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Preparing and Structuring a Training Event

Preparing and Structuring a Training Event. By: Rainer Zachmann. Unit: M03U03. Content. From goal to curriculum Training methods Training materials Course organisation. Introduction. A training event should be based on a training needs assessment (TNA).

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Preparing and Structuring a Training Event

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  1. Preparing and Structuringa Training Event By: Rainer Zachmann Unit: M03U03

  2. Content • From goal to curriculum • Training methods • Training materials • Course organisation

  3. Introduction • A training event should be based on a training needs assessment (TNA). • The curriculum gives an overview of the training programme and helps in planning. • This Unit describes training methods, materials and course organisation.

  4. From Goal to Curriculum

  5. From goal to curriculum • Course organisers: • analyse the background of the training event; • assess the initial situation; • analyse the root causes of problems; • determine the goal for the expected situation.

  6. From goal to curriculum • The curriculum should be based on a training needs assessment. • The curriculum defines the knowledge, skills and attitudes (KSA) to be addressed.

  7. The curriculum • Expected learning outcomes, • Content, • Methods, • Learning materials, • Evaluation instruments.

  8. Objectives • Learning outcomes should be SMART = Specific, Measurable, Achievable, Relevant, Time-bound. • Avoid vague formulations, such as “to know” or “to understand”; better use "to explain".

  9. An example of an objective • After completion of the PGIS Training-Kit, trainees will be able to: • identify opportunities and constraints; • design PGIS interventions; • collaborate with local communities; • take informed decisions.

  10. Training Methods

  11. Training methods • People learn best by what they see and do and less well by what they only hear. • The best approach combines several senses.

  12. Training methods • Use: - presentations for increasing knowledge; - practical exercises for improving skills; - role plays for influencing behaviour and attitude. • Allow trainees to participate.

  13. Lectures and presentations • Lecturing is one-way communication; it transfers information to a large group. • Trainers should not load too much information into one session.

  14. Lectures and presentations • Lecturers should use visual aids that are specifically designed for a lecture. • Visual and oral communication address complementary areas of the brain: "whole-brain learning".

  15. Group work • Group work is a most efficient. • A group possesses more knowledge than any individual. • All group members should participate actively. • Trainers should prevent a few people from dominating the group.

  16. Group work • There are many kinds of group work: • in “Snowballing”, a group discussion begins in pairs of participants; • for group rotation, a common method is called “the world café”.

  17. Brainstorming • Trainers present a key question to the participants. • Everyone contributes ideas. • All ideas are valid; there are no "wrong" ideas.

  18. Brainstorming • A variation of brainstorming is to collect ideas on meta cards. • Group cards into categories. • Everyone participates.

  19. Case studies • Provide an opportunity to elaborate on real situations. • Trainers present the cases in writing and/or visually. • Provide appropriate information. • Should not be overloaded with details.

  20. Demonstrations and exercises • Involve most of human senses. • Most appreciated by trainees. • Should relate to the theoretical introductions. • Trainers should conduct trial runs before involving trainees.

  21. Field visits • Allow to demonstrate and practise techniques and experiences which are not available at the course venue. • Every visit should contribute to the whole picture of the course. • Objectives for each visit must be specified. • Trainers should visit the fields before going there with trainees.

  22. Training Materials

  23. Training materials • Support communication, teaching and learning. • Serve as future reference materials. • Simple notes, textbooks, audiovisuals, computer-assisted procedures and Internet-based simulations.

  24. Training materials • Good training materials are: • developed for a specific purpose (such as the components of the PGIS-TK); • targeted at specific audiences; • oriented towards the learning outcomes.

  25. Training materials • Good training materials are: • presented in a simple, yet technically correct way; • tested and evaluated; • attractive to users.

  26. Training materials • Trainers should not expect perfect materials right from the beginning. • Training materials evolve over time. • Written materials and visual aids are most commonly used.

  27. Written materials • Include pamphlets, handouts, bulletins, textbooks, etc. • Presented in hard copy or electronic form. • Authors should consider content, writing and formatting.

  28. Visual aids • Include multimedia, transparencies, electronic presentations (PPTs), posters, etc. • Contain text, tables, graphics, drawings and photographs. • Should be based on carefully prepared written documents, such as written training materials.

  29. Visual aids • Improve communication. • Enhance the impact of presentations. • Consider recommendations for design, quantity of information, fonts, graphics, etc.

  30. Course Organisation

  31. Course organisation • Includes planning, preparing, implementing, monitoring, evaluating and following-up on course content and logistics.

  32. Course organisation • A course director may be responsible for the overall course organisation. • One coordinator or committee may take care of content and another of logistics. • Coordinators should work with checklists specifying responsibilities and schedules.

  33. Training needs assessment Course announcement Venue Curriculum Programme Timing Participants Resource people Training materials Evaluations Follow-up Budget Course content

  34. Course content • Coordinator maintains contact with resource people. • Coordinator should keep content lean: KISS: Keep It Short and Simple. • Include a little less than might be required.

  35. Course content • In principle, coordinators should: • prioritise what trainees must, should or might learn; • follow a logical organisation; • move from general to specific, simple to complex, known to unknown.

  36. Secretarial services Communication Travel arrangements Accommodations Food Infrastructure Training facilities Translation Equipment Materials Social activities Emergency provisions Logistical arrangements

  37. Logistical arrangements • Coordinators should consider climate, vegetation season, cropping pattern and cultural and religious calendars. • Opportunities and facilities must allow practical work.

  38. Logistical arrangements • Course duration should be short. • Coordinators should plan well in advance, but be prepared to plan on short notice. • Trainees need time to obtain official permission and visas.

  39. Course organisation • Coordinators should organise carefully, use common sense, avoid last-minute improvisation … … but be prepared to do so.

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