 | Creative Training - A User's Guide (IIRR, 1998) |
 |  | (introduction...) |
|  | How was this user's guide to creative training produced? |
| | (introduction...) |
| | Workshop objectives |
| | The workshop process |
| | It came one night... |
| | Basic facilitation skills |
| | (introduction...) |
| | 10 handy tips |
| | Training needs assessment |
| | (introduction...) |
| | Purpose |
| | Materials |
| | Suggested approach |
| | WII-FM (what's in it for me?) |
| | Evaluation techniques |
| | (introduction...) |
| | Purpose |
| | Method |
| | Are we on target? |
| | Tell me... |
| | Complete the sentence |
| | Other methods |
| | Developing questionnaires |
| | Energizers |
| | (introduction...) |
| | Purpose |
| | Forming groups |
| | Creative congratulations |
| | Relaxers |
| | Mood setting exercises |
| | (introduction...) |
| | My posture, my thinking |
| | Put your worries aside |
| | Creating a positive state of mind |
| | Lectures |
| | (introduction...) |
| | Strengths |
| | Limitations |
| | Suggested approach |
| | Outcome |
| | Developing the lecture method further |
| | Mind mapping |
| | Creative use of overhead projectors |
| | Slide/photo presentations |
| | Visual spicers |
| | Posters as problem-posing materials |
| | Drawing and chalk talk |
| | (introduction...) |
| | Chalk talk |
| | Comic love |
| | Self-expression through pictures |
| | (introduction...) |
| | Variation 1: Printing from objects |
| | Variation 2: Printing from erasers/vegetables |
| | Variation 3: Collage |
| | Body language |
| | Visual gestural communication |
| | Shadow plays |
| | Easy puppets |
| | Basic theater skills |
| | Role play |
| | Animated comics role play activity |
| | Folkstorytelling: Stories come alive! |
| | Oral testimonies |
| | Lifeline |
| | Timelines |
| | Map-making |
| | Making and using case studies |
| | (introduction...) |
| | Making a case study |
| | Using a case study |
| | Action research |
| | Field trips |
| | (introduction...) |
| | Cross tripping/comparing environments |
| | Physical activities as educational tools |
| | (introduction...) |
| | Illustrating facts or theories |
| | Promoting attitude change |
| | Games |
| | (introduction...) |
| | Snakes and ladders |
| | Health snap |
| | Bangko-bangko |
| | Contact organizations |
| | Workshop participants |
| | Workshop production staff |
Purpose
The TNA identifies the existing knowledge, skills and attitudes of participants, in order to surface their training needs:
I. Information
· What sort of information do the participants know? This could cover problems or issues in the community or the whole country.· What else do participants need to know to further their understanding of the problem or issue?
Figure
II. Skills
· What are the current capabilities, skills, strengths and weaknesses of the participants?· What further skills do they need to develop?
III. Change in attitudes
· What are the attitudes of the participants towards issues and problems, and what are the norms and traditions that have formed these attitudes?· Are these the kind of attitudes that can help them in their work and lives? If not, can these be changed?
These three types of training needs could either come from the individual participant or from the organization they come from. Moreover, the three training needs have two different levels - the short-term needs and the long-term needs.
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