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Report prepared by John West, Independent

Consultant, in collaboration with the facilitation

team

Report – SPHERE ToT.

Zimbabwe, 20 – 28 November 2011

“Not only has this training helped me to become a better manager and facilitator but also to be a better husband and father.”

Themba

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SPHERE ToT, Zimbabwe. 20-28 Nov 2011

1. Executive Summary

This report presents an overview of key purposes, activities, feedback, learnings and

recommendations of the Sphere Training of Trainers (ToT) course conducted in Nyanga,

Zimbabwe from Sunday 20 – Mon 28 November 2011.

Feedback from participants has been consistently positive. This ToT was the second to be

conducted in Africa under the aegis of the new 2011 Sphere Handbook and provided an

opportunity to experiment with and test new modules and adaptions. A module on the Core

Standards was further developed successfully and appreciated by the participants. This indicates

that it will be worth investing in further development of the module.

Eighteen people from Zimbabwe and one from Ethiopia participated. Males were

disproportionately represented – 13 males and 6 females. Three participants represented

government departments: Ministry of Health Child Welfare; Department of Civil Protection

and Ministry of Regional Integration and International Cooperation (MORIIC). The remaining

16 represented the following organisations: Oxfam GB; Norwegian Refugee Council; GOAL;

Plan International; Christian Care; International Rescue Committee; Catholic Relief Services;

Trócaire/CAFOD/SCIAF; Caritas; Zimbabwe Project Trust; Welt Hunger Hilfe; and Save the

Children. The list of participants is found in Annex 2.

The course was facilitated by a team of 5 - one lead facilitator, three facilitators and the

Trócaire Country Representative as guest facilitator for the last two days. The team learnt much

in the process but also attributes success to the high calibre of the participant group.

This course was designed for people who train or manage learning in the

humanitarian/recovery sectors. Priority was given to Zimbabweans working with communities

vulnerable to disasters and with a responsibility for training / learning within their job.

Particular consideration was also given to people who would be in a position to significantly

promote and/or disseminate the Humanitarian Charter and Minimum Standards.The

participant group was made up of programming, development field management, and sector

management staff and three government sectoral and protection staff.

Facilitators and participants affirmed very strongly the direction that the 2011 Handbook has

taken and have found it very easy to work with when using it for both their own reference and

in facilitating trainings. Participants found the structure of the Key Activities and the icons on

the page-edges particularly useful.

Based on the group profile and the Sphere 2011 Roll-out in Zimbabwe, the topic schedule

deployed a blend of disaster management and technical sectors. All sections of the 2011

handbook were referenced throughout the course, particularly in their application to the more

technically focussed trainings to be conducted in the participants’ field programmes. The

primary focus however, was to develop both the facilitation skills necessary and the adult and

organisational learning approach required for successful implementation with all participants.

A number of factors contributed to the success of the event as a training workshop – ultimate

success is yet to be measured through implementation – including: through preparation;

effectiveness of the leadership approach; diversity and cohesion in the facilitator team; first

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class suitability of the venue; camaraderie of the entire participant group; and the contribution

2 half-day breaks towards maintaining high levels of energy through to the end.

Participants valued greatly the minimal use of PowerPoint and illustrated the importance of

breaking reliance on technology, especially in a field context. However there was a realisation

amongst facilitators and participants that minimising the use of PowerPoint greatly increased

the effectiveness of communication and engagement.

In addition to the on-going coaching commitments and the participants’ action plans, the

group is setting up a Skype chat group for the next six months to support, encourage, provoke

and learn from each other. It will be interesting to evaluate the effect of this strategy after 12

months.

A major issue for future ToTs, Sphere as an institution and implementing agencies such as

Trócaire is to be able to increase and measure long-term effectiveness of the ToT investment.

This relates closely to Kirkpatrick’s 4th Level of Evaluating Training. It is certainly an issue that

will be monitored over the next 12 months at least, particularly through the coaching process

and the Skype Chat Group.The introduction of a two-level Certification process should deepen

the institutionalisation of Sphere within Zimbabwe.

This ToT carries with it some unique elements that should embed success over time, including:

The two-level certification; the strategic Zimbabwe Sphere roll-out in 2012 and refresher

courses; and the introduction of the Facilitation learning Journal.

Overall, this was a very satisfying and exciting ToT to participate in for all involved. It

established a benchmark for all participants to build on and an opportunity for the facilitators

to learn more deeply the art of enabling and creating learning that ‘sticks.’ 2012 will be a busy

year of strengthening Sphere in Zimbabwe and all participants along with their previously

trained colleagues will play a significant role in that success.

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2. Introduction

This report presents an overview of key purposes, activities, feedback, learnings and

recommendations of the Sphere Training of Trainers (ToT) course conducted in Nyanga,

Zimbabwe from Sunday 20 – Mon 28 November 2011.

3. Background& Purpose

At the Trócaire and Irish Aid supported Sphere Conference held in Harare in 2010, it was

agreed with several humanitarian agencies to convene a ToT and roll out activities once the

2011 Sphere handbook was released. Following its release, several launch events were

conducted around the globe in April, 2011 and Trócaire, in collaboration with UN-OCHA,

followed this up with a local launch on September 1st 2011. The next steps were highlighted

during this launch as follows:

To organise an inter-agency ToT course in 2011

To organise an inter-agency refresher course in early 2012

To promote the subsequent nation-wide rollout and use of the new handbook

The Sphere handbook has become one of the most widely recognised tools for improving

humanitarian response. Since the publication of the 2004 handbook, there have been a

number of technical advances, new cross-cutting issues have evolved, and the humanitarian

environment has changed with the launch of the Humanitarian Reform process and the Cluster

approach. On 14th April 2011, the 2011 edition of Sphere handbook was launched, with

updated qualitative and quantitative indicators, guidance notes and enhanced linkages between

sectors.The 2011 edition also reflects learning from across the humanitarian enterprise globally

and over time. This ToT provided a fresh opportunity to put the new handbook to test

amongst practitioners in Africa and Zimbabwe in particular.

Capacity Gap to be Addressed by the ToT: This training was designed to address a skills

capacity gap on the new 2011 Sphere handbook, in particular the new chapters of protection,

Core Standards and the new approach to the Minimum Standard. As Zimbabwe is prone to

humanitarian emergencies, it is critical to ensure humanitarian players are better equipped to

efficiently respond when these emergencies occur. This initiative was therefore envisaged to

contribute to improved response capacities of both supporting and implementing agencies

countrywide.

The published purpose of this ToT was:

To prepare a local inter- agency team to promote learning on applying the 2011

Sphere Handbook as a tool for improving the quality and accountability of

humanitarian action, through sharing experiences and practising.

The published overall learning objectives were:

As an outcome of the Zimbabwe Sphere ToT (Nov 2011), the inter-agency team will:

Apply the Sphere Handbook and standards as a primary tool for managing disaster

response.

Apply the rationale, structure and content of the Sphere Handbook to programmes

and future training.

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Use and promote the linkages between the Humanitarian Charter, the Protection

Principles and the Core Standards within humanitarian action.

