pre- and post training activities pre- and post-training activities 1 dorothee spuhler, leonellha...
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Pre- and Post Training Activities
Pre- and Post-Training Activities
1
Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler (seecon international gmbh)
Sreevidya Satish (Ecosan Service Foundation)Bipin Dangol (Environmental and Public Health Organization)
Pre- and Post Training Activities
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Disclaimer
The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or supporting partner organisations.
Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided.
Copyright & Disclaimer
Pre- and Post Training Activities
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Contents
1. Pre-Training Activities:1) Learning Needs Analysis2) Planning and Conceptualisation3) (Marketing of a Training)4) (Logistics)5) Example of Planning and Conceptualisation
2. Post-Training Activities:1) Evaluation2) Follow-up3) Example
3
Pre- and Post Training Activities
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Pre-Training Activities
4
Train the Trainers on www.SSWM.info
http://www.sswm.info/category/train-trainers/train-trainers
Pre- and Post Training Activities
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1) Learning Needs Analysis
What is it about?
5
1. Pre-Training Activities
Learning needs analysis is a starting point of the training
cycle and it influences all stages of the training cycle.
Source: http://www.outlookpartnerships.co.uk/solutions.htm [Accessed: 28.04.2010
Pre- and Post Training Activities
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1) Learning Needs Analysis
What are “Learning Needs”?
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1. Pre-Training Activities
Needs of the “individual” as well as the “organisations”
Gap in capacity (knowledge, skills and attitude) of the individuals in performing a task
at desired level.
Improve the performance (capacity to do thing)
Source: http://www.dbdc.com/i/consultancy/training.jpg[Accessed: 28.04.2010
to
“Learning Needs”
=
Pre- and Post Training Activities
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1) Learning Needs Analysis
7
1. Pre-Training Activities
What questions to ask to understand the Learning Needs?
Brainstorming
Time: up to 5 minutes
Pre- and Post Training Activities
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1) Learning Needs Analysis
What questions to ask to understand the Learning Needs?
Individuals:
•Who are the people? What are their roles and responsibilities of the people?
•Why do they need training?
•What capacity do they already have and what is lacking?
•What are their expectations?
•Where do they have to be trained?
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1. Pre-Training Activities
Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]
Pre- and Post Training Activities
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1) Learning Needs Analysis
What questions to ask to understand the Learning Needs?
Organisations:
•What is the organisation doing and which activities are related to the identified training needs?
•How does the organisation manage and monitor capacity and knowledge?
•How is staff motivated to get trainings?
•How are trainings followed-up?
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1. Pre-Training Activities
Source: http://seepamwrite.blogspot.ch/2010/10/here-we-go-again.html [Accessed: 18.06.2012]
Pre- and Post Training Activities
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1) Learning Needs Analysis
10
1. Pre-Training Activities
How can you collect the relevant information?
Brainstorming
Time: up to 5 minutes
Pre- and Post Training Activities
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1) Learning Needs Analysis
11
1. Pre-Training Activities
How can you collect the relevant information?
Key Methods and Tools:
•Interviews
•Questionnaires
•Self assessment from learners (open questions)
•Observation
•Role/Job/task analysis
•Recording and rechecking the earlier course evaluation
Pre- and Post Training Activities
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1) Learning Needs Analysis
12
1. Pre-Training Activities
Existing Skills
Desired Performance
TrainingLearning Needs
Source: http://www.ucanlearning.co.uk/userimages/Help_Jigsaw.jpg[Accessed: 28.04.2010]
Next Step?
12
Pre- and Post Training Activities
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2) Planning and Conceptualisation
13
1. Pre-Training Activities
Conceptualising and designing the Training Course
Existing Skills
Desired Performance
TrainingLearning Needs
• Concept
• Design
• Agenda and Course Plan
Pre- and Post Training Activities
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• Agenda
• Course Plan
I. Training strategy
II. Activities
III. Resource persons
I. Goal / Aim
II. Specific objectives
III. Key learning points
IV. Contents
2) Planning and Conceptualisation
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1. Pre-Training Activities
Conceptualising and designing the Training Course
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Pre- and Post Training Activities
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2) Planning and Conceptualisation
15
1. Pre-Training Activities
Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]
I. Goal / Aim
State what you want to achieve with this training.
Pre- and Post Training Activities
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2) Planning and Conceptualisation
16
1. Pre-Training Activities
Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]
I. Goal / Aim
State what you want to achieve with this training.
Example:
”Participants with the needed theory, skills, tools and practice
to be able to develop and implement effective SSWM
training programmes.”
Note: If you have an aim,objectives are the sub points !!
