TOT Book

Material for ToT participants

- General guide for
facilitation and training -

SFDP – Manual ToT 1

Social forestry development project (SFDP) Song Da

Second edition, May 2003
SFDP Song Da ToT Book

First version: June 2001

Second, completely revised version: May 2003 and this material is still revised each year.
Based on three years of practical experiences in developing active training in the provinces of Son La and Lai Chau,
Vietnam. Designed for building up provincial training capacities, which in turn aims at strengthening participatory
methodologies in extension, grassroots planning, and community management. (Community based forest
management, participatory forest protection regulations, participatory agricultural and forestry extension, and village
development planning).
This document belongs to the complete set of PAEM documents:
1. Provincial PAEM Guidelines Son La – including monitoring forms - SFDP Manual PAEM 1
2. PAEM field guide –SFDP Manual PAEM 2
3. ToT manual for PAEM – reference material for trainers – SFDP Manual PAEM 3
4. ToT Book – SFDP Manual ToT 1
5. ToT Book for advanced trainers (forthcoming) – SFDP Manual ToT 2
6. Coaching guide – SFDP Manual ToT 3
7. Training Logbook for ToT participants – SFDP Manual ToT 4
These documents have been developed based on the cooperation of Dien Bien and Son La Extension Center and
the practical experiences in 02 plot districts, Yen Chau and Tua Chua since 1996. SFDP (Song Da) and SNV (since
1999) have supported the methodology development. This methodology, PAEM (Participatory agricultural extension
methodology) was approved in July, 2003 by Son La Provincial People’s Committee.
We hope these documents can serve as a basis for discussion on demand-based extension in the other provinces in
Vietnam

All the documents used in this process are available online:

http://www.mekonginfo.org/partners/SFDP/index.htm

Or through our project office:

Social Forestry Development Project (SFDP) Song Da

1A – Nguyen Cong Tru, Hanoi

Tel: +84 (04) 8214768/71

Fax: +84 (04) 8214765

Email: [email protected]

Special acknowledgement to Ronnakorn Triraganon, RECOFTC, Bangkok

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SFDP Song Da ToT Book

Preface: Learning from experiences

“Teach you? I cannot teach you.

Go and experience yourself”
(Gautama Buddha)

Adults learn especially through experiences. This can be by trying out

new things, i.e. making new experiences, or by reflecting experiences
they made in the past.
This fact is the most important base for conducting training. And
correspondingly, there are basic responsibilities for trainers and
learners:
The trainer: to create opportunities for new experiences by
conducting practical exercises, or for reflecting old experiences by
facilitating discussions and exchange of experiences among the
trainees.
The participants: to assume high level of responsibility for their own
learning, not to wait passively what the trainer has to tell, but to
actively participate, and to thoroughly use the training logbook and
other training material.
This training book should help you in performing
effective training. But you should not rely too much
on this book as it is only written material.., and
like you might read on the following pages, you
will learn not so much from reading alone.
It is more important to experiment with this
training manual in any training course that you
have to conduct. Then reflect your experiences,
and draw your lessons learned for improving your
performance next time.
You will recognise that you are trainer and learner at
the same time. We always learn from our own
experiences. So go ahead and see it as a continuous
process, like live itself.

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SFDP Song Da ToT Book

Table of contents:

1 Adult learning principles 5

1.1 Adult learning principles 5
1.2 Adult learning principles 6
1.3 Role and tasks of the trainer 8
1.4 Effective training 10
1.4.1 Experiential learning cycle 11
1.4.2 Learning styles 12
1.5 Basics about facilitation 14
1.5.1 What is facilitation? 14
1.5.2 The key competencies of a good facilitator 14
1.5.3 How to do facilitation 15

2 Designing and preparing training 16

2.1 Training needs assessment 16
2.2 Training goals and learning objectives 18
2.3 Training agenda 20
2.4 Session plans and session material 21
2.5 Selecting appropriate training methods 24

3 Conducting training 28
3.1 Start up 28
3.2 Training in facilitation skills 29
3.2.1 Questioning 29
3.2.2 Active listening 31
3.2.3 Observation of group dynamics 33
3.2.4 Group dynamics 34
3.2.5 Working with opposites 35
3.2.6 Using training aids 36
3.3 Feedback 38
3.3.1 What is feedback 38
3.3.2 How is feedback given? 40
3.3.3 How should feedback be received? 41
3.3.4 A feedback check list 42

4 Evaluation of Training 43

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1 Adult learning principles

1.1 Adult learning principles
1. Who are adults?
The adults are grown up people and are working. They are workers, farmers, state-owned staff,
etc...
2. The difficulties confronted by the adutls when learning
ƒ Their knowledge are not systematical
ƒ They has litte time
ƒ Their awareness is slow and they are afraid of learning the theory
ƒ The more they grow up, the weaker their listening and observation skills get
ƒ Many people are afraid of communcating with the crowd
ƒ They are highly conservatively and often disregard other people
ƒ They are afraid of being unsucceful and learning badly (not self-confidence)
ƒ Their presentation is weak
ƒ The experiences and difficulties they learnt before affects the following
disseminated contents
3. Eight adult learning principles
Adults learn the best when....?
Adults only like to learn in a self-consious way. Children learn something as requested by
adults, even though this subject is not interesting; meanwhile adults themselves decide what
they want to learn.
Adults only learn based on their demands. Adults integrate their urgent individual demands, the
outstanding issues in their life, their feelings and hopefulness as well as aspirations, into the
training courses .
Adults learn by practising. There is one proverb: “What I hear is what I forget, what I see is what
I remember, what I do is what I understand”
Adults learn through experiences: When joining the learning environment, adults take along
their own experiences for the whole life. Those experiences creat their lives themselves.
Consequently, it is neccessary to respect and follow-up their individual experiences during the
learning process. In the other words, adults learn whatever they know.
Adults join the learning environment through their own opinions. Those opinions affect their
learning process and awarness.
Adults learn the best in an unofficial environement and feel to be easily accepted and supported
by other trainees and trainers.
Adults learn by solving the current issues. The given solutions must base on their practical
understandings and analysis involved in their experiences and lives.
Adults are easily adapted to the various teaching methods and like to be guided without having
the marks.

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.2 Adult learning principles

Adult learning is most effective when it is based on…

Experiences
The most effective learning is from shared experience, either by discussing past experiences
from the participants, or by making new experiences in practical exercises in the training room
or in the field; learners learn from each other, and the trainer often learns from the learners.

Reflection
Maximum learning from a particular experience occurs when a person
takes the time to reflect back upon it, draw conclusions and derive
principles for application to similar experiences in the future.

Immediate needs
Motivation to learn is highest when it meets the immediate needs of the
learner (need oriented, or learner centred training)

Self-responsibility
Adults are independent learners. Adults interpret information according to their personal values
and experiences. They may appear to agree with something in order to complete training
activity successfully, but the ultimate test of the training is whether they apply it in their job.
Adults share full responsibility for their own learning. They know best what they need and want
to learn.

Participation
Participation in the learning is active not passive. Full
participation and discussions among the participants
increase the dynamics and learning effects of a course.

Feedback
Effective learning requires feedback that is corrective but
supportive.

Empathy
Mutual respect and trust between trainer and learner is essential for
the learning process.

A safe atmosphere
A cheerful, relaxed person learns more easily than one who is
fearful, embarrassed, nervous, or angry.

A comfortable environment
A person who is hungry, tired, cold, ill or otherwise physically
uncomfortable cannot learn with maximum effectiveness.

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

We remember …

> 90 %

80 %

50 %

20 %

what we

read see and listen do do and explain

Therefore, the principles for effective training are to…

Æ facilitate the exchange of experiences among the participants (e.g.
small working groups, group discussions)
Æ create opportunities to gain new experiences (practical exercises,
field trips)
Æ reflect about experiences and what we can learn from it (reflection
sessions and feedback)

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.3 Role and tasks of the trainer

The role and task of the trainer is to ensure the most effective learning results in a training
program. As we know from the adult learning principles how learning is most effective, we can
derive detailed tasks that enhance such learning. The list gives some examples.

