Training of Trainers Manual (English) - Police Reform Programme

Duration 

: 10 Days 

Participants: 

Trainers/ Instructors of 

Police Training Centre/ 

Academy, Staff College 

Prepared by : 

Atiar Rahman 

Consultant, Training 

Police Reform Programme 

1

Police Reform Programme is one of the most important programme, jointly 

implemented by UNDP and Bangladesh Government. The basic objectives of 

this programme are to enhance the capacity building of police force to get rid 

of colonial fashion. This programme also focuses on modernization of police 

force through ensuring rule of law, human rights and equal access to justice. 

Moreover, PRP has undertaken massive training programme for 

trainers/instructors in order to increase their capacity, so that they can provide 

best service delivery to the trainees especially the prospective trainer. 

The overall objectives of the training course is to enhance knowledge, skills and 

change attitudes to facilitate various training to the trainees of different 

centers and academy. 

This manual is intended to equip the prospective trainer 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 Police Training Centre’s as well as Academy. 

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 

2

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 of thirty 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 

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 

ten days course, so facilitators should be aware about the time frame 

distributed for all activities with course formalities. 

3

Overall course objectives 

100 

At the end of the course participants will be able to: 

80 

60 

Define basic concept of learning 

West 

Explain the principles 

North 

of adult education, experiential 

0learning and effective learning style 

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 

Assess training needs applying appropriate methods & 

techniques 

Set learning objectives properly for designing training 

Explain the process of developing training curriculum & 

module 

Describe and apply various participatory training methods & 

techniques 

Develop and effective use of various training materials and 

aids 

Design effective communication and presentation 

Demonstrate the qualities of an efficient facilitator 

Prepare lesson plan learning materials and conducting a 

training session 

Explain different level of training evaluation and set the 

indicators for training evaluation 

40 

20 

East 

4

Ten Commandments of ToT 

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. Assesses 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 one needs 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 

5

1. What do you mean by Training? 

Training of Trainers (ToT) 

Police Reform Programme (PRP) 

Pre-assessment 

Time: 35 Minutes 

2. What is the characteristic of Participatory Training? 

3. What is Training Cycle? 

4. Mention three (3) methods of Training Need Assessment (TNA) 

5. Which three (3) training methods are most favorite to you? Please explain the reason 

of you likings? 

1. 

Method 

1. 

Reason of your likings 

2. 

2. 

3. 

3. 

6. What are qualities of a good trainer? 

6

7. What are the conditions of effective communication 

8. Give three (3) pre-condition of quality presentation 

9. Tick as true and as false 

√ 

a. Main task of trainer is to provide only knowledge 

X 

b. Since participants are lack of information and knowledge so trainer would provide 

those 

c. High officials are quite aware of training, therefore, therefore, no need to do Training 

Need Assessment (TNA) 

d. In participatory training, participant and trainer are equally important 

e. Without being good communicator, one cannot be a good trainer 

f. Presentation skills do not necessary for conducting good training session 

g. A good training session always depend on selection of appropriate method 

h. A trainer should respect the participant as colleague 

7



Duration: 10 Days 

Schedule 

Day – 1 

Time Content Sub-content Method 

9:00 – 

10:30 

10:45 – 

11:15 

11:15 – 

12:00 

12:00 – 

12:45 

12:45- 

1:00 

2:00- 

3:30 

3:45 – 

4:30 

Session – 1 

Inauguration 

Session – 2 

Training centre’s 

facilities & 

administrative matters 

Session – 3 

Course Objectives 

Session – 4 

Expectation list 

Session – 5 

Setting training norms 

Session – 6 

Basic concept of 

Training 

Basic concept of 


Opening 

Ice-breaking 

Pre-assessment 

Health Break 10:30 – 10:45 

Training centre’s facilities 

Administrative 

& 

management matters 

Getting to know objectives 

of the course 

Participants expectations 

from the training and 

clarification of training 

objectives 

Training norms setting for 

the enhancement of 

learning environment 

1:00 – 2:00 Lunch Break 

Basic concept of Training 

Difference between 

training & education 

Importance of participatory 

training 

3:30 – 3:45 Health Break 

Continuation… 

Speech 

Lecture 

Presentation 

Briefing 

Question & 

answer 

Lecture 

Lecture 

Small group 

discussion 

Open discussion 

Lecture 

Brain-storming 

Presentation 

Lecture 

Presentation 



Lecture 

Presentation 



8




Schedule 

Day – 2 


9:00 – 

10:00 

Session – 1 

Recapitulation 

Previous day’s session 


Panel Discussion 

Group 

discussion 

10:00 – 

01:00 

Session – 7 

Training Cycle 

Training cycle 

Experiential learning 

cycle 

Elements of Training 


Lecture 

Presentation 



2:00 – 

4:30 

Session – 8 

Training Need 

Assessment (TNA) 


Assessment 

Process of TNA 

Practicum of TNA 


Lecture 

Small group 

discussion 

Question 

answer 

9




Schedule 

Day – 3 


9:00 – 

10:00 

Recapitulation Previous day’s session Panel discussion 

Experience 

sharing 


10:00 – 

01:00 

Session – 9 

Curriculum 

Designing 

Module preparation 

Characteristics of a 

Module 

Steps of preparing 

module 


Lecture 

Small group 

discussion 

Question 

answer 

Simulation 

game 

2:00 – 

4:30 

Session – 10 

Module 

preparation 

Module preparation as 

group work 

Group presentation 

(presentation of module 

prepared by the group) 


Lecture 

Small group 

discussion 

Presentation 

10




Schedule 

Day – 4 


9:00 – 

10:00 

10:00 – 

11:30 


Large group 

discussion 

Experience 

sharing 


Organizing Training & 

training management 

Organizing training 

program 

Functions of pre – during – 

post training program 


Lecture 

Experience 

sharing 

Large group 

discussion 

11:30 – 

01:00 

2:00- 

4:30 


Training materials: 

Develop & use 


Training Methodology 

What is training material 

Importance of training 

material as learning aid 

Various training material 


What is training 

methodology 

Role of methods in 

facilitating training session 

Various training methods 


Lecture 

Demonstration 

Experience 

sharing 

Small group 

discussion 

Lecture 

Demonstration 

Simulation game 

Question answer 

VIPP 

11




Schedule 

Day – 5 


9:00 – 

10:00 


Presentation 


10:00 – 

1:00 



methodology: 

Practicum 

Characteristics of different 

methods 

Practical methods 


Lecture 

Small group 

discussion 

Practical exercise 

Presentation 


2:30- 

3:30 


Communication 

What is communication 

Types of communication 

Importance of 

communication 

Lecture 

Demonstration 


Presentation 


12




Schedule 

Day – 6 


9:00 – 

10:00 

Recapitulation Previous day’s session Lecture 

Presentation 


10:00 – 

01:00 


Effective 

communication 

What is effective 

communication 



Lecture 

Simulation 

game 

Demonstration 

2:00- 

4:30 


Facilitation 

Basic concept of Training 

Difference between 

training & education 

Importance of 

participatory training 


Lecture 

Presentation 



13




Schedule 

Day – 7 


9:00 – 

10:00 Recapitulation 

Previous day’s session 


Panel discussion 

Open group 

discussion 

Experience 

sharing 

10:05 – 

11:30 

11:30 – 

01:00 


Handling difficult 

situation and 

participants 


Feedback 

What is difficult situation & 

participant 

Types of difficult 

participant 

Way of handling difficult 

participants 

What is feedback 

Role of feedback in training 

Process of feedback 


Lecture 

Brainstorming 


Experience 

sharing 

Lecture 



2:00- 

3:30 


Lesson plan 

What is lesson plan 

Process of lesson plan 

Steps of lesson plan 


Lecture 

Brainstorming 

Buzz group 

discussion 

3:45 – 

4:30 


Presentation 

Definition of presentation 

Characteristics of 

presentation 

Quality of good presenter 

Lecture 

Demonstration 


Small group 

discussion 

14




Schedule 

Day – 8 th and 9 th 


9:00 – 

10:30 



10:00 – 

01:00 

Session: 22-26 

Practical Exercise 

Presentation: Practical 

exercise 


Demonstration 

Presentation 

2:30- 

3:30 

Continuation… Cont…. Cont. 


Note: Participants would be divided into 4 groups. Each participant will be given a 

particular topic. S/he will prepare a 30minutes presentation on particular topic 

and present at large group. The total presentation of all participants will be 

recorded in video for reviewing and feedback, so that participant 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. 

15




Schedule 

Day – 10 


9.00- 

1.00 

2:00 – 

3:30 

3:45 – 

4:00 

4:00 – 

4:30 

Previous day’s session Cont…… 

continuation 


Lunch Break 1:00 – 2:00 


Training Evaluation 


Course evaluation 


Closing 

What is training evaluation 

Indicator of training 

evaluation 

Process of evaluation 

Types of evaluation 

3:30 – 3:45 Health break 

Cont…. 