Pre- and Post Training Activities
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2) Planning and Conceptualisation
17
1. Pre-Training Activities
II. Objectives
Training objectives should state what participants will be able to do by the end of the training session of course.
They should be SMART:
• Specific
• Measurable
• Achievable
• Relevant
• Time BoundSource: http://writtenwordservice.com/wp-content/uploads/2010/07/iStock_000008600141XSmall1.jpg[Accessed: 28.04.2010
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2) Planning and Conceptualisation
18
1. Pre-Training Activities
II. Objectives
Examples:
By the end of today, participants:
•Be able to use the SSMW Toolbox as a training tool
•Know how to use appropriate interactive training methods and tools.
•Be able to facilitate training sessions.
•Be able to assess training needs and set learning objectives.
•Know how to conceptualize and design a SSWM training course.
•Know how to evaluate training courses and reflect feedback.
Pre- and Post Training Activities
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2) Planning and Conceptualisation
III. Key Learning Points
Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.
Examples:
Start with writing down everything which you want to convey through training.
Then classify the points by which of these participants
MUST KNOW SHOULD KNOW COULD KNOW
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1. Pre-Training Activities
Close the water loop
Community involvementProject Cycle
Close the nutrient loopAll those marked by MUST KNOW are
Key Learning Points
Pre- and Post Training Activities
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2) Planning and Conceptualisation
IV. Training Content
WHAT are you training?
• The training content has to be able to bridge the gap between what is and what ought to be.
WHO are you training HOW?
• The training content has to reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas.
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1. Pre-Training Activities
Existing Skills
Desired Performance
TrainingLearning Needs
Pre- and Post Training Activities
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IV. Training Content
WHAT
➜Prepare an Outline
Course Plan Example:Session 1: Welcome and Inauguration
10 min. Welcome Address
10 min. Presentation of Agenda
60 min. Introduction of Participants
Session 2: Sustainable Sanitation and Water Management (SSWM)
Explain how different sectors have to work together and how to close the water and nutrient cycle
Session 3: Group Work
Help participants to understand how SSWM would be applied to their system.
Session 4: Etc.
2) Planning and Conceptualisation
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1. Pre-Training Activities
Source: http://theschappertfamily.com/wp-content/uploads/2010/01/Write-Content-That-Sticks.png: [Accesed:11/10/10]
Pre- and Post Training Activities
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2) Planning and Conceptualisation
IV. Training Content
The outline and course plan help you to:
•To organise your ideas
•To present your material in a logical form
•To show the relationships among ideas
•To constructs an ordered overview of your presentations
➜Once you are sure about the course plan, finalise the agenda!
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1. Pre-Training Activities
Final AgendaCourse Plan
Pre- and Post Training Activities
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜Define the Training Training Strategy
Identify the best type of training for the context.
Examples:
•Face to face- Basic Course- Expert Course- Specialised training
•Online
•Hands on Training, Field Level Training
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1. Pre-Training Activities
Pre- and Post Training Activities
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IV. Training Content
WHO and HOW
➜Choose activities
Manifold
Flexible
Easily adaptable
Easy explainable
Easy understandable
Discussions
2) Planning and Conceptualisation
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1. Pre-Training Activities
Role play
Group Works
Energizers & Ice breakers
Brain-storming
Videos
Lectures
Colour Cards
Field Trips
Pre- and Post Training Activities
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜Invite Resource Persons
Why?
•Avoids that you are talking all the time
•More knowledge as you in the field of his expertise
•Brings in another perspective
•Gives you time to spend with participants
•You will learn from his experience as well
•New contacts for everyone
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1. Pre-Training Activities
Pre- and Post Training Activities
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
➜Invite Resource Persons
Who do you invite?
•Expertise
•Degree of experience
•Availability
•Interpersonal skills
•Willingness
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1. Pre-Training Activities
Pre- and Post Training Activities
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3) Logistics
27
1. Pre-Training Activities
Good logistical planning is one of the most crucial aspects of training delivery. If your participants are not comfortable physically and at ease psychologically, they will not benefit fully from the training content.
Checklist:
•Venue and Classrooms setting
•Equipment (pin boards, beamer, etc.)
•Inviting trainers and confirmation oftheir availability
•Preparing a checklist of pre andpost training activities
•Catering requirementsand orders
• Source: http://www.exegens.com/media/incoming/0220.jpg[Accessed: 28.04.2010 }
Pre- and Post Training Activities
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3) Logistics
28
1. Pre-Training Activities
Venue Arrangement
One of the most important factors in successful training is the venue or room in which the training is conducted.
