train toolbox

8/8/2019 Train Toolbox

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ASIST Training and Information Services

International Course on

Training of Trainers in Labour-Based

Road Construction and Maintenance

Trainers Toolbox of

Training Techniques

compiled by

David J Mason

International Labour OrganisationAdvisory Support, Information Services, and Training (ASIST)

Nairobi, Kenya


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Page 2 Trainers Toolbox of Training Techniques

First published S eptem ber 1992

S econd Ed ition M arch 1995

Produ ced by

Tra ining and Inform at ion Ser vices

ASIST Pr oject

PO Box 60598

Nairobi

Kenya

Tel +254-2-560902

Fa x +254-2-566234

Tlx 22486 ASIST KE

with fu nd ing from

The Swiss Developmen t Coopera tion

Eigerstr asse 73

Berne

Switzerland

Tel +41-31-613195

Fa x +41-31-459605

Set in Arial and Century Schoolbook typefaces on an

Hewlett-Packard LaserJet IIID printer using Microsoft

Word for Windows 6.0

This is n ot an official ILO docum ent


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Trainers Toolbox of Training Techniques Page 3

ontents

Action plans ............................................................................................... 4

Beneficia ry meet in gs ................................................................................6

Th e bet t in g r in g......................................................................................... 8

Br a in st orm............................................................................................... 10

Bu zz groups.............................................................................................. 11

Ca se st udy ................................................................................................ 12

Course asses sm en t .................................................................................. 14

Deba tes .....................................................................................................16

Demons t r a t ions .......................................................................................17

Flipch ar t prepara t ion and us e .............................................................. 18

Ga mes or comp et it ion s........................................................................... 20

Gr oup in st ruct ion ................................................................................... 22

Handouts and reference material.........................................................24

Hum gr oup s .............................................................................................26

In t er per son a l in t er views ....................................................................... 27

In t rodu ct ion .............................................................................................28

Met aCa rds ................................................................................................ 30Models ...................................................................................................... 32

Ou t side sp ecia lis t s.................................................................................. 33

Over hea d pr oject or ................................................................................. 34

Photograph s .............................................................................................36

Practica ls ..................................................................................................37

Prese nta t ion a t t r ibu tes ..........................................................................38

Qu es t ion and answer ..............................................................................40

Qu es t ion and dis cus sion ........................................................................ 42

Qu iz ...................................................... ..................................................... 43

Review, link and su mmary .................................................................... 44

Role play................................................................................................... 45Ta lk or lecture ......................................................................................... 48

Tellin g............................... ........................................................ ................ 51

Tr ain ing visi t s ......................................................................................... 52

Wr it in g sur faces ......................................................................................54

Wr it t en exer cises .................................................................................... 56


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ct on p ans

What is an action plan?

An action plan is a list of wha t t he pa rt icipant inten ds to do as a

resu lt of his t ra ining, when h e is going to do it, a nd wh o else will

be involved.

How to use action plans

There ar e two phases in a ction planning:

briefing (up t o 5 minut es)

writing (up to 45 minu tes)

Use a group pha se (up to 20 minu tes) when possible actions involve

overcoming r esista nce back at work, or requ ire a high degree of

confidence to implemen t.

Briefing

Recap on t he m ain cont ent being reviewed. Refer t o action

point s from previous sum ma ries

Ha nd out pr epared a ction plan sheets. See example action plan

Explain r easons for working a lone

Writing

Leave th em alone As plan s ar e completed, give individuals support an d

encouragement

Tak e a copy for follow-up evalu at ion

Group

When individuals h ave completed t heir a ction pla ns, brief th e

group on t he valu e of shar ing plans a nd looking for wa ys to

overcome problems in implemen tin g good ideas

Pu t pa rt icipan ts in to groups of th ree. Allow five minu tes for

each individua l to out line their plan an d discuss t he problems

th ey may face

Stay outside the groups. Let th em contr ol th is phase


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m ng

Good a ction plan ning dem an ds su fficient time. Allow up t o 25

minut es, or 45 minut es with a group phase.

When to use action plans

at th e end of a t raining course

Why use action plans

to focus at ten tion on th e pra ctical a pplicat ions of cour se

learning

to get a commitm ent from t he par ticipants

to place th e cour se objectives in th e cont ext of th e work

situa tion back home

Example action plan

As a r esult of this cour se, I int end to do th e following:

WHAT BY

WHEN

WHO IS

INVOLVED

1

2

3

4

5

6


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ene c ary meet ngs

Description

This br iefly describes h ow you can design a nd p lan one of your

regular meet ings with ben eficiaries.

ObjectiveDecide on t he m essage. What do you wan t t he beneficiaries t o be

able t o do after you ha ve left? To help you iden tify th e objective,

writ e it out as follows: By th e end of th e meet ing, th e beneficiar ies

will be able to .... Mak e sur e th e objective can be express ed a s a

result tha t can be measured.

Location and timing

Consu lt with your beneficiar ies to choose a locat ion an d t ime

suita ble to th em. Pu t yourself in th e beneficiaries situa tion when

you m ake a su ggestion:

Is it likely to be wet, cold, hot or win dy?

Will it be a holiday?

Do you n eed a pa rt icular place to be able to demonst ra te a

certa in t echnique?

Does everyone kn ow the pla ce?


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es gn

Do not t ry t o achieve too mu ch in one meetin g. Keep your messa ge

solid an d simple. Your m eeting sh ould cont ain th e following

elements:

Int roduction - set th e scene

Objective - focus at ten tion on wha t you wan t t o do

Agreemen t - ma ke sur e the beneficiaries know what you intend

to do and h ow

Review - go over th e pr evious meet ing an d focus on its

messages

Link - to previous m eetin g or exper ience

Motivat ion - gener at e inter est in t he t opic; show the n eed for

th e message

Message - th e inform at ion you wish t o put over t o the

beneficiaries; keep it simple; parcel it u p in sma ll amount s so

th at t he beneficiar ies can grasp it

Decision - get t he ben eficiar ies to commit th emselves to

appr opriat e action

Sum ma ry - review the m eeting by gett ing feedback from t he

beneficiaries, a nd dra w conclusions Next St ep - look ahea d to the n ext meet ing or a ctivity

Preparation

Write a det ailed timetable for t he meeting u nder the h eadings

tim e, activity, met hod/aids

Make a list of things to be done before t he m eeting an d when ,

an d list t he resources required

Assemble resour ces a nd prepar e flipcha rt s

Test equipment

Test t he meet ing design by showing it t o colleagues an d ask ing

th eir opinion

Cont act th e beneficiaries, to ma ke th em awa re of th e meeting,

an d to ensur e site facilities are a vailable

Oil your bike, feed your mu le

Get th ere early and set up t he equipment before th e

beneficiaries ar rive


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u e nes

Your meet ing should be cha ra cterised by:

Var iety - a chan ge of present at ion t echn ique should tak e place

about every 20 minut es

Activity - the a udience should be guided t o do somethin g

physically active at some st age

Pa rt icipat ion - the au dience should be encour aged to cont ribut e

at a ll times

Logical - your meet ing sh ould flow ea sily from st ep t o step a nd

follow a pa th th at can be un derst ood by the beneficiaries

Flexibility - your program me sh ould include alt ern at ives for

when u nexpected chan ges have to be made

En joyment - your au dience should enjoy your meetin g

Comfort - your au dience should be ph ysically comfort able, an d

feel that they can part icipate

Afterwards

Write up your diary, ma king a note of an y questions you could

not a nswer , or it ems you need t o follow up Make any changes to the m eeting notes to make t he

presenta tion better next time


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e ett ng r ng

What is a betting ring?

An opportu nity t o ask a qu estion which is a nswer ed by everyone in

th e group. A quest ion is a sked. A response is recorded from ea ch

par ticipant . A prize is awarded t o the person with t he m ost correct

answer.

