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Module 14

TOT Presentation

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Comprehensive Reproductive Health and Family Planning Training Curriculum

MODULE 14: TRAINING OF TRAINERS

Cathy Solter Medical Services Pathfinder International November 1997

1997 Pathfinder International. Any part of this document may be reproduced or adapted to meet local needs without prior permission from Pathfinder International provided Pathfinder International is acknowledged, and the material is made available free of charge or at cost. Please send a copy of all adaptations from this manual to: Medical Services Unit Pathfinder International 9 Galen Street, Suite 217 Watertown, MA 02472 Funds for this Comprehensive Reproductive Health and Family Planning Training Curriculum were provided in part by the Agency for International Development (USAID). The views expressed are those of Pathfinder International and do not necessarily reflect those of USAID.

TRAINER'S MANUAL

Training of Trainers Curriculum

NOTES TO THE TRAINER

PURPOSE This training manual is designed for use as part of the comprehensive family planning and reproductive health training of service providers. It is designed to be used to train physicians, nurses, and midwives. This manual is designed to actively involve the participants in the learning process. Sessions in this Training of Trainers (TOT) module include discussions, identification of trainers own learning style, training exercises, conducting training needs assessments, developing action plans, developing visual aids, and training practice sessions which are videotaped and critiqued. DESIGN The training manual consists of 15 modules: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Introduction/Overview Infection Prevention Counseling Combined Oral Contraceptives and Progestin-only Pills Emergency Contraceptive Pills DMPA Intrauterine Devices Breastfeeding and Lactational Amenorrhea Method Condoms and Spermicides Voluntary Surgical Contraception MVA for Treatment of Incomplete Abortion Reproductive Tract Infections Postpartum/Postabortion Contraception Training of Trainers Quality of Care

Included in each module is a set of trainer resources, participant materials, training evaluation tools, and a bibliography. SUGGESTIONS FOR USE The modules are designed to provide flexibility in planning, conducting, and evaluating the training course. The curriculum is designed to allow trainers to formulate their own training schedule, based on results from training needs assessments. The modules can be used independently of each other. The modules can also be lengthened or shortened depending on the level of training and expertise of the participants. i
Training of Trainers Curriculum

Pathfinder International

In order to foster changes in behavior, learning experiences have to be in the areas of knowledge, attitudes, and skills. In each module, the overall objective, and general and specific objectives, are presented in terms of achievable changes in these three areas. Training references and resource materials for trainers and participants are identified. Each module is divided into a Trainer's Manual and Appendix section. The Trainer's Manual presents the information in two columns: 1. Content, which contains the necessary technical information; and 2. Training/Learning Methods, which contains the training methodology (e.g., lecture, role play, discussion, etc.) by which the information should be conveyed. The training design section includes the content to be covered and the training methodologies. The Appendix section contains: Participant handouts Transparencies Participant Evaluation Form The Participant Handouts are referred to in the Training/Learning Methods sections of the curriculum and include a number of different materials and exercises, ranging from copies of the technical information from the Content of the module to role play descriptions, skills checklists, and case studies. The Participant Handouts should be photocopied for the trainees and distributed to them in a folder or binder to ensure that they are kept together as a technical resource after the training course has ended. Copies from which to make transparencies have been prepared where called for in the text. These should be photocopied onto clear overheads for display during the training sessions. The Participant Evaluation Form should also be copied to receive the trainees' feedback in order to improve future training courses. The methodologies section is a resource for trainers for the effective use of demonstration/return demonstration in training. Participants are referred to as Px.

To ensure appropriate application of learning from the classroom setting to clinical practice, Clinical Practicum sessions are an important part of the Comprehensive Family Planning and Reproductive Health Curriculum. For consistency in the philosophy of client's rights, the following should be shared with participants, in preparation for their clinical practicum experiences: INFORMED CHOICE
[

Informed choice is allowing a client to freely make a thought-out decision about family planning, based on accurate, useful information. Counseling provides information to help the client make informed choices.
[

Adapted from Hatcher, R.A., W. Rinehart, R. Blackburn, and J.S. Geller. 1997. The Essentials of Contraceptive Technology. Baltimore: Johns Hopkins School of Public Health/Population Information Program. Pathfinder International

Training of Trainers Curriculum

"Informed" means that:

Clients have the clear, accurate, and specific information that they need to make their own reproductive health choices. Service providers should provide the information on each available and appropriate method of family planning and can help clients use the method effectively and safely. Clients understand their own needs. They have thought about their own situation and service providers can help them match methods of family planning to their own needs.

"Choice" means that:

Clients have a range of family planning methods to choose from. Program should offer a variety of different methods to suit peoples different needs. If a method is not available at a particular center, clients should be referred to the nearest facility providing the service. Clients make their own decisions. Clients always select from the available methods for which they are medically eligible. Service providers should not pressure clients to make a certain choice or to use a certain method.

CLIENT'S RIGHTS DURING CLINICAL TRAINING The rights of the client to privacy and confidentiality should be considered at all times during a clinical training course. When a client is undergoing a physical examination it should be carried out in an environment in which her/his right to bodily privacy is respected. When receiving counselling, undergoing a physical examination, or receiving surgical contraceptive services, the client should be informed about the role of each individual inside the room (e.g., service provider, individuals undergoing training, supervisors, instructors, researchers, etc.). The client's permission must be obtained before having a clinician-intraining/participant observe, assist with or perform any services. The client should understand that s/he has the right to refuse care from a clinician-in-training/participant. Furthermore, a client's care should not be rescheduled or denied if s/he does not permit a clinician-in-training/participant to be present or provide services. In such cases, the clinical trainer or other staff member should perform the procedure. Finally, the clinical trainer should be present during any client contact in a training situation. Clinical trainers must be discreet in how coaching and feedback are given during training with clients. Corrective feedback in a client situation should be limited to errors that could harm or cause discomfort to the client. Excessive negative feedback can create anxiety for both the client and clinician-in-training. It can be difficult to maintain strict client confidentiality in a training situation when specific cases are used in learning exercises such as case studies and clinical conferences. Such discussions always should take place in a private area, out of hearing of other staff and clients, and be conducted without reference to the client by name (AVSC, "Tips for Trainers-8," September 1994; NSV Trainer's Manual).
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Training of Trainers Curriculum

D EMONSTRATION T ECHNIQUE

The Five-Step Method of Demonstration and Return Demonstration is a training technique useful in the transfer of skills. The technique is used to make sure that participants become proficient in certain skills. It can be used to develop skills in IUD insertion, pill dispensing, performing a general physical examination, performing a breast or pelvic examination, etc. In short, it can be used for any skill which requires a demonstration. The following are the "five steps:" 1. Overall Picture: Provide participants with an overall picture of the skill you are helping them develop and a skills checklist. The overall picture should include why the skill is necessary, who needs to develop the skill, how the skill is to be performed, etc. Explain to the participants that these necessary skills are to be performed according to the steps in the skills checklist, on models in the classroom and practiced until participants become proficient in each skill and before they perform them in a clinical situation. Trainer Demonstration: The trainer should demonstrate the skill while giving verbal instructions. If an anatomical model is used, a participant or co-trainer should sit at the head of the model and play the role of the client. The trainer should explain the procedure and talk to the role playing participant as s/he would to a real client. Trainer/Participant Talk-Through: The trainer performs the procedure again while the participant verbally repeats the step-by-step procedure. Note: The trainer does not demonstrate the wrong procedure at any time. The remaining participants observe the learning participant and ask questions. 4. Participant Talk-Through: The participant performs the procedure while verbalizing the step-by-step procedure. The trainer observes and listens, making corrections when necessary. Other participants in the group observe, listen, and ask questions. Guided Practice: In this final step, participants are asked to form pairs. Each participant practices the demonstration with their partner. One partner performs the demonstration and talks through the procedure while the other partner observes and critiques using the skills checklist. The partners should exchange roles until both feel competent. When both partners feel competent, they should perform the procedure and talk-through for the trainer, who will assess their performance using the skills checklist.

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Training of Trainers Curriculum

DO'S AND DON'TS OF TRAINING

The following "dos and don'ts" should ALWAYS be kept in mind by the trainer during any learning session. DO'S m m m m m m m m m m m m m m m m m m m m m m m m Do maintain good eye contact Do prepare in advance Do involve participants Do use visual aids Do speak clearly Do speak loud enough Do encourage questions Do recap at the end of each session Do bridge one topic to the next Do encourage participation Do write clearly and boldly Do summarize Do use logical sequencing of topics Do use good time management Do K.I.S. (Keep It Simple) Do give feedback Do position visuals so everyone can see them Do avoid distracting mannerisms and distractions in the room Do be aware of the participants' body language Do keep the group on focused on the task Do provide clear instructions Do check to see if your instructions are understood Do evaluate as you go Do be patient

Module 14/Unit 1

Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8: Unit 9:

Introduction Adult Learning Facilitation Skills Training Techniques Using Training Aids Planning for Training Micro Training Preparing for a Training Course Evaluation

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Training of Trainers Curriculum

Module 14/Unit 1

TIME REQUIRED:

MATERIALS FOR T RAINERS TO PREPARE IN ADVANCE: 1. Transparencies: 2.1: Unit Objectives 2.2: Empty Vessel Theory 2.3: Experiential Learning 2.4: Experiential Learning Cycle 2.5: Retention and Recall 2.6: Learning Styles Continuum 2. Copies of Participant Handouts 3. Flipchart with key phrases

Module 14/Unit 2

Specific Objective #4: Give examples of important principles that influence the learning process.
CONTENT Knowledge/Attitudes/Skills Learning Principles Any effective training program utilizes the following principles of learning: 1. Learning can be said to take place when there is a permanent change in behavior, including changes in knowledge, understanding, skills, interests, values, sensitivities, attitudes, and perceptions. To bring about a specific kind of change, certain methods are more effective than others. For example, an experience in which the learner develops her/his own conclusions is likely to be more effective than a lecture or reading assignment. Training/Learning Methods (Time Required) Discussion (10 min.): The trainer should: Briefly discuss the eleven principles that will help Px understand how adults learn. (See Px Handout 2.3.)

