Methods

World Cafe: http://www.theworldcafe.com/

Images source: http://www.theworldcafe.com/tools-store/hosting-tool-kit/image-bank/book-images/

Getting to know each other 

Icebreakers are activities and games that help the trainees get to know each other and warm up the conversation within the group. Such activities can also be used to open or reinforce the topic of the training. Including such activities ensures your trainees are engaged and enjoying the session, as well as devleoping a sense of ownership over the learning and learning environment.

Icebreakers and getting to know each other activities are generally used at the beginning of the session/training. They can be both complex stand-alone activities and simple and shorter activities used as small building blocks in your session’s design.  They can be complex or simple, bigger stand-alone activities or smaller blocked activities, worked into the design of the session.

They allow you to:

• Create a safe space where participants feel comfortable and communication is open.
• Help participants who don’t know each other be introduced and start communicating in a simple and comfortable way.
• Assist the discovery of commonalities and shared interests between trainees.
• Foster equal participation in the session by all learners (particularly if they come from the same company and have different positions in the organization's hierarchy).
• Warm up the room and start the conversation about the session’s topic.

Allow participants to share their expertise and prior knowledge on the topic at hand.

Reference:

Gray, D., Brown S. and Macanufo, J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers, p. 130-131.

To learn names and get to know the other trainees in the group. This icebreaker allows people to: self-define; get a glimpse of each other’s personalities outside of formal presentations; meet multiple people; create memorable visuals that spark conversations during the process; and bond within the group.

Number of learners: Unlimited

Duration: 15 minutes

Materials:

• Index cards or A5 papers
• Markers

1. Ask participants to create a personal “trading card”—one that includes a self-portrait, a nickname for the player, and one thing about themselves that people in the room aren’t likely to know.
2. Have the participants pass the trading cards around in no particular order or manner. Tell them to read each card that falls into their hands and hold onto one they would like to ask a question about. They can keep passing until they find the one.
3. Ask for volunteers to read the card they hold and to ask that person the question related to the little-known fact on the card.
4. Let the participant/owner of the card answer and elaborate on the question they are asked. The person can then opt to ask the participant whose card they are holding a question or decide to pass. In the last case, request another volunteer to read from their card and ask a question.
5. Keep going around until the participants appear to be sufficiently warmed up. Try to keep the play at a maximum of fifteen minutes.

Description

1. Ask participants to create a personal “trading card”—one that includes a picture, nickname, general background, and one thing about themselves that people aren’t likely to know.
2. Have the participants upload the trading cards in a shared folder in a cloud-based document storage or online collaborative tool (e.g. Google Drive). Tell them to read each card and ask at least one question to another person by posting a comment on their card. They can ask more than one if they would like to.
3. Give participants time to answer and elaborate on the questions they were asked and reply to the received comments.
4. Make sure the shared folder with all the “trading cards”, including all questions and answers, is always available. Refer to them in future (e.g. when there is a group task and you need them to get to know each other further), if possible.

Objective

For participants to meet each other quickly, learn names and get to know each other. In case trainees already know each other, this exercise can be adapted by simply changing the questions to build stronger connections. This method allows shy participants to get engaged and feel like part of the group too. It can also be used to start a conversation regarding the topic of the session.

Number of learners: 10 to 40

Duration: 45 minutes

Materials:

• Chairs
• PC
• Projector

1. Position as many chairs as participants in two circles (one internal and one external). Each circle will be composed of half the number of chairs as the total number of people. Each chair will face another from the opposite circle.
2. Ask trainees to number off by one and two; half of the participants will now be ones and the second half twos.
3. Invite the number ones to sit in the internal circle of chairs and explain to them that during the activity they won’t be changing chairs.
4. Invite the number twos to sit in the external circle of chairs and inform them that at the end of each round (marked by a bell, buzzer or a clear sound) they will rotate one chair to their right.
5. Inform participants that they now have the opportunity to meet their colleagues. In each round they can briefly introduce themselves and then discuss the question provided in each round. Each round will last three minutes.
6. Let participants rotate until they have met at least half of the people in the opposite circle. 

For each rotation make sure to have a question ready (the best way would be to project it on a screen).

Reference:

(2010), Dave Gray, Sunni Brown, James Macanufo. Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers, p. 105-106.

