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How todesign andcarry out

part icipatorytrainingworkshops

1 Participatory training

2 The case study method

3 Designing a t raining workshop

4 Trainers Guide: How to prepare for a workshop

5 Training of Trainers (TOT)

6 Summary of the lessons learned in the Asia Programme

References

Annexes

GENDER AN ALYSIS

AN D FORESTRY

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1 . Par t i c i pa to ry training

Participatory training is participatory becauselearning occurs through active involvement of thtrainees and it is they who develop the answers. It i training because learning opportunit ies are creat

presenting new information together w ith analyticmethod ologies for t he train ees to d iscuss and consilight of their own work experiences. Participatory tis completely different fr om traditional teaching

Participatory training is especially useful for gendanalysis because development w orkers have dif ferelevels of awareness and u nderstanding of gender isas a result they m ay be sensitive, d efensive or even to t he topic. The participatory approach to trainingdiff uses negativity because tr ainees explore genderfor themselves in a supportive, motivating environm

Authors

Vicki L. Wilde

Arja Vainio-Mattila

EditorBonita Brindley

Design and layout

Giulio Sansonetti

Graeme Thomas

Illustrations

Pulika Calzini

The designationsemployed and thepresentation of material in thi spublication do not imply the expressionof any opinion w hatsoever on the partof the Food and AgricultureOrganization of the United Nationsconcerning the legal statusof anycountry, territory, city or area or of itsauthorities, or concerning thedelimitation of itsfrontiersorboundaries.

The Food and Agriculture Organizationof the United Nationsencouragesthedissemination of the material containedin this publication, provided thatreference ismade to the source.

FAO 1995

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PAGE 4

P a r t i c ip a to r y t r a i n in gTrad i t i ona l teach ing

Trainers role is to askquestions, and to f acilitatediscussions.

Teachers role is to tellstudents what they needto know.

Teacher is moreknowledgeable andexperienced thanstudents.

Teacher shares her/hisknowledge with thestudents by lecturing.

Students are passive,just listening and t akingnotes.

Students learn theright answer fromtheir teachers.

Both trainers and trainees areknowledgeable and experienced.

Everyone m ust reflecton her/his own, t henshare their ideas,

experiences, andexpertise.

Trainees are active andanalytical, askingquestions andexploring alternatives.

Trainees develop t heirown answers. Indeed,there may be manydifferent answers.

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2 The case study methodMany of the principles of p articipatory t raining drawon t heories of adult learning. Because adults alreadyknow a lot , they learn best by building upon their ow nexperiences. They learn more by doi ng, th an by listening.

Adult learning theory stresses that adult learners needopportunities to think, to understand, and to apply. To learn by thinking, trainees need to have

responsibility to work out their own conclusions. To learn by understanding, trainees need to relate the

learning experience to their own values, beliefs, andprevious experiences.

To learn by applying, trainees need to use and test a

new skill and receive feedback on their performance.Learning is evidenced by changechanges in

behaviour, kno wledge, un derstanding, skills, interests,values, awareness, or atti tud es. To f acilitate thesechanges in adult learners, experiential activities, duringwhich participants work out their own conclusions, aremore effective than lectures. Thus, participatoryworkshop trainers need to match learning activities withlearning o utcomes. Good t raining courses include a bro advariety of learning activities, including presentations,games, and rol e play, each wi th i ts own m erits and uses.

During participatory training, activities are selectedspecifically to encourage trainees to engage withth ematerials and become active and animatedtraineesoffer ideas, raise questions, build on one anothersstat ements and challenge one anoth ers opinions. Theylearn from, and with, ot her participants and worktoget her on a collective analysis.

The trainers are also active and frequently mobile!During participatory training, the trainers job is tostructure and f acilitate rather than deliver information,explain, or provide answers. Trainers init iate discussionand then draw in the trainees. They amplify sometrain ees comments and summarize others; they compareand connect separate remarks and point out opposingviews. They draw t he thr eads of discussion t ogether andrelate them to the workshops objectives.

Participatory training is structured around the ability ofthe trainees to reason, to analyse problems, and to workout their own solutions. It emphasizes the pro cess ofinquiry, and therefore participatory training workshopsoft en end w ith questions as well as conclusions.

A traini ng case stud y is a writt en descript ion or vrepresentation of a situation or problem, basedavailable facts. It has no analysis, conclusions, or ansit merely presents a situat ion as it exists.

The case stud y method is one of t he most eff ectimethodologies for participatory training, because itand buil ds on the experiences of t he train ees. Theyfrom one another t hrough the process of working wthe training materials, which represent a realistic fodevelopment situation.

The case study method is not new. It follows thetradition of apprenticeship learning through supepractice and learning fro m experience. The traineescase studi es to p ractise and refi ne th eir abilit y to asquestions and to make decisions. Case studies do noprovide solut ions or answers.

PA G E 6

STEPS IN THE CASESTUDY METHOD

Step 1: Preparationand ReadingThe trainera. intro duces the case and it scontents in broad t erms;b. explains how the case studywas researched and writ ten;andc. relates the case to theobjectives of the workshop.The trainees read the casestudy and accompanyingquestions.

Step 2: Small GroupDiscussionThe trainer

a. selects small groups so thatpeople with different orsimilar backgrounds aregrouped together, asappropriate;b. clarifies group tasks;c. states time available; andd. stays out of the small groupdiscussions.The trainees meet in smallgroups of f our to eightpersons to discuss th e case andcomplete the fou r Profiles orSteps of the gender analysisFramework.

Step 3: PlenaryDiscussion

The trainees reconvene inplenary and report smallgroup fi ndings.The trainera. ensures that all traineescontribut e to t he discussion;

b. asks the group t o stithe facts, to documentstatements; and

c. challenges the t raineexplain the implicationtheir fi ndings.

