A TrainerÕs Manual for Community Managed Water Supplies in Kenya

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Facilitator’s Guide3. Characteristics of a good trainerTo be a good trainer you should have the following qualities and attributes:Be well organized: Read the trainers guide before training so that you are well prepared and knowhow to handle your sessions.Practice beforehand: Know how to conduct the sessions in the local language. You will have to getused to translating phrases.Be friendly: Make everyone feel comfortable and part of the group.Be observant: As well as listening closely, pick up information about the situation from non-verbalcues.Use open questions: these are questions that encourage people to give their own opinions, rather thana ―yes/no‖ or single response. Example ―what problems do you have with your water sources?‖ or―How can you raise money for the new facility?‖ These questions facilitate open discussion. Theyallow people to express their own ideas and find their own solutions without fear of giving a wronganswer.Wait for responses: Give people time to think and come up with an answer. Do not bombard themwith more questions.Do not rush: Find the pace that people feel comfortable with.Do not do all the talking: Remember your job is to ask questions and get participants to do thetalking.Encourage everyone to contribute: Make eye contact, use hands, walk close to shy people and usenames. Try to draw out the silent and control the talkative.Use minimal encouragers: – ―yes ….. I see …. And then? ….. tell me more‖ They help to keep theperson talking.Listen actively: Use eye contact and body language. Praise and encourage but do not over praise.Re-phrase: briefly restate what people say in your own words, to make sure you have heard andunderstood. When you rephrase make sure to do two things – 1) verify with the speaker if you haveunderstood correctly, and 2) see if others want to add something.Be gender aware: Encourage women to be active in the discussions.Probe: Do not be satisfied with one answer. Ask follow up questions to explore issues and make itclearer – ―Why? What else? … Tell me more. Can you explain further?‖Redirecting is a way of building on one person’s answer in order to get others involved in thediscussion. Example: ―She said ……….. what do others think?‖Watch level of participation: Look around and see who is participating and who is left out. Arepeople still interested?Summarize: Restate what people have said in a simple, brief form. This will make it easier forpeople to contribute.Watch the energy level: Look for signs of tiredness or boredom. When people get tired, change theactivity, introduce a song, or take a break.Be a good time manager: Estimate how much time each activity takes, watch the time and set anappropriate pace for the group; Be flexible in planning: Create an atmosphere of flexibility, creativity and experimentation anddevelop insight into the learning process of the participants while using time efficiently to organizelearning situations in a good sequence;Be open and self-reflective: Be open to feedback from the participants about the way you work andtake time to examine your own attitudes, values and ideas.4
Facilitator’s Guide4. Different ways of encouraging participationThere are various different techniques to get information from a group and encourage participation.Whilst some are better for certain situations and according to group size and sensitivity of issues beingdiscussed it is probably best to try to vary techniques to keep the sessions as exiting and interesting aspossible.Use warm-ups and energizers: Warm-ups and energizers are not training techniques but they forman essential part of training. They are used to change the tempo of a session and encourageparticipants to move about and relax after spending time sitting in a discussion. Energizers should beactive and humorous. Always be aware of the mood of the participants.Use of questions during training: The effective use of questions is one of the most important skillsneeded by trainers. By asking questions, you help the participants to think for themselves and itstimulates a process of discovery. If participants think about a problem and come up with an answerthemselves, they are much more likely to remember the information than if you just told them thatinformation as the trainer.Use practical instruction: Practical instruction is used to teach participants a skill, such as how toservice a diesel engine or how to repair a hand pump. Practical instruction is based on the principlethat people learn by doing. Practice time for every participant forms a major part of the trainingsession.Use discussions, hum groups and buzz groups: There are various types of discussion techniquesused in participative training courses. The most common are the paired discussion (sometimes calleda hum) and the group discussion (sometimes called a buzz group). A paired discussion involvesdividing participants into pairs and asking them to discuss a problem or task such as: ―List the factorsthat limit the availability of borehole spare parts in your area of operation‖. During the plenarydiscussion for both hum and buzz groups you as the facilitator should ask probing questions tostimulate debate, share experiences and encourage participants to come to a consensus on issues, oragree to differ.Encourage brainstorming: One type of discussion method is brainstorming. This is a lively methodused for gaining a rapid overview of participants’ knowledge or ideas on a particular issue. Abrainstorm should be run in 10-15 minutes. It is used to switch to a new subject; examine a subjectvery broadly; obtain 30-40 ideas quickly and to create a lively atmosphere and wake people up.Use the debate: The debate is useful for encouraging participants to think for themselves and identifykey points for and against a particular issue. The participants also have to work as a team, decidewhich points to present during the debate and select a speaker to forward their views. An example ofa debate can be technology choice between a solar powered or diesel powered water pump.Come up with plays and drama for participants: Plays and drama are extremely useful trainingtechniques because they can be used to focus on real-life problems in an active way, especially whereparticipants are encouraged to act out issues themselves. For example problem plays are usedspecifically to pose a problem or issue. A short play depicting a problem and lasting only two to threeminutes is enacted at the beginning of the session. Participants are then asked to draw out and analyzethe causes of the problems, discus how it related to their life situation and then to suggest solutions orstrategies for tackling that problem.Use pictures: Pictures can be used to analyze issues that are difficult to depict in a play, such asovergrazing around a borehole. The picture used should show only one problem and should not show5
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Module A: SustainabilitySession A5:
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MODULE BSESSION B1AppropriateFacili
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Module B: WUA GovernanceSession B1:
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SAMPLE CONSTITUTIONModule B: WUA Go
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Module C: Legal AffairsSession C1:
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Attachment 2: GENERIC OUTLINE OF CO
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FOR OFFICIAL USE ONLYModule C: Lega
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10. New accounts: The following are
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__________________ WATER PROJECTSCH
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MODULE CSESSION C4AppropriateFacili
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Module D: Human Resource Management
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Attachment 1: SAMPLE ORGANISATIONAL
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Attachment 3: Outline of Contract o
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Module E: Financial ManagementSessi
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Attachment 3: Setting household tar
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payment vouchers, outgoing cheques
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Bank Reconciliation StatementModule
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Module F: Water Management OptionsS
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Module G: Environmental Health and
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Attachment 2: Illustration on liqui
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Module H: Operation and Maintenance
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Attachment 2: Replacement of rubber
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c. Nalgonda technique;d. Bone char.
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TYPICAL RAINWATER HARVESTING SYSTEM
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Attachment 1: Schematic diagram of
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3 Start butloses Power4 ExcessiveFu
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Resource MaterialsRESOURCE MATERIAL
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Resource MaterialsMoojiman, A.; Sne
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Resource MaterialsWood S, Sawyer R,
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A TrainerÕs Manual for Community Managed Water Supplies in Kenya

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