Content is a sequenced list of topics to be covered with
an indication of the amount of time to be spent on each. A parallel
list of methods should be developed to be used in covering the
content topics. It is also useful to prepare a parallel list
of materials and services that will be required for each topic
given the number of participants. During planning it is useful
to set out the contents, methods and materials in parallel rows.
Monitoring and Evaluation determine the extent to which the training
was successful in achieving its objectives and goals. The pattern
of monitoring and evaluation may take several forms,
either formal or informal; open response or directed questionnaire;
during, at the end or some time after the workshop. The section
on components of a training session has more detailed discussion
General guidelines for planning the
structure of the training and the content of the course material:
Answering these questions will assist the facilitator in putting
together the training plan and selecting the appropriate exercises.
While conducting the training and the individual exercises, the
facilitator should always remember the main objective of the session,
and take opportunities to remind the group as well.
Components of a training course
A training workshop can last from a few hours to several
days and can consist of one session or many. Regardless of the
length, each training course starts with an Introductory Block,
which usually includes the following exercises: Introduction and
Acquaintance, Guidelines, and Expectations.
The Introduction and Acquaintance exercises
consist of the following:
After the Introduction, facilitators should present the
training schedule laying out the following: session times, breaks,
meals (if planned), etc.
It is advisable to include some additional time in the Introduction
exercise to adjust for the participants that are late. This time
could be used to foster the group members' familiarity with each
other, and to speak about training objectives and its specifics.
The Introduction and Acquaintance exercise is usually followed
by the Guidelines
exercise. This is a proven and effective method for developing
an atmosphere of trust and cooperation. The guidelines are introduced
and agreed to by everyone at the beginning of training. One way
of introducing the exercise is when the facilitator proposes a
core set of main guidelines and the participants then may supplement
it with their own (see information on conducting Guidelines exercise).
Another way is to have the participants brainstorm the guidelines,
while the facilitator lists the suggestions and adds his or her
own to the list. The guidelines should then be prominently displayed
on a large sheet of paper posted on a wall in the classroom.
They should be visible throughout the training session, so that
they may be referred to when necessary.
The Guidelines exercise is followed by the Expectations
The purpose of the Expectations
exercise is to facilitate the learning process during the training
course on the basis of existing knowledge. It is imperative for
successful facilitators to know in advance why participants come
to this workshop and what knowledge base they have. The Expectations
exercise also defines the objectives of the training course
or session and sets the general direction of work for the group.
The mission of the training team is to assist the group in realizing
and articulating the expected results they will achieve upon completion
of the training program. Knowing the expected results of the
training course helps participants overcome doubts, skepticism
or hostility, and keeps participants motivated. As a result of
this exercise, everyone is aware of the objectives of the training
course or session and what is expected of them. The expectations
expressed by the participants should assist the training team
to modify the training program accordingly.
The Expectations exercise is followed by
the sessions from the Problem
Identification Block, which determine the terminology,
identify the problem and lead the group into a discussion of the
the Problem Block
the Problem Block includes sessions and exercises
devoted to the causes and effects of the main issues (e.g. domestic
violence, trafficking, sexual harassment, etc), as well as exercises
that aim to challenge the existing myths and stereotypes around
The next step is the Addressing
the Problem Block, which includes sessions and
exercises aimed at the development of plans for concrete tasks
relevant to the main issue (here: the problem of violence against
The culmination of the training process is the Closing
Exercises followed by an evaluation – an analysis
of the training sessions.
The final step in any training course is an evaluation
of the training. The training evaluation aims to check the quality
of the training process and determine to what extent it was effective.
The training process analysis and evaluation also allows for correcting
the content of the session, stimulates the generation of new ideas,
and helps establish to what extent the preliminary set of objectives
were met. Evaluation also provides good indicators as to what
information gained during the training session will lead the participants
to actually alter their practices. Unfortunately, very often
participants know all the right answers to questions posed during
a training, but are unable to implement these new
practices in their regular work environment. This is why the evaluation
and analysis section should address the issue related to changes
in practical work habits of training program participants.
The evaluation may be conducted in written form by filling
questionnaires/forms, or surveying the participants
orally. Written forms usually prove more useful for the purposes
of documentation and continuity, in case the training materials
were to be used by different facilitators in the future.
The evaluation form usually includes questions regarding
relevance and effectiveness of training materials, whether the
material covered the professional needs of the participant. It
is advisable to include space on the evaluation form for participants
to add comments.
Organization of the evaluation form: