module 1 eu water framework directive, relation of wfd with daughter directives, rbmp planning,...

Module 1

EU Water Framework Directive, Relation of WFD with Daughter Directives, RBMP planning, Water Bodies, Typology, Characterisation

ANTALYA Training of Trainers Session 01/12/2014 - 05/12/2014

DAY 1 Monday / December 1, 2014

PRESENTATION 1 / 60 min

WELCOMING AND INTRODUCTORY, ICE-BREAKING ACTIVITIES SESSION

Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE

Prepared & Presented

By

Ibrahim Mammadzadeh

Training Skills Expert

Ankara – November 2014

Module 1 EU Water Framework Directive, Relation of WFD with Daughter Directives,

RBMP planning, Water Bodies, Typology, Characterisation ANTALYA Training of Trainers Session 01/12/2014 - 05/12/2014

Content

DAY 1 PRESENTATION 1 Topic: CROSS-CHECK QUESTIONING FOR MUTUAL

ACQUAINTANCE Introduce the trainers and participants to each other Define the participants’ expectations of the overall ToT course Present the TS Trainer’s Golden Paragraph to participants Provide suggestions for effective participation in the TS Training of

Trainers sessions and discuss its (training methods, techniques and materials used and other, etc.)

PRESENTATION 2Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW Introduce the goal of the training and the overall TS ToT unit

objectives Describe the importance of a training needs assessment Explain the importance of standards and guidelines Summarize how to conduct a training needs assessment Develop tools for a training needs assessment Describe how to write a training needs assessment report

DAY 2PRESENTATION 3Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION

AND SCHEDULE/AGENDA Determine the trainee’s needs Discuss the TS ToT sessions content Discuss the TS ToT schedule and agenda Supersets and talk show circuits for Modules 1 Module 1: Group discussions for Curriculum Development

DAY 3 PRESENTATION 4Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE Demonstrate the four types of role-play Demonstrate a variety of advanced brainstorming techniques Demonstrate how to develop a case study Demonstrate the technique of mind mapping Demonstrate the use of advanced lecture techniques Demonstrate the use of advanced discussion techniques Demonstrate the use of games and experiential learning exercise

Content

Introduce the trainers and participants to each other Define the participants’ expectations of the overall Training of Trainers course Present the Training Skills Trainer’s Golden Paragraph to participants Provide suggestions for effective participation in the Training Skills Training of Trainers sessions and discuss its (training methods, techniques and materials used and other, etc.)

DAY 1 PRESENTATION 1Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE


Greet participants & introduce yourself

HelloShow your hobby ……… no commentsMy name is ……… (name tags)Welcomes everybody ………. and explains 1 day session


Training Skills Trainer’s Golden Paragraph

Name : Ibrahim Mammadzadeh

Profession : Water Education & Training

Years of Experience : 17 Years the Training & Teaching at the Moscow State University, Warsaw University of Technology, Istanbul

Technical University, Oklahoma State University, CDC New Delhi, Lovanium International Management Center, Training Center at the Islamic Development Bank, Jeddah, FIDIC Middle East Contract User Conference, Dubai

Education : PhD/DSc, Environmental Economics, Warsaw University of Technology, Poland, 1989, Fellowship, British Council, Preussag AG, Germany, 1999; METI/JCCP, Japan, 2002; Lincoln University/Cochran/SABIT, USA, 2003

Experience Record : 1992 – to present time: Senior Consultant of EU FWC, the World Bank, UN-funded projects for government of many countries: Afghanistan, Albania, Azerbaijan, Czech Republic, Georgia, Iran, Iraq, Kazakhstan, Kyrgyzstan, Malaysia, Moldova, Pakistan, Romania, Russian Federation, Sudan, Tajikistan, Turkey, Turkmenistan, UAE, Ukraine, Uzbekistan

Membership : International Water Resources Association, USA, 1997 International Project Management Association, Netherlands, 1999 Global Water Partnership, Sweden, 2001 International Federation of Consulting Engineers, FIDIC, Switzerland, 1998

Publications : more 100 technical papers and four monographs such as “Water & Market”, 2000, Russian Federation; “Project Analysis”, 2003, Azerbaijan; “Azerbaijan National Infrastructure Development: Review and Future Directions”, 2009, Switzerland; “Azerbaijan Infrastructure Sector Projects: Investment Efficiency & Performance”, 2014, USA


Define Participants expectations of the training courses and provide suggestions for effective participation in advanced ToT course

Who am I & Who are you …… What’s your favourite colour …… Tell a piece of good news ……. something that happen lately Great expectations ……. some idea on session, 1-2 things expect

What do you hope to accomplish during this course?Do you anticipate any difficulties during the course?What will you miss at home/work?How do you think this training will help you at work?

