Training Methods Naomi Radke, seecon international GmbH Training Methods Find this presentation and more on: www.sswm.info. Copyright & Disclaimer Copy it, adapt it, use.
Download ReportTranscript Training Methods Naomi Radke, seecon international GmbH Training Methods Find this presentation and more on: www.sswm.info. Copyright & Disclaimer Copy it, adapt it, use.
Training Methods
Training Methods
Naomi Radke, seecon international GmbH
1
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Copyright & Disclaimer
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Included in the SSWM Toolbox are materials from various organisations and sources. Those materials are open source. Following the open source concept for capacity building and non-profit use, copying and adapting is allowed provided proper acknowledgement of the source is made (see below). The publication of these materials in the SSWM Toolbox does not alter any existing copyrights. Material published in the SSWM Toolbox for the first time follows the same open-source concept, with all rights remaining with the original authors or producing organisations.
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Training Methods
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Contents
1. Lectures 2. Group Works 3. Discussions 4. Role Plays 5. World Café Training Methods 3
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1. Lectures
What are Lectures?
•
Traditionally
: talking to a group (passive audience) •
Modified
: include participation by the audience Training Methods 4
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1. Lectures
How to be a Good Lecturer
• Present in clear, logical sequence • Make the material accessible, intelligible and meaningful • Cover the subject matter adequately • Be constructive and helpful in you criticism • Demonstrate expert knowledge in your subject • Pace lecture appropriately • Be concise • Illustrate the practical application of the theory presented • Show enthusiasm for the subject • Generate curiosity about the lecture material early in the lecture Training Methods 5
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1. Lectures
Planning a Lecture (1/3)
Points to be considered: 1. Learning outcomes: ◦ Learning
what
?
◦
Key concepts
?
◦ ◦
Skills
that participants should develop?
How
communicated
?
Training Methods
Source: SPUHLER (2012)
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1. Lectures
Planning a Lecture (2/3)
2. Structure: systematic development of the main points ◦ ◦ ◦ ◦ ◦ -
Sign posts
: indicate structure “First, I will ...” -
Frames
: begin/end of section “That ends my discussion ...” -
Foci
“So the mainpoint is ...”
Links
: link one explanation to another
Summaries
Source: SPUHLER (2012)
Training Methods 7
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1. Lectures
Planning a Lecture (3/3)
3. Delivery: clear!
knowledgeable!
interesting!
Training Methods
Source: SPUHLER (2012)
8
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1. Lectures
Tips and Techniques (1/2) Help to keep the participants’ concentration and retention!
Training Methods
Source: SPUHLER (2012)
9
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1. Lectures
Tips and Techniques (2/2)
• Plan your overall
framework
carefully •
In the beginning
: introduce yourself, expectations, learning objectives •
Presentation style
: don’t be boring and monotone!
•
Engage
with the audience • Leave them with a
message
Training Methods 10
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1. Lectures
Advantages and Disadvantages
• • • •
ADVANTAGES
Knowledge straight to participants Good for auditory learners Logistically easy Often used knowledge delivery method, people are used to it • • • •
DISADVANTAGES
Difficult for people not used to auditory learning Difficult for people not good at note taking Participants may feel uncomfortable asking questions when they arise Lecturers may find it hard to feel whether participants understand Training Methods 11
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2. Group Works
Benefits from Group Works (1/2)
• • • • Enhancement of amount and depth of learning Development of communication and thinking skills Development of social skills and attitudes towards learning Achieve products of greater complexity/ size than as individuals Training Methods 12
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2. Group Works
Benefits from Group Works (2/2)
More Benefits.... .
Source: SPUHLER (2012)
Training Methods 13
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2. Group Works
Types of Group Works
• • •
Informal Learning Groups
Temporary and ad-hoc • For a class/discussion point • Often only a few minutes Aim: focus student’s attention and opportunity to cognitively process material Comparing ideas with peers • •
Formal Learning Groups
Complete a specific task Longer period of time Training Methods Informal learning group at an SSWM training.
Source: MIZO (2010)
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2. Group Works
When useful?
