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Facilitators guide

ToT on capacity Building

At the end of this training, the trainees will be able to:

Understand what capacity building means

Develop pre-test and post-test assessments

Plan and deliver a training course or workshop

Monitor and evaluate training

Advance the KSA on organizing and facilitating ToT.

Design effective study tours

Design effective training need assessment

Plan how to use what you have learnt in the workplace

Table of Contents Introduction to the Training of Trainers (TOT)

What is Capacity Building?

Planning Training

Training Need Assessment (TNA)

Delivering Training

Evaluating a training

Study Tours

Action plan development

Session 1: Introduction to the Training of Trainers (TOT)

Goal: To welcome participants to the TOT and give an overview of the workshop.

Objectives: By the end of the session participants will have:

Been welcomed to the workshop;

Introduced each other and their organizations and identified individual and group

expectations of the workshop;

Reviewed the objectives of the workshop;

Agreed on group norms for use during the workshop;

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Discussed logistical concerns;

Reviewed the purpose, functions and composition of workshop/steering

Committee and selected representatives for each day.

Time &Techniques

Activity Materials

10 minIntroduction

Official and key facilitators welcome participants to the workshop.( assumption- TOT will be on capacity development and AGP-CU Coordinator will be asked to give opening remarks)

General workshopmaterials (for eachparticipant)

15 min, theTOT beginsinitialicebreaker/team buildingexercise

An introductory icebreaker is carried out with participants. Invite one participant to introduce himself and take a name card from the table, invite to join a circle of participants and introduce him/her self. Then Ask each participant to look around search the name of first introduced invite to join them and the one who lives the circle introduce him/her self and the process will continue… they can ask the group to help them identify the person on the card. Ask participants to take their name cards, to place them in front.

Name cards (foldeddesk card markers with participants names – first name larger and organizations written on them. Randomly 6 name card will be distributed on each table )

10 minindividualbrainstorming

After the introductions, ask participants in a group to take a marker and a card/piece of paper and to write the answer to the question:( each on different paper )‘What do you think or hope you might get out of this workshop?Invite participants to post their responses on the wall and works with participants to categorize them.

Markers and cards/paper

20 minDiscussion

Help group to compare expectations to actual objectives of the ToT and show how they match. Discuss what can /cannot be achieved during the workshop.

Workshop overviewand objectives

15 minBrainstorm/lectures

Participants discuss and agree upon group norms for the workshop Logistical coordinator shares logistical information with participants. Facilitator reviews the daily time schedule of the workshop and discusses session time preferences with participants

Flipchart/markers torecord norms

20 minBrainstorm

Discussion Review the purpose, functions and composition of the steering committee and participants select 2-3 representatives for the day (trying to maintain relevant balances gender, geographic, etc) Participants may add other roles

purpose,composition ofsteering committee as brainstormed byparticipants

Duration: 1 hr 30 minutes

Facilitators Note

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Purpose and Functions of Steering Committee

The purpose of the committee is to help facilitators run the workshop. The roles of the committee are to:

Receive and present concerns of participants to facilitators

Give energizers during sessions

Wrap up previous day’s events

Meet with facilitators at the end of the day

Composition of the committee for any day, each Region should have one representative.

Session: 2 Introductions to Training Analysis, Self Assessment and presentation about ToT

Goal: To increase the awareness of participants concerning the design of training sessions and

provide an opportunity for participants to assess their individual skills and knowledge as trainers.

Objectives: By the end of the session participants will have:

1. Identified components of an introductory training session;

2. Discussed and analyzed each component

3. Identified their current knowledge and skills as trainers

4. To develop knowledge and skill about ToT

Duration: 1.45 minutes

Time &Techniques

Activity Materials

30 minbrainstorming/Discussion

Ask participants to review what they did in the previous session. Record responses on flipchart after agreement is reached and hand out copies of the session plan for participants to share and review. Participants then discuss the purpose of each step in the session.

Flipchart andmarkersHandout:Session plan

30 MinIndividualSelf Assessment

Ask participants to use the pre-ToT self evaluation at the beginning of this workshop, and explain that this will help the facilitators to plan the training and help them to gauge participant improvement.

When participants complete the forms, collect them.

Trainer’s Note: Answer questions clearly but briefly, point out that if participants don’t know what a word means, perhaps they “do not know it yet, at least by that name”. When collecting the forms, check to make sure that participants have completed all columns..

Handout

15 min Elements of a good ToT will be discussed Power point

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presentation about ToT 30 min practice One individual from each group present a point from

Elements of a good training and give explanation about it (for 2 min). Participant suggest additional points on the presentation (2 min for each comment)

Session: 3 what is Capacity Building?