Lecture 


Experience 

sharing 


Feedback 

Post-test 

Evaluation 

Format 

16

Day : 1 

Session - 1 

Inauguration 

Discussion Topic 

 

 

 

‘’Who is who” 

Getting to know each other 

Objectives 

At the end of the session participants will be able to: 

Introduce themselves to each other 

Create conganial learning environment 

Identify skills and knowledge of participant 

Time: 

1 hour 

Methods Time Materials 

Learning aids 

Training aids 

Lecture 

Simulation Game 

Drawing Picture 

1 hour 

Drawing Sheet 

Poster paper 

Marker 

White board 

17

Process 

Facilitator will welcome the participant in the course 

S/he will explain the needs of icebreaking and stress the importance to know 

each other 

S/he will seek suggestions fro the participant and ask – how we will acquintice 

each other 

Facilitator note down participant’s suggestion on and ask them to write down 

following indicators: 

Name 

Position 

Name of unit 

How long has been working 

Educational qualification 

Training received 

Most Happiest Memory 

Most Sedded Memory 

Favourite personality 

Person something what ever they like (Song, Comics, Acting etc) 

Participant will be asked to form a pair through humming similar sound. 

Afterward, they share their personal account following indicators (name, 

position, experience, family background, education, likings/dislikings, hobby, 

favourite personality etc) and then one member of pair present his/her 

friends all about at large group and in tern the another member will do the 

same 

Thus partcipants will be aquainted each other at the same time one have a 

friend from the very beginning of this course 

18

Session 2 

Training Centre 

Facilities & 

Administrative 

Matter 


 

 

 

Training center facilities 

Administrative and management matters 

Objective 


Explain the training centre’s existing facilities 

Describe administrative and logistics 

Facilities available them to the course 

Time: 

15 minutes 


Briefing 

Question Answer 

Presentation 

15 Minutes 

Learning aids 

Brochure/ 

booklet of the 

centre 

Handout 


Multimedia 

Projector 

White board 

Marker 

Flip chart 

19

Process 

Either facilitator or training chief of the training centre will brief to the 

participant about all about the training centre. Especially, they will focus 

various facilities and logistic support available for the participant 

Participant may also ask questions regarding administrative matters 

20

Session - 3 


 

 

Expectation list from participants 

Training Obvjectives 

Expectation 

List & Training 

Objectives 

 

Objective 


Formulate major expectation from the 

course 

Describe objectives of the course 

Time: 

45 minutes 


Learning aids 


Lecture 

Small group 

discussion 


Question-answer 

45 Minutes Handout on 

training 

objectives 

VIPP card 

Poster paper 

Marker 

Flip chart 

21

Process 

Facilitator will welcome the participant to the session 

Participants will be given VIPP card and ask to write down some expectation 

what s/he like to see in the training schedule as content 

After collecting all cards, facilitator read out all those in large group in order to 

make sure the relevance expectation to the training course 

Facilitator than fix all cards with large brown poster paper and hang it with 

classroom wall or alternatively all VIPP cards containing expectations fix with 

VIPP board for demonstration 

After then, ask participant have look on it & give feedback 

Facilitator will distribute Training Schedule among the participants 

Facilitator will show Training Objectives through multimedia projector 

Invite them to give comments & suggestions on schedule, training objectives & 

close the seession 

22

Session - 4 

Setting 


Norms 


Training norms setting for the enhancement of 

learning 

 

Objective 


Set the training norms that they would like 

to follow during the course 

Describe condition for creating good 

supporting learning environment 

Time: 

15 minutes 


Learning aids 


Lecture 

Brain storming 

Presentation 


15 minutes 

VIPP card 

Multimedia 

projector 

Marker 

Flip chart 

White board 

23

Process 

Facilitator will welcome the participant to the session 

S/he will describe objectives of this session 

Trainer/ facilitator ask the participants through 

brainstorminf method ``What should we do to make this 

training effective & successful”? 

S/he will note down all points given by the participants 

Trainer/ facilitator will demonstrate some training norms 

through multimedia projector 

Then facilitator thank to the participants & close the 

session 

24

Session - 5 

Basic Concept 

of Training 


 

 

 

Conceptual part of training 

Difference between training & education 

Importance of participatory training 

Objective 

 


Define concept of training 

Explain the difference between training & 

education 

Describe the importance of participatory 

training 

Time: 

2:30 hours 


Learning aids 


Lecture 

Presentation 

Brainstorming 

Large group 

discussion 


2:30 hours Handouts 

PPT 

Poster paper 

Marker 

Flip chart 

White board 

25

Process 

Trainer/ facilitator welcome the participants and start the session 

S/he will ask – what do we mean by training 

Then trainer/ facilitator note down all opinions of the participants on board/ flipchart 

After getting all points from the participants, trainer demonstrate ``concept of training” 

through multimedia anbd discuss the concept 

Then trainer will define training using some practical example 

Trainer will initiate get feedback of participants 

Say thank you all for participating in this session 

Sub-session: 

Topic: Difference between training and education 

Process: 

Trainer/ facilitator discuss the objective of the sub-session 

S/he demonstrates matrix on difference between training and education – 

clarify each point 

As questions whether they have any quaries on training and education 

Sub-session: 

Topic: Participatory Training 

Process: 

Trainer/ facilitator welcome the participant and start the session 

S/he will ask whether they have any conception of participtory training – if yes, 

let them express theirview and write down on board/ flipchart 

Demonstrate learning aids on ``what is participatory training and its 

importance” 

Share all points through open discussion at large group 

Ask participants to reflect on the session and tell them how they feel about the 

session 

Make clear if anything remain obscure and conclude the session 

26

Handout: 

Basic Concept of 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 skill. It is not only the act for behaving 

differently. It helps in building up one’s critical consciousness examining 

values, attitudes and orientations 

cÖwkY n‡”Q Ggb GKwU wkvg~jK cÖwµqv hvi gva¨‡g AskMÖnYKvix‡ì Ávb, m‡PZbZv I 

`Zv m„wó Ges AwR©Z nq| cÖwkY AskMÖnYKvix‡ì g~j¨‡eva, gvbwmKZv I Zv‡ì 

cvwicvwk¦©K Ae¯’v Rvb‡Z mvnvh¨ K‡i Ges Zv‡ì‡K we‡klYgyLx n‡Z DØy× K‡i| Gi gva¨‡g 

Zviv Zv‡ì Kg©‡‡Îi ev¯—eZv Abyhvqx m‡e©v”P cvidig¨vÝ cÖ`k©‡b mg n‡e| 

27

Concept of Training 

Training is a 

learning 

process which 

involves 

Enhance 

knowledge 

Increase skills 

Change attitude 

Capacity 

Building 

Positive Impact on 

Performance 

28

Day – 2 

Session - 6 


 

 

 



Experiential Training Cycle 

Basic Concept 

of Training 

Objectives 

 


Describe training cycle 

Explain experiential training cycle 

Identify the points of training elements 

Time: 

3 hours 


Learning aids 


Lecture 

Presentation 



Brainstorming 

3 hours Handout 

Chart 

PPT slide 

Multimedia 

projector 

Marker 

Flip chart 

White board 

29

Process 

Training Cycle (40 minutes) 

Trainer/ Facilitator will welcome the participant to the session 

S/he will describe the objectives of the session 

Trainer/ facilitator will ask whether they have heard this terminology `Training 

Cycle’ through multimedia projector and initiate a open discussion 

Trainer/ facilitator discuss through lecture method, describe training program 

used to follow the training cycle, training cycle can be described as stages of i.e 

training program would be gone through this stages 

Trainer will conclude the session 

Elements of Training: (40 minutes) 

Trainer/ facilitator will welcome participants to the session 

S/he will explain objective of the session 

Trainer/ facilitator will discuss elements of training through demonstrating the 

graph 

Then trainer/ facilitator conclude the session 

Experiential Learning Cycle: (1 hour 30 minutes) 

Process: 

Trainer/ facilitator will welcome to the participant to the session 

S/he will explain objectives of the session 

Trainer/ facilitator will initiate the discussion through lecture method 

describing experiential learning cuycle is nothing but an important aspect of 

adult learning 

Then trainer/ facilitator will focus on adult learning and they always through 

experience getting from his sorroundings 

Trainer/ facilitator will wxplain learning domain refering to cgnitive domain – 

Affective domain – psychomotor domain 

Then trainer/ facilitator will demonstrate Experiential Learning Cycle graphical 

presentation and discuss through question answer 

30

Handout: 



Assessment 

Objectives 

setting 

Follow-up 

effective 

assessment 


Cycle 

Course design/ 

Module 

preparation 


implementatio 

n/ conduction 

Training Need Assessment (TNA) is the first task of a training programme. 