Objective: Introduce each other, learn names and explore shared interests and expertise. Create a space to build connections through shared expertise and backgrounds of group members.[AM1] 

Number of participants: 8 - 30

Duration: 30 - 45 minutes. The network can remain on the wall for the all duration of the training, maybe added to, updated or studied throughout.

Materials:

• Flipchart paper
• Markers
• Sticky notes
• Masking tape

Description:

1. Give all players access to flipchart paper, markers and sticky notes.
2. Tell participants that as a group they will build the social network of the people in the room. Invite participants to create on A5 or A4 papers (depending on the wall space that you have available and the number of participants) their avatars, a card with a self-portrait, their name and a motto.
3. Invite participant to stick their cards to the wall, uploading them to the social network.
4. Once all profiles are uploaded in the network, invite participants to introduce themselves to the other member of the group freely and share about themselves and their professional expertise. Every time they find a relevant connection to another member of the group, tell them to come back to the social network wall and draw a line to connect their two profiles with masking tape. They can label the connection by stating what they have in common.
5. When the network has been created, take some time to look at it with all participants and explore the group background, expertise and profile.

World Café is a method that fosters group dialogue, sharing of knowledge and experience, and group wisdom mapping. It is a simple and flexible method that can be used with all group sizes, even large groups.

World Café is a process in which people rotate in groups on different discussion topics, sharing their opinions, understandings and knowledge. The trainer chooses the topics in correlation with the learning objectives. Each participant gets to discuss each topic and contribute to/add on to what other groups have already jotted down. At the end, the discussion results will be shared with the whole group.

The World Café was not created as a training method, but it can be used successfully to foster participatory learning processes. For example, it can be used to:

• Engage participants in the exploration of a certain concept/technique/issue/or challenge, either new or familiar.
• Explore a topic from multiple perspectives.
• Create a common understanding and alignment within the training group.
• Foster the sharing of participants’ experience in dealing with a certain challenge, in solving problems or in performing their jobs.
• Support participants to have collaborative dialogue.
• Explore constructive possibilities for action.
• Support participants in exploring how to apply what they have learned during the training in their workplace.

Managerial and Soft Skills

Based on the PPT of IN-HOUSE TRAINING ON: NEGOTIATION SKILLS FOR COLLECTIVE BARGAINING, NATIONAL HEALTH INSURANCE MANAGEMENT & TUGHE REPRESENTATIVES

Industrial Relations 

Based on NECA Effective Management of Conflict in the Workplace - the Role and Responsibilities of Union and Management (1)

Labor Law (1)

Based on IN-HOUSE TRAINING ON: OVERVIEW OF LABOUR LAWS FOR JTI OFFICIALS, Tanzania

Labor Law (2)

Based on IN-HOUSE TRAINING ON: OVERVIEW OF LABOUR LAWS FOR JTI OFFICIALS, Tanzania

Brainstorming is a method by which ideas are proposed, shared and collected within a group. This method can be used to generate new ideas and solutions around a specific topic or issue, or to assess and share knowledge possessed by the group. People are invited to think and contribute freely. Judgement is deferred and all the ideas are noted down without criticism. After the brainstorming session, the contributions are evaluated or benchmarked.

Tips for Using the Brainstorming Method:

• Give people some time to think about your question on their own.
• Allow everyone to talk openly without structure.
• Make sure everyone shares at least one idea.
• Focus on the quantity of ideas and record every contribution on a flipchart.
• Use visuals to track all contribution.
• Give a specific time for the brainstorming to take place and inform participants about the time they will have.

Brainstorming can be used in different ways. Below are some examples.

Reference:

Gray, D., Brown S. and Macanufo, J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers, p. 130-131.

The numbers 3-12-3 refer to the time allocated for the three passages of this activity. The short duration of this variation helps participants to avoid overthinking and fosters total group participation.

Reference:

Dave Gray, Sunni Brown, James Macanufo (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers, p. 78-79.

Brainwriting allows you to separate the generation of ideas and concepts from the discussion. It also fosters a more cooperative approach to sharing, ensuring the contribution of all participants, not just the most verbally dominant.

Through this process the group generates and shares ideas and then builds on them collectively.