Checklist:
•How many rooms?
•Small room for groups or big aula?
•For how much people?
•Accessibility?
•Price?
•Atmosphere
•Seating arrangements?
Pre- and Post Training Activities
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3) Logistics
29
1. Pre-Training Activities
Seating Arrangement:
It defines how the participants interact with each other and with you!
It encompasses comfort, access and safety for the attendees
It extends a presenter's influence in the room, broadcast intention and eliminate distractions
Types:
•Theatre Style
•Classroom Style
•Conference
•U-shaped
Pre- and Post Training Activities
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Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
3) Logistics
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1. Pre-Training Activities
Seating Arrangement:
Theatre Style
•Used for very large audiences where the speaker is the main focus
•Does not encourage note-taking since there are no tables provided for this seating arrangement
•Participants sit side by side in long rows
•Can be difficult for access and safety
Pre- and Post Training Activities
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3) Logistics
31
1. Pre-Training Activities
Seating Arrangement:
Classroom Style – Straigth
•Used for middle-sized groups
•Same as theatre style but with tables
•Encourages note-taking
•Can be difficult in access
Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
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3) Logistics
32
1. Pre-Training Activities
Seating Arrangement:
Classroom Style – Round
•Smaller groups
•Better view
•Better acoustic
Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
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3) Logistics
33
1. Pre-Training Activities
Seating Arrangement:
Cluster Type
•Great for small group discussions.
• Allows the instructor to easily walk around to the groups and help them with the exercises.
•Easy access
•Confortable
•Notes can be taken
•A lot of space is required Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
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3) Logistics
34
1. Pre-Training Activities
Seating Arrangement:
Conference Style
•Great for small group discussions.
•Participants can hear and see easily.
•Unity is created by sharing the table and encourages conversation
•Extremely long tables can give a feeling of isolation and discourage participation. Source: http://www.theconferencebureau.com/venues.htm
[Accessed: 28.04.2010 }
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3) Logistics
35
1. Pre-Training Activities
Seating Arrangement:
U-shaped•Easy to see and hear everyone in the group.•Notes can be taken•Openness gives trainees a sense of freedom and encourages participation. •Best set up to view audio visual presentations.•Works well with role-playing and other physical activities.•Requires more space than other configuration •Only for smaller groups
Source: http://www.theconferencebureau.com/venues.htm[Accessed: 28.04.2010 }
Pre- and Post Training Activities
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3) Checklist
36
1. Pre-Training Activities
Prepare checklist for all the material needed for all the activities to be carried out in the process of training and keep re-checking the list
Course Plan:
Session 1: Welcome and Inauguration
10 min. Welcome Address, Professor
Etc.
+
Checklist
+
Pre- and Post Training Activities
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I. Aim / Goal
State what you want to achieve with this training.
Note: If you have an aim,objectives are the sub points
II. Objectives
Training objectives should state what participants will be able to do by the end of the training session of course.
They should be SMART: Specific; Measurable; Achievable; Relevant; Time Bound
III. Key Learning Points
Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce.
Start with writing down everything which you want to convey through training.
Then classify the points by which of these participants
MUST KNOW SHOULD KNOW COULD KNOW
5) Example of Planning and Conceptualization
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1. Pre-Training Activities
Let us do an example together!
Pre- and Post Training Activities
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5) Example of Planning and Conceptualization
38
1. Pre-Training Activities
Group 1: Training for Reducing Diarrhea Diseases
Pre- and Post Training Activities
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5) Example of Planning and Conceptualization
39
1. Pre-Training Activities
Group 2: Water Leakage Management, Training of Customers
Pre- and Post Training Activities
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5) Example of Planning and Conceptualization
40
1. Pre-Training Activities
Group 3: Training of Trainers Solid Waste Management
Pre- and Post Training Activities
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5) Example of Planning and Conceptualization
41
1. Pre-Training Activities
Group 4: Drip Irrigation
Pre- and Post Training Activities
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Post-Training Activities
42
Train the Trainers on www.SSWM.info
http://www.sswm.info/category/train-trainers/train-trainers
Pre- and Post Training Activities
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Evaluation versus Follow-up
43
2. Post-Training Activities
Evaluation:
Follow-up:
•After the training
•Often combined with quality control in order to:• Further support the trained people• Development the skills continuously to improvement and
to promote new practices
Collection of any aspect of the an education program or training
Judging:
•Effectiveness
•Efficiency
•Any other outcome?
Analysis and interpretation
Pre- and Post Training Activities
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1) Evaluation
44
2. Post-Training Activities
WHY should we perform Evaluation?