• • • Gathering ideas • E.g. In preparation for a lecture Summarizing or reviewing • E.g. Main outcomes in a lecture Assessing level of skills and understanding • E.g. To see whether the teacher brought his point across • Re-examining ideas • Comparing and contrasting • Brainstorming Training Methods 15
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2. Group Works
When Do They Work Well?
If group is held together through: • Positive interdependence: “sink or swim together” • Individual accountability • Face-to-face interactions (not necessarily all the time) • Interpersonal and small-group skills (discussion, problem solving, ...) • Group processing (evaluate what they are doing) Training Methods 16
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2. Group Works
How to Do Group Works
•
Preparing
: clear task, material, group size and composition •
Instructing and Starting
: time for questions, time and space for group work •
Management
: be there if questions arise, check on groups •
Evaluation/Results Sharing
: in formal groups allow enough time for result sharing; in informal groups less time e.g. only main findings Training Methods 17
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2. Group Works
Group Size
• • • •
small groups
More participation by each participant Fewer social skills required Easier to coordinate meetings Easier to reach consensus • • • •
LARGE GROUPS
More ideas are generated Wider range of perspectives and background knowledge More complex/sizable tasks Fewer groups in a class, thus more time can be devoted to each group’s presentation
Source: SPUHLER (2012)
Training Methods 18
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2. Group Works
Advantages and Disadvantages
• • • •
ADVANTAGES
Participant interaction and active working Spirit of communication, cooperation, coordination Develop responsibility, leadership, teamwork skills Participants receiving social feedback • • • •
DISADVANTAGES
May not effectively pass on knowledge Distraction away from task can occur Effectiveness can be limited by some participants Dominant participants Training Methods 19
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3. Discussions
How to lead a good discussion?
To ensure that a discussion is substantive and even shy participants get a word, the trainer must be well prepared…
Source: REGIOSUISSE (2008)
Training Methods 20
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• • • • •
3. Discussions
Preparation by Trainer
• • • Determine learners ’ interests relevant experiences, needs, strengths, Identify learning goals for the groups Plan activities for participants to prepare them for discussion Read and reflect on topics planned for the session Find or create appropriate resources Attend any relevant lectures that the participants attended prior to the discussion Identify/work on skills he/she has for leading the session Develop well-structured but flexible plan for session Training Methods 21
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3. Discussions
Initiating Discussions
• • • Develop how to start/restart a discussion • E.g common experience, open-ended question, document Offer example if problem seems too abstract Allow sufficient waiting time Training Methods 22
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3. Discussions
Moderating the Discussion (1/2)
• • • • • The trainer should ask different questions at different levels: Comprehension • Retell Application • E.g. how is … related to …?
Analysis • E.g. how would you compare …?
Synthesis • E.g. what would you infer …?
Evaluation • E.g. what are your points of agreement/disagreement and why?
Training Methods 23
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3. Discussions
Moderating the Discussion (2/2)
• • • • Make sure no one dominates the discussion invite and encourage contributions from other participants Make sure only one group member speaks at a time Ensure the discussion does not drift off-topic Summarise the discussion afterwards and fill in points that have not been said Training Methods 24
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• • • • • • • •
3. Discussions
Motivate Participation
Choose interesting topics Be enthusiastic about the topic Make it relevant Organise the discussion Appropriate level of difficulty Actively involve students Variety Use concrete, appropriate and understandable examples Training Methods 25
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3. Discussions
Common Problems and Solutions (1/3)
• • • • •
Problem 1: Learner direct all answers to the trainer
Solution: Redirect questions to other learners Ask whether everyone agrees Help students see conflicts as a good thing Announce that you will be note-taker Break the class into small groups Training Methods 26
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3. Discussions
Common Problems and Solutions (2/3)
• • • • •
Problem 2: Non-participating learners and excessive talkers
Solution: Email discussion questions to participants in advance Pause before calling on a student Look for non-verbal signs of readiness to speak Turn statements into questions: “Do you agree with that?” Ask non-participating learners to sum up what has been said Training Methods 27
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3. Discussions
Common Problems and Solutions (3/3)
• • •
Problem 3: Trainer-dominated discussions
Solution: Do not answer your own questions Be patient, wait for responses Be a moderator: summarise, re-direct and keep the problem in view Training Methods 28
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3. Discussions
Recording Discussions Discussions may lead to important outcomes!
