TRAINERS TOOLKIT
A collection of tools & techniques for designing and delivering
learning events for adult participants
Community Health Worker training in Sri Lanka (Nawakumar Arulia)
Revised March 2015
Originally developed by:
Barbara J. Huff, EdD, Capacity Building Senior Advisor, Technical Services,
Medical Teams International
TABLE OF CONTENTS
SECTION I: Adult Education Theory
This section presents (1) a set of ten principles describing factors that
support learning for adult students; modified from Jane Vella’s list that
was developed from work by Malcolm Knowles; and (2) Kolb’s Cycle of
Experiential Learning, a model that can be used to plan and facilitate
participatory, engaging learning for adult students.
 Minimum Standards for Training
4
 Principles of Adult Learning
5
 Experiential Learning Cycle
6–7
SECTION II: Training Design
This section provides information and tools for planning a workshop or
course including a simple step-by-step model that guides you through
the process as well as real examples of a training plan and a training
needs assessment.
 Seven Steps of Training Design
9
 Seven Steps of Training Design: Example
10- 12
 Writing Learning Objectives
13
 Examples of Learning Objectives
14
 Training Needs Assessment
15 - 17
 Training Needs Assessment Questions/Template
18
 20 Training Techniques for Adult Learners
19 - 24
 Matching Training Techniques to Type of Learning
25
 Considerations for Choosing Training Techniques
26
SECTION III: Training Delivery from A to Z
This section provides guidance on leading a workshop or course from
start to finish and includes useful tools for each stage of the event.
 Outline for a workshop
28
 Purpose of elements in the introductory section
29
 Purpose & Learning Objectives
30
 Setting Norms
31
 Icebreakers
32 - 34
 Preparing Notes for a Lecture
35
 Delivery Effective and Engaging Lectures
36
 Guidelines for Effective Discussion
37
 Getting the Most out of Small group Work
38
 Good Questioning Techniques
39 - 40
 Synthesis and Summary
41
 Engagement and Energizers
42
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 Course Closure
 Action Plans: Tips for Development & Use
 Action Plan Example & Template
SECTION IV: Group Facilitation
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Basic Facilitation Skills
Characteristics of an Effective Facilitator
Tips for –
 Empowering Others
 Dealing with Difficult Questions
 Managing Conflict
 Working with Dominant People
 Working with Shy People
 Good Facilitation (general)
More on Dealing with Challenging Trainees
Encouraging Healthy Group Dynamics
Facilitator’s Checklist (self-assessment questions)
43
44
45 - 46
48
49
50
50
50
51
51
51
52
53 - 54
55
SECTION V: Assessment and Evaluation
This section provides an overview of the four levels of evaluation, one of
which is more commonly referred to as assessment (of learning). It then
gives examples and templates for each of the four levels. It also provides
guidance for giving constructive feedback that could be used by both the
trainer and co-participants.
 Four Levels of Training Evaluation
57 - 58
 Evaluation of Reaction Example
59
 Evaluation of Reaction: More Examples
60 - 61
 Evaluation of Learning/Assessment Example
62 – 63
 Evaluation of Learning: Second Example
64
 Evaluation of Learning Alternative Methods
65 - 66
 Evaluation of Transfer Example
67
 Evaluation of Transfer: Second Example
68
 Evaluation of Impact Example
69
 Guidelines for Giving Constructive Feedback
70
SECTION VI: References and Resources
 References
 List of further resources
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MINIMUM STANDARDS for TRAINING
Vision – The provision of high quality training will improve the overall
capacity of the organization and its partners, thereby increasing our
ability to undertake and complete high quality programs and projects
that support Medical Teams International’s mission.
Goal – All training conducted for MTI staff, volunteers and partners
consistently meet generally accepted standards of best practice for adult
education.
The purpose of the document is to –
 Provide guidelines to facilitate the planning, implementation and
evaluation of training activities
 Provide tools to facilitate the planning, implementation and
evaluation of training activities
Training Standards –
All training delivered by Medical Teams personnel or international
volunteers whether for field staff, local volunteers or partner agencies
should meet the following minimum standards:
PREPARATION
 Needs Assessment (conducted for each training)
 Design (submitted even if there is a curriculum already developed)
DELIVERY
 Principles of Adult Learning (trainers familiarize themselves with
these prior to departure through reading or attendance at a
Training-of-Trainers Workshop)
 Appropriate materials identified or developed (i.e. cultural context
and educational/professional level of trainees considered)
 Variety of appropriate teaching methods used (e.g. submitting a
Power Point presentation in lieu of a training design is
unacceptable as lectures should be accompanied by other learning
activities)
EVALUATION
 Assessment of learning (a written test or description of a process –
such as observation of practice) must be developed and included
with training design prior to training
 Feedback on training must be gathered (usually through a written
Course Evaluation that addresses content, methods and materials)
and a summary of results shared with field, supervisor or Team
Coordinator
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Principles of Adult Learning
Dialogue
Adult learning is best achieved through dialogue. Adults
have enough life experience to dialogue with any teacher
about any subject and will learn best if encouraged to
share or use that life experience.
Safety
Safety in both environment and process is important.
Adults are more receptive learners when they feel
comfortable physically and psychologically. Let
participants know that their contributions will be valued.
Help them feel comfortable making mistakes.
Practice
Adults master information and skills if they are able to
use it or work with it. Practice first in a safe place and
then in a real setting.
Ideas,
Learning takes place through thinking, feeling and doing
feelings,
and is most effective when it occurs across all three
actions
domains.
Learners remember more when visual aids are used to
20/40/80
support the verbal presentation and most when they
rule
practice the new skills. We remember 20% of what we
hear, 40% of what we hear and see, and 80% of what we
hear, see and do.
Relevance
People learner faster when new information or skills are
related to what they already know or can do. Learners
should know how to immediately use and apply what
they have learned in their job or life.
Teamwork
Help people learn from each other and solve problems
together. This makes learning easier to apply to real life
where we often have to function as part of a team.
Engagement
Adults prefer to be active participants in learning rather
than passive recipients of knowledge. People learn faster
when they must actively process information, solve
problems or practice skills.
Accountability Ensure that learners understand and know how to put
into practice what they have learned but the trainer or
facilitator cannot learn for them. That responsibility is
the learners.
Feedback
Provide learners with on-going and constructive feedback
on what areas he or she is strong in and which need
further development; as well as concrete suggestions for
improvement.
Vella (2002)
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Experiential Learning Cycle
The experiential learning cycle (Kolb and Fry) is based on a theory of how
people learn, but it is a theory meant to be used. Learning activities that
take participants through each of the four elements in the cycle replicate
the way we learn naturally from our daily life experiences.
The Experiential Learning Cycle is especially useful with the more nontraditional, interactive teaching techniques. It provides a step-by-step
method for helping learners move from participation in an activity to
teasing out the intended lessons.
The cycle contains the following four elements: (1) concrete experience;
(2) observation and reflection; (3) forming abstract concepts; and, (4)
active experimentation (i.e. testing it out in real/realistic situations).
The four elements are explained below:
Do it!
The first phase in the cycle is the concrete experience. This can be
most anything; a real experience that happens to an individual ‘out in
the world’ or a planned activity that is part of a workshop. The important
point is that it be an experience. So if it is a planned activity that takes
place in a classroom or workshop setting, the learners must be totally
immersed in it, it must be realistic and engaging. In this phase, the
trainer’s only role is to set up the experience, make sure learners
understand the task or activity, what the objective and rules are.
Think about it –
The second phase in the cycle, observation and reflection, asks
learners to reflect on and analyze the concrete experience. Learners
share their reflections and analysis through ‘publishing’, a term trainers
use for a guided discussion in which ideas are generated and usually
posted (on a flipchart or white board) where everyone can see them. This
phase is also called data gathering because the different perspectives of
the learners are collected for later use. It is the beginning of the ‘sense
making’ stage. The trainer’s role in this phase is to initiate a discussion
among those who participated in the experience by asking questions
such as:
 What happened? What did you see, hear?
 How did you feel when…?
 Did anyone feel differently…?
 What did you notice? What surprised you?
 Do you realize that you…?
 Were you aware of …?
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Think about how to apply it –
The third phase in the cycle, forming abstract concepts, is when
learners are asked to make generalizations and form theories from the
data. It is from the generalizations and theories that learners can begin
to understand how they can make use of the new knowledge. At this
stage, the trainer asks, ‘so what’ questions to get at the implications of
the data generated in phase two. He or she should endeavor to deepen
the dialogue by posing probing questions such as:
 What patterns or themes do we see in the data?
 So what did we learn about…?
 What new insights do you have?
 How did those insights change your mind about…?
 What are the implications of…?
 What generalizations can you make? Is there an operating
principle here?
 How can you use our interpretation of ___ in your work?
 What conclusions can you draw about…?
Try it out –
The fourth phase of the cycle is testing/active experimentation or
planning for action. In this phase the learners either test out, or if that is
not feasible, plan for using the new knowledge in an actual work or life
situation as a way to test its validity. This final phase is crucial. It helps
the learners immediately see the relevance of the newly acquired skills or
knowledge and test its practicality in situations that matter to them. This
aids in retention and transfer of learning.
The trainer’s role at the testing phase is to act as coach giving feedback
and encouragement. In this phase it is the learner who should ask the
questions, such as “how can I do this better next time” or “how can I
increase the impact of this change on my project”. Some activities the
trainer can use are field visits, practice teaching, practice counseling or
video review.
In the case of using an Action Plan, rather than testing, in addition to
facilitating the process of developing the plan, trainers should start by
leading a discussion with questions such as:
 Can you imagine yourself doing this in two weeks?
 With whom can you try this new…?
 What technique do you most look forward to trying following this
workshop?
 Do you anticipate any resistance when you return?
 What can you do to overcome resistance to this new practice?
 Are there areas you would like to practice more?
 How can I support you as you try these new skills back on the job?
 In what way will you have to modify ____ in your work situation?
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SECTION II: Training Design
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Seven Steps of Planning
Who:
This describes the trainees in some detail; include whatever is relevant,
for example job title, number of years with the organization, languages
spoken, educational or literacy level etc. The size of the group and the
general level of experience with or prior training in the topic should be
indicated as well.
Why:
This gives the purpose for the training; why it is needed; why it is
relevant; how it will be immediately useful; what should happen as a
result of it.
When:
This indicates the date, time and total number of hours of training. For
example, 8:00 am to 4:00 pm each Saturday in April 2007 for a total of 20
hours classroom time and 10 hours of site visits.
Where:
This states and briefly describes the venue.
What:
This is the content, i.e. what will be taught; list the skills, attitudes and
knowledge in the order in which it will be presented or covered.
What for:
These are the achievement-based objectives that the training will aim to
meet. Use “action verbs” (e.g. compare, design, evaluate, or practice).
How:
This describes in detail and in sequence, each component of the training
from opening ice-breaker to closing ceremony. In this section it is also
important to budget time for each activity and to list any materials
needed. Activities should be arranged from simple to complex skills and
knowledge and from low-risk to high-risk in terms of interpersonal
interaction among trainees. Activities selected should also demonstrate
consideration for the variety of learning styles and respect for the
principles of adult learning.