Adult learning
Tasks of the trainer
principles
1. Create new experiences for participants by including role-play, simulation or games or
field trips in your program
Experiences
2. Give participants the chance to share their past experiences individually or in small
groups
3. Get participants to analyze their past experiences and draw lessons from them
Reflection
4. Use methods like brainstorming
5. Relate what you are talking about to the participants’ background and experiences
6. Relate your topics to the work the participants will be doing
Immediate
needs 7. Give examples or use ‘cases’ that are relevant and realistic to the participants’ ‘real
world’
8. Ask at the start of a new topic what the participants know about the topic already
9. Start your training with a session asking about and discussing their expectations
10. Give opportunities to the participants to give their feedback on how the training is
developing
Self
responsibility 11. Build in enough flexibility into your training programs to accommodate changes based on
participants’ expectations and feedback
12. Give participants a chance to link what they learned to their own working environment,
through activities like action planning
13. Invite participants to ask or answer questions
14. Use transparencies, prepared flipcharts, or a whiteboard
Participation 15. Ask participants to apply information in solving problems
16. Organize activities for participants to practice thinking and skills, by including case
studies, exercises etc.
17. Tell participants what they are doing well
Feedback 18. Explain the mistakes they are making, and how they could improve their performance
19. Instruct participants to provide constructive feedback among themselves
20. Let participants realize that you care whether they do well
Empathy 21. Show that you care by preparing thoroughly for your sessions
22. Listen to participants’ comments and inputs and take them seriously
23. Allow enough time for participants to introduce themselves at the beginning of the
training
Safe 24. Include ‘ice-breakers’ or other informal ways for participants to get to know each other
atmosphere better
25. Agree on certain norms at the start of the training, stressing that everybody has the
right to learn and that it is no problem to make mistakes as long as we learn from them
Comfortable 26. Make sure that food, lodging, travel arrangements, etc. are well taken care of
environment

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

Different roles, different “hats”

A trainer during the same training, or even the same session is wearing many different
hats, depending on the setting or the training, the purpose of the session, the type of
participants, the group dynamics, the situation, etc.

facilitator organizer
lecturer
listener teacher
coordinator
Energizer Time keeper
s
interpreter
delegator
Role model observer

learner entertainer
designer
Evaluator
negotiator manipulator
moderator
instructor
leader
motivator

Every trainer needs to find her or his own style as a trainer, balancing all these different
hats. Each of us has his or her /our own strengths and weaknesses in carrying out these
different roles. Some roles will be easier to perform, while on others you will have to work
harder.

In any case, the trainer should develop a sincere and genuine devotion to create learning
opportunities for the participants, which help them to improve their professional and
personal performance.

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.4 Effective training

1. Training Need Assessment

Don’t say anything… … until you have found out what the
Participants need to know.

2. Selection of appropriate training approaches & methods

Use only proper ways to … otherwise you may run

convey your message… into opposition

3. Active participation

Encourage reflection … ask questions instead … and challenge fixed

On own experiences of answering them… opinions.

4. Action Planning

Commit both to follow-up!

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.4.1 Experiential learning cycle

People learn from experience. This model was expounded by David Kolb, a development
psychologist, and has since widely recognized in many of the standard texts about training and
learning. Kolb developed a way of looking at adult learning as an ‘experiential process’.
Learning in this process is seen as a four-stage cycle: concrete experience, reflective
observation, abstract conceptualisation, and active experimentation:
One of the principles in adult learning is self-responsibility. When looking at the experiential
learning cycle, this would include four requirements for a learner in order to achieve most
effective training results:

1. she must be able to involve herself fully,

Experience openly, and without bias in new
experiences,
2. she must be able to reflect on and observe
these experiences from many perspectives
Practice Reflection
3. she must be able to create concepts that
integrate her observations into logically
sound theories, and
Conclusion 4. she must be able to use these theories to
make decisions and solve problems.

To state it another way, learning can be seen as a process in which a person experiences
something directly, reflects on the experience as something new or related to other
experiences, and uses the concept in subsequent actions as a guide for behaviour. Out of the
four steps the person derives a new set of experiences that lead to a repeat of the learning
cycle.

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.4.2 Learning styles

„ What are learning styles?
There is no denying that learning is a highly individual experience. Both the learning experience
and the result of the learning experience depend closely on the characteristics of the learner
concerned. Following the experiential learning cycle, it has been possible to identify four
principal learning styles. A brief description of different type of learners is offered below.

Activist Reflector
Learning by Learning by
doing approach reflecting

Experience

Practice Reflection

Conclusion

Pragmatist Theorist
Instruction Self study
approach approach

Activist
Reflector
• strength in doing things
• strength imaginative ability
• new experiences, opportunities and
• encouragement to watch or think over
problems (games, role plays, etc.)
activities
• being in limelight (chairing meetings, etc.)
• being allowed to think before acting
• generating ideas without concern for their
• investigation and research
practical constraints, risk taker
• reviewing situations
• tends to solve problems in a trial and error
• reaching own judgement without pressure
manner

Pragmatist Theorist
• strength in practical application of ideas • strength in creating theoretical models
• feedback from successful practitioners • probing methodologies and assumptions
• opportunities to practice • not much concerned in practical use of
• do best in single solution type problems theories

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

Two comments have to be made on this generalization of learning styles. Although everybody
has an overall preferred learning style, the choice in a specific situation might be different
depending on the task and the topic. For example somebody can prefer the trial and error
approach while learning a computer program, while she/he feels more comfortable to work from
own experiences during training on presentation skills. Second, almost all of us have been
formed by many years of education using the instruction approach.

„ Why is it important to realize the existence of learning styles in course design?

Understanding of these learning styles and the consequences this has for choice and
sequencing of training methods can help improve the efficiency of learning or training.
In every training course the trainees will represent a mixture of all these different learning styles.
As a trainer it is important to use all 4 learning approaches during the training. If you do not
conscious vary these approaches the chances are big that you will emphasis your own
preferred style of learning.

„ How to use this knowledge of learning styles during designing a course?

⇒ Vary training approaches and methods during designing your training course,
accommodating all learning styles
⇒ Try to design the same session using different approaches to encourage yourself to think
more creatively
⇒ Try to walk through all 4 phases of the learning cycle for each new topic.

„ How to choose teaching methods knowing to different learning styles

Activist Reflector
• Learns best by doing using • Learns best in situation
methods like where can observer or
• group discussion reflector:
• projects • brainstorm on own
• role play experiences
• simulation • reflecting on a simulation or
role play

Pragmatist Theorist
• Learns best from specific • Learns best by self-study
examples and own such as
involvement such as • home work
• exercises • analyzing case studies

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.5 Basics about facilitation

1.5.1 What is facilitation?
Facilitation is a way of guiding discussions; field experiments or training that improves the
learning effect within the group. It is based on the principle that adults learn best from own
experiences and from discussing about their experiences. Technical knowledge is offered by the
facilitator according to the demand of the farmers and discussed in a participatory way.
Mostly, the group is to draw conclusions or to agree about next steps. Especially in this step, the
facilitator should leave the full stake to the group and not impose own ideas.
Facilitation skills are among the most important requirements for field staff working with farmer
groups. Therefore, the two pages on facilitation should form the base for any training course on
participatory methodologies like Village Development Planning (VDP), Participatory Agricultural
Extension Methodology (PAEM), or Community Forestry.

1.5.2 The key competencies of a good facilitator

1. Group moderation This is the most frequent task of a facilitator to guide a group
to exchange ideas and experiences in order to come up with
joint results, conclusions, or work plans.

Good facilitation requires to pay attention to group dynamics,

and to integrate the weaker group members, mostly women
or poor people.

