** INTERACTIVE ** REPRODUCTIVE HEALTH TRAINING = INTERESTING AND INNOVATIVE TRAINING

1. ** INTERACTIVE **REPRODUCTIVE HEALTH TRAINING=INTERESTING AND INNOVATIVE TRAINING Training in Africa: Best Practices, Lesson Learned, and Future Directions August 2003

2. Facilitators • Maureen Kuyoh, FHI/Kenya • Robert Rice, FHI/NC • Jane Schueller, FHI/NC

3. Objectives • Explain why interactive training enhances participants’ knowledge and skills • Identify when it is important to include interactive exercises • Describe the high and low energy spans for participants • Develop/utilize interactive training techniques to increase retention, build understanding, and improve skills By the end of this workshop, you will be able to:

4. Participant Expectations • Participate, participate, participate! • Creativity, open-mindedness, and innovation are key • Facilitators will be resources • No cell phones • Begin and end on time • Learn from each other • Have fun!

5. Workshop Agenda • Why is Interactive So Important? • Setting the Context • How to Make Your Training More Interactive • The Energy Cycle • Selecting the Best Methods for Various Situations • Cultural Sensitivity • Training Health Providers • References, Resources, and Web Sites

6. Why is Interactive So Important? • Participation in the learning process should be active, not passive • Effective learning comes from shared experiences • Successful learning includes feedback from the facilitator and other participants • Maximum learning occurs when one is able to reflect, draw conclusions, and determine application

7. 10% of what they read • Define • List • Describe • Explain Read 20% of what they hear Hear View Images 30% of what they see • Demonstrate • Apply • Practice Watch Videos Attend Exhibit/Sites 50% of what they hear and see Watch a Demonstration Participate in Hands-on Workshop 70% of what they say and write • Analyze • Design • Create • Evaluate Design Collaborative Lesson 90% of what they say, discuss, and do Simulate or Model Lesson or Experience Design/Perform a Presentation – Do the “Real Thing” Dale’s Cone of Experience PEOPLE ARE ABLE TO: PEOPLE GENERALLY REMEMBER: Source: Computer Strategies, LLC, 1998

8. The Interactive-Training Credo What I hear, I forget. What I hear and see, I remember a little. What I hear, see, and ask questions about or discuss with someone else, I begin to understand. What I hear, see, discuss, and do, allows me to acquire knowledge and skill. What I teach to another, I master. Source: Lawson, K. The Trainer’s Handbook, 1998

9. Direct Experience Reflecting on Experience Application Generalization about Experience The Adult Learning Cycle

10. Learning Styles Visual Auditory Kinesthetic

11. How to Make Your Training More Interactive Create a safe, positive, interactive learning environment through: • Minimal lecture • Variety of methods • Peer teaching • Iterative process • Real-world application • Needs assessment • Comfortable physical setting • Structure and organization • Moderate level of content • High level of participation Source: Lawson, K. The Trainer’s Handbook, 1998

12. Needs Assessment Find out what participants think and feel about the training subject to assist with designing participatory activities: • Pre-session surveys • Pre-test questionnaires • Phone calls • On-the-spot assessments

13. Comfortable Physical Setting Physically set-up room for: • Participation • Comfort • Visibility Classroom layout has a major influence on the success or failure of a training

14. Structure and Organization • Provide clear instructions, verbal and written • Specify time limits • Utilize flipcharts, transparencies, handouts, or slides • Creatively divide participants into specific groups, when doing small group work • Assign specific roles for exercises, when appropriate (recorder, timekeeper, spokesperson, flipchart writer) Source: Lawson, K. The Trainer’s Handbook, 1998

15. Moderate Level of Content • Consider “need to know” versus “nice to know” • Balance cognitive, affective, and behavioral domains of learning • Clarify content and learning objectives • Outline expectations of and for participants Source: Lawson, K. The Trainer’s Handbook, 1998

16. High Level of Participation • Facilitate and manage the learning process • Actively engage participants in the training from the start by: • Doing • Discussing • Reflecting • Applying