Step 4: ClosureThe trainees make a finof recommendations foactions to be t aken, bathe key issues revealedthe case study analysis.The trainer chooses onfollow ing closure activia. summarizes lessons opoints based on traineerecommendations, toreinforce their learningb. concludes wit h an opended, challenging que

so that the case leads tfurther exploration; orc. links final recommento i ssues in the wo rkshnext session.

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PAGE 8

3 Designing a t rain ing w orkshop

Each gender analysis and forestry training workshhave the following inherent objectives and, as wexplained later, other learning objectives are definecollaboration with the trainees themselves, in keep

with the participatoryapproach t o training.

GENERAL OBJECTIVES

During a workshop the trainees will: use gender-disaggregated informat ion on th

activities and resources of women and men in thforestry programme areas;

analyse the interaction between f orestrydevelopment programmes and gender roles; and

practise skills and meth ods to apply gender ato their own work.What f ollow s are six steps and gener al

recommendations for each step which were develofro m experiences in t he Programme on Gender Anaand Forestry in Asia.

There are six int errelated steps in designing a traworkshop:

1 Identify participants/trainees

2 Assess participants/trainees needs

3 Set training objectives

4 Select m aterials and t rainers

5Design trainers and trainees agendas

6 Develop evaluation strategy

Using the case study met hod, t rainees become decision-makers. They are asked to: conceptualize and organize key facts and patterns; identi fy alternati ves among several issues competing

for attention ; and formulate their own recommendations and strategies

for forestry development.Using t he case study metho d, t rainees practise dealing

with new or diffi cult problems. For development workers,a case study can raise such realistic problems as: a policy over which people disagree; a decision that involves trade-offs; and

a culturally questionable strategy.The case study met hod moti vates the t rainees because

it is demanding, interesting, requires preparation andactive participati on. The process generally has four stepsas shown on t he previous page.

Using the case study method, trainees discuss theirvaried perspectives and values in a suppor tiveenvironment. Trainees build on and critique oneanothers statements in a cooperative rather thancompetit ive spirit. Dif ferences in analysis typically arise,and confli cting recommendat ions emerge as they considerthe case. No tw o t raining sessions are the same. A varietyof possible out comes is inherent in any case studydiscussion.

ADVANTAGESOF PARTICIPATORYTRAINING ANDTHE CASE STUDYMETHOD

Trainees learn how to:

base their decisions on factsabout women and menscontribut ions, needs, andpriorities, rather than onassumptions,generalizations, or ideals;

think analytically,systematically, and criticallyabout theinterrelationships betweengender issues and forestrydevelopment;

apply gender analysis to a

real situation, making newconcepts meaningful ; formulate key questions to

enable them to recognizegender issues in othercontexts;

find ways to incorporategender analysis into t heirown work;

participate in a collectiveprocess, developingcollaboration skills;

work with sensitive issues

in a manner th at is positive,enlivening, and dynamic.

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PA G E 1 0

ST EP 2: A SSESS PA RT I CI PA N T / T R A I NN EED S

The purpose of Step 2 is to find out what the trainewant and needfrom t he training. This information essential to design a workshop that is usefulto theparticipants.

A needs assessment g uides the fo rmulat ion o f t raobjectives by identifying the gap betw een w hat is what should be. It can be carried out by meetingtrainees, administering questionn aires to train ees, areviewing key materials, such as policy or projectdocuments, annual report s, evaluations, and th e likmost cases, at least two methods should be used to athe needs of the trainees.

If the trainees knowledge of gender analysis is qgood, t hen t he needs assessment should also find owhat t hey have found useful and not useful about analysis. For example, the t rainees may want to leato use gender analysis for project evaluation, or forintegrating gender analysis into participatory ruralappraisal exercises with villagers.

A needs assessment helps avoid common mistaketraini ng design, such as:

wasting t ime by focusing on a t opic the traineealready familiar wit h;

wasting t ime by focusing on a topic that has litrelevance for th e trainees; and

missing an opportunity by omitting a topic thauseful for the trainees.

STEP 1: I DEN T IFY PA RT I CI PA N T S

The purpose of Step 1 is to find out about the traineest h enature and level of t heir responsibilities, what t heir prioritiesa r e , and so forth. This information is essential to design aworkshop that is relevantand also to determine whether ornot potential t rainees have enough in common to createone group. If they do not , it may be more appropriate tocreate several grou ps wit h shared characteristi cs.

In the Asia Programme, staff from three levelsparticipated in training workshops: fi eld-level extensiono f ficers and foresters; mid-level managers from forestry

departments and non-governmental o rganizations; and atthe policy level, high ranking offi cials from d epartmentsand ministries and development agencies. Working with alll e v e l s fi eld, m iddle management , and policyis impor tantif th e intended outcome is to bui ld institution al capacity.

Another purpose of Step 1 is to examine the traineesmotivationfor at tending the workshop. This will affectchoices the trainer will have to make in subsequent stepsof designing a workshop. Workshops may be organizedbecause staff are required to improve their skills ingender analysis, or because staff wantto learn moreabout gender analysis. For example, many internat ionaldevelopment agencies require all professional staff toattend workshops on gender analysis to improve theirorganizations work. Many agricultural research centresand numerous non-governmental organizations, alsotrain their staff in gender analysis.

In the Asia Programme, the forestry project staff andthe key f orestry institutions choseto participate intraini ng w orkshops on gender analysis.

Before proceeding with the other steps for designingthe w orkshop, ident ifying the t rainees is essential. Forexample, in the Asia Programme, it became apparent that

the trainees consisted of field-level and management-level participant s. Consequently, tw o sets of w orkshopmaterials and traini ng approaches were n ecessaryeachdesigned for the t rainees respective responsibilities.

