Pre and PostTraining Activities Dorothee Spuhler Leonellha BarretoDillon

Pre- and Post-Training Activities Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler (seecon international gmbh) Sreevidya Satish (Ecosan Service Foundation) Bipin Dangol (Environmental and Public Health Organization) Pre- and Post Training Activities

Find this presentation and more on: www. ssswm. info. Copyright & Disclaimer Copy it, adapt it, use it – but acknowledge the source! Copyright Included in the SSWM Toolbox are materials from various organisations and sources. Those materials are open source. Following the opensource concept for capacity building and non-profit use, copying and adapting is allowed provided proper acknowledgement of the source is made (see below). The publication of these materials in the SSWM Toolbox does not alter any existing copyrights. Material published in the SSWM Toolbox for the first time follows the same open-source concept, with all rights remaining with the original authors or producing organisations. To view an official copy of the Creative Commons Attribution Works 3. 0 Unported License we build upon, visit http: //creativecommons. org/licenses/by/3. 0. This agreement officially states that: You are free to: • Share - to copy, distribute and transmit this document • Remix - to adapt this document. We would appreciate receiving a copy of any changes that you have made to improve this document. Under the following conditions: • Attribution: You must always give the original authors or publishing agencies credit for the document or picture you are using. Disclaimer The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or supporting partner organisations. Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided. Pre- and Post Training Activities

Find this presentation and more on: www. ssswm. info. Contents 1. Pre-Training Activities: 1) Learning Needs Analysis 2) Planning and Conceptualisation 3) (Marketing of a Training) 4) (Logistics) 5) Example of Planning and Conceptualisation 2. Post-Training Activities: 1) Evaluation 2) Follow-up 3) Example Pre- and Post Training Activities 3

Find this presentation and more on: www. ssswm. info. Train the Trainers on www. sswm. info Pre-Training Activities http: //www. sswm. info/category/train-trainers Pre- and Post Training Activities 4

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis What is it about? Learning needs analysis is a starting point of the training cycle and it influences all stages of the training cycle. Source: http: //www. outlookpartnerships. co. uk/solutions. htm [Accessed: 28. 04. 2010 Pre- and Post Training Activities 5

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis What are “Learning Needs”? Needs of the “individual” as well as the “organisations” to Improve the performance (capacity to do thing) Source: http: //www. dbdc. com/i/consultancy/training. jpg [Accessed: 28. 04. 2010 “Learning Needs” Pre- and Post Training Activities = Gap in capacity (knowledge, skills and attitude) of the individuals in performing a task at desired level. 6

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis What questions to ask to understand the Learning Needs? Brainstorming Time: up to 5 minutes Pre- and Post Training Activities 7

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis What questions to ask to understand the Learning Needs? Individuals: • Who are the people? What are their roles and responsibilities of the people? • Why do they need training? • What capacity do they already have and what is lacking? • What are their expectations? • Where do they have to be trained? Source: http: //seepamwrite. blogspot. ch/2010/10/herewe-go-again. html [Accessed: 18. 06. 2012] Pre- and Post Training Activities 8

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis What questions to ask to understand the Learning Needs? Organisations: • What is the organisation doing and which activities are related to the identified training needs? • How does the organisation manage and monitor capacity and knowledge? • How is staff motivated to get trainings? • How are trainings followed-up? Source: http: //seepamwrite. blogspot. ch/2010/10/herewe-go-again. html [Accessed: 18. 06. 2012] Pre- and Post Training Activities 9

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis How can you collect the relevant information? Brainstorming Time: up to 5 minutes Pre- and Post Training Activities 10

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis How can you collect the relevant information? Key Methods and Tools: • Interviews • Questionnaires • Self assessment from learners (open questions) • Observation • Role/Job/task analysis • Recording and rechecking the earlier course evaluation Pre- and Post Training Activities 11

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 1) Learning Needs Analysis Existing Skills Learning Needs Training Desired Performance Outcomes: • WHY? – motivation, expectations • WHO? –role and responsibility of people • WHAT? – current knowledge, skills and attitudes – clarifying the desired change • WHERE? – where it is most accessible by all target groups Source: http: //www. ucanlearning. co. uk/user images/Help_Jigsaw. jpg [Accessed: 28. 04. 2010] Next Step? Pre- and Post Training Activities 12

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation Conceptualising and designing the Training Course Existing Skills Learning Needs Training Desired Performance • Concept • Design • Agenda and Course Plan Pre- and Post Training Activities 13

