Child Trafficking ToT Guide ECPAT

Training
theTrainer
Training the Trainer Guide
ECPAT International is a global network of organisations in over 70 countries
working to eliminate the commercial sexual exploitation of children.
The ECPAT Europe Law Enforcement Group, coordinated by ECPAT Netherlands,
is a collaboration of network members and organisations in West and East Europe
and the CIS working together to combat the trafficking in children for sexual
purposes across the region.
This publication was developed with the support of The Dutch Ministry of Foreign
Affairs and The Oak Foundation, together with ECPAT International and the
ECPAT Europe Law Enforcement Group.
Authors: Stephanie Delaney & Theo Noten
Editor: Muireann O Briain
ISBN: 978-90-74270-26-7
Design & Layout : Manida Naebklang
Amsterdam, Bangkok, 2008
ECPAT Europe Law Enforcement Group, published in cooperation with ECPAT
Netherlands, Defence for Children International Netherlands and ECPAT
International.
Copyright 2008, ECPAT Netherlands and ECPAT International
Materials from this publication may be freely used and adapted, provided
acknowledgement of the source is made.

A Guide to Training Trainers
specifcally in relation
to traffcking in children
and the sexual exploitation of children
Table of content
Acknowledgements
Foreword 1
PurposeoftheGuide 2
UseofLanguage 2
FormatoftheGuide 3
SettingtheContextforTrainingofTrainers
Content versus Process 5
Selection of the Trainers of Trainers 6
Relationship between the Trainers of Trainers 7
Selecting Participants for the Training of Trainers Course 8
Course Numbers and Duration 9
Assessment 9
Practical Issues Relating to the Training of Trainers Course 10
The Training Programme The Process of Learning 15
Experiential Learning 15
Importance of Feedback 16
Feedback Model and Process 17
Daily Feedback 19
Written Feedback 19
Review of Each Day 21
Transparency 21
Learning Styles and Learning Models 22
Difficult Participants 26
PART
1
TrainingCourseforTrainingofTrainers
TheProgramme
Core Sessions
1. Welcome and Key Announcements 32
2. Introductions 32
3. Learning Agreement 33
4. Parking Lot 34
5. Expectations and Objectives 34
6. Establishing Knowledge Levels 34
7. What Makes a Good Trainer 35
8. Working with Culture and Difference 38
9. Training Environment and Practical Issues 42
10. Tools and Techniques to Meet Different Learning Styles 43
11. Use of Multi Media 47
12. Forming Groups and Dividing Up 47
13. Warm Ups and Energisers 49
14. Developing a Training Programme 51
Sessions Run by the Trainers in Training 52
Review and Evaluation 53
Closing Exercise 53
PART
2
Appendices
A. Sample Application Form 57
B. Sample Certificate 58
C. Sample Evaluation Form 59
D. Sample Training Check List 61
E. Feeling Barometer 63
F. Learning Target 64
G. Sample Training Programme 65
H. Sample Baseline Knowledge Test 68
Resources54
PART
3
The authors wish to acknowledge the contributions made by the ECPAT Europe Law
Enforcement Group and ECPAT International. Thanks are also due to Lynne Benson (Save
the Children Sweden) and Sinart King (previously of ECPAT International and currently
Plan Thailand) for their ideas and support in developing the methodology over other
trainings of trainers, and our fellow trainers from the ECPAT Europe Law Enforcement
Group.
Special thanks and appreciation to Mechtild Maurer (ECPAT Germany) for her input in
the train the trainer trainings under the project, as well as for her expert advice for this
guide.

Thank you to everyone who has been trained by one of us as a trainer. Your feedback has
been incorporated into our ideas about the best way to train trainers.
Given that this guide is the culmination of our experience of training trainers during the
ECPAT Europe Law Enforcement Group multi-stakeholder training, together with many
years of other courses, both as trainers and as participants, it is difficult to attribute
all sources of the material used. Often input has been given informally, or there are
several versions of good ideas, and it is impossible to say who had the idea first! As far
as possible we have attributed sources, but if you feel that you have not been properly
credited for material used, please let us know and we will rectify this.
Acknowledgements
l
From 2004 to 2006, with partners in 19 countries in Western, Central and Eastern
Europe, ECPAT Europe Law Enforcement Group, under the coordination of ECPAT
Netherlands, has developed a multi-stakeholder training programme and a training guide
on combating trafficking in children for sexual purposes. Experts, from law enforcement
agencies, from care providers, from child protection agencies and social work, and from
international governmental and non governmental organisations, were involved. In two
cycles of real trainings in a multi-stakeholder environment in ten countries in Central and
Eastern Europe the training has been tested, adapted, re-tested and tuned.
In this process we learned that there was a lack of trainers, both in the countries that were
involved, and also internationally. It was hard to find people who were available and able
to deliver training to a group of professionals with different backgrounds, but who also
themselves had a complementary role in combating the trafficking in children for sexual
or other forms of exploitation. Although training professionals to become trainers was
an element of our programme, we concluded that there is a real and on-going need for
training of trainers. The aim should be to develop a pool of trainers, both at national level
and also internationally, who are able to train professionals. We felt it therefore would be
helpful to develop a training programme and a training guide to train professionals to
become trainers. The development of such a training programme and training guide is
part of the current project called Implementing Multi-stakeholder Training, supported by
The Dutch Ministry of Foreign Affairs and The Oak Foundation.
According to the trainers involved in the multi-stakeholder training programme, training
is much more about learning than it is about teaching. Selecting professionals who
have a good attitude to learning for participation in the training is very important. Being
able to create a positive learning environment is also crucial for a successful training.
The training guide that we have developed has taken these assumptions as its starting
point. Our hope is that the guide will empower trainers to convey knowledge and skills
to others, but also that it will assist them to increase the trainers in training understanding
of child abuse and exploitation. Participants should find that their work is made easier,
and that they are better equipped to train others to catch criminals and to prevent the
victimization of children and young people, or to help victims to cope with the effects of
abuse and exploitation.
Theo Noten
Coordinator
ECPAT Europe Law Enforcement Group
Foreword
I
This guide has been written in order to assist people who are providing training
to trainers. It is based on our experiences of training trainers in relation to
combating the trafficking in children for sexual purposes
1
, and draws from those
experiences, but the methodology has also been used in the training of trainers
on a broad range of issues. Consequently we think that, with slight adaptation,
it can also be of use to those who are required to train trainers on other subjects
related to childrens welfare and rights. Furthermore, the information relating to
the techniques of training may serve as a useful refresher to trainers themselves.
Guidance on where to find information on the commercial sexual exploitation
of children is available under the Resources section of this guide. Additional
resources can be found in the ECPAT International / ECPAT Europe Law
Enforcement Group publications section of the ECPAT International Training
Guide.
2

Purpose of the Guide
Throughout this guide we have normally used the terms potential trainer
or trainer in training to describe people who are training to be trainers and
the term trainers trainer or trainer of trainers to describe the person who
facilitates the training of trainers. Participants is also sometimes used to
describe trainers in training. Where participants means those who the trainers
in training will eventually be training, this is made clear.
Use of Language
1
See ECPAT International / ECPAT Europe Law Enforcement Group (2006) Training Guide: Combating the
Trafficking in Children for Sexual Purposes ISBN 90-74270-22-0 www.ecpat.net
2
Ibid, plus ECPAT International / ECPAT Europe Law Enforcement Group (2006) Combating the Trafficking
in Children for Sexual Purposes Questions & Answers ISBN 90-74270-23-9 www.ecpat.net
1
The guide is in three parts. Part 1 deals with matters which are of particular
concern in relation to training of trainers. This includes some of the practical
matters, such as the selection of potential trainers, venue choice and duration of
the course.
Part 2 of the guide shows what is needed to deliver a Train the Trainer course and
the information and skills with which potential trainers need to be equipped during
their training to ensure that they emerge as competent trainers.
Resources which may be useful can be found in Part 3.
Inevitably there is some overlap between the first two sections, but we have tried to
keep this to a minimum. Additionally, we have included supplemental material in
the appendices. This material is also included on the accompanying CD-Rom in
word format so that it can be easily adapted for use.
Format of the Guide
1
Setting the Context for Training
of Trainers
PART
1
Content versus Process

Many training of trainers courses are simply technical training (sometimes with a
training manual or materials to be delivered which are already developed) with one
or two sessions about training skills added into the programme.
However we believe that this does not adequately equip potential trainers to train
groups in the future. Instead, potential trainers, including those who have previous
training experience, need to be able to learn and practice both the process of
training and the necessary skills. Even experienced trainers can always develop
their skills, and gain ideas about different methodologies. This guide explains how
to do all this.
Seven keys to learning:
I AM Deciding to learnam I sure that that I am prepared to learn?
INDIVIDUALISM Everyone learns differently at a different pace and in different
ways
INTERVALS Rhythm is useful to learning changes in active and more passive
phases, breaks and time for refection
IMPULSES Address all senses and take the perspectives of those who are
learning
INTERACTIVE Real learning is achieved through encounters, interaction and
exchanges
IMAGINATION Learning is not only through rationalisation and reason, but also
emotion use associations and images
INFO-TAINMENT Find ways to present in interesting ways, for example flm clips