The basic objectives of TNA are to find out the gap between existing level of 

knowledge, skills and attitude 

Based on TNA training objectives will be developed which will be Specific, 

Measurable, Attainable, Realistic and Time bound 

After TNA and objective setting course should be designed with lesson plan 

Training implementation process consisting of training schedule, venue, 

accommodation, food, resource person, materials etc 

31

Evaluation is the last task of training cycle where effectiveness can be done 

through assessment 


Participatory 

Learning 

aids 

Venue 

Techniques 


Elements 


aids 

Trainer/ 

Resource 

person 

Methods 


Management 

Module 

32

Experiential Learning (AwfÁZvwfwËK wkLb) 

Concrete 

Experience 

(mywbw`©ó AwfÁZv) 

Active 

Experimentation 

(mwµq cixY) 

Reflective 

Observation 

(cÖwZdjbg~jK 

AeaviYv) 

Abstract 

Conceptualization 

(weg~Z© AeaviYv) 

33

Example (D`vniY): 

Concrete Experience (mywbw`©ó AwfÁZv) 

GKRb QvÎ Zvi cÖ‡qvR‡bi ZvwM‡`B fvZ ivbœv Ki‡Z †Mj, GwU Zvi Rxe‡b cÖ_g 

AwfÁZv| cÖ_g †h fvZ ivbœv K‡i Zvi ivbœvUv Lye fv‡jv nIqvi K_v bq| aiv hvK 

fvZ Lye big n‡q c‡o‡Q| GwU Zvi Rxe‡b mywbw`©ó AwfÁZv (Concrete 

Experience) 

Reflective Observation (cÖwZdjbg~jK AeaviYv) 

g‡bi ARv‡šÍB Zvi g‡b A‡bK cÖkœ †`Lv w`‡Z cv‡i, †Kb fvZ GZ big n‡jv? †Kb 

fvZ wVKgZ ivbœv Ki‡Z cvijvg bv? GB ai‡bi fvebv n‡jv c~‡e©i AwfÁZvi Av‡jv‡K 

cÖwZdjbg~jK AeaviYv (Reflective Observation) 

Abstract Conceptualization (weg~Z© AeaviYv) 

Zvici †m cÖwZdjbg~jK ch©‡eÿY †_‡K wm×všÍ †b‡e †h, fvZ ivbœv Kivi mgq †h 

cwigvY Pv‡ji Rb¨ †h cwigvY cvwb †m w`‡qwQj Zvi †P‡q Kg cvwb w`‡Z n‡e Ges 

Zvc †Ìqvi g‡a¨ mvgÄm¨ ivL‡Z n‡e| Pvj Lye †ekx wm× Kiv hv‡e bv| GB ai‡bi 

welq¸wji †cÖw‡Z QvÎwU wKQz wm×všÍ wbj| GB wm×všÍ †bqvi avcwUB n‡jv weg~Z© 

AeaviYv (Abstract Conceptualization) 

Active Experimentation (mwµq cixv) 

Dc‡ii wm×všÍ¸wj ev¯Íevq‡bi Rb¨ QvÎwU hLb cybivq fvZ ivbœv Ki‡e ZLb †m 

wm×všÍ¸wj ev¯Í‡e cÖ‡qvM Ki‡e| GUv n‡e ZLb mwµq cixÿv (Active 

Experimentation) 

34

Session -7 


Assessment 

(TNA) 


 

 

 

Training Need Assessment (30 minutes) 

Process of TNA (30 minutes) 

Practicum of TNA (1 hour) 

Objectives 

 


Define Training Need Assessment (TNA) 

Develop diagnostic tools 

Select appropriate methods of TNA 

Time: 

2:30 hours 


Learning aids 


Lecture 

Small group 

discussion 


Buzz group discussion 


PPT slide 

Formats 

Marker 

White board 

35

Process 

Training Need Assessment (TNA) 

Trainer/ facilitator will welcome to the participant to the session 

Then s/he will ask what do we mean by Training Need Assessment (TNA) 

Write down all responses on board 

Trainer/ facilitator will define Training Need Assessment (TNA) with use simple 

and practical example 

Process of Training Need Assessment (TNA): 30 minutes 

Trainer/ facilitator will to the participant to the session 

Then trainer/ facilitator will initiate discussion on the process of conduct 

Training Need Assessment 

Trainer/ facilitator will describe the different steps for conducting TNA 

Select appropriate methods for conducting Need Assessment: 1 hour 

Trainer/ facilitator will welcome the participant to the session 

Then s/he will discuss some methods that 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 small group and will be given 

the group work for conducting TNA 

36

What is TNA? 


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. 

Actual 

Performance 

Required/desired 

Performance 

= 

GAP 

identification 

A need is not a want or desire. It is a gap between “what is” and “what ought to be”. 

Why to conduct TNA 

To determine what training is relevant to your staff 

To determine what training will improve staff performance 

To determine if training will make difference 

To distinguish training needs from organizational problems 

To link improved job performance with the organizational goals and bottom line 

Primary purpose of the TNA is to ensure that there is a need for 


Content of Methods of Duration of Participant of 

Training Training Training Training 

37

Process of TNA 

There are three broad areas of TNA. Before doing TNA we have to assess three types of 

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 

38

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 

Individual 

Needs 

Occupational/ 

Job needs 

Organization 

Needs 

39

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 

40

Day - 3 

Session - 8 

Objectives 

Setting 


 

 

 

Purpose of objectives 

Catagories of learning objectives 

SMART 

Objectives 

 


Define objectives 

Explain purpose of objectives 

Describe category of objectives 

Conceptualize SMART 

Time: 

45 minutes 


Learning aids 


Lecture 


Demonstration 

45 minutes Handouts 

Multimedia 

projector 

Flipchart 

Marker 

White board 

Poster paper 

41

Process 

Trainer/ facilitator will welcome the participant to the session and describe 

session objectives 

S/he will explain the importance of objectives setting for course design as well as 

session conduction 

Trainer/ facilitator will focus on categories of objectives especially course 

objectives Vs session objective 

S/he will explain SMART framework developing objectives 

42

Time: 

Session - 10 

Module 

Designing 

4 hours 


 

 

 

Module Preparation 

Characteristics of Module 

Steps of Preparing Module 

Objectives 

 


Define Training Module 

Describe characteristics of a Module 

Explain structure of preparing Module 

Describe various steps of preparing Training 

Module 

Explain the process of module preparation 

Demonstrate a sample module at large 

group 

Time 

Learning aids 

Materials 


Lecture 

Small group 

discussion 

Question Answer 

Simulation Game 

4 hours Handouts 

Sample module 

sheet 

Format 

Multimedia 

projector 

Flipchart 

Marker 

White board 

43

Process 

Trainer/facilitator will welcome the participant to the session and explain the 

objective of the session 

Trainer/facilitator will write all points of participants and then explain ‘what is 

Module’? 

S/he will tell them module is nothing but a guidelines for all the parties in a 

training course 

Every training programme run in accordance with direction of module 

Trainer/facilitator will demonstrate handouts containing definition and 

characteristics of a module 

The s/he will discuss the structure of a module 

At this point trainer/facilitator will initiate small group discussion, participants will 

discuss in small group with the help of handout titled “what is Module”? 

Each group will be asked to prepare a sample module on a particular topic 

Then each group present their group work report on brown paper 

Trainer/facilitator will; give feedback and correct sample module if necessary 

Trainer/facilitator will focus on structure of module and also characteristics of 

quality module 

Then trainer/facilitator invite open discussion on the session and conclude the 

session 

44

Curriculum is a structured series of intended learning outcomes (Johnson 1967). 

A curriculum is all of the experiences that individual learners have in programme of 

education whose purpose is to achieve broad goals and related specific objectives 

which is planned in terms of framework of research or past or present professional 

practices. (Glen Hass, 1987) 

Curriculum is the heart and soul of any learning process. Curriculum is the totality of 

contents/ subject matter to be learnt by the participants. The contents are based on 

TNA.The contents are placed from more simple to more complexes, from conceptual 

contents to practical contents. 

Curriculum is treated as a planned learning experiences offered to participants. It is 

not an ad hoc arrangement. 

The learning experiences to be imparted to the participants are planned/designed in 

advance. The objectives and intended outcomes are specifically stated in the 

curriculum. 

Components of curriculum: 

Courses of 

study 

Social/organization 

context 

Curriculum 

Learning 

outcomes 

Learning 

experiences 

45

The contents of the curriculum are stratified in three parts as follows – 

Nice to learn contents 

Useful to 

learn contents 

Must 

learn 

content 

As per the situation, the contents will be included in the training courses to be 

organized. 

Relationship among Curriculum, Module & Lesson plan 

46

Curriculum 

Module 

Lesson 

Plan 

47

Structure 

of 

Curriculum, Module and Lesson plan 

Curriculum Module Lesson plan 

Title 

Contents page 

Introduction 

Goals & objectives of the course 

Participants 

Training Venue 

List of modules 

- Major contents 

- List of sessions 

Time/ Duration 

Methods & Techniques 

Materials 

Limitations, if any 

Schedule 

Guideline to use the curriculum 

Annexure 

Reference books, papers 

Title 

Contents page 

Introduction 

Goals & objectives of the 

course 

Time/ Duration 

Training Venue 

Methods & Techniques 

of training 

Materials 

List of major contents 

List of sub contents 

Lesson plan of each 

session 

Hand out of each session 

Evaluation form 

Schedule 

Guideline for using 

module 

Title of the session 

Objectives of the 

session 

Time/ duration 

Tools & Material 

required 

Main content 

Sub contents 

Methods/ 

Techniques 

Facilitator’s note 

48

Curriculum 

Module 

Training Module: Training modules are guidelines for all the parties in a training 

course. It is required for both facilitators and participants. 

Module contains basic texts, model forms, short handouts and notes for trainers/facilitators. 

It includes the objectives of the training courses as well as the objectives of each session, 

time break-up of each session, session methodology and the necessary 

materials/tools/equipments to be used in each session. It is a complete guideline for 

implementing a training course. 

A module will contain – 

Contents 

Note to facilitators 

Objective of the course 

Lesson plans for facilitators of each session. 

Lesson plan includes – 

1. Objectives of the session 

2. Main topic and sub topics 

3. Time break up of each sub topics 

4. Methodology 

5. Materials required for the session etc. 

Short handouts (both for facilitators and participants) of each session 

Evaluation form. 

