** interactive ** reproductive health training = interesting and innovative training
DESCRIPTION
** INTERACTIVE ** REPRODUCTIVE HEALTH TRAINING = INTERESTING AND INNOVATIVE TRAINING. Training in Africa: Best Practices, Lesson Learned, and Future Directions August 2003. Facilitators. Maureen Kuyoh, FHI/Kenya Robert Rice, FHI/NC - PowerPoint PPT PresentationTRANSCRIPT
**** INTERACTIVE INTERACTIVE ****REPRODUCTIVE HEALTH REPRODUCTIVE HEALTH
TRAININGTRAINING==
INTERESTING AND INTERESTING AND INNOVATIVE TRAININGINNOVATIVE TRAINING
Training in Africa: Best Practices, Lesson Learned, and Future Directions
August 2003
ObjectivesObjectives
Explain why interactive training enhances participants’ knowledge and skills
Identify when it is important to include interactive exercises
Describe the high and low energy spans for participants Develop/utilize interactive training techniques to increase
retention, build understanding, and improve skills
By the end of this workshop, you will be able to:
Participant ExpectationsParticipant Expectations
Participate, participate, participate! Creativity, open-mindedness, and innovation are key Facilitators will be resources No cell phones Begin and end on time Learn from each other Have fun!
Workshop AgendaWorkshop Agenda
Why is Interactive So Important? Setting the Context How to Make Your Training More Interactive The Energy Cycle Selecting the Best Methods for Various Situations Cultural Sensitivity Training Health Providers References, Resources, and Web Sites
Why is Why is InteractiveInteractive So So Important?Important?
Participation in the learning process should be active, not passive
Effective learning comes from shared experiences Successful learning includes feedback from the
facilitator and other participants Maximum learning occurs when one is able to
reflect, draw conclusions, and determine application
Source: Computer Strategies, LLC, 1998
10% of what they read
90% of what they say, discuss, and do
70% of what they say and write
50% of what they hear and see
30% of what they see
20% of what they hear
Read
Hear
View Images
Watch Videos
Attend Exhibit/Sites
Watch a Demonstration
Participate in Hands-on Workshop
Design Collaborative Lesson
Simulate or Model Lesson or Experience
Design/Perform a Presentation – Do the “Real Thing”
• Demonstrate
• Apply
• Practice
• Analyze
• Design
• Create
• Evaluate
• Define
• List
• Describe
• Explain
PEOPLE GENERALLY REMEMBER:PEOPLE GENERALLY REMEMBER: PEOPLE ARE ABLE TO: PEOPLE ARE ABLE TO:
Dale’s Cone of ExperienceDale’s Cone of Experience
The Interactive-Training The Interactive-Training CredoCredo
What I hear, I forget.What I hear and see, I remember a little.What I hear, see, and ask questions about or discuss with someone else, I begin to understand.What I hear, see, discuss, and do, allows me to acquire knowledge and skill.What I teach to another, I master.
Source: Lawson, K. The Trainer’s Handbook, 1998
The Adult Learning CycleThe Adult Learning Cycle
Direct Experience
Reflecting on Experience
Generalization about Experience
Application
How to Make Your How to Make Your Training More InteractiveTraining More Interactive
Create a safe, positive, interactive learning environment through:
Source: Lawson, K. The Trainer’s Handbook, 1998
Minimal lecture Variety of methods Peer teaching Iterative process Real-world application
Needs assessment Comfortable physical
setting Structure and
organization Moderate level of content High level of participation
Needs AssessmentNeeds Assessment
Find out what participants think and feel about the training subject to assist with designing participatory activities:
Pre-session surveys Pre-test questionnaires Phone calls On-the-spot assessments
Comfortable Physical Comfortable Physical SettingSetting
Physically set-up room for:
Participation Comfort Visibility
Classroom layout has a major influence on the success or failure of a training
Structure and Structure and OrganizationOrganization
Provide clear instructions, verbal and written Specify time limits Utilize flipcharts, transparencies, handouts, or slides Creatively divide participants into specific groups,
when doing small group work Assign specific roles for exercises, when appropriate
(recorder, timekeeper, spokesperson, flipchart writer)
Source: Lawson, K. The Trainer’s Handbook, 1998
Moderate Level of Moderate Level of ContentContent
Consider “need to know” versus “nice to know”
Balance cognitive, affective, and behavioral domains of learning
Clarify content and learning objectives
Outline expectations of and for participants
Source: Lawson, K. The Trainer’s Handbook, 1998
High Level of High Level of ParticipationParticipation
Facilitate and manage the learning process Actively engage participants in the training
from the start by:
Reflecting Applying
Doing Discussing
Minimal LectureMinimal Lecture
Use lecture in small doses (10-15 minutes) to avoid confusion, boredom, and low retention
Do not relegate participants to a passive role
Utilize variations of the lecture
Variety of MethodsVariety of Methods
Small group work Brainstorming Creative work Games Presentations
Vary methods used to incorporate all elements of active learning
Case studies Role-plays Simulations Demonstrations
Peer TeachingPeer Teaching
Build on the wealth of expertise of participants
Encourage participants to draw on and share their experiences with others
Allow participants to answer each others’ questions (not the facilitator!)