Judging:
•Effectiveness
•Efficiency
•Any other outcome?
Monitor the training approach
•Which elements have contributed to successfully achieve the training aim, objectives, key learning?
•Which have failed their purpose ?
IMPROVE TRAININ
G APPROAC
H
Pre- and Post Training Activities
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1) Evaluation
45
2. Post-Training Activities
Questions to ask yourself?
Brainstorming
Time: up to 5 minutes
Pre- and Post Training Activities
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1) Evaluation
46
2. Post-Training Activities
Questions to ask yourself:
•Have the participants achieved the course objectives?
•Have the participants learned what they are supposed to
learn? (are key learning successfully transferred?)
•What unexpected positive outcomes have occurred
that can be incorporated in the future courses?
•What are the courses strengths and weaknesses?
•Has the performance of the participants improved after
training? How are they integrating the gained knowledge in
their day-to-day job?
Pre- and Post Training Activities
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1) Evaluation
47
2. Post-Training Activities
Evaluation Levels
Evaluation is often considered as taking place at four different levels (the "Kirkpatrick levels”). The further down you go in the evaluation process, the more valid the evaluation (KIRKPATRICK 1998)
Kirkpatrick’s four levels of evaluation
Source: http://c2workshop.typepad.com/.a/6a00e55002645d8834010535cf2dd1970c-800w
[Accessed: 10.05.2010]
• “Reaction”: What does the learner feel?(oral/written feed-back, open and close ended questions)
• “Learning”: What facts, knowledge and experiences did he gain?(observation, reviewing data from exercises, plans, exercises etc.)
• “Transfer”: What skills did he develop? What new information can he use on the job?
• “Results or effectiveness”: Did the learner apply the new skills to his job and what results were achieved?
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1) Evaluation
48
2. Post-Training Activities
Evaluation Levels
Kirkpatrick’s four levels of evaluationSource: http://c2workshop.typepad.com/.a/6a00e55002645d8834010535cf2dd1970c-800w [Accessed: 10.05.2010]
Pre- and Post Training Activities
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1) Evaluation
49
2. Post-Training Activities
How should we perform Evaluation?
Brainstorming
Time: up to 5 minutes
Pre- and Post Training Activities
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1) Evaluation
50
2. Post-Training Activities
How should we perform Evaluation?
•Evaluation forms
•Qualitative feedback
•Rating
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•Be selective!Do not hand out a huge list of questions. What do you really want to know and what is the best way of finding this out?
•Be realistic!Form-filling is never fun. Do not expect people to conscientiously work through a long and complex evaluation form.
•Be creative!Create evaluative processes that will engage participants and provide you at the same time with a valid feedback (e.g. an activity that is itself engaging and enjoyable!)
•Be balanced!Combine standardised element that allows you to make comparisons over time (add changing elements, which shows you a new perspective).
•Be holistic!Paper exercises can be very useful but should be part of a wider evaluation process that includes dimensions of learning that are less easy to capture on paper.
(adapted from GREENAWAY 1999; http://reviewing.co.uk/evaluation/methods1.htm [04.06.2010])
1) Evaluation
51
2. Post-Training Activities
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2) Follow-Up
52
2. Post-Training Activities
WHY should we perform Follow-up?
Comparison of evaluation and follow-upSource: LOOMIS 2007; http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed: 21.05.2010])
Further support the trained
people
Development the skills
continuously to improvement
and to promote new practices
Pre- and Post Training Activities
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2) Follow-Up
53
2. Post-Training Activities
Why should we perform Follow-up?
An effective follow-up phase includes several dimensions:
•Determining what the participants have learned during the course
•Giving the learners time to reflect on their learning prior to their completion of their post-training personal action plan, and
•Getting useful feedback in an organised manner to help with future training planning(adapted from RAE 2004; http://www.businessballs.com/trainingevaluationtools.pdf [Accessed: 21.05.2010])
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2) Follow-Up
54
2. Post-Training Activities
How can we perform Follow-up? – some ideas• At the close of training, ask each attendee to commit to trying 1-
3 new skills from the program. Let them know that the group will get back together to follow up and discuss techniques tried. Schedule a follow-up session.
• Ask each attendee to email you a brief summary of the two most important points they took away from the training. Gather the feedback together and post the responses in a central location. Take the list down after two weeks. Let a few weeks go by and then mail or email the responses to the group, along with any additional feedback that has occurred in the meantime.
• Send out a quiz related to the training’s content several weeks after the initial session. Post the responses and award a prize for the “best” answers.
