Module 1
EU Water Framework Directive, Relation of WFD with Daughter Directives, RBMP
planning, Water Bodies, Typology, Characterisation
ANTALYA Training of Trainers Session 01/12/2014 - 05/12/2014
DAY 1 Monday / December 1, 2014
PRESENTATION 1 / 60 min
WELCOMING AND INTRODUCTORY, ICE-BREAKING ACTIVITIES SESSION
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Prepared & Presented
By
Ibrahim Mammadzadeh
Training Skills Expert
Ankara – November 2014
Module 1
EU Water Framework Directive, Relation of WFD with Daughter Directives,
RBMP planning, Water Bodies, Typology, Characterisation
ANTALYA Training of Trainers Session 01/12/2014 - 05/12/2014
Content
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL
ACQUAINTANCE
 Introduce the trainers and participants to each other
 Define the participants’ expectations of the overall ToT course
 Present the TS Trainer’s Golden Paragraph to participants
 Provide suggestions for effective participation in the TS Training of
Trainers sessions and discuss its (training methods, techniques and
materials used and other, etc.)
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
 Introduce the goal of the training and the overall TS ToT unit
objectives
 Describe the importance of a training needs assessment
 Explain the importance of standards and guidelines
 Summarize how to conduct a training needs assessment
 Develop tools for a training needs assessment
 Describe how to write a training needs assessment report
DAY 2
PRESENTATION 3
Topic: DISCUSSION ON THE CONTENT OF TS TRAINING
SESSION AND SCHEDULE/AGENDA
 Determine the trainee’s needs
 Discuss the TS ToT sessions content
 Discuss the TS ToT schedule and agenda
 Supersets and talk show circuits for Modules 1
 Module 1: Group discussions for Curriculum Development
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
 Demonstrate the four types of role-play
 Demonstrate a variety of advanced brainstorming techniques
 Demonstrate how to develop a case study
 Demonstrate the technique of mind mapping
 Demonstrate the use of advanced lecture techniques
 Demonstrate the use of advanced discussion techniques
 Demonstrate the use of games and experiential learning exercise
Present the Training
Skills Trainer’s Golden
Paragraph to participants
Provide suggestions for
effective participation in
the Training Skills
Training of Trainers
sessions and discuss its
(training methods,
DAY 1
techniques
and
PRESENTATION
1
Topic:
CROSS-CHECK
QUESTIONING
MUTUAL ACQUAINTANCE
materials
used
and FOR
other,
etc.)
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Greet participants & introduce yourself
 Hello
 Show your hobby ……… no comments
 My name is ……… (name tags)
 Welcomes everybody ………. and explains 1 day session
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Training Skills Trainer’s Golden Paragraph
Name :
Ibrahim Mammadzadeh
Profession :
Water Education & Training
Years of Experience :
17 Years the Training & Teaching at the Moscow State University, Warsaw University of Technology, Istanbul
Technical University, Oklahoma State University, CDC New Delhi, Lovanium International Management Center,
Training Center at the Islamic Development Bank, Jeddah, FIDIC Middle East Contract User Conference, Dubai
Education :
PhD/DSc, Environmental Economics, Warsaw University of Technology, Poland, 1989, Fellowship, British
Council, Preussag AG, Germany, 1999; METI/JCCP, Japan, 2002; Lincoln University/Cochran/SABIT, USA, 2003
Experience Record :
1992 – to present time:
Senior Consultant of EU FWC, the World Bank, UN-funded projects for government of many countries:
Afghanistan, Albania, Azerbaijan, Czech Republic, Georgia, Iran, Iraq, Kazakhstan, Kyrgyzstan,
Malaysia, Moldova, Pakistan, Romania, Russian Federation, Sudan, Tajikistan, Turkey, Turkmenistan,
UAE, Ukraine, Uzbekistan
Membership :
International Water Resources Association, USA, 1997
International Project Management Association, Netherlands, 1999
Global Water Partnership, Sweden, 2001
International Federation of Consulting Engineers, FIDIC, Switzerland, 1998
Publications :
more 100 technical papers and four monographs such as
“Water & Market”, 2000, Russian Federation; “Project Analysis”, 2003, Azerbaijan; “Azerbaijan National
Infrastructure Development: Review and Future Directions”, 2009, Switzerland; “Azerbaijan Infrastructure Sector
Projects: Investment Efficiency & Performance”, 2014, USA
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Define Participants expectations of the training courses and provide
suggestions for effective participation in advanced ToT course
Who am I & Who are you ……
What’s your favourite colour ……
Tell a piece of good news ……. something that happen lately
Great expectations ……. some idea on session, 1-2 things expect
What do you hope to accomplish during this course?
