![]() | 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 |
The Training Needs Assessment (TNA) is a valuable tool in knowing participants even before the training begins. It gives the trainer foreknowledge on what topics need to be discussed and how they should be handled based on the characteristics of the participants. An effective TNA facilitates a learner-centered training and builds on the experiences and knowledge of the participants.
The TNA also provides useful data that can be used to monitor the growth of a particular participant or community during or after any training.
Figure