12015

1990

Training of TrainersTraining of Trainers

Tools for Civil Society to Understand Tools for Civil Society to Understand and Use Development Data: and Use Development Data:

Improving MDG Policymaking and Improving MDG Policymaking and MonitoringMonitoring

22015

1990

What you will be able to do by What you will be able to do by the end of this module:the end of this module:

• Identify target groups, contents and objectivesIdentify target groups, contents and objectives

• Construct workshops/activities appropriate to the Construct workshops/activities appropriate to the target audience, using the package of training target audience, using the package of training materials providedmaterials provided

- Select appropriate modules- Select appropriate modules

- Customize modules- Customize modules

• Deliver these materials effectivelyDeliver these materials effectively

• Plan and prepare a workshopPlan and prepare a workshop

32015

1990

Strategic planStrategic plan

• Identify target group (government officials, press, Identify target group (government officials, press, researchers/practitioners, NGOs)researchers/practitioners, NGOs)

• Identify the issue/challenge you want to addressIdentify the issue/challenge you want to address

• Identify activities to carry out (workshop, seminar, Identify activities to carry out (workshop, seminar, training, campaign, etc.)training, campaign, etc.)

• Identify the contents (main message and Identify the contents (main message and supporting messages, difficulties/constraints)supporting messages, difficulties/constraints)

• Think of the outcome, follow-up activities Think of the outcome, follow-up activities (agreement, further consultations, (agreement, further consultations, publication/report, etc.)publication/report, etc.)

42015

1990

Customizing materialCustomizing material

• To give the materials a ‘local’ styleTo give the materials a ‘local’ style

• To omit examples that are inappropriateTo omit examples that are inappropriate

• To include new examples that are To include new examples that are specific to your areaspecific to your area

52015

1990

Local styleLocal style

• People relate better to local examplesPeople relate better to local examples

• Local data and situations promote ‘ownership’Local data and situations promote ‘ownership’

• Local data also promote more discussionLocal data also promote more discussion

62015

1990

Do all of the examples need to be Do all of the examples need to be changed?changed?

• NoNo

- Some are chosen to specifically illustrate a - Some are chosen to specifically illustrate a point, and may be very difficult to replicatepoint, and may be very difficult to replicate

- It is perfectly ok to have some external - It is perfectly ok to have some external examplesexamples

• The Aim is toThe Aim is to

- Adjust the style to make it local- Adjust the style to make it local

- Make sure examples are appropriate- Make sure examples are appropriate

72015

1990

Where to get new material for examplesWhere to get new material for examples

• MDG country reportsMDG country reports

• Other national reportsOther national reports

• National statistical publications and websitesNational statistical publications and websites

• UN agency and other international organizations’ UN agency and other international organizations’ publications and websitespublications and websites

• Civil society organization publications Civil society organization publications and websitesand websites

82015

1990

What is the nature of a lecture?What is the nature of a lecture?

• It is a one off occurrenceIt is a one off occurrence

- Unlike a book, the audience experiences it - Unlike a book, the audience experiences it only once, and for a short timeonly once, and for a short time

• It is part entertainment, and part a conveyor It is part entertainment, and part a conveyor of informationof information

- To make an impact, the lecturer has to - To make an impact, the lecturer has to keep the audience alertkeep the audience alert

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1990

The seven major considerationsThe seven major considerations

• ContentContent

• StructureStructure

• PreparationPreparation

• Verbal deliveryVerbal delivery

• Visual deliveryVisual delivery

• AnxietyAnxiety

• TimingTiming

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1990

ContentContent

• ObjectivesObjectives

- Who are we informing/persuading?- Who are we informing/persuading?

- What are we informing/persuading about?- What are we informing/persuading about?

• AmountAmount

- Adjust to time and audience- Adjust to time and audience

• Relative importanceRelative importance

- Make sure there is time to cover the important - Make sure there is time to cover the important materialmaterial

112015

1990

Logical progressionLogical progression

• Problem and ObjectivesProblem and Objectives

• MethodologyMethodology

• Major findings/resultsMajor findings/results

• Discussion of resultsDiscussion of results

• Conclusions/recommendationsConclusions/recommendations

122015

1990

StructureStructure

To absorb the information, the listener needs to To absorb the information, the listener needs to see an overall picture – to fit pieces of information see an overall picture – to fit pieces of information into that pictureinto that picture

• Divide material into headings/sub-headingsDivide material into headings/sub-headings

• Give main headings in brief introductionGive main headings in brief introduction

• Tell the audience where the breaks occurTell the audience where the breaks occur

• Give main headings again in the summaryGive main headings again in the summary

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1990

PreparationPreparation

• Always think out your own lectureAlways think out your own lecture

• Try the lecture outTry the lecture out

- on yourself- on yourself

- on colleagues- on colleagues

• Pre-check the lecturing facilitiesPre-check the lecturing facilities

• Give PowerPoint slides due care and attentionGive PowerPoint slides due care and attention

• Try to use alternatives to power point Try to use alternatives to power point (which can get a bit monotonous)(which can get a bit monotonous)