Selection of the Trainers of Trainers
Careful selection of the trainers of trainers is critical to the success of a course.
One idea is that a good trainer can train on any issue. While it is certainly true
that not everyone who has a lot of knowledge about a subject is necessarily a
good trainer, we do not believe that anyone can train on a specialist subject (such
as the commercial sexual exploitation of children), without a considerable amount
of research. It is important for participants, in this case potential trainers, to leave
the course with a clear understanding of the subject. The trainers of trainers must
therefore be capable of giving participants confidence in the process of conducting
training, and they must also be clear with the technical information relating to the
subject of the course the participants are being trained to deliver.
Despite the best endeavours to ensure that the participants selected for a course
have sufficient knowledge to train as trainers, this cannot be guaranteed. Even if
people come with a recommendation as to their capacity, things may not be as they
seem, and knowledge may not be as expected.
For this reason we recommend that anyone conducting training of trainers courses,
especially if it relates to commercial sexual exploitation, should be both familiar
with the subject and also an experienced trainer. If it is not possible to get someone
who is both, then it is a good idea to have one trainer who brings technical
expertise to act as a co-trainer with someone whose skills are more directed
towards training and facilitation skills. Since the sexual abuse and exploitation
of children is an emotive issue, it is important that the trainers of trainers are
comfortable talking about the subject, and also do not have any unresolved
issues themselves which may negatively impact upon the way they work with the
participants.
We believe that to ensure that potential trainers are fully equipped to be able to
train others, two trainers of trainers should be used to facilitate the course. Another
benefit of using two trainers of trainers is that they can be selected to complement
each other. For example we have found that it is almost always essential to have
police training police, not only because of their practical experience including
understanding of difficulties encountered but also because training by peers often
gains more respect and will be taken more seriously by participants. However,
ideally a combination of police and NGO / social welfare / child rights trainers
works best as they complement each others knowledge and skills.
I
Having two trainers also enables them to take opposing positions on an issue. This
can be useful in prompting discussion around difficult subjects, or if one participant
has a view that is not supported within the group and risks becoming isolated.
A key feature of our training is that it is experiential, that is, learning through the
process of being a participant on the course. Therefore it is critical that those who
are selected as the trainers of the potential trainers are able to be critiqued by the
group, and are not defensive about their own skills and limitations.
Relationship between the Trainers of Trainers
The relationship between the trainers of trainers will have a dramatic effect on the
learning of the group. It is essential that the trainers trainers have time to discuss
their roles and ideas, and to clarify their expectations of each other before the
training commences. This includes negotiating who is going to take responsibility
for what. Some trainers are very happy to have their training partner contribute
throughout the session, while others find it off-putting and undermining. Some
trainers are very skilled with technology and equipment and if their training partner
is not, the latter may appreciate help.
We find it useful, as part of the experiential learning process, to comment on this
relationship during sessions, so that trainers in training are made explicitly aware
of what is happening around them. For example, we might say something like Do
you notice that when my colleague is taking ideas from you, she asks me to write
them up on the board, whereas I prefer to do this myself? That is because..
and it is something that we have agreed before working together.
The relationship between the two trainers of potential trainers is essential to
the success of the course not only should they model good trainers but their
interactions should also set the framework for participatory and safe learning.
Selection of trainers is the key to successful training.
n Key elements to look for in a trainer: knowledge of the subject area and strong
communication and facilitation skills; understanding of the theory and the practice.
n It is not enough to just be knowledgeable about a subject: a trainer must be able to
communicate ideas simply, effectively and memorably as well as have the capacity
to facilitate group dynamics.
n If foreign trainers are involved in training, ensure that adequate and high quality
translation is made available.
K
Selecting Participants for the Training of Trainers Course
Similarly to the selection of trainers, the selection of potential trainers needs careful
consideration. As said previously, the purpose of the training of trainers is to train
potential trainers in the skills and the process of training. However, if it is necessary
to supplement technical knowledge, then more time needs to be allocated. This
may be necessary where the pool of potential trainers is limited or where there is a
lack of technical knowledge generally.
We believe in multi-stakeholder training, where participants from a range of
backgrounds are trained together, as we think that this fosters positive working
relationships and enhances understanding of the various roles involved in
protecting children.
In order to select appropriate participants, it is recommended to ask potential
trainers to complete a questionnaire as part of their application to join the course.
A sample questionnaire form is included in Appendix A, which can be adapted as
required.
On the application form we normally do not ask about any special requirements
to facilitate attendance on the course, such as dietary needs or support needs
relating to a disability. This is because we do not think that such issues should be a
deciding factor on whether to accept someone for training.
Following selection, as part of the follow-up information for the course, details of
any special requirements should be sought.
I was able to learn a lot about becoming a good trainer
K
Course Numbers and Duration
Number of Participants
The number of potential trainers attending the course will have an influence
on both the dynamics of the course, and on the amount of skills that potential
trainers will be able to practice and develop. Too few potential trainers, and the
opportunity for exchange is limited; too many and there is little time for individual
attention, and feedback becomes laborious. A group of 12 16 is the optimum
number. If more participants take part, then it will be necessary to lengthen the
course.
Duration of the Course
While the length of the course will of course be dependent upon the training
programme developed, a main determining factor will be the time available, and
to a large extent this will be influenced by resources.
It is important that sufficient time be allowed to ensure that potential trainers have
the chance to practice the concrete skills of training. For a course with 12 -16
participants we suggest three days. If there is also an identified need to provide the
potential trainers with technical information, then additional time must be provided.
If the potential trainers are being trained to deliver a specific training package, for
which a training manual has been developed, then it is important that this be sent
to the participants before the start of the course to give them an opportunity to
review the material.
Assessment
Some training of trainers courses are run on the expectation that, once the
potential trainers have attended, they will be able to train others. Other training
of trainers courses are based on there being some assessment of the suitability
of potential trainers, and their future use as a trainer is not automatic. If this is
the case, then the fact that they will be assessed needs to be made clear to the
potential trainers before they attend the course. Selection should be based on
clear criteria, which should be shared with the trainers in training.
l
Even if there is no assessment element, sometimes during a training of trainers
course it becomes obvious that one of the participants would not make a suitable
trainer. If this happens, the two trainers of trainers need to discuss how to handle
the matter in a sensitive way, including whether they have the authority to make
such a decision, or if their concerns need to be referred to the organisers /
commissioners of the training for a decision. Feedback on why the potential trainer
is not suitable should be specific and objective.
Another situation that can occur is that it is assessed that a potential trainer needs
more experience and practice before becoming a co-trainer. In such case, it might
be appropriate to suggest that they act as second trainer to a more experienced
lead trainer to further develop their skills.
Practical Issues Relating to the Training of Trainers Course
Although written for the training of trainers, these considerations and requirements
are equally applicable to training generally.
Venue and Equipment
Thought should be given to the venue for the training. However options (especially
if finance is tight) may be limited.
The ideal venue is a place which is:
Large enough for the group to sit comfortably in a circle, and have space to
circulate during group work / practical exercises
At a comfortable temperature, with adjustable heating / air conditioning
With natural lighting, and if possible windows that open for fresh air
Near to toilets and refreshment areas, but not where there is a lot of passing
foot traffic or noise
With breakout rooms or areas where small groups can work comfortably
Near to residential facilities if potential trainers need to stay overnight
Location is also important. If potential trainers have had to travel to the venue and
are residential, they may welcome an opportunity to explore and go sightseeing. It
is a good idea to ensure that the location does not provide too many distractions
nearby. If this is not possible, it might be worth setting aside some free time for
excursions / shopping. Nevertheless, it must be remembered that the primary
ll
purpose of being there is to attend a course, and not to be tourists! Especially
when participants are being sponsored to attend, it is generally not acceptable for
time to be taken during the daytime for recreation. In such cases it is useful to be
explicit about expectations of attendance and the rules relating to reimbursements
before the course starts.
Equipment and resource needs will depend upon the programme developed for
the training, but at a minimum should include:
Audio visual equipment such as laptop and projector, and speakers (small
travel speakers can easily be plugged into a laptop to enable sounds to be
heard)
Screen / projector area
A moderation board, onto which cards can be pinned, is an essential
accessory
Flip chart stand
Access to a photocopier can be useful, particularly because potential trainers
will be required to deliver sessions themselves and will need to prepare material.
Similarly having one or two laptops available for the use of the potential trainers is
helpful, as this will assist them to prepare for sessions that they will be running.
A digital camera (or a camera phone) to take pictures throughout the training
course is worth considering; pictures can assist with reviews of the previous day by
prompting memories.
Some trainers like to have music playing quietly in the background during group
work so that participants are not distracted by the discussions from other groups.
If the trainers of trainers choose to do this, then they should discuss the benefits, if
any, with the potential trainers and whether they would consider using music in this
way.
Resources / supplies needed include:
Standard Items -
Flip chart paper
Tape / Blutac (for sticking paper to walls) and pins
Marker pens / felt tips & pencils
Post It notes
lI
Small coloured cards (in different shapes)
Scissors
Note paper
Even though stationery and resources can generally be arranged by the venue
(especially if the venue is accustomed to hosting trainings / meetings), some
trainers find it useful to create a tool box that includes all necessary consumables
which they take with them to training courses.
Specific items needed include -
Sufficient copies of resources to be distributed (for example the ECPAT Training
Guide to Combating the Trafficking in Children for Sexual Purposes)
Worksheets / handouts / exercises, as dictated by the programme

