Pre-training Preparations
Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Stefanie
Kaiser (seecon international gmbh)
Sreevidya Satish (Ecosan Service Foundation)
Bipin Dangol (Environmental and Public Health Organization)
Pre-training Preparations
1
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Copyright & Disclaimer
Copy it, adapt it, use it – but acknowledge the source!
Copyright
Included in the SSWM Toolbox are materials from various organisations and sources. Those materials are open source. Following the opensource concept for capacity building and non-profit use, copying and adapting is allowed provided proper acknowledgement of the source
is made (see below). The publication of these materials in the SSWM Toolbox does not alter any existing copyrights. Material published in
the SSWM Toolbox for the first time follows the same open-source concept, with all rights remaining with the original authors or producing
organisations.
To view an official copy of the the Creative Commons Attribution Works 3.0 Unported License we build upon, visit
http://creativecommons.org/licenses/by/3.0. This agreement officially states that:
You are free to:
• Share - to copy, distribute and transmit this document
• Remix - to adapt this document. We would appreciate receiving a copy of any changes that you have made to improve this
document.
Under the following conditions:
• Attribution: You must always give the original authors or publishing agencies credit for the document or picture you are using.
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.
Pre-training Preparations
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Contents
1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
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Train the Trainers on www.sswm.info
Pre-training Preparations
http://www.sswm.info/category/train-trainers/train-trainers
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Pre-training Preparations
1) Learning Needs Analysis
What is it about?
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-training Preparations
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Pre-training Preparations
1) Learning Needs Analysis
What is it about?
A learning needs analysis
has to be done in advance
of the course. A review of
expectations at the start
of the course does not
substitute it.
Source: http://www.outlookpartnerships.co.uk/solutions.htm
[Accessed: 28.04.2010]
Pre-training Preparations
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Pre-training Preparations
1) Learning Needs Analysis
What are “Learning Needs”?
Needs of the “individuals” as
well as the “organisations”
to
Improve the performance
(capacity to do thing)
Source: http://www.dbdc.com/i/consultancy/training.jpg [Accessed: 28.04.2010]
“Learning
Needs”
Pre-training Preparations
=
Gap in capacity (knowledge, skills and attitude) of
the individuals in performing a task at desired level.
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Pre-training Preparations
1) Learning Needs Analysis
What questions to ask to understand the Learning Needs?
Of individuals?
Of organisations?
Brainstorming
Time: up to 5 minutes
Pre-training Preparations
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Pre-training Preparations
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?
Source: http://seepamwrite.blogspot.ch/2010/
10/here-we-go-again.html [Accessed: 18.06.2012]
Pre-training Preparations
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Pre-training Preparations
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?
Source: http://seepamwrite.blogspot.ch/2010/
10/here-we-go-again.html [Accessed: 18.06.2012]
Pre-training Preparations
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Pre-training Preparations
1) Learning Needs Analysis
How can you collect the relevant information?
Brainstorming
Time: up to 5 minutes
Pre-training Preparations
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Pre-training Preparations
1) Learning Needs Analysis
How can you collect the relevant information?
Key Methods and Tools:
• Interviews/ meeting with staff responsible for the training course
• Questionnaire survey of participants
• Self assessment from learners (open questions)
• Observation
• Role/job/ task analysis
• Recording and rechecking the earlier course evaluation
Pre-training Preparations
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Pre-training Preparations
1) Learning Needs Analysis
Existing
Skills
Learning
Needs
Training
Desired
Performance
Outcomes:
• WHY? - motivation, expectations
• WHO? - role and responsibility of people
• WHAT? - current knowledge, skills and
attitudes; clarifying the desired change
• WHERE? - where is it most accessible by
all target groups
Next Step?
Pre-training Preparations
Source:http://www.ucanlearning.co.uk/
userimages/Help_Jigsaw.jpg [Accessed: 28.04.2010]
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Contents
1) Learning Needs Analysis
2) Planning and Conceptualisations
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Pre-training Preparations
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Pre-training Preparations
2) Planning and Conceptualisation
Conceptualising and Designing the Training Course
Existing
Skills
Learning
Needs
Training
Desired
Performance
• Concept
• Design
• Agenda and Course Plan
Pre-training Preparations
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Pre-training Preparations
2) Planning and Conceptualisation
CONCEPT
Goal / Aim
II.
Specific objectives
I.
Training strategy
II.
Activities
OUTCOME
I.
DESIGN
Conceptualising and Designing the Training Course
III. Key learning points
IV. Contents
III. Resource persons
IV. Participants
Pre-training Preparations
• Agenda
• Course Plan
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2) Planning and Conceptualisation
I. Goal / Aim
CONCEPT
Pre-training Preparations
I.