Do you anticipate any difficulties during the course?
What will you miss at home/work?
How do you think this training will help you at work?
 Skills profile part 1 …… participant’s skills - what learnt so far & what know
 Skills profile part 2 …… filling in skills profile ……. handout copied
 Summarizing and giving Feedback
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DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Handout Sample for Participant’s Introduction and Expectations
Photo
Name:
Address:
Age:
Family background:
 What is the most positive thing about you?
 How did you get involved with this ToT?
 What learning programme/activity do you take part in?
 How did you take up/start this course/activity?
 What do you like most about it?
 What are you good at?
 What are your hobbies?
 What are your plans for the future?
 What else would you like to do?
 How could we involve/motivate others?
 Any comments, any remakrs?
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Handout Sample for Participant’s Introduction and Expectations, cont’d
skills
Interpersonal
communication
Written
communication
Administration
Work related
skills
level
Very good
Good
Not too good
Not relevant
Foreign
languages
HRD
Program
management
Leadership
Accounting
Team working
Organizational
Teaching
IT
Personal
responsibility self
management
Very good
Good
Not too good
Not relevant
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
The overall goal of the advanced Training of Trainers (ToT) course is
to further develop the training skills of trainers for implementation of EU
Water Framework Directive and preparation of River Basin Management
Plan to ensure proper implementation of Water Framework Directive and
increase the capacities and efficiencies of Basin Management
Committees
The objective of TS ToT is
to provide the transfer of knowledge and skills to trainees who will train
and/or to teach people who will be implemented WFD and RBMPs
in Turkey
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
ToT Outcomes
by the end of this course, Participants will be able to:
1. Describe and demonstrate competency-based training techniques;
2. Develop training needs assessment tools;
3. Develop training plans, course materials (goals and objectives, course
outlines, training materials, pre- and post-tests);
4. Develop and demonstrate the use of checklists;
5. Describe and demonstrate a variety of advanced training methodologies;
6. Describe how to conduct training follow-up;
7. Describe 2 levels of training evaluation;
8. Describe how to evaluate a training experts or consultants.
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Historical Excursion to Turkish RBMP’s experience
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1989 – Sakarya River Basin Development Plan, DSI/ITU/NATO
1992 – Euphratus River Basin Action Plan, DSI
1993 – Aras River Basin Action Plan, DSI
2000 – Regional WM Project, Kura River Basin Development Plan, USAID
2001 - Capacity Building Support to the Water Sector TR06-IB-EN-01, EU
2003 - Implementation of the Water Framework Directive (MATO1/TR/9/3), EU
2003 - Technical Assistance for Environmental Heavy-Cost Investment Planning
(Tr/0203.03/001), EU
2007 - Pollutant Release and Transfer Register (PRTR) Project, UNEP
2010 - Training of trainers in the field of the Water and Environment acquis, EU
2011 - WFD Implementation: the Draft National Implementation Plan, ORSAM
2012 - WFD Implementation for Maritza/Ergene,Büyük Menderes River Basin, Konya
Endorheic Basin, Susurluk River Basin
Source: MoFWA, Turkey, 2014
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Lessons learned from previous ToT projects implemented
 Inadequate resources such as venues, staff time, materials available for
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implementation of training programme
Trainees were unable to attend neither all training courses nor carry out future
training at river basin level due to planning clashes with their regular duties.
The available contact hours provided by the ToT project were too few to cover
all subject matter
The time planned for preparation of the courses was insufficient
Weak involvement of representatives from stakeholders to ToT activities
National Implementation Plan for WFD carried out largely in line with original
planning, both during and beyond the project duration
DAY 1
PRESENTATION 1
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
References
1.
2.
3.
4.
5.
6.
7.