How to use a betting ring

Select a question on a subject t ha t is fam iliar to the

part icipants but to which th ey are u nlikely to know the correct

answer

Choose a question for which th ere is a measu ra ble an swer:

weight , volume, ar ea, num ber etc

Dont gue ss th e an swer - if you cant wor k out th e corr ect

an swer, dont a sk th at question Make sure everyone un dersta nds th e question a nd give them

time t o do a ru le of th um b calculat ion

Ask each par ticipant in tu rn to give his answer a nd r ecord it

wher e everyone can see. If possible, ma ke a r ule th at no two

people can give th e sam e an swer

Reveal t he corr ect an swer

Awar d a pr ize for nea rest corr ect an swer - someth ing sma ll and

consu ma ble, for example sweets, t ha t an ybody would be

pleased to receive

Explain the r eason for t he a nswer

When to use a betting ring

At a time in th e day when tea ching is difficult, for exam ple

after lunch or when people are hot an d tired

As a finale t o a topic

To illust ra te t he import an ce of a subject

Why use a betting ring

To int roduce excitem ent an d competit ion

To encour age th e aud ience to think

To get individua l par ticipation


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ra nstorm

What is brainstorm?

A topic is writt en u p on a flip. Par ticipant s call out t heir idea s on

th e topic. These are listed on th e flip. The ideas a re t hen sort ed

an d linked to each m ain su bject area of th e topic.

How to use brainstorm - BRAINSTORM

Writ e up a one or two-word topic on th e flipcha rt . For exam ple:

compa cting pavem ent s

Ask par ticipant s for one or two word cont ribut ions. Dont

question what is called out ; just write it u p as fast a s you can

En cour age un usu al or fanciful ideas

By picking on pa rt icula r words alrea dy writt en u p, focus

part icipants att ention

Stop when you feel you h ave enough m at erial on th e flip

How to use brainstorm - LINK

Int roduce th e main su bject a rea s th at a re to follow

Ask par ticipants to identify items on t he list th at link with

each main su bject a rea

Use colour ed pens or differen t h ighlight ing techniqu es to

ident ify link s to each item

Dra w a conclusion wh ich focuses down from t he widt h of the

subject to the need for exploring par ticular part s in dept h

When to use brainstorm

At t he sta rt of a n ew topic

Why use brainstorm

To switch t he cour se from one su bject a nd focus at ten tion on

the n ext

To examine th e width of a subject

To crea te a lively atm ospher e

To get 30-40 ideas qu ickly


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uzz groups

What are buzz groups?

A question or st at ement is displayed on a flipcha rt an d

part icipants genera te t heir r esponses in sm all groups. Responses

ar e listed an d comm on r esponses ar e selected for discussion by th e

part icipants a s a whole.

How to use buzz groups - BUZZ

Write a car efully-phr ased quest ion or sta tem ent on a flip. For

example:

"Maintain ing roads in good cond ition depends on ..."

"Make a list of the benefits of com paction"

Divide th e par ticipant s into sma ll groups; th ree people to a

group is ideal

Ha ve each group discuss the quest ion/stat ement for a bout 10

min ut es to produce a list of ideas

Get t he ideas from ea ch group an d write t hem on flipchar ts soth at everybody can see

How to use buzz groups - DISCUSSION

Tell the pa rt icipants to scan the lists

Ask what items a re comm on to all lists. After one has been

suggested, un derline it on each list

Invite nominat ed part icipants to explain th e item:

"Wh at d o you m ean by ...?"

"Can you give m e an exam ple from your own experience?" Repeat t he pr ocess for t he n ext item

When t he discussion is well esta blished, you can pick on

part icular items on a ny list a nd r equest explanat ion

At th e end of th e discussion, summa rise briefly an d ma ke a

positive link with wh at happens next

When to use buzz groups

At t he sta rt of a present at ion

After a break To chan ge the su bject

Why use buzz groups

To esta blish curr ent levels of knowledge and u nder sta nding

within th e group

To esta blish previous experience


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ase stu y

What is a case study?

A case st udy is where a rea l-life situa tion is summa rised in th e

form of a st ory so tha t pa rt icipant s can identify th e cau ses of

problems in it an d suggest app ropriat e cour ses of action.

How to use a case study

There are th ree phases:

preparation

briefing

discussion

Preparation

Identify the t raining need which you want a case stu dy to meet,

for example an alysing a pr oblem, evalua ting a ra nge of

alt ern at ive courses of action, and selectin g th e best option; or

highlight ing th e problems of int roducing chan ges in an

organ isation an d achieving accepta nce

decide what you wa nt th e case st udy to achieve. For examp le:

to look at a pra ctical case as a prelud e to relevant t heory

to exercise the u nd erstan din g of newly-learned theory

to stim ula te research in to an aspect

to provid e a vehicle for useful in forma tion

to give experience of a stress situation in a gam e cont ext so th at

th ey can cope better in real life

to im prove the skills of problem analysis an d

com m unication/ listening skills

to cause th e group to appraise their own attit ud es.

Select t he best a nd m ost r elevan t case stu dy you can find

Briefing

Intr odue the story

Clarify aspects of th e story an d an y comm on a ssum ptions which

it would be helpful to ma ke

Focus t heir a tt ent ion t o par ticular a spects of th e story for

special considera tion

Send them away to study the background material


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Discussion

Be flexible with th e tim ing an d sequen ce of th e discussion pha ses.

Reconvene th e meeting

Ident ify the pr oblems

Ident ify the cau ses

Ident ify how the problems could ha ve been avoided

Identify possible solutions

When to use a case study

Int roduce th e case stu dy towards t he e nd of an afternoon a nd

ask t he group to read th e mat erial and prepar e themselves, if

possible th at evening

Condu ct th e case st udy dur ing th e mornin g of the following day

Why use a case study

To gain experience in an alytical m eth ods of diagnosis and

decision ma king

To develop kn owledge, insight a nd un derst an ding

To examine th e problems of failur e in a ny a spect of

management

Timing

Allow 20 minu tes t he pr evious da y for br iefing, and 75 m inut es

for t he m ain session


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ourse assessment

What is a course assessment?

A cour se assessm ent is an evaluat ion of th e cour se by the

part icipants th emselves

How to use a course assessment


preparation

conduction

analysis

Preparation

Ident ify what aspects of th e cour se you wa nt feedback on. For

example:

course organ isation

accomm odation an d d omestic arrangem ents

difficulty and nu m ber of topics

pace of p resen tat ion

level of un derstand ing

achievem ent of objectives

suggestions for improvement

Prepar e a questionna ire and duplicat e it:

keep it simple

us e check boxeskeep the n eed for sent ence writing to a m inimum

Conduction

Brief th e par ticipant s: th ey are to work a lone; it is individual

opinions th at you wan t. The assessmen t is anonymous; th ey

should not write th eir nam es on t he questionna ires

Han d out t he questionna ires

Leave them alone t o write

Collect in t he quest ionn air es


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Scrut inise each questionna ire and extract th e data in tabular

form

Summ arise the r esults for presenta tion t o management

Note th e ma in conclusions a nd decide upon action for futu re

cour se design a nd organisa tion

When to use course assessment At th e very end of th e cour se

Why use course assessment

To get feedback from cour se par ticipant s on how well the

course sat isfied their needs a nd expecta tions


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e ates

What is a debate?

An opportu nity for a group of part icipan ts t o discuss in pu blic th e

advanta ges a nd disadvanta ges of a part icular idea

How to use a debate

Only use a debate when you ha ve a group of par ticipan ts who

know each other an d can discuss ideas objectively

Decide on a topic. Only choose subjects th at ar e relat ed t o road

const ru ction & ma int ena nce or developmen t t opics

Phra se the subject a s a st atement , not a question, and m ake

sur e th at two point s of view ar e possible. For exam ple:

Com paction is th e m ost im portan t factor for road du rability

Select the two speakers beforeha nd a nd discuss separat ely

with each th e points you will want them to make You should act a s chairma n a nd explain the stat ement t o the

group. Set a time for ea ch speaker (say 5 min ut es) an d dont let

th em over-ru n. Also, dont allow an y inter ru ptions

After the main speakers, allow other part icipants to make

comm ent s of up t o one m inut e each

You should th en sum ma rise what h as been said on both sides

Take a vote on th e subject from th e group a s a wh ole

When to use a debate After a subject h as been ta ught

After a n umber of part icipants h ave had a n opport unity to

adopt a n ew practice an d oth ers ha ve decided not t o

Why use a debate

To pass on good ideas from a sm all group of par ticipan ts t o the

majority

To convince the ma jorit y tha t a new pra ctice is wort hwh ile To pass on first-ha nd knowledge of new pra ctices


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emonstrat ons

What is a demonstration?