Refreshments and Breaks
While this might seem obvious, it is worth thinking about the arrangements to be
made for refreshments and breaks, so as to ensure that they are a productive use of
time.
To maintain energy levels, it is important to ensure that sufficient breaks are
provided. Breaks also provide an opportunity for networking and informal
exchanges which participants often find just as useful as the more formal sessions.
Discussions over breaks can give participants time to reflect on what has been
explored in the previous session and to further share their thinking and ideas on
this. Informal, non course related conversations, can help foster relationships,
which are important, both on the course and if the participants will be working
together as training teams in the future.
Several times we have seen participants who would be co-training after the course,
develop their future training programme during the breaks, because they wanted to
capture the knowledge and ensure that they did not forget anything for the course
in which they would train others later.
In timetabling any course it is a good idea to allow for one break mid morning and
one break mid afternoon for tea / coffee. Each break should be 30 minutes. This
means that if a session runs over slightly there is still time for participants to get a
break, without seriously running out of time.
l1
The time needed for lunch will be partly dependent upon the type of lunch
provided. For example, a sit down, served, hot lunch will take more time than a
cold, self service, buffet. Allowing one and a half hours for lunch, while seeming
generous, will ensure that there is sufficient time to eat and get a rest; it also
provides a buffer in case the course runs over the allotted time.
Timing of the breaks should take into consideration any requirements for prayers,
and any significant festivals, holy days or holidays.
It is important to check with participants before the course starts (normally as part
of the registration process) if there are any dietary requirements. It is also worth
double-checking this information when the participants arrive. At this time it is
important to confirm whether any participants have a medical reason why breaks
are needed at specific times (e.g. for taking medication).
If there are no resources to pay for food and refreshments, then this needs to be
made clear to participants in advance, so that they have the opportunity to make
their own arrangements. Wherever possible we try to ensure that refreshments are
included, as we believe that meeting peoples physical needs in this way helps to
create a nurturing atmosphere where people feel valued. This is very conducive to
a positive training environment.
Arrival and Departure Times
We suggest setting arrival and departure times to ensure that participants can
benefit from the full course. It is very disruptive if participants cannot attend the full
course, and if that is the case, then they should not be accepted on the course.
Before the course, details of venue and travel options should be provided to all
participants. This should also include expected arrival times, and the time when
the course will finish. This is important because much of the learning from an
experiential course comes from the process of attending the course - to gain
maximum benefit participants need to participate in the whole course.
If participants are travelling long distances, it is important to ensure that they
are comfortable. It may be necessary to book accommodation and to give
information about the location. If participants are travelling internationally then
they may appreciate having additional details such as banking / currency exchange
facilities and email access. While information on other countries is normally readily
l1
available on the internet, providing brief information on the main issues (such as
weather) is appreciated.
It is essential to be clear what costs, if any, will be refunded by the organisers, and
if there are any accounting procedures related to such costs. For example, it is
typical for international participants to be asked to retain and submit their airplane
boarding passes in order to claim reimbursement.
This information should be provided before participants depart for the course.
Upon arrival participants should be reminded of important points (especially in
relation to expenses).
Certificates and Presentations
Participants often value a certificate recognising their attendance, especially if they
have few official qualifications or need to demonstrate ongoing development as
part of professional recognition.
A sample certificate is included in Appendix B, which can be adapted as necessary.
Evaluation
Although feedback should be sought throughout the course, it is important to have
written feedback from potential trainers and also from the trainers of trainers. The
value of written feedback is that it is a tangible record from the course. This can
be reviewed before a similar course is run again to make sure that any necessary
improvements are made.
In order to increase the chances of evaluation forms being completed and returned,
it is a good idea to allow some time at the end of the course for people to fill in
their forms. Ask participants to return the form before leaving. Try and keep the
form as short as possible.
A sample evaluation form is included in Appendix C for reference.
l
Recorder
It is sometimes necessary to provide a fully documented record of the course,
especially as a requirement of the funding. It will be impossible for the trainers
of trainers to do this while also facilitating the course, so, if a written record is
needed, then someone should be identified to act as a recorder.
A record of the training can be distributed as a reminder to the participants after
the course. Another important purpose of a record is that it can assist the trainers
of trainers to incorporate lessons learned into future training.
Checklist
A training checklist can be useful for ensuring that all the necessary practical and
logistical arrangements have been made. Since this is something that is also of
relevance to the potential trainers, and needs to be covered within the training
programme, a suggested format has been included in Appendix D which can be
distributed either during the course or given as a handout.
The Training Programme - The Process of Learning
Experiential Learning
With an experiential learning process, the potential trainers develop their skills
through their experiences on the course experiences that are both good and bad.
This is liberating for the trainers of trainers: the course that they run does not have
to be perfectly facilitated. The key to success is making sure that every experience
is used as an opportunity for reflection and learning. Hence even when a session
does not go as planned the time overruns, the exercise falls flat, technology does
not work the experience can be discussed with the group to identify what went
wrong, and, importantly, what could have been done differently.
Another feature of experiential learning is that not only do potential trainers learn
about training, they also have to do training. Every potential trainer is required
to co-manage a session with another participant on the course. This will include
either developing the necessary materials in order to facilitate a session on a
specified and agreed issue, or adapting existing material to fit the allocated time.
l
Time is allocated during the programme for the potential trainers to prepare for the
session they will give. While each team is facilitating its session, the other potential
trainers will act as participants on a course.
Depending upon their preference, the trainers of trainers may choose to act either
as participants or as observers while the teams of potential trainers are presenting
their sessions. It is important for the two trainers of trainers to agree which role they
will adopt, and to stick to that role for all the experiential sessions.
It is a distinct advantage if the trainers of trainers are prepared to act as participants
when the potential trainers are facilitating their sessions, because then they will
have experienced the training as participants for themselves, and can comment
from that perspective. If they are only observing, then their feedback will be limited
to their observations as trainers of trainers.
The difficulty for trainers of trainers who decide to act as participants is that they
have to do two things simultaneously, and during feedback they have to be able to
speak from two different positions - i.e. that of a participant, and that of a trainer of
trainers.
Importance of Feedback
Feedback is extremely important; it helps people to grow and develop. However,
there is a risk that feedback is unfocused, or that it concentrates only on what went
well, and becomes an exercise in compliments. It can be very difficult to critique
the work of others, not only those we do not know, but also sometimes people
with whom we work on a frequent basis. This is even more difficult when we are
being trained with people who hold senior positions. The opposite problem occurs
when feedback is too negative and critical and leaves people feeling attacked and
undermined.
Constructive feedback is essential, but it must be done in a safe way; this means
creating an atmosphere in which both the givers and the receivers of the feedback
feel able to speak freely. To some extent the giving and receiving of feedback is
related to cultural norms and accepted ways of interacting with others. In some
cultures it is offensive to highlight things others have not done so well, while in
other cultures people are more forward in their opinions. Despite this, we have
found that, given the right environment, even those who come from societies where
high importance is placed on not being critical of others have been able to give
extremely direct feedback!
lI
Creating this safe environment depends on the development of a learning
agreement at the beginning of the course (explored further in Core Sessions in Part
2), having a clear feedback model (as outlined below) and from example in the
receiving and giving of feedback by the trainers of trainers themselves, following
sessions that they have managed.
Feedback Model and Process
We find that using a model for feedback helps give a clear structure for how
feedback is given, and contributes to the feeling of safety. The feedback model
offered here has been adapted from various models, and is one that we commonly
use.
Guidelines for giving and receiving feedback
Giving Feedback
Focus feedback on behaviour rather than on the person. Refer to what a person does
rather than comment on what we imagine he is.
Focus feedback on observations rather than interpretations. Describe the impact of the
observable behaviour.
Focus feedback on description rather than judgement.
Focus feedback on the sharing of ideas and information rather than on giving advice.
Leave the person free to decide for himself whether he wants to change or not.
Focus feedback on the value it may have to the recipient, not on the value or
release that it provides the person giving the feedback.
Use I statements own what you say and do not project it on to others.
If possible ask people for their assessment of themselves before providing yours.
People usually appreciate the opportunity to assess themselves frst, and are often
more critical of themselves.
Confrm that people have understood and encourage them to respond.
Receiving Feedback
Look on feedback as an opportunity to learn and improve.
Acknowledge your emotions. Avoid letting emotions either prevent you from hearing
or distort what you are hearing.
Avoid being defensive, explaining or justifying. Listen, then ask questions and
paraphrase to check your understanding.
If not clear, ask about the impact of your behaviour. The actual impact of your
behaviour may be different from your intent.
Thank others for giving you feedback.
lK
The first feedback session using the model usually takes slightly longer, as people
need time to get used to it. However, in subsequent feedback sessions, when
people are clear about what is expected of them, it speeds up. For a course with
12-16 participants, a feedback session of around 20 - 30 minutes is normally
sufficient.
At the start of the first feedback session, it is important to explain both the model
and the process. Writing the model on a flipchart can be a helpful reminder.
It is also important to remind people that it is not an opportunity to be unkind
feedback should be respectful but that it is important to be honest so that
participants can develop their skills.
Feedback model
At the end of a session, all members of the group sit together in a circle. If
participants have already been sitting in a circle during the session, then get
everyone to change seats so that they literally move their position from being a
participant in the session to being a trainer in training.
One at a time, going around the circle, each person completes the following
three statements, based on their experiences of the role they were playing (i.e.
participants or one of the two co-trainers):
1. ONE thing I liked..
2. ONE thing I did not like so much.
3. ONE thing I would have done differently (and how)
It is important that each one speaks for himself/herself, so if someone says I think
the same as or everything has already been said, the trainers of trainers
should ask the participant to be more specific. It may also be necessary to remind
participants that they only need to say one thing to complete each statement.
Nobody comments on anything that has been said until everyone has spoken. This
means that everyones opinions are heard. Then there is time for more general
discussion and clarifications. The two trainers should be given the choice of either
speaking first, or of waiting until they have heard what all the participants had to
say.
If the trainers of trainers have acted as participants in the sessions they will
also have to give feedback from their position as trainers of trainers, as well as
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participants. To avoid confusion it is helpful to do this after all other feedback has
been given, and as a final summary.
Although it seems extremely challenging to manage, feedback is where
participants learn the most. The dynamics of changing seats has an added
benefit of energising participants. Nevertheless, receiving feedback, especially
for participants whose session did not go as well as they would have liked, can
be difficult. The trainers of trainers should always be prepared to change seats
so that they can sit next to the people receiving feedback if it appears to be a
difficult experience for them (or if the trainers anticipate that it might be difficult).
Additionally, one of the trainers of trainers should use the break at the end of the
session to check that participants who have just presented are alright, even if the
feedback seemed generally positive.
Daily Feedback
It is important for the trainers of trainers to get feedback for themselves at the end
of each day. This should be done using a variety of methods, so that protential
trainers have the chance to experience different ways of getting feedback. Included
in Appendices E & F are two methods for getting daily feedback that we find
particularly useful, the Feeling Barometer and the Learning Target. We especially
like these models as they are easy and quick to complete and capture relevant
information which is easily understood without the need for any analysis.
Written Feedback
On some courses we have chosen to give written individual and confidential
feedback to participants.
Written feedback should never replace verbal feedback. It is used as a reminder
of feedback given during the course. Nothing mentioned in the written feedback
should be new, or a shock to the participant, especially the suggested areas for
improvement.
We normally give written feedback in the form of a letter sent after the course,
to those participants who would like it. (Our experience is that, when offered, all
participants take up the option of getting written feedback!)
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WRITTEN FEEDBACK Example Letter
Dear XXXX
We are writing following your attendance at (insert name of course) on (date), in
order to give you written feedback as promised.
Firstly we want to thank you again for your participation on the course. Your
presence was really valued. We want to recognise your willingness to take part so
actively, especially in facilitating a session of your own. We know that this can be
diffcult to do, particularly if being a trainer is something new for you.
These observations are based upon our views as trainers of trainers, and those of
your peers on the course.
Your strengths included:
Nice clear voice
Well prepared, with good explanations of the exercise
Managed the time allocated well
Very skilful at making sure that all participants were taking part drawing out
opinions from all members of the group
Role play was managed very well nice technique
Summarised thoroughly, with a comprehensive conclusion
Areas that you may wish to improve:
Remember to avoid turning your back on the audience you may lose them
Try to keep calm if a participant asks you a question to which you dont know
the answer. You know your subject, and in any case you do not need to know
everything. Ask for opinions from other participants
Save time by reading out stories (if they are short) rather than providing handouts
and asking participants to read them
This was a very intensive course, which we hope you found useful in developing your
skills and preparing you to be a trainer. Thank you once again for your participation.
This letter is confdential, but please feel free to share it with anyone you choose.
You might like to think about discussing it with your line manager in supervision.
Best wishes
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It is important to ensure that if written feedback is promised, then it is given. This
is an additional (and sometime onerous) task for the trainers of trainers. It can be
difficult to arrange, and time consuming, especially if the two trainers of trainers do
not live or work near each other.
Reaction from participants who have been given written feedback is always positive.
Review of Each Day
On any course that lasts more than one day, it is usual to start the next day with a
review of what was covered on the previous day. Such review reinforces learning,
sets the context for the coming days work and gives an opportunity for questions
and comments.
If the review can be done in a way that is engaging and fun, it sets a positive tone
for the day. One method is to take photographs during the day, and to download
these onto a computer and show them as a slide show during the subsequent days
review session. Using visual material in this way not only provides a stimulus for
the memory, but also demonstrates to trainers in training a way that photographs
can be used, and how they could go about running a review session in their own
trainings.
An added bonus of taking photographs as part of the review process is that the
photos can be incorporated into reports for sponsors/funders to illustrate what
happened during the course.
Before taking any photos it is important to get permission to do so from the whole
group.
Transparency
Almost every course, no matter how well prepared, will have to be revised during
the running of the course itself. This can be for a variety of reasons, from the fairly
mundane (such as the coffee does not arrive in time, or the equipment breaks
down) to the more complex, such as participants not being able to grasp an
important issue, or participants not being prepared to participate in a particular
exercise.
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Normally the skill of trainers is to be able to make adjustments, so that all the
necessary materials are covered, without the participants necessarily being aware
of what has been altered or omitted. However, since the training of trainers is
ultimately about learning how to train, it is essential for potential trainers to be
able to see how trainers (in this case the trainers of trainers) handle such situations.
We therefore believe that transparency is needed when making adjustments. In
practice this means discussing with potential trainers what has gone wrong and
what the trainers have done to get things back on track.
For example, we might say something like .....since the last session overran slightly
we do not have enough time to complete the exercise that we were planning to do
in this session. We did plan to work in small groups but over the break decided
that if we changed the exercise to an ideas/ brain storming session, we could make
sure that the points were covered and get back on time, so this is what we are
going to do. We also talked about maybe cutting out the topic altogether, but think
it is too important to miss out.
Learning Styles and Learning Models
Styles of learning differ between individuals. It is important that trainers in training
understand this, have the chance to explore different methodologies, and, since the
course is experiential, have the opportunity to see a variety of methodologies and
tools in practice. Information on tools and techniques is included in Part 2.
A handout summarising tools, techniques and methodologies can be given to the
potential trainers to serve as a reminder. However it should be emphasised to
potential trainers that these are only suggestions, and that they should feel free to
apply ideas of their own.
There are many different theories to explain the different ways that people learn.
We have selected just two models below to explain learning, so we can give
practical examples of how the preferred learning style influences the practice - that
is, what the trainer needs to do. On a course we normally describe one model of
how people receive and process information.
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Learning and processing information by sensory receivers
An adult person receives information through three main sensory receivers:
Sight
Hearing
Movement
However, one or more of these aspects is normally dominant. The dominant aspect
defines the best way for a person to learn new information. This aspect may not
always be the same for all situations. A person may prefer one style of learning for
one task and a combination of other styles for another task.
In training, we need to present information using all three aspects, so that all types
of learners can get the most out of the training.
Learning by Sight
Visual learning may be linguistic or spatial. Persons who are visual-linguistic
learners like to learn through written language tasks, such as reading and writing.
They remember what has been written down, even if they do not read it more than
once. They like to write down directions, and they pay better attention to lectures if
they watch them.
To facilitate visual-linguistic learners
Use Handouts
Give written tasks
Use visual written presentations (e.g. with overheads / PowerPoints)
Persons who are visual-spatial learners usually have difficulty with written language,
and do better with charts, demonstrations, videos, and other visual materials. They
easily visualise faces and places by using their imagination, and they seldom get
lost in new surroundings.
To facilitate visual-spatial learners:
Use graphs, charts, illustrations
Include outlines, agendas, handouts for reading and taking notes
Include content in handouts to re-read after the session
Supplement textual information with illustrations
Show diagrams and then explain them
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Learning through Hearing
For persons who learn best by hearing, you should
Begin new material with a brief explanation of what is coming, and conclude
with a summary of what has been covered. (Tell them what they are going to
learn, teach them, and then tell them what they have learned.)
Include aural activities, such as brainstorming, buzz groups, etc.
Leave plenty of time to debrief activities. This allows for connections to be
made between what participants have learned and how it applies to their
situations
Ask the participants to verbalise their questions
Develop a dialogue between the participants and the trainer
Learning by Movement
Those who learn best by movement tend to lose their concentration if there is too
little external stimulation or movement. When listening to lectures they may want to
take notes. When reading, they like to scan the material first (get the big picture),
and then to focus on the details. They like to use colour highlighters and to draw
pictures, diagrams, or to doodle.
To facilitate these learners:
Use activities that get the participants up and moving
Use coloured markers to emphasise key points on flipcharts or white board
Give frequent stretch breaks
Provide highlighters, coloured pens/pencils
Have the participants transfer information from the text to another medium,
such as the flipchart
Four steps, four styles learning model
Another description of how people learn is a four step learning model that includes
four different learning styles
Four step learning process leading to => Four corresponding
learning styles
Watching [introvert - reflection] => Reflectors
Thinking [mind] => Theorists
Feeling [emotion] => Pragmatists
Doing [extrovert - muscle] => Activists
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Reflectors learn by watching
These learners reflect on how information will impact on some aspect of their
life. They rely on careful observation in making judgements; they want their
performance to be measured by external criteria. They like to learn using reflective
observation and concrete experience (logs, journals, brainstorming). They like time
to think about the subject.
Training approach: lectures with plenty of reflection time; trainer should provide
expert interpretation and be a taskmaster or guide; judge performance by external
criteria. The reflectors strengths lie in an imaginative ability. They tend to be
interested in people and emotional elements.