Apply the principles of adult learning to designing and running Sphere learning events

around the country and in their respective agencies

Craft and agree on aims and objectives of the Sphere roll out training workshops

Demonstrate proficiency in a range of training and facilitation skills focussed on

promoting real actionable learning in future trainings

Plan a strategy and implementation plan for strengthening the Zimbabwe Sphere roll-

out in 2012 and running Sphere learning events in the field or for their respective

organisations

Devise tools and techniques for assessing learning needs and for evaluating outcomes of

Sphere training investments

Participants and their organisations were alerted to the fact that:

“IMPORTANT NOTE: The OBJECTIVE of this training IS NOT to thoroughly study the

content of The Sphere Project or its Handbook, since participants are expected to have a

good knowledge of and/or practical experience in Sphere prior to the start of the course.”

(Trócaire, Concept Note)

4. Facilitators

Facilitators: Quinton Rusero (DMRR/HEA Coordinator, World Vision

Zimbabwe)

Wonder Mufunda (Programs Coordinator, Caritas Zimbabwe)

Nelly Maonde (Humanitarian Programme Officer, Trócaire,

Zimbabwe)

Lead Facilitator: John West (Independent Consultant. Real Capacity Services)

Administrator:

Faith Shereni (Volunteer Administrator, Trócaire, Zimbabwe)

5. Participants

Eighteen people from Zimbabwe and one from Ethiopia participated. Males were

disproportionately represented – 13 males and 6 females. Three participants represented

government departments: Ministry of Health Child Welfare; Department of Civil Protection

and Ministry of Regional Integration and International Cooperation (MORIIC). The

remaining 16 represented the following organisations: Oxfam GB; Norwegian Refugee

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Council; GOAL; Plan International; Christian Care; International Rescue Committee; Catholic

Relief Services; Trócaire/CAFOD/SCIAF; Caritas; Zimbabwe Project Trust; Welt Hunger Hilfe

and Save the Children. The list of participants is found in Annex 2.

This course was designed for people who train or manage learning in the

humanitarian/recovery sectors. Priority was given to Zimbabweans working with communities

vulnerable to disasters with a responsibility for training / learning within their job. Particular

consideration is also given to people who would be in a position to significantly promote

and/or disseminate the Humanitarian Charter and Minimum Standards.

Nineteen participants attended the course in response to a set of criteria:

The candidate’s profile, examined through the application form and based on the

requirements mentioned below;

Potential of the applicant’s organisations (or of the individual, if applicant is an external

participant) for further use and promotion of Sphere;

Clear plan for future defined training/learning activities on Sphere to be implemented in

the 6-12 coming months after the end of the course;

Support of applicant from their supervisor or National Director by submitting a letter of

endorsementexplaining how the organisation will support the applicant in the use and

future implementation of what he/she learns in the training.

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Additionally, selected applicants were required to have:

A regular training / learning function within their job, solid communication and

presentation skills, strong training and facilitation skills;

Experience in field operations in response to disasters or in humanitarian assistance;

Know the Sphere Project and its Handbook, and/or have practical experience in its use in

humanitarian assistance;

Proficiency in English, the language the course was delivered in was a must.

6. Group Profile

The participant group was made up of programming, development field management, and

sector management staff and three government sectoral and protection staff.

Invitations to the ToT were addressed to individuals who work in the humanitarian sector

including humanitarian focused public and private sectors, international and local NGOs,

academic and training institutionsspecifically targeting individuals that have the responsibility

for training or managing learning within their job, or who would be in a position to

significantly disseminate the Humanitairan Charter and Minimum Standards. Partner agencies

are collaborating closely in the nation-wide roll-out as well as within their respective agencies,

while UN-OCHA in its Humanitarian coordination role is supporting this process. Gender and

geographic diversity was also considered in the selection process.

7. Strategic Learning Approach

Based on the group profile and the Sphere 2011 Roll-out in Zimbabwe, the topic schedule

deployed a blend of disaster management and technical sectors. All sections of the 2011

handbook were referenced throughout the course, particularly in their application to the

more technically focussed trainings to be conducted in the participants’ field programmes. The

primary focus however, was to develop both the facilitation skills necessary and the adult and

organisational learning approach required for successful implementation with all participants.

Consequently, the 2004 Training Package for Modules 1-4

was used as the basis for the ToT. They were of course

adapted where necessary to match the 2011 SPHERE

Handbook. Recent modifications of the Package, particularly

for Modules 1 and 2 were made available to all participants

as a resource to be used immediately for both the

introductory Sphere sessions and the maxi-sessions. The

recent material also included a Session Plan for the Protection

topic in the new Handbook, which was used on day 2 and in the maxi-sessions. See

comments at the Training Contents and Process section below.

8. SummarisedParticipant Feedback

Participants were asked to complete an Evaluation Form on the ToT course. These are the

primary results summarised. The detailed report is available at Annex 3.

95% of the participants felt that the course design and structure was good or very

good. This was consistent with the anecdotal and direct feedback provided by

participants throughout the course.

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When asked about what they liked about the overall design & structure, the comments

focussed on variety of methodologies used and demonstrated, the high level of

interaction and participation, diversity of the group and their contributions and that

the course flowed smoothly and was well designed.

On the question of what could be improved, there was as usual conflicting views and

there were no clear trends emerging from the comments which would seem to

suggest that there was no overbearing need for any particular improvement.

Suggestions for improvement included: key topics such as coaching should be at the

beginning; reduce number of days / done over a longer period of time; allow an

extra day for adequate rest; include a practical field visit. See Annex 3 for more

detail.

89% felt that the

presentation &

facilitation of the

course was good to

very good.

On the question of

what they liked in

the presentation

and facilitation, the

following trends

capture what the participants noted: variety of interactive, engaging and

participatory methodologies used throughout; the facilitator team were excellent,

knowledgeable, eloquent and experienced; participation and honest feedback were

highly valued encouraging participation and the co-facilitation model enhanced

learning.

On improving presentation and facilitation, participants still were very positive,

recommending no real change and 5 declined to answer. Constructive comments

included: improvement in time management; perhaps a field visit to be included; and

more handouts – though it was made clear thatall material would be available in soft

copy.

The most useful sessions and topics were: all was useful; sessions with Sphere specific

content; Facilitation skills and related topics was mentioned most; Maxi & mini

sessions; The Learning Journal.

Very little feedback was provided on the question of what was least useful – 11 said

none and 3 declined to answer. The only session mentioned was ‘different

characteristics of people.’

Twelve participants declined to answer the question of whether there was anything

not included in the course that needs to be. No specific topic areas were identified.

Several comments about form rather than content included: decongest to allow for

an extra day for adequate rest; avoid sessions running into the evening (this

happened on first 2 days as mini and maxi sessions were being set up and working).

Nothing was identified as missing from the course.

On the question of ‘How else can we improve on the content of the course?’ 12

declined to answer and suggestions included: In-depth knowledge of using journals

for learning; include more on companion standards and using technical area experts

to help deepen understanding.

95% of participants rated the hand-outs as useful or quite useful.

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In addition to a range of affirming comments, several suggestions for other information

were made: copies of everyone’s maxi sessions; full sharing of session plans; copies of

the group charts; companion standards; more copies of LEGGS, INEE and GEG; 2011

training materials; facilitation, coaching and mentoring and more tips on facilitation

methods and training modules for uncovered topics. Four declined to answer and

two said ‘no change.’

All participants rated the achievement of course objectives as either ‘fully met’ or

‘mostly met.’

