training methods 1 naomi radke, seecon international gmbh

Training Methods

Training Methods

1

Naomi Radke, seecon international GmbH

Training Methods

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Training Methods


Contents

1. Lectures

2. Group Works

3. Discussions

4. Role Plays

5. World Café

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Training Methods


What are Lectures?

• Traditionally: talking to a group (passive audience)

• Modified: include participation by the audience

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1. Lectures

Training Methods


How to be a Good Lecturer

• Present in clear, logical sequence

• Make the material accessible, intelligible and meaningful

• Cover the subject matter adequately

• Be constructive and helpful in you criticism

• Demonstrate expert knowledge in your subject

• Pace lecture appropriately

• Be concise

• Illustrate the practical application of the theory presented

• Show enthusiasm for the subject

• Generate curiosity about the lecture material early in the lecture

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1. Lectures

Training Methods


Planning a Lecture (1/3)

Points to be considered:

1.Learning outcomes:◦ Learning what?◦ Key concepts?◦ Skills that participants

should develop?◦ How communicated?

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1. Lectures

Source: SPUHLER (2012)

Training Methods



2. Structure: systematic development of the main points

◦ Sign posts: indicate structure- “First, I will ...”

◦ Frames: begin/end of section- “That ends my

discussion ...”◦ Foci

- “So the mainpoint is ...”◦ Links: link one explanation

to another◦ Summaries

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1. Lectures


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3. Delivery:

clear!

knowledgeable!

interesting!

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1. Lectures


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Tips and Techniques (1/2)

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Help to keep the participants’ concentration and retention!

1. Lectures


Training Methods


Tips and Techniques (2/2)

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• Plan your overall framework carefully

• In the beginning: introduce yourself, expectations, learning

objectives

• Presentation style: don’t be boring and monotone!

• Engage with the audience

• Leave them with a message

1. Lectures

Training Methods


Advantages and Disadvantages

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1. Lectures

ADVANTAGES

• Knowledge straight to participants

• Good for auditory learners

• Logistically easy

• Often used knowledge delivery method, people are used to it

DISADVANTAGES

• Difficult for people not used to auditory learning

• Difficult for people not good at note taking

• Participants may feel uncomfortable asking questions when they arise

• Lecturers may find it hard to feel whether participants understand

Training Methods


Benefits from Group Works (1/2)

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2. Group Works

• Enhancement of amount and depth of learning

• Development of communication and thinking skills

• Development of social skills and attitudes towards learning

• Achieve products of greater complexity/ size than as individuals

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Benefits from Group Works (2/2)

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2. Group Works

More Benefits.... .Source: SPUHLER (2012)

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Types of Group Works

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2. Group Works

Informal Learning Groups

• Temporary and ad-hoc• For a class/discussion

point• Often only a few

minutes

• Aim: focus student’s attention and opportunity to cognitively process material

• Comparing ideas with peers

Formal Learning Groups

• Complete a specific task

• Longer period of time

Informal learning group at an SSWM training.Source: MIZO (2010)

Training Methods


When useful?

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2. Group Works

• Gathering ideas• E.g. In preparation for a lecture

• Summarizing or reviewing • E.g. Main outcomes in a lecture

• Assessing level of skills and understanding• E.g. To see whether the teacher brought his point

across

• Re-examining ideas

• Comparing and contrasting

• Brainstorming

Training Methods


When Do They Work Well?

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2. Group Works

If group is held together through:

• Positive interdependence: “sink or swim together”

• Individual accountability

• Face-to-face interactions (not necessarily all the time)

• Interpersonal and small-group skills (discussion, problem

solving, ...)

• Group processing (evaluate what they are doing)

Training Methods


How to Do Group Works

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2. Group Works

• Preparing: clear task, material, group size and composition

• Instructing and Starting: time for questions, time and

space for group work

• Management: be there if questions arise, check on groups

• Evaluation/Results Sharing: in formal groups allow

enough time for result sharing; in informal groups less time

e.g. only main findings

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Group Size

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2. Group Works

small groups

• More participation by each participant

• Fewer social skills required

• Easier to coordinate meetings

• Easier to reach consensus

LARGE GROUPS

• More ideas are generated

• Wider range of perspectives and background knowledge

• More complex/sizable tasks

• Fewer groups in a class, thus more time can be devoted to each group’s presentation


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2. Group Works

ADVANTAGES

• Participant interaction and active working

• Spirit of communication, cooperation, coordination

• Develop responsibility, leadership, teamwork skills

• Participants receiving social feedback

DISADVANTAGES

• May not effectively pass on knowledge

• Distraction away from task can occur

• Effectiveness can be limited by some participants

• Dominant participants

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How to lead a good discussion?

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3. Discussions

To ensure that a discussion is substantive and even shy participants get a word, the trainer must be well prepared…

Source: REGIOSUISSE (2008)

Training Methods


Preparation by Trainer

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3. Discussions

• Determine learners’ relevant experiences, needs, strengths, interests

• Identify learning goals for the groups

• Plan activities for participants to prepare them for discussion

• Read and reflect on topics planned for the session

• Find or create appropriate resources

• Attend any relevant lectures that the participants attended prior to the discussion

• Identify/work on skills he/she has for leading the session

• Develop well-structured but flexible plan for session

Training Methods


Initiating Discussions

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3. Discussions

• Develop how to start/restart a discussion• E.g common experience, open-ended question,

document

• Offer example if problem seems too abstract

• Allow sufficient waiting time

Training Methods


Moderating the Discussion (1/2)

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3. Discussions

The trainer should ask different questions at different levels:

• Comprehension• Retell

• Application• E.g. how is … related to …?