You sh ow th e par ticipan ts a pra ctical exam ple of how somet hing

ha ppens or how somet hing is done.

How to use demonstrations

Assemble your a ppar at us (mater ials, equipment , gadgets,

models etc)

Pra ctise beforeha nd t o make sur e th e demonstra tion will work

properly

Arra nge the pa rticipant s so that they can all see what is going

on

Explain clear ly wha t you ar e going to demonstr at e

Per form t he demonstr at ion. If th ings star t going badly wrong,

stop the demonstrat ion a nd prepar e it again for a later session.

Explain wha t is happen ing while you perform t he

demonstration

Dra w a conclusion from t he demonst ra tion

Ask for qu estions a nd a nswer t hem

Put aside th e apparat us, and regroup the participants

When to use demonstrations

At a ny time du ring th e middle of a presenta tion

After a discussion of th e th eory

Why use demonstrations

To aid un derst an ding by ena bling par ticipan ts t o see for

th emselves how something happens, eg wat er infiltrat ing into

th e road surface

To show part icipan ts h ow to perform a t ask , eg textu rin g soilby feel


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ow o use a pc ar

If you h ave th e use of a t able, prop up t he flipcha rt on t his usin g a

wooden or stiff cardboar d backing. If you don't h ave a t able, ha ng

up t he set of cha rt s with st rin g (eg on a tr ee) so you can flip them

over.

Make sure tha t:

everyone can see th e flipcha rt

you s peak to your audience, not t o theflipchart

you do not st an d next t o your flipcha rt all th e time, but move

ar oun d to interact with your au dience

you var y your present at ion by using th e flipcha rt s in differen t

ways:

conceal parts of the picture with blank paper. Then rem ove th em

du ring your talk to complete the picture

get participant s to com e forward and pin p arts of the pictu re

onto the flipchart

use prepared tran sparent overlays to cha nge pictures

use blank tran sparent overlays for add ing to a picture du ring

your talkuse a blank t ranspa rent overlay to write on part icipants'

responses

When to use flipcharts

At a ny time during a present ation

When you do not ha ve access to more sophist icat ed aids su ch a s

filmst rips or slides

Make su re you h ave adequa te lighting conditions

Be pr epar ed to move quickly un der cover if it is wind y or wet

The size of audience is limited by the nu mber wh o can see the

flipcha rt clearly from where t hey are sitt ing

Why use flipcharts

To provide a logical sequ ence of ma ter ial wh ich will guide your

talk

To focus part icipan ts' at ten tion on t he topic

To reinforce your t alk with visual mat erial Remember th e sayings:

A picture is worth a thousan d w ords

I h ear, I forget; I see, I un derstan d


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y use games or compe ons

To discover how much learn ing has t ak en place as a r esult of

your t eaching

To allow th e far mer s to practise th eir knowledge in an inform al

atmosphere


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roup nstruct on

What is group instruction?

Group inst ru ction is a met hod of conveying facts a nd en sur ing

th eir assimilat ion an d retent ion

How to use group instruction

There a re five stages:

preparation

presentation

summary

recapitulation

test

Preparation

This is th e same a s for t he lectu re or ta lk

Presentation


Summary


Recapitulation

The aim is to give th e part icipant s th e ment al exercise of

recalling wha t h as been covered

Use th e question a nd a nswer technique, with overhead

nominated questions

Distribute t he questions a mong the part icipants

Pr epar e th e questions car efully beforehan d, avoiding que stions

with t oo many possible answer s

If someone gives you t he wr ong a nswer, let him down light ly,

but m ake sur e he and t he group kn ow the correct reply


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Test

The a im of a t est is t o find out exactly how mu ch each person

remembers

The ma in points of th e lear ning element sh ould be summa rised

in qu estion form

Ask each participant to write down th e answers an d when th e

test is over, let each person ma rk his own pa per

Afterwar ds, ask a nyone who ha s all th e an swers correct t ora ise his ha nd. Then one wr ong, two wrong an d so on u nt il you

ha ve accoun ted for th e score of the whole group

When to use group instruction

At a ny time

Why use group instruction

To comm un icat e facts which you wan t pa rt icipant s to reta in

completely


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an outs an re erencematerial

What are handouts?

Ha ndout s are du plicat ed pieces of pap er cont ain ing notes,

diagra ms, or a bstr acts from art icles or t extbooks. The inform at ion

in a ha ndout can be a sum ma ry of th e cont ent of a t ra ining sessionor lear ning element , or ba ckground r eferen ce ma ter ial, or both

How to use handouts

There ar e two stages:

preparation

presentation

Preparation

Ident ify the m ain points you wan t t o cover

Make n otes on each of th e point s

Select or compose diagram s, line dr awings, cha rt s, tables t o

illustra te your points

Edit your ma terial int o a coherent message or series of

messages

Decide on a paper form at an d layout (you m ay need h elp with

th is). Norma lly, A4 size paper is used

Type up your m at erial, assemble your illustr at ions, and pa steth em t ogether onto the pa ge. This is known as camera -rea dy

copy

Duplicate t he ma terial

Make su re you h ave more th an enough copies to go round


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um groups

What are hum groups?

A quest ion is displayed on a flipcha rt an d pair s of par ticipan ts

produce a list of th eir ideas. Selected ideas a re discussed an d

sum ma rised one by one

How to use hum groups - HUM Pu t a car efully-phr ased quest ion onto a flipcha rt

Brief th e part icipant s to work in pairs

Ha ve each pair produce a list of ideas (for a bout 5 minu tes) -

prompt t hose who need help

How to use hum groups - FEEDBACK

Write up on a flipcha rt one point from each pair un til you h ave

a list covering th e points you wa nt

How to use hum groups - DISCUSSION

Fr om t he list of point s, ment ally select wh ich a re t he most

important

Indicate a point an d ask who suggested it

Sta rt th e discussion by asking:

Wh at m ade you say th is?

Can you give m e an exam ple?

Ask for other exam ples, or point s of view

When t he point h as been explored su fficiently, summ ar ise

briefly

Indicat e the n ext point a nd repeat th e process

At th e end of the discussion, link positively with wha t comes

next

When to use hum groups

At th e star t of a present at ion

After a brea k

To chan ge th e subject

Why use hum groups

To esta blish cur ren t levels of knowledge and u nder sta nding

within the group

To esta blish previous exper ience


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nterpersona nterv ews

What are interpersonal interviews?

An int erpersonal interview is where each par ticipant interviews

his neighbour in order t o int roduce him t o th e group

How to use interpersonal interviews

Split t he group int o pairs an d ask ea ch pa rt icipant to interviewth e oth er mem ber of the pair

Write up a br ief agen da for t his self-int roduction exercise. Forexample:

name

wh ere he com es from

com pany/ organisation/ project

busin ess/ objective of h is organisation

position/ functionarea of special int erest in h is job

brief personal history

hobbies and past im es

Call upon each par ticipant in t urn to int roduce his part ner t o

th e rest of the group

When to use interpersonal interviews

Dur ing th e intr oductory session of a cour se

Why use interpersonal interviews

To find out who is who

To discover what each par ticipan t can cont ribut e

To help th e group t o comm un icat e amongst t hem selves


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ntro uct on

What is an introduction?

An intr oduction is the in itial period at th e beginn ing of a cour se

when you welcome th e part icipan ts, ma ke intr oductions an d

out line what th ey can expect from the cour se

How to use an introduction

Wh e n t h e g r o u p a s s e m b le s :

Dur ing th e intr oduction you sh ould a im t o build bridges of

conta ct with t he par ticipants

Make sure t hat someone is ready to greet t hem a t t he door with

a smile

Show them to their places and give th em someth ing to look a t

while th e other s ar e assembling

Distribute n am e car ds (A4 car ds cut in h alf lengthwa ys) an d

mar ker pens, and ask each participant to write his name inclear capita l letter s on both sides of th e car d

E x p la i n t h e a d m i n i s t r a t i v e a r r a n g e m e n t s :

Timetable

Refreshments

Toilets

Where t o go or wh om t o see if th ey have an y part icula r

questions, problems, or request s

E x p la i n t h e L e a r n i n g Me t h o d

This will beparticipative in oth er words, group mem bers will

be expected t o cont ribu te t o th e proceedings

B reak ing the i ce

Int roduce your self

Ask each par ticipan t t o inter view his neighbour , using the

Interpersona l Int erview technique

Have each par ticipant introduce his neighbour to the group

Exp la in wha t i s go ing to hap pen

Tell th e par ticipants what th ey will be doing during th e next

few days

Begin each session with an explan at ion of th e sequence of

events wh ich a re a bout to take place

F i n d o u t t h e i r e x p e c t a t io n s

Using the Question an d A nswertechnique, produce an d display

a list of wha t t he pa rt icipan ts expect to get out of th e cour se

C our se ob jec t ives

Go thr ough an d explain t he objectives of the cour se


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eta ar s

What are MetaCards?