3. Changes are unlikely to take place unless the learner is motivated to learn. 4. Learning is an internal process that involves taking your own experience and adapting it to what your needs are at the time. Learning methods are more effective when the learner's attitude is positive. Individuals learn different things in different ways and at their own speed, and relate their learning to their own values, beliefs, and experiences. 5. Learning is a thinking process. Learning is more effective when people have to think and when they are responsible for working out their own conclusions. Learning is largely an associative process of relating one thing to another.

Training of Trainers Curriculum

Module 14/Unit 2

Specific Objective #6: Describe how to use knowledge of concentration and attention span in training.
CONTENT Knowledge/Attitudes/Skills Concentration and Attention Span People may completely understand all the information presented during a learning session, yet not be able to recall much of the information later. The reason for this is that studies have shown that the ability to recall during a session gets progressively worse as time goes on unless the mind is given brief rests. The key to maintaining information recall at a high level is to organize learning sessions in blocks of 20 to 50 minutes. A period longer than 50 minutes will result in a significant decline in the amount of information recalled. Breaks Are critical for maintaining concentration and maximizing learners' ability to recall the information being presented. Maintain the recall curve at a high level by taking advantage of the fact that the mind tends to recall information presented at the beginning and end of a session. Reduce muscular and mental tension which tends to build up during periods of concentration. In a two hour learning session, if no breaks are scheduled the learners' ability to recall the information will be significantly reduced. Rather than "wasting valuable time," breaks are an important key to learners' ability to recall and retain information. Training/Learning Methods (Time Required) Group Discussion (15 min.): Review Transparency 2.4: Teaching Methods and Remembering with Px. Ask Px the following: If we remember only 20% of what we hear, 40% of what we hear and see, and 80% of what we experience and do How can we structure training to make sure that trainees remember the most? Aside from selecting the best teaching methods to help people learn, it is important to consider the amount of time people can concentrate and pay attention.

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Training of Trainers Curriculum

Module 14/Unit 2

Specific Objective #7: Describe the importance of key words and concepts.
CONTENT Knowledge/Attitudes/Skills Key Words and Concepts Normal sentence structure is not the best way to remember information, because 90% of all words are not necessary for the purpose of recall. By organizing material to be taught around key concepts, phrases and words, the trainer can assist learners to recall and retain important information. Key words or phrases enable the learner to associate, link and connect the information with other knowledge, images and experience (an important factor in recall). Key concepts, words, and phrases also enable the learner to organize and prioritize the material around the most important information. The use of key concepts, words, and phrases is not only more effective, but also saves time for both trainers and learners. Images and symbols can also be used by the trainer to enhance recall. Training/Learning Methods (Time Required) Group Exercise (10 min.): The trainer should: Briefly review the importance of using key concepts, words, and phrases with the Px. Have one of the Px write on a flipchart three sentences from one of the handouts. Take it away after a minute and have the Px write down what they remember from the flipchart. Have a flipchart prepared with several key phrases. For example, key concepts for writing on flip charts: Print in capitol letters Alternate colors Use only key words No more than five ideas per page Show it briefly to the Px, take it away, then have them write down what they remember. Contrast the ease of recalling key phrases rather than whole sentences. (See Px Handout 2.5.)

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Training of Trainers Curriculum

Module 14/Unit 2

Specific Objective #8: Describe the two cardinal rules of memory and how to use them.
CONTENT Knowledge/Attitudes/Skills Cardinal Rules of Memory The cardinal rule for remembering something is to use two things: 1. Imagination 2. Association What this means is that the most effective way to remember anything is to associate (link) it with a known or fixed item, using your imagination. You can do this by using: (See Px Handout 2.6.) 1. The Senses: This includes vision, hearing, sense of smell, taste, and touch. The more senses used during a learning session, the more the learners will remember the information. 2. Movement: Movement adds another way for the mind to associate and therefore remember something. Using gestures can also help people remember. 3. Association: Anything associated or linked with something will be more easily remembered. 4. Humor: Humor is an extremely effective tool for improving memory. The more absurd and ridiculous images are, the more outstanding and therefore memorable they will be. Using humor during learning sessions not only helps learners remember information, but it also reduces tension and creates a positive learning environment. Training/Learning Methods (Time Required) Group Exercise (20 min.): The trainer should: Briefly review the cardinal rules of memory with Px. Divide the Px into four groups and have each group write down examples of how to use each of the techniques listed in the content column when teaching information. Have each group present their examples.

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Training of Trainers Curriculum

Module 14/Unit 2

Specific Objective #8: Continued

CONTENT Knowledge/Attitudes/Skills 5. Imagination: The more imagination is used in training, the more learners will recall, retain, and utilize information. It also makes training a more creative and enjoyable process! Use it! Numbering: Using numbers adds specificity and efficiency in learning and remembering information. Symbolism: Substituting images increases the probability of recall. Color: The use of color in any learning situation makes the information more memorable. Learners are more likely to remember key words and important information if they are written in different colors (the brighter the better). Order and Sequence: By using order and sequence in combination with other learning principles, the trainer can improve learners' ability to recall information by immediate reference to something (ie; little to big, grouping by color, sorting by category). Exaggeration: The more outrageous, unusual and exaggerated an image or information is, the more learners will remember to use it. The trainer can use this during learning sessions to impress important information in learners' minds. Positive Images: Positive images are generally more effective than negative ones because the brain "wants to return to them." The brain tends to "block" negative images because it does not want to return to something that it perceives as unpleasant. Training/Learning Methods (Time Required)

7. 8.

10.

Training of Trainers Curriculum

Module 14/Unit 2

Specific Objective #9:

CONTENT Knowledge/Attitudes/Skills Training/Learning Methods (Time Required) Group Exercise (30 min.) The trainer should: Divide Px into 3 groups for the following tasks: #1: Identify the advantages and disadvantages of trainercontrolled training. #2: Identify the advantages and disadvantages of collaborative training. #3: Identify the advantages and disadvantages of learnercontrolled training. Allow 20 minutes for the group work and ask one Px from each group to report on their conclusions. Ask Px to reflect on the session and tell how they plan to use what they have learned when they conduct their next training.

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Training of Trainers Curriculum

Module 14/Unit 2

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Training of Trainers Curriculum

Module 14/Unit 3

CONTENT Knowledge/Attitudes/Skills Nonverbal Communication The following list includes examples of nonverbal communication that facilitates learning: Appearing relaxed Smiling Making eye contact with Px Showing interest in what Px are saying Appearing thoughtful Showing approval Verbal Communication In verbal communication, the tone of one's voice can display different emotions, even when the words are the same. During this exercise, we will demonstrate the following emotions using just one sentence: Anger Boredom Happiness Frustration Disgust Disinterest Impatience Disapproval Verbal communication refers to how something is said. In order to capture and maintain the interest of trainees, the trainer should: Vary the pitch, tone and volume of the voice to emphasize important points. Avoid monotone speech which will cause boredom no matter how important the content. Vary the pace and delivery. Make important points slowly and cover less important material quickly. Use terms that are familiar and easily understood by Px. Training/Learning Methods (Time Required) Learning Exercise (cont.) After several Px have done this, ask the group the following questions: Was it difficult trying to convey a feeling without words? Was it difficult to interpret emotions without a verbal explanation? Explain that trainers also communicate non-verbally. Give examples of how this nonverbal communication might affect trainees. Ask the Px, "What type of nonverbal communication on the part of the trainer do you think facilitates learning?" Learning Exercise (20 min.): The trainer should conduct the following exercise: Explain that a person's tone of voice also communicates different emotions. Give each Px an "emotion." Give each Px the same sentence to say using the emotion assigned to them. (Suggestion for sentence: "Someone will see you in a few minutes.") Let the others guess which emotion is being displayed and discuss how the feeling is shown. Ask Px, "How can the emotions in your voice can facilitate learning?"

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Training of Trainers Curriculum

Module 14/Unit 3

Specific Objective #1: Continued

CONTENT Knowledge/Attitudes/Skills Verbal Communication (cont.) Begin each session and each topic with a strong introduction to capture interest and draw attention to important points. Communicate on a personal level with each of the Px by using their names; however, be sensitive to cultural norms. In some settings using first names may make some Px more comfortable while in other settings, use of first names may be inappropriate. Try to incorporate Px ideas and examples into the training. Remembering a participant's comments, either from a previous session or from outside the training environment, will encourage Px interest and further participation. Avoid repeating words and phrases such as "Do you know what I mean?" or "you know?" or "Do you understand?" These can be extremely annoying after a short period of time. Try to make logical and smooth transitions between topics. Where possible, link topics so that the concluding review or summary of one presentation introduces the next topic. In any case, clearly state the beginning of a new topic and use visual aids (chalk or writing board or flip chart) to show it. Abrupt transitions between topics can cause confusion. Take the time to give clear directions for all classroom and clinical activities so that Px will not be confused and lose interest. Px should not have to wonder what comes next, what they are supposed to do, or how activities will be conducted. Training/Learning Methods (Time Required) Lecturette (20 min.): The trainer should: Give a short lecturette on what trainers should do to capture and maintain the interest of trainees, using both verbal and nonverbal communication skills.