Jane Vella (1993)
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Seven Steps Example
Introduction to Adult Learning Principles and Practices
Who: Medical Teams International headquarters staff
Why: Building organizational capacity through training others is a key
component of MTI’s work. The participants in this workshop are all
involved in designing, facilitating and/or planning training and can
benefit from further developing their skills and knowledge through
hands-on practice in the design and delivery of training for adults.
When: Tuesday, September 25th 2007, 12:00 to 1:15
Where: Chapel, Medical Teams International, Tigard, OR
What (content):
 Principles of Adult Learning
What for (learning objectives):
By the end of the Introduction this Adult Learning Course, you will have:
 Begun a dialogue on their understanding of adult learning.
 Listened to a presentation on the Principles of Adult Learning.
 Reflected on and shared ways to implement the principle of
Ideas/Feelings/Action.
 Reflected on and shared how using small groups supports the
principle of Engagement.
 Debated whether the principle of Dialogue can be used in technical
training.
 Discussed whether the principle of Dialogue could be used in other
cultures.
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How (methodology):
Learning Objective
Reflected on and
shared ways to
implement four of the
principles of adult
learning using a case
study.
Learning Task
Time/Materials needed: 25 minutes
Flip Chart paper
Markers
Handouts
1. Set up four tables with four chairs each
and leave flip chart paper and markers
on each.
2. Introduce the Principles of Adult
Learning
3. Say we are going to start by focusing on
four of the ten.
4. Distribute a description of one of the four
to each small group.
5. Distribute “Oumou’s Village Meeting”
6. Ask participants to work in their groups
and discuss specific ways Oumou could
have used their assigned principal to
make the meeting more effective.
7. After 10 minutes, allow for large group
sharing of ideas.
Time/Materials needed : 10 minutes
Handout - Principles of Adult Learning
Listened to a
presentation on the
Principles of Adult
Learning.
Reflected on and
shared how using
small groups supports
the principle of
Engagement.
1. Distribute handout.
2. Briefly present the other Principles of
Adult Learning.
Time/Materials needed: 15 minutes
1. Read the explanation for the principle of
Engagement.
2. Ask participants to discuss the following
questions:
a. In a learning event, what can
happen in small-group work that
cannot happen in a larger group?
b. How is this related to the principle of
engagement?
c. What are some specific things a
trainer can do to make small group
work effective?
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3. In plenary, after hearing participant
responses, add these key advantages to
small-group work:
a. Builds solidarity
b. Provides safety
c. Allows a greater number of trainees
to discuss/speak out on a topic
d. More effectively uses limited time
e. Allows for greater individual
engagement
Distribute ‘Keys to Managing Small Group Work’
Time/Materials needed: 20 minutes
Debated whether the
principle of Dialogue
can be used in
technical training.
Discussed whether the
principle of Dialogue
could be used in other
cultures.
Summary of workshop
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1. Read/distribute a description of Dialogue.
2. Ask participants to discuss the following
questions at their tables:
a. Is it feasible to use the dialogue approach
in technical training?
b. Is it feasible to use the dialogue approach
in cultures where teachers are expected to
teach and learners (regardless of age to
passively receive knowledge)?
3. Ask each table to share key insights in
plenary.
Time/Materials needed: 5 minutes
1. Review objectives and summarize
session.
2. Ask participants what final questions
they have.
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WRITING LEARNING OBJECTIVES
A Learning Objective is a statement in specific and measurable terms
that describes what the learner will know or be able to do as a result of
engaging in a learning activity. Learning objectives are important
because:
 By knowing where you intend to go, you increase the chances of you
and the learner ending up there
 They guide the teacher relative to the planning of instruction,
delivery of instruction and evaluation of student achievement.
 They guide the learner; helps him/her focus and set priorities
3 easy steps for writing learning objectives:
1. Create a stem. Examples of stems include:
 After completing the lesson, the student will be able to . . .
 By completing the activities, the student will . . .
 At the conclusion of the course/unit/study the student will . . .
2. Choose a verb. Verbs should be based on the level of learning. (See
taxonomy below)
3. Determine the actual product, process or outcome.
3 components of learning objectives
1. A learning objective must contain an ‘observable action’ or tasks.
For example: Create a standard business letter.
2. If relevant, conditions should be stated. Conditions describe the
real circumstances under which the trainee will perform the task
and can also reference tools, aids, materials to be used. For
example: Create a standard business letter using Word. Or, create a
standard business letter without reference to the course manual.
3. In technical training, a ‘measurable criterion’ should be added.
These include: how many; how fast; how well. For example: Create
a standard business letter using Word with fewer than three errors.
3 characteristics of good learning objectives
1. Objectives should identify a learning outcome.
2. Objectives should be consistent with course goals.
3. Objectives should be precise (however the key is striking a balance
between too much and too little precision)
Bloom’s Levels of Learning
‘Measurable’ Verb for writing LO
Knowledge (lowest)
Comprehension
Application
Analysis
Synthesis
Evaluation (highest)
Define
Explain
Apply
Distinguish
Design
Evaluate
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Examples of Learning Objectives
The trainee will be able to…
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Define immediate breastfeeding.
Explain the benefits of breastfeeding for mother and baby.
Apply the principles of adult learning when facilitating a workshop.
Distinguish between protein rich foods and vitamin A rich foods.
Design a two-day workshop using the Seven Steps of Planning.
Evaluate the appropriateness of teaching materials for a particular
audience.
Compare two methods of taking an infant’s temperature.
Defend the practice of exclusive breastfeeding.
Select the most effective teaching poster based on pilot testing.
Modify a learning task for a low literate group of trainees.
Identify the components of…
Demonstrate the ability to resolve a conflict between two coworkers.
Discuss the differences and similarities between…
Debate the strengths and weaknesses of…
Trace the development of ________ from _________
Describe the traditional rules and conventions of chess.
For some topics or skills, it can be helpful to add (1) what resources the
trainee is to use, (2) any restrictions, and/or (3) explicit expectations of
the level of accuracy. These more specific learning objectives can easily
be developed into assessment measures. Here are some examples:
The trainee will be able to…
 Assemble the components of a radio, without referring to the
manual, within 30 minutes.
 Summarize the plot of Romeo and Juliet, without referring to notes,
in a five minute oral presentation that includes the three major
themes of the play.
 Edit a paper for subject-verb agreement using class notes and
having no more than two errors.
 Use specific examples from Shakespeare’s plays to illustrate the
different forms of love in a ten page essay.
 In a role play, can respond accurately to 90% of questions from a
patient concerning a new medication.
 Records systolic and diastolic pressure correctly on five out of five
patients of various ages.
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Training Needs Assessment
REQUIRED PERFORMANCE
A training need exists when there is a gap between
what is required of a person to perform their work
competently and what they already know.
A “training needs assessment” or “learning needs
and resources assessment” (LNRA; Vella, 2002)
is the method of determining if a training need
exists and if it does, what training is required
to fill the gap.
NEED
ACTUAL PERFORMANCE
The results of training needs assessment will highlight the subject matter
needed to be covered during the training course and to target the group
that needs to be trained. It will also inform you of how much training
will most likely be needed and to what depth. The needs assessment can
be quite simple in some instances and in others will need to be more
complex. In either situation, it is important to conduct the assessment
with the prospective trainees or if that is not possible, with the person to
whom they directly report. A needs assessment completed by a person
far removed from the trainees may yield inaccurate or incomplete data. It
can also make the trainees feel someone else is making judgments about
and decisions for them. As much as is possible, adult learners should be
involved in planning for their education. Involvement in the assessment
process can also generate enthusiasm and personal motivation.
A Training Needs Assessment done correctly will ensure training is an
appropriate intervention in a particular situation, that the training
addresses the real issues and that all stakeholders are ‘on board’. It
should also help an organization to focus the appropriate amount of
resources, and to do so in a targeted way.
THE REASONS FOR DOING TRAINING NEEDS ASSESSMENT
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To determine whether training is needed
To determine causes of performance gap/training need
To determine content and scope of training needed (learning
objectives)
To prioritize (and schedule) training needed
To provide a basis for training evaluation (training outcomes)
To plan follow-up to the training event
To gain management support
To gain staff/trainee ownership or interest
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The Needs Assessment Process
The assessment can be as detailed and involved as needed. Factors to
consider when deciding on the level of detail are: time, money, number of
people involved; criticalness of skill; anticipated return on investment;
and, resources available. A comparison of some of the factors between
an in-depth and a mini assessment follows.
In-depth
Quantitative
Mini
Qualitative
Multi-tiered approach
Surveys
Observation
Interviews
Focus groups
Document reviews
Interviews (in
person, via phone
or e-mail)
Focus groups
Surveys
Site visits
Scope
Widespread organizational
involvement
Broad ranging objectives
Fewer people
involved
Short term focus
Length
Several months to a year
Few days to a week
Cost
Expensive
Inexpensive
Focus
Linked to defined outputs
Immediate, quick
results
Type of
Information
Methods
Exposure/Visibility High profile and risk
Lower risk
Determine whom to include in the assessment
Again this depends on the goal and depth of the analysis. Categories of
people can include:
Senior management
Potential trainees (staff or volunteers)
Human resource personnel
responsible for managing
staff training
Vendors
Managers of potential trainees
Clients/beneficiaries
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Steps in the Needs Assessment Process:
Step One: Identify Problem Needs
 Determine organizational context
 Perform gap analysis
 Set objectives
Step Two: Determine Design of Needs Analysis
 Establish method selection criteria
 Assess advantages and disadvantages for methods
Step Three: Collect Data, preferably from multiple sources using
multiple methods, such as:
 Conduct interviews
 Administer questionnaires and surveys
 Review documents
 Observe people at work
Step Four: Analyze Data
 Determine whether to conduct qualitative or quantitative analysis
 Determine solutions/recommendations
Step Five: Provide Feedback
 Write report and/or make oral presentation
 Determine next step – Decide if training or another management
intervention is needed
Step Six: Develop Training Plan
Once the formal needs assessment process is completed the information
is used as the basis for training design, development and evaluation.
However you must continue to assess the attitudes, knowledge and skill
level of participants prior to each session. Different audiences – for the
same training (and even within the same department/project/program) may very well have different needs. This can be done both through a
basic questionnaire sent just prior to a specific training event and also
during the welcome time of each session. A simple way to do the latter is
with an expectation setting or personal learning objectives exercise
during the introductory session of a workshop.
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Training Needs Assessment Questions/Template
Suggested Questions and structure for an LNRA
Demographics:
1. How many participants will attend the workshop?
2. Age range
3. Gender breakdown
4. Profession
5. Years of experience (in profession/role/position)
6. Role/position in the organization/program/project
Learning Needs:
1. From the following list of topics, which are your priority needs?
2. From the following list of topics, which others would be helpful
(but not critical) for you to learn about?
3. What topics not included in the listed do you consider a priority
need?
