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PARTICIPANT WORKBOOK

Effective Training From Start to Finish

SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

EFFECTIVE TRAINING FROM START TO FINISH

Effective Training from Start to FinishCONTENTS

Effective Training from Start to Finish ii Introduction ii

Introduction 2 Sustainable Management Development Program 2Acknowledgements 2

Effective Training from Start to Finish 3 Session Objectives 3Schedule 3Icon Glossary 3

Introduction to Adult Learning 4 My Training Techniques Action Item List 4Statements about Adult Learners 5Levels of Training 6How Adults Learn 7Key Learning Styles 8The Five Components of Successful Training 10

Creating Effective Training 11 Assess 11Design 18Develop 30Deliver 40Managing the Classroom 50Evaluate 53

ii| SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM


Managing Your Training Program 56 Classroom Preparation Checklist 56Recruiting Instructors 58

Conclusion 59 Congratulations! 60What’s Next? 60

References 61 Resources For Training Adults 61

Appendices 62 Appendix A Glossary of Terms 62Appendix B Sample Mini Needs Assessment Form 66Appendix C Comparison of Visual Aids 67Appendix D Handling Challenging Students 69Appendix E Sample Class Evaluation 73

INTRODUCTION| iii


Sustainable Management Development ProgramDivision of Global Public Health Capacity Development

Center for Global HealthU.S. Centers for Disease Control and Prevention

http://www.cdc.gov/globalhealth/SMDP/

Version 1

iv| SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM

http://www.cdc.gov/globalhealth/SMDP/


SUSTAINABLE MANAGEMENT DEVELOPMENT PROGRAM| 1


IntroductionSustainable Management Development Program

SMDP works with ministries of health, educational institutions, nongovernmental organizations, and other partners to strengthen leadership and management skills and systems to improve public health in low resource countries.Program StrategySMDP strengthens leadership and management skills and systems through—

Integration with country public health priorities Strategic partnerships Technical assistance and training Policy and systems development Advocacy and education Evaluation

For more information, visit http://www.cdc.gov/globalhealth/SMDP/.

Acknowledgements

Training Design Survival Skills for Managers and Trainers. American Management Association, 1999

R. Craig, ed. The ASTD Training & Development Handbook, 4th

ed. New York, McGraw-Hill, 1996

George Davis, Davis and Dean (unpublished)

E. Dale, Audiovisual methods in teaching. New York, Dryden Press, 1954

M. Knowles, The Adult Learner, 5th ed. Butterworth-Heinemann, Massachusetts, 1998

Bob Pike, ed. Creative Training Techniques, Vol 12 Number 10, October, 1999

2| DESIGN

Activity Tip


Mel Silberman, Active Training, 2nd ed. Jossey-Bass/Pfeiffer, 1998



Effective Training from Start to Finish

Session Objectives

At the end of this workshop participants will be able to Describe the five components of successful training Identify the three major types of learners Use learning objectives to focus your training Use techniques to help the learners get the most out of

class Use evaluation tools to measure the effectiveness of

training

Schedule

Day 1 Day 2 Introduction Levels of training The 5 components of successful

training How Adults Learn Assess Design Develop Deliver

Deliver Evaluate Managing your program

Icon Glossary

The following icons are used in this workbook:

TIP: SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

4| DESIGN

Activity Tip


EXERCISE

Introduction to Adult LearningMy Training Techniques Action Item List

My training project:

When I return to workI need to research:1.2.3.4.5.6.7.8.9.10.I need to talk to:1.2.3.4.5.



Statements about Adult Learners

When you prepare to teach a class to adults, you may make some assumptions about how adult learners differ from children or students in academic institutions.What assumptions are you making about adult learners? Answer the following questions.

Why do adults learn?1.2.3.

How do adults learn?1.2.3.

Adult learners:

Bring a great deal of life experience and expertise into the classroom.

Want their expertise acknowledged. Learn best in a relaxed, supportive atmosphere. Need to know why they should learn something. Need to be self-directed. May bring preconceived ideas and habits into training. Become ready to learn when they perceive a need in their

life situation. Are motivated more by internal (self-esteem,

achievement) than external (promotions) factors. Learn best in a climate of mutual respect and trust.

6| DESIGN

Activity Tip


Approach learning to complete a task rather than to learn a subject.



Levels of Training

The Learning Ladder is a model that can help you understand how a learner progresses. It can also help you determine what level of proficiency a learner may require.

The Learning Ladder

Excerpted from an article by George Davis, Davis and DeanUsed with permission

8| DESIGN

Activity Tip

Methods to advance:

Methods to advance:

Methods to advance:

Methods to advance:


How Adults Learn

What kind of learner are you?

Complete the assessment to determine your preferred learning method. Check the statements that are true most often.

True?

1. When I am learning new information I prefer to hear an explanation rather than view a diagram.

2. I learn to spell a new word by repeating the word aloud 3. I’d rather listen to a good lecture or speech than read about the

same material in a textbook or manual.4. I remember a news item better if I hear it on the radio than if I read

about it in the newspaper.5. I follow verbal directions better than written ones.6. I generally prefer websites that have audio capability which allows

me to hear information.7. When I forget someone or something, I usually forget faces but

remember names.8. I prefer simulations, role plays and other ways to practice when

learning.9. I enjoy working with my hands and making things.10. I learn to spell a new word by writing it down. 11. I gesture with my hands when I talk.12. When reviewing material I like to underline or highlight key points.13. I generally prefer websites that have items I can click or try.14. When I forget someone or something, I usually try to remember

where, when or what I was doing at the time.15. When I am learning new information I prefer to view a diagram

rather than hear an explanation.16. I can usually understand and follow directions on maps.17. I learn to spell a new word by imagining how it looks. 18. I remember a news item better if I read it in the newspaper than if I

hear it on the radio.19. I obtain information on interesting topics by reading pertinent

materials.20. I generally prefer websites that have interesting designs and visual

features.21. When I forget someone or something, I usually forget names but

remember faces.

If statements 1 – 7 have the most check marks, you are an auditory learner.If statements 8 – 14 have the most check marks, you are a kinesthetic learner.



If statements 15 – 21 have the most check marks, you are a visual learner.

10| DESIGN

Activity Tip


Key Learning Styles

VisualVisual learners: You may hear:

Think in picturesCreate diagrams of what they hearMay take notes to see the informationNotice the speaker’s body language

I see what you are saying.It’s not clear to me.I’d like to see how….Draw me a picture of that.