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PA G E 1 2

STEP 4: SELECT MATERIALS ANDT R A I N ER S

The purpose of Step 4 is to match training resourcethe needs of trainees and the training objectives.

Selecting training materialsKey materials include the gender analysis and f o

Framework (select either the Field-level or Managelevel) and the t raining case stud y or studies, whethewrit ten, visual (slide sets, video) or bo th.

Selecting th e appropr iate Framework i s easier th

selecting the appropr iate case study. Case studies drelated to the responsibilities of the workshop trainare the most effective. If none exist, however, devea case study f or each group may be tim e-consumingexpensive. (Guidelines for d eveloping new case studusing rapid ru ral appraisal, are provided in Section

Anot her opt ion is to select an existing case stud yhas as many relevant characteristics as possible, e.g. study in t he same count ry or one w hich addresses sforestry objectives.

STEP 3: SET T RAINI NG OBJECTIV ES

The purpose of Step 3 is to ensure that both the trainerand the t rainees understand and agree on the intendedoutcomesof the workshop. The training objectives areimportant guideposts for everyone to keep thediscussions focused and on -track, and they are the basis

for Step 6, evaluation.Other specifi c

training objectives willarise from discussionwith t he participants

about their needs.These will vary fromgroup to group andmay be added asnecessary. Here ar esome examples:

If train ees havenever thought aboutthe impact of theirwork on local women

and men, then one training objective may be somethinglike, Trainees will identify t hree of their own w orkactivities or responsibilities for which g ender issues maybe important .

If trainees are village extension workers for awatershed management project, then an objective for theworkshop might be something like, Evaluate w hether ornot gender analysis is helpful for identifying appropriatetrainees for ext ension activit ies in soil conservation, treeplanting, and community woodlots, or Use genderanalysis to identify at least two culturally appropriateways to include women and men in t he appropriate fieldtraining activities .

If train ees are for estry sector planners and p olicy-makers, then t raining ob jectives might include, Evaluatewhether or not gender issues are adequately integratedfor successful ly achieving the fi ve top p olicy priori ties inthe Forestry Master Plan , or Ident ify the kind s ofgender-disaggregated inf ormation needed f or t he nextplanning cycle .

Sett ing t raining objectives provides a sound b asis for: organizing both trainers and trainees effort s and

activities for accomplishing work shop ou tcomes;

selecting trainin g materials and methods; and evaluating th e success of t he workshop.

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PA G E 1 4

STEP FIVE: DESIGN TRAINERS ANDTRAINEES AGENDAS

The purpose of Step Five is to create a w orkshop master plan , including two agendas, and trainingactivities, which will meet the training objectives inallotted time. To achieve this, all of the informationthe previous four steps must be taken into considerwho the t rainees are plus traini ng needs, objectivestrain ing resources.

The first agenda is the trainers agenda . It isminutely detailed, includes the objectives for

every session, and is fo r t he t rainers useonly. An example of a train ers agenda i s shownon page 17.

The secondagenda

is thtrainees

agenda . It isdistributed to t he

workshop participants astart of the workshop. It parall

trainers agenda, but is limited to gentopics and approximate time allocations to a

for fl exibility. (An example of a trainees agendashown on page 16.)

A well designed agenda should: aim to achieve the workshop objectives; incorporate t he case study method; and follow a logical learning cycle, both in the over

agenda and in every session.Finally, write a Trainees Agenda indicating ses

tit les, and th e start ing and closure ti me fo r each daTrainees Agenda on page 16.)

Selecting t raining activitiesActivities for the agenda should be selected to m

the training needs of the participants. Here are somsuggestions:

If train ees need to practise using gend er-disaggreginformationSelect : field vi sits, present ati ons, case studies, fil ms

diagrams, to highlight the activities and resources owomen and men.

Selecting t rainersIt is recommended that every workshop be carried out

by a team of trainers wit h complementary styles, skills,and knowledge. More than one trainer also makes theworkshop more interesting for the t rainees.

The trainers must have credibility with the trainees. Forfield-level staff, this means that the trainers should befamiliar with the responsibilities and constraints involvedin field work. For planners and policy-makers, the trainersshould be f amiliar with planning and policy terminologyand priorities. The trainers should be confident andskilled at using various training tools. All else being equal,a female-male t eam is recommended. Since genderanalysis trainin g is about inclusionof both w omen andmen, a mixed team r einfo rces this idea at bo th consciousand subliminal levels. Also, empathy amo ng w orkshopparti cipants is enhanced since the train ees will usuallyinclude both women and men.

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If trainees need to understand the interaction betweengender roles and forestry developmentSelect : games, role play, case stu dies, film s, small grou pand plenar y discussions to encourage questions and eli citalternatives.

If trainees need to develop skill in using the genderanalysis FrameworkSelect : case studies, Profil es or Step s, exampl es, roleplays, and field visits to practise and experiment with theFramework.

Be sure the agenda provides time for closure in everysession of every day.

Closure is essential to: summarize the key find ings of the trainin g session; link the fi ndings of each session to the training

objectives; and link the fi ndings of each session to those of other

sessions.During closure allocate time for the trainees to reflect

on w hat t hey have learned. This is essential t o reinf orcetheir learning experience. For example, ask the tr ainees tocomplete the following sentence at the end of each day, The most import ant thing I learned today isOtheropen-ended qu estion s can also be used so t he part icipantscan express what they liked or disliked during the day.

