Training Concept & Org UEF

TRAINING CONCEPT – TRAINING OF TRAINERS

Gianluigi Negroni Fishery training advisor RIZE – January 2015

This Programme is co-funded by the European Union and Republic of Turkey

Human Resources Development Operational ProgrammeIPA Component IV

10 trainers (lecturer and researchers)

The target of this Training of Trainers Concept are:

Training of Trainers Concept Content

Training methodology (A)Cooperative learning* (A1) Course Organization (B)

*Nothing to do with Cooperative Society

Training of Trainer concept

A) Understand some training (training of trainers methodology)A1) Understand and Apply the Cooperative

Learning approach

B) To be able to organize a training courseB) To be able to maximize the quality of the course with good knowledge transfer

After this presentation you will be able to…

Part (A) Training methodology

UEF project

How adult learn (Andragogy: adult learning, M. S, Knowles) mainly from experiences:positive / negative

No time to reflect upon experiences because of immediate work pressures

Rationalising bad experiences

�Finding difficulty in questioning

Not being courageous enough to try out new ways

Training methodology (A)

All our learning experiences involve going through various stages (or styles):

Concrete experience – feeling. (The person is involved in a problem, situation, event or experience. For example, having time to think things over, including brainstorming)

Reflective observation–watching.

(The person observes what is happening/has happened regarding the problem, situation, event or experience and reflects on it afterwards)

Abstract conceptualisation – thinking.

(The person uses the observations and reflection in order to generate new ideas, theories, notions and ways of looking at things involving the experience.)

Active experimentation –doing.

(The person forms plans for taking action in the future based on the above analysis; trying the plans out in similar future experience, event, problem or situation.)


No single learning style is more effective than another

Each tends to have related strengths and weaknesses

Individuals can practice their learning techniques in order to benefit from the strengths of each style


There are four recognized adult learning styles


Activists involve themselves fully and without bias in new experiences.

Reflectors like to stand back to ponder experiences and observe them from many different perspectives

Theorists adapt and integrate observations into complex but logically sound theories

Pragmatists are keen on trying out ideas, down-to-earth people who like making practical decisions


The implications of the adult learning cycle include:

The practice of learning continuously from experiences should become an integral part of our (trainees) daily lives

The trainer has the responsibility to provide people with the right environment and experiences

The trainer need to help people to learn when they reach the appropriate environment


The trainer for teaching adults needs to ensure that the andragogy system is suited to the different learning styles:

Adults will only learn those things that they perceive will be of use to them, and they need time to decide just what is useful;

Once having decided to learn something, adults are strongly motivated

Adults have a wide knowledge and experience, they expect to be treated as equals and not inferiors

Adults are generally conservative

Adults have little time available because of several commitments.


Trainer’s role

The trainer’s role

The trainer has to wear many hats (Seven Hats Theory)

He/She does not need to master everything.

However he/she is responsible for the knowledge transfer

He/She needs to organize the best way of capturing the trainees attention


Trainer’s role

Preparation of training material–researching course content, sequence of presentation, training aids, preparing text, etc.

Learning course content, practising teaching methods of the training area

Obtaining and setting up equipment and furniture, distributing training materials, "timetabling," etc.

Motivating, supportive, giving feedback, etc.

Training methodology (A)Trainer’s role

Trainer’s role

Presentation and facilitation, attitude to andragogy skills and techniques: �Facilitate group work and group dynamics

Present information with slides or other visual supports; �use questioning techniques

C� larify understanding; �assign work and tasks; oversee practical assignments

Foster a learning environment

Be confident enough in the course content

To be flexible and deviate from the session plan when necessary.


Monitoring and Evaluation (specific templates)

�Mon. & Evaluation of the participants by observation, by assessing participation, by direct questioning, quiz or test

�M & E of the training course – through participant daily feedback and final evaluation questionnaire. (to be evaluated !)

There is no mercy for the trainer with or without the evaluation board


Reporting and sharing learning to the participants

Through constructive feedback, for guidance of participant actions and to motivate progress

�To organisers/management and fellow trainers

To share lessons of what worked, what did not, to suggest improvements to him or herself

To consolidate trainer skills, and to suggest course adjustments or improvements.