Goal: To acquaint trainers what capacity building means

Objectives: By the end of the session participants will have:

1. Clearly define the scope of capacity building in AGP context

2. Differentiate the three levels of capacity building

1 hour 30MinTime &

TechniquesActivity Materials

15 minbrainstorming/Discussion

Ask participants about capacity building in a group. Six group around a table with five members then discuss for 10 mints and each group will present only one idea about it

Flipchart andmarkers

40 Min Presentation about element of capacity building and Framework for Capacity Development

Handout and power point

20 Min Pop quiz (groups will be asked to drawing about capacity building sub system within AGP system and for two mints one group to the others picture after that identify the most serious challenge on the implementation of capacity building issue/? Why? How we can resolve the challenge?) each group will discus and present only one point by modifying the their pictures.

4 capacity building specialist 4 group.

15 Min Summary and General discussion Two participant from two group( group 1 and 2) give the summary on 10 Min and the participant evaluate strong and weak points on the summary and presentation

1. Capacity is the combination of:

a. Individual competencies

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b. Collective capabilities, assets & relationships

c. That enables a human system to operate

2. Capacity Building is:

a. A process of enhancing capacity

b. A form of change that focuses on improvement

3. Capacity Building in AGP is:

a. Strengthening the capability of GoE to deliver AGP

b. Strengthening the capability of rural M/F/Y to drive their own development

c. Strengthening public/private other value chain actors to commercialize the

approach to agriculture

d. Ongoing process

e. Endogenous (i.e. not driven by donors)

f. Demand-driven

g. Dynamic (changes as circumstances changes)

h. Complex

i. Builds on existing capacity

j. Change at Individual, Organizational or Enabling Environment Levels

a. Individual – strengthening skills, knowledge, attitudes & capabilities of

individuals through: long term training (for formal qualifications), customized

training, distance learning, e-learning, blended learning, coaching, mentoring,

experiential learning (on-the-job learning, job-shadowing, critical incident

learning, action research), exposure (study tours, experience sharing), reading,

listening, discussing, reflection

b. Organizational – ensuring well-skilled and functional human resources; adequate

and well-maintained physical resources; well functioning work processes for HR,

Procurement, FM, M&E etc; strong organizational culture (teamwork, shared

values & commitment); incentives system; strong leadership and management;

effective networks and communications (internally & externally); formal and

informal systems

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c. Enabling Environment – ensuring policies, laws, regulations, institutions political

leadership, good governance, exist to enable organizations and individuals to

function.

Session: 4 Planning a Training Program

Goal: To identify steps and categorize considerations involved in planning a training program.

Objectives: By the end of the session participants will have:

1. Identified issues or considerations in planning a training program

2. Defined and discussed the eight steps of planning a training program

3. Matched the planning considerations identified to the appropriate planning steps.

Duration:2 hrs

Time &Techniques

Activity Materials

30 minutesBrainstorm

Ask participants, “What do you need to think about to properly plan for a training program?” Write the responses on flipchart and solicit more, until you are sure that there are some to match each of the 8 questions shown below( each group call a number from1-7 and those who say 1 grouped together … says 6 together)

Flip chart andmarkers

60 minutesDiscussion/Lectures

Show flipchart with the 8 planning steps, forming them in a Stair pattern to show how they support planning for training. Steps should include:WhoWhyWhenWhereWhat forWhatHowHow muchExplain the words in the planning steps

PreparedPower point : with8 steps of Planning

30 Min Summary on the topic Two other participant from two group ( group 3 and 4)give the summary on 10 Min and the participant evaluate strong and weak points on the summary and presentation

Checklist for Planning a Training Course or Workshop

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1. Capacity Needs Assessment Has a capacity needs assessment been undertaken? Is training the best solution to address this capacity gap?

2. Selection of Trainer1

Does the Trainer(s) understand AGP and AGP context? Is the trainer an expert on the technical content of the course? Does the Trainer know about adult education methods? What type of methods does

he/she intend to use? Does the Trainer have experience with participatory training? Does the Trainer understand the specific needs of women participants?

3. Design the Course Content Has a capacity needs assessment been completed? Have the learning objectives been established? Has a pre-test questionnaire been completed? Have the key topics to include in the training been identified? Have the key topics been prioritized into “must know”, “should know”, and “nice to

know”? Is the course learner-cantered? Has a timetable for each topic been established and agreed? If it is a ToT, has a facilitator’s guide been developed?