Learning Resources:
1. Please rate your level of competence for each of the following topics
or skills using this rating scheme: 0 = no knowledge or skill in this
area, 1 = low/beginner, 2 = intermediate, 3 = high and 4 = master.
0
1
2
3
4
Topic one
Topic two
Topic three
Skill one
Skill two
Skill three
2. Please describe any prior training in this topic area (title of course,
sponsor/trainer, when you did this, number of weeks/hours
completed):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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TRAINING TECHNIQUES for ADULT LEARNERS
TECHNIQUE
Brainstorming – This
technique encourages active
and imaginative input from
participants and taps into
their knowledge and
expertise. The facilitator’s
role is to encourage all
participants to say the first
thing that comes to their
minds and to keep ideas
flowing quickly.
Brainstorming is used to
help focus or clarify activities
or to generate information
that can help jumpstart a
discussion or introduce a
topic.
Case Study – This technique
encourages participants to
analyze situations that they
might encounter and to
determine how they would
respond. A case study is a
story written to provide a
detailed description of an
event and is followed by
questions for participants to
discuss or tasks to perform.
The story can range from a
paragraph to several pages in
length. Stories of people with
similar problems in other
programs, companies or
communities make ideal
subjects for case-study
analysis. The case study
should be designed in such a
way that the story is relevant
to participants, and they
have enough time to read,
think about and discuss its
implications.
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PROCESS
ADVANTAGE
The facilitator asks a
question on a topic to
be investigated. The
participants are asked
to draw upon personal
experience and opinions
and to respond with as
many ideas as possible.
As participants put
forward their ideas,
every idea is recorded
on the board. Thereafter
the group analyzes –
and sometimes
organizes - the
information collected.
It promotes creativity
in finding solutions to
problems and allows
for all perspectives on
an issue to be shared.
It lets the trainer and
participants know
what others already
know about a topic or
think about an issue.
It is particularly
effective in opening
sessions to establish
goals, objectives and
norms for training
programs.
The facilitator hands
out a case study that
describes a relevant
situation or problem to
be addressed.
Participants read the
case study. Participants
are either broken up
into small discussion
groups or stay in the
large group to discuss
the story. The instructor
facilitates the session by
questioning, offering
feedback, synthesizing
and finally adding his or
her own knowledge and
ideas to the approaches
and solutions given by
the participants.
It encourages
participants to
explore various
approaches, test out
theories, and to
identify alternative
solutions to a realistic
situation or problem
they might
experience.
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Demonstration – This
technique is used to allow
participants to watch how
something should be done. A
demonstration brings to life
some information that has
been presented in a lecture,
discussion, or explanation.
For example, a discussion of
how to apply fertilizer may
not be nearly as effective as a
direct demonstration, which
participants can both watch
and try for themselves.
The facilitator should
explain the purpose of
the demonstration.
Facilitator demonstrates
the procedures or new
behavior. Participants
are encouraged to ask
questions and engage in
discussion. Participants
practice what has been
demonstrated.
Participant’s active
involvement in trying
the demonstrated
activity indicates if
they understand the
information and
makes this
information more
difficult to forget.
Drama – When people come
together and act out parts,
they are often able to say
more than they might in a
normal discussion. Drama
can be an interesting,
entertaining, and, most of all,
effective way to get people to
discuss and solve problems.
As dramas (plays or skits)
identify the specific
ideas/messages presented by
actors (i.e. they have scripts)
they are best used when key
messages or complex
information needs to be
shared.
Once a problem has
been identified,
participants can come
together and write or
act out a play for the
class or the community.
The drama they depict
should present the
main ingredients of the
problem, but no
solution. After (or even
during) the play, they
can ask the audience
(people watching) for
advice on what to do.
Following the play,
actors and audience
discuss the problem
and come up with
solutions. Problems
might be as simple and
local as people coming
late, or as complicated
as the different
sanitation and nutrition
problems that affect
village health and
development.
All facilitators will
have to do is to
encourage a small
group of participants
to try this technique
with the whole class.
It is usually
considered such fun
that given the
opportunity and a bit
of encouragement,
participants will
begin to do these on
their own. Trainers
may even consider
using this as a way to
have participants
help to present new
material from a
lesson.
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Games – Games are
structured activities that: 1)
have a certain number of
players, 2) working in a
special situation, 3) to
accomplish a task, 4)
according to certain rules.
Trainers can easily
invent games that help
participants to learn
information, practice
skills or to review. As
you develop a game,
here are some tips to
remember: a) Allow
adequate time to
develop and test the
game; b) If you decide to
award points, do so for
right answers, but do
not take away points for
wrong answers – this
can discourage adults
from participating; c) If
possible, involve
participants in
developing the game; d)
Have participants
working in teams so
that quick learners play
alongside slower
learners and no one
individual ever wins.
Games are generally
fun and effective ways
for participants to
learn new skills or
practice skills that
they have recently
learned. Good games
can be challenging
and effective ways to
involve even the most
hesitant of learners.
They can also build
team and individual
self-confidence. They
can be a stress free
way for instructors to
assess student gains.
Jigsaw technique – This
technique is used to help
individual participants
master pieces of information
– often through small group
work – that, when put
together, cover a complete
topic, reading, concept or
theory.
The large group is
divided into small
groups, which are each
assigned different
aspects of the chosen
topic to learn. Each
group spends time
working together until
every member of their
group has mastered the
topic assigned well
enough to teach it to
others. The small group
– or a representative
from each – teaches
their part of the jigsaw
to the rest of the
participants.
This technique
provides an
opportunity for
people to delve deeply
into a manageable
piece of content; to
teach something they
have just learned
(which has been
shown to aid in
retention); and to
work cooperatively. It
is an effective way to
give individuals
training experience
and to bolster
participant
confidence in their
own knowledge and
teaching skills.
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Lecturettes – Lecturettes are
short forms of lecture which
are used to highlight key
points of content. They differ
from traditional lectures in
that they often incorporate
participants’ interactions by,
for example, interspersing
questions (both from the
instructor and students)
throughout the talk. They are
useful as introductions to
topics and to experiential
activities. Lecturettes seldom
last longer than 15 minutes.
Write out an outline of
the key points that you
want to cover. Consider
what visual aids could
help your presentation
and prepare them in
advance, if possible.
Identify points where
you can involve
participants through
questioning, discussion,
or other activities.
Practice and time your
lecturette to make sure
that you have not
prepared either too little
or too much for the time
allotted. As you present
your lecturette (or any
lecture) keep an eye on
the participants, and
make sure that you are
holding their attention.
Lecturettes can
provide detailed and
specific information
in a short amount of
time. Unlike lectures,
lecturettes can keep
participants engaged
by including them in
the process staying
focused on key
points.
Role plays – This technique
encourages participants to
explore solutions to
situations or problems under
discussion. It is a small,
often unrehearsed drama
where participants are given
roles that they are supposed
to act out. There is no ‘script’
that participant-actors
must follow, but there is a
description of the situation,
the roles, suggested actions,
or opinions and attitudes to
express.
Roles may be set up by
the facilitator, or
participants may make
up their own roles. The
description of a role
play can be given orally
or in a handout.
Participants act out role
play. Trainer facilitates
analysis of participants’
reactions. ‘Actors’ are
given a chance to
describe their roles and
actions to provide
clarity. Participants
then discuss how the
role play relates to their
own work situations or
lives, share insights and
lessons learned.
Discussion following
the role play can
focus on the role,
opinions, and actions
of the characters, and
thus avoid criticism
of the participants
themselves. Role play
is entertaining as well
as educational, and it
improves
participants’ skills of
expression,
observation and
active listening; in
addition to knowledge
of the subject/topic.
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Peer Training – This
technique allows
participants with expertise
in a certain field to help in
the training process and
gives participants an
opportunity to participate in
hands-on training practice.
Trainer solicits
participant assistance
in training, asks for
areas of participant
expertise, and/or
assigns participants
topics to be researched,
prepared and
presented. Participants
may also work together
with the trainer to
conduct a training
session. Other
participants are
encouraged to
participate actively,
provided that they
respect their fellow
participant as the
‘trainer’ and lead
facilitator of learning
during that session.
Peer training can help
participants to
network for future
cooperation,
collaboration and
support. It takes the
role of “expert” away
from the trainer and
gives the authority and
control of learning to
the participants. Note:
Though rewarding, the
preparation for peer
training activities can
be especially time
consuming.
Simulations – This
technique is used to involve
participants directly in an
experience. A simulation is a
model of reality created so
that participants can see the
effect of certain actions on a
given situation. Some simple
ways this can be done are
through a carefully prepared
board game or an expanded
role play activity which
involves all participants.
Identify a situation that
you want participants
to experience. Consider
the main issues that
you want them to
understand. Think of a
number of actions that
could be taken to
respond to these issues
and possible outcomes
of such actions. Use
these as guidelines to
prepare a simulation
that will actively involve
the participants in the
situation you have
identified. Try the
simulation out with
testers to see if they are
experiencing the
essence of the situation
as you had hoped and
make needed
adjustments.
By simplifying and
simulating real life
situations,
participants can
discover the
relationships between
various forces and the
effect of different
actions on those
forces. They can learn
how to act in certain
situations. It can be a
very good mechanism
for introducing and
developing important
practical skills such as
planning, negotiating
and problem-solving.
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Songs and Dances – Song
and dance is a vital part of
most every culture and has
been an entertaining
learning tool. Words from
songs carry messages that
can stay with learners for
years, and dances are an
activity that can add an
element of fun and action to
a class on various subjects.
Visual Art - Many training
activities can benefit from
incorporating a creative
component into participants’
expression of ideas. Drawing
pictures, making maps,
creating collages and murals
encourages participants to
express their opinions and
feelings symbolically.
An instructor can easily
encourage learners to
create songs and
dances that capture a
message, key sentence,
or even a method of
doing something. These
songs can then be
shared with other
learners. A class may
even have an informal
competition to see who
can come up with the
best song and dance.
Songs and dances can
aid in deeper
comprehension and
better retention of
information. Songs can
also impact the
affective domain of
learning and facilitate
changes in attitude.
Singing and dancing
can allow the
expression of new
values or viewpoints in
a non-threatening
manner.
Trainer identifies a
focus for the drawing,
breaks participants into
groups, and gives them
a time frame in which
to complete the
drawing. Trainer
explains that the
technical quality of the
drawing is not
important; as long as
participants can
explain the ideas in
their drawing to the
group, it need not be
even recognizable.
Participants should
think of the drawing as
shorthand notes that
record their discussion.
It can help
participants to
overcome their
aversion to drawing
and other artistic
endeavors. It can be a
light-hearted and
enjoyable way to target
affective (feeling)
dimensions of
participant response.
It can also often open
up discussion on
difficult topics. It can
also give participants
with artistic abilities
but who are not
comfortable speaking
in a group an
opportunity to
contribute.