Skills profile part 1 …… participant’s skills - what learnt so far & what know Skills profile part 2 …… filling in skills profile ……. handout copied Summarizing and giving Feedback


Handout Sample for Participant’s Introduction and Expectations

PhotoName:Address:Age:Family background:

What is the most positive thing about you? How did you get involved with this ToT?

What learning programme/activity do you take part in? How did you take up/start this course/activity?

What do you like most about it? What are you good at? What are your hobbies?

What are your plans for the future? What else would you like to do?

How could we involve/motivate others? Any comments, any remakrs?

DAY 1 PRESENTATION 1Topic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCEHandout Sample for Participant’s Introduction and Expectations, cont’d

skills Work related skills

level

Interpersonal communication

Very goodGoodNot too goodNot relevant

Written communication

Administration

Accounting

Organizational

IT

Foreign languages

Very goodGoodNot too goodNot relevant

HRD

Program management

Leadership

Team working

Teaching

Personal responsibility self management


The overall goal of the advanced Training of Trainers (ToT) course is

to further develop the training skills of trainers for implementation of EU Water Framework Directive and preparation of River Basin Management

Plan to ensure proper implementation of Water Framework Directive and increase the capacities and efficiencies of Basin Management

Committees

The objective of TS ToT is

to provide the transfer of knowledge and skills to trainees who will train and/or to teach people who will be implemented WFD and RBMPs

in Turkey


ToT Outcomes by the end of this course, Participants will be able to:

1. Describe and demonstrate competency-based training techniques;2. Develop training needs assessment tools;3. Develop training plans, course materials (goals and objectives, course outlines, training materials, pre- and post-tests);4. Develop and demonstrate the use of checklists;5. Describe and demonstrate a variety of advanced training methodologies;6. Describe how to conduct training follow-up; 7. Describe 2 levels of training evaluation; 8. Describe how to evaluate a training experts or consultants.


Historical Excursion to Turkish RBMP’s experience 1989 – Sakarya River Basin Development Plan, DSI/ITU/NATO 1992 – Euphratus River Basin Action Plan, DSI 1993 – Aras River Basin Action Plan, DSI 2000 – Regional WM Project, Kura River Basin Development Plan, USAID 2001 - Capacity Building Support to the Water Sector TR06-IB-EN-01, EU 2003 - Implementation of the Water Framework Directive (MATO1/TR/9/3), EU 2003 - Technical Assistance for Environmental Heavy-Cost Investment Planning (Tr/0203.03/001), EU 2007 - Pollutant Release and Transfer Register (PRTR) Project, UNEP 2010 - Training of trainers in the field of the Water and Environment acquis, EU 2011 - WFD Implementation: the Draft National Implementation Plan, ORSAM 2012 - WFD Implementation for Maritza/Ergene,Büyük Menderes River Basin, Konya Endorheic Basin, Susurluk River BasinSource: MoFWA, Turkey, 2014


Lessons learned from previous ToT projects implemented

Inadequate resources such as venues, staff time, materials available for

implementation of training programme Trainees were unable to attend neither all training courses nor carry out future

training at river basin level due to planning clashes with their regular duties. The available contact hours provided by the ToT project were too few to cover

all subject matter The time planned for preparation of the courses was insufficient Weak involvement of representatives from stakeholders to ToT activities National Implementation Plan for WFD carried out largely in line with original

planning, both during and beyond the project duration


References

1. http://www.euwfdimplguide.org2. http://www.eeb.org3. http://www.evd.nl4. http://www.equitas.org5. http://www.pathfind.org6. http://www.trainingdesign.com7. http://www.nationalqualitycenter.org8. http://www.raisingvoices.org

