INTERACTIVE REPRODUCTIVE HEALTH TRAINING INTERESTING AND INNOVATIVE TRAINING

1. ** INTERACTIVE **REPRODUCTIVE HEALTH TRAINING=INTERESTING AND INNOVATIVE TRAINING

2. Facilitators Maureen Kuyoh, FHI/Kenya Robert Rice, FHI/NC Jane Schueller, FHI/NC

3. Objectives Explain why interactive training enhances participants� knowledge and skills Identify when it is important to include interactive exercises Describe the high and low energy spans for participants Develop/utilize interactive training techniques to increase retention, build understanding, and improve skills

4. Participant Expectations

5. Workshop Agenda Why is Interactive So Important? Setting the Context How to Make Your Training More Interactive The Energy Cycle Selecting the Best Methods for Various Situations Cultural Sensitivity Training Health Providers References, Resources, and Web Sites

6. Why is Interactive So Important? Participation in the learning process should be active, not passive Effective learning comes from shared experiences Successful learning includes feedback from the facilitator and other participants Maximum learning occurs when one is able to reflect, draw conclusions, and determine application

7. Dale�s Cone of Experience

8. The Interactive-Training Credo What I hear, I forget. What I hear and see, I remember a little. What I hear, see, and ask questions about or discuss with someone else, I begin to understand. What I hear, see, discuss, and do, allows me to acquire knowledge and skill. What I teach to another, I master.

9. The Adult Learning Cycle

10. Learning Styles Visual Auditory Kinesthetic

11. How to Make Your Training More Interactive Create a safe, positive, interactive learning environment through:

12. Needs Assessment Find out what participants think and feel about the training subject to assist with designing participatory activities: Pre-session surveys Pre-test questionnaires Phone calls On-the-spot assessments

13. Comfortable Physical Setting Physically set-up room for: Participation Comfort Visibility Classroom layout has a major influence on the success or failure of a training

14. Structure and Organization Provide clear instructions, verbal and written Specify time limits Utilize flipcharts, transparencies, handouts, or slides Creatively divide participants into specific groups, when doing small group work Assign specific roles for exercises, when appropriate (recorder, timekeeper, spokesperson, flipchart writer)

15. Moderate Level of Content Consider �need to know� versus �nice to know� Balance cognitive, affective, and behavioral domains of learning Clarify content and learning objectives Outline expectations of and for participants

16. High Level of Participation Facilitate and manage the learning process Actively engage participants in the training from the start by:

17. Minimal Lecture Use lecture in small doses (10-15 minutes) to avoid confusion, boredom, and low retention Do not relegate participants to a passive role Utilize variations of the lecture

18. Variety of Methods Small group work Brainstorming Creative work Games Presentations

19. Peer Teaching Build on the wealth of expertise of participants Encourage participants to draw on and share their experiences with others Allow participants to answer each others� questions (not the facilitator!)

20. Iterative Process Use activities that build on and overlap concepts and skills learned to: Reinforce learning Provide more opportunities to digest and integrate

21. Real-world Application Solicit examples of hypothetical or real problems Relate new learning to participant�s life situation Develop individual action plans for application in the workplace When possible, make field visits

22. The Energy Cycle

23. Selecting the Best Methods for Various Situations Large-group Presentations Multiple-day and Shorter Training Interventions E-Learning and Distance Learning

24. Large-group Presentations Multiple-choice lecture Mock interview Key words Fill-in-the-blank Graphic association Abbreviated lecture

25. Multiple-day and Shorter Training Interventions Increasing Knowledge (Concepts and Facts)

26. Improving Attitudes (Feelings and Opinions)

27. Building Behavioral Skills Multiple-day and Shorter Training Interventions (contd.)

28. E-Learning and Distance Learning Web-based training Computer-based training Self-paced workbooks Audio-/video-tapes Audio-/video-conferencing

29. Cultural Sensitivity is Key Sex, age, race/ethnicity, socio-economic status, education, and religion Language, culture, traditions, and beliefs �Learning cultures� Health care practices Skill and knowledge levels Resource levels

30. The Unique Needs of Health Providers Often most comfortable with lecture format Helpful to start participatory activities slowly, e.g., icebreakers Ease participants into role plays, simulations, and creative work Critical to build on participants� knowledge and skills

31. References and Resources 101 Ways to Make Training Active, Silberman and Lawson, Pfeiffer Publishers, 1995 The Trainer�s Handbook, Karen Lawson, Jossey-Bass Pfeiffer, 1998 Games Trainers Play, Newstrom and Scannell, McGraw Hill, Inc., 1980 The Winning Trainer, Third Edition, Julius Eitington, Gulf Publishing Company, 1996 Facilitation Skills: The ASTD Trainer�s Sourcebook, Dennis C. Kinlaw, McGraw Hill, Inc., 1996 Training 101: All the Basics, Langevin Learning Services, 2000

32. Suggested Web Sites Training Magazine www.trainingmag.com The Training Journal www.trainingjournal.co.uk American Society for Training and Development www.astd.org Langevin Learning Services www.langevin.com

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