Training Of Trainers Workshop - INASP
Training of Trainers WorkshopToolkitResources to run atraining of trainersworkshop at yourinstitution
ABOUT INASPABOUT AUTHORAIDFounded in 1992, INASP is aninternational developmentorganization working with a globalnetwork of partners in Africa, LatinAmerica and Asia. In line with thevision of research and knowledgeat the heart of development, INASPworks to support individuals andinstitutions to produce, share anduse research and knowledge, whichcan transform lives.AuthorAID is a free, pioneeringglobal network that providessupport, mentoring, resources andtraining for researchers in low- andmiddle-income countries.INASP’s approaches are basedon the core pillars of capacitydevelopment, convening,influencing and working inpartnership. INASP promotesequity by actively addressingthe needs of both men andwomen across all our work andaddressing issues of power withinthe research and knowledgesystem. INASP has projects in 28countries, supporting all aspects ofresearch and knowledge systems,from facilitating the provisionof information to researchers tohelping parliamentarians andcivil servants to use research andevidence in policy making.AuthorAID provides supportthrough mentoring, online trainingand opportunities to networkwith other researchers. Via theAuthorAID platform, a network ofcurrently 17,000 researchers inlow- and middle-income countriescan connect with mentors, menteesand collaborators and get supportto publish and communicate theirwork.AuthorAID also works directlywith Southern universities andinstitutions to build local capacity.www.authoraid.infowww.inasp.infoINASP2/3 Cambridge Terrace,Oxford OX1 1RR, UKTel: 44(0)1865 249909Fax: 44(0)1865 251060E-mail: facebook.com/inasp.infoINASP, 2017. This work is licensedunder a Creative CommonsAttribution-Share Alike Licence(CC BY-SA 4.0). Trainers areencouraged to reproduce materialfrom this toolkit for their owntraining and publications underthe same conditions as thematerials are made available.Charity No. 1106349Company No. 04919576
ContentsFacilitation notesINTRODUCTION TO THE WORKSHOP MATERIALS – FOR THE TRAINER/S 5FACILITATION NOTES 6General guidance for trainers 6The training room 7Abbreviations used in this document 7Example trainer agenda: for face-to-face training of trainers workshops (of research writing workshops) 8DAY ONE 12DAY ONE - RESOURCES 20DAY TWO 35DAY TWO - RESOURCES 45DAY THREE 49DAY THREE - RESOURCES 52DAY ONE - PRESENTATION 61DAY TWO - PRESENTATION 63D1-S1: Introduction and concept of a workshop D1-S2: Approaches to training D1-S3: Adult learning principles D1-S4: The active and self-directed learner End-of-day 1 reflection and review 1215171819D1 Training practice sign up D1-S1 Reflection questions D1-S4 Active and self-directed learner D1-S2 Spectrum cards D1-S4 Wanted poster 2030313234D2-S5: Encouraging and managing active learning D2-S6: Organizing and managing group work D2-S7: Formulating intended learning outcomes (ILOs) D2-S8: Assessment for learning D2-S9: Challenges to active learning End-of-day 2 reflection and review D2-S5 ‘Quick win’ ideas for making your training more active and engaging D2-S9 Barriers to active learning D3-S10 (A&B): Training practice D3-S11: Research writing workshop walk-through D3-S12: Workshop closingD3-S1 Observation checklist D3-S1 Timecards www.inasp.info www.authoraid.info353739414344454849515253FN 3TRAINING OF TRAINERS TOOLKIT
Participant handbookExample participant agenda: training of trainers workshop (of research writing workshops) Session 1:Pre-workshop reflection task Points of reflection What are the key differences between a workshop and an academic course? Blog: What is the difference between training, facilitating, and presentingUNLESS is references another title i.e. the blog Session 2:What sort of trainer are they? From less centred on the learner to more centred on the learner spectrum Point of reflection: Session 3:Five principles of adult learning Why do active learning? Scenario A 91113141818Session 5:How group size affects function Methods of forming groups and their advantages and disadvantages Scenario B Session 6:Useful verbs for outcome-level statements Formulating an intended learning outcome A short checklist to help set the right learning outcomes Examples of ILOs of varying quality and the reasons why Session 7:Assessment for learning (formative assessment) What should we be striving for when it comes to assessment for learning? Examples of assessment for learning strategies Session 8:Training practice instructions Example observation checklist 202122242525262829293138AppendicesI: Glossary of most commonly used terms II: AuthorAID research writing workshop agenda III: Why should you reflect on your own training practice? IV: Example of an electronic self-reflective checklist V: Short viewings and readings VI: Reflection questions www.inasp.info www.authoraid.info77816Session 2FN 4404344454748TRAINING OF TRAINERS TOOLKIT