4. Methods to Facilitate Learning Is the content broken up into sections (approximately 40 minis)? Is there opportunity for the learners to actively participate?

o Discussion?o Small group work?o Demonstrations?o Role plays?o Case studies?o Video or audio recordings?o Field trips?o Questions?

Is there a summary of the learning or re-cap at the end of each section Is there an opportunity to provide feedback or discuss how this learning can be used by

the learners at the end of each section?5. Time of Training Is the length of the training course determined by the subject matter, training methods

and learning objectives? Will there be enough time for questions, discussion, practical exercises and feedback? Is the class size big or small enough to ensure that there will be active participation from

everyone? Is the date and time for the training convenient for the male and female participants?

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If there is fieldwork, is the timing convenient for the local community?

6. Participants Has guidance regarding who should attend the training been given? Are participants aware of the accommodation, transport, per diem and other allowances

in advance? Are any special arrangements for female participants in place? Eg. Crèche for children Has the gender balance of participants been considered?

7. Training Venue Does the training venue have good light and air circulation? Can the light be adjusted to ensure power points can be seen clearly? Is the electricity reliable? Can the tables and chairs be moved around? Is the venue suitable for small group work? Is the training venue (city) suitable for the male and female participants? Has transportation been arranged? Have lunch and refreshments been arranged? Have the tables and chairs been arranged in advance of the workshop? Is the room clean?

8. Training Materials Pens, Notebooks, Folders Flipcharts, Flipchart stands, Markers, Tape Flash cards, colored paper, glue, scissors Copies of Handouts, Case Studies, Reference materials Computer, Projection Unit, Extension Cord Daily Attendance Sheets Name Tags Timetable

Facilitators Note

PLANNING

SAMPLE CONSDERATIONS:

1. WHO: Who will be involved in the training?

a. Participants

b. Facilitators

c. Resource persons

2. WHY: Why have this training?

a. Reason for holding the training program

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b. The needs

3. WHEN: When and for how long is the training planned?

a. Dates and time

b. Duration

4. WHERE: Where will the training take place?

a. Venue

b. Accommodation

c. Environment

5. WHAT FOR: What will the training accomplish and yield for the future?

a. Goals and objectives

b. KSA

6. WHAT: What will be covered during the training?

a. Topics/content

b. Support materials

7. HOW: How will training be carried out?

a. Methodology

b. Language

c. Transport

8. HOW MUCH: How much will it cost?

a. Financial Budget

b. Size of group

Session: 5 Introduction to Needs Assessment

Goal: To orient participants to issues related to designing and conducting training needs assessment.

Objectives: By the end of the session participants will have:

Defined training needs assessment

Identified reasons for doing training needs assessment;

Discussed who should be consulted when conducting a training needs assessment

Discussed how to apply at least three techniques for conducting a training needs assessment

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Duration: 2 hr

Time &Techniques

Activity Materials

15 minutesDiscussionIcebreaker

Introduce topic and ask participants to define a training needs assessment. Record responses and process to come up with a definition.Note: Write cards Give each participant a card on which a training need is expressed. Ask participants to go around and look for the matching part of their puzzle card by checking the cards of the rest of the participants. Each need stated has a matching training response. Explain that when each participant finds their matching half of their puzzle card, the person holding it will be their partner. Once the participants find their partners, tell the partner-pairs that they must not speak to each other. They may only speak to the facilitator to ask questions about the task. Then hand out slips of paper, and ask the participants to list the three things they think their partner is most interested in learning (what they need the most to help them become a better trainer?) and rank it in order of importance for their partner.

Matching PuzzleCards withexpressed needsand trainingresponses

Slips of paper

30 minPresentation/Discussion

Ask a pair to read aloud, one from each group , the list describing each others’ imagined interest/needs. Invite discussion on the following questions after everyone reads aloud:1. Did anyone identify the major interests of his/her partner correctly or almost correctly? If so, how do you think this was possible?2. Why do you think some of you did not identify the interests of your partners Do you think you would have identified the major interests of your partners more correctly if you talked to them before writing the list?3. If you had been allowed to talk to them, what would you have been doing? Allow time for discussion, and highlight the difference between perceived needs (what others guess to be true) and actual needs. Finally, ask participants to mention which communication theory this exercise reminds them of (Response -Johor’s Window) why we should ask them & when?

Prepared flipchartwith questions onIt.

30minPresentation/Discussion

Groups briefly report out on their findings.Make sure that, at a minimum, the following pointsshould come out as issues to consider about thelearners:- What does the learner want to know?- How much does the learner already know?- Why does the learner want to learn?- How does the learner learn best?- How much time can the learner spend?- What are the best times for learners?- What is the language and literacy levels of learners?