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Training of Trainers Curriculum

Module 14/Unit 3

Specific Objective #1: Continued

CONTENT Knowledge/Attitudes/Skills Verbal Communication (Continued) Remember that family planning and reproductive health involve consideration of intimate issues. Sexual matters may be difficult to talk about because they involve strongly held views, taboos, and religious beliefs. Using words which are acceptable to Px will encourage them to do the same work with clients and fellow staff members. Training/Learning Methods (Time Required)

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Training of Trainers Curriculum

Module 14/Unit 3

Specific Objective #4: Continued

CONTENT Knowledge/Attitudes/Skills "Closed" and "Open-ended" Questions (cont.) An open-ended question, however, may not work as a discussion starter with people who are not used to expressing their opinions freely in a group. Examples: 1. What do you see happening here? 2. Why do you think it is happening? 3. Why do you agree with this? 4. Why do you feel that way? 5. What can we do about the lack of chlorine in the district hospital? Training/Learning Methods (Time Required)

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Training of Trainers Curriculum

Module 14/Unit 4

UNIT 4: TRAINING TECHNIQUES

INTRODUCTION: By varying training techniques, trainers can alter the presentation of information to participants in order to better suit the topic materials and the learning styles of participants. This unit provides the trainer with a variety of techniques, as well as a view of their relative advantages and disadvantages. UNIT TRAINING OBJECTIVE: To prepare the participant to conduct training using a variety of training techniques. SPECIFIC LEARNING OBJECTIVES: By the end of this unit, the participants will be able to: 1. Describe commonly-used training techniques and the kinds of learning appropriate for each one. 2. Define at least 5 different training techniques and explain the advantages and disadvantages of each. 3. Explain the process a trainer should follow in applying the different training techniques. TRAINING/LEARNING METHODOLOGY: Discussion Brainstorming Group exercises Lecturette

MAJOR REFERENCES AND TRAINING MATERIALS: Brancich C, Farrell B. Advanced Training of Trainers: Nigeria. International Health Programs/Western Consortium for Public Health (IHP/WCPH), 1990. CEDPA. Training Trainers for Development. Washington, D.C.: The Center for Development and Population Activities, 1994. Kamal I, Thompson H. A Handbook on Training. Watertown, MA: Pathfinder International, 1993.

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Training of Trainers Curriculum

Module 14/Unit 4

RESOURCE REQUIREMENTS: Newsprint Marking pens Overhead projector Flipchart

EVALUATION METHODS: Participant Evaluation Form Where Are We? Reflections Continuous assessment of objectives being learned 1 hour, 25 minutes

TIME REQUIRED:

MATERIALS FOR T RAINERS TO PREPARE IN ADVANCE: 1. Transparency 4.1 (Unit Objectives) 2. Copies of Participant Handouts 3. Slips of paper with training techniques in a hat or bag

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Training of Trainers Curriculum

Module 14/Unit 4

Specific Objective #1: Describe commonly-used training techniques and the kinds of learning appropriate for each one.
CONTENT Knowledge/Attitudes/Skills Definitions: Knowledge: Retaining facts and information. Attitudes: Expressing feelings and values in a given situation; showing emotions. Aptitude; the ability to do something (includes both cognitive and manual skills). Training/Learning Methods (Time Required) Group Discussion (20 min.): The trainer should: Greet Px, show Transparency 4.1 and discuss the Unit Objectives. Ask Px which training techniques they have used as trainers, learners, or observers. Write their answers on a whiteboard or newsprint. Ask Px what the difference is between Knowledge, Attitude, and Skills. Write definitions on whiteboard or newsprint. Ask for examples of each. Explain that behavior involves a combination of knowledge, skills and attitudes. Training techniques are designed to change people's behaviors by developing knowledge, attitude, and skills. Guide Px through a discussion on the rationales for use of the various training methods, explaining advantages and disadvantages. Answer any questions and encourage discussion. (See Px Handout 4.1.) Group Discussion (10 min.): 1. 2. 3. 4. Describe the skill. Demonstrate the skill. Have the trainee practice the skill. Verify that the skill is being done correctly (evaluate). The trainer should: Suggest that Px think back to the session on adult learning.

Skills:

How to Teach Knowledge 1. 2. 3. 4. 5. 6. 7. Only teach those facts which the learner needs. Start with the learner's own experience. Use all possible additional resources. Make learning activities participatory. Use visual aids and handouts. Review and summarize often. Verify that learning has taken place (evaluate).

How to Teach Attitudes 1. 2. 3. 4. 5. Provide information. Provide examples or models. Provide direct experience. Provide opportunity for discussion. Provide role playing exercises.

How to Teach Skills

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Training of Trainers Curriculum

Module 14/Unit 4

Module 14/Unit 5

UNIT 5: USING TRAINING AIDS

INTRODUCTION: Training aids, both visual and audiovisual, can serve many purposes in the context of a training course, including increasing learning, adding interest to presentations, and facilitating comprehension. This unit has suggestions to assist the trainer in incorporating training aids into training workshops and courses. UNIT TRAINING OBJECTIVE: To prepare participants to use both visual and audiovisual training aids. SPECIFIC LEARNING OBJECTIVES: By the end of the unit, participants will be able to: 1. Define "training aids," their uses, and the factors in choosing culturally relevant and visually clear training aids. 2. Discuss the advantages, disadvantages, and handling tips of common visual and audiovisual aids. 3. Prepare a creative visual aid using available materials. TRAINING/LEARNING METHODOLOGY: Lecturette Discussion Group work MAJOR REFERENCES AND TRAINING MATERIALS: Crone C, Hunter C. From the Field: Tested Participatory Activities for Trainers. World Education, 1980. Felter KA, Clark MH, Murphy C, Walters JE. Teaching and Learning with Visuals. London/NY: Macmillan Publishers Ltd., 1987. ILO. An Introductory Course in Teaching and Training Methods. Geneva: ILO Publications, 1986 p. (4)-1 to (4)-2 & (4)-6. Philippine Family Planning Program. Training of Trainers in Family Planning. Manila: Department of Health, 1993.

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Training of Trainers Curriculum

Module 14/Unit 5

RESOURCE REQUIREMENTS: Newsprint Marking pens Overhead projector Scissors Illustration board Gift wrapping paper Glue Other materials for use in making visual aids

EVALUATION METHODS: Participant Reaction Form Where Are We? Reflections Continuous assessment of the objectives 1 hour, 35 minutes

TIME REQUIRED:

MATERIALS FOR T RAINERS TO PREPARE IN ADVANCE: 1. Transparency 5.1 2. Copies of Participant Handouts 3. Materials for making visual aids

Pathfinder International

Training of Trainers Curriculum

Module 14/Unit 5

Specific Objective #1: Define "training aids," their uses, and the factors in choosing culturally relevant and visually clear training aids.
CONTENT Knowledge/Attitudes/Skills Definition of Training Aids Training aids are tools which are either visual or audiovisual that can significantly: increase and reinforce learning add interest to the presentation facilitate listening, remembering, and retention facilitate understanding, especially in the teaching of abstract concepts Factors to Consider in Choosing Training Aids 1. 2. 3. 4. Circumstances Subject Cost Availability Training/Learning Methods (Time Required) Group Discussion (30 min.): The trainer should: Greet Px, show Transparency 5.1 and discuss Unit Objectives. Distribute copies of the Px Handout 5.1: Training Aids and Px Handout 5.2: Drawings Misinterpreted by Rural Adults. Please note that Px Handout 5.1 contains supplemental information not found in the "Content" column. Ask Px to first identify the pictures and then to guess what % of adults (who were illiterate and living in a rural area of another country) identified the objects correctly. Distribute copies of the answers found on Px Handout 5.2a. Conduct a lecturette/discussion on the definition of training aids and factors to consider in choosing training aids. Have participants identify the training aids they are familiar with. Note: Handouts 5.2 and 5.2a may be used as transparencies. (See Px Handouts 5.1, 5.2, and 5.2a.)

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Training of Trainers Curriculum

Module 14/Unit 5

Module 14/Unit 6

UNIT 6: PLANNING FOR TRAINING

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Module 14/Unit 6

Module 14/Unit 6

Specific Objective #3: Continued

CONTENT Knowledge/Attitudes/Skills Skills There are many kinds of skills including: manual skills, communication, cognitive, problemsolving, decision-making, and leadership skills. Objectives for learning new skills use words like the following: apply do use create generate differentiate compare decide evaluate plan analyze examine construct implement develop Attitudes Attitude changes are the hardest to teach and evaluate; learning is measured indirectly by observing behaviors. Objectives for learning new attitudes use phrases like: "Demonstrates ____ by ___ " (e.g. "demonstrates respect for clients by greeting them by their name, listening closely to their questions...") Attitudes taught and often evaluated include: confidence in applying new knowledge and skills, respect for clients' sensibilities and fears, patience, accuracy, gentleness in performing exams, thoroughness, conscientiousness, curiosity, tolerance for opposing views, belief in the truth, importance or usefulness of something, integrity, diplomacy, tact, dedication, enthusiasm, and satisfaction. Training/Learning Methods (Time Required) Lecturette (10 min.): The trainer should: Give a short lecturette on writing objectives for different kinds of learning. Write the words used for the various kinds of objectives on the whiteboard or newsprint. Group Exercise (30 min.): The trainer should: Have Px return to their pairs to work on the following task: 1. Using the knowledge, skills, and attitudes identified in the Trust Condom Factory case study needs assessment, identify topics you would include in a two-day training course. 2. Rank the topics with the most important first. 3. Select one of the topics and write objectives for it. Reconvene and ask for a Px to read aloud the first objective. Write it on newsprint. Lead the group in checking it against the criteria: Is it Specific? Is it Measurable? Is it Achievable? Is it Relevant? Is it Time Limited? Ask Px: What was the most difficult part of the exercise? Which parts need more practice? What difference good objectives make in conducting training?