Learn best by seeing

AuditoryAuditory learners: You may hear:

Prefer facts, details, clear vocal presentations and audio tapesLike to discuss what they’ve heardNotice the speaker’s voice: the tone, energy, enthusiasm and pace

Sounds good to me.Tell me what you think.Let me hear some of your ideas.Did you hear me?

Learn best by hearing

KinestheticKinesthetic learners: You may hear:

Prefer to use their hands It feels right to me.



Like to participate in groups, work on quizzes, and move about doing several activities at the same timeRelive the sensationNotice the speaker’s actions

I can put my finger on it.It slipped through my fingers.My gut tells me.

Learn best by doing

12| DESIGN

Activity Tip


The Five Components of Successful Training

Successful training does not happen by accident. ADDIE is a common method to deliver training that meets its objectives.

What do you think ADDIE stands for?

A

D

E_____________________D

I


The method is not necessarily linear: as you progress through your project, you may need to revisit earlier steps.


Creating Effective TrainingAssess

If training is the answer, what is the question?

When is Training NOT the answer?

There are many reasons that employees do not perform up to expectations. Lack of knowledge or skill, or a certain attitude could be addressed through training, but it may not be the root cause of the performance problem. If the true cause of poor performance is NOT training, your training will not have the desired impact, and stakeholders will conclude that the training was poorly done. So it is in your best interest to help find the correct solution to the actual problem.

From Creative Training Techniques, 12:10, October, 1999PERFORMANCE PROBLEM POSSIBLE SOLUTIONThey don’t know why they should do it

Show them the big picture and how they fit in it

They don’t know how to do it

Confirm this is true by asking: “Could they do it if their life depended on it?” If they can, then their poor performance is not due to lack of knowledge.

They don’t know what they are supposed to do

Tell them. Ask them to repeat it or demonstrate it so you know they understood it correctly. Also, confirm they have an accurate job description.

They think something else is more important

Help them prioritize

There is no positive consequence to them for doing it

Recognize achievement. Reward and praise appropriate behavior

They are punished for doing what they are supposed to do.

Does the top performer get the ‘reward’ of more work?

14| DESIGN

Activity Tip


There are no negative consequences for poor performance

Do employees get the same salary or raise regardless of performance? Are performance reviews rigorous?

Obstacles beyond their control get in their way

Focus on resolving the obstacle-if possible, involve the employee in determining the solution



INITIAL ASSESSMENTLet us assume that you have determined that there is a training issue.

If you could only ask one question, what would it be?

Ask this first:

COMPREHENSIVE ASSESSMENTConduct a comprehensive assessment to identify the training needs for the appropriate audience.

1. Pinpoint the problem or goal Describe a general profile of the target audience: job titles,

locations, educational level Create a list of stakeholders Identify stakeholder key requirements: location, time frame Identify your primary point of contact Confirm availability of subject matter experts and representative

of the target audience

2. Confirm the problem or goal Interview stakeholders Interview representatives of the target audience Create a general profile of the participants’ managers. (Why?) Interview subject matter experts Review documents Ask Why? multiple times (Ex. ‘Why are reports late?’)

3. Seek solutions Identify possible actions Sift out the training issues Gain consensus on an action plan Determine availability of facilities

16| DESIGN

Activity Tip


NEEDS ASSESSMENT TECHNIQUES

There is a variety of methods that you can use to confirm the problem or goal, identify training issues, and seek solutions.

TECHNIQUE DESCRIPTIONObservation Observe behaviors in the workplace, performing a

specific task, or interacting with specific individualsQuestionnaire Surveys or polls of random or representative sample

of participants, or an assessment of the entire population of the target audience

Key consultation Consultation with a person in a good position to know the performance needs of a particular group, such as member of a professional organization or representative of the service population

Interview Formal or casual meetings with stakeholders, members of the target audience, or representatives of the service population

Group discussion Similar to interview, but focuses on job analysis or other specific themes, using group facilitation techniques, such as brainstorming, or motivating.

Test Form of questionnaire which assesses level of skill or knowledge or specific attitudes

Reports Documents from the workplace which are relevant to the performance being assessed. These can include organizational charts, department reports, and employee personnel records.

Work samples Documents from the workplace that is relevant to the performance being assessed. These can include reports that members of the target audience create, patient charts, standard operating procedures, or written responses to a hypothetical case study that the representative responds to.

Use more than one method to ensure you are getting a clear picture of the situation.



EXERCISE 1: TRAINING NEEDS ASSESSMENT

For the training project that you described on page 1, discuss the following at your table.

Who will you talk to in order to pinpoint the problem?

________________________________________________________

________________________________________________________

Which needs assessment techniques do you want to use to find out more about the training issue?

_________________________________________________________

_________________________________________________________

18| DESIGN

Activity Tip


CONDUCTING A MINI NEEDS ASSESSMENT

Have you ever been told?

“We need a course for X population that is two weeks long. How soon can you do it?”

What did you do?

You can still

1. Pinpoint the problem or goal

2. Confirm the problem or goal

3. Seek solutions

You can still find out: What kind of tasks must the participants perform? What tasks do they do most frequently in their job? What are the most frequent mistakes? Are there currently any obstacles to their

performance? Do they have access to resources and equipment at

their job? Will there be access to resources and equipment at

the training site? How are participants selected? Do the participants know each other? How familiar will the participants be with the subject

matter of the training? What are the ages, sex, or other important

demographic factors of the participants? What are their attitudes toward the training topic?



Are there any time constraints to the training? (ex must be completed by the end of the year, must not last more than 3 days)

See Appendix B for a sample mini needs assessment survey.

20| DESIGN

Activity Tip


Design

LEARNING OBJECTIVES: YOUR KEY TO SUCCESS

Learning objectives

Are a tool to insure you are teaching what is required.Keep your training focused on what the person needs to know, and helps filter out the nice to know.Help you organize your presentation.Help you evaluate the success of your training.

A learning objective describes

What the learner will be able to do What is needed for that to happen How to judge the results

A topic you want to teach usually has between 2 and 5 learning objectives. Beginning your learning objective with a verb will help you stay focused on what you expect the learner to be able to do when training is complete.

The following page contains a table of action words that might be used in learning objectives for different categories of training. The verb you use guides you to suggested training methods.