MetaCa rds a re used a s a met hod of visua lising ideas on a pin boar d

using cards a tt ached by pins. These car ds present a synopsis of

ideas for a ll to see and t o discuss

How to use MetaCardsMetaCa rds come in various sha pes, sizes an d colour s. The most

comm on and widely used sh ape is th e rectan gle.

Preparation

Set up a pinboard (for size, see below) and cover its ent ire face

with a sheet of brown paper , pinned along its edges

Collect t ogether your Meta Car ds, mar kers, glue and pins, an d

ha ve th em r eadily accessible. Scissors ar e a lso useful for

cha nging the size an d sha pe of car ds

Collection of ideas

As par ticipants t hink of an idea they write th e idea on a card,

an d imm ediat ely pin it ont o the board for everybody to see. In

th is way ma ny ideas can be collected very quickly

During a plenary session, or with lar ge groups, the t ra iner or

an assista nt will ha ve to write th e car ds, but th is should only be

done in extrem e situa tions. It is always better for t he

part icipants t o write and pin u p th e cards t hemselves

Each card can th en be explained by the writer, an d discussed

by the group. Cards can be am ended, replaced or discarded a sth e discussion cont inues, since they ar e only pinned t o the

boar d an d not perm an ent ly fixed to it

Cards ar e moved around th e board unt il the stru ctur e of the

discussion is clear ly order ed an d displayed

Recording ideas

Once the discussion is complete a nd a fina l out come a greed

upon, the cards can be glued perm anen tly to the brown paper.

This th en becomes t he r eport of th e discussion. In th is way,

typing up writt en n otes a nd du plicat ing them is avoided

Basic rules of operation

There ar e thr ee basic rules:

Only one idea per card

A maximum of thr ee lines of writin g per card

Writing should be done u sing a chisel point m ar ker, in clear

capita l letter s


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a er a s an equ pmen requ re

Pinboards m easur ing 1.5m by 1.2m mount ed on st an ds

Rolls of brown pa per with a widt h of 1.2m, or sh eets cut to th e

size of the pinboard

A supply of Meta Car ds in differen t colour s:

ma ny rectan gles 210mm by 100mm; a few ovals 190mm long an d

110mm wide; a few circles of various r adii (95mm, 140mm ,

195mm)

A supply of map pins with round hea ds 20mm long. You will

need h un dreds of th ese. A pin cushion to hold th ese pins is very

useful, but n ot essent ial

A supply of chisel tip perm an ent ma rker pens. You sh ould ha ve

various colour s, ma inly black, with some r ed an d blue. The

nu mber r equired depends upon t he size of the group you a re

going t o work with . Allow t wo per per son

A roll of maskin g ta pe

A supply of glue st icks

A pair of scissors

A stout box to keep everyt hing in

When to use MetaCards

Dur ing an y group or plenar y discussion

When you wan t to collect a large nu mber of ideas qu ickly

When you wan t t o creat e an order ed list from a collection of

ra ndom element s

To keep t ra ck of an y discussion, present at ion or inst ru ction

Why use MetaCards

To visua lise a discussion a s it pr oceeds a nd t o keep everybody

on t he same level and a t t he sam e place

To ensure t hat a group decision is reached and tha t every

individual feels he or she h as cont ribut ed to th e result

To provide an imm ediat e report of a d iscussion for

presenta tion t o a lar ger group or to dignita ries


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o e s

What are models?

A replica of th e rea l th ing which is designed t o explain h ow

somet hing is done, or h ow a na tu ra l phenomenon work s in

principle

How to use models

Models can be scale r eplicas of rea l pieces of road const ru ction or

maint enance equipment, or can be built u p with na tur al mat erials

at t he par ticipan t meet ing. For exam ple, a road layout can be

modelled in clay on t he groun d.

Prepar e the mat erials/equipment in th e same way a s you would

for a demonst ra tion or pr actical, an d pra ctice before t he event

to ensure t ha t n oth ing goes wrong

Make sure t hat all the par ticipants can see the model when youuse it

Pa ss th e model around t he group so th ey can see individually

for th emselves

If you a re u sing a working model, allow as m an y part icipant s as

possible to have a go at opera tin g it

If it is somet hing like a section of road du g out of th e ground,

let everyone ha ve a go at addin g side an d mitr e dra ins for

example

Always explain h ow th e model relat es to the rea l thin g. This is

import ant when t here a re big differences in sizes so tha t th e

par ticipan ts will recognise the rea l thing when t hey back home

When to use models

If the r eal t hing is t oo lar ge (eg a r oad n etwork), or just not

ava ilable locally (eg a piece of const ru ction m achin ery)

When you a re not able to transport t he real t hing to the

training session

When t he r eal th ing covers t oo lar ge an a rea for you to easily

use as a tea ching aid. Use a sma ll scale replica which all thepart icipant s can see an d pra ctice on

Why use models

As a demonst ra tion to your pa rt icipan t group to explain a

learn ing point


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uts e spec a sts

What are outside specialists?

You ar ra nge for someone with sp ecialist sk ills to come a nd t alk t o

your part icipant group t o support what you h ave been t elling them

How to use an outside specialist A specialist joins you on one of your regu lar schedu led visits

Brief him/her on what you ha ve told the group an d what

demonstr at ions an d practical tr aining sessions you ha ve

conducted

Estima te for the specialist h ow ma ny par ticipants have been

convinced by your presen ta tion and wh at th ey are doing to

intr oduce the new ideas

Tell th e part icipant s in advan ce th at th e specialist will be

accompa nying you so tha t t hey can prepa re quest ions

Discuss with th e specialist wha t form of presen ta tion he/she isgoing to make t o th e group. If th is includes a dem onst ra tion

th en mak e sure you ar ran ge the meeting at a convenient site

an d have the necessar y equipment a vailable

Try an d keep t he specialists present at ion short a nd t o the

point

Allow plen ty of t ime for pa rt icipa nt s ques t ions

Record any positive answers for use in fut ure presenta tions to

other groups of par ticipant s

Also record a ny un an swered questions so th at t he specialist

can t ake t hem back to for discussion

If you visit a pa rt icipant s holding with t he specialist en sur eth at praise is given where it is due an d tha t a ny criticism is

tempered

Summ arise th e results of the m eeting and a rra nge for one of

th e part icipants to tha nk th e specialist for visiting them

When to use outside specialists

When you ha ve come to the end of a s eries of lear ning sessions

with a part icipant group

When you a re h aving difficult y convincing a group ofpar ticipant s to adopt a new pra ctice


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y use ou s e spec a s s

To provide someone from officialdom to su pport your idea s

When you wa nt to give extr a a ut hority to a topic you h ave

intr oduced as a non-specialist

By having someone else t elling th e sam e messa ge your

par ticipant s ar e more likely to follow your recomm enda tions


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ver ea pro ector

What is an overhead projector?

An overhea d pr ojector (OHP) is a n electr ically-powered device for

projectin g images dra wn on tr an spar ent pla stic sheet s (called

tr an sparen cies) ont o a screen behind the pr esenter.

Features

The light sour ce is a powerful ha logen lam p. It is expensive to

buy and n eeds car eful ha ndling when being inst alled

The plat ter on top is a glass lens. This sh ould be kept clean

The OHP ma gnifies about 30 times. It en larges both your

intended message and your mistakes

You can either u se single-sheet t ra nspar encies or a n a cetat e

roll, or both

You can chose between wa ter -based pen s or spirit-based pens.