49

Day - 4 

Session - 11 

Organizing 

Training & 


Management 


 

 

Organizing Training Program 

Functions of Pre, During & Post training program 

Objective 


 

Describes various functions of organizing 

training 

Explain responsibilities Pre, During & Post 

training program 

Identify different skill, capacity to deal with 

training program implementation 

Time: 

1:30 hours 


Learning aids 


Lecture 

Experience sharing 

Large group 

discussion 


Multimedia 

projector 

Flipchart 

Marker 

White board 

50

Process 

Trainer/ facilitator will welcome the participant and explain the objectives of the 

session 

Trainer/facilitator will provide three VIPP cards and ask them write down three 

functions, i.e one function note down on separate VIPP card, (10 minutes) 

Trainer/ facilitator will collect all VIPP card and insert to the VIPP board in three 

categories. The category makes with pre-training, during-training and posttraining 

Then trainer/facilitator initiate open discussion focusing VIPP board 

S/he will explain important tasks need to be done pre training, during & post 


Then s/he will conclude the session 

51

Handout: 

Organizing Training Courses 

Organization of training courses is an important part of training management. To 

organize a training course, one needs to achieve professionalism. This 

professionalism will help the concerned to perform the tasks very efficiently at 

the level of M 4. 

Organizing training course include three phases of activities/tasks. 

Pre-training phase 

On-training phase 

Post-training phase 

Pre-training phase – 

Selection of course 

Selection of organization 

Selection of participants 

Prepare schedule in participatory way and get it approved 

Prepare course budget & get it approved 

Get the training venue ready 

If residential, get accommodation prepared as demand. Lunch 

(compulsory) & dinner and breakfast (optional). 

Refreshment (as per demand of participants) during the two break time 

Develop class-room environment with necessary logistic support (as per 

needs of the course) 

Arrange training materials and equipments 

Appropriate written & verbal communications with all the concerned 

parties.(participants, organization, resource person etc) 

Arrange inaugural session as appropriate 

Get the course started as per schedule 

Get the main session started after inaugural session 

Make an action plan and distribute the tasks among colleagues (right tasks 

to right persons) etc. 

52

On-training phase – 

Monitor all the activities during the course 

Do all the tasks as per schedule and action plan 

Keep liaison with participants & resource persons / facilitators 

Ensure the attendance sheet of the participants 

Rectify and take actions accordingly, if any fault occurs.(quick right decision 

, quick right actions) 

Get certificate ready in correct ways/spelling 

Create good environment to keep the participants in happy mood during 

total training course 

Keep the logistic supports ready for both participants and facilitators 

/resource persons 

Keep eye regularly on the schedule and check if the things going well or any 

deviation occurs 

Take evaluation test 

Arrange closing sessions (invite guest if any) 

Certificate distribution & closing declaration 

Post-training phase – 

Analyze the evaluation sheets and take action accordingly for next course 

Write a comprehensive report on training 

Send the report and the bills to the sponsoring organization on time 

Ensure collection of cheque from the sponsor 

Give a thank letter to the sponsoring organization for organizing training 

course 

Keep regular contact with the organization for next courses 

53

Session- 12 


Materials: 

Development 

& Use 


 

 

 

What is training material 

Importance of Training Material as learning aid 

Various Trainin g Materials 

Objective 

 


Define training material 

Explain the role of training material in 


Describe the types of training material 

Design different training materials 

Time: 

1:30 hours 


Learning aids 


Lecture 


Small group 

discussion 

Demonstration 



Worksheet 

PPT slide 

Flipchart 

Marker 

White board 

Brown paper 

VIPP card 

Video 

54

Process 

Trainer/ facilitator will welcome the participant to the session and explain the 

objective of the session 

Then trainer/facilitator will ask the question “what do you mean by training 

materials”? 

Trainer/ facilitator will use brainstorming method and write down each point 

given by the participants on the board 

Then trainer/facilitator show PPT slide containing “what is training material”? 

Trainer/facilitator explain the importance of training material for conducting 

training session 

S/he will show two different slide containing training media and training materials 

Trainer will demonstrate various type of training materials and learning aid to 

make them understand about training materials 

This demonstration would be practical and trainer/facilitator will show printed 

poster, written poster, flash card, handouts, visual aid, PPT slide etc 

Trainer/facilitator initiate practical exercise on material development 

S/he will ask the participants to prepare a poster containing “what is the pleasant 

and un pleasant experience they have got while working as a trainer” 

55

Handout: 

Training materials 

Training materials are those items that assist the trainer deliver the content of 

the training session. Training support materials are resources that, if used 

properly, will assist a trainer in accomplishing specific training objectives. 

TRAINING MATERIALS / 

AID 

Projected Training 

Materials 

Over head projector 

Multimedia 

Slide 

Film stripes 

Non-projected Training 

Materials 

Graphics 

Poster 

Chart 

Flash 

card 

Display 

Board 

White. black 

board 

Flannel 

Board 

Magnetic 

Board 

Printed 

Material 

s 

Handout 

Book 

Three 

dimensional 

materials 

Model 

Real Object 

Audio 

visual 

Equipment 

Television 

Radio 

Video 

56

TRAINING MEDIA AND MATERIALS 

Training Media 

Materials 


Media is the technology used to 

convey the information or 

distribute 

message to be presented in training 

during 

Media 

Black board 

White board 

Flipchart 

Poster 

Cloth board 

LCD projector 

OHP 

Slide Projector 

Slide 

TV 

Video 

Radio 

Audio Cassette 

Computer 

Materials are those inputs 

which are prepared to 

show, use, demonstrate 

facilitation 

Materials 

Manual 

Handout 

Guide 

Poster 

Lesson Plan 

Module 

Photograph 

Picture 

Image 

Map 

Graph 

Symbol 

Monogram 

Display 

57

SELECTION PROCESS OF TRAINING MATERIAL 

Given lesson, objectives and 

method 

Given resource issue 

Given venue/site 

Evaluate available media, 

material 

Select suitable 

materials/equipments, media 

Evaluate 

Deliver 

Revise 

Test 

Develop aids 

Ensure operation and 

redundancy plan 

MAJOR USES OF TRAINING MATERIALS 

The trainers or field workers need training materials in the form of 

manuals or training guides. These can help them run training and use 

media and materials to communicate effectively. 

Visual aids are needed for use in the training session for all the trainers 

to see and understand the message. They have to be appropriate for the 

culture context and support the trainer. 

Materials should be provided for the trainers to use in the training 

session. These can help them to practice the new skill. These materials 

can be work sheets, exercises or models. 

Materials can also help the trainees take the training message hoe to 

neighbors and family. It can help them implement the training by 

reminding them of what they learnt. 

58

Broadcast media can be used to support the training by creating 

a demand for learning the skill. It can also serve to remind the 

ex-trainees to implement and follow up their training at home. 

Preparing & using materials 

1. Writing on VIPP card (VIPP is a method, while VIPP card is a media) 

- Big Font 

- Two-three words 

- Two-three lines 

So that all participants 

Can see from 

Distant seats 

2. Writing Posters 

- Big font 

- Bullet form 

- Use multicolor 

- Size of Poster – 20” x 30” 

- Maximum 6-7 lines in each page 

- 5-7 words in each line 

- Diagram, graph, picture if used, should be clear, understandable 

and related to the topics. 

3. Handout 

- Either bangle or English as participants needs. 

- Typed in 14/16 fonts 

- Easy and comprehensible language 

- Source of information 

- Information – up to date 

- Not more than 3 pages for each topic 

59

- In most cases handouts are distributed after the session (other 

than special situation) 

4. White Board 

- Use white board marker only 

- Use black and blue color. Use color alternatively. 

- Write easily readable words – so that all participants can read 

from distant seats 

- Stand in the side of the board while writing. 

- Write only key words, and explain accordingly. 

5. Use of OHP 

- Slide/ transparency sheet- Legible and big fonts – multicolor OHP 

pen 

- Cover the words/ Sentence which are not being described. 

- Use pointer while describing. 

6. Multimedia 

- Font big size- readable 

- Multicolor words 

- Power-point preferred 

- Use of pointer while describing 

7. Chalk Board (very rarely used now) 

- Be careful about chalk dust 

- Clean board with duster using top-to-down process 

- Write in big font. 

60



 

 

 

What is Traininmg methodology 

Role of Methodology in facilitating training 

Various Training Methods 

Time: 


Methodology 

5:30 hours 

Objectives 

 


Define the Training Method 

Explain the role of method to conduct 

session 

Describe various training methods 

Describe various training methods with 

practical exercise 


Learning aids 


Lecture 


Small group 

discussion 

VIPP 


Worksheet 

Flipchart 

Marker 

White board 

VIPP card 

61

Process 


objectives of the session 

Then s/he will distribute VIPP card among the participants and ask them write 

down the name of some methods what they used to apply during the conduction 

of the session 

Trainer/facilitator will fix the VIPP card on VIPP board – they may have number of 

methods will appears on the board 

Then s/he will ask whether any method that fix on VIPP board seemingly 

unfamiliar with anyone 

Trainer/facilitator then explain that methods categorically 

Trainer/facilitator will explain some of the methods that commonly used in 

participatory used in participatory training process 

Then trainer/facilitator initiate open discussion on training methods 

62

Handout: 

TRAINING METHODS 

Instructional methods are only as good as they contribute to the achievement 

of a learning objective. In fact, it is often helpful to think of methods as roads 

which lead to cities (objectives) and of training materials (visual aids, case study 

write-ups, role play descriptions) as the materials with which the roads are 

constructed. 