Theorists learn by thinking
These learners compare how information fits into their own experiences. They learn
best in authority-directed learning situations that emphasise theory and systematic
analysis. They like to learn using abstract conceptualization and like to ask such
questions as How does this relate to that? Their strengths lie in their ability
to create theoretical models. They tend to be less interested in people and less
concerned with practical applications of knowledge.
Training approach: lectures, case studies, theoretical readings and reflective
thinking exercises help these learners. They often see the trainers as the authorities.
Pragmatists learn by using feeling/experiencing
These learners rely on experience based judgments. They learn best from
specific examples in which they can be involved and they tend to relate to peers,
not authority. They like to learn using abstract conceptualisation and active
experimentation (laboratories, field work). They ask How can I apply this in
practice? Their greatest strength is in the practical application of ideas. They
prefer to deal with things rather than with people.
Training approach: group work and peer feedback often lead to success. In
activities, learned skills should be applied. The trainer acts as coach for this self-
directed autonomous learner.
Activists learn by doing
These learners think about how information offers new ways for them to act. They
dislike passive learning situations such as lectures. They like to see everything and
determine their own criteria for the relevance of the materials. They like to learn
using concrete experience and active experimentation (simulations, case studies).
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Their strengths lie in doing things and involving themselves in new experiences.
They excel in adapting to specific immediate circumstances. They tend to solve
problems intuitively, relying on others for information.
Training approach: practicing the skill, problem solving, small group discussions,
peer feedback; the trainer should be a model of a professional, leaving the learner
to determine his/her own criteria for the relevance of materials.
The ideal training environment would include each of the four styles. For
example, it might begin with the learners personal involvement through concrete
experiences; next, the learner reflects on this experience, looking for meaning;
then the learner applies this meaning to form a logical conclusion; and finally,
the learner experiments with similar problems, which result in new concrete
experiences. The training activities should be flexible so that each learner could
spend additional time on his or her preferred learning style.
Difficult Participants
Every course is likely to encounter at least one difficult participant for example
someone who will not stop talking and has an opinion on everything, or someone
who is shy and does not want to participate. In the worst cases there may be
outright hostility between participants. It is important that potential trainers know
how to deal constructively with any difficulties that arise.
Trainer Remember!
T Tell people things only if they cannot do so themselves or do not know it
R Repetition and practice makes permanent and perfect
A Attitudes are not taught, they are caught
I Involve participants to get maximum results
N Needs analysis is the starting point of training
E Evaluate results for constant improvement
R Reading materials are to complement and reinforce learning
The ideas for creating a positive
learning experience were really helpful
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There are a number of ways in which such difficulties can be addressed during the
training programme. One way is for the trainers of trainers (or two of the trainers
in training) to run a session, using scenarios that participants have to discuss and
come up with a suitable solution.
The disadvantage of this approach is, of course, that participants talk about what
they would do, rather than practice doing it. A better idea for a truly experiential
course is in each session to have one or two plants who are asked to play a role
as a specific difficult person. It is important to give out the roles in advance, and
to ask participants to keep them secret. This can be done by giving an envelope to
all trainers in training (some can contain a note saying only you are not required
to play any specific role other than being a participant) which includes details of
the role that they are requested to play and the session in which they should play it.
How the trainers deal with the situation that evolves can then be discussed as part
of the feedback.
An interesting example of this method in practice was when a senior manager
was asked to play the role of someone who was argumentative in a session
about childrens rights. Despite him saying several times that children had too
many rights, nobody neither the two trainers in training who were facilitating
the session, nor any of the participants challenged him on his views, although
everyone looked uncomfortable and shocked at what he was saying. This provided
a very fruitful discussion during the feedback about what had stopped people
saying anything, and what they might have said.
The ideas for creating a positive
learning experience were really helpful
Using role play positively...
Care should always be taken when allocating roles. No trainer in training should ever
be asked to role play someone who is talking about their own experience of abuse (i.e.
making a disclosure). This is for safety reasons, as trainers do not know the background
and history of those participating on the course. When training trainers to work around
issues of abuse and exploitation it is important for them to learn how to deal with a
disclosure / someone sharing their own experiences, as this frequently happens. This has
to be done in a way that does not expose anyone, or make them vulnerable. Either one
of the trainers of trainers should role play such a role, (if the trainers of trainers are acting
as participants), or, if the trainers of trainers have decided to act as observers only, then
time needs to be allocated in the programme for a discussion on how to deal sensitively
with disclosures.
If role play is used during a session, then it is important to ensure that the person given
the role has the chance during the feedback session to say that they were playing a role,
and that it was not their real character / opinions.
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Another example occured on a course where one of the trainers of trainers role-
played someone who had been sexually abused and mentioned this fact several
times during a session. Although the potential trainers who were running the
session ignored this fact, several of the participants were very supportive and it
turned into a counselling session, with the focus of the training lost! This lead to a
very useful discussion during feedback about how the situation was managed (or
not, as in this case!) and what the trainers could have done differently.
Examples of a difficult person situation, and how to manage it
This will never work: Try to regard the statement of difficulty as an invitation to
build, and not as an obstacle. Try asking the individual to suggest a solution to the
problem they have identified. You should listen to the difficulty expressed, and try
to deal with it, but under no circumstances should you allow the session to develop
into a complaints session.
Conflict between two persons: You should be aware of the situation, but should
not intervene too early, as this could lose you the support of the group. If you do
have to intervene, try to emphasise the points of agreement that you have been
able to identify and to draw others into the discussion. It is important to try to
de-personalise the issue, and it may be appropriate to get the participants to agree
to park it for the time being. You can come back and deal with it later, when the
situation has calmed down.
Im not going to say a word if I can help it: The person may be shy, or might be
nervous of speaking in front of their boss or their peers. He/she might find it easier
to speak in a small group, which is why it is important to use a variety of learning
styles. As the facilitator, it is important that you value everyones contribution. Ask
the person for their opinion about something; then they cannot make a mistake,
because it is only their opinion. Be careful to acknowledge any contribution that
they do make.
Im the expert on this subject: The person may be truly an expert, in which
case you should show respect for what they can bring to the discussion. Use their
expertise to help the learning experience of the others, but mentally set limits on
how long you will allow them to talk, and stick to those limits. Use your body
language to indicate when he/she should stop talking. Encourage the person to
listen, and consider giving him/her a part to play in answering questions from other
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participants. If appropriate, invite the person to do a short presentation on the
subject under discussion.
I like the sound of my own voice: This individual is likely to want to dominate
the discussion, and you must take control, but in a constructive way. Try to involve
other participants by calling on them by name to get involved. In most cases you
will find that the group itself will take control and tell the difficult person to stop
talking.
Ive heard it all before: Whatever you do, do not get angry or defensive. Try to
find some merit in what the person is saying. Encourage the person to focus on the
positive.
I dont agree: A person who is constantly disagreeing and raising objections
can introduce a negative atmosphere into a training session. A good technique
to use for such situations is for the trainer to move outside of the group while the
problem is being discussed. For example by getting up, or moving to another
position in the room. This forces the person who is being negative to address the
trainer at the exterior of the group. Moving to a space outside the group prevents
the negative energy from entering the group. It allows the trainer to keep the
positive energy within the group, and to return to that positive position after dealing
with the problem.
I want to discuss a different and difficult issue: If an issue is brought up which
will take too long to deal with immediately, or which is not appropriate for the
session, park it, and come back to it later. Write down the key word for the issue,
and place it where it can be seen; explain to the participants that you will return to
it at another time. The paper is a reminder that the problem remains to be tackled.
Once you have dealt with the issue, take the paper away.
I wont attend all of this programme: It will be very difficult for the members of
the group to concentrate and trust each other if one participant is reluctant to be
there or will only attend part of the sessions. A participant will not get value from
doing only part of a course you have designed. If someone is not prepared to
attend all of the course, it is important to find out why they may have a very valid
reason. However, you may need to be strict, and insist that the person drop out
of the course altogether. Discussions about attendance and timekeeping are best
conducted privately outside of the session.
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Through this training I have realised that the dossiers

