How to Conduct Training SessionsHow to Conduct Training Sessions

How to Conduct Training SessionsHow to Conduct Training Sessions

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Training goalTraining goal

The purpose of the trainingThe purpose of the training

is to increase trainers’is to increase trainers’

knowledge and skillsknowledge and skills on the on the

active learningactive learning strategiesstrategies

needed to effectivelyneeded to effectively

communicate MAC trainingcommunicate MAC training

sessions.sessions.

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Training objectivesTraining objectives

At the end of this workshop, you will be able to:At the end of this workshop, you will be able to:

Understand the concepts of Understand the concepts of active learningactive learning

1.1. Demonstrate one training strategy Demonstrate one training strategy (in addition (in addition to lecturing using PowerPoint) that will work with to lecturing using PowerPoint) that will work with your participantsyour participants

2.2. AttractAttract participants and participants and encourageencourage their their attendanceattendance

3.3. Create the Create the proper environmentproper environment and select and select materials for your trainingmaterials for your training

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How many of you…How many of you…

Are familiar with Microsoft PowerPoint?Are familiar with Microsoft PowerPoint? Have created presentations in PowerPoint?Have created presentations in PowerPoint? Have given lectures using PowerPoint?Have given lectures using PowerPoint?

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How to use PowerPoint presentationsHow to use PowerPoint presentations

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What is PowerPoint (PP)?What is PowerPoint (PP)?

Microsoft computer software programMicrosoft computer software program Lecture and presentationsLecture and presentations A group of slidesA group of slides Laptop, projector, & screenLaptop, projector, & screen Printed slides, notes, & handoutsPrinted slides, notes, & handouts

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How to prepare presentations in PPHow to prepare presentations in PP

Projector or paperProjector or paper

Use the instructions in the Use the instructions in the Leader’s Guide or ManualLeader’s Guide or Manual

Adapt and translate the slidesAdapt and translate the slides

Rehearse several timesRehearse several times

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Tips for effectively presenting in PP Tips for effectively presenting in PP (1)(1)

Use participants’ names Use participants’ names Face participants Face participants Be aware of your timing: Stay on Be aware of your timing: Stay on

schedulescheduleUse the power of your voiceUse the power of your voiceUse non-verbal communicationUse non-verbal communicationUse examples as much as you canUse examples as much as you can

Continued

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Tips for effectively presenting in PP (2)Tips for effectively presenting in PP (2)

Avoid simply reading the slidesAvoid simply reading the slides Establish continuous eye contactEstablish continuous eye contact Refer to the pictures, graphics, & Refer to the pictures, graphics, &

figuresfigures Be aware of participants’ Be aware of participants’

non-verbal signsnon-verbal signs Encourage participation: Encourage participation: questions, comments, examples, questions, comments, examples,

feedback, etc.feedback, etc.Continued

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How to use the slides (3)How to use the slides (3)

1.1. Go straight to the pointGo straight to the point

2.2. Make it easyMake it easy

3.3. Connect with participants!Connect with participants!

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What is in the slides? (1)What is in the slides? (1)

Structure of the presentations:Structure of the presentations:

Introductory slidesIntroductory slides Pre-assessmentPre-assessment Training goalsTraining goals Workshop objectivesWorkshop objectives Content with examples, pictures, Content with examples, pictures,

graphics, & figuresgraphics, & figures

Continued

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What is in the slides? (2)What is in the slides? (2)

Structure of the presentations:Structure of the presentations:

Case studiesCase studiesLearning activitiesLearning activitiesQuestions and commentsQuestions and commentsPost-assessmentPost-assessmentThank you for your time! Thank you for your time!

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Principles of Active LearningPrinciples of Active Learning

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Telling vs. teaching (I)Telling vs. teaching (I)

Telling onlyTelling only

Does not require an Does not require an active audience.active audience.

TeachingTeaching

Requires an active Requires an active role by the person role by the person

who learns.who learns.

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Telling vs. teaching (II)Telling vs. teaching (II)

Telling onlyTelling only

UnidirectionalUnidirectional

TeachingTeaching

BidirectionalBidirectional

Zzz

?

Blah blah blah…and more blah blah…

Can somebody tell me what addiction is?

Addiction is a brain disease

Why?

Let’s use some

examples

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What is active learning?What is active learning?