At the end of the last session, before the evaluation,the tr ainees need to relate theinsights, skills, and conclusionsgained from the w orkshop as awhole to t heir own everyday workand responsibilities. Ask th em tocomplete a stat ement such as, I canapply gender analysis to my ownwork by

PAGE 1 6

EXAM PLE OF A TRA INERS AGENDA

EXAM PLE OF A TRAIN EES AGENDADAY 1

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PAGE 1 8

4 Tra iners gu ide : How to p reparefo r a w orkshop

This part of Section 2 will help trainers prepare foworkshop. It contains a set of participatory traintechniques with instructions on how and when theyshould be used. It clarifies the role of the trainer in

participatory workshop.

PA RT I CI PAT O RY TR A IN IN G T ECHNIQU

The following techniques are useful to encourageffective and multi-directional communication amotrainees. These t echniques will stimul ate t raineesthinking, challenge them to improve the depth of tunderstanding, and help them to learn. Techniqueslisted in descending order of importance.

ST EP 6: DEV ELOP EVA L U AT I O NS T R AT E GY

The purpose of Step Six is to d evelop metho ds fordetermining the degree to which the t raining issuccessfulth at i s, wheth er it accomplishes the ob jecti vesset out in Step Three. A well designed evaluation strategyprovides trainees with an opportunity to express whetheror not their needs have been met. It also provides thetrainers with valuable feedback on the choices they madein t he five previous steps for w orkshop design.

A good evaluation strat egy measures: reactions to t he training; changes in understanding and attitudes; changes in skills and knowledge; and changes in how the trainees will carry out their work.

Examples of evaluation instruments used during thenational pilot workshops in the Asia Programme areattached in Annex 5-D.

1. Active listening. Active listening is fundamentathe ot her t echniques. It means listening closely eto summarize or paraphrase what is said, and t o up on the direction of discussions, e.g. whether i

the t opic or explor ing a gender analysis concept.means listening to detect underlying attitudes orjud gemen ts. The trai ners use acti ve listeni ng t ofacilitat e discussions and draw o ut key point s.

2. Questioning. The trainers uses questions to in itiat e, focus,and deepen the inquiry of the t rainees. A simple Why? isoft en enough to m ove a case discussion t o a new anddeeper level of i nsight. If a t rainee expresses a view w hichmight n ot be widely shared, the tr ainers might ask, Doeseveryone agree with t hat? i s a simple non-jud gmental w ayof broadening the discussion. A typology of usefulquestions is shown in t he box on page 21.

3. Paraphrasing and summarizing. Use

paraphrasing to simplify and clarifycomplicated issues. Use summarizing atsuitable intervals and at the end to draw key points. Both techniques reinforcelearning.

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PA G E 2 0

4. Theatre or dramatization. Use these techniques toencourage participation and provide a change of pace.Include humour and games. Stage r ole plays in wh ichtrainees are asked to speak for different interestgroup s. Use this technique t o high light relevant issues,to energize the trainees and to have some fun.

USING QUESTIONING AS A TRAINING TECHNIQUE

5. Creating empathy. Empathy is the ability toimagine o neself in someone elses positi on. Useempathy du ring a case discussion t o help b reak theartifi cial barrier of us and them . For example, if

the trainer empathizes with the trainees constraintsto carrying out gender analysis, it can stimulatethin king about solutions, e.g. So if I were a forester,I would have had no training on how to hold avillage meeting, or on how to find out what womenneed, or what men need. Is that r ight ? Role-reversals can create empathy, e.g. asking maletrainees to promote the interests of village women.

6. Taking the opposite point of view. Making anargument that is the opposite of what the traineesconclude can be risky. But if done at the right moment,it can be used to support their conclusion, rather thanto undermine it. The trainer might use this techniqueto help trainees refine and articulate their arguments.For example, the trainer may role-play a senior forester

who believes only women need training in homesteadforestry activities. This provides the opportunity fortrainees to respond by explaining exactly why it isimportant to t rain both women and men.

7. Pretending to misunderstand. This technique is alsorisky and should only be used by experienced trainersand only when t here is strong r apport between t rainersand trainees. Use this technique to prompt trainees toclarify their ideas, to check whether or not traineeshave full y understood facts and issues, and t o createinsight on an important point . To be effective, thistechnique mu st b e used sparingly.

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5 Mobilizes existknowledge.The trainers centre discussions around twork, knowledge, aconstraints of the tra

ROLE OF THE TRAINER

Trainers must be knowledgeable in the subject matter,understand the needs of the trainees, make the trainingobjectives clear and relevant, and select traini ng mat erialsand activities for achieving those objectives. Furt hermore,the trainer:

PAGE 2 2

1Prepares w ell.

Mater ials, logistics, equipment ,and visuals, are all carefull y plannedand prepared. The t rainers have aplan for both the process and thecontent of discussion. They know the

materials well enough to orient themselves to thediscussions from any point of t ime, place, or action.

2 Sets the climate .When the trainees sense anenvironment of mutual respect andtwo-way communication, they w illfeel free to share their ownexperiences and knowledge, and to express their doubtsand ask questions. When t rainees sense respect f rom thetrainers and one another, they become engaged in thelearning process.

3 Provides clarity and guidance.The trainers introduce and explain thetasks to be accomplished in each session.When t rainees understand t he objectives,method s, and issues of the w orkshop,

learning proceeds rapidly because the purpose of the

training is clear. The trainees get an overview of theproblem and the methods and tools for analysis; thisprevents loss of time, confusion, and frustration.

4 Motivates the trainees.When the workshop is relevant tothe tr ainees own work andresponsibilities, and when traineescan see the usefulness of new skills,they are motivated to learn. What willthe trainees get out of the training?New information? Understanding?Skills?

6Maintains fl exibility.The trainers alter the workshopobjectives, agenda, time allocation s,and questions, to meet the traineesneeds. Trainers incorporate t hetrainees experiences, know ledge, andquestions into the core of the training process.