Flipchart Markers

5 Min Energizer Steering committee

15 MinBrainstorm/Discussion

Ask participants, “Why is it important to conduct a training needs assessment?”Expected responses might be:- To determine people’s needs and to what extent they

Flipchart andMarkers

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are aware of their needs- If the people are not aware of the perceived problems,to determine whether these problems are real- To determine ways and means of solving the identifiedproblems- To determine the people’s responses as well as organizing their ideas and suggestions for solving their problems and meeting their needs. Point

15 minDiscussion

Point out to participants that one of the key questions they must consider when planning and needs assessment is How they will do it? Ask participants the techniques/methods they can use to conduct needs assessment. Record responses, and ask participants to explain how technique can be used.

15 minSummary/Conclusion

Wrap up report by highlighting key points and pointing out that there are many ways to do needs assessment (even more techniques than what they have covered could be used).

Introduction to Training Needs

Assessment

Definition of training needs assessment:

An assessment done to identify the problems/needs/interests of an individual /group /community which

can be strengthened or built through training. A training needs assessment is the first step in the

performance improvement process. A need is a gap between “what is” and “what ought to be”. The needs

assessment serves to identify the gaps and considers if the problem can be solved by training. The

assessment is part of a planning process focused on identifying and solving performance problems.

Why do we carry out a TNA?

A training needs assessment helps trainers and supervisors identify knowledge gaps of the service

providers.

Carrying out a TNA helps trainers to define the content to be covered in a training. Once the

content has been defined, the trainer sets the goals and objectives of the training.

Carrying out a TNA helps to identify people that can benefit from a particular training.

Without a TNA trainers may find themselves carrying out training where participants may have nothing

new to learn. This is a waste of money and time.

The needs assessment process is an important first step in the development of a training program.

Who do we consult when carrying out a TNA?

A needs assessment provides an opportunity to consult a variety of people. The information

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collected, ideas generated, and the conversations that take place can help organizers to prepare a relevant

training. Some of the people that can be talked to in a TNA include:

Participants

Facilitators

Supervisors and employers of participants/others

How is the training gap identified?

Check on the actual performance of the service providers against the existing standards or set new

standards. There are two parts to this: Current situation: Determine the current skills, knowledge and

abilities of the service providers

Desired or necessary situation: Identify the desired or necessary conditions for personal success. This

analysis focuses on the necessary standards, as well as the skills, knowledge, and abilities needed to

accomplish these successfully.

Needs Assessment Techniques

There are many ways of gathering information about training needs. Below is a sample analysis of some

of the techniques:

INFORMATION GATHERING TECHNIQUES

1. Community Meetings

Description: Community meetings are gatherings of some or all members of a community. They provide

a forum for local people to meet and discuss issues, to present information, or to decide on action to be

taken. Meetings can take a variety of forms. They can have open agendas, allowing anyone to raise and

discuss issues, they can be focused primarily on subcommittee reports, or they can allow “expert”

speakers to address the community.

The community meeting should be well publicized – through flyers, announcements, word of

mouth, bulletin boards, and radio. Everyone who might want to attend should be contacted.

The purpose of the meeting needs to be clear.

If there are many topics to be discussed, or if the group is large, it is a good idea to have people

meet in smaller sub groups for initial discussion, and then report their conclusion or suggestions

to the larger group later.

At the end of the meeting it is helpful to summarize the decisions that have been made, and the

plan of action.

Advantages:

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Community meetings provide a forum for everyone to find out what is happening and to

contribute to the process of sharing opinions and prioritizing needs

They can be used at the planning stage, at the end of a project, or at any stage in between

They often provide motivation for community participation and help to transfer ownership of and

responsibility for the project to the community

Disadvantages

Meetings can be time consuming for adults, who have many responsibilities.

There can be a tendency to stray from planned topics, leaving people with the feeling that no

decisions were made, and the meeting was a waste of time

People may have issues which are not directly related to the project at hand, which may manifest

themselves in the group and be difficult to resolve in that context Community meetings,

especially if they include or represent the people most affected by the project, can be a first step

toward planning, distributing project tasks, and soliciting feedback about the project in general.

They are also an appropriate way to introduce ‘outsiders’ to the group when necessary.

2. Key Consultants (key in formats)

Description: Some people as a result of their formal or informal standing in the community are privy to

the needs of the group. Often, these key consultants are gatekeepers of information, and one must go

through them to get certain kind of information. Village leaders, midwives, and teachers all qualify as

potential key consultants. In certain situations even children may serve as key consultants by bringing

school-learned information to the home, for example.