Participants may need to travel several different highways in order to reach a 

given destination. Just as there are differences in training styles, there are also 

differences in learning styles. People usually fall into one of four categories for 

preferred learning styles: 

Doing 

Thinking 

Trying 

Watching 

Certain people may progress most rapidly if they discuss (doers, thinkers). 

Others may learn more rapidly and more significantly via lectures (thinkers, 

watchers). For other goals, there may be several equally appealing and 

productive routes. When these issues arise, and at all phases of the design 

activity, the trainer faces the question, "What methods shall we use?" 

The design is multidimensional. It involves the learning objectives, the learner 

needs, the availability of instructors and training materials, the urgency for 

training, the norms of the organization. and the money available for training. 

But a fundamental criterion in selecting a learning method should be the 

appropriateness of that method to the learning objective. 

Lecture 

The lecture is, by definition, words spoken by the instructor. It is thus a "verbalsymbol" 

medium, offering a relatively passive and unstimulating experience for 

learners, unless the speaker has unusual vocal and rhetorical talent. The 

lecturer needs plenty of interesting examples to illustrate theory, colorful and 

persuasive language to enhance a well- organized pattern of ideas, and a 

pleasant and stimulating voice. 

63

Readings 

Reading assignments do not do much to stimulate the senses. They merely 

require some concentrated seeing of words on pages. They can, of course, 

efficiently expose learners to large quantities of content. Reading assignments, 

like the lecture, should be accompanied with some feedback activities which 

measure and assist the retention of content. 

Demonstrations 

Demonstrations are merely illustrated lectures or presentations. We usually 

think of manipulative activities in a demonstration, though mere pictures of the 

process sometimes replace the "model" which the demonstrator manipulates. 

Such pictures are appropriate for processes which can be comprehended 

through schematics or drawings. Demonstrations are especially useful for 

psychomotor objectives (where participants are required to perform some 

manual task), but can of course be used (as in "modeling") to illustrate 

interpersonal skills, interviewing, communication, discipline, or counseling. 

Interactive Demonstrations 

Any good demonstration is interactive -- but unfortunately there are a lot of 

bad demonstrations! The difference is that interactive demonstrations allow 

learner-watchers to do something instead of merely observe. They have things 

in their hands and they move those things in purposeful ways; they start doing 

so at the earliest possible moment. They move around, they ask questions, 

they interact. 

Field Trips 

Field trips, excursions, observations, or tours may or may not be participative 

learning experiences. That depends on how well instructors set up expectations 

and objectives before the trip takes place, and upon the mechanisms 

developed to ensure that learning happens. 

A major argument in favor of field trips is that they permit the learners to 

experience sensory impressions which could never occur in classrooms or 

conference rooms, but which are characteristic of the environment in which 

the new behavior must persevere. The trip thus assists the "generalization" 

process, permitting behaviors acquired in an isolated or unnatural environment 

to persist in a less focused "real world". 

64

Panel Discussions 

Panel discussions are sometimes called colloquies; sometimes they are called 

symposiums (symposia). Panel symposiums tend to be short lectures by a 

variety of people rather than a long lecture by one individual. In effective 

panels, each speaker concentrates on a single subtopic, delivering a unique 

thesis (clearly different from any other panelist) and relating that thesis to the 

unifying objective. 

The problem with many panels is that they tend to be so structured that 

learner participation is very low. Thus the control of the content (to say nothing 

of the control of the processes!) rests too heavily with the panelists. 

Group Discussion 

Group discussions are conversations and deliberations about a topic among 

two or more participants facilitated by a trainer or other discussion leader. 

Such discussions are most useful when certain conditions are present. For 

example, it always helps when there is someone in the group with some 

experience or knowledge about the topic being addressed. Discussions can also 

assist groups when they have to create new ideas or actions, do needs 

assessment, understand complex ideas and then make decisions about them. 

The purpose of the discussion in these situations is to assist the group in doing 

what it is supposed to do. A trainer or leader serving in this function helps set 

the stage, keeps the discussion moving along, gets everyone involved, and 

assists the group in establishing a systematic approach to its task. 

Question-Answer Panels 

In more controlled question-answer sessions, instructors announce a topic and 

a reading assignment, plus the key requirement: a list of questions to be 

brought to the session itself. The session may be the next meeting of the class; 

it may also be "after an hour of research and analysis". When the time for the 

Q-A session arrives, the instructor calls on the learners for their questions. The 

answers may come from a panel of the participants in a "stump the sudden 

experts" activity. The answers may come from the instructor -- but that will 

only prove that the instructor is smart; it will not develop much learning on the 

part of the participants! The answers may come from invited guests, although 

that also causes minimal growth in the learners. Whenever the answers come 

from someone other than the instructor, the instructor will need to participate 

only when the data given as answers are inaccurate or incomplete. Of course, 

instructors may be chairpersons for the panel... but that robs a learner of an 

opportunity to participate! 

65

Case Studies 

Case studies have been a popular way to get involvement and to bring 

discussion down to a reasonable level of concreteness. In traditional case 

studies, participants receive a printed description of a problem situation. The 

description contains sufficient detail so learners can recommend appropriate 

action. The printed description must therefore include enough detail to enable 

learners to make recommendations but not so much that they are distracted 

from the central issues. 

Control of the discussion comes through: 

• The amount of detail provided; 

• Time limits (frequently rather stringent); 

• The way the task is defined (often a description of the desired output 

such as a recommendation, a decision, or the outline of an action 

plan); and sometimes 

• A list of questions for the group to answer on their way to the final 

complete product. 

Small Group Tasks 

Small group tasks (small teams of participants) result in some product, decision, 

or recommendation to be shared with similar groups in the class. For example, 

case studies may be assigned to small teams rather than the entire class. 

Whatever the task, the small groups report their findings or present their 

"product" in a report to the larger group. 

Typical products from these small groups are reports, decisions, a set of 

recommendations, or a Pro/Con analysis of some issue. The assigned task is 

only limited by its relevance to the announced objective and by the learner's 

perception of its usefulness in the learning process. 

To increase the total participation, the trainer often divides the class into small 

teams. Because there are fewer people in each group, individual learners are 

more inclined to participate at higher levels than they would or could if only 

one large discussion were taking place. 

Role Playing 

Role playing is a training technique where, without a script, participants act out 

a situation in front of the rest of the group. In order to decide what they will 

say and do in the role play, participants are given a situation described in detail 

and assigned a role to play. Role players and observers are aware of the 

general situation, but individual role players may be the only ones aware of the 

66

intricacies of their respective roles. The intricacies are either told to the role 

players individually, or written on a slip of paper for each role player. After the 

role play is completed, it is discussed by the entire group. 

Role playing can be used to examine delicate problems, or to explore solutions 

and to provide insights into attitudes differing from those of participants. 

CHOOSING APPROPRIATE TRAINING ACTIVITIES 

The following issues and questions should be considered when determining the 

reason why one activity might be better than another in training. They can act 

as an aid to assist the trainer in selecting the most appropriate and effective 

technique. 

Doing - Active Learning 

• Does the activity maximize participation? 

• Does the activity involve the trainee in finding a solution rather than 

telling him/her the answer? 

Does the activity provide an opportunity to try out new skills or 

behaviors? 

Feedback and Assessment (reflection) 

• Does the activity provide a new source of information on the 

performance, behavior or attitude of a trainee? 

Impact and Involvement 

Does the activity allow for application of new 

knowledge/behaviors/attitudes in a "real world" situation (e.g. the 

workplace)? 

Does the training balance the need for tension to learn, but not become 

so threatening that the individual backs away? 

Does the activity reflect the real concerns and needs of the trainee? 

Multiple Learning 

Does the activity meet more than one objective at a time? 

Does the activity reinforce previous learning? 

67

Trainer Comfort 

Is the activity something that the trainer knows how to do, or feels 

flexible enough to try? 

Sequence Flow 

Does the time available allow for this activity to complete the learning 

cycle from doing through processing, generalizing and applying -- OR 

does it fit in a sequence to the next activity which will be the next step in 

the learning cycle? 

Does the risk level of the participants, or the level of complexity in the 

activity fit with the development of the group, i.e., is it too early, too 

simple, too involved, etc. for the amount of knowledge or information 

they have? 

Has this type of activity been used too often? Does the trainer need 

another type of activity to offer some variety or respond to other 

learning styles? 

BRAINSTORMING 

This is just the thing when you want to draw on the group's collective creative 

energy! It permits uninhibited participation by each person and often results in 

surprising ideas and new solutions to old problems. 

Recommended to 

• Deal with problems relating to course content 

• Deal with problems arising from the process occurring in the 

classroom 

• Generate a multitude of ideas by drawing on every participant's 

creativity. 

Group Size: Any size 

Time Required 

Until group "exhausts" and no further ideas are forthcoming; about 5 to 15 

minutes plus time for discussion. 

Physical Setting 

All participants face a chalkboard or flipchart where the recorder(s) write down 

the ideas generated by the group. 

68

Process 

1. Display problem so that everyone can read it. Examples: "How can a 

manager avoid wasting time with telephone calls?" Or: "How can we 

make it possible for everyone to participate equally in class 

discussions?" 

2. Decide to divide into sub-groups of about five to eight people each, or 

work with the entire class. 

3. Give the following instructions (write them on the board in point form): 

during the next 8 minutes you are to come up with as many ideas as you 

can on how to solve the problem. The emphasis is on quantity. Try to 

generate as many ideas as quickly as you can 

any idea is allowed, there are no dumb or impossible ideas at this stage 

the crazier the better 

try to piggy-back: for example, if someone's idea reminds you of another 

say it, even if it sounds similar 

no criticism is allowed - we evaluate the ideas later. 

