Transcript Presentation - Structuring the training

Support the spread of “good practice” in generating, managing,
analysing and communicating spatial information
Preparing and Structuring
a Training Event
By: Rainer Zachmann
Unit: M03U03
Content
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From goal to curriculum
Training methods
Training materials
Course organisation
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.
Support the spread of “good practice” in generating, managing,
analysing and communicating spatial information
From Goal to Curriculum
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 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
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Expected learning outcomes,
Content,
Methods,
Learning materials,
Evaluation instruments.
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
• 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.
Support the spread of “good practice” in generating, managing,
analysing and communicating spatial information
Training Methods
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 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
• Lecturing is one-way communication;
it transfers information to a large group.
• Trainers should not load too much
information into one session.
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 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 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
• Trainers present a key question to the
participants.
• Everyone contributes ideas.
• All ideas are valid; there are no "wrong"
ideas.
Brainstorming
• A variation of brainstorming is to collect
ideas on meta cards.
• Group cards into categories.
• Everyone participates.
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
• 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
• 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.
Support the spread of “good practice” in generating, managing,
analysing and communicating spatial information
Training Materials
Training materials
• Support communication, teaching and
learning.
• Serve as future reference materials.
• Simple notes, textbooks, audiovisuals,
computer-assisted procedures and
Internet-based simulations.
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 materials
• Good training materials are:
– presented in a simple, yet technically correct
way;
– tested and evaluated;
– attractive to users.
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
• Include pamphlets, handouts, bulletins,
textbooks, etc.
• Presented in hard copy or electronic form.
• Authors should consider content, writing
and formatting.
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 aids
• Improve communication.
• Enhance the impact of presentations.
• Consider recommendations for design,
quantity of information, fonts, graphics,
etc.
Support the spread of “good practice” in generating, managing,
analysing and communicating spatial information
Course Organisation
Course organisation
• Includes planning, preparing,
implementing, monitoring, evaluating and
following-up on course content and
logistics.
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
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Timing
Participants
Resource people
Training materials
Evaluations
Follow-up
Budget
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 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
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Secretarial services
Communication
Travel arrangements
Accommodations
Food
Infrastructure
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Training facilities
Translation
Equipment
Materials
Social activities
Emergency provisions
Logistical arrangements
• Coordinators should consider climate,
vegetation season, cropping pattern and
cultural and religious calendars.
• Opportunities and facilities must allow
practical work.
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 organisation
• Coordinators should organise carefully,
use common sense, avoid last-minute
improvisation …
… but be prepared to do so.