Number of learners: 5 to 15  

Duration: 30 - 45 minutes

Materials:

• Flipchart paper
• Markers
• Sticky notes

Description:

1. In a space visible to all participants, write down the topic around which you need to generate or share ideas (accompanied by a drawing/visual support).
2. Distributes paper to each trainee and ask them to silently write down their own ideas regarding the topic on separate pieces of paper.
3. Once they complete an idea, ask the participants to pass their paper to the person on their right.
4. Tell the trainees to read the card they received and think of it as an “idea stimulation” card. Ask them to add an idea inspired by what they just read or to enhance/further develop the information. Then ask them to pass it again to their right.
5. Continue the process of brainwriting and passing papers to the right until there are various ideas on each card.
6. Once finished, collect the cards and ask for help taping them on the wall around the paper with the topic on it.
7. Have the group come to the wall to review ideas and knowledge. Ask them to draw stars next to the ones they find most compelling or complete.
8. Have a group discussion.

After presenting concepts back to the group, you can have your trainees do many different things, such as:

• Dig deeper on a singular concept.
• Integrate the ideas into each other for a final result.
• Vote on a concept they would like to develop further.
• Benchmark the concept obtained to exiting definition—knowledge.

For brainstorming to happen remotely, it is crucial to have a central space online where team members can meet and collaborate (forum, cloud-based document storage or an online collaboration tool such as Google Drive).

You can adapt the different forms of brainstorming presented to a forum discussion followed by team work.

Furthermore, there a many great brainstorming tools that transform online brainstorming in a visual and collaborative experience, so you can use a brainstorming exercise with online mind-mapping toosl like:

Wisemapping

Wisemapping is a web-based, collaborative tool. It allows teams and individuals to create mind maps and to develop ideas structurally.

Popplet

Popplet is a tool to capture your thoughts and ideas. It's exceptionally visual and utilizes images and diagrams to build common understanding and overviews. Multiple people can access the same project within Popplet where they can build presentations. A mobile app is also available for iOS users.

References:

Jigsaw Website

Jigsaw Teaching Strategy

The Jigsaw is a method of cooperative learning in which participants learn from each other. They are provided the opportunity to become experts in a particular subject and to share that knowledge with their peers.

How to and Why Use Jigsaw?

• To explore and enhance understanding of new concepts.
• To develop expert knowledge on a given concept.
• To integrate a collection of concepts into a common level of understanding.
• To give participants the control and responsibility of their own learning.

In the adapted version, the participants are divided into small groups, and each group is responsible for one segment of the content. They should understand it and present it to the other groups, facilitating their learning process in plenary.

Managerial and soft skills

Based on the PPT of IN-HOUSE TRAINING ON: NEGOTIATION SKILLS FOR COLLECTIVE BARGAINING, NATIONAL HEALTH INSURANCE MANAGEMENT & TUGHE REPRESENTATIVES 

Human Resources Management

Based on HANDLING EMPLOYEE GRIEVANCES, Federation of Kenya Employees

Labour Law

Based on IN-HOUSE TRAINING ON: OVERVIEW OF LABOUR LAWS FOR JTI OFFICIALS, Tanzania

Labor Law (2)

Based on IN-HOUSE TRAINING ON: OVERVIEW OF LABOUR LAWS FOR JTI OFFICIALS, Tanzania

Case studies use complex situations, either real or fictional, to foster learning. They place the learner in the position of problem solver.

The participants receive a description of a complex situation, a rich narrative and, based on the information provided, they are required to analyze it, explore relationships between events, identify options, evaluate choices, decide on courses of action and on ways to apply their acquired knowledge, skills and attitudes for an optimal approach. Participants become actively engaged in the situation and in discovering underlying issues, dilemmas and conflict issues.

References:

What is Teaching with the Case Method? Pedagogy in Action, The SERC Portal for Educators, https://serc.carleton.edu/sp/library/cases/what.html 

Using case studies to teach, BU Center for teaching and learning, https://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/

• To introduce new concepts and ideas.
• To give participants the opportunity to apply the knowledge skills and attitudes they have just learned.
• To explore different ways of approaching a situation.
• To support participants in strengthening knowledge, skills and attitudes by thinking about how to apply them in a certain context.
• You can combine individual analysis and reflection with group discussions in order to enhance learning results.
• You can use the same case at different moments in the learning flow in order to support participants in creating a more complex and comprehensive understanding of that particular situation and apply new techniques, tools and concepts. This enhances their awareness of the complex competencies needed to approach real-life situations in the work environment. It also makes them aware of the progress they are making, which is a great motivational factor for adult learners.
• You can use a case study as a pre-training assignment[1] . Participants will be invited to read it, as it will represent the basis of a group discussion conducted within the training.
• You can use a case study to evaluate and assess the level of competencies acquired by the participants.

