Cover Image
close this bookTrainer's Guide for Training of Elected Officials (HABITAT)
View the document(introduction...)
View the documentForeword
close this folderPart I - Planning for elected leadership training
View the documentElected officials training: a changing mandate
View the documentWhat these materials DON'T cover
View the documentAnother example of what these materials don't cover
View the documentIs this guide necessary?
View the documentOptions
View the documentClient - centred training
View the documentTraining needs assessment
View the documentProviding case - based learning
View the documentTen ways to fail when you use this material
close this folderPart II - Getting prepared for elected leadership training
View the documentOverview
View the documentWorkshop preparations
View the documentSummary
View the documentTraining design skills
close this folderPart III - Workshop learning components
View the documentOverview
View the documentReading
View the documentPresentations
View the documentDiscussions
View the documentStructured exercises
View the documentCase study
View the documentRole playing
View the documentSimulations
View the documentInstruments
close this folderPart IV - Managing training delivery
View the documentOverview
View the documentDelivering information
View the documentGiving instructions
View the documentMonitoring small group activities
View the documentFacilitating the reporting process
View the documentSummary
close this folderPart V - Miscellaneous trainer resources
View the documentOverview
View the documentTrainers notes
View the documentPosition of the Khulla city council
View the documentPosition of the Hawkers
View the documentReferences


The least involving form of learning is reading. When reading, participants are inclined to be in a reactive mode, receiving information passively and experiencing vicariously through the ideas of others. In the essays that comprise Part I of each handbook, we have provided readers with a way to make the experience of reading more proactive. By providing questions from time to time about ideas covered by the reading, we provoke readers to ask, "So what?" We want them to focus on situations in their own experiences as councillors similar to the ones described in the reading and to consider how what they have read might be applicable to certain aspects of their councillor role performance.

There are at least two ways that reading the essays can be used to promote councillor learning. In some instances, you might suggest the use of essay material as a substitute for participation in workshop training. For some councillors, reading about them may be as far as they are willing to go in exploring new role behaviours. For councillors who are ready to take part in workshop training, the essays can be promoted as pre-readings to provide these councillors with a conceptual framework and heighten their interest in a more intense, prolonged involvement with the subject.