When asked ‘what did you learn on the course that is particularly useful?’ participants

responded with substance. Twelve of the responses identified facilitation skills and

learning management as particularly useful. Other themes included: comprehensive

knowledge of Sphere; and unsurprisingly, much more about Sphere and how it works

in development and humanitarian contexts. Four participants did not answer.

Participants identified a number of opportunities and locations where they would

implement Sphere: they would implement according to their action plans

predominantly in conducting training and learning programmes; in community

programmes; and improve the way they do their own work.

General comments developed a theme of encouraging refresher courses to be

conducted.

9. Facilitators’ After-Action Review – Team & Lead Facilitator

The following points outline what for the facilitation team were learnings from both the

management of the event and the facilitation of the learning journey. The facilitator review

followed roughly the standard after-action review process:

What went well?

What would we do differently? And,

Recommendations.

In terms of scope, the team examined the process before, during and after the event.

9.1 The facilitation team acknowledges at the outset the tremendous organisational and logistic

leadership provided by Nelly, assisted by Faith in managing all aspects of the event - before,

during and after.

9.2 A number of factors contributed to the success of the course. The facilitator team

agreed that almost all aspects operated smoothly.

a. Thorough preparation paid off assisted and guided by a very good planning

guide. Logistically, there were no real hiccups meaning that everything went to plan. In

relation to the course content, time invested in preparation and meeting together by

the facilitator / organiser team contributed to the smooth flow. See also the

administration report.

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b. The facilitator team noted the effectiveness of the leadership approach and its

central role in ensuring a successful process. This included the pre-course meeting and

helping to build a team spirit from the start. The spirit was characterised as informal,

safe, methodical and clear in direction and purpose. Leadership ensured that seeing

the whole map set the stage for success and then made the journey together as a

facilitator team more effective and rewarding. All on the team were encouraged to

question assumptions and rationale. The team identified the following leadership

behaviours as key to success: Not dominant; space to explore and experiment;

diversity was encouraged; open to ideas and open in sharing; free contribution by all

on the team was highly valued; provoked thought and encouraged creativity by

maintaining an open process and agreeing on clear key messages.

c. Informal feedback throughout was very positive and indicated success in the minds

of the participants. Informal feedback constantly affirmed that diversity was

valued and that there was tremendous cohesion amongst the facilitators.

d. The facilitation / organizing team felt that the following were five key factors that

led to the team experience being effective and rewarding:

Daily team debriefs and individual facilitator coaching

Diversity & Cohesion – different technical and management experiences

Creative/Innovative – an attitude to experiment and think about course

processes rather than a tick-box approach.

Fun together – time and space just to be together and enjoy each other’s

company

Complementary skills and approaches – each brought something different to

the process and the content

9.3 Other success factors during the conduct of the event.

The venue (Troutbeck Resort) was a major factor for success, especially for an 8-day

workshop. The following factors were identified by the facilitator team: Staff and

management hospitality; responsiveness; real coffee served; creative options during

breaks; the meeting room was very suitable and flexible; the long distance and travel

time from Harare (4-5 Hours) is a justifiable trade-off for the quality of the venue; and

bedrooms were lovely; the location is superb

Daily debrief and planning meetings kept the process and logistics on track

A last-night party was an excellent group activity. Early in the workshop, participants

suggested and agreed to forgo one tea break each day as a saving to be used for a last-

night party.

The schedule was adjusted to provide

for two half day breaks. This

worked very well. First break…group

activity helped with team building and

provided some fascinating recreation

and a social / intellectual break from

the workshop. The second break was

valued as free space – much appreciated by all participants. These breaks contributed

to keeping energy levels high through to the last session…and the bus ride to Harare.

The timing for both worked well.

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9.4 Facilitation and learning factors – observations and

recommendations on the content

= Recommendation, action or suggestion

The team felt that visualisation exercises such as WASH exercises add little to the

learning for the cost and effort expended to get the equipment in place. It works

for higher level management, a group of government officials and groups that are

inexperienced, but when the audience is made up of highly experienced practitioners,

it adds very little.

When conducting the Introduction to the Training Manual session, it is useful to

provide examples of how others have done particular sessions, such as the Abu

Dhabi report. In addition if it can be easily done, show the resources available on the

Sphere website getting participants to explore on their own laptops the relevant pages.

Localised videos and pictures of field operations are generally not available but

would have enhanced the visualisations. Suggested that UNOCHA and other agencies

might be able to provide visual resources for future events and learning initiatives.

These would be used to develop Zimbabwe focussed visuals – video, flash

presentations and PowerPoint slides. Is this something that UNOCHA can help with?

Action Planning & Implementation– Participants were asked to submit their

Action/Implementation Plans by 5 December. Please see Annex 6 for a copy of the

Action Plan template. There was a consistent process from application to conclusion to

strengthen the Action Planning element as an attempt to improve the chances of

implementation. The process followed was:

Another contributing factor to the success of the event is considered to be the

introduction of the 2-Level Certification system. This has provided a real sense of

continuity and recognition at a higher level, which seems to have deepened the

motivation of participants to apply and follow-through. See separate section for

details.

An additional significant factor is the strategic dimension of a Zimbabwe-wide roll-

out in 2012, led by Trócaire in close collaboration with other agencies.

Introduction of a Facilitation Learning Journal added to the internalisation of

learning and set the benchmark for an action – reflection – action culture and

habitamongst the participants. As participants shared their journals with the facilitator

team, there was clear evidence of a big improvement in the quality of reflection over

the time of the workshop. The instructions for keeping a learning journal would have

been more effective had they

been included in the journal

notebook when handed to the

participants at the beginning.

See Annex 7 for the

Instructions. The journals

viewed at the end of the

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workshop indicated deepening thinking about Sphere facilitation experience. It was

clear that participants invested time and effort into good reflection. On-going use

should give evidence that reflection is turning to action.

Sphere Visual Aids – Participants valued greatly the minimal use of PowerPoint and

illustrated the importance of breaking reliance on technology, especially in a field

context. However there was a realisation amongst facilitators and participants that

minimising the use of PowerPoint greatly increased the effectiveness of communication

and engagement. This raised some on-going discussion about access to alternative

visuals such as suggested Flip-Charts

Modules – the modules as they stand worked very well.

It is suggested that Coaching and Action Planning need full sessions of their

own. One idea is that Coaching be spread over 2 x half sessions, one around

day 2 or 3 and the other half at the end.

Admin observed that earlier submission of hand-outs for printing would have

prevented anxiety and enabled better management of the available technology. In

principle however, paper handouts were only used when critical for the in the

moment communication. Soft copies were emailed or circulated as the preferred

distribution.

On the timing of the workshop – the general view is that it would be better to start

on the Tuesday and finish on the Thursday. This course started on the Monday,

requiring participants to be in place by 6pm on the Sunday.

9.5 After the ToT

The Facilitators discussed with the participants the idea of starting an on-going training

Chat-group for 6 months on Skype. This was enthusiastically agreed to. Consequently,

the group is being set-up immediately. The possibility of expanding this to a dedicated

social network a bit later was also agreed to.

Coaching. The participants have been shared amongst the facilitators to establish an

on-going coaching partnership over the next six months.

Participant action plans. Each participant has submitted action plans as the basis of

both accountability and support.