Once the key consultants have been identified, many of the techniques described, such as interviews or

community meetings, can be used to gather necessary information from them.

Advantages:

Consulting key individuals in the community is fast, simple way to get in

Disadvantage

Sometimes personal need will get more focus

3. Focus Group Discussions

Characteristics: Focus group discussions involve people with similar characteristics in a social interaction.

The purpose of the focus group discussions is to collect information from a focused discussion. The

moderator uses a topic guide to focus the discussion.

I. Advantages

Focus group discussion (FGD) is a socially-oriented, information-gathering procedure. People are

social creatures, who interact with others. They are influenced by comments of others and make

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decisions after listening to the advice of people around them. Focus group discussions place

people in real life situations.

The format of the FGD allows the moderator to probe. This flexibility allows exploration of

unanticipated issues.

FGDs are relatively low in cost.

FGDs provide speedy results. In emergency situations, skilled moderators have been able to

conduct three or four discussions, analyze results, and prepare a report.

Results of FGDs are presented in lay terminology, using quotations from participants, not From

statistical charts.

II. Disadvantages

Groups are difficult to assemble.

Moderators require special skills.

The discussion must be conducted in a conducive environment

Differences between groups can be difficult.

4. Questionnaires

a. Advantages

When using a questionnaire, it is possible to include a large number of respondents in more

diverse locations, if itself administered and mailed.

Questionnaires guarantee confidentiality and can elicit more truthful responses than interviews

a. Disadvantages

There is a possibility that people filling out the questionnaire may misunderstand the questions.

Low completion and return rate

The reliability of the results can be quite low

5. Interview

This involves the collection of information through formal verbal interaction between individuals; the

collection of information takes place in person or over the phone.

Advantages

There is flexibility in using interviews as an information-gathering technique. Questions

can be repeated and their meanings can be explained in the event that they are not understood.

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Personal contact during interviews increases the likelihood that the individual will participate and

provide the necessary information.

Disadvantages

Interviews are time consuming

They are expensive

6. Observation

Advantages

Generates data relevant to the work environment

Disadvantages

Employees’ behavior may be affected by being observed.

Main points for the information gathering techniques

How is the training gap identified?

Check on the actual performance of the service providers against the existing standards or set

new standards. There are two parts to this:

Current situation: Determine the current skills, knowledge and abilities of the service providers

Desired or necessary situation: Identify the desired or necessary conditions for personal

success. This analysis focuses on the necessary standards, as well as the skills, knowledge, and

abilities needed to accomplish these successfully.

For farmers

o A group of experts / trained extension agent / Development agent will identify a kebele / sub kebele or a group of farmers having challenge in production and productivity

o We can use observation with community meeting or focus group discussion and /or interviewee

o For example on poultry production What kind of poultry birds do you know? (Red large size hen with high egg

production and docile character or White small size hen with high egg production and aggressive character etc…) Knowledge

What kind of house they needed? Knowledge What kind of management system we should practice? ( Feeding , watering,

sanitation health care , protection ) skill List of Problems related to production and practical solution? Skill What will come if they are managed as local chickens? ( attitude ) Is poultry production cost effective? ( attitude ) In what time your mostly free to take training

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Compare the response with standard Technique and identify the gap and design a training program.

Session: 5 Considerations in Designing and Scheduling a Training Program

Goal: To discuss issues relating to scheduling and implementing training.

Objectives: By the end of the session participants will have:

1. Discussed important considerations in scheduling a training program;

2. Reviewed the components of a training schedule (activities, timeframe etc);

3. Practiced how to lay out a schedule for a training program;

4. Identified various elements to consider in setting the climate for training.

Duration: 2hours 35 min

Time &Techniques

Activity Materials

15 minutesBrainstorm

Ask participants:What is a training schedule?What goes into a training schedule?Responses should include :· Activities/session titles· Time(including breaks/meals)· Sequence of topics/sessions· Person responsible

Flip chart andmarkers

40 minutesCasestudy/exercise

Participants break into four small groups, while facilitator

hands out a scenario for a 1-day workshop in IA woreda

experts Field workers from 4 Regions on “Needs

Assessment” and explains that their task will be to take the

information provided and devise a schedule for the training

program

Note: Case study in on Handout

30 minPresentation/Discussion

Small groups report back and share their schedule.Participant compare, and discuss differences in groupschedule choices. Note: While many answers are possible, participants should avoid cutting sessions with breaks or lunch.