There are many different trainers level of knoweldge transfer, the trainer could:

Encourages participants

They must believe and know that the trainers care about the participants

It is not enough for the trainer to care

No higher marks than other trainers or allowing poor standards of work or behaviour

A trainer behave will show whether you care or not.


The trainer has to think of ways of making your training sessions more meaningful for participants

Be imaginative and think of activities which will help the knowledge transfer

Give feedback to your participants

Show that you care about their success


Training element

How you do it – according with the trainees espectation and level

Active learning

Foster participation and group discussions; ask questions; set problems; organise project work with physical outputs; and practice skills taught

Giving feedback

Explain how well each participants doing and how his/her work could be improved

Clarity

Make your training clear; participants need to see and hear – speak loudly, write tidily, use visual aids and use simple language

Making your teaching

meaningful

Relate what you are talking about to participants' lives and work; use examples; explain how training will contribute to participants improving their work and summarise key points

Ensuring mastery

Check that all participants know the necessary tasks and can perform the necessary skills before and after each session

Individual differences

Let participants learn at their own speed; leave enough free time and use a variety of training methods

Caring

Show that you care whether participants learn; set high standards and get to know each participant; prepare thoroughly for sessions; listen to participants' comments and show respect

Training methodology (A) – Trainer’s role

Trainer Self Development

Trainers need to constantly develop and learn from actual training experiences

To identify their own strengths and weaknesses

To continuously work to improve their training performance

To sustain the trainer’s own motivation and commitment


Training tips

Ensure training approach is highly interactive.

Use PowerPoints as triggers for discussion

Break into groups/pairs, in different combinations (See later)

To maximize contact/exchange and sharing of experiences between all participants.


Training tips

Discussion time, repete if interesting

Encourage brainstorming and eliciting ideas and experiences

Repeat key messages many times, connect with music, video, picture and slide


Example visual



Example visual

Training tips

Draw out links between sessions and topics as much as possible

When introducing a new term, agree to a definition (make use of glossary)

Be minded with the local situation and take information about the local sector behaviour

Trainers have to act in a culturally sensitive manner

Add and enrich the subject with your relevant experience


Role play

Is a training technique in which participants assume another identity

To cope with real or hypothetical problems in human relations and other areas

For example, one participant take the role of a fisher, the other that of government fisheries officer (like a theatre piece).

It is very effective but can cause problems and need to be well prepared by the training team (Six Hats Theory, De Bono)


Cooperative learning (A1)Not correlated to Cooperative society

UEF project

This short presentation will try to present to the future trainers the Training Concept methodology

This Concept will help in capture the attention of the trainees, to have an efficient way to work and transfer knowledge

It is well know that the trainees brain difficultly has more than 15 minutes continuous attention to the front lesson (what is a front lesson?)

Cooperative learning expectation

Clearly perceived positive interdependence

Considerable promotive (face-to-face) interaction

Clearly perceived individual accountability and personal responsibility to achieve the group’s goals

Cooperative Learning Information

1 There are trainers to be trained

2 They will be divided in group of X person

3 They will transfer the modules to the Coop and association representatives

4 They could organize the training to their members: associations/Cooperatives

5 They will transfer the knowledge to their associates in each port

Cooperative learning Training of trainersPractical Example

University staff

1 Common sessions on the presentation of EU 4 modules

2 Question and answer 3 Cooperative learning

methodology application (group division)

4 Cooperative learning, practical exercise (and visit)

5 Merging group (optional) 6 Verbalization of the work

done, final merging of ideas 7 Conclusion

Final beneficiaries

1 “Common” sessions on the presentation of 4 modules

2 Question and answer

3 Training Concept methodology application (sub group division)

4 Cooperative learning (Practical exercise and visit?), merging groups?

5 Verbalization of the work done, final merging of ideas

6 Conclusion

Cooperative learning Practical Example Programme

Frequent use of the relevant interpersonal and small-group skills

Frequent and regular group processing of current functioning

To improve the group’s future effectiveness (with help of the tutor)

Cooperative Learning

Cooperative learning

Official registration Personal presentation, initial exercise Presentation of the training objectives Presentation of the course methodology (introductory steps) …

Presentation of the main training material in PPT (some sessions) Question and answer on the above Division in 3 (?) groups (1st step), Focal point nomination

Training Staff Continuous inputs on the working groups Intra group interaction and discussion Merging of the group (in less group) in case of many trainees,

means that some groups will merge, (2nd step) discussion between the groups

Inter-group general presentation and discussion for X times (3 rd step)

Merging of all the work to produce the final work (4th step)

Group evaluation Course evaluation (Final step)

Cooperative learning Trainees roadmap

Cooperative Learning is a relationship in a group of trainees that requires positive interdependence(a sense of sink or swim together)

Individual accountability(each of us has to contribute and learn),

Interpersonal skills (communication, trust, leadership, decision making, and conflict resolution), face

To face promotive interaction, and processing(reflecting on how well the team is functioning and how to function even better).