10. Certification

Issuing meaningful certification has been a contentious issue for some time. Until now, the most

that Sphere has been able to do has been to issue a certificate of attendance or even

completion once a participant has completed a ToT.

The suggestion is that it is legitimate for Sphere to issue two levels of certification on

satisfactory compliance with agreed standards. This ToT in Zimbabwe introduced this process

in the hope that it deepens the learning and better embeds the implementation and

institutionalisation of Sphere. The first level is a certificate of completion and the second level is

a certificate of competency. These of course are only issued after a rigorous process of action-

learning-action, clear evidence of work done to an agreed standard and then meaningful

verification.

The details of the Standards can be found at Annex 5.

Trócaire will be responsible to act as the repository of student records for this ToT. Participants

/ students are entirely responsible for managing their own learning journey in a way that

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would lead to a second level of certification – Certificate of Competency in Sphere Facilitation

and Implementation – compliant with the standards agreed and evidence and verification

necessary.

11. Effectiveness of ToT

The learning process for this ToT has been built on the foundation of – ‘training does not

guarantee learning.’ As reflected in 9.5 above, the facilitator team is seeking to establish

mechanisms that assist in embedding learning that sticks – individually and institutionally.

A key element in reviewing a SPHERE ToT is to get some measure on its effectiveness.

Effectiveness can only really be measured over time. In a similar way that real learning and

impact can only be measured over time.

The strategic approach to this ToT is to keep a focus on long term implementation and

application asthe true measure of effectiveness. This is being enhanced by the immediate

introduction of a – Zimbabwe SPHERE ToT [Nov2011] – group Skype chat. This is designed to:

a. Increase likelihood of implementation through peer engagement

b. Provide a platform for sharing ideas and seeking peer assistance

c. Build sustainable learning through extending the life of the course to day-to-day work

situations.

Another key element in attempting to increase effectiveness and embed learning is the coaching

/ mentoring relationship. As on the schedule, the second last session of the course, explored the

essence of coaching/mentoring and concluded with a half hour coaching conversation walk.

Participants paired up and used the ‘To GROW’coaching model to structure a shared coaching

conversation. This was designed to get participants to establish coaching/mentoring as a key

element in their own Sphere training strategy back in their project offices.

In addition to this, all participants have been identified coaches to work with them over the

next 12 months to assist them in the implementation.

Using Kirkpatrick’s Four Levels of Evaluating Training model, Level 1 feedback (Participant

Evaluation) on the ToT event, also indicates that in the short-term, the course was highly

effective. See Annex 3 for detail.

12. Training Content & Process Issues

For the first four days, the training was conducted by the facilitator

team, with the exception of the mini-sessions –10 minute talks

delivered by participants based on their pre-course assignment –

videoed and commented on by peers under the supervision of the

facilitators. Participants were immediately given video recordings of

their mini presentations. Days 5, 6& 7 were mostly participant-led

sessions, more affectionately known as maxi-sessions. Feedback on

facilitation and to some degree, content, was made by peers and

facilitators. A video of each maxi-session was given to the relevant

participants before the workshop finished.

As a result of all the different processes several observations and recommendations are made

below.

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In general the modules as outlined in the Agenda worked very well in combination with the

inclusion of 2 x half day breaks.

a. Coaching & Action Planning


own. One idea is that Coaching be spread over 2 x half sessions, one around

day 2 or 3 and the other half at the end.

b. Protection Session

Having a dedicated protection presentation gave us an to substantially address

protection focussed on the handbook. Given developments in the sector and the

process of inclusion in the 2011 handbook, the facilitator team decided to devote an

introductory and a full maxi-session to protection. This strategy was complemented by

mainstreaming of protection as a cross-cutting issue across all chapters and sectors.

As a result of this approach, two recommendations are made:

There is need for a lot more material to choose from – visuals such as videos

and photographs; A wider selection of activities and hand-outs for areas such

as the International Legal Framework – material that helps to get a whole-

picture snapshot would assist greatly.

It is recommended that Humanitarian Charter and Protection always be kept

together in the ToT and then consequently in any subsequent local trainings.

c. Core Standards

The Lead Facilitator noted that there is no training content readily available for the

Core Standards and challenged one of the maxi-session groups to work with him in

designing and testing a Session Plan to be used in the maxi-sessions and be made

available for future ToTs and other Sphere trainings. See Annex 4 for the session plan –

more detailed Plan is to be provided.

d. Mini-Sessions

The mini sessions were videoed. There was some comparison by both participants and

facilitators between the mini-session presentations and the maxi-sessions with

comprehensive improvement in facilitation confidence, effectiveness and clarity.

e. Maxi-Sessions

Because there were 19 participants it was decided to conduct 7 maxi-sessions rather

than the traditional 8. This enabled an additional preparation session at the beginning

of Day 5.

Maxi sessions demonstrated that we have opened up the ‘playing field’ for participants

to think creatively and focus on effective communication, rather than repeating the

script. This ToT seemed to go much deeper than the scripted sessions.

The facilitation team explored these questions in relation to Session Plans and

actual delivery:

How do we ensure that learning goes beyond the scripted training?

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How can we help facilitators that we train to take people on a ‘Sphere

journey’ rather than just repeating the script as the ‘lazy’ default

position?

Are the materials (SPs etc) too scripted?

f. Power Point

Participants valued greatly the minimal use of PowerPoint and illustrated the

importance of breaking reliance on technology, especially in a field context. However

there was a realisation amongst facilitators and participants that minimising the use of

PowerPoint greatly increased the effectiveness of communication and engagement.

This raised some on-going discussion about access to alternative visuals such as

suggested Flip-Charts

Suggestion: That alongside the PPT, which is still useful in distilling

information in a visual way, there be another approach around helping

facilitators build flipcharts that communicate in an engaging way.

13. Handbook Comments

There was general and enthusiastic support from facilitators and

participants for the 2011 Handbook.The coloured icons on the

page-edges are much appreciated. Participants found the

inclusion of Key Actions a tremendous boost towards

understanding and better quality programming. Two suggestions

were made:

That legal instruments should be mapped and listed as an Annex – summarised

in a graphic

Protection should be retained as a cross-cutting issue as well as extracted for its

own emphasis.

14. Summary of Event and Facilitation learnings

From both the anecdotal feedback and the participant feedback forms, the Zimbabwe

(November 2011) event seems to have met and in some cases surpassed expectations.

From the facilitator team perspective, whilst there is always learning to be made from

the experience, the team was nonetheless very happy with the outcome from the

event itself. The spirit of the whole group was positive and energetic throughout with

a very strong commitment to implementation of Sphere in local and national teams

throughout Zimbabwe.

The facilitation, overall was very effective and

modelled to participants the standard required of

all future Sphere trainings to be conducted by

them. There was of course learning noted by each

facilitator, lead facilitator included, for future

personal action. These learning were not systemic

but personal in terms of style and process. These

personal learnings have been well represented in

each participant’s Facilitation Learning Journal.

15 | P a g e

From a facilitator team the following summarizes some learnings.