4. Designate one or two people to be the recorders so that contributions 

can be written down as they appear. The visual display of ideas often 

sparks others. 

5. Call time when the announced time is almost up, or when you feel the 

group has exhausted the fund of ideas. 

6. Tell your group: "Now review the list of ideas and identify the three 

solutions you feel are most useful. You have about three to five 

minutes." (Or you can lead this step yourself.) 

7. Reconvene and have sub-groups report their solutions, writing them up 

(or hanging their sheets of paper next to each other). 

10 SUGGESTIONS FOR IMPROVING A LECTURE 

Lecturing is one of the most time-honored yet ineffective ways to teach. By 

itself, it will never lead to active learning. For a lecture to be effective, the 

trainer should build interest first, then maximize understanding and retention, 

involve participants during the lecture, and reinforce what has been presented. 

There are several ways to do just that. 

69

Building Interest 

1. Lead-off story or interesting visual. Provide a relevant anecdote, fictional 

story, cartoon, or graphic that captures the audience's attention. 

2. Initial case problem. Present a problem around which the lecture will be 

structured. 

3. Test question. Ask participants a question (even if they have little prior 

knowledge) so that they will be motivated to listen to your lecture for 

the answer. 

Maximizing Understanding and Retention 

4. Headlines. Reduce the major points in the lecture to key words that act 

as verbal subheadings or memory aids. 

5. Examples and analogies. Provide real-life illustrations of the ideas in the 

lecture and, if possible, create a comparison between your material 

and the knowledge and experience that the participants already have. 

6. Visual backup. Use flipcharts, transparencies, brief handouts, and 

demonstrations that enable participants to see as well as hear what 

you are saying. Involving Participants During the Lecture 

7. Spot challenges. Interrupt the lecture periodically and challenge 

participants to give examples of the concepts presented thus far or to 

answer spot quiz questions. 

8. Illuminating activities. Throughout the presentation, intersperse brief 

activities that illuminate the points you are making. 

Reinforcing the Lecture 

9. Application problem. Pose a problem or question for participants to 

solve based on the information given in the lecture. 

10. Participant review. Ask participants to review the contents of the lecture 

with one another or give them a self-scoring review test. 

STRUCTURED ROLE PLAY 

Here is a technique, in which you present a controlled, partial replication of the 

actual world, ask participants to assume parts and then work their way through 

70

an open-ended "script." You stop the action and guide participants through an 

analysis of the "play". 

Recommended to 

Provide opportunities to rehearse new behavior in a relatively safe 

environment. 

Assist participants in developing such interpersonal skills as problemsolving, 

counseling, interviewing. 

Let participants play roles that are different from their usual behavior. 

Inject a 'slice of life' into the classroom. 

Group Size 

You need your players; all others are designated as observers. There is really no 

limit to the size of the audience, but the larger the audience, the more you 

have to structure the discussion following the role-play. 

Time Required 

Can be as short as ten, or as long as thirty minutes. Preparation is needed in 

any case, depending on the complexity of the scenario and the detail in which 

you deal with the steps that are described below. 

Physical Setting 

Everyone must be able to see and hear the role-players. The play itself may 

require some set-up, such as an interviewer's office with desk and chairs. 

Process 

There are four distinct steps in a well run role play: scene-setting, role-play, 

debriefing, and closure. 

1. Setting the Scene 

Your task is to prepare the group for the role-play and provide a valid reason 

for its use. Several strategies are available: 

You can start with a discussion during which you post a number of problem 

situations elicited from the group. During a discussion leadership class, for 

instance, you might pose the question: "What do you see as the most common 

mistake a chairperson can make when opening a meeting?" From the 

discussion a list of typical errors is generated. You then suggest that one way to 

get a feel for the difficult task of opening a meeting would be for the group to 

engage in a short role-play, where one person acts as the leader and others as 

participants. 

71

You can give a lecturette (a prepared speech lasting no longer than 10 or 15 

minutes). You could present research findings of "common meeting mistakes," 

with special focus on the role of the manager during the opening phase of a 

meeting. "Here are some of the problems you will have to deal with as effective 

group leaders. Now let's do a short role- play to see how it feels being a 

chairperson and a participant in such a situation." 

You can show a film of a group struggling through a meeting, and stop the film 

at a point where they start spinning their collective wheels. 

You can give participants a written case which outlines a situation such as 

described above. 

2. Role-Play 

Be very specific in your instructions, then get on with it. The longer you talk 

about role- playing as a technique and the more you talk about what might 

happen (or happened to you the last time you did it), the more you can raise 

anxiety in some group members who have never participated in such an event. 

1. Assign specific roles to people. Call for volunteers, or ask individuals if 

you think they might do a good job in a part. Short written 

descriptions of less than 50 words can be helpful, but don't set out 

whole scripts or lengthy role profiles. Give players a moment to read 

the material or to state what they think their role is to be. 

2. Instruct those not involved in the play to situate themselves so that they 

can be observers. 

3. Give observers clear instructions on what to look for, what to write 

down. They will be asked to report their observations after the role 

play. Prepare the learners to be active observer ! 

4. Get the play started. If prepared roles are used, let the play run for a 

little while and then stop as soon as the point has been made. Unless 

your participants get stuck, it's best to stay out of the way while you 

jot down your own observations. 

5. Put an end to the play with something like, "You seem to have reached a 

point where we can break," or, "Please take another two minutes and 

then we'll stop." Do all this before things get boring or the discussion 

72

too heated. Somewhere between 10 and 15 minutes seems about 

right for the typical role-play. 

6. There are several ways to intensify a role-play by breaking in and 

directing the process. 

One is role reversal where you ask players to change roles with others 

and continue the play in the new spot. This can be particularly 

interesting in "us vs. them" situations: players can now experience how 

the world looks from the other's viewpoint or different people can 

display different approaches to a given situation. 

Another way to intervene is by way of a brief interview of the key 

player(s). You might ask a player, "How is the interview going for you?" 

or "Do you want to take a different approach? What would you like to do 

differently?" or, "Let me make a suggestion: look at the techniques we 

wrote on the flipchart earlier. Which one might help you get this 

interview flowing again?" Once the players have been given this little 

push, get out of the way and let the play take its natural flow. 

A third intervention is based on paradoxical intention. Before asking 

players to "do it the right way," instruct them to go with what may come 

more easily. For instance, in a workshop on interviewing techniques you 

might say, "See if you can demonstrate an interviewer who really is not 

listening at all to the client." After a few minutes of the role- played 

interview, stop the action and invite the interviewer to switch and "now 

try to demonstrate as many active listening skills as you think might be 

appropriate." 

3. De-briefing 

1. Ask the role-players to report how things went for them. No long 

dissertations are needed here, just a quick summary from each, to 

hear their view of the situation while in role and at the same time to 

73

allow them the emotional release they might need to step out of the 

role. 

2. Assist players to step out of their roles; sometimes asking them to 

change chairs and physically move away from their role is needed to 

have them rejoin the group. 

3. Conduct a de-briefing. Ask observers to report what they saw and heard. 

Emphasize descriptions of actual behaviors over interpretations and 

second-guessing. If there is a doubt, remind the group that "we have 

some expert witnesses here. Why don't we ask Fred what he felt 

when Marilyn confronted him about his doodling". The clearer the 

instructions to the observers at the outset of the role-play, the higher 

the quality of comments at this point. 

4. Closure 

Assist participants to integrate role play results with material previously 

discussed. Have them answer the rhetorical question "So what?" or, "What can 

we say about effective ways of opening a meeting?" 

This is also a good point at which to thank the role-players for taking the risk, 

and perhaps make same light-hearted comments about what happened. Avoid 

identification of individuals with certain roles. "Thank you, Margaret, for doing 

such a good job as an ineffective manager; I'm sure we all could see parts of 

ourselves in the way you portrayed that character." 

SKITS 

The skit is a short, rehearsed, dramatic presentation acted from a prepared 

script. It dramatizes an incident that illustrates a problem or a situation. 

'Actors' can either be instructors or participants. Skits can be an effective way 

to create situations similar to those created by role plays. While the lack of 

participant involvement may make them less effective learning experiences 

than role plays, they are less threatening and easier to use. 

When to use: 

To demonstrate a procedure or technique 

To present a situation, usually an interpersonal problem situation for the 

group to discuss 

To surface issues 

74

Requirements: 

Script and props 

Space for 'stage' and audience 

Advantages: 

Roles are rehearsed so that expected action will take place as designed. 

Members involved in a skit have more responsibility to the purpose of 

learning than those in role play. 

A good attention getter, often used to initiate a learning experience 

Creates interest in a subject 

Usually inexpensive to construct and produce 

Entertaining as well as informative 

Good way to demonstrate a process 

Considerations 

'Actors' may not be totally secure and confident about performing in 

front of others. Rehearsals take time but are essential. 

Difficult to find a skit that specifically meets the goals and objectives of a 

learning experience and a facilitator. It may require special writing. 

Difficult to include important points of learning experience in a short skit. 

More time consuming to construct, rehearse and produce than more 

traditional learning strategies. 

Requires imagination and creativity on the part of the facilitator. 

At times more attention may be focused on the behavior of the players 

than on the issues for which the skit is being performed. 

Facilitator must be able to lead the group discussion on the issues that 

surface in the skit. 