Training of Trainers Curriculum

Module 14/Unit 7

UNIT 7: MICRO-TRAINING
INTRODUCTION: By practicing the various skills required to conduct a training course or workshop, participants gain practical experience which will enable them to assess their strengths and weaknesses, focus their efforts, and improve as trainers. UNIT TRAINING OBJECTIVE: To provide the participants with an opportunity to practice their acquired training skills. SPECIFIC LEARNING OBJECTIVES: By the end of the session the participants will be able to: 1. Conduct a micro-training session based on this Comprehensive Training Course. 2. Demonstrate how to manage nervousness. 3. Practice, observe, and provide feedback on training sessions, and use feedback to improve training skills. 4. Enumerate at least five "Do's" and "Don'ts" for trainers. TRAINING/LEARNING METHODOLOGY: Demonstration Discussion Evaluation using the Trainer Evaluation Form Brainstorming Lecturette

MAJOR REFERENCES AND TRAINING MATERIALS: Brancich C, Farrell B. Advanced Training of Trainers: Nigeria. International Health Programs/Western Consortium for Public Health (IHP/WCPH), 1990. CEDPA. Training Trainers for Development. Washington, D.C.: The Center for Development and Population Activities, 1994. Donaldson L, Scannel EE. Human Resource Development. The New Trainer's nd Guide. 2 ed. Reading, MA: Addison-Wesley, 1979. Newstrom J, Scannell E. Games Trainers Play. New York: McGraw-Hill Book Company, 1980.

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Training of Trainers Curriculum

Module 14/Unit 7

RESOURCE REQUIREMENTS: Newsprint Marking pens Overhead projector Video equipment, including camera and VCR Visual aids, as needed, for micro-training sessions

EVALUATION METHODS: Participant Reaction Form Where Are We? Reflections Trainer Evaluation by Participants 2 days, but may vary depending on size of group, previous training experience of participants, etc.

TIME REQUIRED:

MATERIALS FOR T RAINERS TO PREPARE IN ADVANCE: 1. Transparency 7.1 2. Copies of Participant Handouts. 3. Eight copies of Px Handout 7.4 for each participant. 4. Prepare assignments for micro-training for each participant.

You may use Participant Handout 7.5: Topics for Micro-training. However, these topics are based on the Pathfinder Comprehensive Training Curriculum. Many changes have been made since this curriculum was originally produced, and the objectives and modules may have different numbers. When preparing the assignments, make sure each participant is assigned a variety of methodologies. Total time for each participant should be approximately two to two and one half hours. This will vary with the number of participants in the course.

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Training of Trainers Curriculum

Module 14/Unit 7

Specific Objective #1: Conduct a micro-training session based on this Comprehensive Training Course.
CONTENT Knowledge/Attitudes/Skills The Purpose of the Micro-Training Exercise 1. To gain experience in using the curricula as it was designed. 2. To experience the advantages and limitations of the design. 3. To have experience from which the trainer can facilitate the use of the curricula. 4. To strengthen the skills of the trainer in utilizing participatory training methods. 5. To strengthen presentation skills through the use of feedback (verbal and written) and video replay. Helpful Hints 1. Give your listeners signals to help them follow your ideas. 2. Don't start off with an apology. 3. Keep your conclusion short. 4. Watch the body language of your audience. 5. Maintain eye contact. 6. Vary the speed with which you talk. 7. Make sure that everyone in the room can hear. 8. Use natural gestures. 9. Avoid putting your hands near your face. 10. Use pauses effectively. 11. Talk from notes rather than a script. 12. Eliminate bad habits like jingling coins, scratching your nose, clearing your throat, etc. 13. Never memorize your presentation. 14. Practice Training/Learning Methods (Time Required) Group Discussion (30 min.): The trainer should: Greet Px, show Transparency 7.1 and discuss Unit Objectives. Ask Px if they are ready for today's experience. Remind Px that we learn by experience but also by feedback as we practice, so it might be useful to go over what they need to be looking for as observers in order to give their colleagues useful feedback. Using brainstorming, elicit from Px what they think are the important things to look for when they observe micro-training sessions, and how to provide their feedback effectively and with caring. Hand out the Px Handout 7.2: Trainer Evaluation Form. Review the forms with Px to be sure they understand its use. Lead a discussion comparing this handout with the list they generated. Ask Px what they think the purpose of micro training is. Supplement their answers from the content at the left. Lecturette (10 min.): The trainer should: Give a short lecturette on Helpful Hints found in the "Content" and supplemented in Px Handout 7.1.

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Training of Trainers Curriculum

Module 14/Unit 7

Specific Objective #2: Demonstrate how to cope with nervousness and stagefright.
CONTENT Knowledge/Attitudes/Skills Managing Nervousness and Stagefright Note: If you are nervous, don't announce it. Once you do, your audience feels obligated to worry about you. Contrary to popular belief, some nervousness is good for you and your presentation. However, there is a point at which the audience no longer regards the nervousness as endearing, but sees it as a darkening cloud and, in fact, it makes the audience nervous. To manage nervousness and stagefright: 1. Get enough sleep the night before. 2. Accept the fact that you are nervous. Use it as a positive influence. 3. Take a brisk walk just before you present. Keep your body awake and alert. 4. Don't sit with your legs crossed. It does not present a positive image and one of your legs may go to sleep. 5. Let your arms dangle at your sides to facilitate the draining of tension. 6. While your arms are dangling, twirl your fingers loosely to improve circulation. 7. Keep your shoulders down. The more you hunch them up, the more tense you will become. 8. Move your jaw back and forth to reduce the tension in the muscles of the side of your face. Open your mouth widely when you speak. 9. Practice slow, deep breathing for about two minutes just before you are to speak. This ventilates the body and helps ease the stress. Training/Learning Methods (Time Required) Lecturette and Group Exercise (15 min.): The trainer should: Give a short lecturette on managing nervousness and stagefright. Have Px stand up and practice the physical relaxation techniques. (See Px Handout 7.3.)

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Training of Trainers Curriculum

Module 14/Unit 7

Specific Objective #2: Continued

CONTENT Knowledge/Attitudes/Skills Coping with Nervousness (cont.) 10. Use silent, encouraging phrases for yourself, like "Let's go!" or "This is going to be a great presentation." Training/Learning Methods (Time Required)

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Training of Trainers Curriculum

Module 14/Unit 7

Specific Objective #3: Practice, observe, and provide feedback on training sessions, and use feedback to improve training skills.
CONTENT Knowledge/Attitudes/Skills Feedback to Improve Training Skills Training/Learning Methods (Time Required) Group Exercise (15 min.): The trainer should: Distribute 8 copies of the sheet from Px Handout 7.4A: The Number Game to each Px. Give them verbal instructions found on Px Handout 7.4. Ask the discussion questions found in Px Handout 7.4. Micro-Training Group Exercise (1-2 days, depending on size and experience of group): The trainer should: Handout the micro-training assignments (as per Px Handout 7.5). Ask if Px have any questions. Discuss the schedule and grouping of Px. Divide Px into four groups. Allow half a day for Px to prepare and then begin the micro-training and critiquing. When Px present training sessions, other Px and the trainer should observe the Px and provide feedback based on the lecturette content and Px Handout 7.2. Review Px Handout 7.6: What Makes a Good Listener with the Px before starting micro-training exercises.

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Training of Trainers Curriculum

Module 14/Unit 7

Specific Objective #4: Enumerate at least five "Do's" and Don'ts" for trainers.
CONTENT Knowledge/Attitudes/Skills Do's Do maintain good eye contact. Do prepare in advance. Do use visual aids. Do speak clearly. Do speak loud enough. Do encourage questions. Do recap at the end of each session. Do bridge one topic to the next. Do encourage participation. Do write clearly and boldly. Do summarize. Do use logical sequencing of topics. Do use good time management. Do K.I.S. (Keep it Simple) Do give feedback. Do position visuals so everyone can see them. Do avoid distracting mannerisms and distractions in the room. Do be aware of the participants' body language. Do keep the group focused on the task. Do provide clear instructions. Do check to see if your instructions are understood. Do be patient. Training/Learning Methods (Time Required) Lecturette (10 min.): The trainer should: Give a brief lecturette on the topic of "Do's" and "Don'ts" for trainers. (See Px Handout 7.7.)

Don'ts Don't talk to the flipchart. Don't block the visual aids. Don't stand in one spot; move around the room. Don't ignore the participants' comments and feedback (verbal and nonverbal). Don't read from the curriculum. Don't shout at the participants.