Facilitation NotesIntroduction to the workshop materials–for the trainer/sThank you for your interest in the AuthorAID Training of Trainers Toolkit, designed for professionalswho train others in research writing. At the outset, please go through and understand the materialsthat are part of the ‘standard’ three-day AuthorAID workshop, which have been designed basedon active learning principles by the AuthorAID team at INASP. You will then be able to design anAuthorAID workshop that is relevant for your context and audience.Please do the following at least one month before your AuthorAID workshop:1. C arefully go through the facilitation notes for the standard workshop, referring to the othermaterials (the participant handbook, resources and PowerPoint slides) wherever indicated inthe facilitation notes. We strongly recommend that you print this document along with theparticipant handbook as these documents are somewhat lengthy and call for intensive reading.2. After going through the facilitation notes, think about your own AuthorAID workshop: How long is your workshop going to be? W hat is the profile of the participants who will attend your workshop? What do they alreadyknow about the topic and what would they expect to learn or do during your workshop? W hich sessions of the standard AuthorAID workshop would be most relevant for yourworkshop? Do you have a good rationale for selecting some sessions and leaving out oradding others? W ould you need to include sessions on any other topic1 not included in the standardworkshop? If so, who will develop the materials for these sessions and who will facilitate themat the workshop?3. Decide who is going to be part of the workshop team, for example, the workshop administrator(the person in charge of logistics and arrangements), co-trainers and/or resource people. Shareyour thoughts with your team and seek their feedback.4. Design a selection process to recruit the right participants for your workshop. Tell the workshopcandidates what the workshop is about and what they will be expected to do during theworkshop.Then, at least two weeks before your AuthorAID workshop, please do the following:1. Draft the agenda for your workshop and share it with your workshop team.2. Select the participants for your workshop.3. Adapt the pre-workshop information document for participants so that it fits with your workshopplan.4. Share the workshop agenda and pre-workshop information with your workshop participants.5. Put together the materials for your AuthorAID workshop by using or adapting the materials forthe standard workshop and by developing materials you may need for any new sessions youhave designed.1You may find it useful to refer to the AuthorAID resource library which has a large collection of free e-resources related to research nasp.info www.authoraid.infoFN 5TRAINING OF TRAINERS TOOLKIT
General guidance for trainers This is a workshop design for 20–25 people. Prior to participating in the training of trainers workshop, participants are required to havesuccessfully completed the AuthorAID research writing workshop and/or online research writingcourse. The focus of this particular workshop is on how to train others, rather than on thesubject of research writing in itself. It is strongly recommended that the trainer of this workshop is supported by a second resourceperson e.g. from the partner institution, who can support in the facilitation of group work, writeup session outputs during and outside sessions and provide translation support where required. The workshop design can be adapted so it is fit for purpose e.g. interweaving the sessions withsessions from the research writing workshop for example. Additional days may be added tocover topics such as the embedding of face-to-face workshops. The trainer/s might want to send to participants in advance of the workshop, a short YouTubeclip related to active learning (see also session 1 in the participants handbook). The followinglink is only an example www.youtube.com/watch?v UsDI6hDx5uI and it is recommended thatthe clip is accompanied by one or two reflection questions such as what are the key elementsof active learning in your view and what implications does active learning have for you as atrainer of face-to-face workshops? The trainer/s can insert photos/images into the PowerPoint slides where they see fit. The