15 minutesSmall group/formation

Ask participants to form 8 groups, and assign each one planning step. Participants then match the appropriate considerations brainstormed earlier to their assigned

Handout

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planning steps.30 minutesPresentation/Discussion

Ask each dyad/triad in turn to report back on what they found for one of the key planning steps. They continue until all 8 have been discussed.

10 minutesSummary

Summarize key points and distribute handout Handout

10 minutesindividualsharing

Participants divide into pairs after facilitator asks: Can you remember a training situation in which you feltUncomfortable? What made you uncomfortable and how did it affect your learning? Ask for volunteers to share responses with whole group.

5 minutesSummary/conclusion

Review the session objectives with participants andhighlight the need for flexibility, attention to sequencingissues, and how to schedule should be closely related to the goals and objectives of a training program

Flip chart andMarkers.

Facilitators Note

Considerations in Designing and Scheduling a Training Program

1. What is a training schedule?

o Time table

o A table showing what is to be covered, when, and for how long.

2. What are the key elements of a time table?

o Session titles

o Time (including breaks/meals)

o Sequence of sessions

o Person responsible

Case Study: Training for IA woreda experts

Field workers from 4 Regions are to be trained in the importance of conducting a training needs

assessment. They will also have a practice session using at least 2 techniques of conducting a

TNA in Becho Woreda (Oromia). This is a one day workshop. Content will cover definition of

TNA, benefits and practices. Develop a training schedule.

Session: 6 Evaluating a Training Program

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Goal: To provide participants with an overview of the various aspects of evaluating training program.

Objectives: By the end of session participants will have:

1. Reviewed the reasons for evaluating a training program

2. Discussed various types of evaluation

3. Identified the different aspects of a training to be evaluated and techniques to be used

4. Determined how to use the information collected in the evaluation process.

Time &Techniques

Activity Materials

30 minutesStory telling/criticalincident

Note to facilitator: modify the story to fit the crops grown in the region. Relate critical incident through storytelling about the maize farmer who notices his neighbor’s maize garden doing well, while his is failing. He visits his friend to ask why this is true. The friend asks what the farmer has been doing to his field. The farmer says that he has planted and weeded the maize and left it for some time, only to see it failing. The friend takes him to a part of hisgarden that looks very similar to that of the farmer and explains how an agricultural extension agent had encouraged him to try a new seed and new fertilizer to check his field regularly for pests, especially in one part of the garden, and to do the rest as he would normally. Together they looked at the two fields and talked about the differences they saw. What do you think the two farmers talked about, what do they learn? Ask participants to define evaluation. Record responses and process them to come up with a working definition. The field is your training program

30 minutesBrainstorm

Ask participants: why is it important to evaluate a training program? Add to our list.

30 minutesSmall groups(brainstorm/discussion

Break participants into 3 groups, and assign each group one of the following tasks to complete. Each group must prepare to report to the large group:Group 1: Dose evaluation brings change? If yes how , if not why not Group 2: Methods of evaluation (evaluation techniques)Group 3: What to evaluate in a training program

40 minutesPresentation/discussion

Groups report their discussions, sharing the information with other participants. Each group takes 10-12 minutes.

Handout (Types andpurposes ofevaluation)

15 minutesConsensusdiscussion

Highlight groups 3’s responses and ask participants toselect 4-5 things they would like to evaluate about thistraining

Flip chart andmarkers

5 minutesWrap up

Review reasons for evaluating and match these againsthow to use information collected.

Flipchart &markers

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Evaluation: An assessment of a set of activities to achieve specified program objectives.

What would you evaluate in a training program?

Objectives and goals

Attendance and participation of participants

Organization of the training

Content

Time

Facilitators

Methodology

Why to evaluate

· Goals and objectives

· -To measure the achievement of the training program

· Facilitators

· -To assess the strengths/weaknesses of a training

· Attendance

-To gauge the level of understanding among participants

-To assess participants progress for purposes of feedback to facilitators

-To award participants

· Organization

-To determine whether the environment was conducive to learning.

-To plan for future planning

· Content

-To determine the relevancy of the training to participants

-To plan contents for future training

· Time

-To know whether the time allocated was appropriate

· Methodology

-To know whether methods were appropriate for the training

-For future redesigning of the training

EVALUATION TECHNIQUES

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There are many ways a trainer can evaluate a training program. These techniques may be used to

evaluate the learners’ objectives, a single session, or an entire training program.