7M oderat es the discussions.The trainers keep the exchangeinformation fl owing among the trThey keep the discussions focusedworkshop objectives. They pass dirquestions to tr ainees.

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PAGE 2 4

PARTICIPATORY TRAINING TECHNIQUESEXAM PLESOF TRAINER RESPONSES8Uses body language.The trainers keep f acial expressions friend ly but

neutral and they avoid distracting hand and bodymovements. Trainers make eye contactand move close to train ees who ar espeaking to show interest and reinforcethe importance of what is being said.

9 Avoids controlling t he outcome.The trainees learn most when they make their owncase stud y anal ysis conclu sions.When the trainees undertake thetask independently, they arerewarded w ith a sense ofaccomplishment.

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PA G E 2 6

The objective of Training of Trainers (TOT) work shops isto produce skilled trainers to deliver gender analysisand forestry workshops as part of a capacity-buildingprocessfor training design, training methods, and

training techniques.

HOW TO DESIGN A TRAINING OFTRAINERS (TOT) WORKSHOP

The steps for designing a TOT workshop are id enticalto t hose of any other t raining workshop: identifytrainees, assess needs, set objectives, select materials andtrain ers, design an agenda, and develop an evaluatio nstrategy.

Unlike other workshops, however, TOT requiresdifferent met hods for giving feedback to the traineesbecause th ey will eventually b ecome trainers th emselves.Peer group critiques and video playbacks are bot h usefulmethods for giving trainees feedback on how they

performed in the role of t rainer. All trainees need on-going feedback; for TOT parti cipants this means feedbackon process, i.e. how well they use training techniques, andon content, i.e. how well they clarify the concepts,method s, and issues in gender analysis and fo restry.

Like other workshops for adult learners, TOTwork shops should be experiential, b ecause the traineeslearn best by doing. TOT participants learn how tobecome trainers by training. TOT workshops on genderanalysis and forestry should be led by t rainersexperienced in participatory training, gender analysis,communit y forestry, and TOT.

TOT workshops shouldcover the f ollowing: Gender analysis and

forestry Training design The case study method

Training techniquetools

Working as a team

Visual communica Feedback Evaluat ion

HOW TOT WA SCARRIED OUT IN THEASIA PROGRAM ME

In the A sia Programme, theTOT needs assessment began

during the Regional CaseStudy Writers Workshop,where each nationalconsultant facilitated at leastone plenary session. Thisdemonstration of theirtraining skills providedinformation for planning theRegional TOT Workshop. Thetraining needs assessmentcontinued at the beginning ofthe Regional TOT Workshopwhere national consultantsfilled in a questionnaire toassess their own knowledgeand skills in gender analysisand forestry training. Theyselected topics from t hequestionnaire they wished to

focus on during t he TOTWorkshop.

Working together, the trainerand nat ional consultants setobjectives for the RegionalTOT Workshop. Altho ughpreliminary obj ectives and apreliminary agenda had beendrafted in advance, these

were discussed by the nationalconsultant s in small grou psand again in plenary. Changeswere made, as requested, t omeet t heir needs, e.g. addingrole plays on handling difficulttraining situations such astrainee hostility or apathy.

In the Regional TOT Wthe national consultanlearned how to use theparticipatory case studymethod, a variety of trtechniques, and t he negender analysis and f o

Framework. In addit ionteam of national consucarried out a one-dayworkshop on gender aand forestry, using thedraft case studies.There were two methogiving feedback: peer group crit iques and vidplaybacks. Two w orkinggroups were set upt hgave feedback on contthe second gave feedbprocess. Through the uvideo playbacks the teacould see their strengthweaknesses.

(TOT Workshop objectiagenda, and exercises were used during th e AProgramme are found Annexes 2-A and 2-B.)

TOT TOPICS

5 Tra in in g o f Tr ain er s (T OT )

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PAGE 2 8 Every workshop must be careful lyplanned, but a good trainer is flexibleenough to respond to the ideas andneeds of the trainees. A good trainer is

also creative, using a variety of trainingtools, and introducing humour, role play,

games, and so on, to keep the learningexperience lively and interesting.

6 Sum m ary o f t h e lessons learnedin th e Asia Program m e

Existing training materials aredefin itely an asset, but eachworkshop must be adaptedspecifically to meet the needsof each group of trainees.

There are at least two common ways that theparticipat ory process can break down . The first is whentime gets short and the trainers begin to give answersor manipulate the discussions. The second is when

workshops begin or end with formal speeches by high-ranking offi cials who do not participate in t he training.

When the workshop begins with speakers who tell traineeswhat t o do about gender issues, it w ill be diffi cult for t he

trainees to reach their own conclusions during the workshop.This is especially problematic when the speakers themselvesdo not understand gender analysis and lead the traineesastray by f ocusing on women o nly, or by expressing apat hyto the issue, or w orse.

Working with facts is powerful becausefacts often reveal the gap betweenmisconceptions, assumptions,generalization s and realityespecially

where women and mens roles andcontributions are concerned. Make it aworkshop ground rule that assumptions

and generalizations must be excluded from thediscussions.

Gender analysis looks at t he dif ferenttasks and resources of b oth womenand men. This is a realisticinterdependent approach t odevelopment. But, because most

for esters are men, and most wo rkshoptrainees are men, who customarily workonly with other men, the activities,resources, and constraint s of vill agewomen can easily be overloo ked orforgotten.

Gender analysis concepts, termi noloand issues are complet ely new t o mforestry workers. One of the best wamaking gender analysis meaningfulapply it to a real situation, such as avisit o r a case stud y, during which ttrain ees learn th e gender analysismethodology step by step. Having l

the methodology, the t rainees need timapply gender analysis to their own work responsibilities. Using the trainees policyproject documents as training materials is a good way to do this.

