Making Arrangements
Group Size
The number of participants for the training sessions
should be small enough to allow for good instructor-participant
interaction, yet large enough to elicit a variety of feedback
from the attendees. A group of approximately 10-12 participants
is the recommended size.
If you have to work with larger groups, be sure
to elicit feedback and discussion from everyone in the group
so each person feels involved in the learning activity.
If additional trainers are available, it may
be possible to divide the group in half and allow each sub-group
to work with a separate trainer. At the end of the session, the
entire group can come together and discuss the important concepts
from each activity.
Facilities
Room - Because this training
program involves a great deal of interactive learning, the room(s)
used should have movable furniture that allows participants to
easily move in and out of large and small group learning experiences.
Audio-Visual Equipment - Overhead
projectors, flip charts, and other audio/visual aids are key
to the success of the training. Be sure to make arrangements
for obtaining the necessary equipment at least a week in advance
of each session.
Refreshments - your plans for
hospitality/breaks (e.g., refreshments, location of coffee pots,
where rest facilities are located) should be considered when
selecting and setting up the room. Also, be sure to ask whether
food from outside is permitted or does the facility provides
catering. This may affect the cost of the space you are planning
to use.
Location - Be sure to choose
a facility that is accessible to all participants.
Key Points to Know
How to arrange for audio-visual equipment
How to operate audio-visual equipment
Who to talk to in maintenance for problems with facilities
Audiovisual Equipment
As soon as you know where and when the session
is scheduled, be sure to notify the people who supply the equipment.
Identify in advance the individual who will accept
the equipment when it arrives and who will be responsible for
storing it. Consider alternative options just in case the building
is locked or if the elevator is not running when the equipment
needs to be moved from where it is stored to the room in which
it will be used.
Test the equipment to make sure it is in proper
working order and that you know how to operate it.
Decide ahead of time where the equipment will be placed and make
sure there are enough electrical outlets in appropriate places,
and they are appropriate for the equipment you are planning to
use. For example, it may be wise to have a 3- pronged adaptor.
When working with sensitive equipment that is
regularly transported to different parts of the city, there is
always the chance that something will go wrong. It is always
wise to have an alternate plan, just in case the equipment you
were expecting to use does not arrive or is inoperable.
Creating an alternative plan: Questions to
consider
- Is there another source you can use to obtain
similar equipment in an emergency-possibly a clinic in the building
or another office?
- Is it possible to move the session to a location
where there is equipment available?
- Can the session be rescheduled?
- Other options generated at the training session
can be listed below.
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Group Participation
The Creating a Medical Home for Asthma Program
has been designed with activities that encourage participation
and interaction between health care clinic and organization staff.
Some of these activities may appear time consuming, and there
will be the temptation to eliminate or modify them. However,
the activities and interactions are an important part of the
program. The activities are not only designed to convey information,
but to develop skills in areas such as communication, problem
solving and networking. These skills, along with the enhanced
knowledge of asthma management and care, will serve staff well
in working with patients.
Health care and policy issues regarding the delivery
of care are likely to be different across each health care organization.
Therefore, the trainer should be prepared to identify clinic
staff or additional trainers who can answer questions throughout
the sessions or as issues arise.
Use of Appropriate Language
Since there will be participants with diverse
backgrounds and experiences-from clerical staff to clinicians-it
is essential that the instructor use language that can be understood
by all attendees, regardless of their educational level or clinic
position. This also allows the participants to get used to the
idea that they too (especially the clinicians) will need to apply
the same language usage skills when communicating with patients.
Name Tags or IDs
Since multiple opportunities for communication
and networking are woven throughout the program, it is good to
encourage the development and refinement of these skills whenever
possible. For this reason, the use of nametags or other form
of identification that is clearly visible is strongly recommended.
Handouts
Since people tend to read things as soon as they
are distributed, handouts should be distributed either before
the session starts or be held until the time they are needed.
By the end of the session each participant should have received
all handouts, including protocols. It is important that you have
enough legible copies for everyone.
Breaks
The break times have been scheduled throughout
the sessions where they will be most useful, so participants
don't miss material that is being covered by leaving the session
at different times. Absorbing new material is often difficult
and adequate time is needed to process what has been heard before
more information can be delivered successfully. Therefore skipping
breaks is not recommended. They serve a vital purpose in reinforcing
the tone of the session.
