Training Manual - ToT - Draft Final

Training Manual
Training of Trainers (ToT)
Pabitra Kumar Basu
HRD Specialist, IDC JICA
Email: pabitra62@gmail.com
Training
Elements
Venue
Participatory
Learning
Aids
Training
Aids
Trainer/
Resource
Persons
Module
Methods
Techniques
Training
Management
DhakaMassTransitCompanyLtd.(DMTCL)

Sl No Major Content Page No
01 Prologue ii
02 Comments for Trainer v
03 Introduction of TOT vi
04 Objectives of the ToT vii
05 Methodologies of the ToT vii
06 Training Manual viii
07 Major Content of the ToT viii
07 Do’s and Don’ts of Training ix
08 Training Schedule x
Trainers Gide, ToT Phase I
09 Inaugural/Opening Session 2
10 Training of Trainers ( ToT) 14
11 Training Cycle 20
12 Training Need Assessment (TNA) 23
13 Adult Learning Principles 33
14 Communication Skills 39
15 Active Learning, Training Methods & Facilitation skills 48
16 Trainer Role 69
17 Training Plan 72
18 Training Program Management 77
19 Training Evaluation 90
20 Evaluation of the Course ( Phase I) 93
Trainers Gide, ToT Phase I
21 TNA Process Preparation, Conduction and Major Content Preparation 101
22 Curriculum Design & Presentation 104
23 Materials Development and Presentation 107
24 Module Design 112
25 Session Plan Preparation & Demonstration. 114
26 Techniques of Course Evaluation and Report Writing 115
27 Evaluation of the ToT Course 117
28
Closing Ceremony
122
Table of Contents

Prologue
Mass Rapid Transit Project-MRT (line-6) is scheduled to commence from early 2020
and will be managed by Dhaka Mass Rapid Transit Company Limited (DMTCL),
established under Companies Act, 1994. IDC is supporting the DMTC Project
Management Office in institutional development of DMTCL. The Overall objectives of
the IDC is to assist the client to formulate the institutional framework, DMTC functions
as the operator of the Dhaka MRT system, which is to provide the safe, economic and
smooth transportation means.
IDC is developing the following management systems for DMTCL; such as Financial
Management, Budgeting and Accounting, Transport Planning, Procurement &
Inventory Management, Human Resource Management, Quality Management and
Administrative Management.
Most of the officials in the DMTC Project Management Office are working on
deputation. Therefore, newly recruited regular DMTCL staff is required to be coached/
trained in these management systems within life-time of IDC. The above-mentioned
management personnel of DMTCL will be trained by the IDC.
To build up DMTCL’s Institutional Capacity, Part - I & Part - II training will be provided
by IDC. In Part - I they will receive ToT and Part -II they will receive subject matter
training on the above mentioned areas. After the course the participants will be the
Trainer / resource persons of DMTCL for design, redesign the training courses,
materials development and facilitate the need based training courses.
The overall objectives of the ToT is to enhance knowledge, skills and change attitudes
to facilitate various training to the trainees. This manual is intended to equip the
prospective trainers with essential understanding of the conceptual background of the
process of training in general and Training of Trainers (ToT) in particular. The
fruitfulness of the use of this manual, however, depends on the use of practical
exercise and worksheet that may optimize the effectiveness of the training imparted
to build a potential staff trainers of DMTCL.
While using this manual, the basic consideration to be kept in mind is that training is
not dominantly dependent on the use of conceptual aspects of training which are not
only monotonous in nature but also less productive in terms of transmission of
knowledge to the trainers. In fact, training can be a rewarding experience to both the
trainers and trainees if its major emphasis is on the promotion of participatory learning
through the use of methods which make the training process more interesting and also
ensure the training’s more productive results.
This manual basically divided into two parts. The first part is designed on conceptual
aspects of participatory training and facilitation that containing basic concept of Adult
Learning, Training Need Assessment (TNA), Curriculum Designing, Training
Methodology and various dimensions of communication, presentation and training
evaluation.

The second part of this manual is focused on practical exercise of presentation where
participants can be equipped with necessary tools and techniques for conducting
effective training session.
This manual has been designed specifically in scheduling of the general Training of
Trainers (ToT) through explaining objectives of each session.
Besides, every session has detailed lesson plan and process as trainers guide,
complete set of handouts, worksheets, formats; tips are also given as learning aid for
the trainer.
This manual is self-explanatory. Total twenty one training sessions have been
incorporated in this manual. Each of the session is enriched with outlining the process
of session conduction including necessary information sheets and materials as a
guideline for facilitators. It can be mentioned here that, this information sheet will help
the facilitators conceptualize the contents as well as to use it as handouts. Above all
required materials are included here with each training session. Pre and post
assessment questionnaire, course evaluation format and course schedule are
attached with the manual. However this is a (10) ten days course, so facilitators should
be aware about the time frame distributed for all activities with course formalities.
--------------------------------------------------------------------------------

Comments for Trainer
1. Share learning with the trainees, rather than imparting knowledge to them.
2. Be creative yourself and also encourage the trainees to be creative.
3. Supplement your talk by suitable illustrations with a view to make your
Presentations more interesting by using different types of visuals like pictures,
drawing, flannel board, flash cards, flip chart/posters, samples, video clip etc.
4. Start the talk by inculcating in the trainees an interest in the subject matter being
covered and end up by creating a curiosity to learn more the topic in future.
5. Make maximum use of two-way communication by inviting comments and queries
from the trainees and sharing your views with them.
6. Remember, the job of a trainer in ToT is not only to build a potential cadre of
Trainers for preparing functionaries for different development activities, but also to
inspire, encourage and enthuse them to be the facilitators of a self-sustaining
growth process through participatory approach.
7. Assess the impact of your role as a committed and competent trainer and do it
as objectively as you can. This can be done by constant monitoring of the extent
to which the trainees have been receptive, responsive and reinforced by the
information input provided to them.
8. Equip yourself with knowledge of recent developments in the materials and
methods of training skills. This can be done by keeping yourself in touch with the
latest literature and widening your knowledge by frequent interactions with
those who have earned a status of a successful professional in the field
of training.
9. Inculcate a sense of ideal role performance while facilitating ToT, The success
of such efforts can be judged in terms of someone of your trainees following your
example while himself/herself practicing the same principle as a trainer.
10. Finally, continue to think and act on developing new tools and techniques which
may further enrich the exciting area of training. For this not necessarily be highly
educated or enormously resourceful, as some of the most valuable inventions
have been made by persons and professionals of a very modest
background. By doing this you will not only share an experience of
excitement and achievement, but also a feeling of pride and privilege .
Thanks
Pabitra Kumar Basu
-------------------------------------------

Purpose ofthe ToT:
Simply knowing quality management well is not sufficient for being able to teach others
in the field. DMTCL has recognized the need to expand the pool of trainers available
to train all the staff when Program required.
In response to this need, DMTCL implemented a Training-of-Trainers (ToT) Program
to build capacity for quality improvement. The overarching goals of the ToT program
include.
 Enlarge the pool of qualified trainers on quality improvement.
 Further spread quality management concepts by increasing the number of
training opportunities.
The ToT Program is designed for those individuals with a strong experiential
background in quality management and provides participants exposure to adult
learning theories and available training resources.
The purpose of the ToT is to strengthen the capacity of a team of trainers by applying
principles of adult learning, steps to behaviour change, and a variety of training
methodologies and facilitation skills; developing learning objectives and designing
lesson plans; using audio-visuals; and practicing training sessions. The ToT is based
on the principle that everyone has something to share, and by including the active
input of participants, interest and efficacy is increased
Audience:
Initially the course is designed for newly recruited six interns such as finance,
Transport Planning, Procurement & Inventory Mgt., HRM and Quality Management.
After the training course the above interns will be act as DMTCL resource team
members and they will design, redesign the training manual & materials and facilitate
the training Course. Although it has developed initially for the interns but this ToT is a
common manual for the trainers. They can use it for others participants.
Introduction of ToT

Methodologies of the ToT
The larger objective of this training is to develop a cadre of professional trainers who
can develop, organize and facilitate the need based training courses and can evaluate
organizational specific training events.
At the end of this Training Course the participants will be able to:
1. Explain the concept and linkage of training cycle;
2. Explain the process and techniques of TNA;
3. Explain the techniques of effective communication;
4. Explain the different methodologies and consideration for selecting the
appropriate methodologies;
5. Explain the required knowledge and skills of a trainer;
6. Explain knowledge and skills on preparing training session and utilization of
training curriculum;
7. Increase facilitation skill on using different training methods, techniques and
learning aids;
8. Improve knowledge and skills on organizing, monitoring, evaluating and
preparing training report;
9. Explain the adult learning & learning domain and its use in Training;
10.Define the difference between Training, learning, education and teaching;
11.Develop training Module, Curriculum & Schedule.
The training approach is based on principles of Adult Learning with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course modules is a variety of effective training methodologies, including
demonstration, practice, role play, discussion, brain-storming, buzz groups, case
studies, presentation, small group discussion, games, visualization in participatory
Training Materials:
Each session includes an introduction, learning objectives, time, process, participatory
methodologies and activities are included in the ToT Module. The following materials
has included in the manual:
 A pre/post course assessment, self-evaluation,
 Handouts,
 Exercise Sheet,
 Slides
TIME: 30 hours technical content and 30 hours practice, in total 60 hours;
Objectives of the ToT