Gender analysis training is a relatively new linking gender analysis with the forestry se

also new . Few t rainers have all th e skillscarry out work shops on gend er analysis

forestry. Many trainers have no backgrin gend er issues and many gender expehave no training experience. Investmentrain ing of train ers (TOT) is needed alm

everywhere.

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PAGE 3 0

2-A T OT workshop ob jec t i ves and agenda

2-B Fi ve TOT workshop exerc ises

2 -C Examp le o f p i lo t w orkshop evalua t ion i nst rumen ts

2-D Trainers chronological checkl ist for organizing a wor

ReferencesBoehrer, J. and M. Linsky (1989). Teaching with Cases:

Learning to Question. John F. Kennedy School ofGovernment, Harvard University, Cambridge, Mass.

Casse, P. and S.P.S. Doel (1983). Principles of Case Wri ting ,Workbook 1. EDI/ World Bank, Washington, DC.

Casse, P. and S.P.S. Doel (1984). Principles of CaseDiscussion, Workbook 2. EDI/World Bank,Washingt on, DC.

Gormley, W.J. and J.A. McCaffery (1982). DesignComponent s of an Experiential Training Session.Training Resources Group. John F. Kennedy School ofGovernment, Harvard University, Cambridge, Mass.

Robyn, D. (1986). What Makes a Good Case?John F.Kennedy School of Government, Harvard University,Cambridge, Mass.

Annexes

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Review and test the genderanalysis and forestryFramework: forestry issues,gender i ssues, Profi les

Review draft slide sets Review issues for training

workshop design:identifi cation of trainees,needs assessment , ob jectivesetti ng, m aterials selection,agenda design, evaluation

Review principles andtechniques of participatorycase study t raining:

teaching versus training ,the meaning ofparticipatory, trainingtools, body language,handling apathy/hostility/dominance, roleplay of critical incidents intraining workshops,worki ng as a team

Enhance participatortraining skills of eachcountry-team

Practise presentationwhen to give apresentation/why/hoplay presenting aFramework

Develop init ial workdesigns/agendas for country training

A N N E X 2 - A

TOT WORKSHOP:OBJECTIVES ANDAGENDA

Training of Trainersworkshop: tentativeobjectives (example text ,from t he AsiaProgramme)

Debrief case study fieldresearch experiences andmethodologies

Review gender analysistraining objectives

Review and test draft casestudies

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PAGE 3 4

A N N E X 2 - B

FIVE TOT WORKSHOPEXERCISES

Gender Analysis andForestryTRAINING OF TRAINERSWORKSHOP

Exercise # 1 . SELF-ASSESSM ENT

OF TRAINING NEEDSPlease evaluate yourself oneach of the to pics listed below.Take into consideration yourexperience in training,facilitating or teaching, inforestry and agriculturaldevelopment activiti es, ingender analysis and Women inDevelopment issues, and inprogramme design andorganization.Please put an X next toeach topic you think should becovered during the Training ofTrainers Workshop.

Example of Trainingof Trainers workshop:tentative agenda (fromthe Asia Programme)

Friday, 20 M arch7:30 Registration8:00 Int roduct ions

Review of TentativeObjectivesReview of TentativeAgendaMaterials/ReadingWorking Group

Selection9:30 Tea break9:45 Team Presentations on

Field ResearchExperiences

Noon Lunch13:30 Presentation of Draft

Gender Analysis andForestry FrameworkReview of GenderAnalysis Training Goals

14:15 Tea break14:30 Training versus

TeachingGood ver sus BadTrainingExercise #1: Train ingNeeds (by individuals)

16:00 Principles of

Participatory Case StudyTrainingGender AnalysisTraining Scenarios andOptions

Saturday, March 218:00 Exercise #2, Delineating

Workshop TargetGroups, Needs andObjectives (by country-teams)

9:30 Tea break9:45 Plenary Reports by

Teams on Exercise #2Noon Lunch13:30 Exercise #3, Agenda

Design (by countryteams)

14:30 Tea break

14:45 Plenary Reports byTeams on Exercise #3

16:30 Introductio n to Exercise#4, Workshop Delivery

Sunday, March 228:00 Role Play: Critical

Training Incidents10:00 Tea break10:15 Role Play: Critical

Training IncidentsNoon Lunch

Remainder of day free forteam w ork on Exercise #4

Monday , March 23 8:00 Gender Analysis and

Forestry Workshop byTeam #1

Noon Lunch13:30 Preview of Slide Set #114:00 Meeting of Working

Groups15:30 Tea break15:45 Feedback to Team #1

from Working Groups

Tuesday, M arch 248:00 Gender Analysis and




from Working Groups

Wednesday, March 258:00 Gender Analysis and




from Working Groups

Thursday, M arch 268:00 Gender Analysis and




from Working Groups

Friday, March 2 78:00 Gender Analysis and



Groups15:30 Tea break

15:45 Feedback to Team #5from Working Groups

17:00 Workshop Evaluationand Closing

Adult learning theory

Gender analysis concepts

Participatory trainingconcepts and goals

Socio-econom ic i ssues offorestry development

Technical issues offorestry development

Socio-econom ic i ssues ofagricultural development

Technical issues ofagricultural development

Women in developmentissues

Project cycle terminol ogy

Workshop design

Developing strategies forneeds assessment

Developing trainingobjectives

Designing an agenda toreach specifi c objectives

Developing evaluationstrategies

General topics X

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Exercise #2. ASSESSINGTRAINING NEEDSYou and a co-trainer havebeen selected to organize,design, carry out and evaluatea gender analysis trainingworkshop. The target group isthe project staff of the forestryproject where you carried outyour case study research.Before designing theworkshop agenda, it isrecommended that you:1. Identify trainees. Make a