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation CONCEPT I. Training strategy II. Activities Goal / Aim II. Specific objectives OUTCOME I. DESIG Conceptualising and designing the Training Course III. Key learning points IV. Contents III. Resource persons Pre- and Post Training Activities • Agenda • Course Plan 14

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation I. Goal / Aim State what you want to achieve with this training. Source: http: //www. ukdrn. org/images/lrn_aims. gif [Accessed: 28. 04. 2010] Pre- and Post Training Activities 15

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation I. Goal / Aim State what you want to achieve with this training. Example: ”Participants with the needed theory, skills, tools and practice to be able to develop and implement effective SSWM training programmes. ” Note: If you have an aim, objectives are the sub points !! Pre- and Post Training Activities Source: http: //www. ukdrn. org/images/lrn_aims. gif [Accessed: 28. 04. 2010] 16

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation II. Objectives Training objectives should state what participants will be able to do by the end of the training session of course. They should be SMART: • Specific • Measurable • Achievable • Relevant • Time Bound Pre- and Post Training Activities Source: http: //writtenwordservice. com/wpcontent/uploads/2010/07/i. Stock_000008600141 XSmall 1. jpg[Accessed: 28. 04. 2010 17

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation II. Objectives Examples: By the end of today, participants: • Be able to use the SSMW Toolbox as a training tool • Know how to use appropriate interactive training methods and tools. • Be able to facilitate training sessions. • Be able to assess training needs and set learning objectives. • Know how to conceptualize and design a SSWM training course. • Know how to evaluate training courses and reflect feedback. Pre- and Post Training Activities 18

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation III. Key Learning Points Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce. Close the nutrient loop Examples: All those marked bythe water loop Close MUST KNOW are Project Cycle Community involvement Key Learning Points Start with writing down everything which you want to convey through training. Then classify the points by which of these participants MUST KNOW Pre- and Post Training Activities SHOULD KNOW COULD KNOW 19

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation IV. Training Content WHAT are you training? • The training content has to be able to bridge the gap between what is and what ought to be. WHO are you training HOW? • The training content has to reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas. Existing Skills Pre- and Post Training Activities Learning Needs Training Desired Performance 20

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation IV. Training Content Course Plan Example: WHAT Session 1: Welcome and Inauguration ➜ Prepare an Outline 10 min. Welcome Address 10 min. Presentation of Agenda 60 min. Introduction of Participants Session 2: Sustainable Sanitation and Water Management (SSWM) Explain how different sectors have to work together and how to close the water and nutrient cycle Session 3: Group Work Source: http: //theschappertfamily. com/wpcontent/uploads/2010/01/Write-Content-That-Sticks. png: [Accesed: 11/10/10] Help participants to understand how SSWM would be applied to their system. Session 4: Etc. Pre- and Post Training Activities 21

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation IV. Training Content The outline and course plan help you to: • To organise your ideas • To present your material in a logical form • To show the relationships among ideas • To constructs an ordered overview of your presentations ➜ Once you are sure about the course plan, finalise the agenda! Course Plan Pre- and Post Training Activities Final Agenda 22

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation IV. Training Content WHO and HOW ➜ Define the Training Strategy Identify the best type of training for the context. Examples: • Face to face - Basic Course - Expert Course - Specialised training • Online • Hands on Training, Field Level Training Pre- and Post Training Activities 23

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation Lectures IV. Training Content WHO and HOW Colour Cards ➜ Choose activities Brainstorming Manifold Role play Flexible Field Trips Easily adaptable Discussions Easy explainable Easy understandable Videos Group Works Energizers & Ice breakers Pre- and Post Training Activities 24

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation IV. Training Content WHO and HOW ➜ Invite Resource Persons Why? • Avoids that you are talking all the time • More knowledge as you in the field of his expertise • Brings in another perspective • Gives you time to spend with participants • You will learn from his experience as well • New contacts for everyone Pre- and Post Training Activities 25

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 2) Planning and Conceptualisation IV. Training Content WHO and HOW ➜ Invite Resource Persons Who do you invite? • Expertise • Degree of experience • Availability • Interpersonal skills • Willingness Pre- and Post Training Activities 26

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Good logistical planning is one of the most crucial aspects of training delivery. If your participants are not comfortable physically and at ease psychologically, they will not benefit fully from the training content. Checklist: • Venue and Classrooms setting • Equipment (pin boards, beamer, etc. ) • Inviting trainers and confirmation of their availability • Preparing a checklist of pre and post training activities • Catering requirements and orders Pre- and Post Training Activities Source: http: //www. exegens. com/media/incoming/0220. jpg [Accessed: 28. 04. 2010 } 27

