strategies and Tactics,’ Questions, Questioning Techniques, and Effective Teaching (ed. W. Wilen), 1987, Washington, DC: national Education Association pp. 138-139

24. Feedback Provide feedback on the learning experiences in which you just participated. Was the learning experience engaging? Was it appropriately interactive? Was there a balance of instructor and student provided information? Were questions posed that challenged students? Did it help students meet the stated outcome? Was it completed in a timely manner?

25. Evaluation Primary questions to answer when evaluating training: How can you assess if the learning outcomes are being addressed adequately during the development and delivery of training? How can you evaluate the effectiveness of a training program immediately after the delivery of training? How can you evaluate whether the learning from the training is being applied in a work setting after students complete a training program?

26. When to evaluate? Evaluation of training can be separated into two primary categories: Formative: Occurs while the training is being designed, developed, and delivered. Summative: Usually completed immediately after training is conducted to evaluate the extent to which learners enjoyed and believed they received valuable learning. Can also be conducted over the course of weeks or months after training.

27. Evaluation Methods: Formative There are several ways to evaluate the effectiveness of training during design, development, and delivery. Needs Assessment Analysis Content Expert Evaluation Beta Test of Training / Pilot Testing Pre and Post Training Questionnaire Trainer Assessment Student Questionnaire Class Interview

28. Evaluation Methods: Summative There are several ways to evaluate the effectiveness of training after a training has been conducted. In-class Questionnaires Post Training Questionnaires Post Training Debrief Interviews Journals Observations

29. Questions to Consider When considering formative and summative evaluation methods for your own training program: What kinds of evaluation are likely to be easiest to implement? Most difficult? What kind of evaluation are learners most likely to respond to? Least likely? What logistical issues do the various forms of evaluation pose for trainers and learners?

30. Developing a Lesson Plan A session or lesson plan is a map that outlines the design of your training programme In your group, identify the elements of a lesson plan, (20 mins) What components of a lesson plan MUST be present? Brainstorm and present your lesson plan template to the group

31. [look at lesson plan template and go over elements]

32. Planning Exercise – 20 minutes Begin to develop a lesson plan for the presentation assignment Write a statement for this learning outcome Consider timings Measurement techniques (AfL) What is missing? How could it be improved?