8.
http://www.euwfdimplguide.org
http://www.eeb.org
http://www.evd.nl
http://www.equitas.org
http://www.pathfind.org
http://www.trainingdesign.com
http://www.nationalqualitycenter.org
http://www.raisingvoices.org
Module 1
EU Water Framework Directive, Relation of WFD with Daughter Directives, RBMP
planning, Water Bodies, Typology, Characterisation
DAY 1 Monday / December 1, 2014
PRESENTATION 2 / 60 min
WELCOMING AND INTRODUCTORY, ICE-BREAKING ACTIVITIES SESSION
Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE
Prepared & Presented
By
Ibrahim Mammadzadeh
Training Skills Expert
Ankara – Aralık 2014
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Content
 Introduce the goal of the training and the overall TS ToT unit objectives
 Describe the importance of a training needs assessment
 Explain the importance of standards and guidelines
 Summarize how to conduct a training needs assessment
 Develop tools for a training needs assessment
 Describe how to write a training needs assessment report
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Training Needs Assessment (TNA) identifies gaps between how RBMPs are
currently performing and how it should to perform in accordance with EU
WFD. Root causes of identified gaps can be linked directly to the absence of
one of the five key performance factors:
1. Clear job expectations;
2. Clear and immediate performance feedback;
3. Adequate physical environment, including proper tools, supplies, and
workspace;
4. Motivation and incentives to perform as expected; and
5. Skills and knowledge required for the job.
Training course can address only the fifth key performance factor. The clear
TNA can assist trainers to decide if a training intervention is appropriate to
address an identified gap.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Session
Introduction to Training Modules
Designing the Training Session
Pre - planning the TOT
Sequencing of the Training
Modules
Developing and Presenting the
Work Plan
Conclusion and Evaluation
Duration
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
DESIGNING Training Session – SEVEN STEPS OF PLANNING
1. WHO is the course designed for? How many people will come?
2. WHY do these people need training?
3. WHICH For? What do you hope the participants/organization/community will gain from the training?
What, realistically, do you hope the training itself will achieve? What do you hope will change as a
result of the training?
4. WHEN will the training be conducted? Think about this in relation to participants’ commitments.
Would a block of time be most appropriate, or a series of individual sessions? How long is the course
going to be?
5. WHERE will the training be conducted? Think about the venue.
6. WHAT will the course cover? Bearing in mind the above – the participants, the needs of the
institution, and the constraints of time – brainstorm a list of topics/issues you want the course to
address.
7. HOW will the sessions be run? Think about the training methods you might use. What methods are
likely to be the most effective way of conveying the different topics you want to cover?
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
From an educational approach to a training program design
Educational Approach
Your concept
of learning
How do you put your
understanding of
learning into
practice?
Your understanding of
communication and
social interaction
Methodology
Which type(s) of
methods you
chose?
How do I put my approach
into practice?
Your
values
How do you
relate to your
participants?
The programme of your
training course
Role(s) of your
participants in
the training?
Your vision on
education
Your selfperception
as educator
How do you
facilitate group
dynamic?
Why do I do what I do?
Training of Trainers for European Youth Projects
The role(s)
of a trainer
Your
understanding of
training
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
What is Training ?
A planned and systematic effort to modify or develop knowledge, skill and attitude to
achieve effective/satisfactory performance to fulfill organizational goal. Its purpose in
the work situation is to enable a person to acquire abilities in order that he or she can
perform adequately a given task.
What is Knowledge ?
Knowledge is awareness or understanding of information such as fact,
concepts and principles which are needed.
What is Skill ?
A skill is what a performer be able to do. To bring knowledge into practice.
What is Attitude ?
An attitude is a state of mind or feeling in regard to some other.
An attitude determine how a person tends to behave.
An attitudes are very difficult to define precisely but very important to understand.
Changing attitude is very much slower.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Training vs Education
In terms of precision, Training usually involves the acquisition of behavior, facts and ideas that are
more easily defined in specific job context. Training is more of job-oriented than person-oriented.
Education is on the other hand is more person-oriented. It has a broader process of change and its
objective are not focused to precise definition.
Training is related to minimizing individual differences. In training the learning of specific behavior
implies a certain degree of uniformity within the limits set by individual differences. By contrast
education is attempting to increase the variability of individual differences by teaching such a manner
that each individual comes to behave in a way which is particular to him.
Differences between training and education can also be identified with respect to course or
program content. Training aims to provide knowledge and skills and to inculcate the attitude which
are needed to perform specific task. Education usually provides more theoretical and conceptual
framework designed to stimulate an individuals analytical and critical ability.
Finally the effects of training, education and development can be considered on a time scale. The
changes brought about by training are often observable in the short term. Where as education and
development are more likely to show their influence in the longer term and possibly in more
profound way.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
What is Learning ?
 Learning connotes observable change in behavior
 Learning refers only to those behavioral changes which are
relatively permanent in nature
 Learning results from experience and practice; the
experience or practice needs reinforcement to be able to
lead learning occur
 Process where by individuals acquire knowledge, skills and
attitude through experience, reflection, study or instruction
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
SO WHAT ?
