General Instructions for the Training Team

Before the Workshop: 

  1. Outline the objectives of training;
  2. Outline the course methodology to be used;
  3. Define what is expected from the facilitator with regard to the course.  

During the Workshop:

  1. Deliver brief presentations; adhere to time limits and to the assigned topic;
  2. Make practical recommendations;
  3. Use examples.  Newspaper articles and hypothetical examples to help illustrate your point more clearly.
  4. Use visual aids, such as handouts, chalkboard or flipchart with textual graphics, charts, maps, films, videotapes, posters, photographs, audio-visual equipment, etc.
  5. Encourage active group participation.

Ensure that any comments/recommendations are consistent with the standards set out in the training materials.

Planning for Participants Needs

The level of physical comfort of training participants will have a direct impact on the outcome of the learning exercise.  Keep these basic facts in mind:

  1. Try to keep the temperature of the room at a comfortable level for all participants.
  2. Classrooms should never be filled beyond capacity.
  3. Restrooms should be easily accessible.
  4. Time factor: A training workshop may last from a few hours to several days.  The daily program should include a 15-minute mid-morning break, lunch break of at least one hour, and a 15-minute coffee/rest break in the afternoon.  After each break, the training group needs at least 5 minutes to get back into the rhythm after the short period of relaxation and conversation.  This period could be used for warm-up activities and games.
  5. Lunch breaks should be scheduled within the time to which participants are accustomed to having lunch.  
  6. Allow participants to stretch and stand occasionally.
  7. When possible, provide/allow beverages in the classroom.
Using Visual Support

Use the chalkboard or paper to write down pertinent information, to track ideas or opinions, answers to questions or, to draw schemes and note definitions.  Recording information on paper helps reinforce the key points and allows for summarizing the material covered.  It is important to keep most recorded information posted around the room for the participants and the facilitator to refer to throughout the training session.

When a facilitator has to talk and write at the same time, the group may concentrate more on what he or she writes than what he or she says.  In addition, the facilitator's voice becomes muffled when he or she speaks toward the board, not to the group.  Hence, it is desirable to work in pairs, so that when one facilitator speaks, the other partner can write.  If a facilitator is working alone, he or she must face the audience when addressing them, and not the sheet of paper placed on the wall.  Remember, written information should only reinforce what is being said, not vice versa.