Methodology
The training methodology is critical and should maximize the learning experience for participants.
Experiential Education Style and Techniques
|
CRITERIA |
APPROPRIATE |
AVOID |
|
Instruction Techniques |
Small group work/exercises Facilitation Mini-lecture Hands-on experience Case studies Role plays Story telling and creation Visual aids Games imagery |
Lecture Theoretical testing |
|
Learner’s role |
Involved in the training process Actively contributes ideas and experience |
Little involvement in the training process Passive contribution, following instructions |
|
Instructor’s status |
Has equal status with the participants |
Establishes authority |
|
Application |
Immediate and ongoing |
No immediate benefits |
|
Objective |
Clear |
Imprecise |
|
Learner's Experience |
Used advantageously |
Not significant |
|
Delivery |
Use languages and vocabulary that is appropriate |
Buzz words |
|
Physical Space |
Inclusive seating where all participants can see and hear each other |
Rows |
|
Choice/Motivation |
Voluntary Internal motivating factors |
Little choice External motivation Society, family, laws, religion, etc. |
|
Atmosphere |
Comfortable and relaxed |
Rigid |
|
Content |
Focus on material participant’s identify as important |
Controlled by program and instructor |
Training Of Trainer Course Content
If the objective is to train trainers to teach something to clients, two areas of training must be considered:
§ Developing trainers’ understanding of the course content (if they do not already have the necessary knowledge); and
§ Ensuring trainers’ know how to develop and deliver a course.
Developing trainers’ understanding of the content¯Important points to incorporate:
In addition to giving specific information to trainers, the training of trainers (TOT) should also be used to:
§ Motivate and build confidence; and
§ Model good facilitation techniques you expect the trainers to use.
Ensuring trainers know how to develop and deliver a course to learners
It is helpful to provide future trainers with a pre-developed, tried, and tested tool they can use as the basis for their training—one they can easily adapt to the specific needs of the learners. The benefits of providing trainers with proven training tools and/or courses are:
§ Trainers do not require curriculum development expertise;
§ The use of adult learning methodologies is ensured;
§ As recipients and deliverers of training, many trainers are accustomed to the “chalk and talk” teaching methodology;
§ Trainees are empowered and encouraged to adapt and/or otherwise enrich the curriculum; and
§ It is cost effective.
Any tool that is supplied should be:
§ Appropriate to the level of instruction;
§ Adaptable for different target groups; and
§ Designed to be as reusable as possible. It also should not assume that trainers have access to resources such as photocopiers, projectors, etc.
Pre-Training
Role of the Organization
Management must understand and buy into the training. Tip! Include one or two key managers in the training.
Training Preparation
Prior to any training taking place, the recipient organization should already have decided:
§ The training objective (and also ensured that training participants want this training);
§ Who the trainers will train;
§ How long the trainers have to deliver the course and in what time frame it is to be delivered (are there seasonal or other factors to consider, e.g., harvest, peak manufacturing periods, etc.);
§ Who will deliver the training;
§ Who should pay for this service and how;
§ How the training impact will be tracked and evaluated; and
§ Whether this course complements other trainings or projects.
Post Training
On-Going Trainer Support – Morale and Technical Assistance
Much valuable learning stems from a trainer’s practical experience. It is important, for organizations to support their trainers, providing them with assistance and feedback when they have questions. Organizations may wish to consider:
§ Establishing a peer network for trainers; and
§ Offering follow-up and/or refresher courses.
Evaluation and Improvement
§ The impact of the training and success of its content and delivery should be continuously evaluated in a straightforward manner; and
§ The results of this evaluation should be used to adapt and improve the training.