2. Communication Group moderation builds upon personal communication

skills. Among them, asking proper questions and listen
actively are the most important ones.

3. Technical knowledge Additional to farmers’ experiences and knowledge, the

facilitator should contribute specific technical knowledge –
however, not imposing but offering and proposing solutions;
not in a top-down but in a participatory way, respecting
farmers’ interests and demands.

4. Personal attitude An authentic and positive attitude towards the farmers is the
most important base for good facilitation. A person who
thinks that farmers are lacking education and do not
understand can never be a good facilitator.

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SFDP Song Da ToT Book Chapter 1: Adult learning principles

1.5.3 How to do facilitation

1. Group moderation Moderate the group discussion

ƒ Clarify with the group what is the task or objective.
ƒ Pick up the contributions from the group and help
structuring different ideas.
ƒ Invite also weaker group members, especially women, to
give their ideas, and encourage the group to consider
them seriously
ƒ Mediate conflicting positions.
ƒ Guide participatory decision making
ƒ Use different methods for visualization, e.g. small cards,
pictures, A0 paper, black board, 3-D models etc.
ƒ Help the group to define conclusions and/or action plans.

2. Communication Ask questions and listen actively

ƒ Ask questions for getting information, clarifying situations
and opinions, encouraging people’s participation,
managing group processes, or help people to raise
awareness, or enhance learning processes.
ƒ Ask preferably open questions: How? Why? When?
Who? What?
ƒ Use questions to foster analytical thinking: Strong points?
Weak points? So, what is the conclusion?
ƒ Listen actively.
ƒ Give feedback, and invite participants to give feedback

3. Technical knowledge Contribute technical knowledge

ƒ Figure out what technical knowledge is demanded by the
farmers.
ƒ Make examples or practical demonstrations.
ƒ Ask for the local knowledge and how it might be
integrated.
ƒ Prepare easy understandable handouts.
ƒ Do not impose your ideas, but offer your knowledge as a
contribution to a learning process. Discuss with the
farmers in which way they might apply the technical know
how.

4. Personal attitude Convey empathy

ƒ Show your full respect to the people.
ƒ Listen actively to the people’s experiences and needs.
ƒ Try attentively to understand their view points, feelings,
and situation.
ƒ Give positive and helpful feedback.
ƒ Be respectful and interested in their local experiences
ƒ Build up mutual understanding and trust, and encourage
participants to respect mutual comments, especially of
weaker group members and women. This is the most
important base for good facilitation.

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SFDP Song Da ToT Book Chapter 2: Designing and preparing training

2 Designing and preparing training

2.1 Training needs assessment
„ What is a Training Need Assessment?
Training can be understood as the stage between the current and expected competency, i.e.
the overall training goal. In the training need assessment, therefore, two points have to be
clarified: (1) the overall training objectives and (2) the current competency of the target groups.
Training Need Assessment (TNA) is a process, during which you try to get a feeling in knowing
the participants and their competency even before the training begins. This process is not a
blue print. Depending on the available budget, time, scope and purpose of the training different
approaches can be followed.

„ The TNA framework helps you;

⇒ to be systematic so to avoid overlooking important aspects

⇒ to realize which short cuts are made and

⇒ On which assumptions you build your training.

„ Why bother?
The TNA gives the trainer foreknowledge, which (s)he will need to:
⇒ decide whether a training is the right solution for the problem
⇒ develop an appropriate training strategy to fill the training needs
⇒ design an effective learner-centered training that builds on the experiences and knowledge
of the participants
⇒ prioritize and select the topics to be discussed not based on the trainers’ preferences but the
participants’ needs
⇒ select appropriate methods and learning approaches based on the characteristics of the
participants.
The TNA also provides useful data that can be used to monitor the growth of a particular
participant or community during or after any training.

„ When to do a Training Need Assessment?

Most often the term Training Need Assessment is used for the analysis of training needs before
you design the course. However, the need assessment should not stop after the initial design of
the course, it is an almost continuous process. The moment the actual participants are identified
the fine tuning of your design should take place, to tailor make the design to the characteristics
of this particular group. As soon as the training starts the expectations of the participants will be
leveled off and later on during every new topic a quick inventory can take place.

„ What to assess?
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SFDP Song Da ToT Book Chapter 2: Designing and preparing training

As said before, a TNA can be done in many different ways depending on the time and other
resources available to you as a trainer. What follows is a suggested approach in which you can
take short cuts by making assumptions. The advantage is that you are alert from the beginning
on which assumptions you base your training and so that you can actively monitor and verify
these assumptions as you go along.

Before focussing on training needs of the learners as such we will have to look at the wider
picture. This is necessary to assess whether training is right solution to the problem identified,
and whether the problem lies with the learner or somewhere else. Three levels of needs have to
be considered for an effective assessment of needs for community forestry training. These are:

1 Community Needs
This is an assessment of the relationships between
the community and the forest. How do the forest look
like, what are the relationships between the people
and the forest, and what problems do they face in
management. This will help to understand one part
of the working environment of the community
foresters you are going to train.

2 Organisation Needs
This is an important part of the assessment when the
learners are dependent on an organization for
decisions and resources to be able to practice
community forestry. The mandate, policies,
management practices and program requirements of
the organization guide the learner.

3 Learner Needs
This considers the individual’s or group’s competency to carry out specific duties which (s)he
has to perform to be effective and efficient in her or his job. Projecting future needs of the
learner such as introduction of new policies in forest management is part of looking at the
learners’ needs.

To be comprehensive the needs assessments should covers all 3 aspects. However till which
extent and how this is done all this depends on your available resources.

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SFDP Song Da ToT Book Chapter 2: Designing and preparing training

2.2 Training goals and learning objectives

„ What is a training goal
A training goal is a more generally formulated overall goal of a training event. Effective training
is organized according to needs, e.g. the need to improve the technical knowledge of commune
extension worker, or the need to increase the management capacities of public servants. The
formulation of the training goal in such cases is directly derived from the training need.
Normally, the training goals comprise only few sentences.
In many cases, the trainer does not even have to formulate the training goals as they are
defined by higher level (the funding agency). If properly done, the training goals – and even the
learning objectives – are based on a training needs assessment. Yet, how to do training needs
assessment is subject to advanced ToT only.
„ What are learning objectives?
In contrast, learning objectives are crucial to be carefully formulated by the trainer. Learning
objectives are much more precise and go into more details than the training goals. A learning
objective is a description of the performance, which the learners (participants) should be able to
achieve after a training course or an individual session. It can comprise knowledge, skills and
attitudes. Such an objective describes the intended outcome of the session, rather than the
process of the session itself.
„ Why is it necessary to formulate learning objectives for each session?
1. Learning objectives are the foundation for session planning.
If the clearly defined objectives are absent, there is no sound basis for the selection or
designing of the session, such as contents and methods. If you don’t know where you are
going, how will you know how to get there? Writing learning objectives forces you to decide and
formulate what exactly what you want participants to gain from the session.
2. Learning objectives allow for testing of outcomes.
The second major reason for sharply defined objectives has to do with finding out whether the
objectives have, in fact, been accomplished. If you don’t know where you want to go, how will
you know that you have arrived?
3. Learning objectives give clear directions to the learner.
A good objective tells the participant what’s going on. With clear objectives, learners are better
able to participate in the learning process and don’t have to guess what’s expected.
„ How are specific learning objectives formulated?
A useful learning objective answers three questions:
1. Performance: What should the learner be able to do at the end of the session?
2. Conditions: Under what conditions must the performance occur?
3. Criterion: How well must it be done?