Learning Objectives Worksheet

from Bloom’s taxonomyCategories of learning Action words and cues Possible training method

Knowledge: recall and memorization

List, define, tell, describe, identify, show, label, collect, examine, memorize, name

Reading assignment, Video, Internet research, lecture

Comprehension: understand information, interpret information, order information, and infer causes

Classify, describe, discuss, explain, express, identify, indicate, locate, organize, recognize, report, restate, review, select, summarize, translate

Reading assignment, Video, Internet research, Workbook, Class exercises

Application: use the knowledge to solve problems, use methods and theories in new situations

Apply, choose, dramatize, employ, illustrate, interpret, modify, operate, practice, schedule, draw, solve, use, write

Classroom demonstration, case studies, group activities, reports, job assignment

Analysis: see patterns, identify components

Analyze, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, question, support, test

Workbook, classroom demonstration, case studies, group activities, exercises, job assignment

Synthesis: use old ideas to make new ones, relate knowledge from several areas

Arrange, assemble, collect, compose, construct, create, design, develop, formulate, integrate, invent, manage, organize, plan, predict, prepare, propose, set up, write

Classroom demonstration, case studies, group activities, job assignment

Evaluation: make judgments, compare ideas, make choices

Argue, assess, choose, compare, conclude, convince, decide, defend, estimate, judge, predict, prioritize, rate, support, evaluate

Classroom demonstration, case studies, group activities, writing assignment

22| DESIGN



Notes


EXERCISE 2: LEARNING OBJECTIVES

Time: 10 minutes

For your training project, write up to 5 learning objectives. Work in your groups for ideas to make sure your objectives are specific enough to develop your presentation and focus on what the learner needs to know.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

24| RECRUITING INSTRUCTORS


LESSON PLANS

Lesson plans are guidelines for your training. You can think of them as the recipe in a cookbook.As you work out the order of topics or lessons, you arrange them in your lesson plan. This is where you begin to record your ideas for delivery method, how long each topic should take, possible sources of information, possible instructors, or required materials.As you develop your lesson plan you may uncover training topics you missed in the needs assessment. This is okay! You may even have to revise your learning objectives as you work with subject matter experts in more depth.

Sample Lesson Plan

Day Topic Objectives Activities Est Time

Possible Instructor

AvailableMaterials

1 Program Introduction

Overview of program Roles &

Responsibilities Administrative Items

Presentation 1 hr Dr. Wurapa Kenya Orientation packetTutors information materials

1 Overview of Ghana Surveillance System

Describe surveillances systems found in Ghana

Describe the structure and function of IDSR, including lab role

Discussion 2 hrs Dr. Afari IDSR Technical GuidelinesUniv/Ghana Presentation Modules

2 Lab Role in Surveillance

Describe the role of the laboratory in public health surveillance systems

Describe the capacity to test for bacteriological or viral agents at the local and central level

Site Visit:1)PH ref lab2)Noguchi (BSL3)3)Regional hosp4)La govt hospital

1 day Dr. Kariuki CDC Case Studies (ex An outbreak of cholera, in Kanchrapara, West Bengal, India)

3 Course Conclusion

Assessment Course closing:-closing ceremony-course evaluation

Written test 2 hrs Dr. Wurapa CDC question databank

Field Assignment

Evaluate Surv System for a disease

Prepare presentation to bring to next course

Take home

Dr. Afari Jordan SS Eval exercise book

APPENDIX E SAMPLE CLASS EVALUATION| 25


You may want to summarize all the materials that you have identified into a list so you can keep track of materials that must be collected or created. This will help you when you begin to develop what you will use in class.

Here is an example of a deliverables list.

Central America Summer CourseDeliverables List

Deliverables Assigned To1. Outbreak response exercise Gloria2. Food borne (>= 100 records) dataset3. Surveillance data set4. Deck of cards: unforeseen events (ex. no phone)5. Outbreak intervention exercise 6. 3 scenarios to guide protocol activity, list of questions, include

potentials bias (maybe include 1 for actual problem exercise) 7. Study Design answer key (job aid: outline of protocol, with table shells)8. Actual protocol for field activity9. Pre/post test10. Daily homework/quizzes 11. Oral communications exercise (daily)12. Course Evaluation Form13. Course Certificate14. Journal articles for bias activity



CHOOSE YOUR DELIVERY METHOD

Learning Objectives help you determine the best delivery method for your training.

Delivery methods can be grouped into major categories that describe how the learner receives the instruction: is the instructor physically present, or do the learners complete the instruction on their own? Does the instruction method depend on availability and knowledge of technology such as computers/ the learning objectives, geographic location of the learners and availability of technology play a large part in making this decision.

You also must consider available resources, such as equipment, internet access, or transportation. Safety can also be a concern when choosing the delivery method.

The following page contains a table summarizing the major delivery methods with criteria to help you determine the best method.

Consider using a combination of methods to complete the instruction. This technique, called blended learning, is growing in popularity as it can address a variety of learning styles and instruction needs.



TABLE OF DELIVERY METHODSMethods Definitions Example ProductsSelf-paced / Print-based

This is anytime, anywhere training. The learner determines the pace and timing of content delivery. With printed material for self-paced training, you can ensure that all the content is exactly the same for all learners.

Workbooks Quick-reference job aids Case studies Other

Self-paced / Technology-based

Self-paced technology-based training is a learning event in which participants learn independently (asynchronous training). The training can be completed anytime and anywhere the learner can access the training materials using a computer, such as by logging on to the Web or inserting a CD into the computer.

Self-paced Web-based training (WBT)

Self-paced CD-ROM (CBT) Video Online job aids

Classroom / Traditional

You know this one. You could probably write this description. Instructor-led classroom training is defined as standard face-to-face training in a classroom or lab. The term instructor-led training is used synonymously with on-site training and classroom training (c-learning).

Instructor-led classroom training

Classroom / Virtual

This training is “live” via technology. There is a facilitator (instructor, moderator) and there are learners (students, participants) but they are not physically in the same location. Sometimes, the facilitator and learners can see each other, as with videoconferencing. Other times, the training environment is more simulated, as with synchronous WBT. Virtual classroom has a variety of configurations delivered to a desktop computer or television monitor, including two-way audio and video and one-way video and two-way audio. Note: Words cannot adequately describe synchronous web based training (WBT), Webinars, and Webconferencing. You need to experience it. We recommend that you complete a demo offered by one of the Internet subscription-based WBT/conferencing services, such as Centra, Horizon Wimba. Better yet, find out where you can take a class to learn how this environment works and how to teach in it.