Words a nd diagram s drawn with wat er-based pens can beerased, but spirit-based drawings are perma nent

The screen sh ould be square in sha pe, an d tilted slight ly

towards t he front in order to reduce distort ion of the ima ge


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ow o prepare ransparenc es

Add impa ct t o your messa ge with :

humour

line drawings

simple graph s

pictu res a nd cart oons

Add impa ct with colour

for coding a nd ident ificat ion

for cont ent an d backgroun d

for emph asis of key words

Add impa ct with th e layout

group or box item s

simplify diagra ms

use r uler s for lines

dont overcrowd t he spa ce

Add impact with lett ering

use capita ls for t itles use a templat e beneat h th e tran sparency as a writing guide

use a m aximum of 8 lines per t ra nspa rency, an d 6 words per

line

keep your wr iting horizont al


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ow o use an over ea pro ec or

Switch on:

The bright screen dra ws eyes and a tt ention

Swit ch off to:

retu rn a tt ention to you

remove or r eplace tr an spar encies

prevent distr action

redu ce noise

Reveal one line at a t ime to:

creat e interest in wha t is t o come

give inform at ion st ep by step

simplify your presen ta tion of inform at ion

add impa ct

cont rol t he pace of discuss ion

Pointing

Use a pencil on t op of the t ra nsparen cy, rat her t han a bat on

pointing at th e screen

Use an acetate r oll over a tr anspa rency to

allow you to ann ota te th e tra nspa rency without chan ging it

permanently

as a n overlay which a dds feat ur es to the original

Positioning

The OHP itself should not be so high t ha t it blocks the

par ticipant s view of th e screen

You can eith er st an d to use the OHP , or you can sit, depending

upon the physical setup in th e tr aining room If the screen is positioned high u p, you can place the OH P on a

desk or t able, and stan d behind it. Make sur e tha t your own

body does not block a ny pa rt of the screen

If th e screen is ra th er low, you m ay ha ve to place the OHP on a

coffee ta ble or cha ir, an d sit behind it

When to use an overhead projector

At a ny time during a present at ion

Why use an overhead projector

To add visual impa ct t o your p resen ta tion

To presen t inform at ion in a cont rolled way

To ena ble visual inform at ion t o be prepa red beforeh an d

As a su bstitu te for a convent iona l writing sur face


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otograp s

What are photographs?

Colour photographs a re pa ssed among the pa rticipant s to creat e

discussion and interest

How to use photographs

Select u p t o six colour pr int s which clear ly illustr at e point s you

want to get over to the par ticipant s

Mount them on st iff card to protect th em, and t o make th em

easier to handle

Distribute th em among the participant s and explain th at t hey

should pass th e photogra phs ar ound so th at everyone ha s a

cha nce to see them

Explain wha t t he photographs ar e about

Tell th e par ticipant s wha t t hey should look for in eachphotograph

Pass t he photographs ar ound t he part icipants. Make sure no

part icipant keeps a photograph too long

Ask questions t o focus at ten tion on specific par ts of th e pictu re.

For example:

Wh at t ype of culvert is th at?

Wh at is t ha t person doing?

How wid e do you estim ate th e carriageway is?

When to use photographs

During th e presenta tion of a n ew topic

Why use photographs

To stimulat e interest in th e subject

To show part icipant s thin gs they can not be taken to see easily

To support new ideas or wa ys of doing th ings which ha ve not

been seen before


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ract ca s

What are practicals?

A practical or a n exercise is where you ha ve the pa rt icipant s learn

a m an ua l skill, either a s individua ls or in groups.

How to conduct practicals


Brief

Supervision

Review

Brief

Expla in th e deta ils of th e exercise:time a vailableresult an d met hod of working required

Allocate individuals to groups

Explain h ow you wan t t he groups to report back

Supervision

Issue materials

Demonstr at e the exercise to all the par ticipant s

Get the groups start ed and then leave them alone

If part icipant s get in to difficult y, encourage t hem to resolve

problems with out your doing th e exercise for th em

Check th e progress of each group

Review

Use reviews to highlight t he learning th at has tak en place

Ask groups to consider wh at went well an d how performa nce

could be impr oved next tim e

Conclude t he review by ma king links to th e positive effects of

doing t he job back at home

When to use practicals

When t here is a skill or t echnique t o be learned

Why use practicals

To gain par ticipan ts accepta nce of new t echn iques

To achieve lear nin g by doing

To show participant s t hat you have t he r equired skills


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resentat on attr utes

What are presentation attributes?

Presenta tion a tt ributes ar e those persona l qualities you bring to

your present at ion, such as your appea ra nce, demean our , voice an d

mannerisms.

How to improve presentation attributesOvercomin g n erves

Pr epar e well so th at you a re confident of your ma ter ial

Recognise tha t n erves ar e norma l and if you did not h ave a

feeling of being keyed-up, you probably would not spa rk le as a

speaker

Take a few deep breat hs before you spea k

Ha ve a glass of wat er ha ndy

Begin your session in a n u nhu rried ma nner, an d do not st art

speakin g unt il your au dience is quiet

Find a friendly face in t he au dience and sta rt ta lking as if toth at person (but do not fix your a tt ent ion on him for m ore th an

a moment)

Learn th e opening four sen ten ces by hea rt

Un til you ha ve gained confidence, ma ke only short speeches, of

say five minut es at t he most

Concentr at e on t he subject m at ter of what you ar e saying and

forget the audience

The a udience wants you t o su cceed. They ar e on your side. So

accept t heir goodwill

Personal appearance Dress a ppropriat ely. You sh ould ta ke your lead from t he

part icipants. Aim to be just a little smart er th an they are

Be clean a nd t idy

Voice

Speak slowly and clearly, and p au se often

Aim you voice slight ly over t he h eads of the pa rt icipan ts

Make su re t ha t your voice car ries to th e back of the group

Demeanour

Smile at your au dience; be cheer ful

Be deferential but ma intain a quiet a uth ority

Look a s t hough you a re en joying your self, even if you feel

terrified!

Mannerisms

Avoid distra cting man ner isms such as scra tching your nose

Dont smoke while giving your presen ta tion

Avoid sud den cha nges of position. This is distr actin g to your

audience


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en o cons er presen a on a r u es

All the t ime

Why are presentation attributes important?

To make your self clear ly under stood

To creat e a good impr ession wit h your a udien ce

To gain your pa rt icipan ts respect an d at ten tion

Lecture assessment

Lect u r er : Topic:

Assess : A (very good), B (good), C (aver age), D (poor)

Attribute Assessm ent

Did the spea ker k now his subject r eally well?

Ha d he somet hing mean ingful to say about it?

In prepar ing his talk, had he t aken int o account the

age, backgroun d, and at titu des of th e audience?

Ha d he r esearched and checked his facts?

Did he presen t t he inform at ion in a logical sequen ce?

Had he an ticipated the questions he might be asked?

Did he fit th e subject int o th e time ava ilable,

allowing tim e for quest ions?

Did he pr ovide enough copies of any h an douts?

Did he m ak e good u se of visual a ids?

Was his speech clear ?

Were his voice an d delivery int erest ing?

Did he show enth usiasm ?

Was h e confident?

Was he sincere?

Did he avoid using distr acting ma nn erisms whichmay ha ve diverted at tention from what h e was

saying?

Did he avoid unn ecessary often -repeat ed words or

phrases?

What wa s your overa ll assessm ent ?

General commen ts:


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uest on an answer

What is question and answer?

You a sk th e questions an d th e part icipants a nswer. When t hey are

involved in either list ening or a nswer ing questions, th ey are

thinking.

How to use question and answer

Ther e ar e th ree st yles of ask ing quest ions :

O v e r h e a d Liter ally over t he h ea ds of th e group. You d irect a

quest ion t o the group a s a whole. The leaders will tend t o

an swer first , and t his is a good way to star t off a tra ining

session. Those wh o know will an swer first . Those who dont

an swer will be the ones you ha ve to direct quest ions t o lat er.

This you do by using:

O ve r h e a d a n d n o m in a t e d Ask a quest ion of th e group, pau se,

an d then choose an individual to an swer. By putt ing a pause

between t he question a nd t he n ame, everyone will tr y to think

of the a nswer. Th rough a series of questions like th is, you can

keep ever yone in volved.