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Venue Arrangement One of the most important factors in successful training is the venue or room in which the training is conducted. Checklist: • How many rooms? • Small room for groups or big aula? • For how much people? • Accessibility? • Price? • Atmosphere • Seating arrangements? Pre- and Post Training Activities 28

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: It defines how the participants interact with each other and with you! It encompasses comfort, access and safety for the attendees It extends a presenter's influence in the room, broadcast intention and eliminate distractions Types: • Theatre Style • Classroom Style • Conference • U-shaped Pre- and Post Training Activities 29

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: Theatre Style • Used for very large audiences where the speaker is the main focus • Does not encourage notetaking since there are no tables provided for this seating arrangement • Participants sit side by side in long rows • Can be difficult for access and safety Pre- and Post Training Activities Source: http: //www. theconferencebureau. com/venues. htm [Accessed: 28. 04. 2010 } 30

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: Classroom Style – Straigth • Used for middle-sized groups • Same as theatre style but with tables • Encourages note-taking • Can be difficult in access Source: http: //www. theconferencebureau. com/venues. htm [Accessed: 28. 04. 2010 } Pre- and Post Training Activities 31

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: Classroom Style – Round • Smaller groups • Better view • Better acoustic Source: http: //www. theconferencebureau. com/venues. htm [Accessed: 28. 04. 2010 } Pre- and Post Training Activities 32

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: Cluster Type • Great for small group discussions. • Allows the instructor to easily walk around to the groups and help them with the exercises. • Easy access • Confortable • Notes can be taken • A lot of space is required Pre- and Post Training Activities Source: http: //www. theconferencebureau. com/venues. htm [Accessed: 28. 04. 2010 } 33

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: Conference Style • Great for small group discussions. • Participants can hear and see easily. • Unity is created by sharing the table and encourages conversation • Extremely long tables can give a feeling of isolation and discourage participation. Source: http: //www. theconferencebureau. com/venues. htm [Accessed: 28. 04. 2010 } Pre- and Post Training Activities 34

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Logistics Seating Arrangement: U-shaped • Easy to see and hear everyone in the group. • Notes can be taken • Openness gives trainees a sense of freedom and encourages participation. • Best set up to view audio visual presentations. • Works well with role-playing and other physical activities. • Requires more space than other configuration • Only for smaller groups Pre- and Post Training Activities Source: http: //www. theconferencebureau. com/venues. htm [Accessed: 28. 04. 2010 } 35

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 3) Checklist Prepare checklist for all the material needed for all the activities to be carried out in the process of training and keep re-checking the list Course Plan: + Session 1: Welcome and Inauguration + 10 min. Welcome Address, Professor Etc. Checklist Pre- and Post Training Activities 36

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 5) Example of Planning and Conceptualization I. Aim / Goal State what you want to achieve with this training. Note: If you have an aim, objectives are the sub points Let us do an example together! II. Objectives Training objectives should state what participants will be able to do by the end of the training session of course. They should be SMART: Specific; Measurable; Achievable; Relevant; Time Bound III. Key Learning Points Key learning points are what you want the people to remember from the training session and which you therefore need to cover and reinforce. Start with writing down everything which you want to convey through training. Then classify the points by which of these participants MUST KNOW SHOULD KNOW Pre- and Post Training Activities COULD KNOW 37

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 5) Example of Planning and Conceptualization Group 1: Training for Reducing Diarrhea Diseases Pre- and Post Training Activities 38

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 5) Example of Planning and Conceptualization Group 2: Water Leakage Management, Training of Customers Pre- and Post Training Activities 39

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 5) Example of Planning and Conceptualization Group 3: Training of Trainers Solid Waste Management Pre- and Post Training Activities 40

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 5) Example of Planning and Conceptualization Group 4: Drip Irrigation Pre- and Post Training Activities 41

Find this presentation and more on: www. ssswm. info. Train the Trainers on www. sswm. info Post-Training Activities http: //www. sswm. info/category/trainers/train-trainers Pre- and Post Training Activities 42

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities Evaluation versus Follow-up Evaluation: Collection of any aspect of the an education program or training Follow-up: Analysis and interpretation Judging: • Effectiveness • Efficiency • Any other outcome? • After the training • Often combined with quality control in order to: • Further support the trained people • Development the skills continuously to improvement and to promote new practices Pre- and Post Training Activities 43