Adapted from: Training of Trainers Manual (Uganda Network for AIDS Service Organizations)
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Matching Training Techniques to Learning
Kinds of Learning
Knowledge
(facts/information/concepts)
Training Activities
Readings, songs, lectures,
brainstorming, radio, TV,
video, case study or scenario,
field trip, skit
Skills
(manual, leading, planning)
Demonstration, practice with
feedback, role playing, case
study or scenario, discussion
Attitudes
(awareness, beliefs, values)
Role playing, discussion, skit,
values clarification exercise,
video with discussion, songs
From: Training Trainers for Development: Conducting a workshop on Participatory Training
Techniques (1995) CEDPA (The Centre for Development and Population Activities)
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Considerations for Choosing Training Techniques
1. Often we decide which training technique to use based on those we
are most comfortable and confident leading OR those that worked
well in the past, i.e. that some other group of trainees really
enjoyed. Instead we should ask ourselves the following questions.
2. What do you expect them to be able to do by the end of the
activity? Look at the training objectives and consider what
methods will best achieve these. Ask yourself what kind of learning
you hope the trainees will achieve: gaining knowledge, building
skills or shaping attitudes and values?
3. Who is the target group? Consider the participant’s experience and
expectations – is this method the best way of getting participants
to learn this topic? What do you know about their preferred
learning style and prior experience with experiential or
participatory methods? Is it a mixed-gender group? Do the
participants know each other well and feel comfortable together?
4. What resources do you have (time, space, experts, materials)? Also,
consider your own skills, experience and confidence leading
different types of learning activities. Consider any special facilities,
equipment or other requirements needed to use a particular
method.
5. How can you best involve and engage the learners in the activity?
Use a variety of methods to stimulate the senses but do not
overload. Plan time for reflection and discussion of what happened
and what was learned.
6. Where you are going to do the activity? Be sure to build on and use
local community events and gathering places to conduct your
training activities whenever possible. For example, the market
might be a good place to teach a nutrition lesson.
Adapted from: ARC Facilitators Toolkit (2001)
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SECTION III: Training Delivery from A to Z
Community Health Worker TOT in Sri Lanka (Barbara Huff)
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OUTLINE FOR A WORKSHOP
There are three main sections to a workshop or other kind of training
event. Following are items you may include in each of those sections.
Where it might be helpful, notes on training in other cultures are
included. On the following page you will find a handout that gives the
purpose of each of the items you might choose to include in the first
section.
BEGINNING
 Welcome remarks (NOTE: This is very important and formal in many

cultures; be sure you know what the norms are and that you follow those as
much as possible.)
Introductions (NOTE: In many cultures identity markers such as age, gender,
profession and position determine whether, when and how much a person speaks
or interacts with others in a group. The introduction section of a workshop can be
an opportunity to minimize differences in status that may negatively affect
participation and learning.)
 Goals and objectives
 Expectations & Norm setting (NOTE: See introductions note; this section
can be an opportunity to emphasize the importance – from your perspective as the
trainer/leader – of full participation)
 Assigning roles
 Logistics
MIDDDLE
 Presentation of material
 Learning tasks/participatory activities
 Practice opportunities
 Assessments of learning
 Synthesis and summaries
 Review of previous topic/Lead in to next topic
 Energizers
END
 Assessment of learning
 Overall summary (NOTE: it is helpful to reference objectives here)
 Final questions and answers
 Evaluation of workshop
 Awarding of certificates (NOTE: In many cultures it is important to invite

each participant to the front to receive their certificate. They may want to shake
hands with the trainer/facilitator and have their photo taken as well .)
Closing (NOTE: This is very important and formal in many cultures; be sure
you know what the norms are, allow adequate time and invite the appropriate
persons.)
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Purpose of elements in the introductory section
Welcome remarks:
 Make participants and facilitators feel at ease
 Make participants and facilitators feel accepted and welcomed
 Give overview of the workshop
Introductions:
 Ask participants and facilitators to introduce themselves, so
everyone knows everyone else.
 Make interactions easy, so participants feel they are no longer
strangers
 Help participants/ facilitators become familiar with their
environment.
Sharing Expectations:
 Help facilitators target (identify) issues that need immediate
attention
 Discuss unexpected issues that arise, so that facilitators and
participants understand one another and are on the same page
 Mold the workshop; allow facilitators and participants to redesign
the workshop to address their expectations.
Purpose & Learning objectives (details/example on following page):
 Direct the training
 Help participants and facilitators to evaluate the training themselves
 Solidify a routine for conducting sessions
Norms (details/example on page 30):
 Help to set a productive and orderly environment
Selection of role bearers (host team, time keeper etc)
 Brings shared leadership
 Helps to keep focus
 Guides participants
Logistical issues:
 Clear some doubts and fears
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Purpose & Learning objectives
As stated on the previous page, presenting the purpose and objectives of
a training session helps to direct the training and participants and
facilitators to evaluate the training; and, it solidifies a routine for
conducting training sessions.
It sets the direction by letting participants know what the ultimate goal
is, and also what they can expect to learn about, practice or accomplish.
Going over the purpose and learning objectives provides a clear and easy
way to evaluate progress at any point in the session. The trainer can ask
participants or herself, did we meet the objectives of the session.
Lastly, stating or re-stating the purpose and learning objectives at the
beginning of each session helps develop a routine. It is a good way to refocus learner’s attention on the business at hand. Participants will come
to expect that and be more likely to hold you and each other accountable
for staying on task and accomplishing the purpose of the training.
Examples of learning objectives were provided on page 13 of The Toolkit.
A purpose statement is more broad and general. It provides the ultimate
goal, the ‘why we are here’. Some examples include:
 The purpose of the workshop is to develop skills and knowledge in
adult learning theory and participatory training methodologies for
staff involved in the design and delivery of health lessons to
community members.
 The purpose of the workshop is to strengthen communication,
negotiation and mediation skills for new peer counselors at the Teen
Center.
 The purpose of the workshop is to teach basic finance knowledge
and budgeting skills to applicants for micro-loans.
 The purpose of the workshop is to raise awareness and increase
sensitivity about HIV/AIDS and the stigma attached to it in our
community.
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Setting Norms
Norms are established ways of interacting or working together within a
group setting. There are basically two types of norms: interpersonal and
procedural. Interpersonal norms have to do with how a group will
communicate and interact with one another. They should reflect the
values that the leader – and hopefully the group – believes will facilitate
learning for all. Examples include treating each other with respect and
maintaining confidentiality.
Procedural norms have to do with issues such as what to do if arriving
late, whether or not it is permissible to leave the room to take phone calls
and whether or not is necessary to raise one’s hand before speaking.
These norms could also include assigning duties such as straightening
the room or collecting and storing supplies at the end of the day.
Norm setting is best done collaboratively. If the participants are involved
in or even lead this process, it is more likely that there will be ‘buy in’.
That said it is entirely appropriate for a trainer to start the process off by
offering his or her expectations of behaviors and procedures that should
be followed.
A simple but effective technique for establishing norms is to:
 Ask participants what factors contribute to their learning in a group
setting and what factors detract from it
 Have them discuss this in small groups and share in plenary
 Then pull out the factors having to do with participant behavior
 Next, begin a discussion on the importance of having agreed upon
ways of interacting with each, yourself and with the environment
 Lead a brainstorm on additional behaviors the group expects of one
another; be sure to keep the focus on everyone having a positive
learning experience (rather than just “parroting” norms from
previous workshops)
 Ask for permission to add any items that you feel are missing but
important
 Ask the group for commitment to abiding by the norms
Additionally, it can be helpful to discuss consequences of someone not
following the norms once they have been agreed to by the group. An
effective way to do this is to ask participants to politely remind each other
when someone breaks an agreed upon rule.
It is also helpful to record and post the agreed to norms in the training
room. They can be referred to briefly each morning as a gentle reminder
(along with re-stating the purpose and objectives of the course).
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ICEBREAKERS
“Icebreakers are tools that enable the group leader to foster interaction,
stimulate creative thinking, challenge basic assumptions, illustrate new
concepts, and introduce specific material.” (Sue Forbess-Greene in The
Encyclopedia of Icebreakers)
The right icebreaker at the right time with the right group can create an
instant sense of community and/or focus within a group. To prefect the
art of using icebreakers, trainers need to plan ahead, practice patience
and collect as many different icebreakers as possible. In addition to being
used just for fun, icebreakers can be used socially, educationally and
topically as follows:
Socially:
 To establish non-threatening introductory contacts
 To increase participants familiarity with one another
 To increase a group member’s comfort level
 To allow others to know us as we see ourselves
 To increase energy when the group seems flat
 To warm up group members
Educationally:
 To reduce learning overload
 To stimulate, challenge, and motivate participants
 To heighten the creative resources of the group
 To start a session, or “prime” a group after a break
 To shift the focus of study
 To increase competence and or develop awareness
Topically:
 To help the group think about the subject of the meeting
 To connect what the group already knows to the new information
being presented
 To nudge the thought process onto a different track
 To serve as introductory experience for problem solving,
competition, team building or consensus seeking
 To introduce a concept or idea
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Icebreakers are like rubber bands…they can be stretched to fit many
groups for a variety of purposes. Of course, they can snap and hurt
someone as well. Things to think about as you pick your icebreaker:
Goal: What is the focus of the icebreaker—getting acquainted,
introducing a topic, building a team, reducing stress, energizing a group?
Risk: What type of risks will participants be taking—emotional, social,
physical or intellectual?
Activity Level: What will participants be doing physically—running,
sitting, moving, forming groups, reflecting, or talking?
Materials: What do you need to facilitate the icebreaker—what supplies,
how much time, what type of facility space?
Inclusion: Is the activity accessible and appropriate for all participants—
skill level, special needs, size of group?
ICEBREAKER QUICK CHECK LIST

Which icebreaker? At what time? With what group?
PURPOSE: What is the goal of your icebreaker?
Are you…
� Getting Acquainted � Introducing a Topic
� Building a Team � Reducing Stress
� Energizing a Group � Transitioning
RISK: Is your group ready to do what you are asking of them?
Is the activity accessible and appropriate for all participants?
Are the risks…
� Social � Emotional
� Intellectual � Physical
MATERIALS: What do you need to be successful?
Consider…
� What supplies are needed?
� How much physical space is required?
� Do you have enough time?
� Is the group too large or too small?
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Resources for icebreakers:
Creative Facilitation Techniques
www.idepfoundation.org/download_files/permakultur/01_Creative_Facilitation.pdf
100 Ways to Energize Groups: Games to use in workshops
www.aidsalliance.org/graphics/secretariat/publications/ene0502_Energiser_guide_eng.
pdf
Examples of Icebreakers & Energizers
People to People
Everyone finds a partner. One person acts as leader. The leader calls out
actions such as “knee to knee” or “toe to toe” or “thumb to thumb” or
“hip to hip”. Participants have to follow these instructions in their pairs.
When the leader calls out “people to people” everyone must find a new
partner and continue the game. The leader must also find a partner,
leaving one person alone who becomes the new leader.
Family members
Prepare cards with family names. You can use different types of
professions, such as Mother Farmer, Father Farmer, Sister Farmer and
Brother Farmer. Or you could use names of different animals or fruits.