„ Learning objectives must be formulated in the following form

“After the training / session the participants will be able to…”

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SFDP Song Da ToT Book Chapter 2: Designing and preparing training

„ Ideas of verbs to be used in knowledge, skills and attitude learning objectives

Verbs for knowledge

apply define examine qualify

Argue demonstrate explain rate
assign design identify recall
average diagnose illustrate repeat
classify differentiate interpret Respond
compare discuss justify select
conclude distinguish list state
contrast estimate name summarize
decide evaluate prepare

Verbs for skills

Adjust coordinate maintain read

administer communicate measure reduce
approach cover mold remove
assemble demonstrate motivate Resolve
build develop move Select
can Display operate Set up
Change find Organize stop
collect guide perform type
connect handle prepare transplant
construct list process use
control manage produce write

Verbs for attitude

Accept Conform Initiate Promote

Advocate Convey empathy Integrate Protest
Agree Cooperate Join Pursue
Approve Criticize Judge Question
Attempt Debate Justify Recommend
Attend Decide Motivate Request
Avoid Defend Mediate Resist
Balance Devote Object Respect
Challenge Dispute Observe Seek
Choose Follow Persist Share
Comply Influence Praise Support

„ Example: After the training course, the participants are able to…
Æ List at least 7 principles of adult learning and explain their meaning
Æ Use properly the training logbook for self directed learning
Æ Discuss challenges in agricultural extension and participatory approaches
Æ Use properly the field guide and accurately record monitoring results into the monitoring
book
Æ Summarize the four areas of facilitation competencies described in the ToT book
Æ Apply the facilitation competencies when working with farmer groups

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SFDP Song Da ToT Book Chapter 2: Designing and preparing training

2.3 Training agenda

After defining the learning objectives the training agenda has to be designed. The issues that require careful planning are: (1) allocate the
appropriate time for each session; (2) put clear learning objectives for each session; (3) select a suitable participatory training method; (4) be clear
what you must prepare in advance!. Remember: The preparation of the sessions including session plans is extremely important!
Here is an example:

Topic of the Learning objective Material to prepare in Responsible /

Time Training method (participatory!)
session (after the session, participants are able to…) advance Comments
ƒ List at least 7 principles of adult learning and ƒ Session plan
Adult learning explain their meaning ƒ Lively lecture ƒ Hand out “adult learning
principles
ƒ Discuss the roles and responsibilities of the trainer principles”
ƒ Use properly the training logbook for self directed
learning
ƒ Working in pair
ƒ link adult learning principles to facilitation ƒ Session plan
Own training ƒ Presentation and discussion in
competencies which are required when working ƒ Training logbook
facilitation skills plenary
with groups ƒ A0 paper + marker
ƒ Individual work (self evaluation)
ƒ Make a self-evaluation of the own training
facilitation competencies
ƒ Discuss challenges in agricultural extension and ƒ Session plan
participatory approaches ƒ Wrap up discussion on farmers
Facilitation in participation in extension and the ƒ PAEM Field guide (for
participatory ƒ Summarize the four areas of facilitation importance of facilitation participatory agricultural
agricultural competencies described in the ToT book extension)
extension (1) ƒ Evaluation of Video clips from real
ƒ Reflect the performance of extension workers and extension situations in the field ƒ Video clips taken during real
give constructive feedback extension situations in the field
ƒ Session plan
Facilitation in
ƒ Roles for different players
participatory ƒ Apply the facilitation competencies when working
ƒ Role play printed on small cards
agricultural with farmer groups
extension (2) ƒ Flip chart with evaluation
criteria

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SFDP Song Da ToT Book Chapter 2: Designing and preparing training

2.4 Session plans and session material

„ What is a session plan?
A session is a part of a training course that is conducted in order to achieve one (or more
learning objectives). A training session plan is a detailed instruction on how to conduct such a
session, comprising information about the required time, necessary training aids, and the steps
for performing the session like introduction, some practical exercises, followed by a group
discussion, and then reflection.
Short sessions may take half an hour to one hour. Longer sessions can even take more than a
day. In most cases however, training sessions take 2 to 3 hours. The purpose of a session is to
achieve one or more learning objectives.
„ Why bother?
As you will soon realize, it is a real effort to write (good) session plans, Therefore it is important
to realize that your session plans are the building blocks of your training. If you only lecture you
don’t need session plans, transparencies are enough. However, if you want to run participatory
training events you really need them because the preparation and implementation becomes
much more complex. Session plans help you to:
• check whether the session follows a logical flow
• check time feasibility
• avoid you forgetting anything to do with preparation
• avoid you forgetting anything to do or say during the session
• share your session with other trainers or resource people
• get feedback
• improve your session
• document your training
• etc.

„ What to write?
A session plan can contain many elements. What follows are the most essential ones.
„ Objectives
„ Timing
„ Materials
„ Activities or steps
„ Visual aids, exercise sheets and handouts
„ Comments

„ What is session material?

When conducting a session following a good session plan, you normally need certain training
aids like an A0 poster that you prepared already in advance, or the instruction of characters for
a role game, or technical hand outs, or monitoring sheet as working material. All this material
has to be prepared in advance, additionally to the session plan.
Session material comprises session plan (one page) and all visual aids, exercise sheets, etc
necessary to run the session.
On the next page you will find an example of a session plan layout.

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Session Title

OBJECTIVES At the end of the session the participants are able to…
A session plan should first give objectives of the session. This can help the
trainer to run the session and evaluate its effect.

TIME … hours … minutes

An indication of the time that the session will take is needed for planning the
training agenda.

MATERIALS Notes on preparations, space and materials needed make the trainer aware on
what and how to prepare.

STEPS Simple instructions, guidelines, questions and exercises can be described here.
It should also contain answers and detailed information on questions or subjects
that are likely to come up during the training.
Instructions should also be included on how to use the other material presented,
such as visual aids and exercise sheets.

Visual aids, Any material needed to run the session, such as transparencies for
exercise sheets presentations, worksheets for exercises, case studies and handouts should be
and handouts included.

Tips for the

trainer Any comments about the application, possible impact, risks, warnings, or ideas
for variations can be included here.

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„ Quality check of a training session plan

It is not easy to write a good training session plan, and normally it requires a lot of practical
training experiences. You can check the quality of a training session plan by going through the
following guiding questions:

„ Is it logical and consistent?

‰ Are the learning objectives properly formulated and feasible within the available time?
‰ Do the topics/contents cover what is mentioned in the learning objectives?
‰ Are the selected methods suitable for meeting the objectives mentioned in terms of
knowledge, skills and attitudes?
‰ Selection of topics: quality versus quantity

„ Is it learner friendly?
Does it follow the training - learning
„ Is it trainer friendly?
principles:
‰ Is the layout attractive?
Does the session plan... ‰ Is it easy to read?
‰ Are the procedures clear?
‰ raise interest? ‰ Does it give all the required information
‰ explain the purpose? to conduct the session?
‰ relate to the participants’ experiences? ‰ Is it flexible?
‰ consider motivation? ‰ Can it be easily adapted?
‰ encourage the participants’ initiative ‰ Can it be re-used?
and autonomy? ‰ Can it be revised?
‰ provide for appropriate participant ‰ Does it allow for trainer initiative?
involvement and interaction? ‰ Does it give hints and warnings for
‰ provide exercises, practice, or hands on facilitation?
activities? ‰ Can it be used with different participant
‰ include a variety of activities? groups?
‰ show a graduated sequence in ‰ Is it suitable for different sized groups?
contents? ‰ Is it economically viable?
‰ allow for individual differences? ‰ Could the session be conducted by
‰ trigger broader applications? another trainer without extra
‰ allow for feedback? explanation?
‰ provide repetition?
‰ provide for individual monitoring of
learning?
‰ follow-up actions or linkages with other
sessions?

Tip: the best way to check if you wrote a good session plan is to ask another trainer to
read it and ask whether she or he can run the session without extra explanation.

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2.5 Selecting appropriate training methods

„ Need for variety of training methods
People have their own style of learning. Some people prefer to listen and analyze, others
learn more through observation or experience and practice. To support all these different
learning styles we, as trainers, have to use a variety of training methods. Also each training
method can provide different learning purposes; awareness, knowledge, understanding, skill,
attitude or behavior change.