http://www.euwfdimplguide.org/

http://www.euwfdimplguide.org/

http://www.eeb.org/

http://www.evd.nl/

http://www.equitas.org/

http://www.pathfind.org/

http://www.trainingdesign.com/

http://www.trainingdesign.com/

http://www.nationalqualitycenter.org/

http://www.raisingvoices.org/

Module 1


DAY 1 Monday / December 1, 2014

PRESENTATION 2 / 60 min

WELCOMING AND INTRODUCTORY, ICE-BREAKING ACTIVITIES SESSIONTopic: CROSS-CHECK QUESTIONING FOR MUTUAL ACQUAINTANCE

Prepared & Presented By

Ibrahim Mammadzadeh Training Skills Expert

Ankara – Aralık 2014

DAY 1PRESENTATION 2 Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW

Content

Introduce the goal of the training and the overall TS ToT unit objectives Describe the importance of a training needs assessment Explain the importance of standards and guidelines Summarize how to conduct a training needs assessment Develop tools for a training needs assessment Describe how to write a training needs assessment report


Training Needs Assessment (TNA) identifies gaps between how RBMPs are currently performing and how it should to perform in accordance with EU WFD. Root causes of identified gaps can be linked directly to the absence of one of the five key performance factors:

1. Clear job expectations; 2. Clear and immediate performance feedback; 3. Adequate physical environment, including proper tools, supplies, and workspace; 4. Motivation and incentives to perform as expected; and5. Skills and knowledge required for the job.

Training course can address only the fifth key performance factor. The clear TNA can assist trainers to decide if a training intervention is appropriate to address an identified gap.


Session Duration

Introduction to Training Modules

Designing the Training Session

Pre - planning the TOT

Sequencing of the Training Modules

Developing and Presenting the Work Plan

Conclusion and Evaluation


DESIGNING Training Session – SEVEN STEPS OF PLANNING

1. WHO is the course designed for? How many people will come?

2. WHY do these people need training?

3. WHICH For? What do you hope the participants/organization/community will gain from the training? What, realistically, do you hope the training itself will achieve? What do you hope will change as a result of the training?

4. WHEN will the training be conducted? Think about this in relation to participants’ commitments. Would a block of time be most appropriate, or a series of individual sessions? How long is the course going to be?

5. WHERE will the training be conducted? Think about the venue.

6. WHAT will the course cover? Bearing in mind the above – the participants, the needs of the institution, and the constraints of time – brainstorm a list of topics/issues you want the course to address.

7. HOW will the sessions be run? Think about the training methods you might use. What methods are likely to be the most effective way of conveying the different topics you want to cover?

DAY 1PRESENTATION 2Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW

The programme of your training course

The programme of your training course

MethodologyMethodology

How do I put my approach into practice?

How do I put my approach into practice?

Educational ApproachEducational Approach

Why do I do what I do?Why do I do what I do?

Your self-perception as educator

Your values

The role(s) of a trainer

Your understanding of

trainingYour vision on

education

Your understanding of communication and

social interaction

Your concept of learning

Which type(s) of methods you

chose?

How do you relate to your participants?

How do you facilitate group

dynamic?

Role(s) of your participants in the training?

How do you put your understanding of

learning into practice?

From an educational approach to a training program design

Training of Trainers for European Youth Projects


What is Training ? A planned and systematic effort to modify or develop knowledge, skill and attitude to achieve effective/satisfactory performance to fulfill organizational goal. Its purpose in the work situation is to enable a person to acquire abilities in order that he or she can perform adequately a given task.

What is Knowledge ?Knowledge is awareness or understanding of information such as fact, concepts and principles which are needed.

What is Skill ?A skill is what a performer be able to do. To bring knowledge into practice.

What is Attitude ?An attitude is a state of mind or feeling in regard to some other.An attitude determine how a person tends to behave.An attitudes are very difficult to define precisely but very important to understand.Changing attitude is very much slower.


Training vs Education

In terms of precision, Training usually involves the acquisition of behavior, facts and ideas that are more easily defined in specific job context. Training is more of job-oriented than person-oriented. Education is on the other hand is more person-oriented. It has a broader process of change and its objective are not focused to precise definition.

Training is related to minimizing individual differences. In training the learning of specific behavior implies a certain degree of uniformity within the limits set by individual differences. By contrast education is attempting to increase the variability of individual differences by teaching such a manner that each individual comes to behave in a way which is particular to him.