142015

1990

PowerPoint: rules of thumbPowerPoint: rules of thumb

• Use one slide every 1-3 minutesUse one slide every 1-3 minutes

• < 10-12 lines per slide< 10-12 lines per slide

• < 8 words per line< 8 words per line

152015

1990

PowerPoint: colors and backgroundPowerPoint: colors and background

• Light colors for text when background is darkLight colors for text when background is dark

• Dark colors for text when background is lightDark colors for text when background is light

• Background should not be too bright or too Background should not be too bright or too complexcomplex

• Contrast colors for emphasisContrast colors for emphasis

162015

1990

PowerPoint: otherPowerPoint: other

• Keep to headings or brief findingsKeep to headings or brief findings

• Round numbersRound numbers

• Fix up ‘cut and pastes’ from other packagesFix up ‘cut and pastes’ from other packages

172015

1990

Verbal deliveryVerbal delivery

• Do NOT read from a full scriptDo NOT read from a full script

• Ensure audibilityEnsure audibility

- - speak slowlyspeak slowly

- project your voice- project your voice

- shape the words- shape the words

- face the audience- face the audience

182015

1990

Verbal delivery (2)Verbal delivery (2)

• Vary the pace and emphasisVary the pace and emphasis

• Avoid embarrassmentAvoid embarrassment

• Establish a rapport with the audienceEstablish a rapport with the audience

• Welcome feedbackWelcome feedback

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1990

Visual deliveryVisual delivery

• Do not deliver the lecture sitting downDo not deliver the lecture sitting down

• Look at the audienceLook at the audience

• Give time for material to be taken inGive time for material to be taken in

• Point at the specifics on slidesPoint at the specifics on slides

• Do not distract the audienceDo not distract the audience

202015

1990

Visual delivery (2)Visual delivery (2)

• Vary the deliveryVary the delivery

- medium for writing- medium for writing

- speaking position- speaking position

• Do not cover the projectionDo not cover the projection

• Be open, confident and relaxedBe open, confident and relaxed

212015

1990

Anxiety: common fearsAnxiety: common fears

• Lack of confidence in contentLack of confidence in content

• Wasting the audience’s timeWasting the audience’s time

• Not sufficiently preparedNot sufficiently prepared

• Do not understand well enoughDo not understand well enough

• Lack of memoryLack of memory

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1990

Anxiety: reductionAnxiety: reduction

• Be well preparedBe well prepared

• Think about the mistakes others makeThink about the mistakes others make

• Keep to things you know/care aboutKeep to things you know/care about

• Get more experienceGet more experience

232015

1990

TimingTiming

• Most speakers go over timeMost speakers go over time

• Tendency is to have too much material to avoid Tendency is to have too much material to avoid awkward silenceawkward silence

• Better to have just enough, plus material to talk Better to have just enough, plus material to talk about if there is timeabout if there is time

• Leave the least important bits to the endLeave the least important bits to the end

242015

1990

How long to talk?How long to talk?

• How long should each lecture be?How long should each lecture be?

- Never more than an hour without a break- Never more than an hour without a break

- Rarely more than 20 minutes without a question - Rarely more than 20 minutes without a question for the audience to discussfor the audience to discuss

252015

1990

Summary on lecturesSummary on lectures

• Content: do not try to include everythingContent: do not try to include everything

• Structure: have one; make it clearStructure: have one; make it clear

• Preparation: essential to a good presentationPreparation: essential to a good presentation

• Verbal: clarityVerbal: clarity

• Visual: concise Visual: concise

• Anxiety: everyone has it; the audience do not Anxiety: everyone has it; the audience do not attach the importance you doattach the importance you do

262015

1990

Organizing a successful workshop: Organizing a successful workshop: bbasic asic hhintsints

• What you need to know to plan:What you need to know to plan:

- Who is the audience- Who is the audience

- Length of course- Length of course

- Type of course/objectives- Type of course/objectives

- Available budget- Available budget

• Issues to consider:Issues to consider:

- Timing- Timing - Venue- Venue

- Transport- Transport - Equipment- Equipment

- Catering- Catering - Budgeting- Budgeting

272015

1990

TimingTiming

• Take into consideration other events to ensure Take into consideration other events to ensure you get the participants/facilitator you wantyou get the participants/facilitator you want

• Allow enough time for preparations (invitations, Allow enough time for preparations (invitations, preparation of facilitator(s), etc.)preparation of facilitator(s), etc.)

• Time to interact with facilitator and take into Time to interact with facilitator and take into consideration special requirementsconsideration special requirements

• Allow time to test equipment, test presentations, Allow time to test equipment, test presentations, visit venue to see if all requirements are metvisit venue to see if all requirements are met

282015

1990

RememberRemember

• The success of a workshop/activity highly The success of a workshop/activity highly depends on the quality of the facilitation, but…depends on the quality of the facilitation, but…

• If the workshop is well planned and organized it If the workshop is well planned and organized it helps to create the right environment for the helps to create the right environment for the participants to be most productive/receptive participants to be most productive/receptive and…and…

• It helps to bring out the best outcome!It helps to bring out the best outcome!

292015

1990