Each family should have four or five in it. Give each person one of the
cards and ask everyone to walk around the room. Explain that when you
call out, “family reunion”, everyone should try to form a ‘family group’ as
quickly as possible.
What has changed?
Participants break into pairs. Partners observe one another and try to
memorize the appearance of each other. Then one turns their back while
the other makes three changes to his/her appearance; for example,
putting their watch on the other wrist, removing their glasses, and rolling
up their sleeves. The other player then turns around and has to try to
spot the three changes. The players then switch roles.
Don’t answer
Ask the group to stand in a circle. One person starts by going up to
someone and asking them a question such as, “What is your most
annoying habit?” However, they must not answer the question
themselves – the person to their left must answer. People can make their
answers as imaginative as possible!
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Preparing Notes for a Lecture
 Write separate lines—like you see here—instead of writing
paragraphs.
 Write phrases and key words rather than writing a speech word-forword. You are more likely to lose your participants’ interest if you
simply read words from a page.
 Provide space between the lines of text so you can see your notes
easily. (This is double-spaced.)
 Use large type so you don’t struggle to see the words:
This is 14-
point type and this is 16-point type.
 Use bold type to emphasize words and points. This is bold type.
 Don’t crowd too much text onto one page.
 Use a highlighter to make important points stand out and to help
ensure you will not forget to communicate important information.
 Number the pages of your notes.
 If you can, practice the lecture before you give it:
 Rehearse the lesson out loud a few times. Then you will be
free to make eye contact with participants, rather than
needing to look at your notes too often.
 Don’t focus on memorizing sentences; focus on remembering
ideas and being able to talk about them easily.
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Delivering Effective & Engaging Lectures
“It doesn’t matter what you say if you can’t get them to listen.”
- Anonymous
 Begin with a simple story, quote, riddle or an anecdote related to the
topic
 Use many examples and make analogies
 Use visual aids and be creative (e.g. props and real items)
 Make it relevant to the learners; contextualize what you are saying
(i.e. do not use the same/generic examples or stories with different
groups)
 Have an outline available for learners
 Stay focused; keep to your outline
 Be enthusiastic
 Be conscious of your body language and voice (volume, pace, tone)
 Provide references and resources for those who want to know more
 Intersperse thoughtful and thought-provoking questions at strategic
points
 Encourage deep and critical thinking through questioning and
scaffolding (i.e. using one learner’s idea or response in your next
question or as you continue lecturing)
 Encourage debate where appropriate
 Have a question posted at the start of the lecture
 Figure out ways to make it interactive (e.g. a science professor
paused and had a couple of students move around and bump into
each other to simulate particles in the atmosphere)
From: I-TECH Center on HIV
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Guidelines for Effective Discussions
I. Begin the discussion by making sure that everyone understands the
purpose of the discussion and what outcomes are expected.
Key Point: To focus attention the leader should introduce both the topic
for discussion and the anticipated outcomes. It is often desirable to do this
in writing (either by way of handout or using a visual aid) as well as
orally. Often a leader may introduce the topic by listing the questions that
will be answered by the end of the discussion.
II. People should practice effective communication by expressing their
opinions clearly and concisely. It is very important that people listen
effectively and ask questions to ensure that they understand each other’s
point of view.
Since questioning is an appropriate way to ensure that information is
shared, open-ended, non-threatening questions should be strongly
encouraged.
Key Point: Each person should have an opportunity to express his/her
opinions and should be encouraged not to take positions on an issue until
they have heard what the other participants have to say.
III. Manage the discussion by encouraging everyone to participate. Often
techniques such as going around the group to offer each person an
opportunity to comment are effective. It is important to summarize when
the group has arrived at conclusions. This summary keeps the group
focused and moves the discussion forward. If people are digressing, going
into too much detail, or giving too many examples repeat the objectives of
the discussion.
Key Point: It is the leader’s role to facilitate discussion by managing the
process. This requires observation skills and attention to the process;
therefore, it is recommended that the leader not become involved in the
discussion.
IV. Manage time and bring the discussion to a close when either the
allotted time has expired, it is apparent that very little will be gained by
more discussion, or the group has arrived at conclusions.
Key Point: The leader is responsible for managing time.
From: Building a Better Tomorrow Initiative (n.d.) Facilitating Adult Learning
Participant’s Manual
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Getting the Most out of Small Group Work
 Select an activity that clearly meets a specific learning objective.
 Organize groups before giving instructions.
 Clearly explain both the activity and the expected output or
product as well as what materials participants may use.
 Vary the group size and configuration throughout the workshop
(e.g. pairs, threes and larger groups such as a half of the whole).
 Make sure that participants move to arrange themselves so they
can face each other and hear each other.
 Encourage participants to quickly get into groups and settled
(this can be a time stealer).
 Give a time limit for the activity (and for presentations if that is to
follow) and announce how much time is remaining.
 During the small group work: move around and listen in; respond
to questions; clarify instructions; and share with others questions
or comments that may be helpful to the larger group.
 Help out if a group is “stuck” but try not to give suggestions that
it would be beneficial for the group to come up with on their own.
 Tactfully intervene if there are serious issues (e.g. one person is
dominating in a detrimental way, someone is withdrawn and
doing “their own thing”, the group has divided into two subgroups, or there is a disagreement not related to learning from the
activity and just stealing time).
 If you notice two or more groups struggling to understand the
instructions, stop and repeat or clarify them for everyone.
 It is not usually necessary - or helpful - to have each individual
member of a group present something; ask groups to assign one
or two spokes persons. (Note: make sure this is not always the
same person)
 Give feedback on products and ask participants to do so as well,
if appropriate.
 Summarize main points/lessons learned and relate the activity
back to the learning objective or topic. Also relate the activity or
results to a ‘real world’ context in which they can apply it.
 Give participants a final opportunity to ask questions and make
comments on the activity and/or topic.
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Good Questioning Techniques
I. Types of Questions
 Leading questions are generally used to try and persuade or
convince. They are not usually appropriate in a teaching/learning
environment. Why not? The second type is closed questions.
 Closed questions have one, correct or expected answer. With these
questions, the teacher is seeking HER answer. These can sometimes
be used effectively in teaching. How? The third type is open
questions, which are most appropriate in adult learning settings.
This is because an open question is a question without a set,
“correct” answer. It is one that invites participants to draw upon
their own life experiences and creativity. It invites dialogue.
 Open questions engage participants by requiring reflection and
critical thinking. When teachers ask open questions they are
demonstrating respect for the participants and honoring them as
subjects of their own learning.
II. What to do when you get a response, rather than an answer or the
answer is incorrect or incomplete:
 Ask probing questions. You might respond to the student's
question by directing her (or his) attention to a particular aspect of
the issue she has raised, or drawing her attention to some
previously learned course material that is relevant to answering the
question or by going beyond what the student has said in some way.
The intent of probing questions is to draw the student's attention to
things that may be only implied in her answer, and so help her
answer her own question.
 Promote a discussion among the students. The previous
suggestion usually involves communication between two people,
typically the instructor and one student, with the rest of the class
simply listening. It may be that you will want to involve the majority
of students in trying to answer some questions, for example, where
there is considerable difference of opinion about the answer.
III. Elicit longer, more meaningful and more frequent responses from
students after an initial response by  Maintaining a deliberate silence
 Making a declarative statement
 Making a reflective statement giving a sense of what the students
said
 Declaring perplexity over the response
 Inviting elaboration
 Encouraging other students to comment
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V. More Types of Questions
a. The Playground Question
 Structured by instructor's designating a carefully chosen aspect of
the material (the "playground")
 "Let's see if we can make any generalizations about conducting
health promotion in this community based on our first day in the
field."
b. The Brainstorm Question
 Structure is thematic
 Generate as many ideas on a single topic as possible within a short
period of time
 "What kinds of things are mothers reporting as barriers to adopting
exclusive breastfeeding?"
c. The Focal Question
 Focuses on a well articulated issue
 Choose among a limited number of positions or viewpoints and
support your views
 "Is the young wife in the story a victim of her society or did she
create her problems by her own choices?"
VI. General Tips
 Phrase the questions clearly and specifically. Avoid vague and
ambiguous questions.
 Adapt questions to the level of the students' abilities
 Ask questions logically and sequentially
 Ask questions at various levels
 Follow up on students' responses
 Don’t be afraid to use clarifying questions when needed
 Include questions about personal views and feelings
Adapted from: Teaching Tips Index, Faculty Development Committee, University of
Hawaii at Honolulu
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Synthesis and Summary
In addition to questioning skills, trainers and instructors must know how
to both synthesize and summarize a discussion or the results of other
types of learning activities. Synthesizing and summarizing are not the
same thing but both require a third skill, Active Listening.
Active Listening is an intent to "listen for meaning", in which the
listener checks with the speaker to see that a statement has been
correctly heard and understood. The goal of active listening is to improve
mutual understanding. An active listener listens as a receiver, not as a
critic, and desires to understand the other person rather than to achieve
either agreement from or change in that person.
The term Synthesis is used in many fields, usually to mean a process
which combines two or more pre-existing elements and results in
something new. Synthesis entails the act of creating something that did
not exist before by integrating information that had been learned at lower
levels of the (cognitive) hierarchy.
By synthesizing, a trainer pulls together a discussion, by linking
disparate parts, pointing out relationships, patterns and anomalies,
linking this discussion to prior ones, and building bridges to the
following ones. Instead of repeating or paraphrasing what learners have
said, in synthesis a trainer would discuss and address part and whole
relationships, and what new questions and concerns emerged and
remain to be answered.
Synthesis is key to helping participants learn and retain what they have
learned. It is a difficult but important skill for trainers to develop.
Summarizing is concisely re-stating the main points. Before ending the
session, a sub-section or activity, summarize the key findings, areas of
agreement (and disagreement) any decisions that were made and what
else happened (such as important insights and new questions to follow
up on). Refer back to the related learning objective(s) to reinforce that
each activity is leading to a particular learning/developmental goal.
Summarizing should be done frequently but succinctly. Participants can
be called upon to summarize different sections of a workshop. This help
participant-trainees feel responsible for their own learning and increases
their confidence about both the content and process of the workshop.
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Engagement and Energizers
Engagement is one of the principles of adult learning. The principle
states that adults must be fully involved in “doing” what they are
learning, not merely listening to someone else talk about it. Education
sessions must be organized so that the learners have an opportunity to
actually do something with the information—as a means of learning it.
According to Jane Vella, “when learners are deeply engaged, working in
small groups or teams, it is often difficult to extricate them from the
delight of that learning” (2002, p. 25).
One way to keep learners engaged is through energizers, which are short,
structured and usually physically activities. They can be used at any
time in a workshop to get participants moving and interacting as a way
to re-energize them. (See page 33 of this Toolkit for examples.)
