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Training Design, Facilitation and Evaluation

It is interesting how often the number two recurs in participatory training design, facilitation and evaluation.

In the design phase:

  • There are two basic types of lesson plan formats: (1) the outline format and (2) the table format.

Although they are laid out differently, they have the same components: program title, learning goals, learning objectives, total length of the program, learning activities to achieve each learning objective (organized in learning modules that ultimately comprise the agenda), the duration of each module, handout materials, audiovisual aids and equipment needed, and a means to evaluate if learning has successfully occurred.

  • There should be two learning goals: (1) what the learners are expected to learn and (2) why they would be motivated to learn it.

The first goal outlines in general terms what content needs to be covered in the training, and is typically based on the results of a learning needs assessment

The second goal relates to the need to obtain learner buy-in.

This helps in marketing the training to the target audience and ensures that the benefits of the training are addressed in the training itself.

  • Learning objectives explain in specific, observable and measurable terms what the learners will do to: (1) learn specific skills and (2) demonstrate that they have learned them.

Implicit in this definition is the need for the learners to practice what they have learned while they are still in the classroom.

Experience has shown that, if the participants do not have an opportunity to practice in the classroom (which is a safe and supportive environment), they are highly unlikely to apply it outside the classroom.

There are many reasons for this, including: a lack of opportunity to practice, a fear of making mistakes, and a general lack of confidence in their own competence.

 

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