N o m i n a t e d Identify the individual par ticipant, an d th en a sk

the question:

Mr M ak ongo, can you tell m e ...

The problem h ere is th at as soon a s you sa y the pa rt icipant s

nam e, the rest of the pa rticipant s ma y stop paying attent ion,

becau se th ey know th ey do not ha ve to an swer th e question.

However, you can use t his t ype of quest ion wh ere one or twopar ticipant s ha ve specific kn owledge or experien ce you wa nt

the others to hear .

Remember, whichever way you us e to get a par ticipan t t o

par ticipate, if he doesnt get th e an swer corr ect th e first time,

dont forget h im. Try again with an easier qu estion or h elp him

towar ds th e right an swer with a hint. Also, dont let th e better

ones butt in. Keep the n ervous pa rticipant ta lking.


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er e a r e a r an ge o wa ys o p r a s n g a qu est on :

A c losed quest ion is one t ha t can only be an swered yes or no.

You can use t his t ype of quest ion with par ticipant s whom you

ha vent worked with before, or a t t he st ar t of a n ew topic. It is

better t o get some response ra th er th an none at a ll. For

example:

Did you repai r your road l ast year?

An o p e n quest ion is wher e you leave par ticipan t t o reply as he

likes. For exam ple:

Can you t ell m e wh y...? Could you d escribe how...?To get int o th e ha bit of using open questions, use th e words

wh at , wh en , wh er e, wh y, how or wh ich .

A l e ad ing question is where you direct th e group t owards t he

an swer you want . For example:

Clearly , wh at w e ha ve to do is ... ... dont we?

This does not give th e par ticipants much opport unity t o think.

A bett er wa y is to use:

A re f lec t ive quest ion. This relat es back t o a pr evious occasion.

For example:

A lit tle wh ile ago you m entioned .... ... can you elaborate on ....?

A p r o m p t is where you en coura ge a par ticipant to keep talkingan d to expand his an swer. For example:

An d th en w hat? An d so...?

When to use question and answer

Whenever you a re t alking to a group of participants and want

to keep everyone involved an d th inking

To int roduce a new t opic

Why use question and answer

To maint ain interest in a t opic

To find out about th e experience of the group

To check underst an ding

To help someon e come t o a conclus ion


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uest on an scuss on

What is question and discussion?

Par ticipants ar e encoura ged t o find an swers to problems thr ough

discussion with you an d am ongst th emselves. You n eed to use

carefully-prepa red qu estions to guide the discussion, to dra w upon

par ticipant s own experiences, and to r each firm conclusions.

How to use question and discussion

To make th e discussion work, follow th is appr oach:

Make sur e you kn ow where you wa nt th e discussion to lead

Ident ify clearly th e result you want . This might be:

a list of benefits

a statem ent of wh at to do; wh en, w here and how to do it

a list of how to avoid problem s

Ha ve the first qu estion you will ask clearly writt en int o your

notes, for exam ple:

How can we reduce the nu m ber of potholes form ing in a road?

Use supplementa ry questions a nd na mes

Make sure th at as m any par ticipants a s possible part icipate by

directing questions t o individua l part icipant s by na me:

How d o you think we can reduce th e cost of ma int enan ce, Mr

Makongo?

If the pa rticipant s star t t alking amongst t hemselves, ensure

th ey sta y on t he t opic. If not, stop it

Ask additional quest ions t o keep th e discussion on t ra ck

Do not let th e discussion wa nder. Focus t he pa rt icipants

at tent ion. For example:Let u s concent rate on wh at h appens to th e water wh ich falls onto

th e road surface

Get the par ticipants t o summ arise regularly

Bring th e ma in point s of the discussion togeth er by linking to

th e resu lt you h ave previously identified. For examp le:Good. It seem s we all agree. The best ways to avoid a roadbreakin g up are ....

When to use question and discussion

To int roduce a t opic

To cha nge t o a new t opic

Why use question and discussion

To allow par ticipant s to discuss t he t opic in t he cont ext of th eir

own experience


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u z

What is a quiz?

The par ticipant s ar e divided into two or more team s. A series of

questions is asked by the t rainer, an d th e team s compete against

each oth er to answer th em

How to hold a quiz

Design a series of str aight -forwa rd quest ions t ha t increas e in

difficult y and a re r elat ed directly to th e learn ing topic of th e

day

Divide the pa rt icipants into two or m ore t eams a nd explain

th at th is is competition

Ask a question to each team in tu rn (either to one individual or

th e team as a whole) an d give th em tim e to decide on t he

answer Identify th e corr ect an swer an d explain t he r eason

Record t he r esult for ea ch t eam. The winner is the t eam which

scores th e most point s after a certa in nu mber of rounds

If appropriate, ar ra nge a pr ize for t he winning team

Ha ve a sufficient n um ber of questions prepar ed so th at

everyone h as a n opport un ity to ha ve a go. If you h ave divided

your pa rt icipant s into two tea ms, have an even nu mber of

quest ions (6, 8 or 10) and if you ha ve thr ee tea ms, ha ve

mu ltiples of th ree quest ions

Alter na tively, you can a rr an ge for t he t eam s to ask each oth er

th e questions, with you acting as t he scorer an d judge on t hequa lity and corr ectn ess of th e answer s

When to use a quiz

At a t ime of th e day wh en t eaching is difficult. F or exa mple,

after lunch or when people are hot an d tired

As a conclusion to a learn ing session

When you wan t t o check learn ing before m oving on t o another

subject

Why use a quiz

To int roduce excitem ent an d competit ion

To encoura ge the par ticipants to think

To get individual pa rt icipat ion


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ev ew, n an summary

What are review, link and summary?

Techn iques of ta lking to your par ticipan ts t ha t you can u se to

check on individua l learn ing

How to use review, link and summary

By questioning at t he beginn ing, dur ing and en d of learn ing

sessions

Dont just tell your par ticipan ts - ask questions

For inst an ce, at th e beginn ing of a session, ask one of th e

participants to review th e main points of th e last meet ing. Use

the t echniques of question a nd a nswer to ensure t hat all the

ma in points a re voiced

When you reach t he en d of a learn ing topic, summarize the

ma in point s with your group. Dont r epeat th e inform at ion youha ve just told them. Ask them qu estions to get th em to tell you.

Use open a nd overh ead-nominat ed questions, asking each

member in tu rn t o contr ibut e

At th e end of th e day or at th e end of a t opic, tell your

part icipants wha t is going to happen next a nd why.Linkyour

cur ren t inform at ion with th e next topic. This is where you, th e

tr ainer , will do th e talkin g. At the end , check tha t your

part icipants have un derstood

When to use review, link and summary

At th e beginning of a ses sion, use a review to pick u p th e points

of the previous session, t hen linkto the curr ent session

At t he end of a lear ning point , use a summary to check on

learn ing and un derstanding

At t he end of the session, use a linkto motivat e your

par ticipan ts a bout wh at is going to ha ppen next

Why use review, link and summary

You, the t ra iner, are a teacher, but a teacher of adults. They

mu st be t rea ted differen tly from children. You can not t ell, tell,

tell

You m ust ask th eir opinions, allow th em t o quest ion your ideas

and check by questioning tha t they un derstand


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o e p ay

What is role play?