Brainstorming

Visual aids

Group discussions

Interviews

Demonstrations

Role playing (fishbowl)

Open ended, close ended questions

Observation of participants’ participation

Daily evaluation forms

Questionnaires

Post test tests

When choosing or considering techniques for evaluating a training program, the following issues

must be taken into account:

Tools (formal vs informal)

Focus (program content, facilitation skills, training facilities, logistics, achievement of

objectives)

Timing (how much time do you have)

Utility (how will the evaluation results be used)

TYPES/PURPOSE OF EVALUATION

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Type and Key question cards

Purpose Timing

FORMATIVE EVALUATIONKey question: How can we change the program now?

To determine action orientedchanges that canbe made during thetraining program

May be done daily, weekly,or at the end of aparticular topic orsession

SUMMATIVE EVALUATIONKey question: What should theprogram be like next time

To find out whether goals,objectives, expectationshave been met; whethermethods were usedappropriately; to providean opportunity forparticipants to givefeedback and suggestionsfor future

Takes place at the end of training program orprogram phase

IMPACT EVALUATIONKey question: What difference did the program make? How is the information being use by participants?

To determine the long-termimpact of a trainingprogram

Takes place sometime after the trainingProgram has beenCompleted.

Session: 8 Study tours

Goal: To orient participants to issues related to designing and conducting study tours.

Objectives: By the end of the session participants will have:

1. How to design a study tours

2. Method of facilitating study tours

3. Follow up methods

1 hours and 25 Min

Time & Activity Materials

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Techniques30 Min Fish bowel Exercise will be organized and three capacity

building specialist will discuss about

1. Planning Study Tours

2. During Study Tours

3. After Study Tours and why?

The trainee will follow the discussion then will be

organized in a group followed by writing main point they

listen and include what is missing if any.

Flipchart andmarkersand scotch tape

25 Min Two Different individuals from each group and present their summary (each group will use 5 min)

Flipchart

30 Min Final point presentation and Discussion Power point

Study tours

Travel with specific learning objectives

Emphasize experiential learning

Explore new places, people, ways of doing things

Share knowledge and networking

Get new insights; see possibilities

Fun and educational

Key to success

Good preparation

Clear learning objectives

Reflection

Documentation

4. Planning Study Tours

o Ensure everyone mobile enough for the tour

o Be aware of the norms & culture of location

o Make special effort to include women

o Consider option of women only study tours

o Advance preparation by participants e.g. readings, discussions, orientation

5. During Study Tours

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o Daily debrief/reflection

o Journals to document observations/learning

o Action plan at the end – how to apply

6. After Study Tours

o Follow up on Action Plan

o Share with colleagues e.g. Presentation

As trainer prepares to conduct training Points to remember

For a trainer to have a successful training session, s/he needs to:o Make objectives follow the SMART

o Make session title specific

o Manage your time efficiently

o Encourage participants’ participation

o Make use of teaching aids where necessary

o Plan closely with your co- facilitator and share roles

o Be conscious of your body language

o Avoid use of jargon

o Give participants an opportunity to practice new knowledge and skills

o Use simple and clear language

o Ensure that objectives relate to the session goal

o Organize teaching materials well

o Respect participants’ views

o Modify content toward the set objectives

o Design methodology and delivery plan to be relevant, appropriate to participant’s

needs, and limited to set time

o Be genuine in dealing with the learning needs of participants.

o Train on a topic you are comfortable with.

o Use appropriate energizers

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o Adequately prepare logistics, finances, training materials, venues, facilitators etc.

Some of the challenges trainers may find during a training program are:

o Giving and receiving feedback from/to participants

o Managing of time

o Managing group dynamics (difficult personalities)

o For technical subjects, explaining some words in simple and lay man’s language

o Maintaining focus of the session

o Conducting training for people of higher cadre/educational status than your own.

o Training people with stronger cultural, social, or religious values than your own,

especially if you would like a change in attitude or behavior.

o Developing clear objectives, goals and session tittles.

What can a trainer do to avoid some of these challenges?

PREPARE, PREPARE, PREPARE!!!!!

Identified six principles of adult learning outlined below.

Adults are internally motivated and self-directed

Adults bring life experiences and knowledge to learning experiences

Adults are goal oriented

Adults are relevancy oriented

Adults are practical

Adult learners like to be respected

Training Program Evaluation Form (for Federal and regional training program)

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Training Session Title: ……………………………………… Date: ………

Location: ………………………………………………….

Presenter: …………………………………………………

Thank you very much for participating to this Training, If you could dedicate a few more

minutes of your time answering the below questions, your comments and suggestions would be

highly appreciated. Your feedback will be also useful to AGP to evaluate future training needs,

to improve training conditions, and to measure the usefulness of the training.

