\n
Developing<\/p>\n
At this stage, you use a planned training methods so that participants have developed competencies described in training goals. This means that participants perform various tasks (individually, in pairs or in groups), during which they acquire knowledge, skills and shape their attitudes. As a trainer, you should:<\/p>\n
\n- Give participants the instructions <\/span>associated with a given task. Tell them what is the purpose of the task, suggest the way in which they can achieve this purpose, as well as specify the time that they have available. For more complex tasks, print and distribute to participants the instructions describing the steps associated with the execution of the task. It is not only that the participants know what to do and at in what time, but also to take responsibility for the task and independently undertake the related decisions. Announce that if they do not understand it, before they ask you, they should try to find the answer in a conversation with other participants. If you find that participants have sufficient competencies associated with learning, let them to achieve the expected purpose of the task using different method than suggested by you. During a typical training most of the tasks participants perform in groups (in this way they learn social skills). It is important that everyone is involved in work, but during some of the tasks selected participants fulfil additional roles, e.g. a leader or person responsible for presenting results of work to other participants. In such cases prepare relevant instructions, explaining what are the roles and responsibilities which are associated with them.<\/li>\n
- Provide conditions for the execution of tasks.<\/span> Select the participants a space in which they can accomplish a given task, e.g. tables prepared to work in groups. Provide materials and equipment needed. Leave them to decide how and when they want to do it.<\/li>\n
- Monitor the progress of the tasks.<\/span> Observe how the participants perform tasks. Pay attention to how they communicate, whether they are all involved in the work of the group, how they fulfil their roles. If necessary, help participants by providing additional explanations. Try not to interfere excessively in the course of their work, do not try to do something instead of them. In general, it is better if they can act on their own even if they commit mistakes (“sometimes you win and sometimes you learn”). Remember, that the more autonomy you give the participants, the more time you have to monitor their work, and thus more space to provide them with feedback on the progress of work in groups.<\/li>\n
- If necessary, make changes<\/span> to the approved training plan. The result of the monitoring may lead you to modification or to change of the training plan. Do this if you come to the conclusion that some needs of the participants proved to be more important than it appeared at the stage of needs assessment, or if the method you planned does not fully allow for the achievement of the training objectives. In order not to miss such a situation, you can:\n
\n- In the middle of the training (if it lasts longer than one day, at the end of the day) to ask the participants of short statements about what they have learned and whether it is knowledge that is useful to them in circumstances in which they intend to use it (e.g. trying to get a job, realizing a project at school or NGO, etc.).<\/li>\n
- Hang on the wall flipchart sheet, where participants can at any time to write down some suggestions e.g. “I’d like to get to know the other applications for film processing, than those previously met.”<\/li>\n
- Provide in the form of a online survey question “Do you learn skills you really need?”, with a simple scale e.g. from 1 to 10, where participants can select their answer.<\/li>\n<\/ul>\n<\/li>\n
- Allow participants to present the results<\/span> of the tasks. The method of presentation depends on whether the participants worked individually, or in groups, as well as how much time you have (the shorter the training, the less time you have for the presentations). Remember, however, that does not make sense to propose tasks, if the occurrence and effects will not be able to be presented. If participants are to “learn from mistakes”, it follows that, first of all, at this stage. If participants work in groups, the effects can be presented by one person selected by the group. His \/ Her statements may supplemented by other members of the group. Another option is to present the results by all the members of the group, who share the roles (parts of the presentation). Here are a few methods of presentation that you can use:\n
\n- Writing about the effects on the flipchart sheet. Text can be enhanced with diagrams, graphics, etc.<\/li>\n
- If the effect of group work is digital, participants can use the projector (e.g. a powerpoint presentation, the profile they created on a social networking site, for example, Linkedin, photographs, video, etc.).<\/li>\n
- Asking participants about playing out scenes, illustrating e.g. the course of an interview with the employer.<\/li>\n<\/ul>\n<\/li>\n
- Summarize the course and effects of the tasks (reflection).<\/span> Suggest participants some form of summary of the course and effects of the completed tasks. The course of the task is the way in which the participants tried to achieve the expected results. To help participants reflect on the course of the task you can ask e.g. the following questions: \u201cWhat are the methods you used to implement the task?\u201d, \u201cWhat worked, and what would you do differently in the future, pursuing a similar task?\u201d, \u201cWere there any difficulties?\u201d, \u201cIf so, how did you deal with them?\u201d, \u201cHow was the communication in the group?\u201d, \u201cWas it easy to get along?\u201d, \u201cHow did you make decisions?\u201d. Effects of the tasks are what have been achieved. To help participants reflect on the effects of the task you can ask e.g. the following questions: \u201cWhat did you achieve?\u201d, \u201cTo what extent did you achieve the purposes established in the instruction?\u201d, \u201cAre you satisfied with the results?\u201d, \u201cHow could you improve the quality of carrying out a similar task next time?\u201d<\/li>\n<\/ol>\n<\/div>\n
\n
\u00a0Ending<\/p>\n
Make sure to leave enough time for the ending of the workshop. The ending is as important as all other parts of the workshop, so in case people already start to pack and talk to each other ask them to focus for a few moments more. The ending of the workshop should involve the following elements:<\/p>\n
\n- Tell the group that the workshop is about to end;<\/li>\n
- Summarize on what has been done by stating again the topic and reminding the main parts of the workshop;<\/li>\n
- Evaluate the workshop with the participants. This can be done orally by making a round asking each participant to share with the group on what he\/she has learned from the workshop, what he\/she want to put into practice after the workshop. To the oral evaluation a written evaluation can be added where you ask the participants to fill in a questionnaire, where they can anonymously state on how they feel about the workshop;<\/li>\n
- Mention to the group on what your impressions and feelings are about the workshop;<\/li>\n
- Remember that from each group and workshop we lead we will learn something, therefore show your respect and thank the group for the workshop;<\/li>\n
- Say goodbye and leave your contact information in case you want the group to be able to get in touch with you when they have questions regarding the topic of the workshop.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"excerpt":{"rendered":"
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