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation WHY should we perform Evaluation? Monitor the training approach • Which elements have contributed to successfully achieve the training aim, objectives, key learning? • Which have failed their purpose ? Pre- and Post Training Activities Judging: • Effectiveness • Efficiency • Any other outcome? IMPROVE TRAINING APPROACH 44

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation Questions to ask yourself? Brainstorming Time: up to 5 minutes Pre- and Post Training Activities 45

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation Questions to ask yourself: • Have the participants achieved the course objectives? • Have the participants learned what they are supposed to learn? (are key learning successfully transferred? ) • What unexpected positive outcomes have occurred that can be incorporated in the future courses? • What are the courses strengths and weaknesses? • Has the performance of the participants improved after training? How are they integrating the gained knowledge in their day-to-day job? Pre- and Post Training Activities 46

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation Levels Evaluation is often considered as taking place at four different levels (the "Kirkpatrick levels”). The further down you go in the evaluation process, the more valid the evaluation (KIRKPATRICK 1998) • “Reaction”: What does the learner feel? (oral/written feed-back, open and close ended questions) • “Learning”: What facts, knowledge and experiences did he gain? (observation, reviewing data from exercises, plans, exercises etc. ) • “Transfer”: What skills did he develop? What new information can he use on the job? • “Results or effectiveness”: Did the learner apply the new skills to his job and what results were achieved? Pre- and Post Training Activities Kirkpatrick’s four levels of evaluation Source: http: //c 2 workshop. typepad. com/. a/6 a 00 e 55002645 d 8834010 535 cf 2 dd 1970 c-800 w [Accessed: 10. 05. 2010] 47

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation Levels Kirkpatrick’s four levels of evaluation Source: http: //c 2 workshop. typepad. com/. a/6 a 00 e 55002645 d 8834010535 cf 2 dd 1970 c-800 w [Accessed: 10. 05. 2010] Pre- and Post Training Activities 48

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation How should we perform Evaluation? Brainstorming Time: up to 5 minutes Pre- and Post Training Activities 49

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation How should we perform Evaluation? • Evaluation forms • Qualitative feedback • Rating Pre- and Post Training Activities 50

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 1) Evaluation • Be selective! Do not hand out a huge list of questions. What do you really want to know and what is the best way of finding this out? • Be realistic! Form-filling is never fun. Do not expect people to conscientiously work through a long and complex evaluation form. • Be creative! Create evaluative processes that will engage participants and provide you at the same time with a valid feedback (e. g. an activity that is itself engaging and enjoyable!) • Be balanced! Combine standardised element that allows you to make comparisons over time (add changing elements, which shows you a new perspective). • Be holistic! Paper exercises can be very useful but should be part of a wider evaluation process that includes dimensions of learning that are less easy to capture on paper. Pre- and Post Training Activities 51

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 2) Follow-Up WHY should we perform Follow-up? Further support the trained people Development the skills continuously to improvement and to promote new practices Comparison of evaluation and follow-up Source: LOOMIS 2007; http: //siteresources. worldbank. org/DEVMARKETPLACE/-Resources/Presentation 2_Next. Steps. pdf [Accessed: 21. 05. 2010]) Pre- and Post Training Activities 52

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 2) Follow-Up Why should we perform Follow-up? An effective follow-up phase includes several dimensions: • Determining what the participants have learned during the course • Giving the learners time to reflect on their learning prior to their completion of their post-training personal action plan, and • Getting useful feedback in an organised manner to help with future training planning (adapted from RAE 2004; http: //www. businessballs. com/trainingeval uationtools. pdf [Accessed: 21. 05. 2010]) Pre- and Post Training Activities 53

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 2) Follow-Up How can we perform Follow-up? – some ideas • At the close of training, ask each attendee to commit to trying 1 -3 new skills from the program. Let them know that the group will get back together to follow up and discuss techniques tried. Schedule a follow-up session. • Ask each attendee to email you a brief summary of the two most important points they took away from the training. Gather the feedback together and post the responses in a central location. Take the list down after two weeks. Let a few weeks go by and then mail or email the responses to the group, along with any additional feedback that has occurred in the meantime. • Send out a quiz related to the training’s content several weeks after the initial session. Post the responses and award a prize for the “best” answers. (adapted from BUSINESS TRAINING WORKS n. y. ; http: //www. businesstrainingworks. com/Onsite Training Web/-Free Articles/PDFs/Five Ways to Follow Up. pdf [Accessed: 21. 05. 2010]) Pre- and Post Training Activities 54