Active processActive process of information and/or skills of information and/or skills exchangeexchange from the trainer to the from the trainer to the participants, and theparticipants, and the

Processing, understandingProcessing, understanding, and , and connectingconnecting of the new information/skills with previous of the new information/skills with previous knowledge by participants. knowledge by participants.

Active learning requires mental and Active learning requires mental and physical participation!physical participation!

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Activity 1: ReflectionActivity 1: Reflection

Think about the Think about the WORSTWORST presentation that you presentation that you have attended. have attended.

Share with the rest of the group why that Share with the rest of the group why that presentation didn’t work.presentation didn’t work.

Zzzz

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Activity 2: BrainstormingActivity 2: Brainstorming

Having that “poor” presentation in mind:Having that “poor” presentation in mind:

What kind of things would you do differently?What kind of things would you do differently?

Remember there are no good or bad answers!Remember there are no good or bad answers!

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Active learning: Participants’ roleActive learning: Participants’ role

Active learning requires that participants:Active learning requires that participants: Acquire new knowledge and skillsAcquire new knowledge and skills Solve problems during the trainingSolve problems during the training Demonstrate their understandingDemonstrate their understanding Apply their knowledge and skillsApply their knowledge and skills

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How to produce active learning (1)How to produce active learning (1)

Include content that connects with your Include content that connects with your participants’ previous knowledgeparticipants’ previous knowledge

Include content / activities that are Include content / activities that are applicableapplicable

Explain content with examples, images, Explain content with examples, images, situations, etc. situations, etc.

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How to produce active learning (2)How to produce active learning (2)

Include activities that are usefulInclude activities that are useful Make learning a fun experienceMake learning a fun experience Encourage participationEncourage participation Answer questions Answer questions

Training TechniquesTraining Techniques

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Icebreakers (1)Icebreakers (1)

Adult learners appreciate an open, Adult learners appreciate an open, comfortable learning environment. comfortable learning environment.

Motivate participants at the beginning of a Motivate participants at the beginning of a training session by introducing a training session by introducing a funfun exercise that requires them to exercise that requires them to interactinteract..

Do not spend too much time on icebreakers! Do not spend too much time on icebreakers! ((recommended time about 10 minutesrecommended time about 10 minutes))

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Icebreakers (2)Icebreakers (2)

Introduce Myself:Introduce Myself: Participants introduce themselves and tell why they Participants introduce themselves and tell why they are taking this training. Participants may also say their are taking this training. Participants may also say their occupation, home town, favorite television occupation, home town, favorite television show or singer, or the best book they show or singer, or the best book they read lately.read lately.

About My Name:About My Name: Trainees introduce themselves and explain Trainees introduce themselves and explain why they were given their name (they were born on a why they were given their name (they were born on a particular day, their mother wanted to name them after particular day, their mother wanted to name them after her great grandmother, etc.).her great grandmother, etc.).

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Ice breakers (4)Ice breakers (4)

If you had to move to an uninhabited island, what If you had to move to an uninhabited island, what 33 things things

would you take with you and why? would you take with you and why?

(food and water are provided)(food and water are provided)

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EnergizersEnergizers

After lunch or late in the afternoon, participantsAfter lunch or late in the afternoon, participants

may become lethargic and unmotivated.may become lethargic and unmotivated.

Revitalise their energy with a Revitalise their energy with a brief fun activitybrief fun activity

(either physical or not) that gets learning moving!(either physical or not) that gets learning moving!

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Techniques used in MAC ModulesTechniques used in MAC Modules

BrainstormingBrainstorming Case StudyCase Study Comment CardsComment Cards DemonstrationDemonstration Drawing / illustrationDrawing / illustration EnergiserEnergiser Gallery walkGallery walk

Group FeedbackGroup Feedback Observation & FeedbackObservation & Feedback ReflectionReflection Role-playingRole-playing Rotating RolesRotating Roles Silent or Out-Loud Silent or Out-Loud

ReadingReading Story TellingStory Telling

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BrainstormingBrainstorming

Give participants a topic or a question. Give participants a topic or a question. Ask them to think about as many items related to the Ask them to think about as many items related to the

topic or question that they can.topic or question that they can. Write down all their responses (no wrong answers).Write down all their responses (no wrong answers). Guide learners to determine the best ideas Guide learners to determine the best ideas

presented.presented.

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Case studyCase study

This technique provides participants with a This technique provides participants with a

description of an event, incident, or situationdescription of an event, incident, or situation

related to the subject under discussion.related to the subject under discussion.