Cooperative Learning Concept

This situation could be compared to the one we will have in our course

Where several groups of people are divided to enhance the learning process on our training subjects

“swim or sink together” idea is very realistic with the fish subject !!!

At the end all the groups component must have a good learning score

COOPERATIVE LEARNINGFuture UEF training: 4 modules

Each group member's efforts are required and indispensable for group success(i.e., there can be no "free-riders").

Each group member has a unique contribution to make to the joint effort

Trainees “Evaluation” is done also on the group basis

COOPERATIVE LEARNINGGroup work means…

Please, work in a group for Cooperative Learning Process, divide in group, decide who is the “focal point” the voice.

Please elaborate a practical check list for the course (different modules each group) we are planning. (the group can decide the subject on the four available … )

Please ask the project team any question that is not clear for you.

Cooperative learningExercise

Cooperative learning

Every group must present the work to the other

Comments are welcomed

Course Organization Part B

How to prepare and manage a successful training course.

Planning should start at least some time (months) in advance (depends but well in advance)

An action written checklist is useful(example; all that you think is important in a course, as the following slides)

Many example

Course Organization Initial Planning

Define objectives

Determinate sources for funds and identify sponsors

Decide on place and date

Course Organization Initial Planning

Organizers

Speakers

Participants

Course Organization Before the course

SELECT

Have both an organizer and assistant organizers

Have representatives both from the institution carrying out the course, and from external organization

Course Organization Select the organizers

Organizing Committee

Send invitation well in advance

Include in the invitation letter: .Details of course organization .Description of the material to be covered (Provide the material)

Send course materials when the invitation is accepted

Course Organization Select the speakers

Speakers

Participants must have A basic knowledge of the subject Proficiency in the language of instruction

Participants may be from

Government Industry NGO / Producer association Catering establishment Academia …

Course Organization Select the participants

Selection of participants according with the objective of the course, to be well detailed with a training need assessment

In our case we have different option according with the actors:- fishermen,

- captain, - boat owner, - coop Director, Association member, PO member, - other fishery chain actors …

Every category need a different approach in term of modules content, way of presentation and course timetable

Course Organization Select the participants

Training facilities

Teaching materials Training room(s) Equipment Schedule Site visits Exercises Any other needed resources …

Course Organization Before the course prepare checklist with …

Training facilities �Availability of training rooms? � Are they clean and tidy? �Is a blackout / electricity cut possible? �Are there enough white/blackboard/flipcharts? � �Are there enough tables and chairs? � Can the furniture be re-arranged? �Has projection equipment been ordered and checked? �Is there a

reliable internet connection? �Are there any spare bulbs, extension leads, markers, chalk? �Are there

some refreshment/rest area? �Is there sufficient space for breaking out into smaller groups? �Are there administrative support staff; have you clarified their role

before the start of the course(responding to logistical queries, administrative support for trainers (e.g. typing up course outputs on a daily basis; ensuring all materials and stationery available, etc.)?

Course Organization Prepare Checklist with …

Teaching materials

Is there enough paper, pens, tools, etc. for each participant? �Enough copies of printed hand outs, text books, etc.?

Hardware (main laptop for projection and a spare for trainers)?

Have Power Point slide sets, training activities/cards/games been prepared? � Is there a complete (and spare)set of session plans?

�Are there display materials?

Is all necessary stationery assembled and distributed?

Course Organization Prepare Cheacklist with …

Teaching material

Other major considerations include:

The training venue will be suitable for up to 25-20 (40?) people, real day light preferable

Arrange 5-6 round or square tables in café/cabaret style, with 5-6 chairs placed around each one. Do not arrange room in U-shape

1 main laptop (dedicated to projecting PowerPoints) connected to a projector arranged on a small table to project to a screen at the front of the room;

2-3other spare tables (rectangle shape) at back of the room for paperwork/resources/ spare trainers

3 separate flip chart stands (and a good supply of flip chart paper) and working(!)pens

White boards Plenty of extension leads; Spare laptop to use for administrative tasks; A few pens/ pencils and paper for participants;

Internet and access to a printer in the room Space to store participants’ outputs.