4 steps to Learning
Unconscious
Conscious
incompetence incompetence
Conscious
competence
Unconscious
competence
People who are skilled at a certain task
are often the worst people to train others
to perform that task. They have become
unconsciously competent so they are
only able to pass information that they
have conscious access to, which is only
part of knowledge required for the skill.
As a minimum, someone who is trained
to model the skill and then structure the
learning experience should facilitate
session.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Principles of Learning
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Differentiation
Motivation
Involvement
Readiness
Reinforcement
Intensity
Association
Distribution
Effectiveness
Capacity
Principles of Training
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Job/work improvement
Social relationship
Physical environment
Structure or organize
Clarity
Speed
Feedback
Relevance to the future
Relevance to the practical
experience
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Trainer’s Guide is divided into three
main sections:
Pre-Training Information - here you
will find an overview of the trainer
development process, guidelines
for managing the TOT process, the
Trainer Competencies Chart, and
other pre-training information.
Training Text includes pictures of
the slides, talking points, activity
instructions, worksheets and other
guidelines to help you deliver the
training.
Appendices include a list of
references as well as copies of
resources provided in the
appendices of the Participant’s
Guide.
Participant’s Guide includes
two main sections:
Training materials include
pictures of all the slides in
the TOT, as well as
worksheets participants will
use during the training.
Appendices contain
additional resources and
reference material to help
trainer candidates develop
the competencies to
become certified trainers.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Training Need Assessment (TNA) aims to identify providers’ gaps in Knowledge,
Attitudes and Skills (KAS) between the present performance and the desired
performance.
Discrepancy between what exists and what is needed is often stated in terms of what
is necessary to perform a job or series of tasks.
The baseline/criteria often used to identify the desired performance are:
 Job descriptions, and
 National standards and guidelines.
Once the KAS standards are determined, a TNA is conducted to identify providers’ gaps in KAS:
Knowledge, which consists of the information and understanding necessary to
perform a job or task;
Attitudes, which consist of the opinions and beliefs associated with performing a job
or task.
Skills, which consist of the practical, hands-on activities necessary to perform the job
or task.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Identify Desired Performance
Define performance in specific and
measurable terms. The purpose of this
review is to identify the general
knowledge, skills, and attitudes required
to do the job. Good definitions of
performance have the following
qualities:
 They state the accomplishments and/or
behavior of the performer;
 They are observable;
 They are measurable;
 They can be agreed upon by
independent observers;
 They give a clear, unambiguous, yes-orno answer to “Do they or don’t they?”;
 They are under the control of the
performer.
Identify Actual Performance
In the previous stage, the team defined
desired performance in specific and
measurable terms. Using those same
indicators and measures, assess what
knowledge, skills, and attitudes providers
currently possess (the current, or actual,
performance).
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Decide on methodology,
Develop assessment tools,
Collect the data,
Compile the data,
Analyze the data,
Conduct a cause analysis, and
Identify possible performance
improvement solutions.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Steps to Conduct the TNA
Step 1: Identify the problem.
To identify the problem, the desired
performance must be determined and
compared to the actual performance.
Step 2: Decide on methodology.
Who or what should be assessed? Sample
size? What methods should be used?
 Analyze answers to personal
questionnaires.
 Interview key persons.
 Conduct focused workshops with staff in
charge of providers/facilities where training
will be conducted.
 Review recent key publications.
 Observe working practices and conditions.
Step 3: Decide on the assessment tools
to be used and develop them
What tools will be used? Interview? Group
discussion? Questionnaires?
Step 4: Data collecting.
Who should collect the data? Time
allocation?Who should supervise?
Step 5: Data analysis and presentation.
Appropriate analytical methods (qualitative
and/or quantitative) should be selected.
Step 6: Causal analysis and
recommendations.
Do a causal analysis to determine if poor
performance is linked to the absence of
KAS or other root causes. What training is
needed?
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Developing appropriate tools is a very important step in the process of
designing a TNA. A good tool will accurately measure what should be
measured. Depending on the objectives of the needs analysis, an
appropriate tool must be selected and/or created.
Such tools might include:
 Questions for focus group discussion,
 Case study,
 Checklists for IWRM/RBMP implementation monitoring or record keeping,
 Sample forms for facility/ equipment assessment or inventory.
