AfricaWrkshp2

8/8/2019 AfricaWrkshp2

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FacilitatorsFacilitators

Maureen Kuyoh, FHI/Kenya

Robert Rice, FHI/NC Jane Schueller, FHI/NC


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ObjectivesObjectives

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 increaseretention, build understanding, and improve skills

By the end of this workshop, you will be able to:


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Participant ExpectationsParticipant Expectations

Participate, participate, participate!

Creativity, open-mindedness, and innovation are key

Facilitators will be resources No cell phones

Begin and end on time

Learn from each other

Have fun!


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Workshop AgendaWorkshop Agenda

Why isInteractive 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


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WhyisWhyis InteractiveInteractive So Important?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 determineapplication


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Source: Computer Strategies, LLC, 1998

10% of what they read

90% of what theysay, discuss,

and do

70% of what they

say and write

50% of what they hear

and see

30% of what they see

20% of what they hear

Read

Hear

View Images

Watch Videos

Attend Exhibit/Sites

Watch a Demonstration

Participate in Hands-on Workshop

Design Collaborative Lesson

Simulate or Model Lesson or Experience

Design/Perform a Presentation Do the Real Thing

Demonstrate

Apply

Practice

Analyze

Design

Create

Evaluate

Define

List

Describe

Explain

PEOPLEGENERALLY REMEMBER:PEOPLEGENERALLY REMEMBER: PEOPLEAREABLETO:PEOPLEAREABLETO:

Dales Cone of ExperienceDales Cone of Experience


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The InteractiveThe Interactive--Training CredoTraining Credo

What I hear, I forget.

What I hearand see, I remember a little.

What I hear, see, and ask questions about

or discuss with someone else, I begin tounderstand.

What I hear, see, discuss, and do, allowsme to acquire knowledge and skill.

What I teach to another, I master.

Source: Lawson, K. The Trainers Handbook, 1998


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The Adult Learning CycleThe Adult Learning Cycle

Direct

Experience

Reflecting on

Experience

Generalizationabout Experience

Application


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Learning StylesLearning Styles

Visual

Auditory

Kinesthetic


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Howto Make YourHowto Make YourTraining More InteractiveTraining More Interactive

Create a safe, positive, interactive learningenvironment through:


Minimal lecture

Variety of methods

Peer teaching

Iterative process

Real-world application

Needs assessment

Comfortable physical

setting

Structure and organization

Moderate level of content High level of participation


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Needs AssessmentNeeds 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


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Comfortable Physical SettingComfortable Physical Setting

Physically set-up room for:

Participation

Comfort Visibility

Classroom layouthas a major

influence on the success orfailure of a training


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Structure and OrganizationStructure 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)



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Moderate Levelof ContentModerate Levelof 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 forparticipantsSource: Lawson, K. The Trainers Handbook, 1998


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High Levelof ParticipationHigh Levelof Participation

Facilitate and manage the learning process

Actively engage participants in the training

from the start by:

Reflecting

Applying

Doing

Discussing


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Minimal LectureMinimal 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


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Varietyof MethodsVarietyof Methods

Small group work Brainstorming

Creative work

Games

Presentations

Vary methods used to incorporate all

elements of active learning

Case studies Role-plays

Simulations

Demonstrations


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Peer TeachingPeer Teaching

Build on the wealth ofexpertise ofparticipants

Encourage participants to

draw on and share theirexperiences with others

Allow participants to answereach others questions (not

the facilitator!)

Source: Lawson, K. The Trainers Handbook, 1998.


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Iterative ProcessIterative Process

Use activities that build on and overlap

concepts and skills learned to:

Reinforce learning

Provide more opportunities to digest

and integrate

Source: Lawson, K. The Trainers Handbook, 1998.


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RealReal--world Applicationworld Application

Solicit examples of hypothetical or real problems

Relate new learning to participants life situation

Develop individual action plans

for application in the workplace

When possible, make field visits


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The Energy CycleThe Energy Cycle

Source: Rice, R. and Rice, M. Train-the-Trainers: Instructors Guide, 2000

TIME

PESSIMISM

OPTIMISM

Completion ofProgram

Beginning ofProgram

(High Energy)

(Low Energy)


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Selecting the Best MethodsSelecting the Best Methodsfor Various Situationsfor Various Situations

Large-group Presentations

Multiple-day and Shorter TrainingInterventions

E-Learning and Distance Learning


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LargeLarge--group Presentationsgroup Presentations

Multiple-choice lecture

Mock interview

Key words

Fill-in-the-blank

Graphic association

Abbreviated lecture


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MultipleMultiple--dayand Shorterdayand ShorterTraining InterventionsTraining Interventions

Increasing Knowledge (Concepts and Facts)

Discussion

Readings

Lecture

Handouts

Source: National Institutes of Health, National Cancer Institute,Trainers Guide for Cancer Prevention, 2000

Field trips or tours

Films, TV, or video-tapes


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Improving Attitudes (Feelings andOpinions)

MultipleMultiple--dayand Shorterdayand ShorterTraining InterventionsTraining Interventions(contd.)(contd.)

Brainstorming

Case studies Creative work

Field trips


Open-ended

discussions Panel presentations

Role-plays


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Building Behavioral Skills

MultipleMultiple--dayand Shorterdayand ShorterTraining InterventionsTraining Interventions(contd.)(contd.)

Action plans

Demonstrations Simulations

Practicums

Role-plays



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EE--Learning and Distance LearningLearning and Distance Learning

Web-based training

Computer-based training

Self-paced workbooks

Audio-/video-tapes

Audio-/video-conferencing

Source: Arch and Ensz, Web-based Interactive LearningActivities, HRD Press, 2001


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Cultural Sensitivityis KeyCultural Sensitivityis 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

People are not homogeneous:


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The Unique NeedsofThe Unique NeedsofHealth ProvidersHealth 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


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Referencesand ResourcesReferencesand Resources

101 Ways to Make Training Active, Silberman and Lawson,Pfeiffer Publishers, 1995

The Trainers Handbook, Karen Lawson, Jossey-Bass Pfeiffer,1998

Games Trainers Play, Newstrom and Scannell, McGraw Hill,Inc., 1980

The Winning Trainer, Third Edition, Julius Eitington, GulfPublishing Company, 1996

Facilitation Skills: The ASTD Trainers Sourcebook, Dennis C.Kinlaw, McGraw Hill, Inc., 1996

Training101: All the Basics, Langevin Learning Services, 2000


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SuggestedWeb SitesSuggestedWeb Sites

Training Magazine

www.trainingmag.com

The Training Journal

www.trainingjournal.co.uk

American Society for Training and Developmentwww.astd.org

Langevin Learning Serviceswww.langevin.com


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For More InformationFor More Information

Maureen Kuyoh: [email protected]

Robert Rice: [email protected]

Jane Schueller: [email protected]

www.fhi.orgwww.fhi.org

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