Few words for facilitators about Manual: This Manual has developed with-
 Course Objectives
 Time , Methods , Materials
 Process and
 Handouts.
Training Time: Facilitators will follow the guided time but it may be change depends
on the situation, methods, level of participants.
Methods: Facilitator can changed the methods if he/she feel.
Handouts: Facilitators will follow the guideline and read all the handouts for his/ her
preparation before conduct the training course, no need to distribute all the handouts
among the participants. Facilitator will try to transfer the knowledge to the
participants.
Major Contents of the Training:
1. Training of Trainers ( ToT);
2. Training Cycle;
3. Training Need Assessment (TNA);
4. Adult Learning Principles;
5. Communication Skills;
6. Active Learning & Training Methods;
7. Trainer and His/ Her Role;
8. Training Plan;
9. Training Program Management;
10.Training Evaluation;
11.Evaluation of the 1st Phase of the Course;
12.TNA Process, Preparation, Conducting and Major Content Preparation;
13.Curriculum Design & Presentation;
14.Materials Development & Presentation;
15.Module Preparation;
16.Session Plan Preparation for Demonstration (Group Work);
17.Session Demonstration (as per prepared session);
18.Techniques of Course Evaluation and Report Writing;
19.Evaluation Techniques of the ToT Course.
Training Manual

DO'S AND DON'TS OF TRAINING
The following "Do’s and Don'ts" should ALWAYS be kept in mind by the trainer
during any learning session.
DO'S:
 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 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.
DON'TS
 Don’t talk to the flip chart.
 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
non-verbal).
 Don’t read from the curriculum.

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[Type here] Pabitra Kumar Basu, HRD Specialist, IDC, JICA, email: pabitra62@gmail.com [Type here]
Training Schedule, ToT (Knowledge & Skills)
Duration: Ten Working Days
Days /
Time
9:00-11:00
11:00-11:30-TeaBreak
11:30 – 13:00
13:00:14:00LunchBreak
14:00- 15:00
Day-1 1.Inaugural/ Opening Session 2.Training of Trainers (ToT) 3.Training Cycle
Day -2 4.Training Need Assessment
( TNA)
4.Training Need Assessment (
TNA)- Cont.
5. Adult Learning Principles
Day-3 6. Communication Skills 6. Communication Skills –cont. 7. Active Learning, Training
Methods .
Day -4 8. Trainer and His/ Her Role 9. Training Plan 10. Training Program
Management
Day-5 11. Training Evaluation 12. Evaluation of the Course (
Phase I)
12. Evaluation of the Course
( Phase I)- cont.
Day -6 13.TNA process, preparation,
conduction and major content
preparation.
13.TNA process, preparation,
preparation.
13.TNA process, preparation,
preparation.
Day-7 14. Curriculum Design &
Presentation.
15. Materials Development &
Presentation
16. Module design
Day -8 16. Module design-cont. 17. Session Plan Preparation
& Demonstration
17. Session Plan
Preparation & Demonstration
Day-9 17. Session Plan
17. Session Plan Preparation
& Demonstration
17. Session Plan
Day -10 19. Evaluation of the ToT
Course.
19. Evaluation of the ToT Course. 20. Closing Ceremony
Note: Four Groups will be form for Co-Curricular activities, 1. thought of the day, 2. Reporting/
Documentation, 3. Cultural and 4. Logistics support. Each groups will be given a particular topic. They
will prepare a 30 minutes presentation on particular topic and present at large group. The total
presentation of all participants will be recorded in video/ document for reviewing and feedback, so that
participants can identify his/her strengths and areas of improvement. During the presentation rest of the
group member will act as participant and also give written feedback from them. For that reason a session
evaluation format will be given to them.

11
Trainers Guide
Details
Process, Methods and
Necessary Materials
Note: Trainers are requested to follow the guide / process/ steps and objectives of each
sessions as possible. Before facilitate the session, it is advised to study all the reading
materials and summarize your class discussions topics, prepare slide, poster and necessary
materials. Here we have mentioned few specific methods but trainer/ facilitator may use
different methods and techniques for interactive learning).
ToT
Phase: 1 (Knowledge)
Process of the Training

12
Discussion Topic:
 Ice breaking;
 Pre- course evaluation;
 Course expectation & norms setting;
 Training course objectives;
 Vision Mission of DMTCL.
Objectives: At the end of the session participants will be able to:
a) Introduce themselves to each other;
b) Create congenial learning environment;
c) Identify their existing knowledge;
d) Identify which areas are needed to know from the ToT;
e) Explain the ToT objectives;
f) Explain the Vision and Mission of DTCL;
Methods of the Session: Questionnaire, Pair groups, Brainstorming, Presentation and
Discussion.
Materials: Name Card, Marker, Masking Tape, Question papers, Coloured Poster and slide.
Time: 2 hours
Process:
 Facilitator will welcome the participant in the course s/he will explain the
needs of ice-breaking and stress the importance to know each other
 S/he will seek suggestions from the participant and ask – to find the way of
acquaintance each other
 Facilitator will note down participant’s suggestion and ask them to write down
following indicators or as annex A:
i. Name ;
ii. Position ;
iii. Name of unit ;
iv. Years of working experience ;
v. Educational qualification;
Session-1
Inauguration/opening SessionTopics

13
vi. Training received ;
vii. Happiest Memory;
viii. Most Sledded Memory ;
ix. Favourite personality ;
x. Personal Interest (Song, Comics, Acting etc) .
Participant will be asked to form a pair through humming similar sound.
Afterward, they will share their personal account following indicators (name,
position, experience, family background, education, likings/disliking, hobby,
favourite personality etc.) and then one member of pair present his/her
friends all about at large group and the another member will do the same.
Thus participants will be acquainted with each other at the same time they will
get a friend / pair from the very beginning of this course.
 Facilitator will distribute the written questions paper for their test and give a
time limit. After the given time all the question papers to be collected and
preserve with the facilitator. (Question papers as Annex-1.1).
 Facilitator will form 4 groups and ask them to
prepare a list, which subject/ questions they
want to know from the training. After 15
minutes they will prepare a list and present it
in the class. Facilitator will compile the whole
expectation and prepare a Common poster,
which will be reviewed at the last day of the
training.
 Facilitator will ask them about the training
Objectives, participants will think and reply
accordingly. Finally facilitator will show the slides and discus about the ToT
Objectives. (As Annex -1.2).
 Facilitator again will ask them about the Vision & Mission of DTCL, if they
know they will reply and finally facilitator will show another slide and discus
about the Vision & Mission of DTCL. (As Annex -1.3).
 Finally, facilitator will ask participant to know about their learning from the
session, listen their opinion and review the whole sessions learning points.
---------------------------------------

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Annex 1.1
Pre / Post Assessment Question Paper (Set 1). Full Marks -50, Time 35 Minutes.
1. What do you mean by Training? ---------(5)
2. What is the characteristic of Participatory Training? –(5)
3. What is Training Cycle? –(5)
4. Mention three (3) methods of Training Need Assessment (TNA) –(5)
5. Which three (3) training methods are most suitable/ favourite to you? Please explain the
reason
of your likings? – (10)
Method Reason of your likings
1. 1.
2. 2.
3. 3.
6. What are the qualities of a good trainer? –(5)
Annex- 1

15
7. Write the conditions of effective communication? –(5)
8. Give three (3) Precondition of qualitative presentation: –(5)
9. Put mark at left side tick (√) as true and (x) as false. –(5)
i. Main task of trainer is to provide only knowledge
ii. Since participants are lack of information and knowledge so trainer would provide those.
iii. High officials are quite aware of training, therefore, therefore, no need to do Training Need
Assessment (TNA).
iv. In participatory training, participant and trainer are equally important
v. Without being good communicator, one cannot be a good trainer.
vi. Presentation skills do not necessary for conducting good training session.
vii. A good training session always depend on selection of appropriate method.
viii. A trainer should respect the participant as colleague.