Role playing is a meth od whereby participant s assum e an ident ity

oth er t ha n t heir own in order t o cope with rea l or h ypoth etical

problems in hum an relations an d other areas

How to use role play

Define th e goa l

Define th e result you wa nt to achieve as th e result of the role

play. This may be:

to crea te a war eness of th e factors influen cing a situ at ion

to crea te sen sitivity to oth er peoples feelings and a tt itu des

D e s cr i b e t h e s i t u a t i on

Set t he scene by describing the situ at ion a nd th e players

involved

The sit ua tion should be carefully selected. It sh ould be of a

challenging nat ur e an d of concern to th e par ticipant s. Conflict

situ at ions a re t ypically chosen

C h o s e t h e p l a y e r s

Ask for volunt eers t o play the roles. Altern at ively, you an d

your colleague(s) could pla y th e roles as a demonst ra tion

The role players should under sta nd t he pur pose of the role

play and be agreeable to play the par ts

You should assign a n alter ego to each of the players to closely

observe t heir feelings

B r i e f t h e p l a y e r s

This should cover th e genera l situa tion, the t ype of person t o be

portr ayed and his/her emotional sta te an d at titudes

The a ctu al words spoken in th e role play ar e decided

sponta neously by the players

The r ole players should be encour aged t o get involved in th e

situation


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As s ig n o b s e r v e r t a s k s

Inst ru ct each special observer (alter ego) to carefully observe

the a ttitu des and feelings displayed by his partn er so that he

can r eport t hese to th e audience afterwar ds

Instr uct th e au dience to observe th e dynamics of the situ at ion

presented by the r ole players, what t heir at titu des and feelings

ar e, and how they beha ve

Instr uct th e au dience to identify the pr oblems pr esented by the

players a nd examine t he a rgument s put forwar d to solve th eseproblems

Ar r a n g e t h e p h y s ic a l se t u p

Set aside an ar ea t o be the sta ge, and seat th e au dience so th at

th ey can all see

Seat th e special observers a t opposite end s of th e front r ow of

seats

B eg in th e ro le p lay

You intr oduce the players to the audience and t hen sta rt the

role play

S t o p t h e r o le p l a y

When you judge tha t t he situ at ion h as been su fficiently

developed an d explored, or th e players a re becomin g too

hea ted or over-involved, you can stop t he r ole play

You can also stop th e role play

a) if the play is n ot fulfilling its pu rpose

b) to explain th e dyna mics behind sta tem ent s

c) to inter view th e role players a bout th eir feelings

D e -r o l e t h e p l a y e r s

Tell th e players t o rem ove th eir costu mes, to step out of th eir

roles and r esume th eir normal selves

Ask th em to retu rn to their seat s, and clear t he sta ge

E v a lu a t e p l a ye r p e r fo r m a n c e

Ask the players h ow th ey found playing th eir roles in order to

assess how well th ey coped with their ta sks

Observers should be guided to observe th e dynam ics an d to

underst and them thr ough discussion a fter t he role play and

thr ough int erviewing th e players


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P r o c es s a n d e v a lu a t e

Use the Question and Discussion technique to assess the

at ta inmen t of goals. For exam ple:

To the special observers: Please describe to the group w hat

feelings you observed your pa rtn er to di splay in t he course of this

role play

To th e audien ce: Wh y do you th ink th e players behav ed the wa y

th ey did? Was th eir behav iour ju stified? How w ould you h ave

behaved in th ese circum stan ces?

Then: Wh at problem s w ere raised in th e role play by each

character? Wh at cau ses of th e problems were put forward by

each character? Wh at explan ation w ould you give for th e cau ses

of the problem s?

Solutions: Id entif y solutions suggested by each character. Give

your v iews on th ese solutions. Wh at solut ions can you suggest?

P oss ib le va r i a t ions You a nd your colleague(s) can role play an d t hen come out of

th e role to explain t he dyna mics behind t he r ole

You an d your colleague(s) can t ak e th e par t of special observers

Present a dra mat ised situat ion an d then int roduce role playing

at a point of conflict

If th e par ticipan ts a re slow to ada pt t hem selves to role playing,

you a nd your colleagues m ay ha ve to play t he r oles as a

demonstration

Ask part icipant s who say th ey have difficulty in dealing with

certa in situa tions or individuals t o act out th ese problem

situ at ions in r ole plays

When to use role play

Effective role playing can t ak e place in a lmost an y settin g

Role playing is a very useful t ra ining technique wh ich can be

employed in almost a ny tr ainin g cont ext

Why use role play

To allow a player t o practise rea cting to conflict a nd oth er

stressful situat ions

To gain insight in to huma n inter actions

To help a pa rt icipant modify his own beha viour pat ter ns by

gettin g feedback from others who have wat ched h im play a r ole

To open u p comm un icat ion cha nn els and release some of th e

inh ibitions which m ay oth erwise h inder resolution of conflict

situations


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a or ecture

What is a talk or lecture?

A lectur e is where you sta nd in front of your au dience and deliver

the m aterial by talking to them.

How to give a talk or lecture

A ta lk consist s of th ree par ts:

preparation

presentation

summary

Preparation

It t akes a t least twice as long to prepare a ta lk as it does to giveit, even when you know your subject th oroughly

Never plan t o speak for more th an 20 minu tes. Break u p longer

sessions with oth er techn iques an d aids like films

Grade your subject mat ter into these th ree categories:

must kn ow

should kn ow

nice to know

Make sur e tha t in t he time a vailable, you can cover th e first

two cat egories. The la st cat egory is optional

Do not p ack t oo much inform at ion in to one session Plan when you a re going to allow questions

Pr epar e your visual aids an d th e layout of your flipcha rt or

writin g sur face

Even if you h ave given your t alk a nu mber of times before, you

should read your notes and r ecast your mat erial each t ime to

keep it fresh


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Presentation

Avoid r eadin g out long pa ssages word for word

If you a re speak ing from a t ext, under line th e main points as

reminders, and then speak conversationally about th em

If you k now your subject well, print hea dings on car ds an d use

th ese to prompt your memory

Allocate a time a llowan ce again st ea ch point so tha t you

achieve a good bala nce within your ta lk

Maint ain eye cont act with your group so th at th ey can receivenon-verbal m essages from you (such as gestur e, stan ce,

expression, ent hu siasm), and you can receive such messa ges

from th em

Decide whether t he par ticipant s should be advised to ta ke

notes, or wh ether you will prepare a han dout

If you h ave prepa red a h an dout, decide wheth er t o give it out at

th e beginn ing or at th e end. If you give it out first, you can go

thr ough it and t he part icipants can make notes in th e margins.

However, they may decide to read it privately rath er th an

listening t o you.

Presentation - AROUSING INTEREST

Arouse interest by

telling them at the beginning what is in it for t hem

citing ma ny personal exam ples and actu al cases

referr ing to previous m eetings and t ying in with th em

making challenging statements

being personally alive an d enth usiast ic

using visual aids

Presentation - QUESTIONS Let th e part icipants kn ow whether t hey can ask questions

when ever th ey wish, or if th ey are t o reser ve them for a special

time

If th e part icipant s ar e shy to ask quest ions, use th e Buzz Group

technique to genera te some

If you h ave pr epar ed well, you n eed not be a fra id of quest ions

You will learn from t he qu estions how well you m ade your m ain

points a nd h ow mu ch int erest you a roused

Make su re you hear d th e question corr ectly; if necessar y ask

th e questioner t o repeat it

If you do not know th e an swer, either

ma inta in your p oise and th row the quest ion open for

discussion, th en sum mar ise the point s ma de, or

promise that you will look it u p an d let t hem know

Be brief - oth ers m ay ha ve queries

If the quest ion is a technical one, re-phra se it for t he benefit of

the uninit iated

Make sur e tha t everyone ha s un derstood th e question


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Summary

They say tha t when you a ddress an au dience, you should tellthem thr ee t imes over:

tell them wha t you ar e going to tell th em

tell them

tell them what you h ave told them

This is a good idea, becau se each par ticipan ts at ten tion an d

comprehen sion rises an d falls thr oughout a lectur e

A good summ ar y enables t hem to fill in an y missing pieces of

information

A good sum ma ry ena bles you t o single out an d str ess mu st

know points

A good summ ar y reminds th em how much they have learned

Ha ve a ha ndout su mm ar y if possible. It is a waste of time

ma king th e par ticipan ts copy down factu al inform at ion a nd

diagrams

When to use a talk or lecture?

For int roductory sessions

Why use a talk or lecture?

The genera l ru le is DONT, since it lacks par ticipat ion a ndgives you ver y litt le feedba ck

For subjects of genera l inter est

To give an outlin e of a n ew subject or techn ique


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e ng

What is telling?

Telling is giving inform at ion to someone by speakin g directly to

them.

How to use telling

You can ma ke your t elling more effective by:

clear ly ident ifying th e differen ce between wh at your

participants must know and wha t is nice for t hem to know.