II.
III.
IV.
Goal / Aim
Specific objectives
Key learning points
Contents
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-training Preparations
Source: http://www.ukdrn.org/images/lrn/lrn_aims.gif [Accessed: 28.04.2010]
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2) Planning and Conceptualisation
II. Objectives
Training objectives should state what
participants will be able to do by the
end of the training session of course.
CONCEPT
Pre-training Preparations
I.
II.
III.
IV.
Goal / Aim
Specific objectives
Key learning points
Contents
They should be SMART:
• Specific
• Measurable
• Achievable
• Relevant
• Time Bound
Source: http://writtenwordservice.com/wpcontent/uploads/2010/07/iStock_000008600141XSmall
1.jpg[Accessed: 28.04.2010
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2) Planning and Conceptualisation
II. Objectives
Examples:
CONCEPT
Pre-training Preparations
I.
II.
III.
IV.
Goal / Aim
Specific objectives
Key learning points
Contents
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-training Preparations
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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.
CONCEPT
Pre-training Preparations
I.
II.
III.
IV.
Goal / Aim
Specific objectives
Key learning points
Contents
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
Examples:
Close the nutrient loop
Project Cycle
Close the water loop
Community involvement
Pre-training Preparations
All those marked by
MUST KNOW are
Key Learning Points
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2) Planning and Conceptualisation
I.
Training Content
WHAT are you training?
•
CONCEPT
Pre-training Preparations
I.
II.
III.
IV.
Goal / Aim
Specific objectives
Key learning points
Contents
The training content has to be able to bridge the gap between
what is and what ought to be.
WHO are you training HOW?
I.
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.
Existing
Skills
Pre-training Preparations
Learning
Needs
Training
Desired
Performance
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Pre-training Preparations
2) Planning and Conceptualisation
IV. Training Content
Course Plan Example:
WHAT
Session 1: Welcome and
Inauguration
➜ Prepare an Outline
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
Source: http://theschappertfamily.com/wpcontent/uploads/2010/01/Write-Content-That-Sticks.png:
[Accesed:11/10/10]
Help participants to understand how
SSWM would be applied to their
system.
Session 4: Etc.
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2) Planning and Conceptualisation
IV. Training Content
The outline and course plan help you to:
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
• 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!
Course Plan
Pre-training Preparations
Final Agenda
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ Define the 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
Pre-training Preparations
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Pre-training Preparations
2) Planning and Conceptualisation
Lectures
IV. Training Content
WHO and HOW
Colour Cards
➜ Choose activities
Brainstorming
• Manifold
Role play
• Flexible
• Easily adaptable
• Easy explainable
Discussions
Videos
• Easy understandable Group Works
Energizers & Ice breakers
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ 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
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ Invite Resource Persons
Who do you invite?
• Expertise
• Degree of experience
• Availability
• Interpersonal skills
• Willingness
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ Selection of Participants
Why?
• Achievement of a course depends on
the motivation & appropriateness of
participants.
• Criteria for participants depend on
type and aims of the training.
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ Selection of Participants
How do you select participants?
• Choose the right number of people
• Find the relevant people (need for learning)
• Ensure the right combination of people
(cross-sectoral, strenghten collaboration
between organisations)
• Aim for the right level of participation
(committed)
Pre-training Preparations
Source: http://negotiationboard.com/wpcontent/uploads/2009/10/puzzle.jpg [Accessed: 10.01.2013]
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ Selection of Participants
Challenges:
• Last minute confirmation
• Fail to show up
• Missing of sessions
 Possible solution: demand course fee (at least partially) in advance.
Pre-training Preparations
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2) Planning and Conceptualisation
IV. Training Content
WHO and HOW
DESIGN
Pre-training Preparations
I.
II.
III.
IV.
Training strategy
Activities
Resource persons
Participants
➜ Selection of Participants
Importance of course fee:
• Influences participants composition.
• Discounts for students, NGOs or poorer participants ensure a more
heterogeneous group.
• Channels of marketing also influence participants composition.
• Generally no (completely) free offering. --> Attracts people that
have “nothing else to do” and not necessarily those on whom a
training might have the biggest impact.