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Extra Sample question paper (If required) (Set-2)
Training of Trainers (TOT) Course
Pre/ Post-Test Questionnaire
(Answer can be written in Bengali & English or in both)
Name: _______________________ Designation: _____________________Cell No:
1. Please write any 3 differences between traditional and participatory training approach? ( 5)
2. Please write 5 preconditions of a Participatory Training Environment? (5)
3. Please write any 3 basic differences between trainer and facilitator? (5)
4. Please write the steps for effective communication? (5)
5. Please write the structure of session plan and curriculum format? (10)

17
6. Please write 5 consideration points for objective setting? (10)
7. Write 5 Participatory training methods to develop skills and understanding of the
participants.( 10)
8. Write adult learning principles? (10)

18
9. Please write 5 qualities of good training materials/aids? (10)
10.Write down 3 major roles/techniques of a facilitator to create interactive learning
environment? (10)
11. Write down 5 techniques to make a presentation interesting and effective? (10)
12.Write down at least 5 major competency of a trainer? (5)
13.What are the different types of training evaluation? (5)

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Annex: 1.2
1.2: OBJECTIVES OF TOT:
The larger objective of this training is to develop a cadre of professional trainers across the
DMTCL and organization will be benefited by capacitating the staff to design, conduct and
evaluate organizational specific training events.
.
At the end of the Training Course the participants will be able to:
1. Explain the training cycle ;
2. Explain the process and techniques of TNA;
3. Explain how to communicate effectively;
4. Explain the different methodologies and
consideration for selecting the appropriate
methods;
5. Explain the required knowledge and skills of a
trainer;
6. Explain knowledge and skills on preparing
training session and utilization of training
curriculum;
7. Increase facilitation skill on using different
training methods, techniques and learning aids;
8. Improve knowledge and skills on organizing, monitoring, evaluating and preparing
training report;
9. Explain the adult learning & learning domain and its use in Training;
10.Define the difference between Training, learning, education and teaching;
11.Develop training Module, Curriculum & Schedule.
Annex. 1.3:
Vision and Mission statement of DMTCL:
Vision:
 Becoming the nexus of city transportation, unleashing the potential and propelling the
progression of Dhaka.
Mission:
 To provide passengers with safe, punctual and comfortable transport through well-
engineered technology and operational expertise.
 To implement effective corporate management for the timely completion and
continued advancement of MRT.
 To drive the acceleration of economic activities, environmental improvement and
the enhancement of the quality of life in Dhaka.

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Training of Trainers (ToT) , General.
REGISTRATION FORM
GENERAL TRANINING OF TRAINERS (TOT)
Name: ...................................................................................
Current job title: ...................................................................
Mobile no: ...........................................................
E-mail address: .........................................
1. Educational history
Please list the details below (e.g., Bachelor, Masters Etc.)
Degree Institution Year of Passing
2. Professional training
If you have attended any relevant short-term (non-degree) technical or professional training in
the last 3 years, please list the details below.
Subject Host Organization Country Year/ date

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Annex 1. A:
Icebreaker activities
1. Picture name game.
 Give each person in the group a blank card and a felt-tipped marker.
 Ask everyone to write their name on the top of the card and then draw a picture that represents
their name or themselves in some way.
 This usually generates some laughter and some puzzlement as people figure out what kind of
picture to draw.
 Encourage those who feel they cannot draw to do so, explaining that it does not have to be a
masterpiece! (It is a good time to mention that drawing symbols
to represent things is an important part of reflect as a visual as
well as oral process).
 When everyone has finished, people come to the front,
introduce themselves and explain their Drawing and then stick
the card onto a designated ‘Name area’ on the wall.
 After everyone has presented their names and titles, and stuck
their cards on the wall, discuss how we will let go of all titles for
the duration of the workshop as we engage with each other as
equal partners in the learning process.
 This will also give you as a trainer a chance to start discussing the principles of Reflect– i.e. that
all participants are equal and that there is space for everyone to participate regardless of who
they are or what position they hold. (Do mention that people can reclaim their titles at the end of
the workshop!)
 Learning names (This game can follow on from the picture name game.) participants stand in a
circle.
 One person calls out someone’s name and throws a ball to him/ her. S/he must then call out
another person’s name and throw the ball to the next person.
 And so it goes from person to person. When your name has been called twice, sit down. Keep
going until everybody is sitting.
2. Learning names
(This game can follow on from the picture name game.)
Participants stand in a circle. One person calls out someone’s name and throws a ball to him/
her. S/he must then call out another person’s name and throw the ball to the next person. And
so it goes from person to person. When your name has been called twice, sit down. Keep going
until everybody is sitting.
3. The name game
Participants sit or stand in a circle. One person starts by saying him/her own name and one thing
about him/herself, for example “I am Neladi and I have two children”. The next person then
repeats what he/she said and adds on his/her own, for example “Naledi has two children, I am
Simon and I like working in groups”. The third person repeats the first two names adding on
his/her own introduction. And so you go around the circle. If you can’t remember a name or what
was said, ask the person or others in the group to remind you.
Ice breakingGuidelines for Practitioners(Few games)
(Additional)
(Facilitator can use any game/ activity related to the session)

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Few Ice Breaking and others warmup sessions additional Game:
1. Three Questions Game:Everyone in the group writes down 3 provoking questions they
would like to ask others in the group. Not the normal “what’s you name” type questions but
something like, "Where is the most interesting place you have ever travelled" or "Name a topic
you feel absolutely passionate about".
 Give them time to mingle, and to ask three different people in the group one of their three
 Questions. Get back together and have each person stand and give their name. As they say
their name, ask the group to tell what they know about this person.
2. The Pocket/Purse Game: Everyone selects one (optionally two) items from their pocket or
purse that has some personal significance to them. They introduce themselves and do a show
and tell for the selected item and why it is important to them.
3. The Talent Show: Everyone selects one talent or special gift that they possess and can
demonstrate for the group. They introduce themselves, explain what their special talent is, and
then perform their special talent for the group.
4. Birthday Game
 Have the group stand and line up in a straight line.
 After they are in line, tell them to re-arrange the line so that they are in line by their
birthday.
 January 1 on end and December 31 at the other end. The catch is that they must do
all this without talking or writing anything down.
5. Map Game: Hang a large map of the world. Give everyone a pushpin. As they enter, they pin
the location of their birth on the map.
6. Paper Airplane Game: Everyone makes a paper airplane and writes their name, something
they like and dislike on it (You may also want to add additional questions). On cue, everyone
throws their airplane around the room. If you find an airplane, pick it and keep throwing it for 1-
2 minutes. At the end of that time, everyone must have one paper airplane. This is the person
they must find and introduce to the group.
7. The Shoe Game: When entering, everyone must take off one shoe and leave it in a pile at the
door. They keep the other shoe on. After everyone is in. The host will distribute the shoes to
people not wearing the same shoe. When instructed, everyone must find the mix and find the
person who belongs to the shoe and get some info about them. They then introduce their new
friend to the group.
8. The Artist Game: Give everyone a piece of paper and a pencil. In 5 minutes they must draw a
picture that conveys who they are without writing any words or numbers. At the end of 5 minutes
the host collects the pictures. Show the pictures to the group one at a time and have them try
to guess who drew it. After this allow each of the artists to introduce themselves and explain
how their work clearly conveys who they are.
9. Three in Common Game: Break the group into 3’s. Their objective is for each group to find 3
things they have in common. But not normal things like age, sex or hair colour. It must be three
uncommon things. After letting the group’s converse for 10 - 15 minutes, they (as a group) must
tell the rest of the groups the 3 things they have in common.
10. Dream Vacation Game: Ask participants to introduce themselves and describe details of the
ideal, perfect dream vacation.
11. Favorite T-Shirt Game: Ask attendees to bring (not wear) their favorite T-shirt to the meeting.
Once all participants have arrived, ask each person to show the shirt to the group and explain
how the T-shirt best resembles their personality.
12. Favorited Animal Game: As the guests arrive, and before you write their names on a name
card, ask them to tell you their favourite animal and three adjectives to describe the animal. As
they tell you, write the three adjectives on a name tag BEFORE their name (omit the name of
the animal). Ask them to mingle with the crowd, sharing why these adjectives best describe their
own personality. EXAMPLES: Loyal, cuddly, playful Dan

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13. Creative Name Tags: Give everyone 15 minutes to make their own name tag-they can list
hobbies, draw a picture, give a self-profile, etc.
14. Circle of Friends Game: This is a great greeting and departure for a large group who will be
attending a seminar for more than one day together and the chances of meeting everyone in
the room is almost impossible. Form two large circles (or simply form two lines side by side),
one inside the other and have the people in the inside circle face the people in the outside circle.
Ask the circles to take one step in the opposite directions, allowing them to meet each new
person as the circle continues to move very slowly. If lines are formed, they simply keep the line
moving very slowly, as they introduce themselves.
15. Marooned Game: You are marooned on an island. What five (you can use a different number,
such as seven, depending upon the size of each team) items would you have brought with you
if you knew there was a chance that you might be stranded. Note that they are only allowed five
items per team, not per person. You can have them write their items on a flip chart and discuss
and defend their choices with the whole group. This activity helps them to learn about other's
values and problem solving styles and promotes teamwork.
16. The Interview Game: Break the group into two person teams (have them pick a partner that
they know the least about). Have them interview each other for about twenty minutes (You can
also prepare questions ahead of time or provide general guidelines for the interview). They need
to learn about what each other likes about their job, past jobs, family life, hobbies, favorite sport,
etc. After the interviews, reassemble the group and have each team introduce their team
member to the group. This exercise helps them to learn about each other.
17. Story Time Game: The facilitator starts a story by saying a sentence. It then goes in a circle,
each person adding a sentence onto the story-after repeating each sentencethat's already been
added.
----------------------------------------------