Differences between training and education can also be identified with respect to course or program content. Training aims to provide knowledge and skills and to inculcate the attitude which are needed to perform specific task. Education usually provides more theoretical and conceptualframework designed to stimulate an individuals analytical and critical ability.

Finally the effects of training, education and development can be considered on a time scale. The changes brought about by training are often observable in the short term. Where as education and development are more likely to show their influence in the longer term and possibly in more profound way.


What is Learning ?

Learning connotes observable change in behavior Learning refers only to those behavioral changes which are

relatively permanent in nature Learning results from experience and practice; the

experience or practice needs reinforcement to be able to lead learning occur

Process where by individuals acquire knowledge, skills and attitude through experience, reflection, study or instruction


4 steps to Learning SO WHAT ?People who are skilled at a certain task are often the worst people to train others to perform that task. They have become unconsciously competent so they are only able to pass information that they have conscious access to, which is only part of knowledge required for the skill. As a minimum, someone who is trained to model the skill and then structure the learning experience should facilitate session.

Unconsciousincompetence

Consciousincompetence

Consciouscompetence

Unconsciouscompetence


Principles of Learning Differentiation Motivation Involvement Readiness Reinforcement Intensity Association Distribution Effectiveness Capacity

Principles of Training Job/work improvement Social relationship Physical environment Structure or organize Clarity Speed Feedback Relevance to the future Relevance to the practical

experience


Trainer’s Guide is divided into three main sections:

Pre-Training Information - here you will find an overview of the trainer development process, guidelines for managing the TOT process, the Trainer Competencies Chart, and other pre-training information.

Training Text includes pictures of the slides, talking points, activity instructions, worksheets and other guidelines to help you deliver the training.

Appendices include a list of references as well as copies of resources provided in the appendices of the Participant’s Guide.

Participant’s Guide includes two main sections:

Training materials include pictures of all the slides in the TOT, as well as worksheets participants will use during the training.

Appendices contain additional resources and reference material to help trainer candidates develop the competencies to become certified trainers.


Training Need Assessment (TNA) aims to identify providers’ gaps in Knowledge, Attitudes and Skills (KAS) between the present performance and the desired performance.

Discrepancy between what exists and what is needed is often stated in terms of what is necessary to perform a job or series of tasks.

The baseline/criteria often used to identify the desired performance are: Job descriptions, and National standards and guidelines.Once the KAS standards are determined, a TNA is conducted to identify providers’ gaps in KAS: Knowledge, which consists of the information and understanding necessary to

perform a job or task;Attitudes, which consist of the opinions and beliefs associated with performing a job

or task. Skills, which consist of the practical, hands-on activities necessary to perform the job

or task.


Identify Desired Performance Define performance in specific and

measurable terms. The purpose of this review is to identify the general knowledge, skills, and attitudes required to do the job. Good definitions of performance have the following qualities:

They state the accomplishments and/or behavior of the performer;

They are observable; They are measurable; They can be agreed upon by

independent observers; They give a clear, unambiguous, yes-or-

no answer to “Do they or don’t they?”; They are under the control of the

performer.

Identify Actual Performance

In the previous stage, the team defined desired performance in specific and measurable terms. Using those same indicators and measures, assess what knowledge, skills, and attitudes providers currently possess (the current, or actual, performance).

Decide on methodology, Develop assessment tools, Collect the data, Compile the data, Analyze the data, Conduct a cause analysis, and Identify possible performance

improvement solutions.


Steps to Conduct the TNA

Step 1: Identify the problem. To identify the problem, the desiredperformance must be determined andcompared to the actual performance.

Step 2: Decide on methodology.Who or what should be assessed? Samplesize? What methods should be used? Analyze answers to personal

questionnaires. Interview key persons. Conduct focused workshops with staff in charge of providers/facilities where training will be conducted. Review recent key publications. Observe working practices and conditions.

Step 3: Decide on the assessment tools to be used and develop themWhat tools will be used? Interview? Groupdiscussion? Questionnaires?

Step 4: Data collecting. Who should collect the data? Time allocation?Who should supervise?

Step 5: Data analysis and presentation.Appropriate analytical methods (qualitative and/or quantitative) should be selected.

Step 6: Causal analysis andrecommendations. Do a causal analysis to determine if poorperformance is linked to the absence ofKAS or other root causes. What training is needed?