Live online instructor-led training

Synchronous WBT: -Webinars, Webconferencing

Teleconference Videoconference Web chat, moderated

Broadcast Broadcast refers to television and radio signals designed to reach a mass audience. Broadcast is most often used to deliver information live to many learners simultaneously. Similar to virtual classroom, broadcast has a variety of configurations delivered to a desktop computer or television monitor.

Internet protocol (IP) multicast/simulcast

Internet protocol (IP) unicast Satellite broadcast

Other /Technology-based

There are other technology-based options that you can use to deliver training or enhance learning. Some of these options are in widespread use today. Others are just beginning to be used for delivering training.

E-mail Online discussion groups Instant messaging Online help Online coaching Virtual reality Weblogs Podcasts

2002 by Bonnie Davis and Denise Traicoff. All rights reserved.



CLASSROOM TRAINING TECHNIQUES

Use a variety of techniques in the classroom to reach the different kinds of learners, and achieve your learning objectives. Refer to the chart of learning objectives on page 13 for ideas on the appropriate training technique.

SAMPLE CLASSROOM TRAINING TECHNIQUESTechnique Advantages LimitationsCase Study

Participatory method of learning

Reacts to realistic and relevant cases

Reactions often provide different perspectives and solutions to problems

Develops problem-solving skills

Requires advanced preparation

Time consuming

Lecture Large amount of information can be presented when time is limited

Provide variety of concepts in a systematic manner

Limits communication Very dependent on

presentation skills of the speaker

Restricts learner’s ability to retain information

Guided Teaching

Recognizes learners’ experience

Encourages self-discovery

Requires instructor discipline to stay on topic

Can be dominated by 1 or 2 participants

Role Play

Highly motivational climate

Active involvement in a realistic situation

Experience a real-life situation without having to take real-life risks

Gives participants an

Can be intimidating Requires trust among

participants



understanding of another person’s situation

Small group activities

Opportunity to learn from one another

Involve all participants Create a sense of

teamwork Provide for a variety of

viewpoints

Time consuming Requires advanced

preparation Can be dominated by 1

or 2 participants



EXERCISE 3: CHOOSE YOUR DELIVERY METHOD AND CLASSROOM TECHNIQUES

For each learning objective, match the delivery method or technique you would recommend.

A. Case Study1. Develop a budget B. Lecture2. Assess a sick child for

malnutritionC. Demonstration

3. Effectively perform a role on a team

D. Video

4. Calculate infant mortality rate

E. Role Play

5. List the steps to create effective training for adults

F. Exercises

G. Reading assignment

Are there other delivery methods you would recommend for any of these objectives?

Brainstorm with your team: what delivery methods will you use for the lessons you will teach in your training project?



Develop

You have completed your design of your training session, based on sound learning objectives, learner needs and your stakeholder requirements.

Consider these steps before you begin to develop training materials.

1. Consider the adult learning environment: motivation & recognition of experience

2. Plan for a variety of learning styles Provide activities in all three styles within the course (not

necessarily for each learning objective). Allow learners to process information in their preferred

styleExample: Visual: draw diagrams

Auditory: small group discussion Kinesthetic: hands-on activity

3. Review your learning objectives

4. Consider cost & time constraints Development as well as delivery costs Development as well as delivery time

5. Create an outline from your learning objectives

6. Develop materials in 4 broad categories: content, examples, practice, assessment

7. Use available resources and templates

8. Note key points and add examples that can illustrate them.



TEACHING COMPLEX TOPICS

Some topics in your curriculum may be quite complex. An instructor who is an expert on the subject matter may find it difficult to remember what it was like to be a beginner.

For a complex topic it is important to provide a context, break down the task into smaller pieces, then build it back up to make sure learners can incorporate the new skill when they return to their job.

Break it down

Build it up

1.

2.

3.

4.

5.

Review your learning objectives and ask yourself: What problem does this solve? What key concepts or steps must be reinforced? What points are most confusing? What points need to ‘come alive’? Which steps will they do most often? Is the concept similar to something the audience is

already familiar with? What is the simplest way to describe the concept? Could you link it to a familiar process? (example:

learning to ride a bike) Could you link it to something in nature? What examples could illustrate your point? How could the learners practice the concept? How could you be sure they have grasped key points?



PRESENTATION OUTLINE

Here is an example of a way to organize your lesson.

Presentation Section Notes

1. Topic Title & Instructor Name

Introduce yourselfGive housekeeping information (location of restrooms, break policy, etc)Find out any relevant background and interest of the audienceDefine the subject matter: set the context for the topic

Learning Objectives Use Blooms Taxonomy to find the right verb

3. Agenda Provide an overview of how the session will progress.

5. Topic One-content If you have a great deal of text to review, create a separate handout in MS WordUse a PowerPoint slide to highlight the most significant points.

6. Topic One- example

7. Topic One - exercise Repeat slides 5-7 for additional topics.

8. Review This should be a repeat of slide two. While this may seem redundant, it emphasizes to the learner what s/he has gained from the session & gives you opportunity to review and catch final questions.Also summarize and make sure they understand where this fits in the ‘big picture’. You can do this in the form of questions. Ex. “So when you are assessing the validity of a test, which of these formulas will you be sure to calculate?”

9. What’s next? Try to leave them with the message that they are not done with their education & give them a specific



‘assignment’: where they should go from here.

10. Resources

11. Acknowledgements



EXERCISE TEMPLATE

Here is a template that you may find useful when creating an exercise.

TOPIC: TOPIC NAME Exercises should supplement the learning activity. The purpose of exercises is to practice and reinforce concepts. Do not introduce new content in an exercise. Before creating an exercise, review the topic’s learning objectives and instructional activity to make sure the exercise is appropriate for the learner.

Each exercise or activity can have multiple questions or parts. Group the exercise based on timing within the instruction. For example, each exercise can follow a specific lesson within a topic.Insert the file name and modification date in the footer of the exercise.

EXERCISE 1Instructor Note: Add specific instructions to the instructor/facilitator here. Include a brief description of the activity’s purpose to help the instructor stay focused.

MATERIALS OR EQUIPMENT REQUIREDRequires:List any required materials, software applications or equipment here

ESTIMATED TIME TO COMPLETEIt is expected this exercise will take xxx minutes/hours to complete.

Insert Exercise introduction here.

Insert Exercise questions or activities here. If an exercise has multiple steps, list them separately and number them.

1.2.3.



SOURCES Cite any sources.

ANSWER KEYProvide a separate answer key for all questions or a description of expected results. If desired, you can distribute the answer key at the end of the activity.