24
Discussion Topic:
 Concept & meaning of Training & ToT
 Key elements of ToT
 Steps for organizing a ToT Course.
 Ten comments on ToT for Trainer
Objectives: At the end of the session participants will be able to explain:
 The training concept.
 The key elements of ToT.
 The steps / process for organizing a ToT Course.
 The consideration for trainers.
Methods of the Session: Questionnaire, Brainstorming, Slide show, Discussion.
Materials of the session: Markers, Masking tape, Coloured Poster, Handouts and slide.
Time: 1:30 hours
Process:
 Facilitator ask the participants about the concept of training, after their
opinion facilitator will narrate the concept as Annex 2.1.
 Facilitator will present a slide show on key elements of ToT and discuss as
Annex- 2.2
 Facilitator ask the participants about the process for organizing a ToT
Course and listen their opinion.
 Facilitator divide the participants into four groups and tell them to identify the
process / steps for organizing a ToT course.
 They will prepare a poster / slide on it and back to the class and present
their findings.
 After their presentation and opinion facilitator will show a prepared poster
and discuses one by one until to clear their idea.
 Facilitator discuss the consideration for trainer (Ten points) one by one as
Annex. 2.4 and creates the environment for their interaction.
 Finally facilitator ask the learning points from the session and note down
their learning points and closing the session.
Session-2
Training of Trainers
(ToT)
Topics
:

25
2.1: Concept and Meaning of Training and ToT:
Training: “I never teach my pupils, I only attempt to provide the conditions which they
can learn” -(Albert Einstein)
 Training is a process of acquiring necessary knowledge, attitude & skill that are
required to perform a job better;
 Training is transfer of applied information for being able to do something better;
 Training is directly linked to knowledge, attitude and skill. The traditional type of
training focus mostly on skills, less on knowledge and the least on attitude. But
modern types address attitudinal aspects as well as skills and cognitive aspect;
 Training is the process to fill the gap between the desired performance and actual
performance ;
 Training should be viewed as an educational process, which involves the creation
and acquisition of knowledge
awareness and skills. It is not only for
`knowing more’ but `behaving
differently’. The focus is not upon
information alone mere knowledge in
itself is insufficient but upon
consciousness rising. It helps in building
up one’s critical consciousness
examining one value, attitudes &
orientations.
 Training is an educational process
which involves the creation and
acquisition of knowledge, awareness
and skills. It is not only the act for behaving differently. It helps in building up one’s
critical consciousness examining values, attitudes and orientations.
Annex- Session- 2
Training Of Trainers ( ToT)

26
Concept of Training:
ToT: Training of Trainers (ToT) is a form of training imparted to an individual with a view to
preparing him/her for his/her future role as a trainer. This is a process which aims to develop
his/her capabilities and capacities of imparting training to others as a skilled professional.
ToT also aims to help organizations to build their own cadre of trainers. Thus ToT has a dual
role to play: the individual growth and the organizational growth.
The focus of ToT is not only to build a cadre of trainers, but also to develop necessary
orientation, awareness and abilities to perform a catalytic role as facilitators of change.
2.2: Key Elements of ToT
There are five basic elements of ToT, which play a major role in shaping the structure
and strategy of the training process. Which are as follows:
a) Training goal
b) The trainer (resource person)
c) Target group (the trainees)
d) Training course
e) Training approach
a. Training Goal
Training of Trainers is characterized by a definite goal orientation. The major thrust is not so much
on ‘transfer of information or expertise” as on “sharing of ideas and experiences”. Also, the
ultimate objective of training is not so much oriented towards the gain in knowledge as on “change
in ideas and attitudes”. Likewise, the major thrust of the activity is not so much to produce skilled
professionals or efficient workers as to prepare a cadre of facilitators of change.
Unlike other training programmes where the objectives are outlined in terms of the requirements
Enhance Knowledge
Increase Skills
Change attitude

27
of a particular job or employment, in ToT it is the user’s need that provides the base for the
structure and strategy of the training. It is, therefore, essential that the training design of ToT is
outlined in the light of the outcome of a training needs assessment.
b. The Trainer/ Resource Person
Although the place and role of a trainer has special significance in all types of training, yet, in ToT
the trainer is the key element. Some of the important roles which a trainer is expected to play ,
shown as below:
a) Understanding the training needs of the target group;
b) Developing the outline of the course contents in accordance to the
requirements of the trainees;
c) Preparing the subject matter;
d) Understanding the principles and practices of suitable training methods;
e) Arranging training infrastructure;
f) Conducting the training;
g) Assessing the impact of the training;
h) Taking necessary follow-up action.
Sometimes the efforts of a trainer need to be supplemented by a resource person, who may
belong either to the same organization or may be from an outside agency. In both cases,
however, the competencies and the responsibilities of the trainer will remain the same.
c. Target Group / the Trainees
ToT puts a lot of emphasis on trainees. It is neither possible nor desirable for any trainer to know
everything about all of them. What is relevant is to know what concerns the training programme.
For example, it is useful to know the characteristics of the trainees and their potentialities to
undertake the tasks for which they are being trained.
Broadly speaking it will be worthwhile to know the physical, socioeconomic, intellectual and
psychological characteristics of the trainees. In other words, the background information about
physical factors such as age and key socio-economic characteristics such as income, intellectual
traits , level of knowledge, skills, language, psychological characteristics , attitudes and values,
if known in advance, help the trainer to plan the contents and approach of the training more
realistically.
d. Training Course
As pointed out earlier, it is on the basis of the outcome of a training needs assessment that the
course contents and their sequencing is to be outlined. As regards the subject matter to be
covered under each course, the trainer/resource person should make use of different types of
materials according to his/her own experience, the expertise of subject matter specialists and
experience sharing with fellow professionals. Once the material on the subject matter has been
collected through different sources, the next step, to design the course contents, is to determine
the sequence of lessons in a particular course. Such sequencing can be made on the basis of
some major criteria like job performance order, logical order and psychological order.
e. Training approach
The use of proper training approach is a prerequisite condition of the effectiveness of conducting
a training programme. The selection and use of such approaches/methods becomes all the more
crucial as the participatory nature of the activity demands that the training should be not only
educative, but equally stimulating. Use of a single most effective approach or combination of
approaches promotes greater interaction between the trainer and the trainee and, hence, creates
a productive learning experience. Although there may be various approaches of imparting

28
training, yet, mainly two approaches are adopted. They are based on i) instructional methods,
and ii) group participation methods. While the instructional approach mainly uses lecture method
under a classroom situation, the group participation approach uses such methods as discussions,
workshops, seminars, field trips and study tours.
None of the above mentioned approaches is singularly suitable or sufficiently effective for any
training activity. Every approach has its own advantage or disadvantage. It is from this angle that
there is a need to make proper selection quite carefully, taking into account a number of factors
and go for the most appropriate one. In most of the cases, however, the training programmes
have to employ a combination of approaches. The choice for selecting suitable training
approach/approaches depends on certain basic assumptions, as under:
a) The trainees have different backgrounds regarding their past knowledge and work
experience which have significant bearing on their learning process.
b) The trainees learn most in a situation that encourages their participation in the learning
process.
c) No single approach is effective enough to ensure the maximum impact in terms of
learning experience.
d) Effective use of a particular approach depends on the intelligence and skill of the trainer.
e) The trainer, to whatever extent skilled and intelligent he or she may be, has to
understand that the efficiency of the job performance depends on one’s continuous
growth in knowledge and experience.
For this he/she has to first ‘de-learn’ in order to learn the skill of seeking active involvement of
the learners in the learning process during the course of training. Then only the process of
learning the principles and practices of training starts.
This process of learning has to continue throughout his/her professional career as a trainer.
2.3: Steps in Organizing a Training Programme
The following steps need to be taken to develop & organize a training Course:
I) Training Needs Assessment (TNA): This is perhaps the very foundation on which the whole
structure of training is to be designed, as it is always the user need based training which attracts
wholehearted interest and involvement of the trainees and delivers the expected benefits.
II) Setting the Goal: With definite goal orientation the training programme has the obvious
advantage of the needed direction, and, therefore, this step is quite vital to the success of the
ventured exercise.
III) Determining the Training Contents: The contents of a training course have to be designed
in accordance to the set goal of the training programme and also as per training needs of the
target group. This can be done by adoption of measures mentioned below.
IV) Developing an Action Plan: One of the essential requirements of an action plan for a
training programme is that it should be based on the following points:
♦ proper scheduling of training activities.
♦ well specified purpose.
♦ clearly specified course contents.
♦ adequately listed training materials and equipment.
♦ Identification of qualified resource persons.
♦ Selection of appropriate training methods.
♦ deciding the approach of involving trainees in different training activities.
♦ listing the critically practical assignments for the trainees.
♦ systematically designed evaluation plan of the training, both during and after the training

29
course.
♦ Strategy for follow-up action.
V) Ensuring Job Efficiency during a Training Session
Much of the success of a training course depends on the performance of the training or resource
person during a particular session, in which he/she has been assigned a talk to be delivered on
a specific topic. In case of advanced training courses, the job efficiency may also relate to the
skill of technical presentation through the use of audio-visual aids. There are certain measures
which are usually recommended to enhance the job efficiency of the trainer. Some of the
important ones are:
a) Proper collection of the reference material as relevant to the course title.
b) Thoroughly review of literature, keeping in view the subject matter.
c) Preparation of the outline and outline should include:
 Course title
 Lesson title
 Time allotted
 Objectives
 Needed training materials/aids
 Training method to be adopted
 Main content of the talk
 Concluding note
 Theme/topic leading to discussion
 Type of practical assignment to the trainees
d) Presentation is important as the preparation of the outline. It should be marked by the
following:
 Introduce the topic in a clear way.
 Relate the session with previous lesson.
 Emphasize the importance of the theme and the
purpose of the session.
 Give motivation for the new learning experience -
 Coverage of the subject matter.
 Give a summary along with review of main points.
 Relate with the next lesson.
2.4: Comments for Trainer: As page V
-----------------------------------------------------------