Daily facilitator planning and de-briefing strengthened the process

Selection of quality participants contributed to overall success

Good facilitation and 2 half-day breaks kept energy levels high and reduced

need for energisers

Ideal if facilitator session plans were available to share before the Course starts

15. Summary of recommendations

a. Venue

The venue (Troutbeck Resort, Nyanga) is excellent in every respect, regardless of

the occasional power outage. The physical conferencing facilities, accommodation

rooms, recreation facilities, the food and the excellent staff support complemented

the ToT workshop and from that perspective worked very well.

b. Facilitation& Process

When conducting the Introduction to the Training Manual session, it is useful to

provide examples of how others have done particular sessions, such as the

Abu Dhabi report. In addition if it can be easily done, show the resources available

on the Sphere website getting participants to explore on their own laptops the

relevant pages.

Localised videos and pictures of field operations are generally not available but

would have enhanced the visualisations. Suggested that UNOCHA and other

agencies might be able to provide visual resources for future events and learning

initiatives. These would be used to develop Zimbabwe focussed visuals – video,

flash presentations and PowerPoint slides. Is this something that UNOCHA can

help with?


own. One idea is that Coaching be spread over 2 x half sessions, one around day 2

or 3 and the other half at the end.

On the timing of the workshop – the general view is that it would be better to

start on the Tuesday and finish on the Thursday.

On the Protection Module, there is need for a lot more material to choose from

– visuals such as videos and photographs; A wider selection of activities and hand-

outs for areas such as the International Legal Framework – material that helps to

get a whole-picture snapshot would assist greatly.

It is recommended that Humanitarian Charter and Protection always be kept

together in the ToT and then consequently in any subsequent local trainings

conducted by participants.

Maxi sessions demonstrated that we have opened up the ‘playing field’ for

participants to think creatively and focus on effective communication, rather than

repeating the script. This ToT seemed to go much deeper than the scripted sessions.

o The facilitation team explored these questions in relation to Session Plans

and actual delivery:

How do we ensure that learning goes beyond the scripted

training?

16 | P a g e

How can we help facilitators that we train to take people on a

‘Sphere journey’ rather than just repeating the script as the ‘lazy’

default position?

Are the materials (SPs etc) too scripted?

Suggestion re PowerPoint presentations: That alongside the PPT, which is still

useful in distilling information in a visual way, there be another approach around

helping facilitators build flipcharts that communicate in an engaging way.

c. Handbook & Materials

The legal instruments should be mapped and listed as an Annex – summarised

in a graphic

Protection should be retained as a cross-cutting issue as well as extracted for its

own emphasis.

Develop further the Session Plan on Core Standards

On PowerPoint presentations: That alongside the PPT, which is still useful in

distilling information in a visual way, there be another approach around

helping facilitators build flipcharts that communicate in an engaging way.

As an independent consultant, the lead facilitator puts on record his delight at working

with a professional and competent team of facilitators at the Zimbabwe Sphere ToT

(Nov 2011) sponsored by Trócaire. In addition, it should also be noted the Sphere Roll-

out strategy and preparation set up by Trócaire has been a major factor in its success

As a matter of course, individual facilitators including the lead facilitator can see their

own areas of facilitation skills needing to be strengthened along with their existing

strengths being affirmed.

The team complimented each other and introduced a wide range of methodologies for

delivery and learning modelling both creativity and professionalism to the whole

group.Feedback from the participants on the facilitators working as one team,

demonstrating excellent skills, encouraging each participant in their own development

has set the bar high for all.

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Annexes

1. The ToT Agenda

2. List of Participants

3. Data from Consolidated Participant Feedback

4. Session Outline for Module on Core Standards. – Detailed Session Plan to be provided.

5. Sphere Facilitator Certification

6. Action Plan template

7. How to Keep a Learning Journal

8. Copy of the 2-sided Certificate of Attendance

9. End-of-course Evaluation Form

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Annex 1 – Workshop Agenda

Zimbabwe Interagency Sphere ToT

Organised by Trócaire, in Collaboration with UNICEF, UN-OCHA and World Vision International

Course Agenda

Sunday 20 – Monday 28 November

Zimbabwe

Facilitator Team :

Lead Facilitator: John West

Facilitators: Wonder Mufunda

Quinton Rusero

Nelly Maonde

Administrator: Faith Shereni, with Support from Nelly Maonde

Course determinants:

1. The target audience is predominantly management and training leaders from technical and practitioner

disciplines

2. 19 participants

3. Mostly Interagency participants from Zimbabwe-based Local and International NGOs and government

4. Standard Sphere ToT agenda forms the basic structure of the course

Learning Objectives:-

These objectives are based on those outlined in the original concept note

1. Apply the Sphere Handbook and standards as a primary tool for managing disaster response

2. Apply the rationale, structure and content of the Sphere Handbook to future training in Sphere.

3. Use and promote the linkages between the Humanitarian Charter, the Protection Principles and the Core

Standards within humanitarian action.

4. Apply the principles of adult learning to designing and running Sphere learning events around the country

and in their respective agencies

5. Craft and agree on aims and objectives of the Sphere roll out training and refresher workshops (This

outcome helps to shape the next steps for 2012 by the group identifying aims and objectives and defining

content)

6. Demonstrate proficiency in a range of training and facilitation skills focussed on promoting real actionable

learning in future trainings

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7. Each participant devises a strategy and implementation planfor strengthening the Zimbabwe Sphere roll-

out in 2012 and running Sphere learning events in the field or for their respective organisations

8. Devise tools and techniques for assessing learning needs and for monitoring and evaluating outcomes of

Sphere training investments

Blocks relating to Sphere trainingBlocks relating to adult learningBlocks relating to

participant practice

Time Day 0 – Sunday20th

November Arrival of participants

Introductory session beginning at 6.30pm & including dinner Including Introductions and high-level context of Sphere and the Course

Day 1 Monday 21

November

Day 2 Tuesday 22

November

Day 3 Wednesday 23

November

Day 4 Thursday 24 November

08:30 Learning review

Flip tips

Learning review of

mini sessions

Learning review

PowerPoint tips

09:00

Block 1 Introduction to the

course

Personal and group

objectives

Video introductions

Block 5 Module 2:

The Humanitarian

Charter

Block 9 Training, Learning &

Capacity Building

Adult learning

principles

Block 13 The role of the trainer

Skills and methods

for the facilitator

and trainer

10:30 Break Break Break Break

11:00

Block 2 Module 1

Introduction to Sphere

and the Sphere

Handbook 2011

Block 6 Module:

Protection Principles

Block 10 Assessing learning

needs

Block 14 Skills and methods

for the facilitator

and trainer

12:30 Lunch Lunch Lunch Lunch

14:00

Block 3 Sphere & the Project

Cycle,

Core Standards and

cross cutting issues

Block 7 Giving & Receiving

Feedback

Preparation for

Participant-led mini

sessions

Block 11 Designing learning and

a learning event Free Afternoon


16:00

Block 4 Using technical

standards

and indicators

Block 8 – All Mini-sessions

Maxi-sessions allocated

Block 12 Introduction to the

training modules

Parking Lot #1

Free Afternoon

Supper Supper Supper Supper

Free evening Preparation for maxi

sessions

Preparation for maxi

sessions Free evening

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Time Day 5

Friday 25 November

Day 6

Saturday 26

November

Day 7

Sunday 27 November

Day 8

Monday 28 November

08:30 Learning review

Tips on managing

nerves

Learning review Learning review

Cross cultural

training tips

Learning review

Training with a second

language tips

09:00 Block 15

Maxi-session

Preparation

Block 19

Participant-led

Session 4

Block 21

Participant-led

Session 6

Block 25

Preparing for a

Sphere Workshop

Parking Lot


11:00 Block 16

Participant-led

Session 1

Block 20

Participant-led

Session 5

Block 22

Participant-led

Session 7

Block 26

Coaching as a learning

methodology and action

planning

Course evaluation

and closure

12:30 Lunch Lunch Lunch Lunch

14:00 Block 17

Participant-led

Session 2

Free Afternoon

Block 23

Managing difficulties

Participants will be able to

leave the venue from

13:00 onwards

15:30 Break Break Break

16:00 Block 18

Participant-led

Session 3

Free Afternoon

Block 24

Evaluation Principles &

Techniques

Supper Supper

24 | P a g e

Annex 3

The following is a consolidation of the feedback given in the Evaluation Form completed and

handed in by 18 participants at the end of the workshop.