However, energizers can also be an integral part of the learning process
by for example, introducing the next topic, summarizing insights from an
activity or highlighting the main points of a lecture. Additional benefits of
energizers are that they can:
 create a positive group atmosphere
 help people to relax
 break down social barriers
 stimulate, motivate and re-focus trainees
 help people to think outside the box
 help people to get to know one another
Online sources for energizers:
From Johns Hopkins University
http://www.reproline.jhu.edu/english/5tools/5icebreak/icebreak3.htm
From: US Tennis Association
http://www.usta.com/communitytennis/fullstory.sps?iNewsid=46730&icategoryid=437
From Sivasailam Thiagarajan, Ph.D (consultant with 30 years experience)
http://www.thiagi.com/freebies-and-goodies.html
From: Business Training Works
http://www.businesstrainingworks.com/Onsite%20Training%20Web/Icebreakers.htm
From: National Cancer Institute
http://www.cancer.gov/clinicaltrials/resources/trainers-guide-cancer-education/page7
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COURSE CLOSURE
Closure is a commencement of life in light of the lesson. With closure you pass the
torch to the learners, who are now the doers and teachers of the objective.
- Kerry Magruder
A successful closing incorporates:
 Time for final questions
 Summary of major content (including facts, concepts, theories,
insights, skills, examples and stories/experiences that were shared)
 Review of learning objectives and their connection to the activities
and accomplishments of the day
 Examples of application – how can we used what we’ve learned
 Participant reflection on content to stimulate retention and
commitment (e.g. a few minutes of quiet time for journaling or pair
discussion)
 Encouragement of ownership (e.g. “you did/learned/created this;
now what will you change or do?)
 Assessment of learning (more about this in Section V)
Specific suggestions/strategies:
 Always end the session on a positive note
 Include closure any activities on agenda, so participants will be
mentally prepared for this time rather than involved in packing up
and saying their good-byes during the review/summary period
 Ask participants to jot down (in a course journal) their key insight
for the day or the course
 Ask participants to record on an index card a key learning; collect
and read them aloud
 Ask participants to come up front and record a word (or image) that
captures their most important finding of the day or for the course
 Invite a participant to give a summary of the day’s topic and others
to add anything that was missed
 Have a contest to see which small group can come up with the most
complete and inventive summary of the day or the course
 Link the closing activity to the opening activity
 Ask participants to discuss with a partner what they learned and
informally contract how they will put it to immediate use
 Ask participants to role play a key lesson from the day or week
 Provide a brief but enticing lead-in to the next meeting if the course
or workshop will continue
 Thank participants for their hard work, interesting insights,
challenging questions, enthusiasm or whatever strengths you noted
(be specific without singling people out)
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Action Plans – Tips for Development & Use
It is very useful to end a workshop or course by having participants
complete an Action Plan based on what has been learned. This simple
tool can aid in training transfer. When learning is applied once trainees
return to work, the new skills and knowledge develop, new abilities are
reinforced, and the organization benefits from improved performance.
Learning without meaningful follow-up and application is largely
forgotten and wasted. The most useful Action Plans:
 Are simple and straightforward
 Are clear and unambiguous
 Contain items that can be implemented by the learner at work, with
or without support
 Contain comments on the specific activities to be carried out; the
resources required; a schedule: start and finish dates for all action
items; and how success will be measured
 Use action items that are directly tied to course Learning Objectives
 Use the ‘SMART’ model: Specific, Measurable, Agreed, Realistic, and
Time-bound
Action Plans should be achievable in the context of work demands. This
means they should not contain more items than the trainee can handle
without undue delay or creating problems at work. If the action list
appears to be too complex or long, items should be scheduled for
progressive introduction, when prior items have been completed.
Also, plans should not include action items in areas over which the
trainee has no real control. For example, an action item to ‘give all staff a
salary increase to raise morale’ written by someone who does not set
salaries or control the budget. This is related to the R in SMART.
It can be very helpful to have trainees share their Action Plans in pairs
for feedback. They should also be encouraged to share them with their
supervisors once back on the job. Lastly, it can be very helpful to have
someone – perhaps a fellow workshop participant – agree to check in on
how the trainee is progressing with his or her plan.
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ACTION PLAN EXAMPLE
Planned Action Specific Steps
A. Develop a game
1. Research educational
to assess student
game development
learning for a
course that I
teach.
B. Add a section
that addresses
how training
transfer will be
evaluated to the
training plan
design or
curriculum
development tool
or model that I
normally use
Success Criteria
I will have a clear idea of
the key components in
successful game
development
2. Develop a simple game I will have developed a
game that tests student
achievement on three
learning objectives
3. Pilot test game with
I will have selected
students
students for the pilot
test and developed a
tool for them to use to
provide me with
feedback
1. Develop a training
Tool developed
transfer evaluation
tool for a course I am
planning
Timeline
By the end of
the month
2. Get feedback on
training transfer
evaluation tool from
project/program
manager or supervisor
of trainees & make
needed changes
Feedback gathered
End of this
month
3. Implement training
transfer evaluation
tool
Tool implemented
Six weeks
from today
4. Review results of
training transfer
evaluation tool & use
the results to modify
training design
Results analyzed and
training design revised
based on analysis
Two months
from today
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Within six
weeks
Within two
months
End of next
week
ACTION PLAN TEMPLATE
Planned Action
1
Specific Steps
2
3
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Success Criteria
Timeline
SECTION IV: Group Facilitation
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BASIC FACILITATION SKILLS
Active
Listening
Questioning
Paraphrasing
Summarizing
Managing
Conflict
Affirming
Encouraging
Clarity
Process
Feedback
Intentionally focusing on whom you are listening to in order
to understand what he or she is saying. As the listener, you
should then be able to repeat back in your own words what
they have said to their satisfaction. This does not mean you
agree with, but rather understand, what they are saying.
There are two basic types of questions: open and closed.
Both are used by trainers but the key is to know when and
why to use each. The purpose of asking closed questions is
to check for understanding or gather information. Open
questions often generate more meaningful data and are used
in training to stimulate discussion, critical thinking and
problem-solving skills.
Demonstrates that you understand what the other person
has said and helps clarify ideas. The process of paraphrasing
is very much like catching a ball and throwing it back. The
best way to paraphrase is to listen intently to what the other
is saying.
The purposes of summarizing are to: pull important ideas,
facts, or information together; establish a basis for further
discussion or make a transition; review progress; and, check
for clarity or agreement.
Identifying and quickly and appropriately managing conflict
among participants or between a participant and you.
Verbally and non-verbally communicating appreciation for
participants’ efforts and contributions.
The goal is full and equal participation, where everyone has
the opportunity to contribute and share.
When giving instructions about a task be clear about what,
why, how, with whom and for how long. Check for
understanding by asking, listening and paying attention to
side conversations and non-verbal cues.
Managing time and keeping the group focused on the task at
hand. Having clear goals and guidelines.
Throughout the event, giving feedback to participants on their
progress; specifically what they are doing well, what they need
to continue working on and suggestions on how they can
improve.
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CHARACTERISTICS OF AN EFFECTIVE FACILITATOR
 A consistent modeler of the skills and attitudes to be taught
 Promotes open and two-way communication
 Recognizes that training can be stressful, and knows how to
regulate participant and trainer stress
 Trusts in other people and their capacities
 Demonstrates patience and support
 Is confident without being arrogant
 Has the ability to create an atmosphere of confidence among
participants
 Shows respect for the opinions of others, not imposing his/her
own
 Is flexible
 Has the ability to sense a group’s mood and change methods or
adjust the program on the spot
 Has a good sense for the arrangement of space and materials in
order to create an attractive and comfortable physical setting for
participants
 Has a good sense of humor and uses humor appropriately
Adapted from JHPIEGO Corporation (1994) and UNICEF Bangladesh (1993).
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Tips for Working with Different Types of Participants
Tips for
Empowering Others
Tips for Dealing
with Difficult
Questions
Tips for Managing
Conflict
MTI Trainers Toolkit
 Be patient.
 Actively listen to others and show
that their opinions are valued.
 Be open to learning from the
group so that information sharing
is multi-directional.
 Encourage the group to discover
solutions for themselves and to
take responsibility for their own
learning and progress.
 Prepare for group discussions by
reading through the discussion
material and becoming familiar
with the concepts and language.
 Anticipate people’s questions
where possible and think of
possible responses.
 Do not be afraid to say that you do
not know the answer to a
question! Instead say you will get
back to the group.
 Acknowledge the conflict.
 Try to establish the cause of the
conflict.
 If it is related to the topic in
question, help lead the
participants to a place of
agreement, encouraging mutual
respect.
 If it is unrelated to the topic, and
only involves some group
members, encourage them to
resolve this disagreement later,
outside of the course.
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Tips for Working
with Dominant
People
 Give them responsibility within
the group.
 Reinforce alternative behavior.
 Place with other similar types or in
the same group as the facilitator.
Tips for Working
with Shy People
 Encourage them individually,
within and outside of the group.
 Establish reasons for their silence.
 Give notice of the topic before the
discussion, so that they have time
to prepare.
 Give them responsibility for notetaking and feedback.
 Place them in a supportive group.
 Give them time.
 Use role-play to build up
confidence and skills.
Tips for Good
Facilitation









Be prepared
Be flexible
Be energetic
Encourage humor
Be clear
Think positive
Embrace mistakes and limitations
Be sensitive
Use a variety of techniques,
methods and activities
From: Facilitation Skills Workbook (2004), Clarke, S., Blackman, R. and Carter, I.; TearFund
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More on Dealing with Challenging Trainees
Don’t jump to conclusions – it is tempting to assume the simplest
reason for someone’s bad behavior; resist doing this and take your time
and observe the person; also, try to interact with them one-on-one, both
during the session and during a break; getting the right diagnosis can be
key to developing an effective strategy
Choose your battles – not every inappropriate comment needs a
response; not every annoying behavior affects the learners or the
learning.
Timing is everything – if you have a week or longer for your course and
notice a potentially difficult participant in the group, give it a day or so;
sometimes people just have “first day” jitters; on the other hand, if you
only have a day, you need to respond more immediately.
Avoid debates – you cannot really win; if you do “win”, you alienate not
only that one participant, but very possibly others as well.
Be direct – subtlety rarely works because often the offending person is
truly unaware of how their behavior looks from others’ perspective.
Frame your response as feedback – remember the guidelines for giving
effective feedback: focus on the behavior rather than the individual and
focus on the specific, rather than the general.
Be kind – negative responses such as scolding and sarcasm rarely work
and if it does stop the behavior, you will have probably created an
enemy; and possibly changed the participants’ view of you or decreased
the ‘safety’ of the group.
Practice what you preach – consistently model the type of
communication and interaction you want to see among the participants.
Make it about the group – mention how the behavior is affecting the
group, rather than yourself; this lets the group know you are sharing the
responsibility for creating a positive learning environment. Remember the
Adult Learning Principle of ACCOUNTABILITY – this is part of it.
Move people around – sometimes changing the physical arrangements
or small group membership can have a huge impact on individual and
group behavior; taking a break can also help if the behavior is causing
tension or discomfort.
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ENCOURAGING HEALTHY GROUP DYNAMICS
Encourage open discussion: Let the participants know they don’t have
to agree—either with each or with you. Be clear that they are free to come
to their own conclusions, learn what they want to learn, and focus your
attention there as much as is feasible. At the same time, try to keep the
group on track by letting them know when it is time to move on.