I am dealing with are about real people

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Training Course for Training of
Trainers The Programme
PART
2
Through this training I have realised that the dossiers

I am dealing with are about real people

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What to include in the training programme itself will depend upon the focus of
the course. As has been noted earlier, if the trainers in training are being trained
to deliver a specific training package, then this will set the content for a lot of the
programme.
To contextualise and set the framework for the training that the potential trainers
will be doing in the future, a number of core sessions should be facilitated by the
trainers of trainers. These sessions should illustrate different training methodologies
and tools, and include both good and bad practice. We believe that it is often
easier to learn from something that goes wrong or is not done so well than by the
perfect session, as long as time is allowed to talk about experiences.
Appendix G contains a suggested training programme, including exercises to
demonstrate a variety of techniques that can be adapted. The trainers of trainers
may also wish to give some of the information as handouts at the end of the course
as a reminder for participants.
Core Sessions
Note: The core sessions should be led by the trainers of trainers.
1. Welcome and Key Announcements
The beginning of the course sets the tone for the course. A warm welcome and
clear explanation about how the course is to be run is important. If participants
have not received a programme in advance, this is the opportunity to ensure that
everyone knows the timetable for the coming days. This is particularly important
in the case of the training of trainers, since many people may not have been on a
similar course previously and may not appreciate the differences in training using
an experiential process.
Safety directions, such as indicating the nearest fire exit and the assembly area, and
other relevant notifications should be given at this time.
2. Introductions
Especially for a lengthy course, where people are going to be exposing themselves
by practicing skills, it is useful for participants to have the opportunity to get to
know each other.
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There are many different ways that this can be done, from each participant in turn
introducing themselves and saying a little about their background, to more creative
ways, such as games (note we have included some suggestions under No.13
below). While creative introduction sessions can be fun, for shy or more senior
people on the course, these can be intimidating or seem a waste of time.
Whatever method is selected, at the end of the session it is useful to spend a few
moments discussing with participants what other methods could have been used to
handle introductions. This gives the potential trainers a chance to think about how
they might run the introduction session on a course they are facilitating.
3. Learning Agreement
This is basically an agreement about how everyone on the course, both trainers
and trainers in training, want to work together over the duration of the course. We
prefer not to call it ground rules, as this implies something that is imposed, rather
than agreed by the whole group.
A balance needs to be struck between getting the ideas of the group, and not
spending too much time on this activity. The simplest way, which also demonstrates
the use of ideas storming, is to ask participants to call out suggestions and then to
write these on the flipchart.
The learning agreement should be pinned on the wall throughout the course, so
that reference can be made to it if necessary.
The trainers of trainers also need to remember to stick to the learning agreement!
Typical issues that are included in a learning agreement include:
Time keeping
Mobile phone use (or not)
Smoking rules
Confdentiality
Listening to each other
Agreeing to differ respecting the opinions of others
Importance of asking questions
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4. Parking Lot
During a course, inevitably, questions are raised which will be answered in later
sessions, or issues crop up which are outside the scope of the course. While
sometimes these matters can be dealt with on the spot, at other times to do so
would be very disruptive and it makes more sense to postpone the discussion until
a later time. In order to ensure that issues are not forgotten, it is useful to establish
a parking lot somewhere a question can be parked until later. We normally do
this by either pinning up a piece of flip chart and writing notes on it, or by pinning
cards on a board.
It is important to ensure that all items on the parking lot are dealt with by the end
of the course.
5. Expectations and Objectives
In any course it is important to ensure that participants expectations match the
course objectives in order to have a successful outcome. Sometimes it is not
possible to fulfil expectations, in which case this needs to be clear from the outset,
so that participants do not leave feeling disappointed.
Ideas storming is one way to identify expectations, but another way, which
demonstrates to the trainers in training a different methodology, is to use a
moderation board and cards. Participants write their expectations on cards, which
are then pinned up and discussed. Cards can be moved around the board and
grouped together into similar themes.
6. Establishing Knowledge Levels
At the beginning of a course it is useful to establish the knowledge levels of the
participants. This is helpful to chart learning and to evaluate the effectiveness of
the course. One method is to complete a baseline knowledge test before or at the
beginning of the course, and to review the test at the end of the course.
A sample baseline knowledge test, which can be adapted, is included in
Appendix H.
Another way of conducting a baseline knowledge test, without completing a
form, is to ask participants questions and get them to place themselves along an
imaginary scale to demonstrate their answers. This is a good technique because
it gets participants moving; a disadvantage is that participants may later forget
where they had placed themselves in the initial test! To get over this problem, one
of the trainers could make a diagram or a note to register the placements, or take
a photo.
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If participants complete a knowledge test themselves at the beginning of the
training of trainers course they can see how this is done. It also gives the
opportunity to discuss other ways of establishing knowledge levels.
7. What Makes A Good Trainer
Trainers in training should have the opportunity to consider the skills and qualities
that make a good trainer. Some qualities of a good trainer, such as personal
sensitivity and commitment, depend on the individual personality of the trainer.
However, experience and awareness can improve everyones skills. Participants
should think about what qualities they would like to have as a trainer, and what
they would like to avoid.
One effective training exercise for this topic is to ask participants in small groups
to draw the ideal trainer and then present their work to the whole group. Doing
this normally generates a lot of laughter and interaction and is a good way for
participants to bond with each other early in the course.
Photo
Participants drawing their ideal trainer
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The indicators that participants should recognise are set out below:
A good trainer has
Sensitivity towards the feelings of others: A good trainer will help to create and
sustain an environment of trust and openness where everyone feels safe to speak
honestly, and where differences of opinion are respected. Most people will not
articulate their discomfort, hurt feelings or anger; instead they will silently withdraw
from the discussion. Sensing how people are feeling and knowing how to respond
is an important skill in training.
Sensitivity to the feeling of the group as a whole: In any group, the whole is
greater than the sum of its parts. Group chemistry generally reflects shared
feelings. A group may be eager, restless, angry, bored, enthusiastic, suspicious, or
even frivolous. Establishing a collaborative dynamic is essential to a good learning
environment.
Sensitivity to the status and capacity of the individual participants in the group: In
a multi-stakeholder group there will be participants with very different backgrounds
and personalities. A good trainer will be sensitive to how each participant perceives
himself/herself and the others in the group. It can take time to build trust between
them and to create the environment in which they will be comfortable with each
other.
Ability to listen: By listening both to the explicit meaning of words, and also to
tone and implicit meaning, a trainer will be able to sense the feelings of individuals
and the group. It is important to ensure that everyone feels included and has the
opportunity to participate.
Ability to hold peoples attention: Body language, tone of voice, manner of
dress, can affect the way participants will react to a trainer. A trainer who appears
confidant will give participants confidence that they are in good hands and will
learn something important. A trainer who uses his/her hands in an expressive
manner will give participants a feeling of being included. A good trainer will speak
clearly, face the participants, and dress appropriately.
Ability to draw information from participants: Engaging the participants in the
proceedings will ensure that they learn from each other, and feel a part of what is
happening.
Tact: Sometimes the trainer has to take unpopular actions or say awkward things
for the good of the group as a whole. The ability to do so carefully and kindly is
important. Furthermore, the subject matter of the training can evoke strong feelings
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and painful memories for participants. A trainer needs particular tact to deal with
emotional situations respectfully, but also firmly.
Honesty: A trainer should be honest with participants about the limits to his/her
own knowledge. Instead of pretending to know the answer to a difficult question,
see if another participant knows the answer, or undertake to find out the answer
and bring the correct information at another time.
Commitment to collaboration: Collaborative learning can seem frustrating
and inefficient at times. It can be tempting for a trainer to take on the traditional
role of teacher, and to lead rather than facilitate. A good trainer will realise
the empowering value of collaborative learning, and will establish a positive
relationship with participants in which the responsibility for learning rests with the
whole group.
A sense of timing: A trainer needs to develop a good sense for the timings during
training. He/she should know when to bring a discussion to a close, when to
change the topic, when to cut off someone who has spoken for too long, when to
let the discussion continue over the allotted time, and when to let silence continue
for a little longer. Timing is also important to provide the structure for learning.
This includes setting and observing the times for the sessions, putting time limits on
presentations, keeping to the agenda, and starting and finishing on time.
Flexibility: A trainer must plan the sessions, but must also be ready to change
the plans in response to a situation if that will make the learning experience more
successful. Opportunities may present themselves in which it is appropriate to
call on the talents and experiences of people in the group, or to use resources
suggested by the participants. Flexibility towards delaying or bringing forward
breaks in the session can also help to prevent the group from losing its
concentration or becoming bored.
A sense of humour: A trainers ability to laugh at himself/herself, and to share the
laughter of others, enhances the learning experience for everyone. The creation of
a warm and friendly atmosphere will make people feel comfortable and open to
learning. Laughter should never be directed at someone, but with someone. The
issue may be serious but that does not mean that there is no space for humour, if
only as a release. However, it is important that jokes are not made about children
and their circumstances.
Good organisational skills: The trainer must make sure that the housekeeping
tasks are done, such as the preparation of materials, the arrangement of the
meeting space, and the provision of essential information to participants. Good
organisation will give the participants confidence that they are going to learn
something important.
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A positive attitude towards the participants: Participants will react well when
their opinions and contributions are treated with respect. A good trainer will find a
positive way to react to the participants, even when he/she is correcting something
or disagreeing.
A trainer is NOT
The person in charge: The whole group is responsible for learning. The role of
the trainer is to facilitate that to happen.
A lecturer: The trainer is a co-learner with the other participants; he/she is
exploring the subject as an equal partner and contributing his/her own experiences.
Necessarily an expert: Although the trainer will have prepared the sessions,
he/she may not know as much about some parts of the course as some of the other
members of the group.
The centre of attention: A good trainer generally speaks less than the participants.
Instead he/she draws the participants into the discussion or activity.
A judge: In collaborative learning, no one determines that some opinions are
correct or more valid than others, although factual inaccuracies may need to be
clarified.
The maid: While the trainer takes the leadership in coordinating the sessions,
he/she should not be the only person to take responsibility for the tasks associated
with the training course.
8. Working with Culture and Difference
Even if potential trainers are only going to be conducting training with people
from their own culture, we believe it is important to raise the issue of culture and
difference and to consider its impact on the training. It is especially important to
spend time doing this if it is anticipated that the potential trainers may be involved
in training people from cultures different from their own, or on issues which may
bring up cultural differences.
Culture is sometimes referred to as a set of beliefs, ideas, customs or practices that
belong to a group of people. While culture can sometimes be obvious such as
the way we dress or what we look like a lot of it is hidden. Instead it shows itself in
the attitudes and assumptions which shape the way we perceive the world and the
sense that we make of it.
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The notion of culture is further complicated by the fact that, as individuals, we
belong to many different groups simultaneously. For example, the area where
we live, the religion we practice (or not), our families and even the profession or
place we work, can all give us, whether we know it or not, a certain way of living,
working and viewing the world.
Sometimes culture is described as being like a pair of spectacles or lenses
through which we see things, but although a useful illustration, this explanation can
also be misleading. When we are wearing spectacles we tend to be aware we have
them on! Our individual and unique culture is such a part of us and who we are,
that we are often unconscious of it. Nevertheless it does influence our thoughts and
behaviour.
Normally this does not create a problem for us, because we tend to mix with
people from similar cultural positions. However, when working around issues
related to child exploitation it is likely that we are going to come into contact with
people who have a very different frame of reference. This includes professionals,
workers, and children from different countries. If we are working to repatriate
children, for example, we will also need to work with families and communities