30
Discussion Topic:
 Concept of training cycle.
 Different steps of training cycle.
 Details of linkages ( Discuss all steps and linkage with each other’s )
 The meaning of training cycle
 The concept & different steps of training cycle and its relation.
 The linkage with one and another steps.
Methods of the Session: Questionnaire, Brainstorming, Slide show, Discussion.
Materials of the Session: Markers, Masking Tape, Coloured Poster, Handouts and Slides.
Time: 2:30 hours
Process:
 Facilitator will ask the participants about the training cycle, after their opinion
facilitator will discuss about the concept as Annex 3.1 by slide presentation.
 Facilitator will present a slide on Training Cycle and discuss as annex- 3.2
and brief the different steps on Training cycle.
 Facilitator will ask to the participants about the steps of training. Write down
their opinion and explain the steps as Annex step 1 to 4 in details.
 Facilitator will ask to the participants about the steps of Training Cycle and
its linkage with each other’s. Write down their opinion and to explain why it
is step 1, 2, 3, and 4, what are the relationship among the steps. Justification
will be shared by the participants.
 Finally review the session and its learning.
Session:3
Topics: Training Cycle:Topics

31
3.1: What is Training Cycle: Training cycle is a series of steps or stages that comprise a
complete training program.
3.2: Training Cycle
Step 1 - Identification of training needs
This initial stage of the training cycle addresses to find out a training need. After identifying the
Training Needs, select the target audience. This stage will help to consider why the training is
required and its expected outcome and impact.
How you will measure if the training has met the original need i.e. brought about intended
change in behavior, performance etc.
Step 2 - Design of Training Solutions
This stage covers planning, design and development of training. It aims to ensure that a
systematic and consistent approach is adopted for all training solutions. Training solutions cover
face to face training and open and flexible learning including e-learning.
Step 3 - Delivery of Training Solutions
This stage of the training cycle ensures that the delivery of the training is effective and provides
opportunities for the learners to learn. This will involve choosing the most appropriate format for
meeting training needs, and taking advantage of different training methods.
Training needs can
arise in a number of
ways
Stage 1
Identification of
Training Needs
Stage 5
Evaluation of Training
Solutions
Stage 2
Design of Training
Solutions
Stage 4
Application of Training
in the court
Environment
Stage 3
Delivery of Training
Solutions
Annex- 3
Training Cycle

32
Step 4 - Application of Training in the Court Environment
This stage of the training cycle is
concerned with ensuring that all learning
outcomes are applied and reinforced in
practice within the court environment.
This stage will help those who monitor
the development of individual learners
and review their progress.
Stage 5 - Evaluation of Training
Solutions
This stage of the training cycle deals
with the collection, analysis and
presentation of information to establish
the improvement in performance that
results from this. This stage will help
those who evaluate learning
programmes, or who respond to
developments in learning, or plan and
introduce improvements in learning interventions.
-------------------------------------------------------------------------

33
Discussion Topic:
 Concept of Training and TNA.
 Importance & Necessity of TNA
 Methodologies of TNA.
 Different Tools & Techniques of TNA
 The Concept of Training Need Assessment (TNA).
 The Importance & necessity of training Need Assessment (TNA).
 The Methodologies, Tools & Techniques of TNA.
Methods of the Session: Lecture, Slide show, Small group discussion, Question answer.
Materials of the Session: Markers, Masking Tape, VIPP Card, Coloured Poster, Handouts and
Slides.
Time: 3:30 hours
Process:
 Trainer/ facilitator will welcome the participants to the session.
 Ask the participants “what do we mean by Training and Training Need Assessment (TNA).
Participants will write their opinion on a VIPP Card and present it.
 Write down all the response from the participants and discuss one by one.
 Trainer/ facilitator will define Training and Training Need Assessment (TNA) and its
importance with simple and practical example.
 Trainer/facilitator will initiate discussion on the process of conduct Training Need
Assessment. S/he will ask the participants about TNA Process and note down their opinion,
after that all the opinion will be discussed.
 Trainer/ facilitator will describe the different steps for conducting TNA, process to select
appropriate methods with justification for TNA.
 Trainers will hanged a prepared poster (steps of conducting TNA) and discussed by the
participants one by one.
 Facilitator will discuss some common methods that have normally used while doing TNA
 Trainer/ facilitator will recapitulate process of TNA and tell participant how TNA can be done
using process and selecting methods.
 Trainer/ facilitator will divide the participant into 4 small group for group work for conducting
a sample TNA. (Facilitator distribute the TNA with specific target groups, Such as Office
Attended, Computer Operator, Assistant Manager etc.)
 All groups will prepare a presentation (Slide / Poster) and present their work.
 Finally review the TNA session and conclude the session.
Topics:
Session:4
Training Need Assessment (TNA)
Topics

34
What is TNA?
A needs assessment is the process of identifying the requirements in a given situation, in this
case, what the workshop participants need to learn. (Expected Situation – Existing Situation=
Gap/ Need)
Training Need Assessment (TNA) is assessing the need for training of staff members of an
organization. Training need refers to the gap between expected level of performance and existing
level of performance.
Required Performance – Existing / Actual Performance = Gap
A need is not a want or desire. It is a gap between “what is” and “what ought to be”.
Why to conduct TNA:
A needs assessment will enable the trainer to design a Training / workshop that will provide the
participants with the knowledge, skills, and attitudes needed in their jobs.
I. To determine what training is relevant to staff.
II. To determine what training will improve staff performance.
III. To determine if training will make difference.
IV. To distinguish training needs from organizational problems.
V. To link improved job performance with the organizational goals and bottom line
How to Conduct TNA:
Steps of conducting need assessment
Step 1. Perform a “Gap” analysis
Current situation:
We must determine the current state of skill, knowledge and ability of our current staff
Desired or necessary situations:
We must identify the desired or necessary conditions for organizational personal
success
Step 2. Identify priorities and importance
We must determine if the identified needs are real
Step 3. Identify causes of performance problems or opportunities
Step 4. Identify possible solutions and growth opportunities to address the needs
Required
Performance
Existing/ Actual
Performance
Annex: 4
Training Need Assessment (TNA)

35
Methods for Conducting TNA
Following methods can be used for conducting TNA
 Interview,
 Questionnaire,
 Consultation with general staffs as well as senior
staffs.
 Focus group discussion (FGD).
 Record & Report study.
 Performance Appraisal Report
TNA: TNA covered the following Area:
Occupational/ Job
Needs
Organizations Needs

36
There are three broad areas of TNA. Before doing TNA we have to assess three
types of needs.
Organizational
Needs Occupational
Needs
Organizational
Needs
Vision, Mission,
Objectives,
Resource,
Programmes,
Organization
Culture,
Performance, Value,
Style
Individual Needs
Person analysis
Knowledge
Skill
Attitude
Habit
Capacity
Performance
Occupational
Needs.
Job analysis
Job Description
Job Specification
Task Analysis
 Perform a gap analysis (current situation – expected situation)
 Identity priority and importance
 Identity causes of performance problems
 What types of training are needed?
 What types of content should be in schedule
 What types of methods would be used
 Who would be the participant of the training
 What will be the duration of the training
Training Need Assessment

37
Details of Methods
Questionnaires:
Questionnaires should be distribute to the institutes at least two-three weeks before the visits by
consultants/ facilitators. The questionnaires should consist of three separate questionnaires to
be completed by potential training candidates/ respondents:
Q1. A profile of potential training candidates (personal history form).
Q2. A description of job functions and tasks performed by potential training candidates.
Q3. An assessment of the training needs, skills and knowledge, as identified by potential
training candidates.
Questionnaire1 is designed to collect basic personal information. In Questionnaire 2 respondents
are presented with a list of the major job functions normally assigned to staff. In the list,
respondents are asked to identify the job functions that best correspond to the job functions in
their present position.
Interviews:
Interviews are normally used as an additional way of obtaining information and should always be
supplemented by other means of gathering information. The main advantages of an interview
are:
 The information received is more detailed, adding qualitative information to quantitative
answers in questionnaires.
 Misunderstandings may be avoided, as the respondent is able to ask clarifying questions.
The interview method recommended for use during missions is called the structured or formalised
interview as opposed to an open interview. The structured interview should always follow a list of
questions decided upon beforehand and changes and/or additions to the questions should not
be made unless absolutely necessary. However, the interviewer is of course welcome to answer
clarifying questions from the respondent, whenever necessary. Each interview should take
between one and two hours, taking into account that the respondent sometimes needed time to
find the right answers.
Interviews are primarily with directors and/or high ranking officers in charge of departments,
divisions, sections or specific working practices and with the responsibility of supervising a
number of staff.
Workshops:
The need for training amongst resource assessment staff in general can also be assessed during
a workshop. Alone and in small groups, staff can be asked to identify what skills and knowledge
they found were needed to do proper resource assessment and to help each other in identifying
areas of improvement in their work plans and working practices. The reason for using workshops
and not interviews for permanent staff are:
 Interviews are time consuming and are not feasible for a larger number of staff within a
constrained time frame.
 Workshops are good for gathering information and creating awareness amongst staff at the
same time.
The criteria for selecting staff for participation in Training Needs Assessment workshops are:
 Staff actively involved in activities related to marine resource assessment.