Restrict your telling t o m ust know information

finding out wha t your par ticipan ts kn ow alread y and link your

new inform at ion t o their existing kn owledge

giving inform at ion in sm all pieces. After each piece, check th at

the par ticipants underst and by using the Question an d A nswer

training technique brea king up per iods of telling by inter spacing th em between

periods of showing an d pr actising

pu tt ing var iety int o your voice. Any cha nge of speed, volum e

an d tone t o give empha sis will help t he listener t o concentra te

rem embering th at it is much more difficult t o listen an d

underst and th an it is to speak

avoiding th e use of jar gon

ma king sure your pa rt icipant s are comfort able and can hea r

you without stra in

When to use telling

During skills tr aining

Why use telling

When you ar e telling, only one of the sen ses of th e par ticipant

is involved, tha t is hea ring

This m ak es telling th e least effective met hod of skillsinstruction

However, it is necessar y to give inform at ion wh en inst ru ctin g,

an d telling is th e most obvious wa y to do it


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ra n ng v s ts

What is a training visit?

A tra ining visit is a plann ed visit, with specific lear ning objectives,

to a real situat ion.

How to use a training visit


introduction

visit

discussion

Introduction

Explain t he pu rpose of th e visit

Ha nd out th e visit sheet a nd explain each item t o be examined.

See example visit sheet

Indicate h ow long th ey should ta ke

Emph asise th e need t o work individually

En cour age each person t o jot down a ny comm ent s

Visit

Move among the cour se member s to answer queries an d to give

encouragement

Keep them work ing individua lly

Discussion

Collect individua l scores, an d ent er t hem ont o th e score sheet.

See examp le score sheet

Using th e score a s a pr ompt, invite explan at ions. Ask those

with widely differing scores to give rea sons

At each point, dra w an actiona ble conclusion in what , where,

when and how te rms

Do not leave th e discussion as a crit icism of th e venue visited.It is an opport un ity to explore wha t each cour se member

should do, back h ome

Keep th e discussion moving down th e list of point s. Plan to

ha ve no more th an th ree or four comm ent s on ea ch point

Do a final summ ar y to link th e discussions with th e overall

objective of th e cour se


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en o use a ra n ng v s

Dur ing th e body of a cour se

Why use a training visit

To help par ticipan ts ident ify key points by examinin g a rea l

situation

To encoura ge discussion of pra ctical sit ua tions

To bring str uctu re an d point t o a visit

Example visit sheet

Road bridge

Exa min e each of th e following a spects. Score ea ch on a scale of 1 to

10 (1 poor, 10 excellent ). Commen t on each as pect

Aspect S core Com m ent

1 Su it a bilit y of m a ter ia ls

2 Qu a lit y of con st r uct ion

work

3 Ad equ a cy of design

4 Level of m ain ten an ce

5 et c et c

Example score sheet

Aspect D

a

v

i

d

M

a

r

y

J

o

h

n

P

e

t

e

r

J

a

n

e

L

u

k

e

S

u

s

a

n

J

a

m

e

s

M

a

r

k

1 Suit ability of

materials

2 Qua lity of

const ru ction work

3 Ad equ a cy of design

4 Level of m ain ten an ce

5 et c et c


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r t ng sur aces

What are writing surfaces?

Lar ge flat ar eas of wood, met al, glass, plastic or p aper which can

be written on with crayon, cha lk or ma ker pens.

What options are available?m edium m ade of can be written on with

Newsprint or

flipcha rt paper

pa per or ca rdboa rd cr a yon

water based marker pen

spirit based ma rker pen

White board meta l or plast ic dr y wipe pen

water based pen

Cha lkboard wood, meta l or

frosted glass

plain chalk

dust free cha lk

Features - NEWSPRINT

Is chea p when u sed with crayons or cheap pens

Is very port able

Is eas y to write on

Can be sa ved or h un g on t he walls for r eferr ing back

Can be u sed as a flip

Features - WHITEBOARD

Can give good colour cont ra st s

Perma nent drawings can be added to an d then cleaned if

drywipe or wash able mark er pens ar e used

Are usua lly metal an d can be used with magnets

Are easy t o move about

Drywipe pens ar e expensive, short -lived an d un reliable

Features - CHALKBOARD

Can be very chea p, e.g. hardboard plus chalkboar d pain t (blackor green )

Will work well out side in wind or da mp wea th er

Are sometimes of met al an d can be used with ma gnets

Fr osted-glass boar ds ar e easiest to clean, but a re not porta ble

Chalk can be un pleasant becau se of dust

Adults m ay be demotivat ed by the idea of th e cha lkboar d


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ow o use wr ng sur aces - PREPARING

Always plan in a dvance what will appear on t he boar d

Pr act ice writ ing in blocky lett ers , large en ough for a ll to see

Ghost wr ite complex procedures on layouts on t he board before

th e session

How to use writing surfaces - USING

Angle th e boar d to ma ximise cont act with th e group a s you

write

When facing the group, ha ve the boar d to your left if you a re

right -ha nded so th at you do not cover what you ar e writing

Use colour an d fram ing with differen t colour s to add im pact t o

individua l item s.

The best colour s for sh owing up a re:

on news pr int : black, red , blue - avoid yellow

on whit eboard s: black, red, blue - avoid yellow

on cha lkboar ds: yellow, whit e - avoid red

When to use writing surfaces

At a ny time

Why use writing surfaces

To show predra wn or prewritt en cha rt s To build up complex layout s with th e group

To captu re importan t responses from the group

To give emph asis t o you m ain tea ching points


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r tten exerc ses

What are written exercises?

Pa rt icipan ts kn owledge is test ed or consolidated by writ ing

an swers to questions on paper.

Options

You ha ve four m ain opt ions:

Straight questions

Multiple choice quest ions

Filling in th e blanks

Calculations

Straight questions

Compose a quest ion. The quest ion can a ddress different kinds

of kn owledge: facts, opin ions, judgemen ts

A quest ion can expect a factua l ans wer. For example:

Wh at is the speed lim it on a 6m carriageway m etalled road?

A question can seek an swers t ha t ar e a mixtur e of facts and

opinions. For exam ple:

Give three reasons wh y com paction is im portant

A question can ask t he par ticipan t t o form a judgement . For

example:

How w ould you deal with a gang leader wh o is always late to

work?

Keep the qu estions clear a nd simp le. Do not use long

sent ences. Do not u se complicated words

Nu mber t he quest ions for ea se of reference


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Multiple choice questions

Compose a quest ion a nd wr ite down severa l plausible

re sponse s to it, only one of which is t he corr ect an swer

Label th e responses with a lett er, A, B, C etc

You sh ould provide a m inimum of three a nd a ma ximum of six

responses

For example:

Question: wh at sh ould the cam ber be on a 4m gravelledcarriageway?

Answers:

A T en percen t

B H a lf a p ercen t

C Fi ve p ercen t

D O ne percen t

E N o cam ber

F T w o percen t

Filling in the blanks

You wr ite a sen ten ce which is a sta tem ent of fact. For example:

Concrete is a m ixture of cement, san d, stone and wat er.

You t hen r eplace one or more key words with blank s. It is the

par ticipan ts job t o fill them in. For exam ple:

Concrete is a m ixture of cem ent , ____, _____ and _____.

A num ber of sent ences like th is can be composed to form a

work sheet . When t he worksh eet is filled in it can form a piece

of reference mat erial for th e par ticipant

Calculations

Calculat ions ar e ued to test n um era cy and how to qua nt ify

ma terials a nd pr ocesses

For example:

How m uch m aterial is there in a 1k m em bankm ent, two m etres

high, six m etres wid e at the top, and with side slopes of 2 to 1

horizonta l to vertical?


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ow o use wr en exerc ses

You can write u p t he qu estions on a flip, whiteboar d, or

cha lkboar d. You can u se an overhea d pr ojector. Or you can

duplicat e th e questions onto sheets a nd distr ibute one to each

participant

Decide whether each par ticipant ha s t o do th e exercises by

himself or whet her t hey can work in groups

If th e exercises are t o be done individua lly, explain t ha t t hey

should be done in silence

Make sure each par ticipant h as something to write on and

someth ing to write with

Make it clear whet her or n ot you will allow electr onic

calculat ors t o be used

When to use written exercises

Before st ar tin g a new topic to esta blish the curr ent level of

knowledge

After a lea rn ing session t o esta blish h ow mu ch k nowledge hasbeen retained

Why use written exercises

To test n ew knowledge and underst an ding

To consolidate lea rn ing

To discover th e curr ent level of knowledge

To assess individual at ta inment

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