from outside our own country.
When training people to work with children who have been abused, exploited or
trafficked, their communities and those professionals helping them, it is important
for participants to be able to reflect upon their own assumptions and beliefs and to
think about how this might affect their work, both negatively and positively. Trainers
will also need to be able to explore their own culture and how this affects them in
the role of trainer.
Exploring culture and difference takes skill, because the beliefs and ideas are often
deeply held as they are so part of who we are; and yet it is crucial that a trainer is
able to challenge unhelpful stereotypes and ideas about others. In doing this, it is
important to be able to convey a sense of being non-judgmental. Questions which
are non threatening and communicate a real desire to understand, such as where
do you think that idea comes from? or what different thoughts / beliefs / feelings
do you think others might have? can be very useful in helping people explore their
cultural beliefs.
A good exercise for getting participants to consider culture and difference is to
break into small groups. Each group should draw an iceberg floating in the sea.
On the part of the iceberg which is visible above water participants should note
things that are visible about their own cultures (such as clothes). Below the surface
participants should write things that are not so obvious or visible (for example, what
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are the rules about paying for meals?). If there are people from different cultures
in each small group then this can generate a lot of discussion. There is no need
for consensus. At the end of the exercise the groups should feedback to the large
group. The aim of this exercise is not to give definitive answers, but just to highlight
that there are many different, equally valid, ways of living.
Additionally, throughout the course the trainers of trainers should highlight any
points where they think that there might be cultural variances. A non threatening
way of doing this is to compare a value that a participant has expressed to the
trainers own cultural position on that value.
Principles for working with differences some ideas of how to
explore culture, and strategies that might be useful
Culture should never be used as an excuse for abuse
While there are many different ways of living life that are equally valid, it is
important to distinguish those that are abusive. A culturally pluralistic view, in
which diverse styles are accepted and valued, recognises the importance of
culture. Conversely cultural relativism, in which anything goes, can leave children
unprotected. A particular trap is for workers to presume that a particular behaviour
is a cultural practice and thus sanction it as acceptable. At all times it is essential
to consider the effect or likely effect on the child. If necessary, guidance must be
sought to work safely and ensure the childs protection.
Power imbalances & discrimination must be recognised
Dominant ideas exist in all societies about race, ethnicity and culture - it is
important to recognise these and consider how and to what extent their effects can
be minimised.
While in many circumstances this can be facilitated by having a worker of the same
ethnicity or cultural background as the client, this may not be practically possible or
indeed may cause additional stress if the client is concerned about reports getting
back to their country of origin.
Working in an open and transparent environment
A safe and supportive working environment needs to be created so that workers
can explore their ideas. Assumptions and values can be made open to colleagues
and clients so that they can be examined and challenged.
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This training was a great opportunity to learn
and meet professionals with a different
background who are equally committed
Culture & ethnicity are always important but not always obvious
It is essential to explore issues such as culture and ethnicity even when
professionals and client look the same.
People who are different (from the workers) are not necessarily
the same (as each other)
Professionals and workers must avoid assuming that all people from the same
country, family or local culture follow the same rules of behaviour, preferences, etc.
Better to be clumsy rather than clever
While workers may be concerned about insulting or upsetting clients or colleagues
because of a lack of understanding, it is safer to ask than be ignorant of the
meaning of things. Questions such as can you help me understand why this is
important to you? or what do I need to understand so that I do not offend you?
can in fact help with building positive working relationships with those from a
different cultural / ethnic background as they can be seen as a way of wanting to
understand rather than judge.
Sensitivity is important, but superficiality must be avoided
It must be remembered that workers have a job to do. Children must be protected
and this must not be compromised by a desire to be sensitive to anyones particular
culture.
These principles are based upon ideas proposed by John Burnham , a UK based family therapist
and social worker. They have been adapted and reproduced here to give trainers some ideas
about how they might both work within their own culture and help others to explore theirs.
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9. Training Environment and Practical Issues
A session on what trainers need to ensure that the training environment is
conducive to learning should be included. This should include issues such as room
layout, use of space, and practical issues such as arrangements for breaks.
For training of trainers we normally do not seat participants at tables, because
we see the experience as one of sharing. However it is important to discuss the
advantages and disadvantages of different furniture layouts with participants. They
can also think about using different layouts for the different parts of a course.
Circular seating with tables to place materials on (U-shaped style) encourages
greater interaction and makes for a better learning environment than a classroom
style arrangement. Flexible seating is preferable as many activities in training
involve moving around. The following diagrams show different types of seating
arrangements.
Classroom Style
Boardroom Style
Round Table Style
U-Shaped Style
Small Groups
Herringbone Style
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10. Tools and Techniques to Meet Different Learning Styles
An overview of different methodologies, tools and techniques that can be used to
promote learning is helpful, especially if the trainers in training will be required
to develop their own material for courses that they will be running. We normally
include a short presentation on different learning styles (see above under Part 1),
and then pick a subject and use either ideas storming or pair / small group work
to elicit different tools and techniques by which the information on that subject can
be conveyed to others. It is important to ensure that there is a discussion within the
group about the methodologies chosen so that participants can compare their
experiences.
The training techniques and training tools described below could be usefully
adapted as handouts to reinforce learning for this session.
Brainstorming / Ideas storming
This is an idea generation technique. It consists of a rapid discussion that allows
everyone to make their suggestions, or to provide their information. The group is
given a topic, and is then asked to come up with opinions, ideas, experiences on
the topic, with everyone contributing in a rapid and short way. Ideas are allowed
to flow freely, without evaluation. Only a short amount of time is allowed, as the
important thing is the quantity of the ideas, not the quality. The technique allows
participants to realise that there can be many ways in which to look at a problem.
While the ideas are being collected, use keywords to summarise the ideas on
the flipchart. These ideas can then be used as a basis for discussion / further
exploration.
Working groups
By setting up small working groups to discuss a particular problem, participants
are enabled to express their own ideas and opinions as well as listen to others.
Working in small numbers together, each one will be obliged to contribute to
the effort. The groups are given a problem to solve and a limited time in which
to discuss it and come up with their responses. Each group has to nominate a
facilitator and someone to take notes. When the time is up, one of the nominated
persons presents the work of the group to the general audience of participants. If
the responses from all of the groups are likely to be very similar, the trainer can ask
each group to only present its different conclusions to the whole group.
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Nominal group technique
This is an alternative to brainstorming. It allows for the generation of ideas, and
then the choice of a preferred course of action. A problem is presented to the
group, and the participants are invited to come up with as many solutions as
possible. The proposed solutions are written on a flipchart. When all the ideas are
recorded, the participants are invited to discuss each one. The result is that the
participants reach a clearer understanding of the problem. Later the participants
can vote for their preferred solutions.
Dialogue
This is a technique whereby the trainer sets the scene of a problem, and then invites
comments from the participants. This allows for a wide variety of contributions to be
made by the participants, so they can learn from each other. It also allows for the
trainer to correct any misunderstandings or incorrect suggestions.
Panel discussions
If there is good relevant expertise among the participants at a training session,
a panel discussion is a good way in which to share that expertise with everyone.
A panel is chosen with two or three persons who have specific knowledge and
expertise on a relevant topic. They are asked to make a short presentation to the
whole group, and then there is a Question and Answer session during which the
group clarifies the information given, or contributes other opinions and information.
Role plays
These are ways to practice skills. They are created situations or plays in which
participants are required to act a part. Role plays need to be fully thought out by
the trainer in advance of the session, and the expectations clearly explained to the
participants. Each one needs to know the part they will play, and have a description
of what their character will do, or is able to do. If a police man is asked to play the
part of a victim, for example, he has to place himself in the situation of the victim,
and will realise how powerless he can be in that situation. Role plays can be a very
enjoyable way in which to learn, but care is needed to avoid participants moving
away from the point of the exercise, or exceeding their role. It is also important
to be sensitive to the willingness of participants to play a part. Some people do
not like to pretend as part of a learning endeavour, and will resist this form of
participation.
Warmers Icebreakers - Energisers
These are games designed to help participants to get to know each other and to
feel comfortable with each other. They are important in creating a sense of trust
between the participants. Games also help to clear the mind so that participants
can concentrate better. The trainer should choose games that are appropriate for
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the particular participants and that will suit the mood of the group, especially as
some participants can find them patronising and a waste of time. Games can also
be used during or between the other sessions if the trainer feels that it would help
the group to work better together.
It is important to know what you want to achieve by doing the game, so that you
choose the appropriate game at the right time. Social and cultural norms must be
taken into account for example it may not be appropriate to play a game where
there is close contact between members of the opposite sex.
Engaging the participants in practical activities
A trainer can create opportunities for the participants to engage in practical
activities, such as filling in parts of a map on a flipchart, or placing cards with
information on a wall. Such opportunities allow the participants to move around,
and to relate their intellectual understanding to a practical movement. Even the
task of dividing into small groups could be made into an activity, for example by
asking the participants to group according to hair colour or age range.
Drawing pictures
This can be an activity for each participant, or for the participants to do in small
groups. It can help them to visualise the issue they are discussing. For example
asking participants to draw their idea of a child victim of trafficking, makes them
think about the signs that make such a child visible. It also provokes discussion
about the issue. When the drawings are finished, the participants can discuss the
differences and the similarities in the images they have produced, and the reasons
behind those differences/similarities.
Reflecting/Checking Back
If the trainer periodically spends a couple of minutes reflecting back on what has
been happening, and checking with the participants how they are reacting to
the session, it helps to keep the group focused on the topic and the objectives of
the training. It also helps the trainer to check that things are going well with the
training.
Traditional teaching method
If there is a lot of specialist knowledge to convey, it can be easiest to convey the
information in a formal teaching style. In order to keep the attention of the group,
it is important for the teacher to keep active, to use the flipchart, or to provide
the information by Power Point presentation and handouts. Even if using traditional
teaching methods, it will help to interrupt occasionally and involve the participants
in discussion or reaction.
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Concentric circles
This is a technique by which a lot of information can be shared in a short space of
time. Place the participants in two circles not more than 5 persons on the inner
circle and 5 on the outside circle, facing each other. Give each person in the inside
circle a role which he/she has to explain and defend, and the outside circle a single
issue which each participant has to explore with the inside circle. For example, the
persons on the inside circle might be given one each of the following roles: child
victim, parent, policeman, teacher, judge. The persons on the outside circle might
be given the issue of whether the criminal justice system should protect young
children rather than criminalise them. The outside circle discusses the question
with the person in the inner circle for several minutes, and then moves to discuss
the same question with the next person on the inner circle. The participants can
change their place in the circles after the round has been completed, and new roles
and issues can be devised. However, this technique should only be used if you are
confident with it and have practiced it already, as it can seem complicated.
Case studies
Case studies are stories/scenarios that seek to convey the reality of a problem
situation. They are helpful in engaging the participants in the issue and making
them think about real people and real-life situations, with problems that require
realistic solutions. Case studies can be taken from the course documentation or
can be devised by the trainer, using the newspapers, court reports, cases known
to the trainer, anecdotal reports of real cases, or an amalgam of several sources.
If the persons in the case studies are realistic for participants, they are more likely
to come up with good solutions to the problem being addressed. Case studies
can also help to create empathy between the participants and the persons whose
situation they are examining in the study sessions.

