**** INTERACTIVE INTERACTIVE ****REPRODUCTIVE HEALTH REPRODUCTIVE HEALTH

TRAININGTRAINING==

INTERESTING AND INTERESTING AND INNOVATIVE TRAININGINNOVATIVE TRAINING

Training in Africa: Best Practices, Lesson Learned, and Future Directions

August 2003

FacilitatorsFacilitators

Maureen Kuyoh, FHI/Kenya Robert Rice, FHI/NC Jane Schueller, FHI/NC

ObjectivesObjectives

Explain why interactive training enhances participants’ knowledge and skills

Identify when it is important to include interactive exercises

Describe the high and low energy spans for participants Develop/utilize interactive training techniques to increase

retention, build understanding, and improve skills

By the end of this workshop, you will be able to:

Participant ExpectationsParticipant Expectations

Participate, participate, participate! Creativity, open-mindedness, and innovation are key Facilitators will be resources No cell phones Begin and end on time Learn from each other Have fun!

Workshop AgendaWorkshop Agenda

Why is Interactive So Important? Setting the Context How to Make Your Training More Interactive The Energy Cycle Selecting the Best Methods for Various Situations Cultural Sensitivity Training Health Providers References, Resources, and Web Sites

Why is Why is InteractiveInteractive So So Important?Important?

Participation in the learning process should be active, not passive

Effective learning comes from shared experiences Successful learning includes feedback from the

facilitator and other participants Maximum learning occurs when one is able to

reflect, draw conclusions, and determine application

Source: Computer Strategies, LLC, 1998

10% of what they read

90% of what they say, discuss, and do

70% of what they say and write

50% of what they hear and see

30% of what they see

20% of what they hear

Read

Hear

View Images

Watch Videos

Attend Exhibit/Sites

Watch a Demonstration

Participate in Hands-on Workshop

Design Collaborative Lesson

Simulate or Model Lesson or Experience

Design/Perform a Presentation – Do the “Real Thing”

• Demonstrate

• Apply

• Practice

• Analyze

• Design

• Create

• Evaluate

• Define

• List

• Describe

• Explain

PEOPLE GENERALLY REMEMBER:PEOPLE GENERALLY REMEMBER: PEOPLE ARE ABLE TO: PEOPLE ARE ABLE TO:

Dale’s Cone of ExperienceDale’s Cone of Experience

The Interactive-Training The Interactive-Training CredoCredo

What I hear, I forget.What I hear and see, I remember a little.What I hear, see, and ask questions about or discuss with someone else, I begin to understand.What I hear, see, discuss, and do, allows me to acquire knowledge and skill.What I teach to another, I master.

Source: Lawson, K. The Trainer’s Handbook, 1998

The Adult Learning CycleThe Adult Learning Cycle

Direct Experience

Reflecting on Experience

Generalization about Experience

Application

Learning StylesLearning Styles

Visual

Auditory

Kinesthetic

How to Make Your How to Make Your Training More InteractiveTraining More Interactive

Create a safe, positive, interactive learning environment through:

Source: Lawson, K. The Trainer’s Handbook, 1998

Minimal lecture Variety of methods Peer teaching Iterative process Real-world application

Needs assessment Comfortable physical

setting Structure and

organization Moderate level of content High level of participation

Needs AssessmentNeeds Assessment

Find out what participants think and feel about the training subject to assist with designing participatory activities:

Pre-session surveys Pre-test questionnaires Phone calls On-the-spot assessments

Comfortable Physical Comfortable Physical SettingSetting

Physically set-up room for:

Participation Comfort Visibility

Classroom layout has a major influence on the success or failure of a training

Structure and Structure and OrganizationOrganization

Provide clear instructions, verbal and written Specify time limits Utilize flipcharts, transparencies, handouts, or slides Creatively divide participants into specific groups,

when doing small group work Assign specific roles for exercises, when appropriate

(recorder, timekeeper, spokesperson, flipchart writer)

Source: Lawson, K. The Trainer’s Handbook, 1998

Moderate Level of Moderate Level of ContentContent

Consider “need to know” versus “nice to know”

Balance cognitive, affective, and behavioral domains of learning

Clarify content and learning objectives

Outline expectations of and for participants

Source: Lawson, K. The Trainer’s Handbook, 1998

High Level of High Level of ParticipationParticipation

Facilitate and manage the learning process Actively engage participants in the training

from the start by:

Reflecting Applying

Doing Discussing

Minimal LectureMinimal Lecture

Use lecture in small doses (10-15 minutes) to avoid confusion, boredom, and low retention

Do not relegate participants to a passive role

Utilize variations of the lecture

Variety of MethodsVariety of Methods

Small group work Brainstorming Creative work Games Presentations

Vary methods used to incorporate all elements of active learning

Case studies Role-plays Simulations Demonstrations

Peer TeachingPeer Teaching

Build on the wealth of expertise of participants

Encourage participants to draw on and share their experiences with others

Allow participants to answer each others’ questions (not the facilitator!)

Source: Lawson, K. The Trainer’s Handbook, 1998.

Iterative ProcessIterative Process

Use activities that build on and overlap concepts and skills learned to:

Reinforce learning Provide more opportunities to digest

and integrate

Source: Lawson, K. The Trainer’s Handbook, 1998.

Real-world ApplicationReal-world Application

Solicit examples of hypothetical or real problems Relate new learning to participant’s life situation Develop individual action plans

for application in the workplace When possible, make field visits

The Energy CycleThe Energy Cycle

Source: Rice, R. and Rice, M. Train-the-Trainers: Instructor’s Guide, 2000

TIME

PESSIMISM

OPTIMISM

Completion of Program

Beginning of Program

(High Energy)

(Low Energy)

Selecting the Best Methods Selecting the Best Methods for Various Situations for Various Situations

Large-group Presentations Multiple-day and Shorter Training

Interventions E-Learning and Distance Learning

Large-group Large-group PresentationsPresentations

Multiple-choice lecture Mock interview Key words Fill-in-the-blank Graphic association Abbreviated lecture

Multiple-day and Shorter Multiple-day and Shorter Training InterventionsTraining Interventions

Increasing Knowledge (Concepts and Facts)

Discussion Readings Lecture Handouts

Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

Field trips or tours Films, TV, or video-tapes

Improving Attitudes (Feelings and Opinions)

Multiple-day and Shorter Multiple-day and Shorter Training Interventions Training Interventions (contd.)(contd.)

Brainstorming Case studies Creative work Field trips

Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

Open-ended discussions

Panel presentations Role-plays

Building Behavioral Skills

Multiple-day and Shorter Multiple-day and Shorter Training Interventions Training Interventions (contd.)(contd.)

Action plans Demonstrations Simulations Practicums Role-plays

Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

E-Learning and Distance E-Learning and Distance LearningLearning

Web-based training Computer-based training Self-paced workbooks Audio-/video-tapes Audio-/video-conferencing

Source: Arch and Ensz, Web-based Interactive Learning Activities, HRD Press, 2001

Cultural Sensitivity is Cultural Sensitivity is KeyKey

Sex, age, race/ethnicity, socio-economic status, education, and religion

Language, culture, traditions, and beliefs “Learning cultures” Health care practices Skill and knowledge levels Resource levels

People are not homogeneous:

The Unique Needs of The Unique Needs of Health ProvidersHealth Providers

Often most comfortable with lecture format Helpful to start participatory activities

slowly, e.g., icebreakers Ease participants into role plays,

simulations, and creative work Critical to build on participants’

knowledge and skills

References and References and ResourcesResources

101 Ways to Make Training Active, Silberman and Lawson, Pfeiffer Publishers, 1995

The Trainer’s Handbook, Karen Lawson, Jossey-Bass Pfeiffer, 1998

Games Trainers Play, Newstrom and Scannell, McGraw Hill, Inc., 1980

The Winning Trainer, Third Edition, Julius Eitington, Gulf Publishing Company, 1996

Facilitation Skills: The ASTD Trainer’s Sourcebook, Dennis C. Kinlaw, McGraw Hill, Inc., 1996

Training 101: All the Basics, Langevin Learning Services, 2000

Suggested Web SitesSuggested Web Sites

Training Magazinewww.trainingmag.com

The Training Journal www.trainingjournal.co.uk

American Society for Training and Development www.astd.org

Langevin Learning Serviceswww.langevin.com

For More InformationFor More Information

Maureen Kuyoh: mkuyoh@fhi.or.ke

Robert Rice: rrice@fhi.org

Jane Schueller: jschueller@fhi.org

www.fhi.orgwww.fhi.org