CHARACTERISTICS OF EFFECTIVE VISUAL AIDS

Visual Aid should be

Tips

VisibleAll learners should be able to see the information. Make sure that the font size is large enough for the entire group to read

Simple A visual aid should simplify the material. Make sure key words and concepts are highlighted and not cluttered

Accurate Use current information. Update any visual aids you have used before to reflect most recent information

Interesting Design promotes retention. Use colors and illustrations to attract attention but use them in moderation. Too much color, illustrations, and special effects are very distracting.

Practical The visual aid should add to the presentation. It should fit into the flow of the presentation, not distract from the presentation.

See Appendix C for advantages and disadvantages of common visual aids.



SUMMARY SHEET

A summary sheet, which is a type of job aid, is a short document that summarizes steps to complete a task.

Develop summary sheets or job aids when a task:

Is seldom performed Involves specific procedures Introduces unfamiliar concepts Requires a great deal of memorization

Job aids can take the form of:

Checklists Maps Charts Flow diagrams Quick Reference Cards

Have you received any job aids today?



EXERCISE 4: DEVELOPING YOUR MATERIAL

With your team, create a short lesson plan for the topic you have chosen.

Topic Order Objectives Activities Est Time

AvailableMaterials



Deliver

Now that you have designed and developed a training session that addresses the objectives for the learner, you are ready to implement your training. In this workshop, we will focus this step on the delivery of classroom training.

There are many factors, including your voice and body language that contribute to success in the classroom. Let us focus on some additional practices that can help you succeed.

The 10 Minute Rule



THE FUNNEL RULE

Adult learners retain

less of what we

more of what we



INSTRUCTION TECHNIQUES

Use the chart below to record the results of the class activity that you want to incorporate into your classroom.

DO DON’T1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.



BE A CONFIDENT INSTRUCTOR

Use this chart to help conquer the most common worries of a new instructor.

Are you worried about: Then try:

Check the items you want to

considerFear Be well prepared

Use ice breakersAcknowledge the fear (to yourself!)

Credibility Don’t apologizeHave an attitude of an expertShare personal background

Personal Experiences

Report personal experiencesReport experiences of othersUse analogies, movies or famous people

Difficult Learners

Confront problem learnerCircumvent dominating behaviorUse small groups for timid behavior

Participation Ask open-ended questionsPlan small group activitiesInvite participation

Timing Plan wellPractice, practice, practiceAllow time for questions

Adjust Instruction

Know group needsRequest feedbackRedesign during breaks

Questions Anticipate questionsParaphrase learners’ questionsAdmit if you don’t know

Feedback Solicit informal feedbackEvaluate the classObserve other instructors

Media, Materials,

Know the equipmentHave materials ready



Are you worried about: Then try:

Check the items you want to

considerFacilities Have a back-up planOpenings & Closings

Develop an ‘openings’ fileRelax the studentsSummarize concisely

Dependence on Notes

Use cardsUse visualsPractice



THE SIX QUESTIONS RULE

Based on your learning objectives, you can develop questions that strengthen learning:

Level Type of questions ExampleKnowledge: recall and memorization

List, define, describe, identify, labelAsk: who, what, where, when?

List the three types of learners.

Comprehension: understand information, interpret information, order information, and infer causes

Summarize the key points of…Explain the meaning of…

What is a kinesthetic learner?

Application: use the knowledge to solve problems, use methods and theories in new situations

When is this important?Make a diagram to illustrate…

How is the type of learner important when teaching epidemiology?

Analysis: see patterns, identify components

What are the benefits of…?What are the disadvantages of…?Ask: why?

What are the benefits of writing learning objectives?

Synthesis: use old ideas to make new ones, relate knowledge from several areas

What could go wrong?What other uses are there?What if….?

Based on what you have learned so far today, how would you change the training you have delivered in the past?

Evaluation: make judgments, compare ideas, make choices

What criteria would you use?Which option would you choose if…?Convince me I should….

Based on what you know about the types of learners, what kind of learner do you think today’s instructor is?



SIX QUESTIONS WORKSHEET- EXAMPLE

Topic: Conducting Focus Group Sessions

Level Question Expected Answer1. Knowledge What are the steps

you use to actively listen during a focus group?

1. Listen without interruption2. Look for non-verbal responses3. Acknowledge feelings 4. Paraphrase what you heard5. Probe with open-ended questions

2. Comprehension

Is there an advantage of focus groups over one-on-one interviews?

The sharing of responses in a focus group environment often encourages new ideas and additional responses.

3. Application

How would you use this in your daily job?

It should be really useful to conduct a focus group to collect qualitative data when studying behavioral risk factors.

4. Analysis What would you think if you had someone in the focus group who really didn’t want to talk to you-seemed to stay silent?

There may be several reasons why someone is not sharing: they could be deliberating options, not understand the question, or maybe are uncomfortable. I’d just be quiet and then after a bit, I would rephrase the question.

5. Synthesis Where else do you think you could conduct a focus group?

It could be used when evaluating a surveillance system, particularly to collect data on acceptability.

6. Evaluation Would a focus group Yes, it would be, but



be an appropriate method in an outbreak investigation, and if so, how would you conduct one?

may be under greater time constraints. If I were considering several control measures I would collect a focus group to gather community reaction to recommendations.



Use this worksheet to help you develop questions that encourage deeper learning.

Six Questions WorksheetTopic:

Level Question Expected Answer1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

5 tips for handling questions from the class1. Encourage other students to answer.2. Have them use their resources to find the answer.3. Start a parking lot for questions that are not covered in

class4. Do not let a question send you off the topic



5. Be flexible: if it seems many are confused, stop and teach the lesson another way.



FACILITATING A CASE STUDY

1. OrchestrateEstablish the process for the case study and set expectations.

Key Roles Explain:

Orientation The purpose of the case studyHow long the case study will take

Briefing How the students will learn about the caseThe facilitator’s role

Assignment Work style: in teams or individually Introduce the scenario

2. ConductKey Roles Responsibilities:

Leadership Keep the students on taskEncourage participation

Framing Connect the case study to prior sessionsExplain why the case was chosen

Summarize Review key points of the sectionTransition to next section

Manage students

Acknowledge ideas and opinionsEncourage quiet students

Conclude Summarize the case study objectives



Provide references

Managing the Classroom

HANDLING CHALLENGING SITUATIONS

Why do adults come to training? Fill in the blanks.