38
 Staff that have completed questionnaires 1-3.
 Staff who hold a permanent position or at least be assigned to a post minimum three years
ahead.
 A maximum 16 people should participate in each workshop. If more staff wish to participate
in the workshop, they should be split into smaller workshops (minimum four people) preferably
with homogenous groups of staff, e.g. knowledgeable senior staff separated from junior staff
etc.
A recommended method for use during workshops is the "Pyramid method", whereby participants
are firstly one by one, secondly two by two and thirdly four by four asked to discuss and identifying
certain issues. Finally, in groups of four or eight, participants are asked to find a consensus to
the questions given and choose a spokesperson to present the results of the group.
Observations:
During each mission, the facilitators should observe and note down the general facilities
supporting the daily work of people working in resource assessment.
Training Need assessment Tools:
Performing a Training Needs Assessment or Training Audit will help you develop an overall plan
and training programs to meet specific user needs. Objectives of a Training Needs Assessment
can range from:
1) Understanding how the training will be applied by users
2) Determining current skill levels,
3) Learning users’ expectations of training outcomes.
This knowledge will enable you to define attributes of the training program to meet specific user
requirements. Attributes that need to be defined include:
 Audience,
 Format,
 Length,
 Technical specifications,
 Cost, and
 Purpose or optimum use
Surveys:
Needs Assessments can also take the form of written surveys. Data (about training needs) will
be collected from a structured, standardized survey instrument can serve as justification for
building a training program. The survey data serves as a baseline from which to benchmark
progress in the future, and may provide baseline data for measuring ROI (return on investment).
Training Needs Assessment surveys should always be developed around business reasons for
implementing the information service. Remember that information vendors are your partners, and
you may be able to take advantage of their experience with launching products in other
companies. Some have training templates, including needs analysis surveys, which they will
allow you to modify and use in your organization.
Focus Groups and Interviews:
The advantage of conducting focus groups and/or interviews is that you will get qualitative
feedback from users. These insights into how users would like to be able to use information
products/services as well as real or perceived barriers to use can help you further shape the
training program to bring the maximum benefit to persons being trained.

39
Sample of Training Needs Assessment Worksheet
(As Example Sheet)
Identify a training program that you would like to develop.
Type of information needed What do you know
already?
What do you still need to
find out?
Desired Performance: What
do participants need to be
able to do effectively in their
jobs as ----------?
Analysis of Participants:
Who are these participants?
Learning Context:
Where will the training
occur? What constraints do
you have or anticipate?
Content Expertise:
What experts are available
to develop the training
content?
Training Expertise:
What trained experts are
available to deliver the
training?
Logistical Requirements:
What do you need to
consider regarding
developing and
coordinating the training?

40
Course Needs Assessment
Providing Excellent Learning Experiences:
A Practical Approach from Those Who Know
Questions
To Be
Answered
 What do the participants need to know and do as a result of this training?
 What do we need to know about the course participants they serve?
Key Tasks
Determine the target population
 Identify what type of course is designed for :
Determine the participants’ needs
 Draw from your past experience with similar groups
 Gather information from informal discussions -
 Conduct surveys
 Conduct focus groups workshop
 Work with an advisory panel
 Observe participants
 Interview participants
 Learn about their incidents
 Determine what emerging data should be distributed
Understand the participants’ characteristics
 Experience
 Cultural background
 Education
 Location
 Mind-set/Motivation
 Contraints (location, job demandes, etc.)
 Characteristics (age range, culture, from hard-to-reach population, etc.)
 Additional tasks:

41
Tips For
Success
 Invite local participants to share their thoughts on what they believe
training participants will likely need.
 Identify persons who have already expressed an interest in the
training and identify their learning needs through a short survey or
interview.
 Use available needs assessment data already gathered (i.e., what
do you already know about the target population?).
 Determine in general at what level the training will be taught.
 Ask presenters/trainers who have been involved in similar trainings
what they believe are the most important skills that the target
learners need to develop.
 Find other courses held in other cities or place on a similar topic and
identify topics covered.
 Determine if there are educational programs already being offered by
professional associations in your country; these programs may
provide insight into participant needs.
 Search topics in recent journals for timely and relevant content areas
related to your target population’s learning needs.
 Physically go to the working site and observe what is happening.
 Interview target group and ask them what kinds of training they need
to help them become better, more effective.
 Try to gather information from program participants that will help you
identify what skills should be taught during the training.
 Help participants identify what they don’t know and what they need
to develop greater competency in. Accomplish this by asking them to
complete a questionnaire that focuses on their present job tasks and
what they need to learn to improve their knowledge, skills, and
sometimes, confidence.
 Review program cases used in previous trainings.
 Review previous course evaluations to determine what areas need to
be emphasized and what topics require less time.
 Identify barriers and constraints to conducting the training; determine
which ones you can manage and which ones you need assistance
with.
 Based on what you are learning about your target population and
their learning needs, try to approximate how much time is necessary
to teach each identified topic.

42
Name: _________________________
Position: ____________________________
Date: __________________________
ID No: ____________________________
Academic Qualification:
Length of working experience (Total years):
------------------------------------------------------------------------------------------------------------
1. What is your basic job responsibility?
2. What are the tasks that you are doing?
3. What are your strong area (KSA)/tasks that you can do confidently?
4. What difficulties are you facing to perform the present job responsibilities?
5. What is your suggestion to overcome these difficulties?
6. What are the training courses that you have received for your professional development
(related job responsibility)?
7. Recommend some training courses/contents you are thinking that will help to improve
your performance?
8. Overall comments and recommendations?
-----------------------------------------------------
Sample of a Questionnaire for Interview

43
Discussion Topic:
 Concept & Importance of Adult learning.
 Basic differences between training, education and learning.
 Principles of adult learning.
 Importance to know the adult learning principles and how it will be used.
 the concept & Importance of Adult learning.
 the Basic differences between training, education and learning.
 the Principles of adult learning and Importance to know the adult learning principles and how
it is to be used.
Methods of the Session: Role play, Lecture, Slide show, Small group discussion, Question
answer.
Time: 2:30 hours
Process:
- Trainer/ facilitator will welcome to the participant to the session.
- Ask the participants “what do we mean by Adult learning Principles”?
- Listen their opinion.
- Trainer/ facilitator ask again what the difference between adult learners & adolescent
learners are, write down their opinion on a poster and discuss in briefly.
- Facilitator divide the participants into 4 small groups and tell them to prepare two
poster- 1). What are the principals of adult learning and 2). What are the important to
know the Adult learning principles?
- After preparation they will present it.
- After presentation facilitators select 5 participants for a role play and guide them for the
role play. The main them is: Two participants will play a role as trainers and conduct
two classes, one is for adolescent learners (age group 12-15) and others is adult (Age
groups is 20 to 45). Attitude is different for adults & adolescent.
- After the role play facilitators ask the participants what are the differences you have
seen? What are the different between two classes?
- As their opinion facilitator discuss the adult learning principles and their behaviour.
- Facilitators write one points of adult learning principles on a poster and ask to the
participants, according to the principles what can we do for the adult learning?
Accordingly all the principles will be discussed as annex-5.
- Finally review the learnings from the session.
----------------------------------
Pro
Topics:
Session: 5:
Adult learning PrinciplesTopics

44
Training/ Learning/ Education
1. The Difference between Training, Education & Learning:
Often the terms Training, Education, Development and Learning are interchangeable. We will
attempt to explore the key differences in relation to Performance Improvement Programmes.
Training: Training is defined as learning that is provided in order to improve performance on the
present job (Nadler, 1984).
This differs from a few other definitions in that rather than “training” being used as a verb—to
train, it defines it from the learners' action—an activity they perform.
Learning: While there are many definitions of learning, most of them have these two common
elements it is a relatively permanent change in behavior, cognition, or effect
 it occurs as a result of study, instruction, or experience (interaction through the
environment)
The definition starts with, relatively permanent change, which means that the information we use
must be retained for some time. If we only remember the information for a short time, such as
finding a location on a map and then going to that location, but forgetting about it a short time
later, then that was simply the use of information, not learning.
Education:
1. The act or process of educating or being educated.
2. The knowledge or skill obtained or developed by a learning process.
3. A program of instruction of a specified kind or level: driver education; a college education.
4. The field of study that is concerned with the pedagogy of teaching and learning.
5. An instructive or enlightening experience: Her work in an animal shelter was a real education.
Annex: 5
Adult learning:

45
2. Adult Learning Principles:
What do you mean by 'adult learning principles'?
Knowles identified the 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.
How can we use adult learning principles to facilitate learning on placement?
Here we will discuss some ways to facilitate learning by applying Knowledge’s' Adult Learning
Principles:
1. Adults are internally motivated and self-directed
Adult learners resist learning when they feel others are imposing information, ideas or actions on
them.
Your role is to facilitate a participants' movement toward more self-directed and responsible
learning as well as to foster the participant’s internal motivation to learn.
As Trainer you can:
 Set up a graded learning program that moves from more to less structure, from less to
more responsibility and from more to less direct supervision, at an appropriate pace that
is challenging yet not overloading for the participants.
 Develop rapport with the participants to optimize your approachability and encourage
asking of questions and exploration of concepts.
 Show interest in the participant’s thoughts and opinions. Actively and carefully listen to
any questions asked.
 Lead the participants toward inquiry before supplying them with too many facts.
 Provide regular constructive and specific feedback (both positive and negative),
 Review goals and acknowledge goal completion
 Encourage use of resources such as library, journals, internet and other department
resources.
 Set projects or tasks for the participants that reflect their interests and which they must
complete and "tick off" over the course of the placement. For example: to provide an in-
service on topic of choice; to present a case-study based on one of their clients; to design
a client educational handout; or to lead a client group activity session.
 Acknowledge the preferred learning style of the participant.
A questionnaire is provided below that will assist your participants to identify their preferred
learning style and to discuss this with you.
2. Adults bring life experiences and knowledge to learning experiences
 Adults like to be given opportunity to use their existing foundation of knowledge and
experience gained from life experience, and apply it to their new learning experiences. As
a trainer you can:
 Find out about the participants - their interests and past experiences (personal, work and
study related)

46
 Assist them to draw on those experiences when problem-solving, reflecting and applying
clinical reasoning processes.
3. Adults are goal oriented
Adult become ready to learn when "they experience a need to learn it in order to cope more
satisfyingly with real-life tasks or problems”. Your role is to facilitate readiness for problem-
based learning and increase the participants awareness of the need for the knowledge or skill
presented. As trainer/ facilitator, you can:
Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork
goals as well as assessment and future life goals.
Provide real case-studies (through client contact and reporting) as a basis from which to learn
about the theory.
Ask questions that motivate reflection, inquiry and further research.
4. Adults are relevancy oriented
Adult learners want to know the relevance of what they are learning to what they want to achieve.
One way to help students to see the value of their observations and practical experiences
throughout their placement, is to:
 Ask the student to do some reflection on for example, what they expect to learn prior to
the experience, on what they learnt after the experience, and how they might apply what
they learnt in the future, or how it will help them to meet their learning goals.
 Provide some choice of fieldwork project by providing two or more options, so that learning
is more likely to reflect the participant’s interests.
5. Adults are practical
Through practical fieldwork experiences, interacting with real clients and their real life situations,
participants move from classroom and textbook mode to hands-on problem solving where they
can recognize firsthand how what they are learning applies to life and the work context. You
can:
 Clearly explain your clinical reasoning when making choices about assessments, interventions
and when prioritizing their needs.
 Be explicit about how what the participants is learning is useful and applicable to the job and
client group you are working with.
 Promote active participation by allowing students to try things rather than observe. Provide
plenty of practice opportunity in assessment, interviewing, and intervention processes with
ample repetition in order to promote development of skill, confidence and competence.
6. Adult learners like to be respected
Respect can be demonstrated to the participants by:
 Taking interest
 Acknowledging the wealth of experiences that the participants brings to the placement;
 Regarding them as a colleague who is equal in life experience
 Encouraging expression of ideas, reasoning and feedback at every opportunity.
It is important to keep inmind that the participants is still developing occupational therapy clinical
practice skills. However, with the theory and principles of adult learning in mind, you can
facilitate the learning approach of the student to move from novice to more sophisticated
learning methods.

47
What we need to do?
1. Adults are Practical and problem – Centered, So----
 Give overviews, summaries, examples, & use stories to link theory to practice
 Discuss and help them plan for direct application of the new information
 Use collaborative, authentic problem-solving activities
 Anticipate problems applying the new ideas to their setting so, offer suggestions
 CAUTION- Guard against becoming too theoretical.
2. Promote their Positive Self Esteem, So---
 Provide low-risk activities in small group settings
 Plan for building individual success incrementally
 Help them become more effective and confident through guided practice and establishing
routines.
 CAUTION- Readiness to learn depends on self-esteem
3. Integrate New Ideas with Existing Knowledge, So-----
Help them recall what they already know from prior experience that relates to the topic of
learning.
 Share your agenda and assumptions and ask for input. Adjust time for topics to fit their needs.
 Use a continuum that describes a range of skill & knowledge. Ask they to apply stickers or
marks showing what their current level of knowledge/skill is in the topic(s)
 Ask what they would like to know about the topic
 Build in options within your plan so you can easily shift to address needs.
 Suggest follow up ideas and next steps for support and implementation after the session
 CAUTION- Collect needs data and match the degree of choice to their level of
development.
4. Show Respect for the individual learner, So------
– Provide for their physical needs through breaks, snacks, coffee, comfort
– Provide a quality, well organized, differentiated experience that uses time effectively and
efficiently
– Avoid jargon and don't "talk down" to participants
– Validate and affirm their knowledge, contributions and successes
– Ask for feedback on your work or ideas, provide input opportunities
– CAUTION- Watch your choice of words to avoid creating negative perceptions
5. Capitalized on their experience ,
– Don't ignore what they already know, it's a resource for you
– Plan alternate activities and choice so they can adjust the process to fit their experience level
– Create activities that use their experience and knowledge
– Listen and collect data about participant needs before, during and after the event
– CAUTION- Provide for the possibility of a need to unlearn old habits or confront inaccurate
beliefs

48
6. Allow Choice and Self –direction, So----
 Build your plans around their needs, compare desired behaviors (goals) & actual behaviors
 Share your agenda and assumptions and ask for input on them
 Ask what they know already about the topic (their perception)
 Ask what they would like to know about the topic
 Build in options within your plan so you can easily shift if needed
 Allow time for planning their next steps.
 CAUTIONS- Match the degree of choice to their level of development. Also, since there
may be things they don't know that they don't know, use a mix of their perception of needs
AND research on needs and organizational needs and calendar to guide your planning.
-----------------------------------------------

49
ession : 6
Discussion Topic:
 Concept of communication
 The communication process.
 Message distortion.
 Different channel of Communication.
 One way - two way communication.
 Effective communication – Exercise & role play.
 the concept & Importance of communication.
 the process of communication.
 the way of effective communication and its barrier.
Methods of the Session: Role play, Lecture, Slide show, exercise, discussion, Question
answer.
Time: 3:30 hours
Process:
- Trainer/ facilitator will welcome to the participant to the session.
- Ask the participants “what do we mean by Communication?
- Write down all responses on board or on a poster paper.
- Trainer/ facilitator will ask them about the Importance of communication. Collect their
opinion and prepare a list.
- Select 5 participants for a role play, prepare a message which you give one and 1st
one will pass it to second one accordingly to the last one. (Message Distortion).
- After the role play facilitator will discuss and find the one way and two way
communication as the causes of distortion of message.
- Facilitator show the slide on elements of effective communication with few example.
- Again facilitators will select two participants for a role play, brief them about the role
play. One will conduct a discussion session without any sharing (One way) and other
will be conduct a session with participatory way.
- After that facilitators asked the participants about their opinion. Listen their opinion and
discuss one way and two way communication, advantages and consideration.
- Facilitators show few slide on effective communication, upwards & downwards
Communication, barriers of communication and discuss in details.
- After the discussion facilitators want to know about the learning from the sessions.
- Review and conclude the sessions.
Session -6:
Communication SkillsTopic

50
1. Concept of Communication:
It’s a process by which information is exchanged between individuals through a common
system of symbols, signs, or behaviour.
Communication is an act or process of using words, sounds, signs, or behaviors to express or
exchange information or to express your ideas, thoughts, feelings, etc. to someone else
It’s a ways of sending information to people by using technology
2. The Communication Process:
Communication process consists of some
interrelated steps or parts through which
messages are sent form sender to receiver.
The process of communication begins when
the sender wants to transmit a fact, idea,
opinion or other information to the receiver
and ends with receiver’s feedback to the
sender. The main components of
communication process are sender,
message, channel, receiver and feedback. In
the following, some definitions on
communication process are quoted:
Robert Kreitner defined, “Communication
process is a chain made up of identifiable
links. The chain includes sender, encoding,
message, receiver, decoding, and feedback.”
In the opinion of S. K. Kapur, “The
communication process is the method by which the sender transfers information and
understanding to the receiver.”
According to Bovee, Thill and Schatzman, “The communication process consists of six phases
linking sender and receiver.”
C. B. Mamoria has pointed out the parts of communication process by saying, “That
communication process model is making up of seven steps or parts: a. the communication b.
Encoding c. The message and the medium or channel, d. reception by the receiver e. decoding
f. Action and g. feedback.”
Annex-6
Training Communication