 An interview with a IWRM/RBMP stakeholder.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Once the data has been analyzed, a report should be written which includes:
 Overview: A brief overview of the purpose, objectives and results of the TNA.
 Description of the Process: Describe the entire needs assessment process,
including the purpose, the method(s) used to collect information, and the people
involved.
 Summary of Results: In this section the data should be clearly and concisely
presented and should highlight any significant patterns or results.
 Preliminary Conclusions: Describe the analysis of the data and focus on key issues
that you have observed. Explain what conclusions you have made and why.
 Recommendations: Make recommendations regarding the training. Address the
most critical issues or training areas first. Identify training issues, being clear about
how the program should be implemented, who should be involved, and how, when,
and where the training should take place.
 Potential Barriers: Offer suggestions of potential barriers and possible solutions.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
TNA/KAS-based trainee’s needs
determination process includes:
1.
2.
3.
4.
5.
6.
Questioning the trainees by
handouts focusing on KAS
assessment
Understanding training process
How and where to apply
traditional and participatory
approaches
Thrust on User Need Basis and
Participatory Approach
Participatory Training and
Learning Process
Knowledge of Learners
SOME GUIDELINES
 Training is not learning.
 The trainer has to learn for himself,
through his own initiative and activity.
 The trainer can only guide the trainees
activity in a way that leads to a good
learning experience.
 The trainer can develop suitable
environments desired to produce an
effective learning (curricular, cocurricular and extra-curricular)
experience.
 Trainee’s reaction with the
environment is expected to bring
about a change in behaviour.
 The trainer is the key factor, as on him
depends the planning of the learning
situation for achieving the desired
result.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
Training Course is on the basis of the outcome of TNA that the course contents and their sequencing is to
be outlined. As regards the subject matter to be covered under each course, the trainer should make use
of different types of materials according to own experience, the expertise of subject matter specialists and
experience sharing with fellow professionals.
Once the material on the subject matter has been collected through different sources, the next step, to
design the course contents, is to determine the sequence of lessons in a particular course. Such
sequencing can be made on the basis of some major criteria like job performance order, logical order and
psychological order.
While determining the sequence of tasks, some of the considerations to be kept in mind are:
 Easily learned tasks should be placed early in the course.
 Broad concepts and technical terms which have applications throughout the course
should be introduced at an early stage.
 The concept or skill in the task which is most likely or most frequently to be used
should be properly placed in the course contents.
 The task which is difficult to learn and the elements and concepts in areas where
transfer or related skill is not likely to occur should not be ‘overloaded’ in the course.
 Complex or cumulative skills should be placed relatively late in the course
sequence.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
The contents of a training course have to be designed in accordance to the set goal of
the training programme and also as per training needs of the target group. This can be
done by adoption of measures mentioned below:
List the expected level of change in the knowledge, attitude and practices of the
target group perceived to be the effect of the training.
Prioritize the aspects that make up the subject matter.
Select relevant topics that should be included in the contents.
List priority-wise topics.
Specify component based structure of the course contents.
Identify the items of knowledge input for each topic and sub-topic.
DAY 1
PRESENTATION 2
Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW
SO WHAT ?
Knowing what you want
makes it far easier to
achieve. Successful people
know this intuitively and use
simple formula to turn their
goals into reality. You can
copy this formula to get the
results you want.
Formula of SUCCESS
Positive
Under your control
Real (you can see, hear,
feel, taste/smell it)
Ecological (no side
effect)
Module 1
EU Water Framework Directive, Relation of WFD with Daughter Directives, RBMP
planning, Water Bodies, Typology, Characterisation
DAY 2 Tuesday / December 2, 2014
PRESENTATION 3 / 90 min
WELCOMING AND INTRODUCTORY, ICEBREAKING ACTIVITIES SESSION
Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND
SCHEDULE/AGENDA
Prepared & Presented
By
Ibrahim Mammadzadeh
Training Skills Expert
Ankara – December 2014
DAY 2
PRESENTATION 3
Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND SCHEDULE/AGENDA
Content
Determine the trainee’s needs
Discuss the TS ToT sessions content
Discuss the TS ToT schedule and agenda
Supersets and talk show circuits for Modules 1
Module 1: Group discussions for Curriculum Development (training
methods, group work, field visits, hands-on, interactions, cases)
DAY 2
PRESENTATION 3
Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND SCHEDULE/AGENDA
Developing the Action Plan
One of the essential requirements of an action plan for a training programme is that it
should be based on the following points:
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Proper scheduling of training activities.
Well specified purpose.
Clearly specified course contents.