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Training of Trainers Curriculum

Module 14/Unit 7

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Training of Trainers Curriculum

Module 14/Unit 8

UNIT 8: PREPARING FOR A TRAINING COURSE

INTRODUCTION: Trainers must play an active role in the preparation of a training course in order to ensure its success. By assessing the site, planning for materials, providing for the participants, managing the budget, and overseeing the development of a curriculum and materials for the course, trainers can optimize the resulting training's effects. UNIT TRAINING OBJECTIVE: To prepare the participant to be able to accomplish all of the necessary steps and tasks to prepare for a training course. SPECIFIC LEARNING OBJECTIVES: By the end of the unit, the participant will be able to: 1. Demonstrate how to develop plans for a training course. TRAINING/LEARNING METHODOLOGY: Group Work Discussion MAJOR REFERENCES AND TRAINING MATERIALS: Brancich C, Farrell B. Advanced Training of Trainers: Nigeria. International Health Programs/Western Consortium for Public Health (IHP/WCPH), 1990. Kamal I, Thompson H. A Handbook on Training. Watertown, MA: Pathfinder International, 1993. Sullivan R, et al. Clinical Training Skills for Reproductive Health Professionals. Baltimore, MD: JHPIEGO, 1995. Wolff J, Suttenfield L, Binzen S. The Family Planning Manager's Handbook. Boston, MA: Kumarian Press, 1991. RESOURCE REQUIREMENTS: Newsprint Marking pens Overhead projector

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Training of Trainers Curriculum

Module 14/Unit 8

EVALUATION METHODS: Participant Reaction Forms Where are We? Reflections Continuous assessment of objective 1 hour

TIME REQUIRED:

MATERIALS FOR T RAINERS TO PREPARE IN ADVANCE: 1. Transparency 8.1 2. Copies of Participant Handouts

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Training of Trainers Curriculum

Module 14/Unit 8

Module 14/Unit 9

Specific Objective #3: Continued

CONTENT Knowledge/Attitudes/Skills

Training/Learning Methods (Time Required) Group Exercise (cont.) Help Px draw conclusions about the session by asking: What have you learned about evaluations today? Now that you know so much about evaluation, would you be as reluctant to take a pre-test as you were during the comprehensive course? What else about training evaluations would you like to discuss?

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Training of Trainers Curriculum

APPENDIX

Module 14/Participant Handouts

Participant Handout 1.1: Course Expectations

Take notes on your partner's expectations using this worksheet. 1. What do you hope to accomplish during this course?

2. Do you anticipate any difficulties during the course?

3. What will you be missing at home?

4. What will you be missing at work?

5. How do you think this training will help you at work?

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Training of Trainers Curriculum

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Participant Handout 1.2: Training Needs Assessment

GENERAL DIRECTIONS: Please answer and complete all items. This questionnaire will help us plan a training of trainers course that is relevant to your needs. This is not a test. 1. Biographical Information Name: __________________________________ Position: ________________________________ Date Position Assumed: ____________________ Work Experience: Age: _______________

Begin with your most recent employment and include all positions for past 10 years. Position/Duties Organization

Date

Education:

Begin with most recent and include short-term technical or professional training. Major Subject(s) Dates

Institution/Location

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Module 14/Participant Handouts

Participant Handout 1.2: Training Needs Assessment (cont.)

2. Family Planning Experience 2.1. Do you provide, or have you provided, comprehensive family planning services? Yes No

If no, why not?

If yes, where and what types of services?

2.2 Do you train, or have you trained others in family planning? Yes No

If no, why not?

If yes, what cadres have you trained? In what subject matter(s)? How recently?

If yes, did the training include any field clinical experience? Describe please:

2.3 In general, is your experience/attitude towards family planning: Positive Negative

Describe please:

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Training of Trainers Curriculum

Module 14/Participant Handouts

Participant Handout 1.2: Training Needs Assessment (cont.)

3. Training Experience

3.1 Have you attended a training of trainers course? Yes Where? When? 3.2 Please rate your present level of knowledge or competence by circling the appropriate number using the following rating scale: 1 2 3 4 5 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 None at all Inadequate Adequate Good Excellent 1 1 1 1 12 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 No

Knowledge of adult learning Knowledge of your learning style The experiential learning cycle Knowledge of the problem solving process Knowledge of formulating training goals & behavioral objectives (specific learning objectives) 3.2.6 Understanding of the role of TOT (trainer of trainers) 3.2.7 Knowledge of group process/dynamics 3.2.8 Understand how to use both verbal and non-verbal communication to express feelings 3.2.9 Understand how to provide praise and encouragement in training 3.2.10 Understand how to provide feedback 3.2.11 Knowledge of how and when to use open and closed questions 3.2.12 Training methods: discussion homework assignments demonstration/return demonstration field trips case studies practicum (practical field experience) large group discussion role play lecture group work
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Participant Handout 1.2: Training Needs Assessment (cont.)

3.2.13 Training process: needs assessment goal(s) and behavioral objectives training plan/design training implementation evaluation 3.3.14 Training curriculum development: behavioral objectives content/topic sequencing daily design training methods and materials selection training evaluation skill in conducting a training needs assessment knowledge in use of training objectives skill in developing visual aids skill in evaluating training 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5

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Participant Handout 1.3: Suggestions for Effective Participation

DO Ask a question when you have one. Feel free to share an illustration. Request an example if a point is not clear. Search for ways in which you can apply a general principle or idea to your work. Think of ways you can pass on ideas to your subordinates and co-workers. Be skeptical - don't automatically accept everything you hear.

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Training of Trainers Curriculum

Module 14/Participant Handouts

Participant Handout 1.4: "Where Are We?" and "Reflections"

Where Are We? Activity: Daily review of key concepts Materials: Flipchart, stand, and markers Time: 10-15 minutes each day Purpose: 1. To give people the opportunity to review what they learned the previous day. 2. To provide a transition from one day to the next. 3. To indicate to the trainers how much Px have retained. 4. To clarify any misconceptions or misunderstandings. Procedure: Each morning (with exception of the first day) before the session begins, a designated trainer should come to the front of the group to discuss the key concepts of the day before. 1. Ask Px to state the main or key points from the day before. 2. Write down their comments on the flipchart. 3. If someone gives you a one-word answer, ask that person to expand on the point. If s/he has difficulty verbalizing the concept, ask another Px to help. 4. Do not spend too long on this; remember you are looking only for the most important themes, not a summary of the previous day's session. 5. Save the flipcharts to review at the last session. This helps Px see what they consider the main points learned throughout the workshop. The information may also help the trainers in their evaluation of the workshop and its activities. Alternative procedure: 1. Have the trainer read the previous days key concepts form a flipchart. (This ensures that the correct concepts are presented, rather than assuming that every Px is capable of identifying and clearly stating them.) 2. Either review the flipcharts at the last session or present each Px with a Key Concept handout for them to use as a permanent reminder of their most important workshop learnings.

Participant Handout 2.2: Applying Adult Learning Theory

A variety of activities, based on the characteristics of adult learning, can be used in the teaching process. Some are listed below: Adults have a need to know why they should learn something. Provide real or simulated experiences through which the learners experience the benefits of knowing and the costs of not knowing. Start training by creating a climate of mutual trust and by discussing expectations with the learner. Adults have a deep need to be self-directing. Allow for as much choice as possible in making decisions during the learning experience. Create a mechanism for mutual planning. Help adults diagnose their needs. Set objectives and design learning activities suited to their needs. Adults have a greater volume and different quality of experience than youth. Encourage participants to share their experiences. Try to link new learning activities to the participants' experiences. Adults become ready to learn when they experience in their life situation a need to know or be able to do in order to perform more effectively. Any training course will be more effective if the content is related to meeting their need for knowledge or a particular skill. Often participants are sent by their organization/ company and do not "choose to attend." When participants are "sent" for training, there are two mechanisms for reducing their resistance: 1. State publicly that you realize there may be some participants who are not in the course because they want to be and that you are sorry because this gets in the way of learning, and 2. Explain that since they have no choice but to be in the course, to try to find some value in learning what the course has to offer. Participants should be told why a particular topic or session is included and why they are expected to learn a particular skill or adopt a certain attitude. Adults enter into a learning experience with a task-centered orientation to learning. Case studies and role play techniques help participants feel they are working with "real" problems and accomplishing "real" tasks. Developing and carrying out "re-entry" plans help participants learn how to apply the lessons learned. Adults are motivated to learn by both extrinsic and intrinsic motivators. As trainers, we can set the stage and do much to orchestrate an environment conducive to learning, however, it is also an internal process. Positive reinforcement enhances learning. Link training with promotions, added responsibility, power, and esteem.
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Module 14/Participant Handouts

Participant Handout 2.2: Applying Adult Learning Theory (cont.)

How Adults Learn 1. Adults have many previous experiences that are pertinent to any educational activity. Ignoring them causes resistance to learning. 2. Adults have a great many preoccupations other than what you may be trying to teach them. If you waste their time, they will resent it. 3. Adults are faced with real decisions to make and real problems to solve. If training does not help them with either, it may be wasted. 4. Adults react to authority by habit according to their experiences. You cannot force someone to learn. 5. Adults are proud and self-directing. Learning is most efficient when it is the learner's idea, and meeting his specific needs. 6. Adults have real things to lose. Learning must enhance their position, their esteem, or their self-actualization. Otherwise there is too much risk.
Source: Donaldson L, Scannell E. Human Resource Development. Reading, MA: Addison-Wesley Publishing Company, 1986.

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Training of Trainers Curriculum

Module 14/Participant Handouts

Participant Handout 2.3: Learning Principles

In recent years, educators and trainers in business and industry have been developing new ways of helping people to learn. To such traditional methods as the lecture, panel discussions, symposia, group discussion, case problems, and demonstration have now been added role playing, programmed instruction, film case studies, audio cassettes, and business games. These new learning tools are all based on the principle that people learn from their own experience in training programs. This experience can include various ways of being told, ways of being shown, ways of participating in a discussion, and ways of learning, all of which are really ways of providing meaningful experiences for the learner. There is no one best learning method--each has its own merits and uses. Any effective training program utilizes the following principles of learning: 1. Learning can be said to take place when there is a permanent change in behavior, including changes in knowledge, understanding, skills, interests, values, sensitivities, attitudes, and perceptions. To bring about a specific kind of change, certain methods are more effective than others. For example, an experience in which the learner develops his or her own conclusions is likely to be more effective than a lecture or reading assignment. Changes are unlikely to take place unless the learner is motivated to learn. Learning is an internal process that involves taking your own experience and adapting it to what your needs are at the time. Learning is most likely to occur when it is based on the learner's experience and meets the learner's knowledge and attitude. Learning methods are more effective when the learner's attitude is positive. Individuals learn different things in different ways and at their own speed, and relate their learning to their own values, beliefs, and experiences. Learning is a thinking process. Learning is more effective when people have to think and when they are responsible for working out their own conclusions. Learning is largely an associative process of relating one thing to another. We relate new learning to something previously learned. We relate learning to our own previous experiences. Learning is enhanced by applying the skills and knowledge, by testing experiences, feelings and opinions and by comparing the opinions of others. Learning by understanding is retained better than learning by memorizing. Repetition helps retain knowledge.

