Course objectives

2. Training facilitation course objectives

Learning objectives describe what knowledge and behaviours are expected from participants by the conclusion of the training. This is important to guide both the trainer in designing and delivering the course and the participants so they understand what is expected of them.

At the conclusion of this guide, participants will be able to:

1. Communicate the basic principles behind the training designed to support iSIKHNAS

• Changes brought about by iSIKHNAS and equipping staff to respond to these
• Helping staff to feel more confident in their work by equipping them in a more targeted way
• Improving the collection, management and use of animal health related data
• Improving the understanding and analysis (simple and complex) of iSIKHNAS data
• Improving the decisions made using iSIKHNAS data

2. Communicate the core values of good training facilitation

• The value of learner-focused training
• The importance of good preparation
• The importance of active participation by learners
• The importance of reacting flexibly to participant needs

3. Identify classroom management techniques

• Manage time to meet course requirements
• Use training equipment correctly
• Manage unforeseen group challenges
• Adjust to the limitations of particular groups or participants
• Describe the logistical issues to be considered when putting on a course
• Describe techniques to transition smoothly from one unit to another

4. Identify effective facilitation techniques

• Set the learning environment
  • Be enthusiastic and dedicated
  • Read body language
  • Relate to the participants
  • Address physical and emotional comfort needs
  • Use humour appropriately
• Maximize knowledge retention
  • Address the needs of adult learners
  • Involve the participants by varying the teaching methods to appeal to a variety of learning styles
  • Repeat key information
• Convey information
  • Use effective presentation skills
  • Give positive, constructive feedback
  • Work effectively as part of an instructional team
• Encourage full engagement and participation
  • Getting participants interested
• Using materials clearly and simply
  • Giving people time to think, engage and react
  • Asking questions
  • Drawing out discussion
  • Using interactive/participative activities well
• Assess progress
  • Use questions effectively
  • Observe hands-on activities and provide structured feedback
  • Stop and make sure people are ‘getting it’ and are learning.

5. Identify appropriate behaviour and ethics of a good training facilitator

• • Clear and direct communication
  • Positive attitude
  • Personal actions and dress
  • Respect for all participants and their contributions