Developing appropriate tools is a very important step in the process ofdesigning a TNA. A good tool will accurately measure what should bemeasured. Depending on the objectives of the needs analysis, anappropriate tool must be selected and/or created.

Such tools might include:

Questions for focus group discussion, Case study, Checklists for IWRM/RBMP implementation monitoring or record keeping, Sample forms for facility/ equipment assessment or inventory. An interview with a IWRM/RBMP stakeholder.

DAY 1PRESENTATION 2Topic: TRAINING SKILLS TRAINING COURSE OVERVIEW Once the data has been analyzed, a report should be written which includes:

Overview: A brief overview of the purpose, objectives and results of the TNA.

Description of the Process: Describe the entire needs assessment process, including the purpose, the method(s) used to collect information, and the people involved.

Summary of Results: In this section the data should be clearly and concisely presented and should highlight any significant patterns or results.

Preliminary Conclusions: Describe the analysis of the data and focus on key issues that you have observed. Explain what conclusions you have made and why.

Recommendations: Make recommendations regarding the training. Address the most critical issues or training areas first. Identify training issues, being clear about how the program should be implemented, who should be involved, and how, when, and where the training should take place.

Potential Barriers: Offer suggestions of potential barriers and possible solutions.


TNA/KAS-based trainee’s needs determination process includes:

1. Questioning the trainees by handouts focusing on KAS assessment

2. Understanding training process3. How and where to apply

traditional and participatory approaches

4. Thrust on User Need Basis and Participatory Approach

5. Participatory Training and Learning Process

6. Knowledge of Learners

SOME GUIDELINES Training is not learning. The trainer has to learn for himself,

through his own initiative and activity. The trainer can only guide the

trainees activity in a way that leads to a good learning experience.

The trainer can develop suitable environments desired to produce an effective learning (curricular, co-curricular and extra-curricular) experience.

Trainee’s reaction with the environment is expected to bring about a change in behaviour.

The trainer is the key factor, as on him depends the planning of the learning situation for achieving the desired result.


Training Course is on the basis of the outcome of TNA that the course contents and their sequencing is to be outlined. As regards the subject matter to be covered under each course, the trainer should make use of different types of materials according to own experience, the expertise of subject matter specialists and experience sharing with fellow professionals.

Once the material on the subject matter has been collected through different sources, the next step, to design the course contents, is to determine the sequence of lessons in a particular course. Such sequencing can be made on the basis of some major criteria like job performance order, logical order and psychological order.

While determining the sequence of tasks, some of the considerations to be kept in mind are:

Easily learned tasks should be placed early in the course. Broad concepts and technical terms which have applications throughout the course should be introduced at an early stage. The concept or skill in the task which is most likely or most frequently to be used should be properly placed in the course contents. The task which is difficult to learn and the elements and concepts in areas where transfer or related skill is not likely to occur should not be ‘overloaded’ in the course. Complex or cumulative skills should be placed relatively late in the course sequence.


The contents of a training course have to be designed in accordance to the set goal ofthe training programme and also as per training needs of the target group. This can bedone by adoption of measures mentioned below:

List the expected level of change in the knowledge, attitude and practices of the target group perceived to be the effect of the training.

Prioritize the aspects that make up the subject matter.

Select relevant topics that should be included in the contents.

List priority-wise topics.

Specify component based structure of the course contents.

Identify the items of knowledge input for each topic and sub-topic.


SO WHAT ?

Knowing what you want

makes it far easier to

achieve. Successful people

know this intuitively and use

simple formula to turn their

goals into reality. You can

copy this formula to get the

results you want.

Formula of SUCCESS

PositiveUnder your controlReal (you can see, hear,

feel, taste/smell it)Ecological (no side

effect)

Module 1


DAY 2 Tuesday / December 2, 2014 PRESENTATION 3 / 90 min

WELCOMING AND INTRODUCTORY, ICEBREAKING ACTIVITIES SESSIONTopic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND

SCHEDULE/AGENDA



Ankara – December 2014

DAY 2PRESENTATION 3Topic: DISCUSSION ON THE CONTENT OF TS TRAINING SESSION AND SCHEDULE/AGENDA

Content

Determine the trainee’s needsDiscuss the TS ToT sessions contentDiscuss the TS ToT schedule and agendaSupersets and talk show circuits for Modules 1 Module 1: Group discussions for Curriculum Development (training

methods, group work, field visits, hands-on, interactions, cases)


Developing the Action Plan

One of the essential requirements of an action plan for a training programme is that itshould be based on the following points:

Proper scheduling of training activities. Well specified purpose. Clearly specified course contents. Adequately listed training materials and equipment. Identification of qualified resource persons. Selection of appropriate training methods. Deciding the approach of involving trainees in different training activities. Listing the critically practical assignments for the trainees. Systematically designed evaluation plan of the training, both during and after the training course.