„ No blue-prints for selection of training methods

There is no clear guideline to be used in the selection of training methods. Method selection
is a creative and analytical process during which many quite different issues need to be taken
into consideration.

Every trainer has favorite methods, depending on personal preferences, style and experience.
However, as trainers, we should try to select an appropriate training method not on the basis
of our own preference but from the participants’ viewpoints.

What follows are some hints that are useful in selecting a suitable training method.

„ Hints for selection of training methods

Keep the following in mind while you select a training method

; What are the learning objectives?

Learning objectives can relate to raising awareness, understanding, mastering skills, and
changing attitudes...

Changing attitudes is a challenge for trainers as they often change very slowly and rather
uncertainly. Changed attitudes can be observed more in the way things are done than
from what is said. They tend to come mostly from group interaction with peers.

; How much experience do participants have with the topic?

If they have experience you will have to build on it and give them time to recall and share
by using case studies, role-plays, simulations, brainstorming etc.

; What is the participant’s profile?

What is their age, sex, educational and social backgrounds? How are they used to
learning? Have they participated in training programs before? What is your own
experience? What are your strong & weak points?

As a trainer, you will have to feel comfortable using the training method.

; What is the practical situation like?

You will have to check such things as available time, materials, resources, facilities, and
venues…

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„ Introduction to some teaching methods

Features Advantages Disadvantages

Methods

1. Lecture To disseminate the A high number of Only one-way information.

knowledge participants can join Participants cannot listen
attentively for a long time.
Lack the participation of the
trainees

2. Workshop To involve participants Participants can Costly

into discussion about together exchange
some issues information

3. Seminar) To disseminate the in-dept information One – way information

knowledge in an
unofficial way rather
than to lecture

4. Role play To be used to applying No need materials and Be careful with the target
in training courses for be lively. It is easy for group as high-ranking staff.
descriptions of some participants join the real Time costly
issues situations

5. Brainstorming To speak out any Many different ideas are Many ideas without
sudden ideas collected for a short time accuracy

6. Field trip To be used to applying How lively it is! Preparations in advance are
for long-term training Participants can access necessary
courses. After the field the real situations
trips, participants have
to briefly report what
they observed in the
field. Participants need
to know the target of the
field trip.

To work with a 10 Discussions are led to Time-costly

member group at many directions and in a
maximum to exchange various way. Thus,
7. Group and discuss as well as many participants have
discussion come into conclusion to chances to raise their
some issues own ideas

To work in groups to Participants have a Participants may be

analysize some cases. chance to integrate the attracted by the inaccurancy
This is one of the most learnt theory into of the different examples.
effective methods for anylising the real
8. Case study
gender related training situtation. This also
courses. reflects the practical
experiences of the
learners.

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9. Master card Small cards are Be lively! The different The ideas are many and
distributed to the ideas can be collected. various
trainees to get their
ideas on some issues.

10. Video clips To use pictures as a To change the training Electricity, TV and video
case study. The trainers environment and to be recorders are necessary. It
need to select the clips interesting with the is difficult to find the suitable
carefully. suitable contents. clips.

11. Illustration To use the illustrated To be suitable for the To become effective for the
pictures for the lecture. technical training and technical issues. It is difficult
It is necessary to have with the target groups for the training course
the explanations from having the uneven focussing on lecture and
the trainers to avoid the knowledge and policies
misunderstandings. language difficulties

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Lively lecture
ƒ The problem of lecturing
The lecture continues to be the most popular training method because it provides the
instructor and the learners with consistency of presented content and efficiency in time
spent on the content. However, as we know from adult learning principles, we
remember only to a limited extent what we hear. We learn much better by doing or by
reflecting and exchanging our experiences. Lecturing normally ignores this principle
completely. Lectures also generally lack an important requirement for effective
learning: two-way communication.
ƒ How to have lively lecture?
So what can you do to make your lectures more lively?

a) limit your content to not few mayor points, rather than speaking about too many different
issues
b) outline your agenda, e.g. by writing the headlines on A0 paper
c) provide summaries every so often, or better ask participants whether they can summarize
and repeat the main points
d) use a variety of visual aids to support your points and keep their attention
e) use questioning for encouraging participants to comment on the topic, or contribute with
their own experiences with respect to the topic, or to stimulate discussions among the
audience about controversial issues.
f) use handouts constructively
g) mix activities to keep participants involved
h) structure materials in a logical way for understanding: general to specific, simple to
complex, familiar to unfamiliar (and then reverse it for fun)
i) clearly state how and when questions will be handled

ƒ Reminder for keeping the participants attention and discipline

ƒ speak to their boss about the importance of this program
ƒ speak to participants about why they are in the training session
ƒ always start on time!! every time!!
ƒ follow group norms
ƒ stick to the agenda and times
ƒ monitor group energy and interest
ƒ close the session with a high point
ƒ find ways to assure that attendee needs are being met
ƒ plan for involvement and interaction

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3 Conducting training
3.1 Start up
ƒ Prepare well your session material beforehand!
Keep your training agenda and training session material well prepared before you step in front of
the group! (Detailed instructions you got in chapter 2). This is crucial for conducting the training in
a sovereign and relaxed way. Especially in the opening when participants feel more insecure the
trainer should avoid the impression that he is not well prepared.
Reminder what you have to have at hand:
1. Training agenda with learning objectives
2. Session plans and session material (overhead transparencies, A0 posters, role descriptions for
participants in case you want to make a role play, etc.
3. Enough photo copies of hand outs for the participants
Training agenda and session material is best to keep in one folder to keep the order. The handouts
are normally too many for putting into a folder. But still, make sure you maintain the overview of the
order in which you want to hand them out.
ƒ Prepare the training room beforehand!
If any possible, be in the training room one hour before the course starts. Make yourself familiar
with the room, the equipment, and check the sitting order (circle of chairs instead of bank rows).
Even if it is someone else’s task to prepare the room, it is you who will be affected if you notice
during the session only that e.g. the overhead projector is not working, or that there are no
whiteboard markers etc.
ƒ Opening of the course – mostly standards
The opening of a training course will influence a lot on the further enrolment of the whole course.
So try to make good atmosphere. Fortunately, the opening of a course can in most cases follow
some standard steps, which you can practice for gaining sufficient confidence.
1. Opening speech by the organizer
2. Opening speech and introduction to the training course (with general training goal) by the
trainer
3. Introduction of the participants – a good chance for a small game or a ice breaker
4. Presentation of the learning objectives and course agenda by the trainer
5. Clarifying expectations of the participants and refining objectives and agenda
6. Setting group norms
7. Starting the first session – avoid lecturing here; instead start with an interactive method
ƒ Tip: Start with a game – You will be more successful when trainees have fun!

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3.2 Training in facilitation skills

3.2.1 Questioning

ƒ Why ask questions as a trainer?

There are tested skills that can help a trainer conduct more effective training
sessions. First, be a good listener. Next, become skilled in the art of using the
right questions in the right way at the right time.
There are several ways you can do this. You can – if you feel you have all the
answers and want to impress everyone with your knowledge – simply give ‘the
answer’. Or you can seek participation and give participants the opportunity to
reflect, think, discover and learn by themselves.

Reasons Examples

Gain participants’ involvement How do you feel about…?

Get a feeling for the participants’ thoughts, What is your idea about…? What do you
ideas or opinions. think?

Involve non-participative people. Lisa, what do you think?

Recognize key-contributors. Thuba, that’s an interesting idea. Tell us more

about it.

Manage classroom time. OK, we’ve spent quite a bit of time on that
question. How do you feel about moving on?

Gain understanding by exploring both sides of That is one way of looking at it. Let’s look at
an issue. the other side. What would happen if you…?

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ƒ Types of questions
There are several types of questions we can use for different purposes:

Types uses Risks

General questions: Stimulates thinking by everybody. Question is not directed at
anyone in particular, therefore
Addressed to the group as Useful for starting a discussion.
it may not be answered. A
a whole, perhaps written
Trend setting. wrong question can misdirect
on overhead or flipchart
the process. Unless sufficient
time is allowed for thinking, it
may not work.

