Cover Image
close this bookTraining for Elected Leadership - The Councillor as Decision-maker (HABITAT, 1994, 22 p.)
View the document(introduction...)
View the documentForeword
View the documentHow to use this handbook
close this folderPart I. Essay on the councillor as decision-maker
View the documentDefinition
View the documentSummary
View the documentReflection
View the documentConcepts and ideas
View the documentBe rational!
View the documentProblem identification
View the documentAwareness and vision
View the documentReflection
View the documentProblems, symptoms and solutions
View the documentTalk to your problem
View the documentFurther analysis
View the documentQuality and acceptance
View the documentConsequences
View the documentWhat about group decision-making?
View the documentReflection
View the documentOther decision traps
View the documentMaking decisions in uncertainty
View the documentKey points
View the documentReferences
close this folderPart II. Workshop on the councillor as decision-maker
View the documentOverview
View the document3.1 Warm-up exercise: decision preferences checklist
View the document3.2 Trainer presentation
View the document3.3 Exercise: good and bad decisions
View the document3.4 Simulation: the allocation decision
View the document3.5 Case study: a central bus park for Rumai
View the document3.6 Skill transfer exercise

3.6 Skill transfer exercise

Time required:30-45 minutes

Objective

This exercise is to help participants transfer the learning experiences of the workshop into their real-world activities as elected officials. The focus of this exercise is on raising expectations, engaging in realistic planning, and making personal commitments. Most of the work is done on a personal basis with some interpersonal sharing.

Between knowing and doing there is a wide chasm.

It is generally agreed that the purpose of training is to improve the way people do things by showing them a better way.

In fact, the success of a training experience can be measured by the amount of personal growth and change that takes place both during training and after the training is over.

Training rarely has the impact on workshop participants that trainers hope it will have, particularly after an exposure of only a few hours. The exhilaration of the moment fades quickly when the trainee is confronted with old work habits and of work associates who have not shared the training experience.

On the other hand, commitments to learning and change made at the close of a workshop can help participants overcome learning resistance in themselves and in the work environment. A trainer can help learners make a successful transition from the world of learning to the world of doing through a few simple planning exercises. Think about it this way. The time taken to encourage learning transfer could be the difference between a brief exposure to some interesting ideas and a life-changing experience.

Process

Spend at least half an hour at the end of the workshop to focus the attention of participants on important learnings and encourage them to continue experimenting with these learnings in their council activities. Begin by giving participants about 15 minutes to work independently on a simple learning transfer questionnaire.

When participants have completed the questionnaire, ask them to share quickly with the group two or three things they intend to do differently in their council roles as decision-makers to close the workshop.

Take a few minutes to reflect on the role of the decision-maker, the new ideas you encountered in this workshop, and how you feel about them. Then, in the space below, write a sentence or two to describe something interesting you have learned about yourself during this workshop.

__________________________________________________________

__________________________________________________________

Based on what you have learned about yourself and the many possibilities for change presented by this workshop, what two or three things do you intend to do differently in your council role as decision-maker?

1.
__________________________________________________________

2.
__________________________________________________________

3.
__________________________________________________________

Finally, what obstacles in yourself or in your work environment do you expect to experience during your efforts to implement these changes? What will you do to remove or minimize these obstacles?

Obstacle

Action to remove the obstacle

1. ____________________

1. ____________________________

2. ____________________

2. ____________________________

3. ____________________

3. ____________________________



If you can learn it, you can do it