timings are an approximate guide and trainers are expected to make adjustments duringthe course of the workshop. The trainers will need to monitor the atmosphere in the training room, and use energizers when achange of pace or in energy levels is required. The trainers need to print out the agenda, the facilitation notes and the participant handbook tosupport the preparation and delivery of the workshop. As good workshop practice dictates, trainers need to spend time in advance of the workshop, tostudy the facilitation notes, training resources and participant handbook. It is also recommendedthat trainers consider how best to format the facilitation notes so that they are easy to use on aday by day basis and that they match the trainer’s preferred note format.www.inasp.info www.authoraid.infoFN 6TRAINING OF TRAINERS TOOLKIT
The training roomThe trainer/s together with the workshop administrator, need to ensure that a suitable training room andlayout is organized well in advance of the workshop. For more general guidance on how to organize aface-to-face workshop, please contact AuthorAID via the website (www.authoraid.info). It is recommendedthat, for the smooth and successful delivery of the workshop, the following training room and layoutarrangements are made: Round, moveable tables are sourced, comfortably sitting up to four participants (e.g. if atotal of 20 participants, five tables are required). Three small extra tables are provided: one to house the laptop and projector, one for thetrainers’ workshop materials and one as a spare. Light, movable chairs are sourced, enough for each participant and five as spare. The tables and chairs need to be placed in roughly one half of the training room, and areat least two or three leg strides apart. The remaining half of the space is left free for otherworkshop activities. Find a training room, with lots of wall space on which flipcharts and training resources canbe attached. Identify a clear wall to act as a screen if no screen for the projector is available at thetraining venue. Remove any raised platform or stage at the head of the room, it is not required.Abbreviations used in this document D1 means day one of the workshop, D2 means day two of the workshop, and so on. S1 means session one of the workshop, S2 means session two of the workshop, and so on.Session numbering continues from one day to another, so the second day starts from asession number that’s one number higher than the last session number of day one.www.inasp.info www.authoraid.infoFN 7TRAINING OF TRAINERS TOOLKIT
Example trainer agenda: for face-to-face training oftrainers workshop (of research writing workshops)At the end of this three day training workshop, participants should be able to: Summarize the principles of adult learning and relate them to that of their learners and their owntraining practice. Set learning outcomes, that require various levels of thinking skills, appropriate to the researchwriting workshop context. Use assessment for learning when delivering research writing workshops. Use techniques and strategies that encourage active learning and higher level thinking, within theresearch writing workshop context.Day one (5 hours 15 mins session time)TimeLengthSession heading Session content9:00-10:3090 mins1. Introductionand concept ofa workshopSession summary Welcome and generalintroductionsThe purpose of this session is to giveus a sense of the ‘geography’ of theworkshop but also to agree on how Warm up activitywe want to work together, and whatwe want in the learning environment Housekeeping &and from each other in order to feelintroduction tosafe, ready and free to learn. We willworkshopalso examine some of the terminology Learning contractassociated with training and learningand the implications for you as existingDifferences betweenor future trainers of research writinga workshop and anacademic course [t-chart workshops.pair work and group offour discussion]Difference betweentraining, facilitating,presenting [blog readingtask - paired discussion– selective plenary]10.3011.0030 minsBreak11.0012.1575 mins2. Approachesto trainingWhat sort of trainer arethey? [table readingtask - paired completionof a grid – answer key]Less to more learnercentred trainingapproaches [plenaryspectrum - plenarydiscussion]12.1513.1560 minsIn this session we start to unpackthe expectations, perceptions andbeliefs that different trainers can havetowards training and learning. We thengo on to consider what we do, expectand believe as trainers, some of theunderlying reasons why and what typeof trainers we ultimately want to be.This is an opening session and themesraised here will be revisited throughoutthe course of the workshop.Lunchwww.inasp.info www.authoraid.infoFN 8TRAINING OF TRAINERS TOOLKIT