Stationery requirements include: …


Trainers

�Is there a timetable with clear session allocation (i.e. which trainer delivers which session)? Are all trainers prepared for their sessions? �Do they need transport and/or accommodation?

�Have guest speakers or resource persons been arranged? �Do they need transport and/or accommodation?

�Do they understand any set of training procedures, established methods and monitoring requirements?


Training field work

Is there enough transport?

�Have the details of the itinerary been prepared (especially timing)? �Have the people you intend to visit been notified?

�Have these people been met before to ensure they are suitable? �Will refreshments be made available?

�Will all equipment and materials be provided or do they need to be taken with you?

Grids are ready? Are they connected with the presentations?


Port, landing site, factory, fish market

Laboratory

Small restaurant

Street vendor

…

Course Organization Prepare Checklist with …

Visits possibilities, example food safety

Residential training

� Accommodation?

� Food and refreshments? � Entertainment?

� Study areas and resources? � Security?

� Financial allowances?

The material in the package could be supplemented with material relevant to the local situation


Special mention about security for:

Trainers

Trainees

Invited authorities and speakers

Materials and belongings of all human resources

Possible problems

Course Organization Security

Select good quality papers on the subject, choose papers that are:

Short

Good quality

Relevant to the current situation

Dealing with the local fisheries

Emphasizing ecosystem approach

Course Organization“Morning Vitamins”

Energizers Energizers are quick (5 to 10 minute) fun activities that help to re-

energize participants

Enable them to physically move about, laugh and think of something totally unrelated to the training course

Use energizers when you feel concentration is dwindling; participants dropping off

After you come back in from lunch break, etc.

All trainers should be comfortable and energized.

Course Organization

Room layout

The training room needs one wall or screen to project the PowerPoint slides and other media will be projected.

All the other walls must have as much space as possible for displaying large posters, visuals, photos, and all group outputs (using sticky tack/ pins).

Additional moveable pin boards/ white boards are useful.

Course Organization

Course Organization Ideal classroom arrangement

(flexibility!)

Last moment check

Does everything work?

Are the PPT in order?

Are all presentation tools available?

Are there enough writing materials for all the participants?

Is the video and computer compatible with the equipment?

Checklist?

Course Organization Equipment - Questions to ask and control personally

Presentation

Introductory exercise

Guest speakers

Visits

Video

Improvision

Assessment and monitoring (See later and forms) to see if the above it is well prepared

COURSE ORGANIZATIONDuring the course

Purpose

To allow organizers, lecturers and participants to get to know each other

COURSE ORGANIZATIONPresentation and\or Introductory exercise

Government

Industry

Consumer organization (NGO), Association, Coop, PO

Academia …

COURSE ORGANIZATIONGuest speakers, can be from:

Some good one from internet, University, specialized institutes

4 Different modules (4 different set of material)

To prepare in advance and time organization

COURSE ORGANIZATIONVideo and additional material

To assess the need of certificate for the trianees

Prepare a certificate in line with above

Provide the «value» certificate to the participants

Course Organization Certificate

For individual evaluation: multiple choice questions, quiz, short answer questions or a combination of the above

For group evaluation: exercise and to stimulate the inter and intra group discussion and work on it

Anyway grading depends on you

Assessment template in the next page

Course Organization Knowledge transfer assessment and monitoring

Pre-training course assessment

*Quiz- to be elaborated

Endof course evaluation (Trainees/Trainers)

Daily monitoringform

COURSE ORGANIZATIONTraining assessment

Soem templete example forms

Course evaluation from the trainees

Final report

Monitoring the knowledge transfer (on work done)

Appreciation letters to the speakers/guest

Course summary for internal record: completing the training concept template (to be distributed)

COURSE ORGANIZATIONAfter the course

Thank YouG. Negroni [email protected]

Training Concept & Org UEF

Documents

learning experiences

practice of learning

learning techniques

new experiences

adult learning cycle

different learning styles

training methodology

bad experiences