Adequately listed training materials and equipment.
Identification of qualified resource persons.
Selection of appropriate training methods.
Deciding the approach of involving trainees in different training activities.
Listing the critically practical assignments for the trainees.
Systematically designed evaluation plan of the training, both during and
after the training course.
DAY 2
PRESENTATION 3
Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND SCHEDULE/AGENDA
Time
Title
Materials
8:00 - 9:00
Module 1. Introduction to ToT
Presentation Slides
9:00 - 10:30
M1.1. Model for Creating Effective ToT
Presentation Slides, Publications
Tool Hunt Handout
10:30 - 11:00
Break
11:00 - 12:30
M1.2. Performance Measurement
12:30 - 1:30
M1.3. Box Lunch – Group Work
1:30 - 4:30
M1.4. Individual ToT Design and Practice;
Interactive Round Table Discussions
Quiz, Indicator Worksheet
Data Collection Worksheet
Training Design Worksheet,
Faculty Notes Form, include
Completed Sample/Template,
Feedback Handout,
Presentation Skills Form
DAY 2
PRESENTATION 3
Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND SCHEDULE/AGENDA
Workout Structure: Supersets
Participants “superset” between many different exercises throughout the session. The following is an
example:
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Describe your work obligations and which skills you have applied.
Why is it important to you?
Which aspect of your work performance do you enjoy the most?
Which aspect do you dislike the most?
What do you think you are best at?
What aspect of your work would you like to know more about?
If you had a choice, which aspect of “RBMP" would you like to specialize in and why?
Module 1
EU Water Framework Directive, Relation of WFD with Daughter Directives, RBMP
planning, Water Bodies, Typology, Characterisation
DAY 3 Tuesday / December 2, 2014
PRESENTATION 4 / 90 min
WELCOMING AND INTRODUCTORY, ICEBREAKING ACTIVITIES SESSION
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Prepared & Presented
By
Ibrahim Mammadzadeh
Training Skills Expert
Ankara – November 2014
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Role-play is a good method for teaching attitude, counseling skills, and sometimes
problem-solving.
There are 4 Types of Role-Plays
1. Scripted Role-Play uses a script that is prepared ahead of time to conduct the
role-play.
2. Coaching Role-Play involves the trainer, other role-players, and Participants. The
trainer demonstrates a skill while including others in asking and answering questions
about the demonstration.
3. Spontaneous Role-Play is used by the trainer during a general discussion to
demonstrate an approach or a way to handle a situation. Rather than being planned,
it occurs to the trainer “spontaneously” as he or she is facilitating a discussion.
4. Rotating Trio Role-Play gives each person in a group of 3 a chance to play a
different role. The role-play consists of 3 different rounds. Each round may be the
same and acted out in a different way or a different scenario can be created for each
round. The third person in a group often acts as an observer who comments on the
role-play.
The term brainstorming
has gained common
usage in the English
language
as generic term for
creative thinking.
The concept of brainstorming is a
generating of ideas in a group
situation based on the principle of
suspending judgment - a principle
which scientific research has
proved to be highly productive in
individual as well as group effort.
The generation phase is separate
from the judgment phase of
thinking.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
There are many variants of brainstorming, although the basic rules are the
same.
 Classic Brainstorming: The purpose is to bring out as many ideas as
possible, as quickly as possible, without censoring them.
 Rawlinson Brainstorming: The facilitator describes the problem and then tells
ways s/he has used to solve the problem that have failed. The facilitator then
asks Participants to offer other solutions.
 Imaginary Brainstorming: Brainstorm imaginary solutions to an imaginary
problem and then apply these solutions back to the real problem.
 Trigger Brainstorming: Define the problem and have each Participant write
down a list of solutions. Have the first Participant read his or her list of solutions
and then pass the list to the next person. Have the next person add any
solutions on his paper that were not already mentioned and then pass the paper
to the next person. The idea is that one person’s list will “trigger” new ideas for
the next person.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
There are several variations of trigger brainstorming:

Using “idea cards.” Each person, using Post-it notes or small cards, writes down ideas, and
places them next to the person on his or her right. Each person draws a card from their neighbor’s
pile as needed for inspiration. When a person draws a card, he or she adds a new idea to the card
and passes it along.

“Brainstorming pool,” where each person, using Post-it notes or small cards, writes down ideas
and places them in the centre of the table. Everyone is free to pull out 1 or more of these ideas for
inspiration. Team members can create new ideas, variations or add on existing ideas.