1. Please evaluate each of the following aspects of the training program by circling a

number on the scale below.

Excellent Good Fair Unsatisfactory

NotApplicable

Achievement of program Objectives

4 3 2 1 N/A

Achievement of my personal objectives

4 3 2 1 N/A

Relevancy of content to my needs and interests

4 3 2 1 N/A

Organization of the program 4 3 2 1 N/AUsefulness of exercises and activities

4 3 2 1 N/A

Usefulness of visual aids and handouts

4 3 2 1 N/A

Trainer’s knowledge 4 3 2 1 N/ATrainer’s ability to explain content clearly

4 3 2 1 N/A

Trainer’s ability to respond well to questions

4 3 2 1 N/A

ndbook for Community Trainers

2. The length of the training was:

Too long Too short Just right

3. The level of material covered was:

Too high, I felt over whelmed. I felt just right, What I needed I got Beneath me I

needed something more

4. I wish we would have spent more time discussing

………………………………....................………………………………………………

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…………………………………….…………………………………………………………

5. Please suggest ways of improving the organization of program of future training courses (e.g.

new activities to include).

………………………………....................………………………………………………

…………………………………….…………………………………………………………

6. Please evaluate each of the following aspects of the training session by circling a number on

the scale below:

Excellent Good Fair Unsatisfactory Not Applicable

Accommodations 4 3 2 1 N/ATraining room 4 3 2 1 N/AAdministrative support with registering forclass, etc

4 3 2 1 N/A

Evaluation of the organizers:Name (in full) of organizer No. 1:

4 3 2 1 N/A

Evaluation of the organizers:Name (in full) of organizer No. 2:

4 3 2 1 N/A

7. If you rated your experience as anything less than excellent, please tell us what we could do to

improve our efforts.

……………………………………................…………………………………………………

……………………………………...................………………………………………………

………………………………….....................…………………………………………………

Thank you very much for your frank contributions.

Your feedback will help us improve our efforts in order to serve you better.

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Summary Training Evaluation ReportAgricultural Growth Program (AGP)

Training on …………………………………………………………Date…………………to………………………………..Location………………………………………………Trainer………………………………………………..Duration of the training ……………………………..(Number of days) Budget planed…………………… the actual budget utilized……………………………

Introduction: [Describe the training that took place. State the learning objectives. Indicate number of trainees (M/F) and number of evaluations received.]

Analysis: [State the results of the evaluation grouped by category e.g. subject matter/content; trainer; facilities. Use tables, graphs and narrative descriptions.]

Conclusion: [Highlight the most important points that should be shared in order to improve the training the next time. Make (realistic) recommendations. Indicate who this report should be shared with.

Daily Feedback

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What I liked about today…….

Something I am not sure of or still have questions about…..

Something I did not like about today…….

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For me, we are doing too much of/hearing too much about………

It’s ok, but……

It’s fine, especially…………………………

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Training FeedbackSample Feedback Templates

Something you liked about the

workshop

Something you feel neutral about

Something you did not like

What are the three most significant things you have learned?

Something we accomplished is:

Some follow up you would like to see is:

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Task Detail when & where you’ll take action…What resources are required?

Who must you consult and inform?

How will you know you have completed the task

Continue…

Stop…

Start…

Action Plans

Pre-test or Post-test Questionnaire

Name of Course: Training on CB for AGP

1. I am able to plan a training course or workshopo Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

2. I know how to develop a pre-test and post-test assessment for a training course or workshop

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o Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

3. I have the ability to design a capacity needs assessmento Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

4. I am confident in presenting and facilitating a training course or workshopo Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

5. I am confident in assessing feedback from a training course or workshop participantso Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

6. I know how to analyze and present the findings of an evaluation for a training course or workshop o Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

7. An example of a good learning objective is: “At the end of this course, participants should be able to understand what capacity building is”

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o Trueo False

8. A good trainer should present as much information as (s)he knows even if the time is short.o Trueo False

9. Adult learners like to listen and prefer not to have to speak during a training course or workshop.o Trueo False

10. Capacity Building is about training people to do their jobso Strongly agreeo Agreeo Neither agree nor disagreeo Disagreeo Strongly disagree

11. After training, study tours and others should be followed by action plan. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

Yes questions?

Are you ready to say yes? YES

30% of the trainees were female YES

You are a liar YES, KKKKKKKKKKK!!!!!

You are from SNNP Region YES, KKKKKKKKKKKKKKK!!!

What? YES, ha ha ha ha ha ha !!!!!

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