Time Title Materials8:00 - 9:00 Module 1. Introduction to ToT Presentation Slides

9:00 - 10:30 M1.1. Model for Creating Effective ToT Presentation Slides, PublicationsTool Hunt Handout

10:30 - 11:00 Break

11:00 - 12:30 M1.2. Performance Measurement Quiz, Indicator WorksheetData Collection Worksheet

12:30 - 1:30 M1.3. Box Lunch – Group Work

1:30 - 4:30 M1.4. Individual ToT Design and Practice; Interactive Round Table Discussions

Training Design Worksheet,Faculty Notes Form, includeCompleted Sample/Template,Feedback Handout,Presentation Skills Form


Workout Structure: Supersets

Participants “superset” between many different exercises throughout the session. The following is an example:

Describe your work obligations and which skills you have applied. Why is it important to you? Which aspect of your work performance do you enjoy the most? Which aspect do you dislike the most? What do you think you are best at? What aspect of your work would you like to know more about? If you had a choice, which aspect of “RBMP" would you like to specialize in and why?

Module 1


DAY 3 Tuesday / December 2, 2014 PRESENTATION 4 / 90 min

WELCOMING AND INTRODUCTORY, ICEBREAKING ACTIVITIES SESSIONTopic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE



Ankara – November 2014

DAY 3 PRESENTATION 4Topic: INTRODUCTION TO TS TRAINING COURSE GUIDELINE

Role-play is a good method for teaching attitude, counseling skills, and sometimesproblem-solving. There are 4 Types of Role-Plays1. Scripted Role-Play uses a script that is prepared ahead of time to conduct therole-play.2. Coaching Role-Play involves the trainer, other role-players, and Participants. The trainer demonstrates a skill while including others in asking and answering questions about the demonstration. 3. Spontaneous Role-Play is used by the trainer during a general discussion todemonstrate an approach or a way to handle a situation. Rather than being planned,it occurs to the trainer “spontaneously” as he or she is facilitating a discussion.4. Rotating Trio Role-Play gives each person in a group of 3 a chance to play adifferent role. The role-play consists of 3 different rounds. Each round may be thesame and acted out in a different way or a different scenario can be created for eachround. The third person in a group often acts as an observer who comments on therole-play.

The term brainstorming has gained common usage in the English languageas generic term for creative thinking.

The concept of brainstorming is a generating of ideas in a group situation based on the principle of suspending judgment - a principle which scientific research has proved to be highly productive in individual as well as group effort.

The generation phase is separate from the judgment phase of thinking.


There are many variants of brainstorming, although the basic rules are the same.

Classic Brainstorming: The purpose is to bring out as many ideas as possible, as quickly as possible, without censoring them. Rawlinson Brainstorming: The facilitator describes the problem and then tells ways s/he has used to solve the problem that have failed. The facilitator then asks Participants to offer other solutions. Imaginary Brainstorming: Brainstorm imaginary solutions to an imaginary problem and then apply these solutions back to the real problem. Trigger Brainstorming: Define the problem and have each Participant write down a list of solutions. Have the first Participant read his or her list of solutions and then pass the list to the next person. Have the next person add any solutions on his paper that were not already mentioned and then pass the paper to the next person. The idea is that one person’s list will “trigger” new ideas for the next person.


There are several variations of trigger brainstorming: Using “idea cards.” Each person, using Post-it notes or small cards, writes down ideas, and places

them next to the person on his or her right. Each person draws a card from their neighbor’s pile as needed for inspiration. When a person draws a card, he or she adds a new idea to the card and passes it along.

“Brainstorming pool,” where each person, using Post-it notes or small cards, writes down ideas and places them in the centre of the table. Everyone is free to pull out 1 or more of these ideas for inspiration. Team members can create new ideas, variations or add on existing ideas.