Direct questions: Good chance that it will be answered. It can embarrass an

Useful for involving silent or shy unprepared participant. More
Addressed to an individual
participants. effective if followed by a
by name, or a sub-group.
general question to put the
Can break the monopoly of discussion by
focus back to the group as a
more vocal trainees.
whole.
Can tap specific resource person in the
group, e.g. forester, gender specialist.
Can be used to refer to a point that was
lost due to irrelevant comments by others.

Open-ended questions: To get concrete feedback or information. Such questions are more
difficult to answer.
Start with who, what, It will make participants think.
when, where, How, why. Questions starting with why
Quality of the discussion will improve as
These are questions that may be perceived as
new details are discovered,
cannot be answered by threatening.
simple yes, or no. Good for analyzing problem situations
If a trainer cannot build on the
(Why did this happen? What needs to
responses, usefulness is
change?).
reduced.

Factual question: To clarify factual “fogginess”. A few participants who know

the facts may monopolize
Asked to ascertain factual To steer away from assumptions or
discussion.
information generalizations.
Valuable in initial stages of discussion.

Re-directed question: Ensures that the answers lie with the May give the impression that
participants. the trainer is not
The trainer throws a
knowledgeable. Can be
question asked of her/him Can provoke lively exchanges among
perceived as an avoiding tactic.
back to the group. trainees.

Leading question: Useful in redirecting a discussion that has Can be manipulative.

gone off track.
The expected answer is Good points can be lost due to
implicit in the question. Helpful in facilitating control and taking the trainer’s anxiety to maintain
charge. control.

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3.2.2 Active listening

„ Good listening is more difficult than we think
Listening would appear to be a very easy thing to do. In reality we think we listen, but we actually
hear only what we want to hear! This is not a deliberate process: it is almost natural. To listen
carefully and creatively, and to pick out positive aspects, problems, difficulties and tensions, is the
most fundamental skill required for facilitation. Therefore we should try to understand what sorts of
things can hinder listening, so as to improve our listening skills. Listed below are so-called barriers
to listening that may prevent effective and supportive listening. Being aware of these barriers will
help a good deal in overcoming them.

„ Listening barriers

On-off listening
This unfortunate listening habit comes from the fact that most people think
about 4 times faster as the average person can speak. Thus the listener has
about 3\4 minute ‘spare thinking time’ in each minute of listening. Sometimes
the listener uses this extra time to think about his or her own personal affairs
and troubles instead of listening, relating and summarizing what the speaker has
to say. This can be overcome by paying attention to more than just the speech,
but also watching body language like gestures, hesitation etc.

Red-flag listening
To some people, certain words are like a red flag to a bull. When they hear them, they get upset
and stop listening. These terms may be unique to a certain group of participants, but some are
more universal such as tribal, black, capitalist, communist etc. Some words are so ‘loaded’ that
the listener “tunes out” immediately. The listener loses contact with the speaker and fails to
develop an understanding of that person.

Open ears – closed mind listening

Sometimes listeners decide quite quickly that either the subject or the speaker is
boring, and what is being said makes no sense. Often they jump to the conclusion
that they can predict what the speaker knows or will say, so they conclude that
there is no reason to listen because they will hear nothing new if they do.

Glassy-eyed listening
Sometimes listeners look at people intently, and seem to be listening although their
minds may be on other things and they may drop back into the comfort of their own
thoughts. They become glassy-eyed, and often a dreamy or absent-minded
expression appears their faces. If we notice many participants looking glassy-eyed
in sessions, we have to find an appropriate moment to suggest a break or change in
pace.

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Too-deep-for me listening
When listening to ideas that are too complex and complicated, we often need to force ourselves to
follow the discussion and make a real effort to understand it. Listening and understanding what the
person is saying might result in us finding the subject and the speaker quite interesting. Often if
one person does not understand, others do not either and it can help the group to ask for
clarification or an example if possible.

Don’t-rock-the-boat listening
People do not like to have their favourite ideas, prejudices, and points of view overturned, and
many do not like to have their opinions challenged. So, when a speaker says something that
clashes either with what they think or believe, they may unconsciously stop listening or even
become defensive. Even if this is done consciously, it is better to listen and find out what the
speaker thinks, and understand all sides of the issue, so that the job of understanding and
responding constructively can be done later.

„ Do’s and Don’ts of Listening

When listening we should try to do the following:

; show interest
; be understanding
; express empathy
; single out the problem if there is one
; listen for causes of the problem
; help the speaker to develop competence and motivation to solve her or his problems
; cultivate the ability to be silent when silence is necessary.

When listening we should avoid doing the following:

: rush the speaker
: argue
: interrupt
: pass judgement too quickly
: give advice unless it is requested by the other person
: jump to conclusions
: let the speaker’s emotions affect your own too directly

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3.2.3 Observation of group dynamics

„ What is observing?
Observing is the ability to;

ƒ see what is happening without judging

ƒ understand non-verbal clues
ƒ monitor the group processes objectively.

„ Why bother?
Within a group people interact in different
ways, they interact not only through what is
being said but also through how it was said;
the use of the voice, facial expressions,
attitude, gestures and the like. Non verbal
communication can convey strong messages.
Good observation will help you to:

ƒ assess feelings
ƒ monitor group dynamics
ƒ and monitor equal participation.
Therefore it is very important as a facilitator to watch for this type of non-spoken
communication and develop skills in observing them. You will need to do this at speed, and
without anybody really noticing it.

„ What to observe? Tips when Using Your Observation

The task of observing is to watch what happens: skills

• Who says what? ™ Never assume based on your own

interpretation of members body
• Who does what? language; check with the group
• Who looks at who when talking? member directly or indirectly
• What style of communication is used
(statements, questions, gestures) ™ Respond to low energy levels when
• Who sits beside whom? you see that the group has dropped
• Is this always like this? ™ Find ways to help the group the
• Who avoids whom? verbalize how they are feeling if you
• What is the general level of energy? observe that the process in the group
• What is the overall level of interest? is not smooth (feedback, go around
etc)
• Etc.

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3.2.4 Group dynamics

ƒ What is group dynamics
Group dynamics is how to the trainees (and trainers) interact and communicate with one another
and what their roles is (e.g. a head of the group, monitors. etc…)
ƒ How is it important?
Group dynamics highly influence the training quality. In case there is a shortage of close
relationship among trainees and trainers, it is impossible to create a confident and relaxed learning
environment. Consequently, the trainees feel reluctant to the training courses. The courses will be
successful if the trainers can encourage the trainees, create a mutual trust and convey the
sympathy.
ƒ Tips
Creating a happy and excited learning environment is an important element for a successful
training course. During the sessions, the training related games should be organized. Also, the
coffee break and the mutual environment should be paid attention to.
It is necessary to arrange the seats for all the trainees in the class to ensure the group dynamics.
The below-mentioned illustration is a traditional/classical training that give a one-way lecture from
the trainers to the trainees. The trainees cannot exchange and interact one another. According to
the adult learning principles in the modern training courses, it is more advantageous to arrange all
the seats in a circle. Such arrangement gives a chance for the trainees and trainers to
communicate better.

trainee
Teacher

Facilitator
trainee

Student Student Student

Student Student Student trainee trainee

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3.2.5 Working with opposites

Working with groups is seldomly easy. occur without the other. Common examples of
From the models and structures outlined yin and yang are positive and negative,
already, it is obvious many things can go passive and active, female and male, dark and
wrong! There is plenty for the trainer or light.
group worker to keep an eye on. Usually,
This idea of interdependent halves can be
it is not possible to do al these things
applied to work with groups, particularly where
simultaneously.
problems or difficulties are occurring. The task
Working with a group is a constant & process model is one application of the
process of making adjustments and concept. If the group has trouble with its task,
changes as you go along – not sticking work on process for awhile – and vise versa.
rigidly to a plan formulate in advance,
The ability to change focus and from another
particularly when that plan isn’t working
perspective is a critical skill for the trainers or
with the group.
group worker. It is most useful in dealing with
Philosophers in accident China explored problems and resistance that occur in the
the idea of yin and yang. Yin group. When combined with
and yang represent the two observational techniques the list
halves of any dynamic below can help you decide what to
interaction. The two are do if thing are not working: Try the
inseparable – one cannot opposite!