Hyperlink to pre-training assignment methods

The discussion based on the case study can have different formats, from directive questions to open-ended discussions, individual analysis or small group work. Even role play [1] can support the learning process within a case-study.

Hyperlink to corresponding section

Some questions that can help you guide the learning process:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend—and why?

Possible elements to include:

• A description of the problem’s context (a law, an industry, a family).
• A main character that faces a question or problem that needs to be solved. This main character can even be the reader/participant.
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Human Resources Management/Industrial Relations

Based on HANDLING EMPLOYEE GRIEVANCES, Federation of Kenya Employees (FKE Handlin Employee Grievances.pdf)

Industrial Relations

Based on The Role of Social Dialogue – FUE Uganda

Labour Law (1)

Based on IN-HOUSE TRAINING ON: OVERVIEW OF LABOUR LAWS FOR JTI OFFICIALS, Tanzania

Labour Law (2)

Based on IN-HOUSE TRAINING ON: OVERVIEW OF LABOUR LAWS FOR JTI OFFICIALS, Tanzania

References:

Simulations, UNSW Sydney Teaching, https://teaching.unsw.edu.au/simulations

Role-Playing, Mind Tools – Essential skills for an excellent career, https://www.mindtools.com/CommSkll/RolePlaying.htm

Simulations and role-play are immersive methods in which participants pretend to be in a certain situation and behave accordingly. The participants are placed in a context created by the trainer and experience the reality of a given scenario while they are an active part of it, and extract learning from their own behavior, from observing others and analyzing what has happened. The situation feels real and thus creates a meaningful engagement of participants. Simulations and role-play have a non-linear nature, a certain degree of ambiguity, and are open-ended. This allows trainees to make decisions, to act and react, and ultimately to exercise effective and ineffective behaviors.

While in the simulation, people are themselves and act as themselves in a given situation, in a role-play they can play different characters and stakeholders in a given context. Sometimes not playing themselves but impersonating a role might be liberating for participants, as it takes off some of the performance anxiety. They can explore different approaches and allow themselves to make mistakes more easily when performing a role rather than when being themselves. Both role-play and simulations are effective in exploring and exercising skills and attitudes because they provide the opportunity for behavioral change and not only for discussion or observation. Sometimes these terms are used interchangeably as the line is not always that defined. Whatever the name, it is up to the trainer to decide which method and approach to use according to the learning objective, participant profile, and moment in the learning flow. 

• To explore effective and ineffective behaviors in a certain situation/ context.
• To understand current patterns and practices of addressing challenges.
• To explore the complexity and ambiguity of real-life situations.
• To explore and discuss different ways of addressing challenges.
• To exercise certain techniques, skills and attitudes.
• To prepare for specific, unfamiliar, or difficult situations that participants will meet in their work.
• You can also use simulation and role-play as an evaluation method to assess the level of competencies acquired by the participants.

You will most likely not find a simulation/role-play that responds to the exact learning needs of your participants, so you will most likely need to build it.

1.Managerial and Soft Skills

Based on the PPT of IN-HOUSE TRAINING ON: NEGOTIATION SKILLS FOR COLLECTIVE BARGAINING, NATIONAL HEALTH INSURANCE MANAGEMENT & TUGHE REPRESENTATIVES (Soft skills - Tanzania - ATE Negotiation skills PPT)

2.Human Resources Management/Industrial Relations

Based on HANDLING EMPLOYEE GRIEVANCES, Federation of Kenya Employees (FKE Handlin Employee Grievances.pdf)

Reference:

http://blog.trainerswarehouse.com/memorable-debriefing/

ITCILO Manual

• Recap is an easy and fun way to reinforce the main learning points of a session/day.
• Allow learners to track their learning process.
• Recall the main learnings of the previous session/day before moving to the next.
• Provide repetition and foster the learning transfer.
• Emotional check-in with participants.

1. Split participants into groups (between five and ten participants per group).
2. Inform them they are about to prepare for a team competition. They will review the content of the workshop and prepare five questions they think the other groups may not have the answer to. The winning team is the one that asks the most unanswered questions.
3. Rules: participants cannot use their notes or mobile devises (just their memory); the team that asks a question needs to have the answer to that question; if two teams have the same question, no point will be given to either team.