If an exercise involves reading a case study we prefer to give the instructions for the
exercise, and then distribute the scenarios, so that participants are not distracted
from listening by reading.
Audio-visual and visual materials
Visual materials are information tools that assist a training session by showing the
information in video, film or picture images. They are useful to provoke discussion
and to bring home the reality of what is being taught to the participants on the
course, but should not be used purely to shock. A trainer should choose materials
that will tie in with the objectives of the course, illustrate the session in a relevant
way, and at the right time, and ensure that there is enough time and facilities to use
the material effectively.
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Power point presentation
This is a way in which the important points of an issue can be made clear to
participants on a course. Using pictures in the presentation can help tell the story.
The presentation should only pick out the key concepts, and be made with short
sentences. Presentations take time to prepare, and a trainer needs to be capable of
using the computer software.
Use of information sheets and fact sheets
Handouts can be an excellent way of reinforcing learning, but the timing of their
distribution is important, and it is worth discussing this with participants. People
tend to be curious, and giving handouts during a session often means that
attention becomes focused on the handout, rather than on what is going on. For
this reason we suggest that handouts are given either at the end of the day, or at
the end of a session.
11. Use of Multi Media
This session links with the previous session on meeting different learning styles.
Trainers like to use multimedia technology on courses, as it allows material to
be presented in different formats, and in ways that are engaging to participants.
Unfortunately such media is often badly used, and gets in the way of learning, so it
is important that participants know how to use it appropriately. For example, almost
everyone has seen examples of PowerPoint presentations where the text is too small
or where there is so much text that it is impossible to read it before the presenter
moves on to the next slide. Instruction by a technician on some basic skills for
understanding and using the available technology can be helpful to potential
trainers.
12. Forming Groups and Dividing Up
The trainers of trainers should explain different ways in which participants can be
divided into small groups. The making of a group is a dynamic activity, and is key
to the learning process.
Examples given can be demonstrated throughout the course. For example,
participants might be divided up by assigning each group a number (1,2,3 etc)
and nominating a number to each person in the room consecutively, until everyone
has been assigned to a group. Or participants might be assigned to a group by
simply grouping them as they sit (the first 6 go to room A, the next 6 go to room
B, etc.). Alternatively they might be assigned according to their expertise in or
preference for the subject to be discussed in the small group.
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Groups consisting of two persons are suitable for short interventions and theme
introductions. When the interventions take more time, the stronger/better/more
active person inevitably has a larger role, which can affect the power balance in the
relationship between the participants.
In bigger groups of 4-6 people, it can be difficult for everyone to learn something
or equally contribute.

Groups consisting of three persons are the most effective. The number three alone
already results in a productive setting and mini group dynamics. This leads to a
better balancing of periods of active and passive behaviour, to more continuous
engagement, and to more tangible results. Groups of three have an extra
advantage because several such groups can work in one room at the same time,
since this work form is relatively silent.
Trainers of trainers need to also consider and discuss with participants how small
groups will report, and to experiment with different forms of reporting. Some
models for reporting from small groups are:
Silent Report
Working groups make the results of their work visual on posters or flip chart paper.
The posters are exhibited along the walls of the room. Participants from other
groups can ask questions and the group can explain their posters.
Group report
Instead of one person presenting a group report, all group members can report on
a specific element of their work. This could also be done in a discussion format in
which different speakers take different positions.
Group mix
The small groups are mixed again into new groups. The different members should
then inform each other on what they have discussed in their first groups.
Hearing
The whole group makes itself available for questioning by an expert on the results
of their work. The questions should be simple and the answers should be short.
The facilitator of reporting back should not allow repetitive questions and every
person should be limited in his/her answers, to avoid that one person answers all
questions.
Interview
Only one person from the group will be asked questions, either by one person from
the whole group or by several. The number of questions should be limited.
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Decision making process
Different solutions or proposals which have resulted from the working groups are
presented and explained to the whole group and put to a vote. It is important that
the proposals which will be voted on are available in writing and that the number is
restricted.
13. Warm Ups and Energisers
The use of warm up exercises and energisers is a contentious issue, and one that
requires consideration. People either like them, or find them a waste of time. If
they are to be used, the selection of exercises requires thought, especially if training
in, or with, different cultures. Trainers in training should be given experience of
warm up exercises and energisers, so that they can learn when and how to use
them. Feedback on how well or how badly they worked is also important.
One problem with energisers is that they can eat into the time of a course. Trainers
in training need to recognise that the best way to keep participants energised and
engaged is to ensure that the sessions themselves are participatory and interesting!
Time spent on energisers should therefore be short and active, or have an
important function, such as helping participants to get to know one another at the
beginning of a course.
Examples of warm-ups and energisers include:
The World is Distant
Pick a question and ask people to stand up if they agree with it. Example:
Is alcohol a problem in the world? (If you agree, stay standing)
Is alcohol a problem in this country? (If you agree, stay standing)
Is alcohol a problem in this city? (If you agree, stay standing)
Is alcohol a problem in this room? (If you agree, stay standing)
This exercise helps people to relate global issues to their local situation.
Two Truths, One Lie
Break everyone into groups of between 3 and 5 persons. Each person in the group
must tell the others two truths and one lie about themselves. The other members of
the group must then guess which statement was the lie. When finished, the groups
can choose their best liar, who can then try and fool the rest of the groups.
This exercise helps people to realise how difficult it is to know a person just from
external appearance and from what they say.