Related Strategies 

Role Play, interactive modeling, videotape presentations, demonstration. 

75

Day - 5 



 

 

Characteristics of different methods 

Practical exercise of training methods 


Methodology: 

Practicum 

Objective 


Demonstrate various methods 

Explain the process and appropriate 

selection of method to facilitating training 

Time: 

2:30 hours 


Learning aids 


76

Lecture 

Small group 

discussion 



Presentation 


Worksheet 

Poster 

VIPP card 

Marker 

Flip chart 

Brown paper 

VIPP board 

Process 



S/he will ask the participant which training methods they used to use while 

conducting session 

This session will lead to practical exercise of most commonly used training 

methods 

Trainer/facilitator will reflect on advantages and disadvantages of each method 

After the practical exercise of method, trainer/facilitator will invite questions from 

the participant regarding training method 

Then s/he will clarity if they have any quaries 

Trainer will close the session through thanks giving to the participants 

77

Session– 15 

Communication 


 

 

 

What is Communication 

Types of Communication 

Importance of Communication 

Objectives 

 


Define Communication 

Explain types of communication 

Describe the role of communication 

Time: 

2:00 hours 


Learning aids 


78

Lecture 

Demonstration 


Role play 


Game sheet 

PPT 

Flipchart 

Marker 

VIPP board 

VIPP card 

Process 



Then trainer/facilitator writes down on white board/ flipchart “what do you mean 

by communication”? 

Trainer/facilitator will ask participant to takes 5/7 minutes and think about the 

question and note down the answer 

Each participant share his/her answer at large group – trainer/facilitator will write 

down every opinion at flipchart/whiteboard 

After taking all opinions given by the participants then trainer/facilitator will show 

through PPT or brown poster paper titled “what is communication” 

Through this presentation participant will be able to understand definitional 

meaning of communication 

Then trainer/facilitator will discuss different types of communication 

Trainer/facilitator will show different types of communication with practical 

instance for example verbal communication – non verbal communication – 

written communication etc 

Trainer/facilitator will raise the question – why communication so important in 

training and development 

Trainer/facilitator will discuss that training is nothing but it’s a ongoing process 

79

Handout: 

What is communication? 

Communication is defined as a process by which we assign and convey 

meaning in an attempt to create shared understanding. This process requires a 

vast repertoire of skills in intrapersonal and interpersonal processing, listening, 

observing, speaking, questioning, analyzing, and evaluating. Use of these 

processes is developmental and transfers to all areas of life: home, school, 

community, work, and beyond. It is through communication that collaboration 

and cooperation occur. 

Communication is a dynamic process involving a series of actions and reactions 

with a view to achieving a goal. 

A process by which information or massage is exchanged between individuals 

through a common system of symbols, signs, pictures, gestures, etc. 

We send signs and signals to carry our sense, which do not have any meaning 

of its own. It only has the meaning we assign to it. 

Meanings are: 

- in PEOPLE 

80

- in the CONTEXT and 

- in their RELATIONSHIP 

So the word/signs we send/receive has to carry the same meaning to both the 

parties 

Basics of Communication 

2 

1. Based on sender (s) & receiver (s) 

 

 

 

 

Types of communication 

Intra-personal communication 

Inter-personal communication 

Group/ Organizational communication 

Mass communication 

2. Based on forms of massage 

Verbal communication 

Communication that involves written or spoken words is VERBAL COMMUNICATION. 

- Spoken words, 

- Oral - the spoken language 

 

Non-verbal communication 

All communication that involves neither written nor spoken words but occurs without 

the use of words is NONVERBAL COMMUNICATION. 

– Written 

– Body language 

– Expressions - facial, gestures, signs 

– The way we stand and sit 

81

– Facial expressions 

– Silence, Eye contact, gestures (smiling, nodding) 

Verbal 

Non-Verbal 

3. Based on feedback 

 

 

One-way communication 

Two-way communication 

4. Based on Process 

Direct Communication 

Indirect Communication 

82

Day – 6 

Session –16 


 

 

What is Effective Communication 

Practical Exercise 

Effective 

Communication 

Objectives 


Define Effective Communication 

Describe two-way communication 

Identify barriers of communication 

Time: 

3:00 hours 


Learning aids 


Lecture 


Demonstration 


Worksheet 

Game format 

PPT 

Flipchart 

Marker 

White board 

VIPP card 

83

Process 



S/he will describe the meaning and characteristics of two way communication – 

s/he also discuss how a trainer can be seen as two way communicator as he 

reaches the participants with his messages (basically training contents) through 

two way communication 

At this stage trainer/facilitator will initiate some simulation game to make them 

understand how two way communication works effectively than one way 

communication 

Games are : 

Electric chain 

Rumor passing 

Square drawing: - One way communication 

- Two way communication 

These are practical exercise of effective communication. Through this game 

participants will be able to understand how two way communication more effective 

in practical and working environment than one way communication 

84

Handout: 

The 10 Cs of Effective Communication 

Command attention 

Create trust 

Cater to the heart and head 

Clarify the message 

Concise the message 

Concrete words 

Correct message 

Coherent message 

Complete message 

Courteous way 

85

Principles of effective communication 

Principle of objective: 

The communicator must know clearly the purpose of communication before 

formulating the massage and transmitting the message. 

Principle of clarity: 

The beginning of all communication is some message. The message must be as 

clear as possible. 

Principle of understanding the receiver: 

Understanding is the main aim of any communication. The communication 

must crate proper understanding 

in the mind of the receiver. 

Principle of consistency: 

The message to be communicated should be consistent with plans, policies, 

programmes and goals of the organization. 

Principle of completeness: 

The message to be communicated must be adequate and complete; otherwise 

it will be misunderstood by the receiver. 

Principle of feedback: 

This principle calls for communication a two-way process and providing 

opportunity for suggestion and criticism. 

Principle of time: 

Information should be communicated at the right time. 

86

Self-Assessment Questionnaire 

Ability to present ideas clearly and concisely 

Level of Skill now 

(High:9, Low:1) 

Skill in gaining attention, getting a hearing 

Skill in explaining technical material to people of different 

Disciplines 

Skill in listening and clarifying the subject-matter of what 

another person is saying 

Skill is asking questions to obtain good information 

Willingness to see things from the other person’s point of 

view 

Judging the balance of the amount you talk and the 

amount you listen 

Ability to give and receive feedback 

Ability to judge which style is appropriate for different 

situations 

Ability to understand senior management group’s 

viewpoint and problems 

87

What is effective communication? 

o Effective communication is that communication in where- 

- the massage is encoded accurately what the sender wants to convey; 

- the massage is transmitted accurately what sender decodes; 

- the massage is received accurately by the receiver what the sender 

transmits; 

- the massage is decoded or understood by the receiver what the sender 

codes; 

Effective Communication Skills 

Eye contact & visible mouth 

Listening, questions 

Body language 

Encouragement 

to continue 

Effective 

Communication skills 

Silence 

Smiling face 

Summarizing 

what has been said , Feedback 

Checking 

for understanding 

88

Importance of effective communication for an organization 

Communication is the medium through an organization accomplishes its goals- 

It leads to greater effectiveness, accountability, transparency and empowerment; 

It keeps people in the picture; 

It gets people involved with the organization and : 

- increases motivation to perform well; 

- increases commitment to the organization; 

-Reduces conflicts among the people/staff members; 

It makes for better relationships and understanding between : 

- Manager and followers; 

- colleagues; 

- people within the organization and outside it; 

It ensures participation of the staff members in decision making process; 

It helps people understand the need for change : 

- how they should manage it; 

- how to reduce resistance to change 

1. Language Barrier 

Barriers to effective communication 

Lack of common language; 

Semantic Barrier; 

Poor vocabulary; 

Poor grammar and punctuation; 

89

Phrases and terminology; 

Long sentences, 

Abstracting, etc. 

2. Physical – social Barriers 

Noise; 

Time; 

Distance; 

Distortion, 

Age, sex, ethnicity, culture, religious, etc. 

3. Social-psychological Barriers 

Status barrier; 

Attitudes and values; 

Different perception of reality; 

Inference; 

Closed-Mindedness; 

Bad listening; 

Emotions; 

Resistance to change, etc. 

4. Procedures 

What should I do with this? 

What is the correct work flow? 

Who should I give this to? 

90

5. Institutional barriers 

I don’t have to give you information 

I’m not allowed to give you information 

I don’t understand you 

6. Hierarchical barriers 

My boss doesn’t listen to me 

My staff don’t talk to me 

Your boss won’t let me talk to his staff 

Need to delegate responsibility and authority 

7. Interpersonal barriers 

Personality differences 

Cultural barriers 

Educational level 

Technical language 

91

Session– 17 


 

 

What is Facilitation 

Characteristics of a good facilitator 

Facilitation 

Objectives 

At the 

 

end of the session participants will be able to: 

Define Facilitation 

Describe various techniques of facilitation 

Identify necessary characteristics of good 

Facilitator 

Time: 

2:30 hours 


Learning aids 


Lecture 

Demonstration 

Buzz group discussion 



Worksheet 

PPT 

Flipchart 

Marker 

White board 

VIPP card 

92

Process 



Trainer/facilitator will describe the definition and characteristics of facilitation 

with PPT/flipchart 

Trainer/facilitator will show table containing difference between training & 

facilitation 

Then trainer/facilitator will show flipchart which contains qualities of a good 

facilitator 

Trainer/facilitator will open the session for question answer of the topic 

Then s/he will conclude the session 

93

Handout: 

Facilitation 

“Facilitation is an art which accelerates the session 

using improved questioning to stimulate the 

participants and which encourages the participants 

to actively listen to each other, interact, create 

new ideas, analyze and learn”. 