list of the probable workshoptrainees, including theapproximate numbers offoresters, extension workers,project leaders and so on.Assume also that t woprogramme officers from theFAO Representat ives offi ce inyour country, a director from aleading agriculturaldevelopment traininginstitution and three offi cialsfrom t he national forestrydepartment also will beattending. How disparate is the targetgroup? Do t hey have sharedpriorities? Is the potential for power

struggles during theworkshop high or low? What are the implicationsof the group mixture for thesmall group sessions andplenary sessions in terms ofrank and areas of expertise? How can you make theworkshop relevantto theresponsibilities of t he targetgroup?2. Identify needs. Develop amechanism thr ough w hich youcan identify what the traineeswant to gain from theworkshop as well as what theymay fear from such aworkshop; what they alreadyknow about g ender analysis;

what they already know aboutthe women and men in theproject area; and what theyperceive to be project-relatedpriorities.

Is the starting point ofthe t rainees awareness of t herelationship between genderand forestry low or high orvaried? What do the trainees needin t erms of gender analysistraining ? Sensitizati on?Motivation? Methods andto ols? Examples?3. Formulate workshopobjectives. In terms of genderanalysis training goals, traineeneeds and proj ect priorit ies,

identify the objectives for theworkshop. Which new concepts, skillsand attitudes do you want thetrainees to have by the end ofthe workshop?

Exercise #3 . DESIGN AWORKSHOP AGENDABased on the informationgained in Exercise #2 (traineesneeds and objectives), design aworkshop agenda. Incorporatethe gender analysis Frameworkand case study, and any othermaterials which are useful andrelevant. Write t he objectives,materials to be used, names oftrainers, group composition(either plenary or small group)and the time required for each

activity in t he agenda (seeexample which follow s).

Exercise #4: CONDUCT AWO RKSHOPAs a team, design and ca 4-hour workshop. Youtrainees are the otherparticipants in th e TOTworkshop.Feedback on t he strengweaknesses, both procecontent, of your worksbe provided to you by tParticipant Working GrYou will be videotapedmost of your plenary se

so that you can review performance afterwardFor a workshop sessiononly ru les are: include an opening closing include a presentatiodiscussion of the Frame include a gender anayour project area case s HAVE FUN!

PA G E 3 6

Specific training skills

Generating motivation amongparticipants

Looking confident in front of aroom full of people

Recognizing and building upon theskills and knowledge of theparticipants

Creating an environment in whicheveryone feels free to express theiropinions

Time management skills

Speaking and presentati on skills

Staying calm in t he face of hostile orangry participants

Remaining fl exible/open

Maintaining a warm, friendlyattitude

Encouraging participation fromreluctant or apathetic trainees

Managing over-enthusiastic or

dominating participants

Listening, f or several hours, wit hinterest

Summarizing and synthesizingcomplex information

Maintaining neutrality amiddifferent schools of thought

Having the role of someone whodoes not control t he answers

Hiding your nervousness

Using various visual communicationstechniques to organize andhighlight information

Keeping your humour

Other

(List any other areasof knowledge, skills and techniquesthat are useful to

carrying out gender analysis-forestry training)

Weak Aver age St r ong

Introduction tocase study

slide set Dek i

Introduction to

Context Profi l e

overhead wi th example Daw a

AnalysisofContext Profi l e

Fr am ew o r k Context Profil eW o r k sh eet s Flip chartsand pens foreach group

Daw a

To p i c Gr o u p s M at er i al

Ex amp le o f a Wo rk s h o p Ag e n d a

30 min.

10 min.

1 hour

p l en ar y

p l en ar y

sm al lg r o u p

Review case study fin d

Clarify how to use eac

column of Context Pro

Practise using th e CPr o fil e Explore interrelationamong environmentaeconomic and social fimportant to the foresdevelopment effort

Ti m e Lead er Ob j ect i ves

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Exercise # 5: PROVIDEFEEDBACKDivide into ParticipantWorking Groups:Working Grou p #1 CaseStudy Materials:This group is responsible forproviding feedback on theinformation that is and is notprovided by each team in theircase study materials and intheir pr esentation s and de-briefi ngs. Key questionsinclude:

Do th e case studies facilitatesuccessful completion of eachstep in gender analysis?Does the information highlightpressing issues that theparticipants need t o address?Are t he for estry-related i ssueswell defi ned and accurate?What points require furtherclarification?Are t he charts, tables and/ormaps adequate?Is the material readable andunderstandable?Are the training objectivesreached?What specifi c changes arerecommended?What are the best segments?

Working Group #2 Training:This group is responsible forproviding f eedback to eachteam on the strengths andweaknesses of their trainingtechniques. Key questionsinclude:Are the trainers articulate,clear, calm, confident andflexible?Warm, friendly, yet neutral?Does the team teach ortrain?

How and by whom is controlover the process exercised?How and by whom is controlover the content exercised?Does the team use techniquessuch as summarizing,paraphrasing, andquestioning?Do the t rainers havedistracting body language,facial expressions or handmovements?Are diffi cult moments ofhostility, anger or apathyhandled well?What do the trainers do best?What skills do the trainersneed to work on?

A N N E X 2 - C

EXAM PLE OF PILOTWORKSHOPEVALUATIONINSTRUMENTS

1. Written questionnaireAt right is a copy of a writtenevaluation questionnaire usedduring one of t he national

pilot workshops on genderanalysis and f orestry in Nepal.A similar questionnair e wasused during the pilotworkshop in Sri Lanka.These instruments weredesigned to give trainersdetailed feedback, at the endof every day of the pilotworkshops. The results wereused to adapt trainingmaterials and methods, and toplan future workshops.