Brain Writing 6-3-3: Each person is given a worksheet with a problem statement on the top. Each
person writes 3 solutions on the first line of the matrix and passes their worksheet to the person on
their right. Each person adds 3 more ideas to the new sheet and passes it on. If 6 people fill out the
worksheets there will be a total of 108 ideas generated by the end of the process.

Reverse Brainstorming: This requires a significant level of effort analyzing a final short-list of
existing ideas. Examining possible failures works very well when an idea is very new or very
difficult to implement.
Brainstorming consists of a conventional brainstorming session that is applied to questions such as, “What
could go wrong with this project?” For example, staff would like to increase the number of water users.
They brainstormed a long list of ideas and then discarded many. Now they are down to only a few good
ideas they might like to try. They use “reverse brainstorming” to identify what might go wrong with each of
these ideas.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
What is a Case Study?
Case study is a training method that refers to a realistic account of a problem and how it is
handled. It uses problem solving to reinforce Participant’s knowledge. Like other experiential
learning activities, it enhances retention, recall, and the application of knowledge to real
situations. The primary advantage of a case study is that it focuses on a real situation.
Two Types of Case Study
1. Full Information: In this type of case study all of the relevant information
for preparing the case study is given at the beginning.
2. Incremental: Here, the information is given in stages. When the Participant
finishes first section of the case study, the section is discussed thoroughly
before moving on to the next section.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Guidelines for Writing Case Studies
 Write in story form. Create the story and then write what you imagine. Make it as realistic
as possible. Using a medical case you are familiar with will make it more realistic.
 Create characters. Give the characters names that fit the role. In medical case studies, don’t
use names that Participants may laugh at.
 Create some realistic dialogue. This makes the story more interesting and realistic.
 Provide as many specific details as are appropriate and necessary for the Participants to
analyze the case. You may or may not want to provide background information. Include detail
that enhances the case study or provides essential information. Don’t include information that
may confuse the Participants or side track them from the main task.
 Be descriptive. Create a picture in the minds of the Participants. If necessary, describe the
character’s emotional state.
 Make the story easy to follow. Shorter case studies are more easily read and understood.
 Provide discussion questions or guides for Participant to follow. This guides Participants
and prevents time from being wasted. Use both focused and open-ended questions.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
How to Use Case Studies in Training Course
Step 1: Provide the case study scenario.
Step 2: Tell Participnts what you expect them to learn from the case study. (Give them
the learning objective.)
Step 3: Give them time to learn and absorb the details of the study and to think
about how they might solve it.
Step 4: Guide the group through the discussion of the case study. To do this:
Divide the group into smaller groups. Ask each group to select a note taker.
Explain to the note taker how you expect things to be arranged on the flip chart.
Give out guide questions for the case study.
Give the groups time to carry out a discussion and summarize the results.
Step 5: Bring the groups together and ask them to present their results.
Step 6: Summarize and bring together the results of all of the groups.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Mind Mapping is a form of brainstorming. Just like regular brainstorming, the purpose is to generate as many
ideas as possible without worrying about the quality of the ideas. The difference is that in this form
of brainstorming, the ideas are mapped out, rather than written in linear fashion.
There are several ways to do mind mapping:
1.
Put two large pieces of flip chart paper together to form a square. You will need a large space to write on.

Write the problem in the center and draw a circle around it.
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Identify the major components of the problem by brainstorming, and write each of these on a line coming out
of the circle like the spokes on a wheel.

As the brainstorming about each of these major components continues and becomes more detailed, draw
branches off of these lines to record the details.

If you want, add images next to your main line that illustrate what each line means to you. (Some people
think better with pictures, others with words).
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You can do the brainstorming very systematically from the center outward, one spoke at a time, or jump from
place to place as ideas develop. Ideas that are linked should be recorded off of the same line or near each
other.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Cont’d
2. Another form of mind mapping works well when you have 2 main components, such as
the advantages and disadvantages of something. In this form of mind mapping the shape
of a tree is used with the main topic as the trunk and the 2 main branches as the
advantages and disadvantages. It can also be used to map out more than 2 major
components, but the space is more limited because of the shape of the tree.
Uses of Mind Maps
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Notes.
Recall.
Creativity.
Problem-solving.
Planning.
Presentations.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Active Knowledge Sharing
 A lecturer speaks at the rate of 125-150 words per minute.
 People can listen at the rate of 400-500 words per minute.