Brain Writing 6-3-3: Each person is given a worksheet with a problem statement on the top. Each person writes 3 solutions on the first line of the matrix and passes their worksheet to the person on their right. Each person adds 3 more ideas to the new sheet and passes it on. If 6 people fill out the worksheets there will be a total of 108 ideas generated by the end of the process.

Reverse Brainstorming: This requires a significant level of effort analyzing a final short-list of existing ideas. Examining possible failures works very well when an idea is very new or very difficult to implement.

Brainstorming consists of a conventional brainstorming session that is applied to questions such as, “What could go wrong with this project?” For example, staff would like to increase the number of water users. They brainstormed a long list of ideas and then discarded many. Now they are down to only a few good ideas they might like to try. They use “reverse brainstorming” to identify what might go wrong with each of these ideas.


What is a Case Study?Case study is a training method that refers to a realistic account of a problem and how it is handled. It uses problem solving to reinforce Participant’s knowledge. Like other experiential learning activities, it enhances retention, recall, and the application of knowledge to real situations. The primary advantage of a case study is that it focuses on a real situation.

Two Types of Case Study

1. Full Information: In this type of case study all of the relevant information for preparing the case study is given at the beginning.

2. Incremental: Here, the information is given in stages. When the Participant finishes first section of the case study, the section is discussed thoroughly before moving on to the next section.


Guidelines for Writing Case Studies

Write in story form. Create the story and then write what you imagine. Make it as realistic as possible. Using a medical case you are familiar with will make it more realistic. Create characters. Give the characters names that fit the role. In medical case studies, don’t use names that Participants may laugh at. Create some realistic dialogue. This makes the story more interesting and realistic. Provide as many specific details as are appropriate and necessary for the Participants to analyze the case. You may or may not want to provide background information. Include detail that enhances the case study or provides essential information. Don’t include information that

may confuse the Participants or side track them from the main task. Be descriptive. Create a picture in the minds of the Participants. If necessary, describe the character’s emotional state. Make the story easy to follow. Shorter case studies are more easily read and understood. Provide discussion questions or guides for Participant to follow. This guides Participants and prevents time from being wasted. Use both focused and open-ended questions.


How to Use Case Studies in Training Course

Step 1: Provide the case study scenario.Step 2: Tell Participnts what you expect them to learn from the case study. (Give them

the learning objective.)Step 3: Give them time to learn and absorb the details of the study and to think about how they might solve it.Step 4: Guide the group through the discussion of the case study. To do this:Divide the group into smaller groups. Ask each group to select a note taker. Explain to the note taker how you expect things to be arranged on the flip chart. Give out guide questions for the case study. Give the groups time to carry out a discussion and summarize the results.Step 5: Bring the groups together and ask them to present their results.Step 6: Summarize and bring together the results of all of the groups.


Mind Mapping is a form of brainstorming. Just like regular brainstorming, the purpose is to generate as many ideas as possible without worrying about the quality of the ideas. The difference is that in this

form of brainstorming, the ideas are mapped out, rather than written in linear fashion.

There are several ways to do mind mapping:

1. Put two large pieces of flip chart paper together to form a square. You will need a large space to write on.

Write the problem in the center and draw a circle around it.

Identify the major components of the problem by brainstorming, and write each of these on a line coming out

of the circle like the spokes on a wheel.

As the brainstorming about each of these major components continues and becomes more detailed, draw branches off of these lines to record the details.

If you want, add images next to your main line that illustrate what each line means to you. (Some people think better with pictures, others with words).

You can do the brainstorming very systematically from the center outward, one spoke at a time, or jump from

place to place as ideas develop. Ideas that are linked should be recorded off of the same line or near each other.


Cont’d

2. Another form of mind mapping works well when you have 2 main components, such as the advantages and disadvantages of something. In this form of mind mapping the shape of a tree is used with the main topic as the trunk and the 2 main branches as the advantages and disadvantages. It can also be used to map out more than 2 major components, but the space is more limited because of the shape of the tree.

Uses of Mind Maps

Notes. Recall. Creativity. Problem-solving. Planning. Presentations.


Active Knowledge Sharing

A lecturer speaks at the rate of 125-150 words per minute.People can listen at the rate of 400-500 words per minute.People remember 15%-25% of what they hear, 50%-55% of what they hear and see and 80%-85% of what

they hear, see, and do.