Task ÍÎ Process
Work with the whole group ÍÎ Divide into small group
Leader control ÍÎ Participant control
Active exercise ÍÎ passive exercise
Lecture ÍÎ Activities
Stand ÍÎ Sit
Talk ÍÎ Draw
Sit in a round ÍÎ Sit in row
Be directive ÍÎ Be nondirective
Keep working ÍÎ Take a break
Speak ÍÎ Remain silent
Take part ÍÎ Observe

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3.2.6 Using training aids

Flip charts and transparencies

„ Transparency

advantages disadvantages

• facilitator is able to face audience all the time • depends on electricity

• focuses readers’ attention • equipment is vulnerable
• light makes it easy to read • light bulb may burn out
• can enlarge up to required size depending on • light being switched on and off can strain the
audience eyes
• sequence easily changed • needs a room which can dim the light from
outside
• possible to use overlay to build up your story
• easily photocopied as handout
• hand written or high tech computer prepared

tips

• never copy from a book directly without

enlarging
• use 6 words per line
• use less 6 lines per page
• use lay-out rules
• use special effect: overlays to build up your
story, cut outs, and photographs to liven up
your story
• use only keywords, not everything you
have to say should be shown
• show only what you are talking about
• switch off the lamp, carry an extra light bulb
• do not wave with your hands or stand in the
way of the light
• face the audience all the time
• indicate where you are on the transparency
• check overheads and equipment, set-up
before you start

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Flipchart

advantages disadvantages

• easy to sequence as they flip over • not readable for big groups
• all graphics and colors possible • needs preparation and skill to flip and write
• develops a record of all past work • headache to type them up for documentation
of the course
• can serve as framework for brainstorm, • needs lot of space during storage
writing initial questions for trainees to fill in
the answers
• possible to be prepared in advance • participatory training uses lots of flipcharts.
More paperless trees...
• after using can be easily reviewed and
displayed
• cheap • easily damaged during transport
• mistakes easily repaired
• does not require electricity

Tips

• equipment: sturdy easel, good tape, flat pens

• colors: working red/green/black
alternate, organize, highlight

• recording: abbreviate & condense

block letters
8-12 lines, table height
index abbreviations

• position; talk to audience

don’t block the view, walk around to check your own
making

• prepare sheets:
difficult charts, models etc.
reveal poster at time needed

• paste and display posters with overviews or

framework for easy reference at all times
• roll them up for transport
• use white tape to mask mistakes
• prepare flipcharts as a second option in case
electricity not available

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3.3 Feedback
3.3.1 What is feedback
Feedback is a way of helping another person to understand t he impact of her or his behaviour
on others. Feedback helps a person to keep her/his behaviour “on target” and thus improve
her/his performance.
Personal feedback gives information about behaviour and performance. Feedback can be
exchanged frequently in a training situation, from trainer to participants, vice versa or between
participants.
ƒ How does feedback work?
Getting familiar with JOHARI’s-Window will help to understand the effect of feedback.
Look at the following picture. It has the shape of a window with four frames. It is called
JOHARI’s window after the people who worked it out. The window is a model that shows how
communication works and helps us to understand how we can grow in self-knowledge and how
we can build deeper trust in teams and communities by sharing feedback.
ƒ The Johari Window

Unknown to
Known to me Unknown to me Known to me
me

Known to Open Blind Known to

Blind
others others

Open
Self-consiousness Unknown
to others
Unknown
to others Hidden
Hidden Hidden Unknown

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The window represents the self- the whole person. The four frames of the window can be
described as follows:

Open The part of yourself which is known to you and others. It is the area of
mutual sharing

Hidden That part of yourself which is known to you, but not shared with others.
Sometimes more sharing can clear the air, build trust and make teamwork
easier.

Blind That part of you which is known to others, but unknown to you. The tone of
your voice, or a talent of which you are not aware, may all be in this area.

Unknown That part of yourself that is unknown to yourself and others. Here are
talents and abilities which you do not yet know you have and others have never
seen. But they are part of you and may one-day come to the surface.

Feedback Is one way by which others open up the blind area within yourself by letting
you know what they see in you which you do not see yourself

Sharing Is one way of opening yourself more to others

Revelation Is an experience whereby the mysterious area within yourself is suddenly

revealed. Revelation comes spontaneously; it can not be planned.

In other words, the way we see ourselves is partly a result of what we have been told by others;
how they see us. Sometimes it is even the other way around: the way we feel or behave can
depend on what we think others see in us. For example:
“I did not understand what the teacher told us, but if I ask her to explain it to me again, she will
think that I am very stupid. So I better keep quiet.”

In many cases it would be very helpful to hear from the others how they actually see you, and
this can be done through feedback.

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3.3.2 How is feedback given?

Be clear about what you want to say. After the activity, take a few moments to decide which
points you want to make and perhaps those that you want the observers to make. Hesitation
during the feedback may give the impression that you do not know what to say, or that there is
something you want to hide. Feedback will only be effective when certain criteria are used.
Following are some hints for giving constructive feedback.

Criteria Bad example Good example

Well timed Last week…. When you just…

don’t delay feedback. It carries
more weight if given soon after
the observation.
Be specific, not general. Your are always so Just when we were deciding the issue,
talkative! you talked so much I stopped listening.
Be descriptive, not judging You only want to I feel annoyed, because you interrupt me
annoy me! all the time!
Own the feedback Feedback is You did… In my opinion
the presentation of your You are… To me it gave the impression
opinion, not anyone else's.
I feel, …. because…
Focus on behavior You are arrogant! You often lifted your eyebrows, when I
not on the person was talking. This made it hard for met to
keep talking.
Focus on the positive, You don’t smile You have a warm smile, you should use it
Not the negative enough.. more often, and it makes me feel happy
to work with you.
Seek or offer alternatives. Do not simply state How could it have been avoided
the criticism. How do you think it might have gone
if you had…?

In short try to phrase your feedback as follows:

When… (naming the specific behavior)…

I…. (description of your feeling)….

Because…. (informing on the effect of the behavior)….

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3.3.3 How should feedback be received?

Feedback tells you how another person sees your actions and gives you the choice of trying to
change your behavior. Even if you “disagree’ with the feedback, it is important for you to hear it
clearly and understand it.
Giving someone feedback is sometimes difficult. If you keep the following in mind, it will make it
easier for someone else to give you feedback that you can use.

Concentrate, be observant and listen

You don’t need to do anything with the feedback. Simply look at the
person giving you feedback and listen carefully.
Check
Wait until the feedback is given, then paraphrase the major points. So, what your are saying is
that…

Clarify
Ask clarifying questions or ask for examples. When and how did I upset
you?
Don’t defend
Most of us have difficulty hearing both positive and negative things That’s because…
about ourselves. To cover our discomfort, we defend ourselves with I think that most people…
quick responses. Unfortunately, valuable opportunities for self-growth
Yes. But…
are lost if you defend yourself.
You got me wrong…
Who are you to make such
comments…?
State your limit
If the sender gets carried away, overwhelming you with suggestions, I have heard enough for
advice, or criticism, you can say that it is enough. now, thanks for all the
helpful feedback so far.
Consider how the feedback can help you to improve
It might just be that others are right with their feedback and that
they can give you helpful comments and advice. Therefore, in any case,
consider how the feedback can help you to improve!