Leaders (program facilitators)
are encouraged to promote dialogue during the breaks about what
has just been heard. Interaction between staff is helpful in
planning, implementation, anticipating problems and arriving
at alternative solutions to address concerns, particularly, if
training involves staff from multiple sites.
Checklist
The following checklist can be used as a reminder
to make sure you have the needed equipment and supplies available
for each session, as well as identify persons to provide assistance,
as needed.
However, be sure to review the materials needed
for each session because there may be additional resources that
are required.
Supplies and Equipment Checklist
Masking tape, or clear removable tape
Felt
tip markers
Newsprint
(paper on flip chart) and an easel
Chalk
Handouts,
including agenda
Attendance
sheet (if desired)
Audio-visual
equipment, including screen-arrange at least 1 week in advance
Extension
cord and adaptor for electrical equipment (be sure you know were
working outlets are)
Refreshments
- What is appropriate
- Who will bring it
- Is there a coffee pot, extension cord, etc.
Who is responsible for cleaning up afterwards
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Key Points to Remember When Leading a Discussion
Time: Be sure to keep track of the time. You
can either do it yourself, or assign someone to be a silent timekeeper.
Sequence: The activities within each session
provide a series of information and learning experiences that
havebeen designed to build on the participant's knowledge and
experience. The activities are also intended to provide new information
and opportunities to try out new behaviors.
Active Participation: Clinic staff (i.e., program participants)
should have something to do throughout each session besides sitting
and listening. If information is being given, participants should
be encouraged to "listen actively" and be aware of
what key points they will be responsible for knowing.
- If a role-play or other activity is planned, each person
should have a specific part to play, either as "actor"
or observer. It is critical that adequate time is allowed for
discussing (i.e., processing/debriefing) each activity and how
it is related to the learning experiences. The debriefing should
take place immediately after the activity and focus on what the
participants learned as a result.
- The discussion of the behaviors and feelings that came out
of the activity is very important.
Debriefing: Using some participants as observers,
with observation guidelines to provide focus will help involve
everyone in the post-activity discussion.
- Divide participants into small sub-groups, with one person
recording the "meat" of the discussion and another
person reporting to the larger group.
- The facilitator might want to select the recorder/reporter
from among the less active participants.
Note: It is important that the
facilitator remember that s/he is not responsible for coming
up with all of the answers to the problems discussed. Rather,
the task is to help the participants develop their own understanding
from the experiences provided.
Debriefing after an Interactive Group Learning
Activity
Be sure to keep track of the time: You can either do it yourself
or assign someone to be a timekeeper.
Have participants move back to original seats.
Start the discussion by asking, "What happened in the situation?"
- Allow participants answer first.
- After a role-playing exercise, go around the room and make sure each "actor" who
wants to answer gets a chance. Refer to the actors by role name
rather than their real name to lessen possibility for individual
blaming.
- Next, encourage observers make their comments. Keep the discussion
moving by calling on them to respond to specific questions on
their observation forms.
When the group seems "talked out," ask, "What
was learned?," "What should have been done?,"
or, "What could be done differently?" Again, call on
"actors" first and then observers.
Conclude the discussion by asking for any other comments. If
none are forthcoming, summarize and repeat what the group has
learned. Say things like, "The group seems to feel ...,"
"You say you learned...."
Move on to the introduction of the next activity.
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The CMHA training materials are designed to allow
the facilitators or trainers to move quickly and easily through
each activity. In an effort to minimize the amount of information,
symbols are used to represent key points the facilitator should
remember during each session.
Prior to the start of the sessions, you should
become familiar with each symbol is used and how they are used
in the text. By understanding how these are integrated throughout
the text you will reduce the likelihood of unnecessary interrupts
and promote continuous learning experiences for the participants.
Table of Abbreviations/Symbols
| PS |
Preparation steps: things that can/should
be done before conducting an activity |
| TN |
Trainer's notes: things for the
trainer to keep in mind before conducting an activity |
Bold
|
Trainer's script: suggested wording |
|
|
Important note: action or message
to be noted |
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