“To facilitate means to make easier. It is task of the 

facilitator to make discussion easier, to make it 

flow and to enable the participants to learn from 

each other. The facilitator helps the group arrive at 

understanding and decision”. 

“Modern participatory training and facilitation 

have the same interpretation. Both participatory 

training and facilitation help in creating a learning 

environment where the participants can 

strengthen their existing level of knowledge, skill 

and experience. And it is very difficult to 

differentiate between training and facilitation”. 

94

Skills required for effective facilitation 

Listening skill 

Speaking skill 

Presentation skill 

Questioning skill 

Summarizing skill 

Human relation skill 

Time management skill 

Adaptation skill 

Humor skill 

95

Facilitating 

Facilitating is: 

Creating a safe environment by – 

Enabling people to fully contribute their ideas 

Listening 

Focusing on the learning process 

Getting process agreements 

Facilitating is not: 

Creating an unsafe learning environment by: 

Interrupting 

Being impatient 

Completing people’s sentences from 

them 

Attacking those who disagree 

Sending negative non-verbal massages 

96

Day - 7 


Handling 

difficult 

situation/ 

participant 


 

 

 

What is difficult participant/ situation 

Types of difficult participants 

Way of handling difficult participants 

Objectives 

 


Define difficult participant/situation 

Identify difficult participants 

Describe way of handling difficult 

participants 

Time: 

1:30 hours 


Learning aids 


Lecture 

Brainstorming 



Role play 


Role play sheet 

PPT 

Flipchart 

Marker 

White board 

VIPP card 

97

Process 



Then trainer will distribute 5 VIPP cards among the participants. Each card will 

containing one particular action which is as follows: 

Card no. 1 Card no. 2 Card no. 3 

Talkative 

Asking too much 

questions 

Stare outside 

Card no. 4 Card no. 5 

Frequently 

argues 

Continuously 

side talking 

Trainer/facilitator will ask the card holders act accordingly while he conducts the 

session 

Thus trainer/facilitator will identify the difficult participant 

Then s/he will show PPT/flipchart containing way of handling difficult participant 

one after another 

Trainer/facilitator will provide example from the classroom at the same time s/he 

will show the way of handling difficult participant in order to proceed the session 

Then trainer/facilitator will invite question for clarification and conclude the 

session 

98

Handout: 

99


Feedback 


 

 

 

What is feedback 

Process of feedback 

Role of feedback in training session 

Objectives 

 


Define feedback 

Describe the process of feedback 

Explain the role of feedback in training 

session 

Time: 

1:30 hours 


Learning aids 


Lecture 




Feedback form 

Flipchart 

Marker 

White board 

VIPP card 

100

Process 



S/he will describe the importance of feedback process in participatory training 

Then the trainer/facilitator will show PPT/flipchart containing definition of 

feedback along with its characteristics 

Now trainer/facilitator will initiate a practical exercise on feedback 

Participants are given VIPP cards and ask to write some feelings present session 

that day want to share with the trainer/facilitator 

Trainer/facilitator will collect all VIPP cards and fix its with VIPP board/flipchart for 

demonstration at large group 

Trainer/facilitator will share the points written down on VIPP cards 

Trainer/facilitator will say all the points that are given by the participants are to be 

considered as feedback of this session 

S/he will invite questions for clarification 

Then s/he will close the session 

Handouts: 

101

Session– 20 

Lesson Plan 


 

 

 

What is lesson plan 

Process of lesson plan 


Objectives 

 


Define lesson plan 

Explain the process of lesson plan 


Time: 

1:30 hours 


Learning aids 


Lecture 

Brainstorming 

Demonstration 


Lesson plan 

format 

Flipchart 

Marker 

White board 

VIPP card 

VIPP board 

102

Process 



S/he will describe the importance of lesson plan for conducting a session 

Trainer/facilitator will show the PPT/flipchart containing “what do we men by 

lesson plan” 

Then trainer/facilitator will initiate a practical exercise session – a lesson plan 

format would be distributed among the participants and ask to fill it up. 

The participants are asked to take a topic to be conducted a session, 

They will fill up the lesson plan format on the basis of that topic 

After filling the lesson plan format trainer/facilitator will look at all format and 

correct if necessary 

Trainer/facilitator will invite question for further clarification 

Trainer/facilitator will close the session 

103

Handout: 

Lesson Plan 

Every resource person, trainer or a facilitator must have a lesson plan of her/his own 

to contribute to the training session. Without a planned & organized lesson plan, s/he 

may have a failure in her/his training effort. This may be a written lesson plan or even 

may be an unwritten one. 

Lesson plans help the trainers/facilitators to organize their objectives and 

methodologies in an easy to read format. 

104


Presentation 


 

 

 

Definition of Presentation 

Characteristics of quality presentation 

Quality of a good presenter 

Objectives 

 


Define presentation 

Explain the characteristics of presentation 

Describe qualities of a good presenter 

Time: 

2:00 hours 


Learning aids 


Lecture 




Demonstration 

2:00 hours 

Handouts 

Format 

Flipchart 

Marker 

VIPP board 

VIPP card 

Brown paper 

105

Process 



S/he will ask the participants to remember best presentation ever she/he 

attended……….. 

Then participant will share their best presentation experience at large group 

Trainer/facilitator will ask why these presentations are the best of their lives. 

What was the specialty of those presentations? 

Trainer/facilitator will write down all opinion of the participants to flipchart/white 

board 

Then trainer/facilitator will ask among the all qualities of a best presentation – 

how many qualities you have? 

Trainer/facilitator will show qualities of a good presenter through PPT/flipchart 

Trainer/facilitator will say good qualities of presentation can be attained through 

using techniques and practice 

Trainer/facilitator will focus on how one can be a good presenter and invite 

question for clarification 

S/he will conclude the session 

Participants would be divided into 4 groups. Each participant will 

be given a particular topic. S/he will prepare a 30minutes 

presentation on particular topic and present at large group. The 

total presentation of all participants will be recorded in video for 

reviewing and feedback, so that participant 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. 

Session 22 – 26 (Practical Exercise of presentation) 

106



Presentation feedback form 

Name of presenter: 

Content: 

Fair Good Excellent 

Presentation 

Concept on topics 

Use of method 

Use of learning aids 

Use of training aids 

Classroom setting 

Time management 

Eye contact 

Participation 

Humor 

Communication style 

Any additional suggestions or recommendations (if needed): 

107



Evaluation 


 

 

 

What is Training Evaluation 

Process of Training Evaluation 

Types of Training Evaluation 

Objectives 

 


Define Training Evaluation 

Set Evaluation indicators 

Explain types of evaluation 

Time: 

1:30 hours 


Learning aids 


Lecture 



VIPP 

1:30 hours 

Handouts 

Evaluation sheet 

Flipchart 

Marker 

VIPP board 

VIPP card 

Brown paper 

108

Process 



Trainer/facilitator will distribute VIPP card among the participants and ask write 

on it what is Evaluation 

They will be given 10 minutes for thinking and write down in brief meaning of 

evaluation in VIPP card 

Trainer/facilitator will collect all VIPP cards and insert it on VIPP board or flip 

chart. After fixing up the VIPP card, trainer/facilitator will read out the card at 

large group 

Then trainer/facilitator will show PPT/flipchart containing “what is training 

evaluation” and initiate open discussion on it 

Trainer/facilitator will show a training evaluation sheet and show them the 

indicators of training evaluation: 

Were the contents relevant to you? 

nts 

Was the time sufficient? 

Were the 

materials 

understandable? 

Trainer/facilitator will tell above boxed words can be seen as indicators for 

evaluating any training course 

Trainer/facilitator will initiate discussion on types of training evaluation 

109

Process 

Each participant will prepare a 30 minutes presentation on a particular topic. 

Topic should preferably be training related. They are free to use any kind of 

materials along with use various methods during their presentation, 

While participant will present, rest of the participants will act as trainees and at 

the end of session they will give written and verbal feedback of the session. For 

this reason they will be given evaluation format for evaluating the session. 

The total presentation will be recorded in video for reviewing and feedback, so 

that participant can identify his/her strengths and areas of improvement. 

Trainer/facilitator will distribute VIPP card among the participants and ask 

evaluate this course with 2/3 sentences 

Participant’s reaction 

evaluation 

What do you think 

about the training 

course 

Participants Learning 

Evaluation 

What you have 

learnt from this 

course? 

Participant’s 

Performance 

How the participants 

performance change 

through this course 

Training Impact 

Evaluation 

What value has 

added to the 

project/program 

through this course 

Then trainer/facilitator will request participants put the VIPP card any one of the 

above box. Through this process participants will be able to understand that what 

types of evaluation they have done through brainstorming little earlier 

Trainer/facilitator will use practical example from the running training course 

while discussing types of training evaluation 

Trainer/facilitator will invite question for clarification and conclude the session 

110


Police Reform Programme 

Pre & post assessment performance sheet 

Sl. Name Pre-assessment Post-assessment 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

Right 

Partially 

Correct 

Wrong 

Not 

Answered 

Right 

Partially 

correct 

Wrong 

Not 

Answered 

111

Training of Trainers Manual (English) - Police Reform Programme

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