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3.3.4 A feedback check list

; Was the feedback specific and behavioral? Was there evidence or examples of actual
events?

; Was it clear that direct and specific feedback was actually being given, rather than general,
ill-defined, impersonal comments?

; Was praise and/or criticism included in the feedback? How strong were these elements?
What effect did each have on the receiver?

; Did the receiver check understanding? How?

; What feedback skills did the giver use? How effect were these?

; How well did the receiver appear to accept the feedback? What evidence for this was there?

; Did the receiver appear to encourage feedback? How was this evident?

; Did the feedback provoke defensiveness? What form did this take? How was it dealt with by
the giver?

; Were any of the areas of feedback chosen:

ƒ Areas in which the subject was unwilling to accept feedback?

ƒ Areas where the subject would be unable to change?
; How honest was the feedback? Were positive emotion issues avoided? If so, could or
should they have been included? If so, how?

; Did the receiver appear to use the skills of receiving feedback?

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SFDP Song Da ToT Book Chapter 4: Evaluation of training

4 Evaluation of Training
„ What is training evaluation
Training evaluation is the analysis to what extent the overall training goals and learning
objectives have been met. It is a systematic collection of qualitative and quantitative information
necessary to improve the efficiency and effectiveness of training.
„ Why to evaluate training
The most common view of evaluation is that it is the last stage of the training design cycle.
However, training evaluation should be an integral part of the cycle to be able to play a key role
in quality control by providing feedback on:

• The achievement of the objectives set by both trainers and participants

• The effectiveness of the approach and methods used
• Whether the needs originally identified; at village, organizational and individual level,
have been met.

„ What and when to evaluate

Most evaluation exercises measure mainly the satisfaction and enjoyment of the participants.
However, evaluation at the end of the training should actually measure the specified learning
objectives. In other words the evaluation should measure the change in knowledge, skills and
attitude change rather than just satisfaction or enjoyment.
Most training activities are evaluated only at the end of the training program. However if we
want to achieve our overall goal (developing community forestry), we should also evaluate what
happens after the training has been completed. The following levels of evaluating training can
be identified, linked by a cause and effect chain:

Levels of Training Evaluation

Community Forestry
Development
Changes at village level

Changes in the organization

Effectiveness
Changes in behavior

Learning

Reactions
Efficiency
Training

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The following table gives some ideas about what type of information to collect at which
level and how.

Level/When What How

During the • Enjoyment • Daily monitoring or feedback

training • Feedback on specific topics and activities
methods • Observations
• Measures of gain or change in • Group or individual
knowledge, skills, attitude assignments
At the end of • Relevance of the overall learning • Conventional questionnaire
the training objectives with open and/or closed
• Feedback on overall menu of questions
topics and methods • More creative methods (see
below)
At the job after • Relevance of the training • Interviews
the training experience • Observations
• Measures of use of learning • Questionnaire
• Measures of change of behavior
• Implementation of individual
action plans
Organizational • Measures in organizational • Through interviews with
effectiveness change employers (also by
• Implementation of collective telephone, email etc.)
action plans or projects
Impact at village • Measures in change of meeting • Through interviews with the
level the identified needs of the villagers
villagers
Overall impact • Assess how the organizations • Can only be done as part of a
on CF you worked with contributed to wider impact assessment
CF development
development

„ Steps in planning evaluation

1. Decide why to evaluate and for whom
2. Specify what to evaluate; which levels and which components at each level
3. Decide what information to collect from whom; participant, resource people,
employers, villagers etc.
4. Select evaluation methods and techniques which fit best your purposes and situation
5. Develop and conduct the evaluation activities.
6. Integrate and analyze the data of the Training Needs Assessment, Daily monitoring,
Participants Action Plans, Participants’ Evaluation, and trainers’ feedback and
observations, feedback from employers, villagers, etc.
7. Take action based upon results, such as revise training events, develop new events
and/or approaches, develop follow-up and support activities needed.

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„ Ideas for unconventional evaluation methods and techniques at the end of the
training

The following ideas can complement more formal approaches to evaluation such as
questionnaires. Just as good research design includes different methods to study and verify a
situation, good training evaluation should include a variety of assessment techniques.

These alternative approaches to evaluation rely less on the spoken word and more on creative
expression. Many involve using some art form to enable individuals and groups to express their
ideas and feelings. Such approaches generate data, which is complex, subtle, expressive and
revealing.

Groups and individuals often struggle to

answer a direct question and may simple
say what the trainer wants to hear. The
more indirect way of using creative
expression to gain information usually
results in richer, deeper, more honest
and complete information.

; Evaluation Collage
Using newspapers, magazines,
drawings, and/or found objects, groups
create collages to express their ideas
and feelings about an evaluation question, which the trainer provides. For example: what has
been most useful about the training you have received?

; Evaluation Mural
Using symbols, group members create a mural that represents their collective feelings and
thoughts about, for example; the contents of the training, how they feel, the approach used in
the training. The mural should answer only one question.

; Metaphors to capture learning and/or change

Group or individuals can choose an object (either from the objects provided, drawings of from
their own imagination) and use this object as a metaphor to describe some aspect which is
evaluated. For example, participants could be asked to choose a plant and describe how their
experiences in the training are like that plant. They may speak of it flowering, or they may speak
of it withering because insufficient nurturing. The trainer can then ask questions related to what
the participants have said.

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; Time-line accomplishments
Time -lines may help to show how learning diminishes or is enhanced (and why) with the
passage of time. Individuals can create a time-line which shown significant events, particularly
in terms of learning over the time of the training. They may illustrate this time line with symbols.
The time line should rise, fall dip, and turn to illustrate change occurring.

; Label parts of self that have changed

Ask participant to make simple drawing of a person
on one or 2 flip charts. Then, label parts of
themselves that have changed. For example,
perhaps they listen more and would therefore
somehow highlight the ears (make them larger, a
bright color, etc). Perhaps they have a new
understanding or a concept so they would highlight
or label the brain and list or say what the change
has been.

; Use various forms of creative expression

(drawing, music, dance, drama, role play,
collage, found objects, (shadow) puppets)
Ask groups to express their feelings and ideas about a
question using culturally acceptable and familiar form of
creative expression (the facilitators should decide ahead of
time whether the group(s) would be creating a collage,
developing and presenting a drama, etc. Possible questions
are: how has the training effected you, before and after.

; ‘Dear trainer’: invite participants to write a letter to

you
At the beginning of the training, invite every participant on
an individual basis to write an informal letter to give you
feedback on the training. You can decide to ask for
feedback on specific aspects of the training or leave it
open. On the last day you could present a summary of
letters together with your reactions on their feedback and
suggestions. What remained unclear in the letters can always be asked at a later stage on
an individual basis. This method often provides valuable feedback as people express
themselves more open in a letter than they would do orally or through a questionnaire.

Methods used for daily monitoring can also be used to complement the evaluation at the end
of the training such as; the evaluation wheel, review and rank accomplishment of learning.

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Training evaluation form

The trainees are requested to fill in the form at the end of the training

Location: Date:

1. Common attitude and interest – What is your opinion and interest and do you like this training
course?
: Marking Comments
F Very useful
F Useful
F Medium
F No necessity
2. Useful – Can you learn something useful for your real job? What is the most interesting?
: Marking Comments
F Very useful
F Useful
F Medium
F Not useful
3. Methods – Can you select any training methods?
: Marking Comments
F Various and
suitable
F Suitable
F Medium
4. Training materials – What is your opinion about the quality of the training materials?
: Marking Comments
F Excellent
F Very good
F Good
F Medium
5. Training capacities – What is your common impresion on the trainers (empathy, enthusiatics,
and capacities)?
: Marking : Marking : Marking
Name: Name: Name:
F Excellent F Excellent F Excellent
F Very good F Very good F Very good
F Good F Good F Good
F Medium F Medium F Medium
F Not good F Not good F Not good
6. Which changes are necessary for the improvement of next training courses?

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