Pre-training Preparations
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Contents
1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Pre-training Preparations
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Pre-training Preparations
3) Logistics
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 of
their availability
• Preparing a checklist of pre and
post training activities
• Catering requirements
and orders
Pre-training Preparations
Source: http://www.exegens.com/media/incoming/0220.jpg
[Accessed: 28.04.2010 }
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Pre-training Preparations
3) Logistics
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-training Preparations
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Pre-training Preparations
3) Logistics
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-training Preparations
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Pre-training Preparations
3) Logistics
Seating Arrangement:
Theatre Style
• Used for very large audiences
where the speaker is the main
focus
• Does not encourage notetaking 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-training Preparations
Source: http://www.theconferencebureau.com/venues.htm
[Accessed: 28.04.2010 }
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Pre-training Preparations
3) Logistics
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 }
Pre-training Preparations
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Pre-training Preparations
3) Logistics
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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Pre-training Preparations
3) Logistics
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
• Comfortable
• Notes can be taken
• A lot of space is required
Pre-training Preparations
Source: http://www.theconferencebureau.com/venues.htm
[Accessed: 28.04.2010 }
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Pre-training Preparations
3) Logistics
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 }
Pre-training Preparations
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Pre-training Preparations
3) Logistics
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
Pre-training Preparations
Source: http://www.theconferencebureau.com/venues.htm
[Accessed: 28.04.2010 }
41
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Pre-training Preparations
3) Checklist
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.
+
Pre-training Preparations
Course Plan:
Session 1:
Welcome and
Inauguration
10 min.
Welcome
Address,
Professor
Etc.
Checklist
+
42
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Contents
1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Pre-training Preparations
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Pre-training Preparations
4) Wrap-Up: Training Conceptualisation and Design
I. Aim / Goal
State what you want to achieve with this training.
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
Pre-training Preparations
44
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Pre-training Preparations
4) Wrap-Up: Training Conceptualisation and Design – EXAMPLE
Aim
Participants with the needed theory, skills, tools and practice to be able to
develop and implement effective SSWM training program
Objectives
By the end of today, participants qill:
• 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
Learning
targets
Close the water loop
Close the nutrient loop
Project Cycle
Community involvement
Outline of
Content
…
Type of
Training
•
•
•
•
Pre-training Preparations
Face to face: Basic Course; Expert Course; Specialised training
Online
Hands on Training
Field Level Training
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Pre-training Preparations
4) Wrap-Up
Make one Flip Chart with an example Training Concept
Group Work
Time: up to 10 minutes
Pre-training Preparations
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Pre-training Preparations
4) Wrap-Up: Group Work
Pre-training Preparations
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Pre-training Preparations
4) Wrap-Up: Example
Pre-training Preparations
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Pre-training Preparations
4) Wrap-Up: Example
Pre-training Preparations
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Contents
1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Pre-training Preparations
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Pre-training Preparations
5) Marketing of a Training
 Planning a training is usually only half the battle; the other half
is getting people to take advantage of it.
Marketing
Source: http://blogs.peru21.pe/tumismoeres/email-marketingannouncement.jpg [Accessed: 09.01/2013]
Existing
Skills
Pre-training Preparations
Learning
Needs
Training
Desired
Performance
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Pre-training Preparations
5) Marketing of a Training
The 4 P’s Framework:
Marketing strategies are developed around:
• Product - What does the costumer want from the product/ service?
• Price - What is the value of the product to the customer?
• Place - Where do customers look for your product?
• Promotion - How can you reach your customer‘s interest?
Note: all P’s have to be addressed in an appropriate way to get a
desired result of your training activity.
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Pre-training Preparations
5) Marketing of a Training
Example:
A training course
An affordable price
A conveniently
located training
centre
Various information
sharing techniques
Source: http://pauldunay.com/wp-content/uploads/2010/01/4ps.png
[Accessed: 09.01.2013]
Pre-training Preparations
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Pre-training Preparations
5) Marketing of a Training
What are your ideas for training promotion?
Source: http://pauldunay.com/wpcontent/uploads/2010/01/4ps.png [Accessed: 09.01.2013]
Brainstorming
Time: up to 5 minutes
Pre-training Preparations
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Pre-training Preparations
5) Marketing of a Training
Ideas for training promotions:
• Communicate “What is in it for me?”
• Don’t pass up free exposure, e.g.
bulletin boards, intranets,
newsletters, company events, vendor
fairs, etc.
• Seminars and webinars
• Publish an e-newsletter and send
regular emails
• Word of mouth marketing
Pre-training Preparations
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Contents
1) Learning Needs Analysis
2) Planning and Conceptualisation
3) Logistics
4) Wrap-Up: Training Concept and Design
5) Marketing of a Training
6) Preparing Individual Sessions and Fieldtrips
Pre-training Preparations
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
What is it about?
• Each session is like a miniworkshop in itself.