• • Somebody should take minutes OR Record discussions on coloured cards or flip charts
Source: SPUHLER (2012)
Training Methods 29
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3. Discussions
Advantages and Disadvantages
• • •
ADVANTAGES
Greater interaction between trainer and learners Trainers check learners’ retention of the lesson Staying focussed through interaction • • •
DISADVANTAGES
Requires setting ground rules Not good for people that are weak at note-taking Some do not feel comfortable being put on the spot in discussions Training Methods 30
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4. Role Plays
What are Role Plays?
• • A simulation in which every participant is given a role to play Vivid way to learn how to handle situations Training Methods 31
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4. Role Plays
Types of Role Plays
• • • •
Multiple role play
• Different groups acting out the same role play, followed by an analysis of the interactions and learning points
Single role play
• One group plays the role for the rest of the participants, who then analyse the interactions and learning points
Role rotation
• Starts as a single role play, trainer will stop and discuss what happened, then character exchange among participants
Spontaneous role play
• One of the participants plays herself, other participants play people with whom the first participant interacted before Training Methods 32
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4. Role Plays
Why Role Plays?
• • • • Help examine real life problems on the level of philosophy, emotional and physical response Try out different theories and tactics in a relatively safe setting Understand different people and their roles/thoughts/feelings Identify and anticipate possible problems/fears/anxieties people have about an event or action
Source: HEEB (2012)
Training Methods 33
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4. Role Plays
Steps in a Role Play (1/2)
Select a situation Explain the situation Cast roles Prepare the role players
Training Methods 34
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4. Role Plays
Steps in a Role Play (2/2)
Prepare the observers Set the scene Run the role play
Source: HEEB (2012)
Cut the role play Debrief
Training Methods 35
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4. Role Plays
Advantages and Disadvantages
• • • • •
ADVANTAGES
Develop greater involvement with the focus of the training Behavioural pre-training assessment in terms of skills Assessment of how well learner understands Practice in a safe environment/ no real world consequences Better understand other person’s position • • • •
DISADVANTAGES
Player needs to get expert feedback Many people hate role plays Performance can become too artificial and sound funny Role plays in large groups often go out of control (time wise and monitoring-wise) inefficient training Training Methods 36
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5. World Café
Introduction
• • • Used for the discussion of clear questions Collaborative dialogues/conversations in a casual café atmosphere Set up in a cluster-type seating arrangement Training Methods
Source: http://www.kstoolkit.org/The+World+Cafe . [Accessed: 14.05.2013]
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5. World Café
How to Conduct a World Café
1. Setting: resembles ordinary café with cluster-style seating (4 5 chairs) 2. Welcome and introduction: introduce process and rules 3. Small group rounds: at least three discussion rounds. After 20 minutes of the first discussion, each member of a group changes to another table 4. Questions: new question applied for each new round or discuss same issue throughout several rounds. Question matters for real world situations and is clearly formulated 5. Whole group conversation: main ideas and results discussed, synthesise the findings Training Methods 38
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5. World Café
Principles of a World Café
Training Methods
Source: THE CHANGE INITIATIVE
39
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5. World Café
Special Roles
• • • • •
Café Convener
: invites participants
Cafe Host
: manages, provides structure, facilitator role
Table Host
: stays constantly at one table during table change to welcome new arrivals
Member/Participant Design Team
Training Methods 40
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5. World Café
Advantages and Disadvantages
• • • •
ADVANTAGES
Informal and inclusive Cheap and easy to organise Personal involvement leads to commitment to resulting plans Social learning and consensus finding • •
DISADVANTAGES
Requires clear and relevant questions Not suitable for making direct decisions Training Methods 41
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6. References
THE CHANGE INITIATIVE (Editor) (): World Café . Bangkok: The Change Initiative Co., Ltd. URL : http://www.change-initiative.com/752/9143.html [Accessed: 25.06.2012].
Training Methods 42
SSWM is an initiative supported by:
“
Linking up Sustainable Sanitation, Water Management & Agriculture
”
Created by:
43 Training Methods