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities Evaluation Pros and Cons Advantages: Disadvantages: • Reflection about the training among participants and lecturers • Complexity • Identification of new and different perspectives on the training • Gaining insight in the weaknesses of the training • Improvement and optimisation of the training • Time and cost efforts • Can be subjective • Complexity of taking into account and implementing the outcomes • No definite and closed action but continuous process • Enhanced legitimation and rationality of the training Pre- and Post Training Activities 55

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 2) Follow-Up Pros and Cons Advantages: • Reflection about the training among participants and lecturers • Identification of new and different perspectives on the training Disadvantages: • Complexity • Time and cost efforts • Can be subjective • Evaluation of the impact • Complexity of taking into account and implementing the outcomes • Extension of the impact in the future • No definite and closed action but continuous process • Enhanced legitimation and rationality of the training Pre- and Post Training Activities 56

Find this presentation and more on: www. ssswm. info. 2. Post-Training Activities 3) Evaluation and Follow-up Wrap-up Evaluation Follow-up Helps you to improve your trainings. Helps you to improve your training approach in the long run and extend the impact on the professional life of both, trainers and trainees. • No training without! • If time and resources are restricted, cover at least the first dimension (“reaction”) • Take the results from the last training evaluation, before you start designing the next one! • Similar methods to compare over time; new elements to improve the quality of information you gain Pre- and Post Training Activities • Give participants a feedback on the results from follow-up • Try similar methods to compare information over time • Use different methods to add new perspectives • Difficult and requires a lot of efforts 57

Find this presentation and more on: www. ssswm. info. 6. References KRCHNAK, K. M. (2003): Module 6 − Planning Training of Trainers (TOT) Workshops. In: GWA (EDS): Gender Mainstreaming: Practical Skills and Critical Analysis ODG. Dieren: Gender and Water Alliance. 267 -294. GARY, K. (2007): Basic Training for Trainers. New Delhi: Tata Mc. Graw-Hill. ELLINGTON, H. ; PERCIVAL, F. ; RACE, P. (1993): Handbook of Educational Technology, London: Kogan Page. FAO (1998): Food quality and safety systems. A training manual on food hygiene and the Hazard Analysis and Critical Control Point (HACCP) system. FAO Agricultural Policy and Economic Development Series 4. GREENAWAY, R. (2010): Course Evaluation Methods. Stirling: Greenaway. URL: http: //reviewing. co. uk/evaluation/methods 1. htm [Accessed 14. 04. 2010] KNAPP-PHILO, J. (2007): Make training plans successful incorporate follow-up, support, and practice. Washington: Administration for Children and Families. URL: http: //eclkc. ohs. acf. hhs. gov/hslc/Professional Development/Organizational Development-/Training and Technical Assistance/Make. Training. Pla. htm [Accessed 21. 05. 2010] LOOMIS, M. (2007): Making your trainings more effective. Durham: Family Health International. URL: http: //siteresources. worldbank. org/DEVMARKETPLACE/-Resources/Presentation 2_Next. Steps. pdf [Accessed 21. 05. 2010] Maryland: Business Training Works, INC. URL: http: //www. businesstrainingworks. com/Onsite Training Web/Free Articles/PDFs/Five Ways to Follow Up. pdf [Accessed 21. 05. 2010] RAE, L (2004): Evaluation of training and learning. Leicester: Business Balls. URL: http: //www. businessballs. com/trainingevaluationtools. pdf [Accessed 21. 05. 2010] THOMAS, M. (1999): Evaluation of Training Courses. Associate Publication of Asia Pacific Disability Rehabilitation Journal, Vol. 2, No. 1. Pre- and Post Training Activities 58

“Linking up Sustainable Sanitation, Water Management & Agriculture” SSWM is an initiative supported by: Created by: Pre- and Post Training Activities 59

Find this presentation and more on: www. ssswm. info. 1. Pre-Training Activities 5) Example of Planning and Conceptulasation Aim Participants with the needed theory, skills, tools and practice to be able to develop and implement effective SSWM training programmes Objective By the end of today, participants: • Be able to use the SSMW Toolbox as a training tool • Know how to use appropriate interactive training methods and tools. • Be able to facilitate training sessions. • Be able to assess training needs and set learning objectives. • Know how to conceptualize and design a SSWM training course. • Know how to evaluate training courses and reflect feedback. Key Learning Points Close the water loop Close the nutrient loop Project Cycle Community involvement Outline Content Type of Training Face to face: Basic Course; Expert Course; Specialised training Online Hands on Training Field Level Training Pre- and Post Training Activities 60

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