Break off lengthy discussions kindly: Interesting discussions must
sometimes be cut short in order to respect time constraints or cover
other important topics. If several people have indicated that they still
have something to say, you might say something like: “Okay, first
George, then Lydia, then Elena and then we’ll have to move on so we
have adequate time for the next activity”.
Integrate the big talkers, encourage the silent types: Often a group
will have one or two highly vocal participants as well as a few who seem
interested but keep their ideas to themselves. You can balance the group
a bit better by trying some of the following:
 Don’t force the quiet ones to talk by calling on them. People have
different learning styles. Some prefer to quietly reflect rather than
speak publicly what first comes to mind, while others need to “think
out loud”.
 Frequently change the makeup of small groups. This way, quieter
people will eventually meet up with other quiet types and be able to
speak up, while the talkers will meet and be challenged by talkers
like themselves.
 In a large group discussion, after asking for ideas on some topic,
ask participants to job down one or two ideas before anyone speaks,
then go around the room and ask each person to read one idea.
 Look for body language. People who are ready with ideas often sit
forward, or meet your eyes, or shift in their seats while another
person is speaking.
 If a participant really begins to dominate the discussion, talk to
that person after the session and enlist their help in encouraging
others to speak up.
 Remember that there may be a cultural reason for lack of
participation (e.g. age, gender and status differences are significant
in terms of who speaks out in groups in some cultures). If the
situation is unclear to you, talk with your co-facilitator or
community informant about it; alternatively you could tactfully raise
it with the group during a reflection or evaluation period.
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When the whole group is silent: When people feel hesitant about
speaking up, or when it is hot or people are tired, you may have difficulty
getting discussion started. If you ask a question and no one answers it,
wait—count to five very slowly to yourself without showing any anxiety
or irritation. Learn to be comfortable with silence. If no one answers,
smile, rephrase the question and wait again. If discussion continues to
be slow, consider using “buzz groups” in which participants discuss the
question with a partner for a few minutes. Then go around the room,
asking several pairs what they came up with—the whole group may be
surprised at the number of good ideas that emerge. Or, have people
individually write down points and then ask if anyone wants to share. If
no one volunteers, move on.
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FACILITATOR’S CHECKLIST: SELF-ASSESSMENT
 Is the atmosphere of your session friendly and encouraging?
 Have you made plans to relieve any anxieties that the
participants may feel?
 Will your teaching methods allow learners’ previous
experience to be acknowledged or used?
 Will learners be rewarded for their contributions?
 Does the work allow participants to measure their own
progress?
 Do you make it clear that you are available for additional help
if individuals have difficulties?
 Are the first few minutes of your session always attentiongrabbing?
 Do you build in frequent opportunities for reinforcement and
practice?
 Are you avoiding lectures or at least limiting them to 10-20
minutes?
 Have you built in regular feedback sessions?
Taken from the ARC Facilitator’s Toolkit – Reach out Refugee Protection Training Project 2005
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SECTION V: Assessment & Evaluation
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Four Levels of Training Evaluation
 Fully assessing the impact of a training event requires evaluation at
several levels. Each level builds on the preceding one(s). However,
each is also more expensive and time-consuming to implement and
analyze. Time and costs can be reduced if planning for evaluation
happens early and is comprehensive.
 According to Kirkpatrick (1994), the four levels are: Reaction,
Learning, Transfer and Impact. (See chart on following page)
 The Reaction level measures just that; how trainees react to the
event. Did they enjoy it? Did the presentations and activities hold
their attention? Did they want to participate and feel they were able
to? Did they feel comfortable with and respected by the trainer and
other participants? Do they believe they learned from event?
 Reaction evaluation happens during or right at the end of a course
or workshop. The most common methods are individual rating
forms and oral feedback sessions.
 The Learning level assesses changes in skills, knowledge and
attitudes resulting from the training event that can be measured
while the learner is in the learning environment. This level of
evaluation is also sometimes called Student Assessment.
 Typical ways of evaluating Learning are: formal and informal oral
exams, written pre- and/or post-tests and demonstrations where
students have to show that they have mastered a new skill.
 The Transfer level determines if the learning from the training event
are valuable and used in the day-to-day work or lives of participants
after the program is over.
 This level shows that the trainee (1) has retained the new knowledge
and skills, (2) that she can use them outside the classroom and (3)
that she finds them of practical use.
 Typical methods of Transfer Evaluation include: field observation,
interviews (of co-workers and clients), and supervisor assessments.
 The Impact level analyzes whether the training event has had any
lasting effect on the organization (project or program) for which the
learner works.
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 Impact can extend to changes in clients with whom the organization
works (as a result of changes within the organization).
 Some ways of evaluating training Impact are increased productivity
or sales, reduced errors, reduced turn-over, improved immunization
coverage, increased clinic patient satisfaction, and fewer cases of
preventable disease.
 Measuring impact is the most challenging because training is often
closely integrated with or in support of other planned program
activities. This can make it difficult to assess whether the training
was indeed the cause for the positive change. Also, unplanned for
positive impact may result for which there are no established plans
for monitoring and measurement.
The Four Levels in a Nutshell
LEVEL
Explanation
Examples
I. Reaction
How the trainees felt
about the training or
learning experience , i.e.
their perceptions
‘smile sheets’ that ask
whether a training was
enjoyable, interesting,
relevant, etc.; confidence
surveys that ask trainees if
they believe they know
more or can perform better
II. Learning
Measurement of the
increase in knowledge
and/or skills covered
during the training
Pre- and post-tests;
demonstration of new
skills; presentations;
portfolios and projects
III. Transfer
Extent of application of
learning back on the job
Supervisor observation;
client satisfaction surveys
IV. Impact
Effect on the business or
project/program by the
trainee’s use of new skills
and knowledge in the
workplace
Surveys which measure
change in pre-determined
indicators such as sales,
profits, complaints, return
patients, decreased levels
of malnutrition, etc.
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Evaluation of Reaction: Example
MTI-Sri Lanka Community Health Project
Training of Trainers Workshop in Adult Education
DAILY EVALUATION FORM
TODAY is:
Monday ____ Tuesday ____ Wednesday ____ Thursday ____
Please answer each of the following questions completely about today’s workshop
activities. Thank you for your feedback!
Were the day’s objectives met?
Yes ___
No ___
Will the material covered today be useful in your work?
Yes ___
No ___
Was the material presented so that you will remember it?
Yes ___
No ___
Did the workshop leaders encourage participation?
Yes ___
No ___
Did the workshop leaders ask helpful questions?
Yes ___
No ___
Did the workshop leaders summarize when needed?
Yes ___
No ___
Did the workshop leaders make good use of teaching aids?
Yes ___
No ___
Did the workshop leaders use a variety of training techniques?
Yes ___
No ___
Did the workshop leaders plan enough time for each activity?
Yes ___
No ___
What specific suggestions do you have for the workshop facilitators?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For questions that you responded “no” to, please explain or give suggestions on the back.
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Evaluation of Reaction: More Examples
ONE MINUTE FEEDBACK
This is for a quick check of the ‘temperature”. It is also useful after some
striking emotional moments. The group may feel more at ease after
writing down some impressions that were in the air.
So far I am finding this training course/workshop to be (circle your
response)…
Uninteresting
1
2
3
4
5
Interesting
Too slow
1
2
3
4
5
Too fast
Too difficult
1
2
3
4
5
Too easy
Irrelevant
1
2
3
4
5
Relevant (to my interests)
Disorganized
1
2
3
4
5
Organized
Tense
1
2
3
4
5
Relaxed (or comfortable)
Note: As with any evaluation, the process is only as good as the use to
which the trainer (or planner) puts the results. In the case above, noting
a majority or even several responses in the 1 to 2 range warrants further
investigation and adjustment as soon as possible.
SESSION HIGHS AND LOWS
This form is very convenient for gathering feedback at the end of a
workshop, session, day or half-day.
I was most energized today/this morning/this week when (please be
specific)…
I was least interested this afternoon/today/this weekend when (please
be specific)…
My comments on and suggestions for improving this session
(workshop) are…
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END OF THE DAY FEEDBACK
This is a very convenient form for encouraging participants to write down
their feelings and feedback daily. It can be organized as a learning
journal during longer training courses and serve as a daily planner for
the participant’s learning (rather than feedback for the trainers).
My feelings at the end of this day are…
My key learning points today were…
The relationship of the training to my work/project/company that I
see is…
CRITICAL INCIDENT
This approach is designed to gather descriptions of specific incidents
where participants felt their strongest reactions during the workshop
(e.g. helpful actions, puzzling actions). It encourages description as well
as evaluation. Thus, it is an excellent tool for assessing workshop leader
performance as well as for understanding and gaining insights into
participants’ emotions (affective dimension of learning), involvement
(engagement) and learning styles.
At what moment during the workshop did you feel most engaged and
enthusiastic about what was happening?
At what moment during the workshop did you feel most unresponsive
and disinterested in what was happening?
What action (by anyone) during the workshop did you find most
affirming and helpful?
What about the workshop surprised you (e.g. your own reaction to
something, what the trainer or another participant did or said)?
Adapted from: T-Kit on Training Essentials
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Evaluation of Learning: Example
Grand Cape Mount County MTI/CHAL Child Survival Project
Community Health Promoter Training
Module II: Immunization Post-Test
Part A
Choose the best answer(s) from the choices given for the following
questions:
1. What is the purpose of immunization?
Protection _____
Increase baby’s weight _____
Supplement breast milk _____
2. Which diseases does childhood immunization protect from?
HIV _____ Malnutrition ____ Malaria ____ Polio ____
Whooping cough ____
3. Which disease should pregnant and child-bearing age women
be vaccinated from?
Polio ____
Whooping cough ____
Tetanus ____
HIV ____
4. How many times must a baby be taken to the health clinic in
order receive full immunization?
One ____ Two ____
Three ____ Four ____
Five ____
Six ____
5. By what age should a child have completed all immunizations?
Six weeks ____
Three months ____ Six months ____
One year ____
6. What should mother carry along when she takes baby to the
health clinic for immunization?
Birth certificate
Road to Health card
National identity card
All of the above
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____
____
____
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Part B. Please mark each of the following statements TRUE or FALSE:
True False Statement
Immunizations make children sick.
Mothers should wait six months before the first
immunization.
Immunizations are unnecessary for healthy children.
Getting some immunizations is almost as good as getting
all of them.
Immunizations are unnecessary for breastfed babies.
Mother has two years in which to complete immunizations.
Immunizations are more dangerous for girl babies.
Babies with diarrhea should not be immunized.
Immunization protects children from several deadly
diseases.
Premature or low weight babies cannot be protected by
immunization.
Immunizations are safe and effective.
Immunizations protect against colds and ear infection.
A health care worker will immunize a child without a Road
to Health card.
Immunization is one of the most important things a parent
can do for their children.