1. Course Design

1.1 The overall design and structure of the course

was:

1.2 What did you like about the overall design and structure of the

course?

Very well structured

Useful and relevant information

Took into cognisance different methods used when dealing with different people

Mix of different participants with different skills

Perfectly designed and rotating participants’ tables encouraged more interactions

Participants were triggered to learn through various methods especially through mini

and maxi sessions

Practical presentation movement

It was logical and had a natural progression

Idea of co-facilitating participant led sessions led to personal improvement

Smooth flowing of the course

It gave participants an opportunity to assess their progression

Venue was appropriate, and away from distractions

The course was perfectly designed

Covered all aspects of Sphere Manual

The design was good in that it sorted the Sphere handbook’s structure before moving

to facilitation skills

Well structured - has a good flow of events

Use of participatory methods throughout the training

The facilitation skills and how we were taken from one level to the next

The training content even the venue

1.3 How do you think the design and structure of the course can be

improved?

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The maxi sessions could have been 60 minutes for two people

Decongest so that there is an extra day for adequate rest

Key topics such as coaching, should be put at the beginning

Reduce number of days

Avoid ending late - puts pressure on participants

Ending day of course to be Friday

Done over a longer period of time

Well handled

Increase time for maxi sessions

Issue handouts more at the end of each session

Including technical area specialists to deepen understanding of technical areas

More time allocated to chapters after the maxi sessions

Begins midweek and ends on Friday

Include a field practical visit

Include a session on the handbook itself for people who have not trained in Sphere

Sharing the training materials apart from Sphere handbook in advance

None

2. Facilitation

2.1. The presentation and facilitation of the course was:

2.2. What did you like about the way in which the course was

presented and facilitated?

Various methods were used

Excellent facilitators who are knowledgeable in the subject

Different methods relevant to adult learning were applied

Constant use of different methodologies

It gave room for participants to reflect a lot

It was marvellous and facilitators knew their stuff

Facilitators valued participants participation and gave feedback

Facilitators were eloquent

Co facilitation had a good exchange of button stick

Interactive way in which it was conducted

Co facilitation enriches the learning experience and this was well done

Participants were actively engaged throughout

26 | P a g e

Variety of methodologies used and high level facilitation

Broad range of facilitators which added variety

Participatory methods were used making presentations brilliant[3]

Co facilitation improved concentration

Different presentation methods

Not answered[2]

2.3. How do you think the presentation and facilitation can be

improved?

Timing of sessions and learning needs more improvement. There is need for not

hurrying up

Give breaks especially in the evening

It was perfect

Strengthening time management skills

No improvements

Arrange a field visit for example food distribution session in local area

Superb so far

Shadowing a facilitator by learner i.e pairing a learner and a facilitator

Issue handouts more

Put pressure at the beginning of the course than the last two days

Bringing on board people with experience in the technical areas

Presentation and facilitation was good

Facilitators must keep within the time

It was well done

Not answered[5]

3. Content

3.1. Which session or topic did you find most useful, and why?

Maxi sessions

Kirkpatrick’s four levels of evaluating training because this session whether learning is

useful

Mini and maxi sessions one got to apply themselves and learn from the peers[4]

All sessions and topics

All sessions with Sphere knowledge[3]

All topics because it was my first time to learn Sphere in a more detailed way

Characteristics of a good facilitation was great as it introduced to me contents on

facilitation

Facilitation techniques as they help me in many ways to improve communication

Learning journal a chance to know what was unknown to me

All topics gave me an opportunity to be evaluated by others and learn areas of growth

The maxi sessions

Technical sectors

Sessions on facilitation skills

Presentation and discussion on facilitation methods because this is my major weakness

3.2 Which session or topic did you find least useful, and why?

The different characteristics of different people

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All sessions were useful

Protection its realistic in my area

None[11]

Not answered[3]

3.3 Was there anything not included in the course that needs to be?

If so, what?

Enjoyed most of the session knowledge was gained

Decongest so that there is an extra day for adequate rest

It was okay

Should not have sessions which ends up in the evening

Bringing experienced people on the technical areas to share knowledge on how to

tackle technical areas

Time management for maximum attention by audience

More individual exercises

Not answered[12]

3.4 Was there anything not included in the course that needs to be?

If so what?

Check on knowledge acquired

None[10]

Not answered[8]

3.5 How else can we improve on the content of the course?

In depth knowledge of using journals for learning

So far so good

No improvements

Include more detail on companion standards such as LEGS,INEE

By roping in technical area expects to deepen understanding on these areas

Not answered[12]

4. Course Hand-outs 4.1. The hand-outs and the CD contents were:

4.2 Is there additional information you think should be available?

28 | P a g e

So far so good

Provision of everyone’s maxi sessions for future reference and continued learning

Session plans from other presentations as improved after presentation feedback

All the group charts

More information could be put on flash disks

Companion Standards

More than one copy of LEGS, INEE, GEG

More electronic information

CDs on real coverage and implementation based on real Zimbabwean scenarios

2011 training materials

LEGS, GEG, HAP

Facilitation, coaching and mentoring

More tips on facilitation methods and training module for uncovered topics

None (2)

Not answered (4)

5. Course Objectives

Do you think the following objectives have been met?

5.1 Are you able to?:

a.) Apply the sphere handbook and standards as a primary tool for managing disaster

response?

b.) Apply the Rationale, Structure and Content of the Sphere Handbook to Programmes and

future training?

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c.)Use and Promote the Linkages between the Humanitarian Charter, Protection Principles and

the Core Standards within Humanitarian Action

d.) Create Awareness on the Humanitarian Accountability Tools

e.) Apply the principles of adult learning to designing and running Sphere learning events

around the country and in their respective agencies

30 | P a g e

f.) Develop Aims and Objectives of the Sphere Roll Out Training Workshops

g.) Demonstrate the Proficiency in a Range of Training and facilitation Skills Focused on

Promoting Real Actionable Learning in Future Training

h.) Plan a Strategy and Implementation for Sphere for Learning Events in your Organisation

i.) Devise Tools and Techniques for Assessing Learning Needs and Evaluating Outcomes of

Sphere Training Investments

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5.2 What did you learn on the course that is particularly useful?

