Cover Image
close this book Community Nutrition Action for Child Survival
close this folder Part III - Project management systems
close this folder Unit 1: Training community nutrition workers
View the document Session 1: Introduction
View the document Session 2: Assessing training needs/writing objectives
View the document Session 3: Choosing training methods
View the document Session 4: Scheduling training content

Session 1: Introduction


Trainees discuss the functions of training and the instances where training is necessary for the implementation of community nutrition action projects. They also discuss the composition and qualifications of training teams.

Time: 1/2 hour


- Newsprint and marking pens or chalkboard and chalk


1. What is training? Begin by writing the words "training" and "education" on newsprint or on the chalkboard. Ask participants: " Is there any difference between training and education?" If they say yes, ask them to describe the difference. Or, ask them to say what they think of when they hear each of these words. Allow five or six responses.

2. Stress the unique characteristics of training:

- Training prepares a person for specific kinds of action

- Training deals mostly with developing skills or teaching "how to do" something

- Training improves performance in an activity

- Training motivates or changes attitudes

- Training should lead to sustained, self-generating development

(Adapted from Training Manual for Helping Professions by Kiron Wadhera)

3. Ask: "When is training necessary in community nutrition action projects?"

Answers should include:

- before a project to raise community awareness about nutrition programs;

- in the early stages of a community action project for training community volunteers or workers;

- periodically throughout the life of the project.

4. Ask: "Who should plan and carry out project training?" Discuss with participants the role of the manager in guiding and organizing training to meet community needs

Discuss the advantages and disadvantages of enlisting other technically-trained resource specialists to work on training activities.

5. Ask: "What are the desired characteristics of training team members?" Ask participants to write down the kinds of individuals they would ask to work with them on the training of community nutrition volunteers. Make a master list of the types of individuals on newsprint, i.e., nutrition worker, agricultural worker, artist, health education person, trainer, family planning specialist, etc.

6. Ask: "What personal characteristics would you look for in training team members?"

List the answers:

- Training experience

- Understanding of local problems

- Good rapport with community members

- Reliability, willingness to work

- Etc.

7. Summarize: The size of the training team depends on the length of training, the number of participants and, of course, resources. The training team should be involved early on in the planning process.

Tell trainees that we are going to use a step-by-step process in this unit to plan a training activity. The process includes the steps below. It can be used by teams or individuals for planning training workshops, in-service training and on-the-job training. The same process can be used to plan training for community nutrition workers, supervisors, and a wide variety of individuals and groups from other types of programs.

8. Write the steps in planning training activities on newsprint and display:

a. Assessing training needs

b. Writing training objectives

c. Choosing training methods and content

d. Preparing a schedule

e. Preparing session plans

f. Planning how to evaluate trainee knowledge and skills