Encouraging ParticipationAny discussion or lecture can become much more interesting if Participants participate.Trainer’s behavior can either encourage or discourage participation. Trainers do this through:

Non-verbal Communication: Eye contact, head nodding, posture, body movement, smiling or frowning. Verbal Communication: What you say and how you say it can either encourage or discourage participation. Praise or Encouragement: What you say and how you say it can either encourage or discourage

participation. Use simple words of encouragement like, “I’m glad you brought that up.” “What a good idea.” Or, “Good point.” Accept or Use Ideas: Build on ideas offered by Participants. Accept Feelings: Use statements that show you accept feelings or ask for clarification of feelings.


Varying lecture techniques can increase participation in lectures, increase interest in the subject being taught, andimprove effectiveness of the presentation. Some variations in lecture techniques include:The Card and Chart Technique is a combination of lecture and brainstorming. It’s way to organize brainstormingideas into categories or components. This technique is used in the quality of care framework. A Mock Interview is a useful way to obtain information from technical experts. It can be done several differentways. A volunteer can be given a set of questions to ask the technical expert, or a panel of experts can be set upwith the audience asking questions.The Multiple Choice Lecture is done by giving each trainee 4 pieces of different colored paper. Label each pieceA, B, C, or D. Prepare a series of multiple choice questions related to the lecturette and put each question on atransparency. During the lecturette show the questions as they relate to the content. Ask the trainees to hold upAppropriate piece of paper that relates to the multiple choice answer A, B, C, or D. If a number of trainees give thewrong answer, review the content.Key Words can be used to highlight the important words in a lecture. As you speak, write single key words on aflip chart. The key words should eventually create an emerging content outline. The Cartoon Lecture stimulates interest and helps Participants remember the lecture content. Find cartoons thatrelate to the content of your lecture. Transfer the cartoons to overhead transparencies and use them to illustratekey points from your lecture. Using Examples is a good way to clarify teaching points. Good lectures often contain examples, analogies, andmetaphors.


What is a Discussion?A discussion is an exchange of ideas on a topic of mutual concern, with or without moderation by aleader. It can be totally unstructured and spontaneous, or it can be highly structured. Discussionscan be held in a large group, or the group can be broken into smaller discussion groups.Varying discussion techniques can increase participation in lectures, increase interest in the subjectbeing taught, and improve effectiveness of the presentation. Some variations in discussiontechniques include:Small Group Discussion simply means breaking a larger group into smaller groups todiscuss a topic. After some time the larger group reconvenes to discuss the results oftheir small group discussions.There are many variations of small group discussions. But,there are 3 very useful techniques:

1. The “66” Discussion Technique is a way of structuring small group discussions. Divide Participants into groups of 6. (Groups could have different or similar topics.) Identify one recorder. Allow groups 6 minutes to talk about the issue. Tell the group when there are 2 minutes left, then 1 minute, and suggest they wrap up. Post results on flip charts.


2. Fishbowl involves dividing a large group into two smaller groups. One group forms an inner circle (the fish bowl), where they discuss a topic. The second group forms an outer ring around the fish bowl. The outer ring listens and observes, while those in the fish bowl discuss a topic. After an allotted time, the groups switch places. After both groups have had a chance to be in the fishbowl, the larger group reconvenes for debriefing. A fishbowl can also be used as a technique for role-playing.

3. Teams Rather than dividing Participants into discussion groups, divide them into teams. Ask each team to solve a problem, but make the exercise competitive. An interesting training exercise used to explain definitions is to divide Participants into teams. Use different colored paper for each team and write (or photocopy and paste) the individual definitions on pieces of the colored paper. Put the matching word for each definition on the front of an envelope. Give each team 3-4 minutes to put the correct definition in each envelope. When time is up ask 1 team to read their words and matching definitions. Award a prize to the winning team. After the time is up, ask one team to read their words and match definitions. Award a prize to the winning team.


Group Development: In training, instruction should be the main purpose, but games can also be used.

To break the ice and help people get to know one another. To create a comfortable learning environment. To build group cohesiveness by having Participants work in teams. This collaboration and competition can also stimulate interest and learning. To motivate Participants and generate interest in the topic. To energize Participants during long training sessions.

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