TimeLengthSession heading Session content13.1514.1560 mins3. Adultlearningprinciples14.15-15.1560 mins4. The activePersonal experiencesand selfof teaching and/ordirected learner training good studentsand/or learners [paireddiscussion - selectiveplenary]15.15-15.3030 minsBreak15.3016.0030 minsReflection andreviewPPT slide with quoteAdult learning principles[reading task - paireddiscussion - selectiveplenary]Session summaryPart of being an effective trainerinvolves understanding how adultslearn best. Andragogy (adult learning)is premised on at least five crucialassumptions about the characteristicsof adult learners that are different fromthose made about child learners onwhich traditional pedagogy is based.We will look at the five principles,pioneered by Malcolm Knowles (1973).People learn best when they takeresponsibility for their own learning.They implement strategies that helpthem get the maximum value out of aparticular learning experience, ratherthan simply sitting back and expectingthe trainer to pour knowledge intoWhat does an active andtheir heads. In this session we start toself-directed learner lookinvestigate what an active learner mightlike [brainstorm in grouplook like and start to consider how we asof four – gallery walk]trainers can develop such learners.Exit cards and/or groupreflection (drawingon the notes made byparticipants to the threereflection questions)Reflection is important and we will takethis opportunity to reflect on what hasworked well (or not), why and what wecan take away from the day.Day two (5 hours session time)TimeLengthSession heading Session content9:00-9:3030 minsMorning reviewRecap of day one andoverview of day twoand refresh of learningcontractThe morning sessions are anopportunity to revisit the ways weagreed to work together and whatwe wanted to see in this particularlearning environment. We will brieflyshare from the day before whatwe learned and how, any follow-upquestions and feedback on the overalltraining experience so far.9.30-10.3060 mins5. Encouragingand managingactive learningActive training andlearning strategies and/or techniques [scenario– checklist in a group offour or five – voting]Building on the session the day before,we will examine how we as trainers canorganize learning so as to encouragemore active learning and deeperthinking amongst our participants.We will establish a list of ‘quick wins’when it comes to making good activelearning happen, particularly whenworking with medium to large groupsof learners.Evaluating activelearning strategiesand techniques [pairedreading task – paireddiscussion – plenaryfeedback]10.3011.0030 minsSession summaryBreakwww.inasp.info www.authoraid.infoFN 9TRAINING OF TRAINERS TOOLKIT
TimeLengthSession heading Session content11.00-12.0060 mins6. Organizingand managinggroup workWhy use small grouplearning [discussion taskin different sized groups– plenary discussion]Methods for forminggroups [PPT slide –discussion task in groupof three – matchingexercise]Session summaryIn this session we consider waysto organize participants so as toencourage their involvement andmotivation. It is practical in nature,and the outputs of this session willbe a useful resource to refer back to,particularly when at the design andplanning stage of a research writingworkshop.Methods for reportingback on group work[scenario – ParticipatoryPowerPoint]12.0013.0060 minsLunch13.00-13.4545 mins7. FormulatingWhy set intendedintendedlearning outcomeslearning[Think-Pair-Share]outcomes (ILOs)Mini presentation:Setting good enoughILOsExample ILOs of varyingquality and reasonswhy [examples of ILOs- individually or paircomplete grid]13.45-14.3045 mins8. Assessmentfor learningHow to use assessmentfor learning [jigsawreading and discussion]Techniques tomeaningfully assesslearning [brainstormingin a group of four of fiveand then ‘sending out aspy’ to gather new ideasfrom other groups]14.3015.0015 minsBreak15.0016.0060 mins9. Challenges to Common challengesactive learningto active learning[hot seating OR troikaconsulting OR worldcafé format]16.0016.3030 minsReflection andreviewwww.inasp.info www.authoraid.infoExit cards and/or groupreflection (drawingon the notes made byparticipants to the threereflection questions)FN 10In this session, we drill down to whatwe want our learners to know andbe able to do. You may have comeacross the use of taxonomies as away to formulate the wording of ILOs,notably the work of Bloom et al. (1956)and Anderson and Krathwohl (2001).These taxonomies are a useful guidein helping us arrive at fit-for-purposelearning outcomes.We