Facilitation methods and planning facilitation for learning

Comprehensive knowledge of Sphere, Facilitation skills

Apply Sphere to different sectors of development work

Use of different facilitation skills in a single session

The use of the learning journal allowed me to link key indicators and actions in

reference to minimum standards

Session planning that facilitates learning

The connection between all sectors in Sphere

How to handle problematic individuals

Use of minimum standards as a cross-cutting issue

Facilitation skills[2]

Adult facilitation skills and session planning

Proficiency in a range of training and facilitation skills

How to be an effective facilitator seeking feedback from others and reflecting on the

feedback

How to conduct wonderful training

Not answered[4]

5.3 How will you apply your work and implementation of Sphere?

This enlightened and enriched my skills

Incorporate Sphere awareness sessions in DRR training programs

Hold staff trainings and manger level debriefing

Train colleagues on Sphere and its application

During proposal development in our organisation

Training colleagues, partners, community including children

Roll-out training

Ensure all projects are implemented on Sphere guidelines

As a middle level manager would apply this to my subordinates at work

Through monitoring NGOs And through practice by staff

Facilitate familiarisation of sessions for Sphere

Apply during lesson plans

Train staff on Sphere and monitor use of Sphere in project design and implementation

Cascade training from program

During trainings on different areas

Roll out of Sphere training to our strategic partners

Not answered[4]

6 Satisfaction

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7. Other Comments

This was a rewarding experience.

Facilitate networking and refresher courses, excellent work

Trócaire should put every effort to operationalise the Sphere roll-out core team

effectively[2]

Gained a lot of theory and practical knowledge apart from facilitation skills

Time allocation has to be considered especially during weekends

The venue was good

Refresher after six months to check on the progress

Sphere should influence funding to be available to partners with impeccable track

record of staff

The team of facilitators was good and very effective in delivering presentations

Not answered[7]

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Annex 4: Core Standards – Session Outline

Session Outline

Topic: Core Standard

Facilitators:

Objectives:

1. To make participants aware of the different core standards

2. To help participants understand the importance of applying the core standards in their humanitarian

responses.

Timing

(Min)

Topic, Activity & Local Flow Method, Approach &

Comment

Materials

5 1. Introduction to Core Standards - Presentation Flipchart

20 2. Briefing on Core Standards - Interactive Presentation Power Point

15 3. Group Activity: Brain Storming - Group Discussion and

Reflection oneach Standard ( 6

groups)

- Elicit key points-10 list(or

more) on flipchart

Flipchart

15 4. Group Presentation - Presentation by a

representative of each group

- Feedback and Questions

10 5 Reflection - Questions to remind the

group of contents and learning

- Bridging learning into

humanitarian response and

one’s own works

5 6. Conclusion - Call for key message

and/learning

- Closure

70

Awaiting more detail from the maxi-session facilitators.

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Annex 5: Sphere Facilitator Certification

Issuing meaningful certification has been a contentious issue for some time. Until now, the most

that Sphere has been able to do has been to issue a certificate of attendance or even

completion once a participant has completed a ToT.

The suggestion is that it is legitimate for Sphere to issue two levels of certification on

satisfactory compliance with agreed standards. This ToT in Zimbabwe introduced this process

in the hope that it deepens the learning and better embeds the implementation and

institutionalisation of Sphere. The first level is a certificate of completion and the second level is

a certificate of competency. These of course are only issued after a rigorous process of action-

learning-action, clear evidence of work done to an agreed standard and then meaningful

verification.

The following Table outlines the standards for both a level one – Certificate of Sphere Trainer

Participation and a level two – Certificate of Sphere Training Implementation/Competence.

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Sphere ToT Certification - Draft

1stLevel: Certificate of Sphere Trainer Participation

Performance Element Standard

Pre-Course Assignment 1. Pre-course assignment completed

2. Pre-course assignment handed in to the administrator at

arrival/registration

3. Achieve a pass-mark of 50% on Question #1 of the

Assignment. The point of the exercise is to demonstrate that

effort has been put into finding your way around the Sphere

Handbook.

Attend & Participate 1. Attend all workshop sessions on-time unless otherwise

agreed with facilitators due to extenuating circumstances

2. Participate in all official individual and group activities

3. Participate actively and consistently, by contributing,

questioning, group discussions, participant–led sessions.

4. Contribute positively to the spirit of the whole participant

group

5. Demonstrate a keen willingness to learn and improve.

Mini-Sessions

[Block 8; Day 2]

1. Present a 10 minute learning exercise based on Question

#2 outlined in the pre-course assignment

2. Seek feedback on the presentation and check for

understanding

3. Give affirming and constructive feedback in a positive

way to peers in the mini-sessions.

4. Note learnings and action plan in the Facilitator’s

Learning Journal

Maxi-Sessions

[Blocks 15-22; Days 5-7]

1. Actively participate in the triad group to plan and present

the participant-led-session.

2. Demonstrate taking a fair share of the presentation and

support role along with the other two in the triad during

the 70 minute learning exercise.

3. Seek feedback and clarification on the triad’s and

individual performance during the session.

4. Note learnings and action plan in the Facilitator’s

Learning Journal within 24 hours of the triad session.

Facilitator’s Learning Journal 1. Create and maintain a Facilitator’s Learning Journal (FLJ),

either electronically or manually or both.

2. Make the FLJ available to the facilitation team as

requested.

(Separate instructions will be distributed on keeping a FLJ.)

Action Plan 1. Provide to the Course Organiser a clear plan of action for

future defined Sphere training/learning initiatives to be

implemented in the 6-12 months immediately following

the Course completion. Time is given in the course to

develop the action plan.

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2nd

Level: Certificate of Sphere Training Implementation /

Competence

Performance Element Standard

Certificate Level 1 The ToT graduate has a Certificate of Completeion (Level 1)

Interaction with learning coach This means ensuring that each graduate is paired with a

coach/mentor for the following 12 months.

Implementation 1. ToT graduate has organised and facilitated or co-facilitated at

least 2 formal Sphere learning initiatives including at least 1

full-day training.

2. Report on learning initiatives is provided to the graduate’s

supervisor and the Course Organiser.

Facilitator’s Learning Journal 1. Maintain the Facilitator’s Learning Journal (FLJ), either

electronically or manually or both.

2. Make the FLJ available to the Coach and Course Organiser

after the second Sphere learning event.

3. The FLJ will illustrate the graduate’s thinking about:

a. Level of preparation

b. Self-critique on knowledge of material

c. Effectiveness of communication

d. Organisation of the learning event and or process,

including any coaching etc provided

e. Identification of lessons learned

f. Analysis of participant feedback and lessons learned

g. What they would do differently next time

h. An estimate or thinking about outcomes and even

impact

Participant Feedback 1. Participants in the Sphere learning initiatives led solely or

jointly by the graduate will give a candid feedback on a

standard feedback form (to be provided)

2. This will be both analysed by the graduate (see FLJ 3.f) and

then passed on to the Course Organiser for graduate records.

Supervisor Verification &

Feedback

1. The graduate’s supervisor and coach, provides a brief

verification (email or letter) that the work above has been

done to the organisation’s satisfaction and what outcomes or

even impacts are becoming evident.

Profile of outcomes 1. The graduate provides a report that gives evidence that

evaluation of learning has taken place including where

possible, direct outcomes and impact where it can be

attributed. This thinking will also be reflected in the FLJ

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Annex 6 – Action Plan template

SPHERE ToT Nyanga Zimbabwe November 2011

FOLLOW UP ACTION PLAN

Name: _________________________________

Organisation: _________________________________

Position: _________________________________

I am interested in being part of a Core Team of Sphere Trainers who ensure that Sphere continues to be promoted as

one key accountability tool in Humanitarian and Development work in Zimbabwe.

