Delivering Training and Technical Assistance - Administration for ...

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Key considerations for the evaluation phase include:• What changes do I want to see within the participant organizations?• How do I want participants’ behavior to change as a result of the training?• What indicators would prove those changes?• How can I measure those indicators?Following a systems approach to training will help you be a master trainer. As you work through each phaseof ADDIE, your work can be bolstered with some knowledge about effective facilitation techniques. For moreinformation, read the next section on incorporating adult learning principles and the section about blendedlearning appearing later in this guidebook.Incorporating Adult Learning PrinciplesEducators and trainers that train adults have been using principles outlined by adult learning theory sincethe 1970s. Research of adult learning principles vary in phrasing, but the substance is consistent. Paraphrasedbelow, these four principles are actionable. Each includes strategies for incorporating the principle into yourtraining session.1. Incorporate prior learning and experience. This is the most important of the adult learning principles,because adults enter a training session about any topic with some level of prior knowledge. Not only dothey bring significant life experience that impacts their perception, but they likely have some experience,even if by association, with the specific subject matter. Capitalize on their rich experience and enhancethe learning by incorporating that experience into the training. It is important to draw out priorexperience as well, because inaccurate information that people think is correct is the largest impedimentto new learning. 1Strategies for incorporating into training session:• Conduct a needs assessment to uncover different experiences and expectations of the group and thenask participants to share relevant experiences throughout the training session.• Ask for input on the lesson plan.• Create a “K-W-L” chart on flip chart paper, asking participants to list what they Know and Want toknow at the beginning of the session, and what they Learned following the session. The “K” categoryidentifies prior learning.• Facilitate small group discussions around key questions at the beginning of the session, creating peersharingopportunities and a learning community.• Carefully prepare guiding questions to draw knowledge out of participants and pique interest whilepresenting new information. Respond based on the experiences shared by selectively introducingcontent that fills gaps rather than presenting all of the prepared content.• Poll participants at key points about experience and level of knowledge, allowing space forparticipants to share. Polling can be done by a show of hands, by choosing select participants tohear from, or using flip chart paper and sticky notes or markers to create a visual representation ofexperience and knowledge in the room.1 Garmston, Robert. The Presenters Fieldbook: A Practical Guide. Norwood, MA: Christopher-Gordon Publishers, 2005.10
• On a sticky note or index card, ask participants to write, “A belief I have about _____ [subjectmatter of training] is…”. Have them pair up with someone across the room and share their belief.Each person then partners with a new person, but shares the belief he/she just heard from his/her lastpartner instead of his/her own. Participants continue like this for a few minutes, allowing the beliefsto be widely shared. Bring participants back together and solicit examples from the large group.2. Create a safe space. Learning something new can be a vulnerable experience, and a trainer can supportlearning with low-risk activities, reassurance, and a plan for building incremental successes. Conceptsshould be presented in a strategic sequence, from simple to complex, group-supported to solo.Strategies for incorporating into training session:• Thoughtfully plan sessions to start simple and work towards complex concepts.• Establish ground rules.• Avoid embarrassing individuals and affirm offerings from individuals that speak up.• Set feasible learning objectives.• Allow small groups to interact with one another.• Provide an outline to guide participants toward the intended outcomes and takeaways, facilitatingdiscussions and peer-sharing based on that outline.3. Respect learners/participants as individuals. Establish sound relationships with participants, includingrespect and open communication. Provide for their needs with adequate breaks, use their time effectively,and provide for opportunities for input on the schedule or process.Strategies for incorporating into training session:• After presenting the agenda, check in with your audience.• Provide breaks.• Offer choices and allow for self-direction.• Be flexible and adaptive to participant needs.• Conduct frequent check-ins, asking for feedback.• Review the three learning styles in the appendices and teach to all three in the training session.4. Include structured activities. There are three aspects of learning—ideas (cognitive), feelings (affective),and actions (psychomotor). Trainings are most effective when they move beyond cognitive into affectiveand psychomotor. Trainings that provide opportunities to practice the new skill learned will increase thelikelihood of behavior change. Likewise, people are more likely to believe something they have learnedif they arrive at the idea themselves, and activities foster the exploration needed for participants to createtheir own ideas.Strategies for incorporating into training session:• Once every ten minutes, give participants two minutes to discuss the concepts presented with apartner.• Ask guiding questions and facilitate a discussion.11
Page 1 and 2: STRENGTHENING NONPROFITS:A Capacity
Page 3 and 4: INTRODUCTIONThe Compassion Capital
Page 5 and 6: Creating a Training PlanIf your org
Page 7 and 8: Key considerations for the ANALYSIS
Page 9: Key considerations for the IMPLEMEN
Page 13 and 14: There is flexibility in how TA is p
Page 15 and 16: Alternatively, if you are providing
Page 17 and 18: work plan will serve as the roadmap
Page 19 and 20: Examples:• Increased the number
Page 21 and 22: Past Experiences• The organizati
Page 23 and 24: TA providers need to ensure that co
Page 25 and 26: • Collaboration. Providing TA on
Page 27 and 28: PRODUCTZoho Meetinghttp://meeting.z
Page 29 and 30: PRODUCT COST SECURITYADMINSKILLLEVE
Page 31 and 32: 3. Manage Changea. Identify and mit
Page 33 and 34: APPENDIX BWriting Learning Objectiv
Page 35 and 36: APPENDIX DLearning StylesWhen you d
Page 37 and 38: APPENDIX FOrganizational Capacity A
Page 39 and 40: We have the right staff to effectiv
Page 41 and 42: APPENDIX GDocument ReviewThis list
Page 43 and 44: TIME PERIODThis Memorandum of Agree
Page 45 and 46: APPENDIX JChange Readiness Self-Ass
Page 47 and 48: APPENDIX KAdditional ResourcesWeb-b

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