Draw a large quadrant on a chart with the following four words: Know, Challenge, Change, and Feel. Ask each participant to do the same on an A4 sheet and fill in the quadrants by responding to these four (or similar versions of these four) questions:

• Know: What did you learn today that confirmed something you already knew?
• Challenge: What challenged you today?
• Change: What is one way you plan to change your work, based on today’s learning? 
• Feel: How do you feel about what you learned here? 

You can also invite participants to discuss their answers in small groups.

Show participants an image of a suitcase and ask: “Of all the tools and ideas shared here, which three will you put in your suitcase and take back home with you?” Invite participants to share their answers with the group or write them on post-its and stick them to the image of the suitcase. Discuss the outcomes briefly.

If you need to have a quick recap of the day, ask for each person’s “ticket out the door”. This means to share one key thing learned during the session/day (and no repeats are allowed) that they’ll most immediately apply back on their job.

Explain that the aim of this activity is to have a check in with participants regarding how they are feeling. Give participants blank post-it notes. Draw three “Smiley” faces on the flipchart: one smiling, one crying, one neutral. Asks participants to draw one of these faces on the post it according to how they feel at the moment and write their name under it. Participants are then invited to stick their faces on the flipchart below the same face and share briefly why.

You can use as many different smiley faces or emoticons as you wish, get creative!

Reference:

Broad, M. L., and Newstrom, J. W. (1992). Transfer of Training: Action-Packed Strategies to Ensure High Payoff from Training Investments. Boston, MA: Da Capo Press.

When we speak about learning transfer we mean, “the effective and continuing application by learners—to their performance of jobs or other individual, organizational, or community responsibilities—of knowledge and skills gained in the learning activities” (Broad, 1992). In a few words, the goal and the why of engaging in learning activities is: to know and to be able to do certain things in our life.

• To ask questions and gain clarity.
• To organize thoughts and map complex issues.
• To reflect upon and make sense of experiences and the processes.
• To connect personal and professional experiences to concepts and theories.
• To become aware of one’s strengths and areas of development.
• To develop self-awareness and analytical skills.
• To foster learners’ responsibility over own learning.
• To support the transfer of knowledge, skills and attitude.

These are small groups of people that support each other in the learning process by sharing experiences, discussing challenges, and providing feedback and expertise on certain topics and competencies. You can create these groups at the beginning of the training and provide people with contexts to work together and reflect on their learning process (for example by providing space for an evaluation of the day within these groups at the end of each training day for fifteenminutes). You can leave it up to the participants to form them, or you can follow a certain structure and group people according to some significant characteristics (they may come from the same company, may have similar or different backgrounds and expertise, etc.). Peer support groups can also be very useful when you plan post-training assignments. 

Reflection groups can help participants discuss their learning process and progress and ask questions and learn from each other’s experience. Furthermore, reflection groups create a space for trainees to provide feedback on the learning experience, share feelings and deepen relationships within the group.

They are the most effective when composed by a maximum of ten to fifteen people and facilitated by a trainer. You may let the trainees split into subgroups themselves or opt to organize them based on similar backgrounds in order to foster reflection on how they could use the elements of the program in their specific work or with their specific target group. Reflection groups must meet regularly throughout the learning experience (e.g. every day before the closing). You can provide them with guiding questions (“What was one learning point of today?”, “What could be improved?”, “What would you like to learn more about?”) or let the conversation unfold freely. Especially at the beginning, a question or a simple evaluation technique may help spark conversation.

It is also possible to have the trainees self-facilitate their reflection groups. In this case, make sure the goal of the meeting is clear and ask one participant to present a brief report to you at the end of the session. This allows you to understand a participants’ feedback and adjust the learning experience, even if not directly facilitating the reflection sessions.

Overall learning objectives of the training activity

Learning Journal

Pre-training Assignments

You can start the learning process before meeting with the participants. If possible, you could give them small pre-training assignments to get them in the right mindset for the training itself. As you well know, people are really busy, and your objective is not to burden them with this assignment. Consider it like an appetizer for the training, a common story the participants start to write even before getting together as a group.

