Preparing and structuring a training event
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Preparing and Structuring a Training Event. By: Rainer Zachmann. Unit: M03U03. Content. From goal to curriculum Training methods Training materials Course organisation. Introduction. A training event should be based on a training needs assessment (TNA).

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Preparing and structuring a training event

Preparing and Structuringa Training Event

By: Rainer Zachmann

Unit: M03U03


Content

Content

  • From goal to curriculum

  • Training methods

  • Training materials

  • Course organisation


Introduction

Introduction

  • A training event should be based on a training needs assessment (TNA).

  • The curriculum gives an overview of the training programme and helps in planning.

  • This Unit describes training methods, materials and course organisation.


From goal to curriculum

From Goal to Curriculum


From goal to curriculum1

From goal to curriculum

  • Course organisers:

    • analyse the background of the training event;

    • assess the initial situation;

    • analyse the root causes of problems;

    • determine the goal for the expected situation.


From goal to curriculum2

From goal to curriculum

  • The curriculum should be based on a training needs assessment.

  • The curriculum defines the knowledge, skills and attitudes (KSA) to be addressed.


The curriculum

The curriculum

  • Expected learning outcomes,

  • Content,

  • Methods,

  • Learning materials,

  • Evaluation instruments.


Objectives

Objectives

  • Learning outcomes should be SMART = Specific, Measurable, Achievable, Relevant, Time-bound.

  • Avoid vague formulations,

    such as “to know” or “to understand”;

    better use "to explain".


An example of an objective

An example of an objective

  • After completion of the PGIS Training-Kit, trainees will be able to:

    • identify opportunities and constraints;

    • design PGIS interventions;

    • collaborate with local communities;

    • take informed decisions.


Training methods

Training Methods


Training methods1

Training methods

  • People learn best by what they see and do and less well by what they only hear.

  • The best approach combines several senses.


Training methods2

Training methods

  • Use:

    - presentations for increasing knowledge;

    - practical exercises for improving skills;

    - role plays for influencing behaviour and

    attitude.

  • Allow trainees to participate.


Lectures and presentations

Lectures and presentations

  • Lecturing is one-way communication;

    it transfers information to a large group.

  • Trainers should not load too much information into one session.


Lectures and presentations1

Lectures and presentations

  • Lecturers should use visual aids that are specifically designed for a lecture.

  • Visual and oral communication address complementary areas of the brain:

    "whole-brain learning".


Group work

Group work

  • Group work is a most efficient.

  • A group possesses more knowledge than any individual.

  • All group members should participate actively.

  • Trainers should prevent a few people from dominating the group.


Group work1

Group work

  • There are many kinds of group work:

    • in “Snowballing”, a group discussion begins in pairs of participants;

    • for group rotation, a common method is called “the world café”.


Brainstorming

Brainstorming

  • Trainers present a key question to the participants.

  • Everyone contributes ideas.

  • All ideas are valid; there are no "wrong" ideas.


Brainstorming1

Brainstorming

  • A variation of brainstorming is to collect ideas on meta cards.

  • Group cards into categories.

  • Everyone participates.


Case studies

Case studies

  • Provide an opportunity to elaborate on real situations.

  • Trainers present the cases in writing and/or visually.

  • Provide appropriate information.

  • Should not be overloaded with details.


Demonstrations and exercises

Demonstrations and exercises

  • Involve most of human senses.

  • Most appreciated by trainees.

  • Should relate to the theoretical introductions.

  • Trainers should conduct trial runs before involving trainees.


Field visits

Field visits

  • Allow to demonstrate and practise techniques and experiences which are not available at the course venue.

  • Every visit should contribute to the whole picture of the course.

  • Objectives for each visit must be specified.

  • Trainers should visit the fields before going there with trainees.


Training materials

Training Materials


Training materials1

Training materials

  • Support communication, teaching and learning.

  • Serve as future reference materials.

  • Simple notes, textbooks, audiovisuals, computer-assisted procedures and Internet-based simulations.


Training materials2

Training materials

  • Good training materials are:

    • developed for a specific purpose

      (such as the components of the PGIS-TK);

    • targeted at specific audiences;

    • oriented towards the learning outcomes.


Training materials3

Training materials

  • Good training materials are:

    • presented in a simple, yet technically correct way;

    • tested and evaluated;

    • attractive to users.


Training materials4

Training materials

  • Trainers should not expect perfect materials right from the beginning.

  • Training materials evolve over time.

  • Written materials and visual aids are most commonly used.


Written materials

Written materials

  • Include pamphlets, handouts, bulletins, textbooks, etc.

  • Presented in hard copy or electronic form.

  • Authors should consider content, writing and formatting.


Visual aids

Visual aids

  • Include multimedia, transparencies, electronic presentations (PPTs), posters, etc.

  • Contain text, tables, graphics, drawings and photographs.

  • Should be based on carefully prepared written documents, such as written training materials.


Visual aids1

Visual aids

  • Improve communication.

  • Enhance the impact of presentations.

  • Consider recommendations for design, quantity of information, fonts, graphics, etc.


Course organisation

Course Organisation


Course organisation1

Course organisation

  • Includes planning, preparing, implementing, monitoring, evaluating and following-up on course content and logistics.


Course organisation2

Course organisation

  • A course director may be responsible for the overall course organisation.

  • One coordinator or committee may take care of content and another of logistics.

  • Coordinators should work with checklists specifying responsibilities and schedules.


Course content

Training needs assessment

Course announcement

Venue

Curriculum

Programme

Timing

Participants

Resource people

Training materials

Evaluations

Follow-up

Budget

Course content


Course content1

Course content

  • Coordinator maintains contact with resource people.

  • Coordinator should keep content lean: KISS: Keep It Short and Simple.

  • Include a little less than might be required.


Course content2

Course content

  • In principle, coordinators should:

    • prioritise what trainees must, should or might learn;

    • follow a logical organisation;

    • move from general to specific, simple to complex, known to unknown.


Logistical arrangements

Secretarial services

Communication

Travel arrangements

Accommodations

Food

Infrastructure

Training facilities

Translation

Equipment

Materials

Social activities

Emergency provisions

Logistical arrangements


Logistical arrangements1

Logistical arrangements

  • Coordinators should consider climate, vegetation season, cropping pattern and cultural and religious calendars.

  • Opportunities and facilities must allow practical work.


Logistical arrangements2

Logistical arrangements

  • Course duration should be short.

  • Coordinators should plan well in advance, but be prepared to plan on short notice.

  • Trainees need time to obtain official permission and visas.


Course organisation3

Course organisation

  • Coordinators should organise carefully, use common sense, avoid last-minute improvisation … … but be prepared to do so.


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