• Careful preparation helps to build
confidence of the facilitator and
ensures best possible learning
experience.
Source: http://wp.digischool.nl/studiebegeleiding/files/2011/10/planning.png
[Accessed: 10.01.2013]
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
CONCEPT
I.
Training strategy
• Sessions
II.
Activities
• Fieldtrips
Goal / Aim
II.
Specific objectives
OUTCOME
I.
DESIGN
Each session is like a mini-workshop in itself:
III. Key learning points
IV. Contents
III. Resource persons
Pre-training Preparations
• Handouts
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
Checklist:
 Subject/ aim
 2-3 key points
 Teaching methodology
 Different parts of a session
 Time allocation (enough time for discussion)
 Be appropriately informed about the topic
 Prepare and organise materials (flip chart, handout, etc.)
 Seating arrangement
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
Different parts of a session:
• Introduction
• Energisers or icebreakers
• Activities (lecture, group work, individual work, practice,
discussion)
• Conclusion/ Closure
• Assignment/ Follow-up
Pre-training Preparations
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
Example of a session plan:
Goal
Objectives
Place/ Date/ Time
Participants
Trainer
Preparations
Assignment/ Follow-up
Session
Time
Material
Introduction
Energiser/ Icebreaker
Activities
Conclusion
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
Why doing Fieldtrips?
• “Seeing is believing”
• Learning out of the traditional
learning environment
• Good to initiate participants mingling
and group problem-solving exercises
Seeing is believing. Source:
http://choosehypnosis.files.wordpress.com/2012/08/seeing_is_believing
.jpg [Accessed: 10.01.2013]
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
Preparation of Fieldtrips:
• Selection of field visit site:
•
Demonstration of theoretical teaching
•
Site with problems
• Design of fieldtrip:
•
Clear objectives
•
Well-briefed facilitators
•
Transfer of the gained knowledge back to the job
•
Evaluation
• Logistical preparation:
•
Number of participants
•
Catering/ overnight stay
•
Date and time
•
Equipment
•
Access
•
Language translation
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
Preparation of Fieldtrips:
• Participants with pre-trip instruction learn and retain more from
a fieldtrip than those who receive no preparation.
• Instructional document:
• General information
• Schedule and contact numbers
• Specific information (review of existing
information - THIS IS A MUST!)
• Key questions
Source:
http://www.fourcornerslearning.org/TechTips/images/h
andout.jpg [Accessed: 10.01.2013]
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
During the Field Visit:
• Have a field coordinator, which is an
expert on the subject.
• Ask participants to collect all the
information they read, hear, observe, see
and feel.
• Encourage the participants to be openminded and flexible.
Source: http://www.sswm.info/category/train-trainers/traintrainers/train-trainers/pre-training-preparations/preparing-field-trip
[Accessed: 10.01.2013]
Pre-training Preparations
• Encourage them to build relationships
with the group members and to respond to
their needs and interests as much as
possible.
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Pre-training Preparations
6) Preparing Individual Sessions and Fieldtrips
After the Field Visit:
• Allow time to relax, exchange
experiences and to answer questions.
• Provide time to prepare
presentations/ feedback on what they
have learned.
• Reflect on the learning.
• Encourage to ask questions so that
everyone can learn from the
experience.
Pre-training Preparations
Source: http://northbeachnutrition.com/wpcontent/uploads/2012/01/our-team.jpg [Accessed: 10.01.2013]
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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.
OHNSON, G.L (2006): Top Ten Strategies to Market Training to Your Workforce. Training growth Innovations.
TrainingIndustry.com. URL: http://trainingoutsourcing.com/uploadedFiles/Executive_Toolkit/Knowledge_Community/
Articles/Top%20Ten%20Strategies%20-%20Sept%202006(1).pdf [Accessed: 12.03.2010]
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]
PATRICK, F. (2009): Improve Your Coaching & Training Skills. New Delhi: Kogan Page India Pvt Ltd.
SCOTT, B. (2005): Social Marketing: A Consumer-based Approach to Promoting Safe Hygiene Behaviours. Leicestershire:
WELL. URL: http://www.lboro.ac.uk/well/resources/fact-sheets/fact-sheets-htm/Social%20marketing.htm [Accessed:
10.01.2013].
SUSAN, I. (1998): Using Adult Learning Principles in Adult Basic and Literacy Education. Columbus: Centre on Education
and Training for Employment. URL: http://www.calpro-online.org/eric/docs/pab00008.pdf [Accessed: 10.01.2013].
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“Linking up Sustainable Sanitation,
Water Management & Agriculture”
SSWM is an
initiative
supported by:
Created
by:
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