 People remember 15%-25% of what they hear, 50%-55% of what they hear and see and 80%-85% of what
they hear, see, and do.
Encouraging Participation
Any discussion or lecture can become much more interesting if Participants participate.Trainer’s behavior can either
encourage or discourage participation. Trainers do this through:
 Non-verbal Communication: Eye contact, head nodding, posture, body movement, smiling or frowning.
 Verbal Communication: What you say and how you say it can either encourage or discourage participation.
 Praise or Encouragement: What you say and how you say it can either encourage or discourage
participation. Use simple words of encouragement like, “I’m glad you brought that up.” “What a good idea.” Or,
“Good point.”
 Accept or Use Ideas: Build on ideas offered by Participants.
 Accept Feelings: Use statements that show you accept feelings or ask for clarification of feelings.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Varying lecture techniques can increase participation in lectures, increase interest in the subject being taught, and
improve effectiveness of the presentation. Some variations in lecture techniques include:
The Card and Chart Technique is a combination of lecture and brainstorming. It’s way to organize brainstorming
ideas into categories or components. This technique is used in the quality of care framework.
A Mock Interview is a useful way to obtain information from technical experts. It can be done several different
ways. A volunteer can be given a set of questions to ask the technical expert, or a panel of experts can be set up
with the audience asking questions.
The Multiple Choice Lecture is done by giving each trainee 4 pieces of different colored paper. Label each piece
A, B, C, or D. Prepare a series of multiple choice questions related to the lecturette and put each question on a
transparency. During the lecturette show the questions as they relate to the content. Ask the trainees to hold up
Appropriate piece of paper that relates to the multiple choice answer A, B, C, or D. If a number of trainees give the
wrong answer, review the content.
Key Words can be used to highlight the important words in a lecture. As you speak, write single key words on a
flip chart. The key words should eventually create an emerging content outline.
The Cartoon Lecture stimulates interest and helps Participants remember the lecture content. Find cartoons that
relate to the content of your lecture. Transfer the cartoons to overhead transparencies and use them to illustrate
key points from your lecture.
Using Examples is a good way to clarify teaching points. Good lectures often contain examples, analogies, and
metaphors.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
What is a Discussion?
A discussion is an exchange of ideas on a topic of mutual concern, with or without moderation by a
leader. It can be totally unstructured and spontaneous, or it can be highly structured. Discussions
can be held in a large group, or the group can be broken into smaller discussion groups.
Varying discussion techniques can increase participation in lectures, increase interest in the subject
being taught, and improve effectiveness of the presentation. Some variations in discussion
techniques include:
Small Group Discussion simply means breaking a larger group into smaller groups to
discuss a topic. After some time the larger group reconvenes to discuss the results of
their small group discussions.There are many variations of small group discussions. But,
there are 3 very useful techniques:
1.
The “66” Discussion Technique is a way of structuring small group
discussions. Divide Participants into groups of 6. (Groups could have different
or similar topics.) Identify one recorder. Allow groups 6 minutes to talk about
the issue. Tell the group when there are 2 minutes left, then 1 minute, and
suggest they wrap up. Post results on flip charts.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
2. Fishbowl involves dividing a large group into two smaller groups. One group forms an
inner circle (the fish bowl), where they discuss a topic. The second group forms an outer
ring around the fish bowl. The outer ring listens and observes, while those in the fish
bowl discuss a topic. After an allotted time, the groups switch places. After both groups
have had a chance to be in the fishbowl, the larger group reconvenes for debriefing. A
fishbowl can also be used as a technique for role-playing.
3. Teams Rather than dividing Participants into discussion groups, divide them into teams.
Ask each team to solve a problem, but make the exercise competitive. An interesting
training exercise used to explain definitions is to divide Participants into teams. Use
different colored paper for each team and write (or photocopy and paste) the individual
definitions on pieces of the colored paper. Put the matching word for each definition on
the front of an envelope. Give each team 3-4 minutes to put the correct definition in each
envelope. When time is up ask 1 team to read their words and matching definitions.
Award a prize to the winning team. After the time is up, ask one team to read their words
and match definitions. Award a prize to the winning team.
DAY 3
PRESENTATION 4
Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE
Group Development: In training, instruction should be the
main purpose, but games can also be used.
 To break the ice and help people get to know one another.
 To create a comfortable learning environment.
 To build group cohesiveness by having Participants work
in teams. This collaboration and competition can also
stimulate interest and learning.
 To motivate Participants and generate interest in the topic.
 To energize Participants during long training sessions.