• Analysis• E.g. how would you compare …?

• Synthesis• E.g. what would you infer …?

• Evaluation• E.g. what are your points of agreement/disagreement

and why?

Training Methods


Moderating the Discussion (2/2)

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3. Discussions

• Make sure no one dominates the discussion invite and encourage contributions from other participants

• Make sure only one group member speaks at a time

• Ensure the discussion does not drift off-topic

• Summarise the discussion afterwards and fill in points that have not been said

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Motivate Participation

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3. Discussions

• Choose interesting topics

• Be enthusiastic about the topic

• Make it relevant

• Organise the discussion

• Appropriate level of difficulty

• Actively involve students

• Variety

• Use concrete, appropriate and understandable examples

Training Methods


Common Problems and Solutions (1/3)

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3. Discussions

Problem 1: Learner direct all answers to the trainer

Solution:

• Redirect questions to other learners

• Ask whether everyone agrees

• Help students see conflicts as a good thing

• Announce that you will be note-taker

• Break the class into small groups

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27

3. Discussions

Problem 2: Non-participating learners and excessive talkers

Solution:

• Email discussion questions to participants in advance

• Pause before calling on a student

• Look for non-verbal signs of readiness to speak

• Turn statements into questions: “Do you agree with that?”

• Ask non-participating learners to sum up what has been said

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28

3. Discussions

Problem 3: Trainer-dominated discussions

Solution:

• Do not answer your own questions

• Be patient, wait for responses

• Be a moderator: summarise, re-direct and keep the problem in view

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Recording Discussions

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3. Discussions

Discussions may lead to important outcomes!

• Somebody should take minutes

OR

• Record discussions on coloured cards or flip charts


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30

3. Discussions

ADVANTAGES

• Greater interaction between trainer and learners

• Trainers check learners’ retention of the lesson

• Staying focussed through interaction

DISADVANTAGES

• Requires setting ground rules

• Not good for people that are weak at note-taking

• Some do not feel comfortable being put on the spot in discussions

Training Methods


What are Role Plays?

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4. Role Plays

• A simulation in which every participant is given a role to play

• Vivid way to learn how to handle situations

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Types of Role Plays

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4. Role Plays

• Multiple role play• Different groups acting out the same role play, followed by

an analysis of the interactions and learning points

• Single role play• One group plays the role for the rest of the participants, who

then analyse the interactions and learning points

• Role rotation• Starts as a single role play, trainer will stop and discuss what

happened, then character exchange among participants

• Spontaneous role play• One of the participants plays herself, other participants play

people with whom the first participant interacted before

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Why Role Plays?

33

4. Role Plays

• Help examine real life problems on the level of philosophy, emotional and physical response

• Try out different theories and tactics in a relatively safe setting

• Understand different people and their roles/thoughts/feelings

• Identify and anticipate possible problems/fears/anxieties people have about an event or action

Source: HEEB (2012)

Training Methods


Steps in a Role Play (1/2)

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4. Role Plays

Select a situationSelect a situation

Explain the situationExplain the situation

Cast rolesCast roles

Prepare the role players

Prepare the role players

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Steps in a Role Play (2/2)

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4. Role Plays

Prepare the observersPrepare the observers

Set the sceneSet the scene

Run the role playRun the role play

Cut the role playCut the role play

DebriefDebriefSource: HEEB (2012)

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36

4. Role Plays

ADVANTAGES

• Develop greater involvement with the focus of the training

• Behavioural pre-training assessment in terms of skills

• Assessment of how well learner understands

• Practice in a safe environment/ no real world consequences

• Better understand other person’s position

DISADVANTAGES

• Player needs to get expert feedback

• Many people hate role plays

• Performance can become too artificial and sound funny

• Role plays in large groups often go out of control (time-wise and monitoring-wise) inefficient training

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Introduction

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5. World Café

• Used for the discussion of clear questions

• Collaborative dialogues/conversations in a casual café atmosphere

• Set up in a cluster-type seating arrangement

Source: http://www.kstoolkit.org/The+World+Cafe. [Accessed: 14.05.2013]

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How to Conduct a World Café

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5. World Café

1. Setting: resembles ordinary café with cluster-style seating (4-5 chairs)

2. Welcome and introduction: introduce process and rules

3. Small group rounds: at least three discussion rounds. After 20 minutes of the first discussion, each member of a group changes to another table

4. Questions: new question applied for each new round or discuss same issue throughout several rounds. Question matters for real world situations and is clearly formulated

5. Whole group conversation: main ideas and results discussed, synthesise the findings

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Principles of a World Café

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5. World Café

Source: THE CHANGE INITIATIVE

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Special Roles

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5. World Café

• Café Convener: invites participants

• Cafe Host: manages, provides structure, facilitator role

• Table Host: stays constantly at one table during table change to welcome new arrivals

• Member/Participant

• Design Team

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5. World Café

ADVANTAGES

• Informal and inclusive

• Cheap and easy to organise

• Personal involvement leads to commitment to resulting plans

• Social learning and consensus finding

DISADVANTAGES

• Requires clear and relevant questions

• Not suitable for making direct decisions

Training Methods


THE CHANGE INITIATIVE (Editor) (): World Café. Bangkok: The Change Initiative Co., Ltd. URL: http://www.change-initiative.com/752/9143.html [Accessed: 25.06.2012].

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6. References

Training Methods 43

“Linking up Sustainable Sanitation, Water Management & Agriculture”

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training methods 1 naomi radke, seecon international gmbh

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