(adapted from BUSINESS TRAINING WORKS n.y.; http://www.businesstrainingworks.com/Onsite Training Web/-Free Articles/PDFs/Five Ways to Follow Up.pdf [Accessed: 21.05.2010])
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Evaluation Pros and Cons
55
Advantages:
•Reflection about the training among participants and lecturers
•Identification of new and different perspectives on the training
•Gaining insight in the weaknesses of the training
•Improvement and optimisation of the training
•Enhanced legitimation and rationality of the training
Disadvantages:
•Complexity
•Time and cost efforts
•Can be subjective
•Complexity of taking into account and implementing the outcomes
•No definite and closed action but continuous process
2. Post-Training Activities
Pre- and Post Training Activities
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2) Follow-Up Pros and Cons
56
Advantages:
•Reflection about the training among participants and lecturers
•Identification of new and different perspectives on the training
•Evaluation of the impact
•Extension of the impact in the future
•Enhanced legitimation and rationality of the training
Disadvantages:
•Complexity
•Time and cost efforts
•Can be subjective
•Complexity of taking into account and implementing the outcomes
•No definite and closed action but continuous process
2. Post-Training Activities
Pre- and Post Training Activities
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3) Evaluation and Follow-up Wrap-up
57
Evaluation
Helps you to improve your trainings.
•No training without!
•If time and resources are restricted, cover at least the first dimension (“reaction”)
•Take the results from the last training evaluation, before you start designing the next one!
•Similar methods to compare over time; new elements to improve the quality of information you gain
Follow-up
Helps you to improve your training approach in the long run and extend the impact on the professional life of both, trainers and trainees.
•Give participants a feedback on the results from follow-up
•Try similar methods to compare information over time
•Use different methods to add new perspectives
•Difficult and requires a lot of efforts
2. Post-Training Activities
Pre- and Post Training Activities
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58
6. References
KRCHNAK, K. M. (2003): Module 6 − Planning Training of Trainers (TOT) Workshops. In: GWA (EDS): Gender Mainstreaming: Practical Skills and Critical Analysis ODG. Dieren: Gender and Water Alliance. 267-294.
GARY, K. (2007): Basic Training for Trainers. New Delhi: Tata McGraw-Hill.
ELLINGTON, H.; PERCIVAL, F.; RACE, P. (1993): Handbook of Educational Technology, London: Kogan Page.
FAO (1998): Food quality and safety systems. A training manual on food hygiene and the Hazard Analysis and Critical Control Point (HACCP) system. FAO Agricultural Policy and Economic Development Series 4.
GREENAWAY, R. (2010): Course Evaluation Methods. Stirling: Greenaway. URL: http://reviewing.co.uk/evaluation/methods1.htm [Accessed 14.04.2010]
KNAPP-PHILO, J. (2007): Make training plans successful incorporate follow-up, support, and practice. Washington: Administration for Children and Families. URL: http://eclkc.ohs.acf.hhs.gov/hslc/Professional Development/Organizational Development-/Training and Technical Assistance/MakeTrainingPla.htm [Accessed 21.05.2010]
LOOMIS, M. (2007): Making your trainings more effective. Durham: Family Health International. URL: http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed 21.05.2010]
Maryland: Business Training Works, INC. URL: http://www.businesstrainingworks.com/Onsite Training Web/-Free Articles/PDFs/Five Ways to Follow Up.pdf [Accessed 21.05.2010]
RAE, L (2004): Evaluation of training and learning. Leicester: Business Balls. URL: http://www.businessballs.com/trainingevaluationtools.pdf [Accessed 21.05.2010]
THOMAS, M. (1999): Evaluation of Training Courses. Associate Publication of Asia Pacific Disability Rehabilitation Journal, Vol. 2, No. 1.
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“Linking up Sustainable Sanitation, Water Management & Agriculture”
SSWM is an initiative supported by:
Created by:
Pre- and Post Training Activities
Find this presentation and more on: www.sswm.info.
5) Example of Planning and Conceptulasation
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1. Pre-Training Activities
Aim
Participants with the needed theory, skills, tools and practice to be able to develop and implement effective SSWM training programmes
Objective
By the end of today, participants:•Be able to use the SSMW Toolbox as a training tool•Know how to use appropriate interactive training methods and tools.• Be able to facilitate training sessions.• Be able to assess training needs and set learning objectives. • Know how to conceptualize and design a SSWM training course.• Know how to evaluate training courses and reflect feedback.
Key Learning Points
Close the water loop
Close the nutrient loop
Project Cycle
Community involvement
Outline Content
Type of Training
Face to face: Basic Course; Expert Course; Specialised training
Online
Hands on Training
Field Level Training
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