P_________________________

V_________________________

L_________________________

Difficult students can:

1. Monopolize: Take up the discussion time2. Show off: Try to appear more skilled or knowledgeable than

the others, including the instructor3. Complain: Continually find fault with the procedures of the

trainer4. Intellectualize: Excessively rationalize or justify their beliefs5. Withdraw: Not participate6. Argue: Take vocal exception to any comments with which

they disagree7. Question: Stop the flow of the activity by frequently asking

questions8. Clown: Joke at inappropriate times

See Appendix D for a description of negative behaviors and how to overcome them.



WASTING CLASS TIME

Avoid common classroom timewasters

Think about these common mistakes that instructors make which waste precious class time. Record your ideas to avoid each mistake.

Time Waster AlternativeStarting late after a break

Starting an activity when participants are confused about what they are supposed to doWriting lecture notes on flip charts while participants watchRecording all answers from the group onto a flip chartDistributing participant materials individuallyDemonstrating every part of a new skillHave every subgroup report back to the class one by oneWaiting for volunteers to emerge from the groupLetting discussions drag on too longPulling ideas or questions from a tired group



EXERCISE 5: MANAGING THE CLASSROOM

In your groups, discuss what you would do in the following situations.

Use Appendix D as a reference if needed.

1. The entire class becomes hostile. There are clearly vacationers and prisoners in the room.

2. A manager is taking the training along with her subordinate. She corrects every comment the subordinate makes.

3. There are experts in the room who are clearly bored with class. However the class was intended for beginners, and there are participants who are struggling to keep up.

4. You are ready to start your activity, and you have a tight schedule. Quite a number of participants are still confused about a key point.

5. You are running out of time and you can either do the exercise for the current topic or present the content for the final topic.



Evaluate

Evaluation of training should be considered from the very beginning of your training project. As you conduct your assessment and design your instruction, think about how you will measure if you have met your objectives.

Industry standards recommend 4 levels of evaluation

1. Did they like it?2. Did they learn it?3. Did they do it?4. Does it matter?

Summary of evaluation levels

Evaluation LevelEvaluation Methods

SatisfactionSurveysObservationFocus groups

LearningSelf AssessmentTestsCase StudiesAssignmentsDemonstrations

UsageSurveysInterviews

ImpactReportsBudgets

See Appendix E for an example of a class satisfaction evaluation.



GUIDELINES FOR EVALUATING IF LEARNING HAS OCCURRED

Use a variety of methods to evaluate learning: Tests Field Assignments Class Projects Simulations

Tests are useful to evaluate knowledge and comprehension.Practical activities such as field assignments, class projects and simulations are useful to evaluate application, analysis, synthesis and evaluation.

Regardless of the method you use, your learning objectives will help you prioritize the concepts to test.

5 tips for effective tests:1. Limit the number of true-false questions.2. Limit the number of negative questions. (“Which of the following is not a parasitic disease?”). If used, be sure to emphasize the negative word.3. Avoid “All of the above” and “None of the above” to reduce guessing.4. When writing multiple choice questions, use realistic misconceptions when writing the incorrect choices (called ‘distractors’).5. Pilot test the assessment with a subject matter expert AND a typical student.



EXERCISE 6: EVALUATING LEARNING

Write an assessment question or activity based on the lesson plan you completed in exercise 4. Use the 6 questions worksheet for guidance.



Managing Your Training Program

Classroom Preparation Checklist

It is often useful to maintain a checklist to help keep track of all the details involved with planning and delivering a class.

The following page contains an example of a checklist that you can use.



Classroom Preparation Checklist

Person Resp.

Complete

1 month ahead

2 weeks ahead

1 week ahead

Day before

Onsite After Event

1. Finalize lesson plan √ X2. Select training site √ X3. Conduct orientation for instructors X4. Request AV equipment X5. Develop faculty list with names,

titles, addressesX

6. Develop participant list with names, titles, addresses

X

7. Finalize agenda X8. Develop evaluation forms X9. Order supplies X10. Instructor materials due X11. Collect assessment questions from

instructorsX

12. Create course exam13. Send materials for photocopying X14. Send final course information to

facultyX

15. Fill binders with materials X16. Contact facility to request room

set-up for trainingX

17. Contact facility to confirm audio visual arrangements

X

18. Visit facility to confirm arrangements

X

19. Collect evaluation forms during training

X

20. Compile evaluation summaries X21. Thank you letters to

faculty/moderators X

22. Make final payments X23. Summary of course to MOH and

donorsX



Recruiting Instructors

Good instructors are the lifeblood of successful training. Instructors are experts in their subject and provide a valuable contribution of real-world experiences. In return, experts enjoy sharing their experience with other professionals and benefit from the new perspectives and enthusiasm of the learners. Often these experts are taking time from their own responsibilities to help your program. It is important to do as much as you can to help these instructors have a positive experience so that they will be willing to help in the future and recommend your program to their colleagues.Many trainers neglect to provide instructors with even the most basic information. If you have instructors who are teaching only a small portion of a course, it is important for them to understand not only the profile of the audience, but also what topics will be covered before and after the instructor’s session. An orientation meeting for all instructors will help the faculty share the perspective and provide continuity for the learners.

5 tips for recruiting instructors1. Ask early, ask often2. Recognize their contribution3. Provide tools to make their job easier4. Conduct an instructor orientation5. Provide an Instructor Tips sheet with basic information

about the course



ConclusionExperts on a subject will find themselves teaching others and may even come to take a leadership role in the development of an organization. In today’s service society, an attitude of lifelong learning is replacing the traditional attitude of completion of formal academic studies indicating completion of education. Teaching adults requires not only expertise in a subject matter, but also the ability to convey the knowledge, skills and attitudes necessary for an individual to successfully perform a job. Today’s workshop has introduced a construct for the systematic development and delivery of training for adults, as well as ideas for successfully managing a training program.

FOR REFLECTIONList the key concepts that you learned in this workshop.Key Concepts:

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. _____________________________

8. ______________________________

9. ______________________________

10.______________________________

.

62| APPENDIX D HANDLING CHALLENGING STUDENTS


Congratulations!

Now that you have completed this class you should be able to: Describe the five components of successful training Identify the three major types of learners Use learning objectives to focus your training Use techniques to help the learners get the most out of

class Use evaluation tools to measure the effectiveness of

training

What’s Next?