Part C. Bonus Question (3 extra points):
Name three things you could say to encourage a new mother who is hesitant
about having her baby immunized.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Evaluation of Learning: Second Example
HIV/AIDS Peer Counseling Workshop
Pre- and Post-Test
Name: __________________
Score 1: _____ Score 2: _____
1. List three routes of HIV transmission
a.
b.
c.
2. List three ways HIV is not transmitted
a.
b.
c.
3. What do we call the period between when a person becomes
infected with HIV and when it is possible to detect HIV antibodies?
4. A person can transit HIV to someone else as soon as they become
infected.
True ___
False ___
5. What are the two ways to test for the presence of HIV in a person?
a.
b.
6. All babies born to HIV-positive mothers will test positive for HIV
antibodies at birth.
True ___
False ___
7. Give three reasons why HIV counseling is important
a.
b.
c.
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Evaluation of Learning: Alternative Methods
Method
Projects
Demonstrations
Writing samples
Peer Review
Practice
Teaching
Application(s)
A course in which the
content is a complex,
multi-step process such as
planning an event,
developing a budget,
designing a project
A course focused on skill
development; these can be
either motor skills (e.g.
giving an injection, taking
vital signs) or
communication skills (e.g.
leading a meeting,
resolving a conflict,
conducting an interview)
A course whose content
includes learning to write
documents in a particular
way (e.g. reports or plans)
A course in which
participants have worked
closely in a paired or team
environment and have had
the opportunity to observe
one another working with
the course content; or
when learning to be an
effective team member or
to communicate effectively
is one of the course goals
A training of trainers
course in which the
participants are content
experts with little or no
teaching experience; or for
experienced trainers who
will be leading a workshop
in a content area that is
somewhat new for them
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Example
Students will plan a
training event from start
to finish; submitting parts
of the project for
instructor feedback
throughout the course.
Students are observed and
evaluated taking vital
signs on diverse patients
in diverse settings.
Students submit examples
of relevant documents that
they would be required to
produce for a given real
life assignment such as a
mid-term and final report.
Students are paired and
review each other’s drafts
during a course in which
they are writing a paper.
At each step in the process
they are tasked to critique
different aspects such as
grammar, style or use of
sources.
Students are put in as
realistic an environment
as possible and evaluated
on a particular set of KSAs
related to imparting
knowledge or developing
skills with persons
representing their target
audience
Method
Case Scenarios
Video Review
Applications
A course involving the
development of ‘thinking’
skills such as planning,
problem solving and
negotiation but for which
actual on-the-job practice
is not feasible; (2) a course
in which content is best
learned by testing theory
in various realistic
situations
A course in which the
content is observable
behavior that can be
learned through
observation and practice
with correction
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Example
Students are given cases
to read and work on in
small groups. Questions
or tasks are included,
which they work on first
individually and then in a
group. Often presentations
of findings or solutions are
presented to the whole
class for feedback or
further discussion.
Students are videotaped
leading a workshop and
receive feedback on areas
of strength and those
needing improvement with
specific suggestions given
for making corrections for
the weak areas of
performance. Students
should always been given
the opportunity to critique
themselves as well.
Evaluation of Transfer: Example
Observation of a Training Session
Supervisor Assessment of Training Skills
Instructions for observer/evaluator:
For each skill or attitude described, give an S for a satisfactory
performance, a U for an unsatisfactory performance and mark “NA” if
that particular step or task was not relevant to the observed session.
Please also make comments as these will be the most helpful feedback
for the student-trainer.
CHECKLIST FOR PRESENTATION/FACILITATION SKILLS
Step/Task
Rating Comments
Presents an effective introduction.
States the objectives as part of the
introduction.
Encourages participation of the entire
group.
Targets questions to individuals.
Asks questions at a variety of levels.
Uses participant names.
Provides constructive feedback.
Responds to participant questions.
Follows trainer’s notes or manual.
Maintains eye contact as appropriate.
Projects voice so that all participants can
hear.
Moves about the room/space.
Uses visual aids effectively.
Displays self-confidence without
arrogance.
Presents an effective summary.
Manages time well.
Provides opportunity for practice or
application of material.
OVERALL: Delivered an effective
presentation.
Additional comments:
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Evaluation of Transfer: Second Example
Clinical Observation of Midwife
Instructions
Please indicate with a check mark the level at which each skill was
demonstrated by the midwife trainee.
Explanation of ratings
Excellent – Midwife performed skill with agility, confidence and 100%
accuracy. Midwife could teach and coach others in this area.
Acceptable – Midwife performed this skill according to learned protocols
and procedures with minimal hesitation and at least 85% accuracy.
Needs further training – Midwife was unable to perform this skill or
performed with much hesitancy and/or 80% or less accuracy.
SKILL
Excellent
Midwife is able to take a health history
from a pregnant woman.
Midwife can distinguish normal labor
from high risk situations.
Midwife demonstrates technique of
Abdominal Palpation.
Midwife demonstrates specific care in
the situation of cord prolapse.
Midwife demonstrates specific care in
the situation of shoulder dystocia.
Midwife demonstrates specific care in
the situation of postpartum
hemorrhage.
Midwife can perform normal newborn
assessment.
Midwife demonstrates steps of
neonatal resuscitation on manikin.
Midwife is able to teach and assist
new mother with establishing
breastfeeding.
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Acceptable
Needs
further
training
Evaluation of Impact: Example
This tool is an Evaluation Form for a Community Health Program that would be
used to evaluate the impact of participation, i.e. what changes have actually
occurred because of using the learning from the education session(s).
Instructions:
Please indicate with a check mark your level of agreement with each statement.
Statement
Strongly
agree
Participants in the education sessions
now keep the area around their homes
free of objects that could collect
standing water.
Participants in the education sessions
have purchased treated bed nets for
vulnerable family members.
Participants in the education sessions
are using and taking care of their new
latrines.
Participants in the education sessions
practice good hygiene and encourage
their neighbors to do so as well.
Participants in the education sessions
explain to their children that proper
hand washing will keep them safe
from diseases caused by germs.
Participants in the education sessions
only use clean or treated water for
drinking.
Participants in the education sessions
keep their water source covered.
Participants in the education sessions
keep food properly stored and clean
dishes covered.
Participants in the education sessions
now take their children to the health
clinic when they have fever or
diarrhea.
Participants in the education sessions
now make time to help and teach new
mothers in their community.
Participants in the education sessions
continue to get together to discuss
questions and concerns that will effect
positive change in their lives and
community.
Participants in the workshop have
begun to practice self-directed
learning and group problem-solving.
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Agree
No strong
feelings
Disagree
Strongly
disagree
Guidelines for Giving Constructive Feedback
1. Reflect first – Be clear about what you want to say before you say it.
2. Emphasize the positive – Everyone does something well or something
right. Note this too. If possible, start and end your comments with something
positive and affirmative.
3. Clarity – Avoid general comments and clarify pronouns such as “it” and
“that”.
4. Focus on behavior rather than the person.
Example: Rather than saying “You only asked closed questions”, try “open
questions generate more discussion than closed ones”.
5. Refer to behavior that can be changed.
Example: While a person generally cannot change their accent, they can speak
more slowly.
6. Be descriptive rather than evaluative.
Example: Rather than saying “too much lecture is boring” try, “most people
cannot retain too much information at one time so lectures should be kept
short”
7. Own the feedback – Use ‘I’ statements.
Example: “I was confused when you explained the procedure for testing for
dehydration.”
8. Be timely – Giving feedback long after the fact is generally unhelpful. Giving
it too soon should also be avoided. The person needs some time to reflect and
do a self-assessment of his or her performance.
9. Be specific rather than general – Avoid use of words like “all,” “never,”
and “always”. Example: “To encourage questions from a group, this strategy can
be helpful”.
10. Remember the goal – The purpose of giving feedback is to improve
performance. Most people will respond positively to it if it is given in the spirit of
helping them to improve; this generally means being kind and thoughtful but
also honest.
Adapted from McGill and Beatty (1994) Action Learning: A Practitioner’s Guide, London: Kogan, p. 159-163
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REFERENCES AND RESOURCES
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REFERENCES
ARC (2005) Facilitator’s Toolkit – Reach out Refugee Protection Training
Project
CGAP Direct: Donor Information Resource Center (n.d.), Online Training
of Trainers Module
Clarke, S., Blackman, R. and Carter, I. (2004), Facilitation Skills
Workbook, TearFund
CORE (n.d.) Planning Resource 10, National Malaria Coordination
Workshop
International AIDS Alliance (2002) 100 Ways to energize groups: Games
to use in workshops, meetings and the community
JHPIEGO/USAID (2003) Training Works!
J.J. Phillips and R.D. Stone (2002), How to Measure Training Results,
New York: McGraw-Hill
McGill and Beatty (1994) Action Learning: A Practitioner’s Guide,
London: Kogan
Uganda Network for AIDS Service Network (n.d.) Training of Trainers
Manual
University of Wisconsin Cooperative Extension, Family Living Programs
(2006) Handout prepared for WNEP curricula training
US-Mexico Border Health Association, Training and Technical Assistance
Project (n.d.) Training of Trainers in Nonformal Education manual
Vella, J. (2002) Learning to Listen Learning to Teach: The power of
dialogue in educating adults, Revised Edition, San Francisco: JosseyBass
Yayasan IDEP Foundation (n.d.) Creative Facilitation Techniques
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List of Further Resources
Bower, B. and Werner, D. (n.d.) Helping Health Workers Learn: A book of
methods, aids, and ideas for instructors at the village level. Berkeley:
Hesperian Foundation
Hesperian Foundation Book Store – publishing for community health
and empowerment; www.hesperian.org
Hope, A. and Timmel, S. (2002) Training for Transformation, Vol. 1 – 4.
Berkeley: Hesperian Foundation
IntraHealth electronic Education & Training Resources. Recommended:
 Learning for Performance: An interactive guide and toolkit for Health
Worker Training and Education Programs, www.intrahealth.org/lfp/
 Training Works! (2003), IntraHealth with JHPIEGO, FHI, Population
Leadership Program and TRG
 Transfer of Learning: A guide for strengthening the performance of
health care workers (2002) IntraHealth with JHPIEGO
Peace Corps (n.d.) Non-formal Education Manual, PC online library;
http://www.peacecorps.gov/index.cfm?shell=library.teachlearn
Phillips, J.J. and Stone, R.D. (2002) How to Measure Training Results: A
Practical Guide to Tracking the Six Key Indicators. New York: McGrawHill
TALC – Teaching Aids at Low Cost; Offering free and low-cost healthcare
books and (teaching) accessories; www.talcuk.org
Training Skill Support Site of the Association of Research Libraries
(online resource with short documents on a variety of training topics
including: Guidelines for Developing and Using Handouts; Training
Presentation Checklist; and, Tips for Technology Training) available at
http://www.arl.org/leadership/leadresources/skills/index.shtml
Vella, J. (2002) Learning to Listen Learning to Teach: The Power of
Dialogue in Educating Adults, Revised Edition, San Francisco: JosseyBass.
Vella, J. (2001) Taking Learning to Task: Creative Strategies for Teaching
Adults, San Francisco: Jossey-Bass
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