could spend days talking aboutsummative assessment and itsshortcomings. We will focus onformative assessment and strategiesfor making it manageable. Formativeassessment is often referred to as‘assessment for learning’ as opposed to‘assessment of learning’ (summative)and can be a powerful tool.Some of you may have alreadyexperienced a challenge related toactive learning in a training or teachingcontext. These aspects are importantbecause they can influence howengaged an individual or group canbe and the quality of their learningexperience. We will identify togethersome techniques and strategies to helpin establishing and maintaining activelearning within the workshop context.Reflection is important and we will takethis opportunity to reflect on what hasworked well (or not), why and what wecan take away from the day.TRAINING OF TRAINERS TOOLKIT
Day three (5 hours and 45 minutes session time)TimeLengthSession heading Session content9:00-9:1515 minsMorning reviewRecap of day one andoverview of day two andthe refresh of learningcontractThe morning sessions are anopportunity to re-visit the ways weagreed to work together and whatwe wanted to see in this particularlearning environment. We will brieflyshare from the day before whatwe learned and how, any follow-upquestions and feedback on the overalltraining experience so far.9.15-10.0045 mins10A. Trainingpractice (finalpreparation)Participants in groupsof three design a 15minute session, drawingon research writingworkshop content andone active learningtechnique of theirchoice.10.00-12.00120mins10B. Trainingpractice (andfeedback)Participants in groups ofthree deliver 15 minutetraining sessions,while the other groupsobserve, using anobserver checklist whichthey then use to providefeedback.We will have the opportunity to‘try out’ and then reflect on sometechniques designed to encouragelearners to be more collaborative,active and independent in theirlearning. You will be invited to draw ontraining content of your choice fromthe research writing workshop youtrain on/will train on and then try thesetechniques out for size in a supportiveand non-judgemental learning space.12.0012.4545 minsLunch12.4514.0075 mins10B. Trainingpractice (andfeedback) cont.Participants in groups of Cont.three deliver 15 minutetraining sessions,while the other groupsobserve, using anobserver checklist whichthey then use to providepeer feedback.14.0014.4545 mins11. Researchwritingworkshop walkthroughMini presentation:Introduction to theresearch writingworkshop packageSample session fromresearch writingworkshop [facilitated bytrainers]Session summaryParticipants will be introduced to thestandard AuthorAID research writingworkshop agenda for a four-dayworkshop along with the workshopmaterialsUsing and adaptingthe workshop package[paired and/or smallgroup discussion].14.45-15.0015 minsBreak15.0016.0060 mins12. Workshopclosing Review of theworkshop Workshop evaluation Workshop closingcirclewww.inasp.info www.authoraid.infoFN 11The final session is about bringingeffective closure to the workshop. Itis a time to recap on the highlights ofwhat happened, reinforce learning,celebrate one another's efforts andreflect on how we will turn the learninginto action in our future trainingworkshops.TRAINING OF TRAINERS TOOLKIT
Day oneD1-S1: Introduction and concept of a workshopSession preamble: This session contains a number of different activities, so best to keep the pace goingand not overrun on timings.Session titleIntroduction and concept of a workshopSession ref. no.1Session day/suggested timeDay One/ 9:00 – 10:30Length of session90 minutesSession summaryThe purpose of this session is to give us a sense of the ‘geography’ of theworkshop but also to agree on how we want to work together, and whatwe want in the learning environment and from each other in order to feelsafe, ready and free to learn. We will also examine some of the terminologyassociated with training and learning and the implications for you as existingor future trainers of research writing workshops.Links to establishN/AVisual aids andequipmentBlank white sheets of A4 paperResources(on the day)PPT ToT Day 1.pptx: PowerPoint slidesPowerPoint projector, screen and laptopD1-S1 participant workshop agenda: one agenda per participant andworkshop administrator/sD1-S1 reflection questions: one question per A4 paper, attached to wall infull view of participants, for the duration of the workshop (also at the back ofthe participant handbook)D1 training practice sign-upGuidance tofacilitating learningactivitiesVerbally present the session summary above to set the scene. It isimportant that these points are shared with participants from the