Practice needs assessment techniques the next time you are asked to deliver training

Work on your presentation skills in front of the mirror or by asking a colleague to observe you

Use the internet to learn about the variety of delivery methods and how technology can help you reach learners when they need the knowledge

Use project management tools and processes if you are managing a large training project



References

Resources For Training Adults

Pike, Robert W. Creative Training Techniques Handbook: Tips, Tactics, and How-To's for Delivering Effective Training. 3rd ed. Human Resource Development Press; January 1, 2003.

Piskurich, George M. Rapid Instructional Design: Learning ID Fast and Right. Jossey-Bass/ Pfeiffer; 2000.

Piskurich, George M. The ASTD Handbook of Training Design and Delivery. 2nd ed. McGraw-Hill; November 5, 1999.

Mel Silberman, Active Training, 2nd ed. Jossey-Bass/Pfeiffer, 1998

Stolovitch, Harold D., Keeps, Erica J. Telling Ain't Training. American Society for Training and Development; May, 2002.



Appendices

Appendix A Glossary of Terms

ADDIEAn acronym to signify Analyze, Design, Develop, Deliver, Implement and Evaluate. These terms are widely used as a means to methodically deliver training that achieves its objectives.

ADULT LEARNING The process by which adult-age individuals learn outside of the academic environment. Generally learning occurs in this context in order to perform a task or to achieve success in the work environment.

ADULT LEARNING STYLESThere are many different ways to classify learning styles. These fall into general categories: perceptual modality, information processing, and personality patterns. The categories represent ways to focus on the learner.

BLOOM’S TAXONOMYBenjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

DISTRACTORS



Incorrect answers that are offered as selections in multiple choice questions. Well- written distractors consider the common mistakes and misconceptions of a learner.



INFORMATION PROCESSINGDistinguishes between the way we sense, think, solve problems, and remember information. Each of us has a preferred, consistent, distinct way of perceiving, organizing, and retaining information.

JOB AIDTools which contain processes or procedures to help learners perform their jobs.

JUST ENOUGHAn approach when training adults to ensure that training contents includes only what the learner must know and minimizes extraneous content.

JUST IN TIMEA popular approach when training adults to schedule and provide training when it can best coincide with the learner’s opportunity to use the skill.

MASLOW’S HIERARCHY OF NEEDSA theory in psychology, proposed by Abraham Maslow, which contends that as humans meet 'basic needs', they seek to satisfy successively 'higher needs' that occupy a set hierarchy. The hierarchy is often depicted as a pyramid consisting of five levels: the four lower levels are grouped together as deficiency needs associated with physiological needs, while the top level is termed growth needs associated with psychological needs. While deficiency needs must be met, growth needs are the need for personal growth. The basic concept is that the higher needs in this hierarchy only come into focus once all the needs that are lower down in the pyramid are mainly or entirely satisfied. Once an individual has moved past a level, those needs will no longer be prioritized. However, if a lower set of needs is continually unmet for an extended period of time, the individual will temporarily re-prioritize those needs - dropping down to that level until those lower needs are reasonably satisfied again.



Innate growth forces constantly create upward movement in the hierarchy unless basic needs remain unmet indefinitely.

MOTIVATIONAt least six factors serve as sources of motivation for adult learning: Social relationships: to make new friends, to meet a need for associations and friendships. External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority. Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work. Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors. Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.

PERCEPTUAL MODALITIESDefine biologically based reactions to our physical environment and represent the way we most efficiently adopt data. We should learn our perception style so we can seek out information in the format that we process most directly. Educators should pay attention to modalities to ensure programs strike all physiologic levels.

PERSONALITY PATTERNS Focus on attention, emotion, and values. Studying these differences allows us to predict the way we will react and feel about different situations.

SELF PACEDAn instruction method which is directed by the learner rather than an instructor. Self paced training can be paper-based, such



as a workbook, or technology-based, such as a tutorial which the learner completes on a computer.

SIMULATIONAn instruction method which replicates the work environment as closely as possible in order to provide opportunities to practice new skills. Especially appropriate when the work environment is hazardous or uses expensive equipment, or when dealing with dynamic situations such as interactions between individuals. WEB BASED TRAININGTraining delivered through internet technology. Usually self-paced, with the expectation that the learner will complete the training when it is needed.



Appendix B Sample Mini Needs Assessment Form

Jordan Ministry of HealthData for Decision Making Course Planning

Needs Assessment

Program Background and Profile of Course ParticipantsParticipants will be members of infection control committees in hospitals who are identified to participate in the DDM program. These individuals are generally medical doctors or nurses, and will be expected to analyze surveillance data and develop and implement infection control programs. DDM is a 12 month program, and participants will be expected to complete a short project. Participants will be available for additional training in the future-therefore, this course should introduce basic required concepts, emphasize practical application and practice, and provide a foundation for the beginning of their project work. Based on this background, please help us develop the appropriate content by answering the following questions about the topic:Topic Principles of Special Isolation

Procedures in Health Care Settings1. What should participants be expected to be

able to do when they complete this session?2. What are the 3 most important points to

remember about this topic?3. Is this topic appropriate for the audience

described above?1.2.3.

4. What do you think is the best training method for participants to understand these points? (ex. case study, group discussion, lecture)

5. Would this topic provide an opportunity for hands-on activity? (ex. small group work, demonstration of a procedure, interview with an expert on the subject, case study)

6. How much time should be allowed in the class schedule to complete this activity?

7. How could we evaluate whether the participant has learned the key points? (ex test, field assignment)

8. Are there reading assignments the participants could complete to learn more about this topic?

9. How can the participants practice this topic when they return to their job?

10.Can you recommend an expert in this subject who could assist us with the development of class materials?



Appendix C Comparison of Visual Aids

Type Advantages Disadvantages TipsFlipchart Inexpensive; Flexible;

Portable; Can involve

learners

Legible handwriting required Can be made up in advance;

leave blank page in between

pages (markers may bleed

through); use wide-tipped

markers; make lettering tall

enough for all to see

Whiteboard/ chalkboard

Easy to alter Special markers needed for

whiteboard; chalkboard may

be dusty

Before the lesson, make sure

you have eraser, chalk or

whiteboard markers, cleaner;

clean boards to remove old

lettering; avoid light shining

directly on board, it can

make it hard to read

Overhead projector

Direct eye contact with

learners, room lights do not

have to be dim; more easily

seen by large groups than

flipcharts; transparencies are

easy and economical to

produce; equipment is widely

available

Projector arm can interfere

with some learners’ vision of

screen; bright light on white

screen can be tiring

Avoid walking between

screen and projector; place

projector to side of room so

all learners have full view of

screen; turn projector light off

when a transparency is not

on the screen



Type Advantages Disadvantages Tips

Slides High quality; equipment

widely available

Room needs to be

darkened; can put learners

to sleep, requires time to

produce and process

Test equipment before

session; run all slides

through once to make sure

of the right order; know how

to revolve a slide that sticks,

turn projector off at end of

session; avoid showing

slides right after lunch

Computer presentations (such as PowerPoint)