Source: Lawson, K. The Trainer’s Handbook, 1998.
Iterative ProcessIterative Process
Use activities that build on and overlap concepts and skills learned to:
Reinforce learning Provide more opportunities to digest
and integrate
Source: Lawson, K. The Trainer’s Handbook, 1998.
Real-world ApplicationReal-world Application
Solicit examples of hypothetical or real problems Relate new learning to participant’s life situation Develop individual action plans
for application in the workplace When possible, make field visits
The Energy CycleThe Energy Cycle
Source: Rice, R. and Rice, M. Train-the-Trainers: Instructor’s Guide, 2000
TIME
PESSIMISM
OPTIMISM
Completion of Program
Beginning of Program
(High Energy)
(Low Energy)
Selecting the Best Methods Selecting the Best Methods for Various Situations for Various Situations
Large-group Presentations Multiple-day and Shorter Training
Interventions E-Learning and Distance Learning
Large-group Large-group PresentationsPresentations
Multiple-choice lecture Mock interview Key words Fill-in-the-blank Graphic association Abbreviated lecture
Multiple-day and Shorter Multiple-day and Shorter Training InterventionsTraining Interventions
Increasing Knowledge (Concepts and Facts)
Discussion Readings Lecture Handouts
Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000
Field trips or tours Films, TV, or video-tapes
Improving Attitudes (Feelings and Opinions)
Multiple-day and Shorter Multiple-day and Shorter Training Interventions Training Interventions (contd.)(contd.)
Brainstorming Case studies Creative work Field trips
Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000
Open-ended discussions
Panel presentations Role-plays
Building Behavioral Skills
Multiple-day and Shorter Multiple-day and Shorter Training Interventions Training Interventions (contd.)(contd.)
Action plans Demonstrations Simulations Practicums Role-plays
Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000
E-Learning and Distance E-Learning and Distance LearningLearning
Web-based training Computer-based training Self-paced workbooks Audio-/video-tapes Audio-/video-conferencing
Source: Arch and Ensz, Web-based Interactive Learning Activities, HRD Press, 2001
Cultural Sensitivity is Cultural Sensitivity is KeyKey
Sex, age, race/ethnicity, socio-economic status, education, and religion
Language, culture, traditions, and beliefs “Learning cultures” Health care practices Skill and knowledge levels Resource levels
People are not homogeneous:
The Unique Needs of The Unique Needs of Health ProvidersHealth Providers
Often most comfortable with lecture format Helpful to start participatory activities
slowly, e.g., icebreakers Ease participants into role plays,
simulations, and creative work Critical to build on participants’
knowledge and skills
References and References and ResourcesResources
101 Ways to Make Training Active, Silberman and Lawson, Pfeiffer Publishers, 1995
The Trainer’s Handbook, Karen Lawson, Jossey-Bass Pfeiffer, 1998
Games Trainers Play, Newstrom and Scannell, McGraw Hill, Inc., 1980
The Winning Trainer, Third Edition, Julius Eitington, Gulf Publishing Company, 1996
Facilitation Skills: The ASTD Trainer’s Sourcebook, Dennis C. Kinlaw, McGraw Hill, Inc., 1996
Training 101: All the Basics, Langevin Learning Services, 2000
Suggested Web SitesSuggested Web Sites
Training Magazinewww.trainingmag.com
The Training Journal www.trainingjournal.co.uk
American Society for Training and Development www.astd.org
Langevin Learning Serviceswww.langevin.com
For More InformationFor More Information
Maureen Kuyoh: [email protected]
Robert Rice: [email protected]
Jane Schueller: [email protected]
www.fhi.orgwww.fhi.org