Participants Participants analyseanalyse the case and the case and reportreport

their findings to the entire group.their findings to the entire group.

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Comment cards for shy participantsComment cards for shy participants

Hand out cards to all participants at the beginning of Hand out cards to all participants at the beginning of the session.the session.

Participants can write comments on the cards and Participants can write comments on the cards and hand them to the trainer at any time.hand them to the trainer at any time.

Address the questions / concerns with the group or Address the questions / concerns with the group or privately, if necessary.privately, if necessary.

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DemonstrationDemonstration

Ask participants to practise a new skill by Ask participants to practise a new skill by

showing what they have learnedshowing what they have learned to the to the

rest of the group. Such demonstrationsrest of the group. Such demonstrations

allow learners to “try out” new learning. allow learners to “try out” new learning.

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Drawing / illustrationDrawing / illustration

Some participants learn best throughSome participants learn best through

visual activities. Consider visual activities. Consider illustrating aillustrating a

conceptconcept through a drawing rather than through a drawing rather than

explaining it in words, or ask participantsexplaining it in words, or ask participants

for a volunteer who could for a volunteer who could

illustrate what you have illustrate what you have

verbally taught in a drawing. verbally taught in a drawing.

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Gallery walkGallery walk

Post items for participants to review around the training room. Post items for participants to review around the training room.

Participants walk around the room reviewing the displayed items or Participants walk around the room reviewing the displayed items or answering a question. answering a question.

Ask participants to record their observations or answers for each item.Ask participants to record their observations or answers for each item.

Have participants complete an activity Have participants complete an activity at each stop, or contribute to each at each stop, or contribute to each item in some way.item in some way.

Reconvene and discuss.Reconvene and discuss.

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Group FeedbackGroup Feedback

After a demonstration or observation (role-playing, After a demonstration or observation (role-playing, video), ask for feedback. video), ask for feedback.

Feedback Feedback should not be judgementalshould not be judgemental or negative or negative about other participants’ performances. about other participants’ performances.

Feedback helps participants recognise their Feedback helps participants recognise their strengthsstrengths as well as as well as areas needing improvementareas needing improvement. .

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Profile Cards: Mini case studiesProfile Cards: Mini case studies

Pass out the case studies to groups.Pass out the case studies to groups.Allow time for discussion and analysis.Allow time for discussion and analysis.Reconvene to discuss what they have Reconvene to discuss what they have

found.found.

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ObservationObservation

Participants observe an activity. Participants observe an activity. Once the activity is concluded, they Once the activity is concluded, they

provide feedback on positive and provide feedback on positive and negative behaviors.negative behaviors.

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Reflection (1)Reflection (1)

Reflection allows participants to stop and Reflection allows participants to stop and think about what they have experienced.think about what they have experienced.

Reflection helps Reflection helps participants synthesise participants synthesise new material and new material and connect it to their connect it to their own experiences.own experiences.

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Reflection (2)Reflection (2)

Ways to encourage reflection:Ways to encourage reflection:Give participants specific questions to consider, and haveGive participants specific questions to consider, and havethem:them: Write down their thoughtsWrite down their thoughts Discuss what they have learned with other participantsDiscuss what they have learned with other participants Illustrate what they have learned in a drawing Illustrate what they have learned in a drawing Make a plan on how to apply the new skills or knowledgeMake a plan on how to apply the new skills or knowledge

Reflection helps participants Reflection helps participants synthesise new material and synthesise new material and

connect it to their own experiences.connect it to their own experiences.

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Role Playing:Role Playing:

One person plays the role of the clinicianOne person plays the role of the clinicianand another person plays the role of theand another person plays the role of theclient. client.

The group observes The group observes and providesand providesfeedback on their feedback on their performance. performance.

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Silent or Out-Loud ReadingSilent or Out-Loud Reading

Some people can learn best by Some people can learn best by reading text.reading text.Consider incorporating brief periods of Consider incorporating brief periods of silent or out-loud reading into your silent or out-loud reading into your trainings. trainings.

Make reading fun and encourage active reading byMake reading fun and encourage active reading byproviding a means for participants to interact with theproviding a means for participants to interact with thetext (e.g., graphic organizers, questions to answer, ortext (e.g., graphic organizers, questions to answer, orspace for note-taking).space for note-taking).

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Storytelling (1)Storytelling (1)

Narrate a story. Narrate a story. It could be personal, fictional, a It could be personal, fictional, a parable, an allegory, a fable, etc. parable, an allegory, a fable, etc.