51
Steps or elements of communication process
The communication process refers to the steps through which communication takes place
between the sender and the receiver. This process starts with conceptualizing an idea or
message by the sender and ends with the feedback from the receiver. In details, communication
process consists of the following eight steps:
1. Developing idea by the sender: In the first step, the communicator develops or
conceptualizes an idea to be sent. It is also known as the planning stage since in this stage
the communicator plans the subject matter of communication.
2. Encoding: Encoding means converting or translation the idea into a perceivable form that
can be communicated to others.
3. Developing the message: After encoding the sender gets a message that can be transmitted
to the receiver. The message can be oral, written, symbolic or nonverbal. For example, when
people talk, speech is the message; when people write a letter, the words and sentences are
the message; when people cries, the crying is the message.
4. Selecting the medium: Medium is the channel or means of transmitting the message to the
receiver. Once the sender has encoded his into a
message, the next step is to select a suitable medium
for transmitting it to the receiver. The medium of
communication can be speaking, writing, signalling,
gesturing etc.
5. Transmission of message: In this step, the sender
actually transmits the message through chosen
medium. In the communication cycle, the tasks of the
sender end with the transmission of the message.
6. Receiving the message by receiver: This stage
simply involves the reception of sender’s message by
the receiver. The message can be received in the form
of hearing, seeing, feeling and so on.
7. Decoding: Decoding is the receiver’s interpretation of
the sender’s message. Here the receiver converts the message into thoughts and tries to
analyse and understand it. Effective communication can occur only when both the sender and
the receiver assign the same or similar meanings to the message.

52
8. Feedback: The final step of communication process is feedback. Feedback means receiver’s
response to sender’s message. It increases the effectiveness of communication. It ensures
that the receiver has correctly understood the message. Feedback is the essence of two-way
communication.
A Good Communicator
o Knows his/her audience, its wants and its needs;
o Knows his/her message and how to present it to that particular audience;
o Knows the most effective channels of communication to reach the audience with his/her
message;
o Knows his/her own abilities and limitations, both in technical knowledge and as a
communicator;
o Is interested in his/her audience, its welfare, and how his/her message can help them;
o Is interested in improving his/her skills in communication;
o Prepares his/her messages carefully, using appropriate materials and aids to arouse
Interest and to ensure a successful reception;
o Speaks clearly and uses terms and expressions the audience can easily understand;
o Can listen and interact as well as speak (two-way communication);
o Communicates with the whole class, not only the more active trainees who easily come
forward;
o Realizes that establishing a bond of mutual understanding between speaker and audience
is mostly the speaker’s responsibility;
o Is very conscious of the limitations of time and the span of attention of listeners; does not try
to cover the whole of a major topic at any one time;
3. Message:
Message Distortion: Effective communication takes place when information is shared
accurately between two or more people or groups of people and provokes the desired
response. Effective communication should generate and maintain the desired effect, and offer
the potential to increase the effect of the message. The goal of communication is usually to
generate action, inform, create understanding, or communicate a certain idea or point of view.
Define effective communication in the context of organizational challenges and barriers
a) Effective communication generates, maintains, and increases a desired effect.
b) Barriers to effective communication distort, obscure, or misrepresent the message and fail to
achieve the desired effect.
c) Barriers to effective communication can be physical, system or process related, attitudinal,
and caused by ambiguity.
Normally most of the field level staff has the impression that whatever they have to tell to their
clientele group (for example the potential tree growers in case of a forestry promotion
programme) should be well received because the information being passed to them is quite
useful. However, they may be discouraged to see that the response of the targeted people is
not very positive. An objective assessment of such constrained outcome will indicate that the
message communicated at the field level suffered from the following handicaps:
♦ Incomplete contents;
♦ dubious meaning or confusing language;
♦ non-compatibility with field requirements and normal pattern of
activities;

53
♦ unimpressive presentation;
♦ non-convincing approach.
4. The Channel
There may be broadly three types of channels, namely visual, spoken and written. In addition
there may also be the channel having a combination of two types. Usually the channel if used in
a combined form proves to be more effective.
With a view to making effective use of a channel the following considerations are essential:
♦Usually visual communication is more effective than in spoken or written form, due to the
principle of “seeing is believing”, which has been the basis of field extension approach for quite
some time. It is because of the ‘demonstration’ impact of the use of the recommended
practices. However, visual communication, if not supported adequately by written or spoken
communication, does not prove so fruitful.
Considerations for an Effective Message
1. While deciding the contents of the message, the purpose of communicating to the target group
should be quite clear.
2. The desired impact of the message in terms of its acceptability by the intended users should
be well conceived.
3. The message should be essentially need based.
4. The message should be clear to understand and convincing to be accepted for ultimate use.
5. The message should be timely so as to enable the target group to arrange the necessary
inputs before the expiry of the period of its field application.
6. The message should not clash with accepted social standards and traditional values.
7. The message should be quite precise and pointed. Too much of details makes the message
more confusing than informative.
8. The approach of communicating the message should be marked by the creation of proper
awareness and desired interest in the target group.
9. For successful efforts of communicating the message, necessary facilities for back-up support
in the form of supply of adequate inputs and their timely availability to the target group should
be planned and arranged in advance.
10. In addition to the theoretical skill the communicator should also use his practical experience to
present the message effectively.
11. The use of colour in the visual material makes the impact of the channel more effective.
However, the selection of colour should be made quite carefully. There are some colors that
are specifically associated with a particular symbol. For example ‘red’ for red cross or the
symbol of family planning or ‘green’ for the leaves of trees. Using any other colour for these
indicators will produce the opposite impact.
12. Spoken communication has its own advantage. It has special significance for field extension
staff as it provides them an opportunity to use two-way communication, namely the flow of
technical message from the extension worker to the target group and also the flow of feedback
information from the target group to the extension workers.
13. The forms of spoken communication may be such as home or farm visits, telephone calls,
meetings, discussions and radio/television programmes. Except radio/TV communication
other forms provide the extra advantage of face-to-face situation for better exchange of ideas,
on the spot clarifications, supplementary information, reactions, decision making etc.
14. Above all, spoken communication enables the communicator to establish a personal bond with
the receiver that no other method can equal. That is why the use of this channel is more
frequently recommended in field extension work.
15. Written communication has the obvious advantage of better approachability to the
literate/educated classes of the clientele group. Because it is being directly associated with the

54
educated class, it enjoys a greater status as compared to oral communication.
16. In a situation where the users of information are mostly illiterate and two-way channel of
communication is needed written communication may not prove to be very effective.
5. The Receiver of the Message
In order to ensure that the recommended message is well received by the target group, the steps
which need to be taken are:
♦ Know the target group in terms of their socio-economic conditions, educational status,
available resources, level of social participation, the stage of adoption process (i.e. awareness,
interest, evaluation, trial and adoption) to which a particular individual or group belongs as
regards the adoption of the recommended technology.
♦ Know the levels of knowledge, attitude, practices and skills which the target group has to learn
from your message. Select the channel and approach for the target group, deciding well in
advance what is the level of the changes in these dimensions that may be expected as a
targeted goal to be achieved through effective communication.
♦ Respect the local traditions and social values while deciding the approach of communication. ♦
Identify the need regarding the technical input which the target group has. Prioritize these
needs and design a user need based strategy of communication. ♦ Involve the target group in
the decision making for the action plan to be followed to adopt the technical recommendation
at the field level.
6. Media Use in Training
The word ‘media’ has a broad meaning. In training media means equipment and materials
used to help trainees and trainers in the teaching/learning process. It may be as simple as a
hand-out or as sophisticated as a stimulation device and the price will vary from a few Rupees
to thousands of Rupees. Some media are easy to use, while others require special expertise.
Effective media use enables trainees to understand the message more clearly. Not only do
they hear the words, but they can see the shape, size or colour of an object or the appearance
of an area of land, and carry away a mental picture of it, which makes the forestry message
being put over to them more understandable.
Few Slides for facilitators
7. Communication
7.1: Definition of Communication
 Organizational communication is the transfer of information and understanding from one
person to another person.
 It is the way of reaching others by transmitting ideas, facts, thoughts, feelings and
values.
7.2: Importance of Communication
(How to assist)
1. Communicate with Project Participants
2. Identify source of information
3. Instrument of passing information
4. Role in accomplishing planning, organizing, leading and controlling

55
5. Better performance
6. Job satisfaction
7.3: Communication Process
1. Develop an idea
2. Encode
3. Transmit
4. Receive
5. Decode
6. Accept
7. Use
8. Provide feedback
7.4: Communication Barriers.
1. Personal Barrier- emotions, listening habits etc
2. Physical Barrier- Noise, distance etc
3. Semantic Barrier- symbolic, meaning of word etc
7.5: Barriers of Communication
[some other reasons]
1. Distortion of message
2. Filtering
3. Overloading
4. Layers
5. Routing
6. Time Pressure
7. Readability
8. Abstraction, idea, thought etc
9. Low Sender Credibility
7.6: Way to overcome the Barrier of Communication
1. Planning of Message – 5 W
2. Construction of Message – 7C
3. Use of visual aids
– 10% through reading
– 20% through hearing
– 30% through seeing
– 50% through seeing and hearing
– 70% by saying
– 90% by saying and doing

Training Manual - ToT - Draft Final

Training Manual - ToT - Draft Final

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