For your participants, the training is not the end, but the beginning of applying what they have learned in their workplace. You can enhance their learning process and support them to apply what they learned when back in the workplace (and thus, increase the quality and effectiveness of the training you delivered) by following up with them in the weeks and months after the training. It can take some additional time and effort, but it will surely be worth it. Here are some ideas on how to do it. 

Integrating Social Media Platforms and Communication Apps

Reference: https://compass.itcilo.org/methodology/social-networking/

Social networking connects individuals or organizations around similarities. Communication technology, such as WhatsApp, allows for group chats and open communication between many parties. Group pages or chats can be used to connect the trainees, create a positive group dynamic, and offer a space for peer-support. They can be used by the facilitator to share content, tasks, and evaluation tools. Furthermore, they can be used as platforms for remote group work and group discussions.

Their role can be central in pre-training assignments and post-training assignments, when participants are not meeting face-to-face or do not have another learning platform where to connect and engage.

• Publish or share tasks, content, or evaluation tools.
• Promote learning activities and provide knowledge in context.
• Form communities of practice to discuss issues and collaborate.
• Build a participant network, establish professional connections and utilize an expert network.
• Carry out group work or group discussions remotely.

Make sure to set clear limits in the use of such applications with strict rules regarding posting/messaging time. Especially when referring to communication tools such as WhatsApp. Make sure no interactions take place during free time (e.g. evening) and resting time (e.g. weekends and bank holidays).

• Make sure all your trainees can and are willing to use the platform/communication technology chosen.
•  Build group dynamics through participant introductions or pre-event dialogue.
• Make sure you are familiar and confident with the platform/ communication technology.
•  Share best practices and course material.
• Foster a sense of community around your activity theme.
• Announce future learning activities or deadlines.
• Share evaluation tools for participants to fill them in.
• Share post-training assignment and share results.

Reference

https://compass.itcilo.org/methodology/presentations/

When we think about presentations we immediately think Powerpoint. Powerpoint is one of many visual aids that can support, supplement and reinforce what the speaker says, but there are many more!

Check them out!

When to use it:

• Support, supplement and reinforce the narration
• Stimulate the audience’s attention and add interactivity through images, audio and video
• Reach large groups of people

Do NOT use it for presenting documents or to communicate text-based information.

How to apply it.

Hungry for more tools? Click here

Reference:

https://compass.itcilo.org/methodology/audience-response-systems/

• Facilitate interaction and engagement during training sessions and presentations.
• Continuous course improvement and feedback.
• Check for prior knowledge and identify participants’ knowledge gaps.
• Help participants learn about each other and to remind them to respect diversity.
• Check understanding after a learning activity or review concepts from the previous day.
• Generate discussion and engage all participants (you can see the number of responses clicked).

• Test the system in the proposed location for technical issues.
• Provide clear instructions on how to use the clickers.
• Consider the length of your questions and offer three to five choices of answers.
• Limit the number of questions. Focus on key concepts.
• Ask the questions at periodic intervals.
• Allow time for participants to answer (15-20 seconds for groups of less than thirty and 1 min for groups of over 100).
• Encourage discussion between questions.

Hungry for more tools? Click here.

Online tools can be extremely helpful when it comes to mapping, monitoring, assessing and evaluating the learning needs, acquired competencies and quality of the learning experience. They can be used in the first stage of the learning management cycle—to assess the learning needs our learning offer will respond to—as well as during the learning experience—to monitor and evaluate learners progress and satisfaction—and after the training—to gain an overview and evaluation. They allow us also to receive feedback to further improve our learning offer.

When to use it: 

• Assessment of the learning needs assessment in early stages.
• Monitoring and evaluation of the trainees’ progress and understanding.
• Monitoring of the learners’ satisfaction with the learning experience.
• Assessment of the overall impact and satisfaction with the training experience.
• To receive feedback on how to improve our learning offer.

Hungry for more tools? Click here

Part III - MANAGERIAL AND SOFT SKILLS

Design based on the PPT of IN-HOUSE TRAINING ON: NEGOTIATION SKILLS FOR COLLECTIVE BARGAINING; NATIONAL HEALTH INSURANCE MANAGEMENT & TUGHE REPRESENTATIVES

(Soft skills - Tanzania - ATE Negotiation skills PPT)

The negotiation process

The negotiation process (continuation)

Negotiation skills

Negotiation skills (continuation)