3. 4.

8. 9.

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Module 14/Participant Handouts

Participant Handout 2.3: Learning Principles (cont.)

10. Previous learning tends to be transferred to specific situations only when the learner perceives it to be relevant. The more specifically general principles can be practically applied in a learning situation, the more likely the learner is to apply them on his or her own. An opportunity to practice new learning free from fear of failure increases the likelihood that the learner will try to use the new learning. 11. Learning is often resisted if it means replacing comfortable, established attitudes and ways of doing things with new attitudes and ways of doing things. Resistance can be lessened by respecting learners rights as individuals to decide for themselves and by giving learners an opportunity to reinforce new learning by applying it.

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Module 14/Participant Handouts

Participant Handout 3.2: Praise and Encouragement

Praise and Encouragement The definition of encouragement is "the giving of courage and confidence." The definition of praise is "the giving of approval." Examples: "That's a great answer!" "That's right!" "That was an excellent response!" "That was an excellent demonstration!" "You inserted that IUD exactly right!" "Good job!" "Well done!"

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Module 14/Participant Handouts

Participant Handout 3.3: Feedback

Definition of Feedback Feedback is a communication method for receiving or giving information about behavior. General Rules of Feedback 1. Feedback should be given: at an appropriate time (immediate not delayed) directly to the person in the form of "I observed; I think; I feel" in reasonable quantities--neither too much nor too little directed toward behavior over which the receiver has control 2. Feedback concerns the questions of "what?" and "how?" but does not attempt to explain "why?" 3. Feedback does not make judgements nor give advice. 4. Feedback should take into account both the needs of the receiver and the giver of feedback. Feedback can be destructive if it serves only the needs of the giver. 5. Feedback should be checked to ensure clear communication. This can be done by asking the receiver to rephrase the feedback to see if that was what the giver had in mind. 6. Feedback should be received by: listening only making no justifications for behavior asking only for clarification acknowledging the feedback Ground Rules No putting down of others' values allowed. No question is dumb. It is OK to feel embarrassed. No asking personal questions. Everyone has the right to participate or pass. Speak for yourself. Use "I" statements.

Definitions: Knowledge: Attitudes: Skills: Retaining facts and information. Expressing feelings and values in a given situation; showing emotions. Aptitude: the ability to do something (including both cognitive and manual skills).

How to Teach Attitudes 1. 2. 3. 4. 5. Provide information. Provide examples or models. Provide direct experience. Provide opportunity for discussion. Provide role playing exercises.

How to Teach Skills 1. 2. 3. 4. Describe the skill. Demonstrate the skill. Have the trainee practice the skill. Verify that the skill is being done correctly (evaluate).

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Module 14/Participant Handouts

Participant Handout 4.2: Training Techniques The Lecture

Definition A formal verbal procedure (or "talk") which consists of presentation and clarification of facts and principles. It is generally a one-way form of communication. It is the most commonly used and abused method. Advantages (depending upon the skill of the lecturer) provides an opportunity for the teacher to give information not available in text books, especially when library facilities are poor allows lots of facts to be presented in a short period of time facts can be given to a large number of students at one time gives an opportunity to explain relationship of theory to real life experiences Weaknesses and limitations the student remains passive, uninvolved does not teach the student how to solve problems difficult to evaluate day-to-day learning progress of individual students does not allow for individual pace of learning: above average, average, and below average trainees all have to cope at the same pace students cannot remain alert for long periods of time when not involved, hence poor receptivity students remember very little if they just listen to the lecture "What I only hear, I forget." Uses The lecture can be used effectively by a skillful trainer for these purposes: giving information, explaining principles, clarifying abstract concepts, etc. introduction of a new topic or new activity orientation of students to a new unit of instruction or a field trip recapitulation of the previous lesson (revision/review) summarization of the day's lesson at the end of a teaching session illustration and clarification of difficult points providing incidental information (something the teacher read, heard, or experienced which is of interest to the students) discussing a test paper, i.e., performance of the group exposing the students to a famous guest speaker other uses will depend on the situation and discretion of the teacher

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Module 14/Participant Handouts

Participant Handout 4.2: Training Techniques (cont.)

Can the lecture method be used in training? Yes and no. From the above list of uses, it can be seen that the formal lecture can be used for providing information. It cannot be used effectively to initiate or develop skills. However, if the lecture is supported by audio-visual aids, its effectiveness increases many fold. A lecture in which audio-visual aids are used is known as the illustrated lecture.

The Illustrated Lecture

Definition: A lecture in which the teacher uses audio-visual aids in addition to verbal explanations. Advantages all advantages of the lecture method illustrated lectures are more effective than pure lectures because more senses are involved, not just hearing an illustrated lecture makes facts more interesting and easier to remember concepts can be made clearer by the use of picture and models, etc. Weaknesses longer preparation time Uses all uses of the formal lecture to give information to ensure clear concepts of objects, shapes, sizes and colors, etc. to initiate skills by showing films of how a certain procedure is carried out to fill the gap when actual demonstration of a procedure is not possible, e.g. showing a film on tubal ligation to a family planning field worker other uses will depend on the situation, the trainees, and the judgement of the trainer Guidelines for Preparation and Use of a Lecture/Illustrated Lecture. Preparation Preparation for lecture begins with preparing a formal "plan." This is in the form of a lesson plan or lesson notes. To prepare a lesson plan some information is needed and certain decisions have to be made. These are basic guidelines: Be clear about the objectives to be achieved during the session. Be clear about the expected levels of competence to be achieved.

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Module 14/Participant Handouts

Participant Handout 4.2: Training Techniques (cont.)

Preparation (cont.) Be sure of the topical headings and subheadings. Decide on the amount of details needed to be taught. (This will depend on the expected levels of competence to be achieved.) Decide on the supportive materials you will use in the lecture (e.g., audio-visual aids, specimens, real life experiences, a story, a poem, or a joke). Identify techniques for learner's participation in the light of their background, knowledge, and skills. Outline the methods for evaluating the teaching/learning outcome. Any other relevant point or factor which will influence planning and or implementation of the lesson plan. Once all the above information is collected and decisions have been taken, they are arranged in a meaningful and useful format called the lesson plan. Guidelines for Delivering a Lecture/Illustrated Lecture There are no set rules. Every teacher and trainer develops her/his own style. It helps to have observed both good and weak trainers. Some points to remember (apply as many main principles of teaching and learning as is suitable for the objective to be achieved.): Introduce the topic and the objective(s) of the session. Always use written notes when delivering a lecture. Make your delivery interesting and useful. Try to make your presentation forceful and lively. You can add interest with your enthusiasm, facial expressions, and a touch or humor. Use easy language and a natural conversational tone. Speak to the group and not at them. Maintain eye contact and speak slowly enough to allow reaction time. Break the monotony with a pause, a question, a joke, which is relevant to the situation. Involve the students and make them apply their knowledge. When audio-visual aids are used, collect or prepare and test all audio-visual materials and equipment before hand. When using audio-visual aids for the first time, rehearse beforehand so that they are used effectively and at the correct time. Summarize. Ask the students if the objective(s) was achieved (verbal evaluation).

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Module 14/Participant Handouts

Participant Handout 4.2: Training Techniques (cont.)

Note: A trainer who is sincere about self development and improved performance can ask a more experienced trainer to observe her/his and provide critical comments. Or if facilities are available, the trainer can arrange to get her/his session recorded on a video cassette, and view it in private to evaluated her/his own delivery.

Demonstration
Definition A visual and verbal presentation in which the trainer explains and exhibits the steps involved in a task or procedure. Advantages activates many senses, hence better recall and retention correlates theory with practice clarifies principles and concepts develops observation powers enables logical step-by-step presentation of facts and actions facilitates the acquisition of practical intellectual and communication skills demonstrates the organized and correct way of doing a task when questions are asked, the answers can be shown in a practical way

Weaknesses depends upon the mastery of the trainer in performing a procedure or a task (not a weakness of the method but of the user) not very effective with large groups is time consuming if not followed by prompt practice it is a waste of time Uses/suitability for any situation where skills have to be developed Guidelines for preparation and use 1. Write down the steps of the demonstration in their correct sequence and a list of materials needed. (This will become the checklist.) 2. Prepare materials and check if they are in working condition (e.g., syringe for giving an injection to a clients). 3. When objects are used, arrange them in the order in which they are going to be used, (i.e., the object to be used last is at the bottom).

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Module 14/Participant Handouts

Participant Handout 4.2: Training Techniques (cont.)

4. Ensure that all trainees can see and hear. (If an overhead projector is being used, the words should be clearly legible.) 5. Explain beforehand what is to be demonstrated. If making something (e.g., a doll, preparing oral rehydration solution, or a curriculum), show the actual finished product or a picture of it. The trainees can then clearly visualize the end result. 6. For skills being demonstrated, give a running commentary: explain each step while demonstrating it and use the checklist. 7. Recapitulate. Summarize. Discuss. Where people are used for demonstrating a skill, the discussion can be held later. 8. Ensure practice by one or more trainees. This is known as "return demonstration." 9. Arrange for prompt supervised practice of the skill being taught. After the demonstration is complete, the trainee should practice the procedure by following written steps, one by one. The trainer should observe the procedure and guide if necessary. This is called supervised practice. It is important for developing competence and proficiency. Note: Some demonstrations might require the trainer demonstrating one step and the trainee practicing that step before moving to the next one (e.g., learning to knit or to sew). Regular and correct practice is the only way to achieve perfection.