outset of theworkshop.Welcome and general introductions (3-5 mins)If the workshop is to be ‘opened’ by a senior administrator, ask this personto keep their speech under 5 minutes.Suggested warm-up activity: skilled hand exercise (8-10 mins)Hand out blank white A4 paper and pens. Ask participants to draw aroundtheir hands and to write something that they do well into each of the fingers.Split into pairs. Pairs take turns discussing things they do well and how theyacquired those skills. At the end, ask participants why the trainer chose todo this exercise e.g. exercise not only helps people find out more about eachother, but also develops people's confidence and sets a positive start to theworkshop. Ask participants to stick their drawings up on a wall.Housekeeping (3-5 mins)Cover basic information participants need to know about venue, facilities, restbreaks, refreshments, security of belongings and room etc.www.inasp.info www.authoraid.infoFN 12TRAINING OF TRAINERS TOOLKIT
Guidance toIntroduction to workshop (5-10 mins)facilitating learningExplain that trainer/s will be modelling active learning throughout theactivities (continued)workshop (make reference to the pre-workshop video clip on active learningif sent to participants), that this requires full participation and that it is theparticipants’ responsibility to decide what and how much they learn. Inessence, participants need to be active learners who take responsibility fortheir learning and that trainers facilitate learning rather than ‘teach’ in thetraditional sense. It might also be useful to point out that the workshop is toconfirm what participants do know, as well as areas for further investigationon their own part after the workshop. Display PPT ToT Day 1 – slide 2 ifprompts are needed for presenting this section.Next do a quick run through D1-S1 workshop agenda together with theintended learning outcomes. Explain the purpose of the participant handbookand reference the glossary of the most commonly used terms which canbe found in the appendices. Introduce the three reflection questions, whichparticipants will be invited to consider at the end of each session and to makenotes on at the back of their handbooks in appendix VI.Learning contract (10-15 mins)The following activity is a way of agreeing how participants and trainers wantto work together, is a way of setting boundaries and ensuring that everyonehas a focus and that the group is productive. Display the slide (PPT ToT Day1 – slide 3) with suggested ways of working, that have proved effective in pastworkshops. The trainer/s might want to reference (under ‘Support the learningof others’) that participants are expected to contribute to the typing up andcirculating of outputs from group work during the course of the workshop.Ask participants if they have any questions of clarification, before asking themin groups of four or five to discuss a) are there any changes/additions theywant to make and if so why b) what would be the impact if participants did notrespect these ways of working? Highlight that they can only have a maximumof nine points on the slide. Wrap up with a short plenary session, inviting eachgroup to briefly feedback on question a) with the trainer/s making appropriatechanges to the slide (remember that these are for the trainer(s) as well somake sure points which are important to the trainer/s are not deleted!).Once finished ask participants to reflect on what was the purpose of doing thisactivity, why the trainer did it in this way and how else s/he could have done it?www.inasp.info www.authoraid.infoFN 13TRAINING OF TRAINERS TOOLKIT
Guidance toDifferences between a workshop and an academic course (10-15 mins)facilitating learningInvite participants, in pairs, to discuss the following question ‘what are the keyactivities (continued)differences between a workshop and an academic course?’ and ask them towrite their answers in the t-chart in their handbook.Once finished ask pairs to swap their t-chart with another pair and discusstogether in groups of four what they agree and disagree with and theirreasons why. Some of the differences cited might include: an academiccourse tends to have a more formal and structured assessment processcompared with workshops which focus more on assessment ‘for learning’than ‘of learning’, a workshop can often sit within continuous professionaldevelopment (CPD) as opposed to an academic course, a workshop hastrainers/facilitators and participants/learners while an academic course hasan instructor/lecturer and students, a workshop tends to more strongly favouractive learning and facilitation such as problem or question-based tasks whilean