Use the story as a way to open Use the story as a way to open a discussion,a discussion,engage participants, share engage participants, share experiences, pose and / or solve experiences, pose and / or solve problems, and aid understanding. problems, and aid understanding.

Create the Proper Create the Proper EnvironmentEnvironment

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The training roomThe training room

Room temperature, light, noise, etc.Room temperature, light, noise, etc.Sitting arrangementsSitting arrangementsAudiovisualAudiovisualResourcesResourcesMaterialsMaterialsWater, tea, coffee, & snacks Water, tea, coffee, & snacks W.C. locationsW.C. locations

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The training room: Seating The training room: Seating arrangements for a lecturearrangements for a lecture

1 2

3

= Trainer

= Participants

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The training room: Seating The training room: Seating arrangements for working groupsarrangements for working groups4 5

6

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Know your materials!Know your materials!

Review the module content and Leader’s Review the module content and Leader’s Guide or ManualGuide or Manual

Resources needed for the trainingResources needed for the trainingLogisticsLogisticsTimeframeTimeframePre-post assessmentsPre-post assessments

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Know your audience! (1)Know your audience! (1)

Adapt the training activities to the Adapt the training activities to the

number, knowledge/skills, and culturenumber, knowledge/skills, and culture

of the training participants.of the training participants.

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Know your audience! (2)Know your audience! (2)

How to assess participants’ previous knowledge:How to assess participants’ previous knowledge: Pre-assessment on-the-spotPre-assessment on-the-spot Ask questionsAsk questions

Reduce anxiety among participants!Reduce anxiety among participants! The assessment evaluates the effectiveness of The assessment evaluates the effectiveness of

the training, not the individual’s knowledgethe training, not the individual’s knowledge Assessments are completely confidentialAssessments are completely confidential

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Required materialsRequired materials

AgendaAgenda

Leader’s guideLeader’s guide

Participant’s workbooksParticipant’s workbooks

Presentation (audiovisual or paper)Presentation (audiovisual or paper)

Sign-in sheetsSign-in sheets

Pre-post assessmentsPre-post assessments

Training satisfaction surveyTraining satisfaction survey

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Recommended materialsRecommended materials

White board and markersWhite board and markers

ProjectorProjector

Laptop or desktop computerLaptop or desktop computer

Name tagsName tags

Certificates of completionCertificates of completion

Water, tea, coffee, snacks, etc.Water, tea, coffee, snacks, etc.

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LogisticsLogistics

Take care of issues such as:Take care of issues such as:

Participants’ transportation needsParticipants’ transportation needs Directions to the training center & roomDirections to the training center & room Posting signs for the trainingPosting signs for the training Getting your participants’ contact information Getting your participants’ contact information

to send certificates, follow-up forms, etc.to send certificates, follow-up forms, etc. Getting directions to W.C. (toilets)Getting directions to W.C. (toilets)

During the TrainingDuring the Training

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Once participants are present (1)Once participants are present (1)

1.1. Welcome participants and introduce Welcome participants and introduce yourself.yourself.

2.2. Distribute name tags.Distribute name tags.

3.3. Ask participants to complete the pre-Ask participants to complete the pre-assessment. Allow about 10-15 minutes assessment. Allow about 10-15 minutes to complete this task.to complete this task.

4.4. Collect pre-assessments.Collect pre-assessments.

Continued

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Once participants are present (2)Once participants are present (2)

4.4. Explain your role in this training and Explain your role in this training and your experience in substance abuse your experience in substance abuse treatment. treatment.

5.5. Ask participants to introduce Ask participants to introduce themselves (if 20 participants or less)themselves (if 20 participants or less)

6.6. Present the agenda (handouts)Present the agenda (handouts)

7.7. Start the training Start the training

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Once the training is over (1)Once the training is over (1)

1.1. Make sure you answer all participants’ Make sure you answer all participants’ questionsquestions

2.2. Ask participants to complete the Training Ask participants to complete the Training Satisfaction SurveySatisfaction Survey

3.3. Ask participants to complete the post-Ask participants to complete the post-assessmentassessment

4.4. Collect surveys and post-assessment formsCollect surveys and post-assessment forms5.5. Provide your contact information and a follow-Provide your contact information and a follow-

up plan for questionsup plan for questions6.6. Thank participantsThank participants for their timefor their time

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Questions and Comments ?Questions and Comments ?