Polished presentations, can

save and adapt for future

trainings; can modify up until

training session

Expense of computer,

projection equipment;

requires technical expertise;

compatibility problems

between software

programs, computers

Check before training about

compatibility in operating

systems and programs;

have a back-up strategy if

equipment fails; avoid too

many details on screen, stay

learner-focused (don’t use

every fancy feature on the

computer

Video Can be dynamic, easy to

transport the video

Can be expensive, need to

understand use of controls

Always preview video prior

to use; if using only a

portion of video forward it to

segment prior to class; use

an appropriate volume for all

to hear; place lighting at a

level that allows learners to

take notes; pause

throughout to encourage

discussion



Appendix D Handling Challenging Students

IntroductionEven the most experienced trainers encounter situations in which the group process is affected due to the behavior of one or more of the group members. When this occurs, it is necessary for the trainer to take action or there will be a negative affect on the group. There is no one perfect solution for each situation. Actually, there is usually more than one solution, so consider alternatives before acting.

Whatever the situation, it is important to maintain the self-esteem of the individuals exhibiting the behavior.

This handout describes ways to: Solve challenging problems when they arise during training; Identify potential problems and change the environment to prevent

potential problems.What to do if…One person is monopolizing the group:

When the trainee stops for breath, thank her, refocus her attention by restating the relevant points and then move on by starting another discussion or asking, “Are there any other questions?”

Ask him to clarify his direction (“I’m not certain we are clear on how this fits in to our discussion – would you please clarify?”)

Take blame (“Something I’ve said has led us off track, let’s get back to discussing___”)

Set expectations at the beginning; let the group know that you will try and help everyone participate

One person is not involved or is still thinking about the previous topic: Put trainees in groups of two or three for discussions or practice exercises



Spend time at the beginning of class allowing trainees time to get acquainted to prevent this

Take a break and rearrange the chairs Summarize and restate purposes

One person looks interested but never talks Divide the group into smaller groups for discussion Find out about her or his experience and ask, “What has your experience been

in this area?” Give everyone a chance to write down their responses to an answer and then

go around the room and have everyone provide one answer at a time Gain his/her confidence by talking with him/her before and after the session

and during breaks Thank her/him for contributions to discussions Respect her/his wishes not to talk (it does not mean that learning is not

happening)A couple of people continue to carry on private conversations, arguing points with the person next to them

Stop everything and silently wait for the group to come back together Remind everyone that you will not be able to complete the work efficiently

unless only one group member is heard from at a time Break the group into smaller groups and use a technique to separate the

distracters Rearrange chairs at the break Ask those in private conversation to demonstrate a skill you are teaching

A group of people is antagonistic and causing discomfort to the group Establish some group rules for the disagreement, ask others to serve as

observers and encourage them to air the issues so others can be involved Note that “It seems you two disagree on this issue, how do the others of you

feel on this topic?”



Thank the persons by saying, “You have highlighted this issue for us. Break into small groups and discuss it.”

The whole class is sharply divided on an issue Put the groups in pairs and mix the groups Have a formal debate, give each group a specific amount of time to prepare

their arguments Do not lose your temper or get drawn into the controversy\ Talk with the group about problem solving, what are the methods to resolve

this problem Ask to group for permission to move on even though the issue is unresolved

One person is openly hostile, criticizes and blames others, or interrupts Paraphrase the issue that the person says to make sure you understand When the person says something wrong, ask the group, “That’s one way to

look at it, would others in the group like to express their opinions.” Do not lose your temper If criticized, say “That’s an interesting opinion, what do you rest of you think?” Agree with his or her right to have an opinion Do not get in a long discussion with the person, ask to speak with him later so

you do not take time away from the rest of the trainees Agree with the parts of her comments that are true and disagree with the rest

by providing simple, clear facts Speak to the person outside of class and away from the other trainees

Participants seem bored and indifferent Change activities Ask the bored person for his opinion Take a break, suggest fresh air Check temperature in the room and, if possible, lower the temperature of a

hot room Do stretching exercises with the group Pose a controversial question



Acknowledge that you may not be meeting the group’s needs; break the group into small groups and ask them to come up with some ideas to address the topic for the remaining class time

Give options (“Would you like to take a break now or in 5 minutes?”) Rearrange the room; push tables to the side, put chairs in a circle Assign specific tasks to individuals to get more people involved (notetaker,

summarizer, timekeeper, scribe on the flip chart or board Remember, you cannot change people. Some people may appear bored or

non-participative because there are other issues in their lives. If the behavior is not disrupting the group, one option is to ignore them.

Key Points

- If problem behaviors occur that are disrupting the class from learning, assess the problem and consider your possible responses- Remain calm no matter what happens and do not lose your temper- When handling a problem behavior, maintain the self-esteem of the person or persons involved



Appendix E Sample Class Evaluation

Student informationJob Title: ____________________Department: ________________________What is the average number of classes you teach each year? _______Session EvaluationScale Definition: 1-Strongly Disagree 2-Disagree 3-Neither Agree nor Disagree 4-Agree 5-Strongly Agree

1. Session objectives were met and well communicated 1 2 3 4 52. Subject matter was useful to me in my work 1 2 3 4 53. Sufficient time was allotted for explanations/practice 1 2 3 4 54. The training materials were easy to follow 1 2 3 4 55. The instructor actively involved the class in discussions 1 2 3 4 56. The instructor handled the questions effectively 1 2 3 4 57. This course adequately prepared me to prepare and deliver a public health

class1 2 3 4 5

8. I will be able to implement the processes and skills I learned today when I return to my job

1 2 3 4 5

9. Overall the class was satisfactory 1 2 3 4 510. How skilled do you think you were to prepare & deliver a class before

you attended this session?Notskilled

Somewhatskilled

Very skilled

11. How skilled do you think you are to prepare & deliver a class after attending this session?

Notskilled

Somewhatskilled

Very skilled



SAMPLE CLASS EVALUATION, PAGE 2

What did you like most about the session?

What did you like least about the session?

How can we improve the session?

Who else do you think will benefit from attending this training?

Do you expect any obstacles to using the skills or processes you learned about today?