Name Game
This is a get to know you game. Groups of about 10 persons are formed. The
person who starts must say his/her name, as well as a word that starts with the
same letter as the first letter of the name. The trainer could give a specific topic for
the additional word, such as food or vegetables. The second person must give the
name and additional word of the person before, as well as their own name and
additional word, and so on until everyone in the group has said their own name
and the names of everyone else.
For example, if the first person is called Karen and the second person is called
Scott, then Karen might say Kiwi Karen, and the second person would say Kiwi
Karen, and might add Scallion Scott.
This exercise helps people to remember each others names, and creates a fun
atmosphere. It is difficult to do with a large group.
Movement Game
Each person picks a movement for themselves, for example, putting out their right
arm. The person next to them has to imitate that movement, and create their own
movement. The next person has to repeat both the earlier movements and make
their own movement, and so on.
Country on Forehead
Everyone has a sticker on their forehead with the name of a country. The person
does not know what country is named on their own sticker. The participants must
then ask questions of each other, to which the only answer can be yes or no, and
try to guess which country they have on their forehead.
This exercise helps people to get to know each other and to feel comfortable in
each others presence.
Blindfold Game
Participants are divided into pairs, and one of the pair has a blindfold over their
eyes. The other one has to lead the blindfolded person around the room and
around obstacles in the room, such as tables, chairs, flipchart. After 5 minutes, the
couple change roles, and the leader becomes the blindfolded person.
After the exercise, discuss with the participants how they felt during the exercise.
The aim of this exercise is to help people to trust each other, and also to help
participants to realise what it is like to be in a vulnerable situation. Care should be
taken in using this exercise as some people find it very uncomfortable, and become
resistant to learning.
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A variation on this exercise is for one of the pair to be blindfolded, and have to
draw a picture (for example of a child or a house) following the directions of their
partner. This exercise can be more acceptable to participants, as it feels less
physically threatening.
Interview Game
Each person pairs off with one other and asks several questions. Then, having
learnt something of each other, each partner introduces the other to the whole
group. Some leading questions might be:
When you hear the phrase a human right, what do you think about?
What animal best represents you?
What event in your life has most affected your view of the world?
What brought you here?
What do you like most about your job?
This is an exercise for introductions and helps people to understand each other.
Snowball
This is a game that asks for spontaneous responses from participants. It can be
used for a quick evaluation, or to throw up ideas quickly. Make a ball out of paper.
Call out your own opinion or idea, and then throw the ball to another participant,
who then has to call out his/her opinion or idea before throwing to the next person.
For example At the end of this days training I am feeling............ or One thing I
learnt today............
14. Developing a Training Programme
What to include in this session will depend upon whether trainers are being trained
to deliver a specific training package or not.
If potential trainers are required to deliver a specific training programme, then
the course material is already available, and there will be relatively little work for
them to do in developing the programme. They might just need to ensure that the
contents are relevant in the context (for example making sure that case studies fit
the situation) or to adjust some of the timings (if less time is available).
However, if participants are being trained to be general trainers, who will then go
on to develop their own courses, it is important that time is allocated to exploring
how to develop a training programme. It may be appropriate to include an
exercise in the training of trainers course in which potential trainers have to actually
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design a programme and identify the main contents. They will need to appreciate
that developing a training programme takes time. Generally speaking, it takes
double the time to prepare a new course as it takes to deliver the course.
Designing a training programme is a three stage process; the objectives of the
course must be identified, the contents must be selected, and then the strategy or
methodologies for delivering the material must be developed.
When identifying the objectives of the course, key questions are what are the
purposes of the course? and who will be attending? Sometimes it is useful to
express the objectives as learning outcomes that is, what participants should know
/ be able to do at the end of the course.
Obviously, the contents of the programme must be relevant to the topic of the
training. They should cover, at a minimum, the main themes, chosen by reference
to the objectives to be achieved.
Developing the strategy / methodology for delivering the contents is likely to
take the major part of any preparatory work. A variety of different methods
should be used (such as case studies, working in pairs, ideas storming) in order
to meet the different learning aptitudes of participants. However creativity about
the methodology should never be at the expense of the contents. It might be
tempting to include a good exercise, but it must first meet an objective of the
course. Similarly, trainers should avoid including something that, while it might be
interesting, does not meet an expected learning outcome of the course.
Sessions Run by the Trainers in Training
The major part of the training programme should consist of sessions run by the
trainers in training (that is the participants on the course), and in giving feedback to
them. Time should be allocated to allow participants to develop their sessions. As
a general rule, allow three times the length of the session for preparation. Thus, if
the participants are required to run a 30 minute session, allow them one and a half
hours for preparation.
Before the participants start work on developing their sessions, divide them into
training teams. Then the topic areas that each training team will be facilitating
should be negotiated and agreed. If the participants are learning to deliver a
specific training package, care should be taken to ensure that the key topics are
covered, and that the sessions are divided among the participants in such way as to
cover as much of the package as possible without duplication.
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The feedback sessions, following each session lead by potential trainers (as
outlined in the feedback model in Part 1 above), should always be facilitated by the
trainers of potential trainers. This is to ensure feedback remains constructive and
safe.
Review and Evaluation (to be lead by Trainers of Potential Trainers)
Throughout the course, time must be allowed for review, but a final review and
evaluation session is especially important. The final review and evaluation serves
two important purposes: firstly it gives participants the opportunity to consider their
learning over the whole of the course. Secondly, the final evaluation and review
provides tangible material for the trainers of trainers to use in their own assessment
of the course. These lessons learned can be used to improve future trainings.
How to conduct evaluations and reviews is discussed in detail in Part 1.
Closing Exercise (to be lead by Trainers of Potential Trainers)
Just as the start of the course sets the tone for the course, it is important, especially
if participants have spent a lot of time working together, to ensure that the course
ends well. The presentation of certificates is normally done at this time, but we
like to have a closing exercise as a way of ending the course. This does not have
to be elaborate one way is for participants simply to express openly one or two
things that they will be taking away from the course.
Ending the course in a positive manner sets the tone for work in the future. It helps
create constructive memories of the course, gives respect and value to the time
spent working together, and helps motivate participants for forthcoming training
activities.
Although I have done a lot of training, on
this course I learnt real facilitation skills

1
There are many resources and reference materials that may be useful for running
a training of trainers course. Here we list some that we find particularly useful,
especially in relation to training about trafficking in children and the sexual
exploitation of children. Each of the publications has an extensive bibliography that
lists other relevant documents.
Training Manuals
These training manuals, in addition to providing technical information, also have
a range of methodologies and exercises that may be useful when developing a
training programme
Consortium for Street Children (2004) Police Training on Child Rights and Child
Protection; Consortium for Street Children www.streetchildren.org.uk
Delaney S & Cotterill C (2005) (2nd edition) The Psychosocial Rehabilitation of
Children who have been Commercially Sexually Exploited; ECPAT International,
Bangkok, Thailand
ILO - IPEC (2002) Specialized Training Manual on Psychosocial Counseling for
Trafficked Youth; ILO, Katmandu, Nepal
O Briain M, Van den Borne A & Noten T (2006a) Combating the Trafficking in
Children for Sexual Purposes A Training Guide; ECPAT Europe Law Enforcement
Group / ECPAT International, Bangkok, Thailand
Guides and Publications
Dottridge M (2004) Kids as Commodities? Child Trafficking and What to Do about
It; Terre des Hommes, Lausanne, Switzerland
ECPAT International (2006) Questions & Answers about the Commercial Sexual
Resources
PART
3
Exploitation of Children; ECPAT International, Bangkok, Thailand

ECPAT International (2008) Combating Child Sex Tourism: Questions & Answers;
ECPAT International, Bangkok, Thailand
O Briain M, van den Borne A & Noten T (2006b) Combating the Trafficking
in Children for Sexual Purposes Questions & Answers; ECPAT Europe Law
Enforcement Group / ECPAT International, Bangkok, Thailand
Useful Websites
There are many websites with information relating to training, and to trafficking in
children.
Some of the most useful are:
www.childtrafficking.com and www.humantrafficking.org
ECPAT International www.ecpat.net
ILO www.ilo.org
IOM www.iom.int
Save the Children UK www.savethechildren.org
Terre des Hommes www.terredeshommes.org
UNICEF www.unicef.org
I feel much more confident now, as I realise
I dont need to know everything
to be a good trainer

APPENDICES
A. Sample Application Form
B. SampleCertifcate
C. Sample Evaluation Form
D. Sample Training Check List
E. Feeling Barometer
F. Learning Target
G. Sample Training Programme Proforma
H. Sample Baseline Knowledge Test
I
Appendix A Sample Application Form
Application for Training of Trainers Course /Name of Course
Date of Course
Applicants Name
Email
Venue
Contact Address
Telephone Number
1. Please outline your role in your organisation
2. What do you understand by Trafficking in children for sexual purposes?
3. What is your experience of training, both as a trainer and as a participant on
courses?
4. Why are you interested in participating in this course?
5. Have you discussed your application with your supervisor? In what way will your
organisation support your role as a trainer?
When completed, please return this form to: Thank you for your interest! We will be in
touch to let you know if you have been
selected for the course
K
Certificate of Recognition
This is to certify that
(Name)
participated in
(Name of Course)
on
(Date & Venue)
Name & Signature of Trainer Name & Signature of Trainer
Insert logo of organisation / organiser
/ commissioner of training
Appendix B Sample Certificate
K
Appendix C Sample Evaluation Form
Please rate on a score of 1-5 (1 = poor, 5 = excellent)
Mark out of 5
1. Value of this topic in relation to my job ______________
2. Usefulness of the course content ______________
3. Presentation methods used ______________
4. Trainers ability to transfer knowledge ______________
5. Atmosphere conducive to participation ______________
6. My opinions were taken into consideration ______________

7. Value of the Fact Sheets ______________
8. Relevance of the Work Sheets ______________

Please answer the following questions in your own words
9. Have you suggestions about additions to the course?
10. Is there anything you think should have been dropped from the course?
11. What did you enjoy most about the course?

12. What did you dislike most about the course?

13. What aspect of the course did you find most useful?
14. What aspect of the course did you find least useful?
15. Was the course (please tick)

a) Too long b) Too short c) The right length
16. Do you have any comments to make about the administrative arrangements
for the course? (e.g. room, food).
17. Do you have any other comments to make?
Thank you for completing this form!
l
Appendix D Sample Training Checklist
1. Determine the need
for the course
2. Identify the learner
profile
3. Develop course
structure
4. Determine
the training
& evaluation
requirements
5. Define the training
content
1.1 Identify and consult with Stakeholders to
establish training aims & requirements
1.2 Outline course proposal in line with
stakeholders aims
1.3 Identify existing courses or contributors
that may be relevant
2.1 Potential learners are identified

2.2 Determine any literacy or language issues
3.1 Core modules are identified
3.2 Determine/document the relationship
between modules and expected outcomes

3.3 Identify prerequisites for the course and
specific modules
4.1 Determine the requirements for trainers
4.2 Identify learning resources, materials,
equipment, human resources
5.1 Clearly specify the key learning points
5.2 Identify what knowledge must be there at
entry level
5.3 Identify assessment/evaluation methods
Element Criteria Check
I
Element Criteria Check
6. Develop course
monitoring
methods
7. Identify pathways
6.1 Design mechanisms to monitor the
course in consultation with stakeholders/
trainers
6.2 Make arrangements to ensure course
can be evaluated against relevant
performance indicators
7.1 Identify opportunities to link course
completion to future pathways
1
Appendix E Feeling Barometer
I

l
i
k
e
d

i
t
I came away with new knowledge/thinking
Introduction: The feeling barometer can be filled in either individually, or
preferably as a group exercise by copying it onto flipchart paper and then asking
each participant to mark the square that corresponds to how they are feeling.

This can be done one at a time with the board turned away from the group so
that feedback is confidential. Using the feeling barometer in this way gives a clear
visual image of responses to the course, which is easily shared with the group.
1
Appendix F Learning Target
1 2 3 4
5
I have learnt more
I liked the
training
environment
I liked the
facilitation style
It is somethng
that I can use in
my work
Introduction: Learning target should be drawn onto flipchart/enlarged &
pinnned up so that the group cannot see it. One by one participants place an x in
each quadrant. In this way their views remain confidential and private.
APPENDIX G - TRAINING PROGRAMME Proforma with

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K
Appendix H Sample Baseline Knowledge Test
How would you describe or define
trafficking in children?
Answer:
Rate your knowledge of the following
Consequences of sexual exploitation and
trafficking who are the victims, and what
are the effects?
What laws we have and how they work
regarding:
sexual abuse, sexual exploitation,
prostitution, trafficking of minors,
child protection?
Identifying children who have been
trafficked?
Protection and care provisions for trafficked
children?
Investigating trafficking offences how
to get the evidence while protecting the
victims?
Interviewing trafficked children?
Knowledge of child rights in a trafficking
situation?
B
C
D
E
F
G
H
A
Very
poor
Poor Good Very
good
ECPAT International
328 Phayathai Road
Ratchathewi, Bangkok
10400 THAILAND
Tel: +662 215 3388, 662 611 0972
Fax: +662 215 8272
Email: info@ecpat.net | media@ecpat.net
Website: www.ecpat.net
ECPAT Europe Law Enforcement Group
ECPAT Netherlands
PO Box 75297, 1070 AG Amsterdam
The Netherlands
Tel: + 31 20 420 3771
Fax: + 31 20 420 3832
Email: info@ecpat.nl
Website:www.ecpat.nl
A Guide to Training Trainers
specifcally in relation
to traffcking in children
and the sexual exploitation of children
This publication was developed with the support of The Dutch Ministry
of Foreign Affairs and The Oak Foundation, together with ECPAT
International and the ECPAT Europe Law Enforcement Group

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APPENDIX G - TRAINING PROGRAMME Proforma with

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