Discussion
Definition An activity in which participants interact in sharing views and solving problems, using their reasoning powers. Types There are 2 types of discussions: 1. Formal (plenary group discussion): The trainer leads and controls the discussion in a structured way according to certain rules of order. 2. Guided: Members talk about and informally discuss a topic or ways to solve a particular problem. Advantages If managed properly, discussion: allows the sharing/exchange of ideas and experiences develops reasoning powers develops objective thinking promotes respect and acceptance for other people's ideas and opinions
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Module 14/Participant Handouts

Participant Handout 4.2: Training Techniques (cont.)

Advantages (cont.) allows maximum participation by trainees gives trainees confidence when their ideas are accepted by others allows the trainer to assess the attitudes and knowledge trainees have on a subject develops attitudes and personality traits fosters consideration and cooperation develops reflective thinking: a person learns to review her/his line of thought in the light of new knowledge gained during the discussion

Weaknesses a skilled group leader is needed to achieve fruitful results can be noisy and unruly if not managed well by the trainer time consuming: the time spent on a discussion might not be worth the results achieved uncomfortable for the trainees if their ideas are attacked and criticized one or two trainees can dominate the session and hinder participation by others if the group leader is weak and does not keep the discussion relevant it can be waste of time for all concerned if the group leader is dominant, then sharing of views does not take place Use The discussion method can be used for: clarifying and removing doubts by "on the spot learning" making collective decisions and arriving at conclusions airing views and sharing information sharing responsibility for decisions planning certain activities observing behavior of individual students teaching group dynamics learning about trainees' views on certain topics/issues learning about trainees' depth of knowledge on certain topics/issues developing skills for assuming different roles in a group. (e.g., leader, member, recorder, observer, etc.) Guidelines for preparation and use Thorough planning is essential. The trainer should: Ask, "Will the outcome/results justify the time spent?" Ask, "How will the results of the discussion be used?" Be sure of the objective to be achieved. Do the trainees know why they are discussing the topic?

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Participant Handout 4.2: Training Techniques (cont.)

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Participant Handout 4.2: Training Techniques (cont.)

Uses/suitability problem solving working on simple and small projects, individually and in groups extra or additional reading reinforcing what was learned preparing for the next unit of instruction reference work which involves looking up information and learning to use library facilities application of knowledge when working on projects collecting data to be used later creative work such as writing essays and making small charts practicing skills learned in the training session many other uses depending upon the learning objective

Guidelines for preparation and use assignments should be planned beforehand the trainee should know the exact purpose of the assignment clear and definite instructions should be given for doing the assignment it should be interesting, meaningful, stimulating, and relevant to the course objective, and it should contain a variety of tasks it should not be too easy or too difficult, and enough time must be given it should be promptly checked, corrected and returned to the trainees

The Question and Answer Method

Definition A method in which questions are asked, or invited and answered. Advantages allows the trainer the opportunity for on-the-spot assessment of trainees' knowledge and its applications awakens interest and stimulates thinking provides an opportunity for organization and interpretation of thoughts for response provides an opportunity for self-expression removes doubts from the minds of the learners if answers are correct

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Participant Handout 4.2: Training Techniques (cont.)

Weaknesses To be effective it depends on the teacher. S/he must have: quick and clear thinking skills in judging relative values of answers and questions of the trainees. mastery over the language the ability to quickly reword the question if not clear to the trainees. quick decision-making skills about when to go into further details and probe deeper Uses/Suitability The question and answer method can be used: to refresh the trainees memory before a training session to spot-check on learning to review previous learning (revision and review) to quickly evaluate trainees' ability to connect, recall, and analyze facts Types of questions There are two types of questions: Memory questions: those that test memory or depend on "recall" only Thought questions: those that make the trainee think, use, and apply the knowledge with reasoning and logic The questions which the trainer asks should: emphasize reasoning and application of knowledge--not just learning of facts be purposeful and sound be clearly worded, grammatically correct and within the range of the trainees' knowledge contain one idea at a time not suggest the answer Technique The trainer should: have a natural manner address the whole class, but ask only one trainee the question allow sufficient time for response as a rule not repeat the question, but if repeated it should be reworded so that it is clearer give credit for the right answer encourage the trainees to answer and ask questions in return guide the trainees without giving clues give the trainees the right to disagree through sound reasoning ensure that the students' answers are correct and meaningful

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Participant Handout 4.2: Training Techniques (cont.)

Technique (cont.) When answering the trainees' questions, the trainer should: be sensitive to the purpose of the question be truthful, avoiding vague answers admit if s/he is not sure of the answer (The trainer should then look up the answer and let the trainees know in the next session or earlier if necessary.) Note: Most questions should be planned beforehand and written in brief in the lesson plan. With practice a trainer develops skills about "what to ask," when to ask," and "how to ask".

Field Trips
Definition Physical transportation of the learner to a place of interest and value for direct observation. Advantages puts the student in an active situation develops qualities of observation ensures exposure to real-life situations allows comparison between theory and practice enables students to develop confidence increases diversity and variety in the learning experience lessens need for verbal explanations

Weaknesses expensive--high personnel, transportation, and material costs only small groups can participate; large groups make it a waste of time, money, and effort difficult to evaluate the outcome in terms of actual learning requires careful planning Purpose to provide first hand, real-life experience to the trainees to demonstrate the application of theory to practice

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Participant Handout 4.2: Training Techniques (cont.)

Uses/suitability to witness a person or a technology or a service in action (e.g., community-based service delivery of family planning) to provide the trainees with an experience which cannot be brought to them, (e.g., a clinic, a plant, a historical building etc.) Guidelines for preparation and use In order to make field trips productive and cost-effective, the following points should be taken into consideration: careful selection of the person or the site to be visited logistical details such as transportation and costs should be worked out well in advance. If the trainees have to make certain payments, the amounts and mode of payment should be made known to them well in advance if possible, the trainer should visit the site beforehand the management of the trainees while they are in the field should be planned carefully trainees should be given a briefing prior to leaving for the field trip specific things which they should observe should be explained to the trainees be clear about what you expect the trainees to do, and what their responsibilities will be before, during and after the field trip if a written report is expected, the format should be provided to the trainees in advance Field trips are not outings. They are costly and time consuming. Decide carefully and have clear objectives before planning and conducting any field trips.

Kamal, I., Thompson H. International, 1993.

A Handbook on Training.

Watertown, MA: Pathfinder

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Participant Handout 5.3: Types of Training Aids Chalkboard

Advantages Generally available and inexpensive - nothing to carry. Requires no advance preparation of visual. (It is advisable, however, to carry your own chalk and eraser) Especially helpful for such matters as demonstration of the construction and use of mathematical and chemical equations, where much erasing occurs. Disadvantages Requires speaker to turn away from audience. Encourages trainer to talk to board and forget the audience. Can be seen only at a limited distance. Dusty and messy to hands and clothing. Dramatic, unusual effects not possible. Handling Tips Write for the audience, not for yourself. Use print or block capitals for extra clarity. Keep the work neat and tidy; cut down to essentials; don't overcrowd. Clean the board when the work is no longer relevant. Use colored chalk for emphasis.

Flipchart or Newsprint Pad

Advantages Can be used as chalkboard, or as previously prepared sheets. Especially suitable for one-time briefings which do not justify much time and money in preparation of more elaborate visuals. Good for telling consecutive story with a number of points which need to be emphasized in outline fashion. Quick. Avoids mess and the time required to erase. If sheets are just flipped over and not torn off, material is available for recapitulation and review. Easily portable models are available commercially. Disadvantages Requires speaker to turn away from audience. Encourages trainer to talk to board and forget the audience. Can be seen only at a limited distance. Pages are limited space. Presents a transportation problem, though not a great one, to speakers who are traveling to place of talk.

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Participant Handout 6.1: Case Study (cont.)

Trainee Profile In the Trust Condom Factory, you will be training women and/or men volunteers who cannot read well, with 3-5 years of formal school. They have all practiced some form of birth spacing, usually traditional methods or abortion because they have not had access to modern methods. When asked why they volunteered for the project, they said that too many women lose income by taking time off from work to have babies, or to take care of sick babies or have abortions. An on-site clinic that provides contraceptive supplies and basic health care will help cut down on the time they must take off. The women volunteers are all single mothers; the men have wives who are at home taking care of their children and working in the fields.

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Participant Handout 6.2: Training Needs Assessment Form

GENERAL DIRECTIONS: Please answer and complete all items. This questionnaire will help us plan a training of trainers course that is relevant to your needs. This is not a test. 1. Biographical Information Name: ______________________________________Age:__________ Position:______________________________________ Date Position Assumed:__________________________ Work Experience: Begin with your most recent employment and include all positions for past 10 years. Position/Duties Organization

Date

Education:

Begin with most recent and include short-term technical or professional training. Major Subject(s) Dates

Institution/Location

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Participant Handout 6.2: Training Needs Assessment Form (cont.)

2. Family Planning Experience 2.1. Do you provide, or have you provided, comprehensive family planning services? Yes No

If no, why not?

If yes, where and what types of services?

2.2 Do you train, or have you trained others in family planning? Yes No

If no, why not?

If yes, what cadres have you trained? In what subject matter(s)? How recently?

If yes, did the training include any field clinical experience? Describe please:

2.3 In general, is your experience/attitude towards family planning: Positive Negative

Describe please:

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Participant Handout 6.2: Training Needs Assessment Form (cont.)