academic course tends to adopt presentation, one-way approaches such aslectures, a workshop has more short-term defined intended learning outcomeswhile an academic course has more general learning outcomes, workshopcontent is more often generated by the participants themselves and is lessfixed while an academic course has a fixed curriculum, a workshop tends tobe in a face-to-face format while an academic course may be in an online,face-to-face or blended format etc.Elicit one or two examples from each group, depending on time then askparticipants to refer to one explanation provided by McGill University in thehandbook (see definition of a ‘workshop’).What do you think is the difference between training, facilitating,presenting? (15-20 mins)Invite participants in pairs to discuss the question above and write down theirinitial thoughts on a piece of paper, in the form of bullet points. Then nextask them to read the blog online (the link is given in the handbook) whileconsidering the following questions a) compare and contrast what is writtenin the blog with your own conclusions b) what implications do you think thishas for you as trainers on the research writing course? Elicit some reflectionsto question b) in plenary. Wrap up this activity by agreeing the terminology tobe used during the workshop i.e. workshop, participants/learners and trainers(who can adopt a training, facilitative or presentation style depending on thepurpose of the session).Training practice on day three (5-10 mins)Finally note that participants will have the opportunity to design and delivershort training sessions based on content from the rese
4. Design a selection process to recruit the right participants for your workshop. Tell the workshop candidates what the workshop is about and what they will be expected to do during the workshop. Then, at least two weeks before your AuthorAID workshop, please do the following: 1. Draft the agenda for your
feedback forms, filled in by the trainers after each training session. Out of 19 trainers,16 filled in the post-training skills audit. Of the 16 trainers, 10 were part of the pre-training skills audit, which allowed us to compare the pre-training and post-training skills audits for 10 trainers. The other 6 trainers were
General guidance for trainers 5 The training room 6 Abbreviations used in this document 6 Example trainer agenda: for face-to-face training of trainers workshop (of research writing workshops) 7 DAY ONE 11 D1-S1: Introduction and concept of a workshop 11 D1-S2: Approaches to training 14 D1-S3: Adults learning principles 16
Training of Trainers on Community Based Hazard Map Development December 20 - 21, 2007 Chennai, India: 4 Training of Trainers Workshop The training of trainers program on "Community-based Hazard Map Development" was a joint effort by the ADRC, Kobe, Japan and the NDMA, with the financial support of UNESCAP.
Appendix I: Research Writing Workshop – Preliminary information for participants 2 Appendix II: Research Writing Workshop – Agenda 3 . The trainer/s can insert photos/images into the PowerPoint slides where they see fit. The timings are an approximate guide and trainers are expected to make adjustments during the
supervision and guidance of one of the ToT co-trainers. They are expected to report on their second training delivery in order to appear in a trainers list. Allocations of trainers for a first training event were done during the last day of the ToT. 3. Management and Consultative Committees, ToT Training Team, Hosts and Observers
skills, personal traits and motivation to become trainers. TRAINING OF TRAINERS The curriculum covered training and facilitation skills and seven subject areas critical for development of modern public library services. In all, there were 17 days of intensive in-person training conducted by trainers from EIFL-PLIP and international partners:
www.forklifttrainingsystems.com Training program comparison: previous page next page Forklift Training Systems Other Training Suppliers Class length Two full days Most around 5-8 hours Training expiration Trainers credentials don't expire Typically 3-4 years Trainers tested pass/fail Yes, must prove competency No, everyone passes Trainers assigned homework Yes, trainers must "earn" their .
In a few years of active Crude Oil futures trading I have found that trading on report day from 8:50am EST - 10:30am EST is not nearly as good as all other days. Typically in fact I've found one out of three or one out of four weeks is downright awful and an epic struggle filled with losses. So while my trading might be wonderful Monday, Tuesday, Thursday and Friday during 8:50am - 10:30am .