2. Strengths, Weaknesses,Opportunities, andLimitat ions (S.W.O.L.)

In Nepal, a participatoryS.W.O.L. exercise was carri edout on t he last day of the pilotworkshops for tr ainers andfield-level staff (in addition tothe daily writtenquestionnaires). The nat ionalteam of trainers (andinternational consultants) leftthe workshop room while oneof the trainees facilitated theexercise. Trainees discussedeach category and wrote theirconclusions on flip char ts. Thetrainers were then invited backand the evaluation fi ndingswere presented to them.In Bangladesh, the S.W.O.L.evaluation was carried out in

writing by individual trainees.Overall recommendations alsowere also requested. Theresponses were detailed.

PA G E 3 8

Tra iners Workshop Evaluat ionDay 3

Please take a few moment s to fill in this evaluation formYour evaluation of the Gender Analysis & Forestry Workin terms of bo th content and process is import ant t o usnot put your name on this form.

A. Presentations1. Welcome

Too long Just right Too sho

1 2 3

Comments?

2. Intr oduction Resources Profi leTrainin g objecti ve: Clarifi cation of i ssues in Resources Pr

Full achievement Some achievement No achieve

1 2 3

Comments?

3. Small g roup discussion o f Resources Profi leTraining objective: Application of Resources Profile t oShivapu ri case study by part icipant s.


1 2 3

Comments?

4. Plenary pr esentati on of Resources Profi leTraining objectives: Participatory discussion of small grofin dings and identifi cation of key issues


1 2 3

Comments?

5. Introduction to t he Shivapuri Project DocumentTraining objectives: To clarify project obj ectives and act


1 2 3

Comments?

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PA G E 4 0

6. Introduction to t he Programme Action ProfileTraining objective: Clarification of issues in Programme ActionProfile

Full achievement Some achievement No achievement

1 2 3

Comments?

7. Small gro up discussion of Programme Action Profi leTraining objectives: Application of Programme Action Profi le toShivapuri case study by part icipants


1 2 3Comments?

8. Plenary presentatio n of Programme Action Profi leTraining obj ectives: Participatory di scussion of small g roupfi ndings and identifi cation of k ey issues.


1 2 3

Comments?

B Training skills Generating motivation among participants

Weak Average Strong

1 2 3

Looking confident in front of a room full of people

Weak Average Strong

1 2 3

Recognizing and building upon skills and knowledge of theparticipants

Weak Average Strong

1 2 3

Creating an environment in which everyone feels free toparticipate

Weak Average Strong

1 2 3

Time management skillsWeak Average Strong

1 2 3

Speaking and p resentation skills

Weak Average Strong

1 2 3

Remaining flexible/open

Weak Average Strong

1 2 3

Maintaining a warm, friendly attitude

Weak Average Strong

1 2 3

Summarizing and synthesizing complex infor mation

Weak Average Strong

1 2 3

Having the role of someone who does not control the a

Weak Average Strong

1 2 3

Hiding their nervousness

Weak Average Strong

1 2 3

Using various visual communications techniques to orgaand highlight information

Weak Average Strong

1 2 3

Comments on their training skills?

PA G E 4 0

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PA G E 4 2

A N N E X 2 - D

TRAINERSCHRONOLOGICALCHECKLIST FORORGAN IZING AWORKSHOP

4 to 6 months before: Identify the purpose of the

workshop and t he types oftrainees

Establish a budget for the

training workshop Init iate training designprocess (see pages 9-18)

Set workshop dates Reserve workshop venue2 to 3 months before Select t rainees (check with

their supervisors forapproval)

Complete training designprocess

Organize field trips Have all materials

translated Have all written materials

photocopied Have all visual materials

reproduced Reserve equipment (slide

projector, screen, videoplayer)

1 month before Send invitations and

agenda to all trainees Arrange purchase of note

pads, pens, overheadtransparencies, Get flip chart paper, white

boards, markers, and so on2 weeks before Prepare presentations,

games, and r ole play id eas Practise with co-trainer Double-check translations,

photocopies, reproductions Prepare packages of

training materials fotrainees

1 week before Contact all trainees

confirm attendance Send packages of tra

materials to all train Double-check venue

equipment reservat Prepare slides and

overheads Practise with co-trai1 day before Arrange seating,

equipment, and main workshop room Check that all equip

functioning Practise with co-trai Get a good nights sSuccessful workshops with well-organized tra

C. Training materials1. The Draft Framework for Gender Analysis in Forestry t hatyou were given is intended for training participants at policylevel. In your opinion

Is it writ ten clearly? Yes No

Is the forestryinformat ion adequate? Yes No

Is the explanation of theGend er An al ysis Fr am ew ork adeq uat e? Yes No

Are the worksheets provided helpful tounderstanding gende r anal ysi s? Yes No

Comments?

2. The writ ten case study

Was it writ ten clearly? Yes No

Did it focus on forest ry adequately? Yes No

Did it f ocus on genderissues adequately? Yes No

Did it provide adequateinformat ion on Shivapuri? Yes No

Comments?

3. The slide case study

Was the presentat ion clear? Yes No

Did it focus on forest ry adequately? Yes No

Did it f ocus on gender

issues adequately? Yes NoDid it provide adequateinformat ion on Shivapuri? Yes No

Comments?

4. Please compare the written and visual case studies in termsof using t hem to hi ghlight forestry and gender analysis issuesin an area.

D. Overall Comments1 What did you like most about todays sessions?

Comments?

2 What did you dislike most about todays sessions?

Comments?

3 Your recommendations for f uture Gender Analysisand Forestry Work shops?

PA G E 4 2

Documents

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