Yes/No _________________

Statement of commitment to Sphere to be included in next performance appraisal:

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ACTION PLAN (to include action/s to promote Sphere within your organisation as well as roll out action/s)

Do you intend to identify a coach in order to follow the process to gain the 2nd level certificate of Sphere Training

Implementation/Competence? Yes/No ________________

WHAT?

(type of learning

activity)

WHY?

(objective)

WHO?

(target person/

group)

WHERE?

(geographical

location)

WHEN ?

(Timeframe)

SUPPORT

REQUIRED

(Mang/Financial/

Technical)

Annex 7 - How to Keep a Facilitation Learning Journal

There is only one thing more painful than learning from experience…not learning from

experience!

We learn by our mistakes…right?

Wrong!

In fact, we only learn by reflecting on our mistakes. Mistakes merely provide the opportunity, not the

learning.

For pragmatists and activists like humanitarian and development workers, that is the challenge. Having

the mind and the time to stop and reflect on the action, but of all people we are called to be the most

professional and not to repeat our mistakes.

Similarly, when it comes to the art and practice of good facilitation for learning, there is nothing more

important than doing it (action) and reflecting on the experience (learning). Learning…by seeking

answers to some key questions. Listening…to the people and groups you facilitate. And even more

importantly…taking the time to reflect and write down the key things you learn, what would you do

again and what would you not do again?

From a professional perspective there are some professional bodies that require a reflective learning

journal to be maintained as a licensing requirement for evidence that ongoing learning is taking place..

The reason for that is because the action reflection is so highly valued as a tool for professional

development and improvement. So it is for us too.

Action learning

Action Learning is simply a description of how most people go about solving problems, sometimes

with a group or organisational dimension added. The action piece refers to the ‘real’ part of the

process - what has actually taken place. The problem to be solved is based on real experience not

theoretical or academic proposition. The immediate cautionary word is that a single action is normally

perceived in many different ways by multiple witnesses or participants. The same event is seen by

different people in different ways. These different witnesses form a group for analysis and reflection.

Theorists call this group an ‘Action Learning SET.’

In writing a facilitator’s learning journal we are primarily talking about individual reflection on your

experience – what you see happened (your own perception of events); how you see others

experienced the event (your perception of the group process and spirit); your perception of what

others said about it (what you heard others to be saying); how you feel about it – etc. That means that

you are getting one person’s perception of the experience and that is fine. You can’t run a focus group

or a reaction survey after each daily or run-of-the-mill experience. The journal gives you some

discipline and shape to that reflection.

Action of course includes actual programmes and operations; pilots; experiments; trials etc. Another

approach is for ‘action’ to refer to all those events and processes that have required an investment of

resources to achieve a desired outcome.

How to write the Journal

There are just a few simple things to keep in mind:

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1. The best thing is to…just write!

2. The 4 primary questions –

a. What went well?

b. What didn’t go so well?

c. What would I do differently next time?

d. What do I need to do, research or learn to equip myself to do it better?

3. It’s a good idea to note date, location and event each time you write in your learning journal

4. Don’t be limited to writing words – draw pictures, maps, mind-maps, and paste in

photographs. When you see someone else’s good idea – note it, photograph it, draw it.

5. Enjoy it.

Being a capable learning journal-ist is simple…and rewarding

To keep an effective journal there are some basic abilities to help. You have the ability to:

Identify your own learning needs

Plan personal learning – know where you your personal learning plan is going

Establish effectiveness criteria for yourself – what is your pass-mark? What is good enough?

Is good enough, good enough?

Measure your effectiveness – how do you do the measurement?

Listen to others

Take advantage of learning opportunities

Manage your own learning processes – reading, coaching, classes, research ++

Take risks and tolerate anxiety – live with ambiguity

Deal with unwelcome information – embrace it and question it.

Know yourself

Share information with others – maybe they have learned similar things and developed ways

of managing it

Review what has been learnt – keep going back to learnings you have identified. Congratulate

yourself when reflection for doing things differently kicks into positive action / change.

Analyse what other successful practitioners do and the ability to accept help from others –talk

to others

Constantly research and look for ideas, theories etc.

And finally you are able to develop your own framework for effective facilitation and

leading learning.

Do a quick review now and rate yourself on the above abilities. What ones do you need to do

something about? Who can you talk to about it? Do you have a mentor with whom you can explore

your perception, analysis and planning?

Welcome to the creative world of journal keeping.

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Annex 8 – Certificate of Attendance

Reverse side of Certificate

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Annex 9 - End-of-Course Evaluation Form

Sphere ToT end-of-course Evaluation Form

Inter-Agency Sphere ToT

Zimbabwe, 20th – 28

th November 2011

Name (Optional): Date:

Thank you for completing this feedback sheet. We would like you to be as candid as possible in

answering this evaluation form, and value your opinions and perceptions.

1. Course Design

1.1 The overall design and structure of the course was:

Poor �Adequate �Good �Very good �

1.2 What did you like about the overall design and structure of the course?

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1.3 How do you think the design and structure of the course can be improved?

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2. Facilitation

2.1 The presentation and facilitation of the course was:

Poor �Adequate �Good Very good �

2.2 What did you like about the way in which the course was presented and facilitated?

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2.3 How do you think the presentation and facilitation of the course can be improved?

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4 | P a g e

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3. Content

3.1 Which session or topic

did you find most useful,

and why?

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3.2 Which session or topic

did you find least useful,

and why?

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3.3 How could we improve

on this/these sessions? ----------------------------------------------------------------------------------------------

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3.4 Was there anything not

included in the course that needs

to be? If so, what?

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3.5 How else can we improve on

the content of the course? ----------------------------------------------------------------------------------------------

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4. Course Hand-outs

4.1 The hand-outs and the CD

contents were: Not useful Quite useful Useful

4.2 Is there additional information

you think should be made

available

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5 | P a g e

5. Course Objectives Do you think the following objectives have been met?

5.1 Are you able to:

a.) Apply the sphere handbook and standards as a primary tool for managing disaster response

Not met ; Partly met ; Mostly met ; Fully met

b.) Apply the rationale, structure and content of the Sphere Handbook to future training in Sphere.


c.) Use and Promote the Linkages between the Humanitarian Charter, Protection Principles and the Core Standards within Humanitarian Action


d.) Create Awareness on the Humanitarian Accountability Tools


e.) Apply the Principles of adult learning to designing and running Sphere Learning Events around the Country and in their Respective Agencies


f.) Develop Aims and Objectives of the Sphere Roll Out Training Workshops


g.) Demonstrate the Proficiency in a Range of Training and facilitation Skills Focused on Promoting Real Actionable Learning in Future Training


h.) Plan a Strategy and Implementation for Sphere for Learning Events in your Organisation


i.) Devise Tools and Techniques for Assessing Learning Needs and Evaluating Outcomes of Sphere Training Investments


5.2 What did you learn on the course that is particularly useful?

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5.3 How will you apply this learning to your work and the implementation of Sphere?

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6. Satisfaction

Overall, how would you rate this course? Poor ; Adequate ; Good ; Very Good

7. Other comments

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