17. Minimal Lecture • Use lecture in small doses (10-15 minutes) to avoid confusion, boredom, and low retention • Do not relegate participants to a passive role • Utilize variations of the lecture

18. Variety of Methods • Small group work • Brainstorming • Creative work • Games • Presentations Vary methods used to incorporate all elements of active learning • Case studies • Role-plays • Simulations • Demonstrations

19. Peer Teaching • Build on the wealth of expertise of participants • Encourage participants to draw on and share their experiences with others • Allow participants to answer each others’ questions (not the facilitator!) Source: Lawson, K. The Trainer’s Handbook, 1998.

20. Iterative Process Use activities that build on and overlap concepts and skills learned to: • Reinforce learning • Provide more opportunities to digest and integrate Source: Lawson, K. The Trainer’s Handbook, 1998.

21. Real-world Application • Solicit examples of hypothetical or real problems • Relate new learning to participant’s life situation • Develop individual action plans for application in the workplace • When possible, make field visits

22. OPTIMISM (High Energy) PESSIMISM (Low Energy) Beginning of Program Completion of Program TIME The Energy Cycle Source: Rice, R. and Rice, M. Train-the-Trainers: Instructor’s Guide, 2000

23. Selecting the Best Methods for Various Situations • Large-group Presentations • Multiple-day and Shorter Training Interventions • E-Learning and Distance Learning

24. Large-group Presentations • Multiple-choice lecture • Mock interview • Key words • Fill-in-the-blank • Graphic association • Abbreviated lecture

25. Multiple-day and Shorter Training Interventions Increasing Knowledge (Concepts and Facts) • Discussion • Readings • Lecture • Handouts • Field trips or tours • Films, TV, or video-tapes Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

26. Multiple-day and Shorter Training Interventions (contd.) Improving Attitudes (Feelings and Opinions) • Open-ended discussions • Panel presentations • Role-plays • Brainstorming • Case studies • Creative work • Field trips Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

27. Multiple-day and Shorter Training Interventions (contd.) Building Behavioral Skills • Action plans • Demonstrations • Simulations • Practicums • Role-plays Source: National Institutes of Health, National Cancer Institute, Trainer’s Guide for Cancer Prevention, 2000

28. E-Learning and Distance Learning • Web-based training • Computer-based training • Self-paced workbooks • Audio-/video-tapes • Audio-/video-conferencing Source: Arch and Ensz, Web-based Interactive Learning Activities, HRD Press, 2001

29. Cultural Sensitivity is Key • Sex, age, race/ethnicity, socio-economic status, education, and religion • Language, culture, traditions, and beliefs • “Learning cultures” • Health care practices • Skill and knowledge levels • Resource levels People are not homogeneous:

30. The Unique Needs of Health Providers • Often most comfortable with lecture format • Helpful to start participatory activities slowly, e.g., icebreakers • Ease participants into role plays, simulations, and creative work • Critical to build on participants’ knowledge and skills

31. References and Resources • 101 Ways to Make Training Active, Silberman and Lawson, Pfeiffer Publishers, 1995 • The Trainer’s Handbook, Karen Lawson, Jossey-Bass Pfeiffer, 1998 • Games Trainers Play, Newstrom and Scannell, McGraw Hill, Inc., 1980 • The Winning Trainer, Third Edition, Julius Eitington, Gulf Publishing Company, 1996 • Facilitation Skills: The ASTD Trainer’s Sourcebook, Dennis C. Kinlaw, McGraw Hill, Inc., 1996 • Training 101: All the Basics, Langevin Learning Services, 2000

32. Suggested Web Sites • Training Magazine www.trainingmag.com • The Training Journal www.trainingjournal.co.uk • American Society for Training and Development www.astd.org • Langevin Learning Services www.langevin.com

33. For More Information www.fhi.org Maureen Kuyoh: mkuyoh@fhi.or.ke Robert Rice: rrice@fhi.org Jane Schueller: jschueller@fhi.org