3. Training Experience 3.1 Have you attended a training of trainers course? Yes Where? When? 3.2 Please rate your present level of knowledge or competence by encircling the appropriate number using the following rating scale: 1 2 3 4 5 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 None at all Inadequate Adequate Good Excellent 1 1 1 1 12 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 No

Knowledge of adult learning Knowledge of your learning style The experiential learning cycle Knowledge of the problem solving process Knowledge of formulating training goals & behavioral objectives (specific learning objectives) 3.2.6 Understanding of the role of TOT (Trainer of Trainers) 3.2.7 Knowledge of group process/dynamics 3.2.8 Understand how to use both verbal and non-verbal communication to express feelings 3.2.9 Understand how to provide praise and encouragement in training 3.2.10 Understand how to provide feedback 3.2.11 Knowledge of how and when to use open and closed questions 3.2.12 Training methods: discussion homework assignments demonstration/return demonstration field trips case studies practicum (practical field experience) large group discussion role play lecture group work

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 12 3 4 5 1 2 3 4 5 1 2 3 4 5

1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5

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Participant Handout 6.2: Training Needs Assessment Form (cont.)

1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5

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Participant Handout 7.1: Helpful Hints (cont.)

11. Be sure your notes are easy to follow. Write in large print or use oversized type. Don't crowd your notes on the page. Leave plenty of space so that you can easily include slides or reprinted charts, they can serve as your notes. Once you know the content well, you can use slides to help keep your presentation organized. 12. Eliminate bad habits. Psychologists have found that we fall into bad habits because we are not aware we are doing them. Thus, the first step in eliminating bad habits is to become aware of what you are doing. An audiotape/videotape or feedback from trusted colleagues can help you identify your distracting mannerisms. Note: A technique that can help you overcome a bad habit is to force yourself into a fiveminute inundation. For example, if you are a coin jingler, get a couple of friends together and give them a five-minute presentation, all the while jingling coins in you pocket. After about a minute, you are going to feel silly and will want to stop, but don't. Continue for the full five minutes. What will happen is that the next time you start jingling coins in front of a group, you will immediately become aware of what you are doing, and you will be able to stop. One warning note: When physical mannerisms are eliminated, especially those which are symptoms of anxiety, they tend to be replaced by other physical mannerisms. If you have eliminated scratching your nose as an unwanted habit, get someone in the audience at your next presentation to give you feedback about what might be replacing it. It might be an even more unwelcome physical mannerism. 13. Never memorize your presentation. Use your note cards for reference. You will find that although you don't repeat the same words and phrases each time you give the presentation, the ideas are the same and your choice of words will be free and natural. 14. Practice. Rehearse under conditions similar to those under which you will actually train. Consider factors like the size of the room, the lighting, the amplification system, the seating arrangement for the audience, the use of the podium, and whether you will be standing or sitting. Rehearse with your visual aids so that you will be able to handle them easily and naturally. If possible, get some people to listen to your practice session and get feedback from them. If this is impossible, you should use an audiotape recorder so that you can at least listen to your voice. Time your rehearsal and make adjustments if necessary.

nd Source: Donaldson L, Scannel EE. Human Resource Development. The New Trainer's Guide. 2

ed.

Reading, MA: Addison-Wesley, 1979.

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Participant Handout 7.2: Trainer Evaluation Form

Instructions: For each statement, mark whether you disagree or agree based on the following rating system. 1. 2. 3. 4. Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree

Give instances from the training session to illustrate your response. If you disagree with any of the statements below, please state why. Disagree 1. The presentation I heard was clear and well-structured. Why? 1 2 3 4 Agree

I saw that the instructor appears knowledgeable. Why?

I observed the instructor being enthusiastic. Why?

I heard the instructor speak clearly. Why?

I heard the instructor use simple words. Why?

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Participant Handout 7.2: Trainer Evaluation Form (cont.)

6. I felt the instructions were clear and understandable. Why? 1 2 3 4

The training methods that I saw the instructor use made learning easy. Why?

The information I heard was accurate. Why?

I observed participants being called on by name. Why?

10. I felt encouraged to ask questions. Why?

11. I felt satisfied with the instructor's questions and answers. Why?

12. I felt that my participation was being encouraged. Why?

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45 mins 20 mins 45 mins

skills attitude knowledge skills knowledge skill/attitude knowledge knowledge knowledge attitude knowledge attitude/skill knowledge attitude/skill knowledge skills knowledge skills knowledge skills knowledge skills

2 1/2 hrs

4 4 4 6 6 6 7 7 7 7 7 7 7

7 10 11 Unit 1 Obj. 4 Unit 2 Obj. 1 Unit 3 Obj. 1 8 9 11 1 2 3 5

2 hrs 1 hr 45 mins 20 mins 30 mins 1 hr 30 mins 15 mins 20 mins 60 mins 1 hr 30 mins 1 hr 1 hr

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8 8

6 9

knowledge knowledge attitude/skill

15 mins 25 mins

lecture/discussion case study one case inadequate milk supply group discussion

10 Part A 10 Part B 11 Part 1 11 Part 1 11 Part 2 11 Part 2 11 Part 3 11 Part 3 11 Part 3 11 Part 5

6 5 2 5 1 2 Introduction 1 2 introduction

knowledge knowledge knowledge knowledge skills knowledge attitude/skill knowledge attitude/skill knowledge attitude knowledge skills skills attitude

20 mins 15 mins 20 mins 30 mins 30 mins 1 hr 20 mins 30 mins 30 mins 30 mins

illustrated lecture group exercise Role play demonstration lecture discussion demonstration return demo demonstration return demo Role play/discussion (not the intro. exercise) lecture/discuss demonstration individual exercise presentation individual exercise lecture discuss game brainstorming group exercise

11 Part 5 12 Part A 12 Part A 12 Part B 13 13

2 4 5 1 4 5

knowledge attitude/skill knowledge attitude knowledge attitude knowledge knowledge

45 mins 30 mins 30 mins 10 mins 10 mins 45 mins

can evaluate K,A,S learning related to learning objectives

interviewer can press for deeper answers can test meaning of an answer

Observation Performance (Past/Current) Performance checklist based on experience or observations of individual's performance observer's perception can add dimension when guided by an observation tool

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Participant Handout 9.4: Family Planning Bee

Instructions: 1. 2. 3. 4. Explain to the Px that you will serve as a moderator and ask the questions. Divide the group into two teams, A and B. Line up the team members. Explain the rules: The first person on team A will have the opportunity to answer one question about FP. If s/he answers correctly, the team will get a point. If s/he is not successful, the question will go to the first person on the opposing team. If s/he answers correctly, that team gets a bonus point. Whether answering correctly or not, the team member goes to the back of the line after responding. Team B will be asked the second question first. Then the rules repeat until all questions have been asked. Questions: 1. 2. Name five FP methods, which do not interfere with sexual intercourse: IUD, injectables, tubal legation, vasectomy, oral contraceptives What are three advantages of using the condom? Protection against STDs, no need to visit a clinic or doctor, good back-up method, can help some men maintain an erection longer Which methods have the advantage of allowing a woman to become pregnant immediately after stopping the method? IUD, condom Name four methods, which are the most effective. Female VSC, vasectomy, Norplant implants, DMPA, IUD, and COCs Decreased but regular monthly menstrual bleeding is an advantage of which method? COCs Name five methods that have the advantage of being appropriate and safe for breastfeeding women once their babies are six weeks old. LAM, female VSC, vasectomy, IUD, DMPA, condoms, norplant implants Name a method that can help protect against STDs. Condoms Give three health benefits of FP. Reduces risk of pregnancy in women over 35, reduces the risk of teenage pregnancies, helps improve maternal health, helps improve child health, helps improve the nutritional status of the family, helps reduce the incidence of communicable disease, helps reduce the risk of abortion, helps improve mental health Give three groups of women considered high risk if they become pregnant. Women below 20 years, women over 35 years, women who deliver a child less than 15 months after a previous delivery, women who have had more than four births, women who have other illnesses, women who have a poor obstetrical or gynecological history

Participant Handout 9.5a: Family Planning Bingo Card

This is a sample card on the topic of Infection Prevention.

Decontamination

Antiseptics

High-Level Disinfection

Cleaning

Microorganisms

Chemical Sterilization

HIV

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Transparency 1.1: Unit 1 Objectives

1. Introduce the trainers and participants to each other. 2. Define the participants' expectations of the course. 3. Determine the trainees' needs. 4. Establish a positive climate and spirit of cooperation. 5. Provide suggestions for effective participation in the Training of Trainers Course. 6. Introduce the goal of the training and the Unit Objectives 7. Introduce the exercises "Where Are We?" and "Reflections."

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Transparency 2.1: Unit 2 Objectives

1. Identify the three basic principals of adult learning. 2. Identify the characteristics of adult learning. 3. Demonstrate how to apply adult learning theory to the training process. 4. Give examples of important principles that influence the learning process. 5. Identify the five major factors in retaining and recalling knowledge. 6. Describe how to use knowledge of concentration and attention span in planning training sessions. 7. Describe the importance of organizing training material around "key concepts." 8. Describe the two cardinal rules of memory and how to use them to train more effectively. 9. Use the Learning Styles Inventory to identify the participants' preferred learning style.

In general, people remember:

* 20% of what we hear * 40% of what we hear and see * 80% of what we discover and do

Source: Studies by Socony-Vacuum Oil, Petroleum Company

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1. Explain the purposes of evaluation in training. 2. Describe methods for evaluating participant learning, the session design, and presentation of the training. 3. Develop an overall evaluation tool for the training.

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