| Chapter 1 | Designing Training | 11 |
| Workshop and Training Design | 11 |
| Conducting Needs Assessments | 11 |
| Guidelines for Questionnaires | 12 |
| Analyzing Training Needs | 12 |
| Setting Realistic Goals | 12 |
| Writing Learning Objectives | 12 |
| Answering "What's in It for Me?" | 14 |
| Planning | 14 |
| Components of Quality Planning | 15 |
| Preparation | 15 |
| Relevance | 15 |
| Adaptability | 15 |
| Individualized | 16 |
| Guidelines for Planning | 16 |
| Involving All Learning Styles | 16 |
| Providing Balance | 17 |
| Including Variety | 18 |
| Outlining Training Content | 18 |
| Sequence of Content | 18 |
| Simple to Complex | 18 |
| Familiar to Unfamiliar | 18 |
| Chronological Order | 19 |
| Relative Importance | 19 |
| Logical Grouping | 19 |
| Planning Aids | 19 |
| Organizing Learning Experiences | 20 |
| Sample Workshop Format | 20 |
| Checklist for Training Plan | 21 |
| Planning for Learning Transfer | 21 |
| Planning for Involvement | 22 |
| Planning for Movement | 22 |
| Activities | 23 |
| Making Arrangements for Training | 24 |
| Flyers | 24 |
| Proof, Proof, Proof! | 24 |
| Directions and Location | 25 |
| Date and Time | 25 |
| Credit | 25 |
| Who Should Register | 25 |
| Logistics of a Training Session | 25 |
| Opening the Session | 26 |
| Housekeeping Details | 26 |
| Ending the Session | 26 |
| Closure Activities | 27 |
| Chapter 2 | Activities for Individuals, Partners, Small Groups and Whole Groups | 33 |
| Icebreakers and Opening Activities | 33 |
| Why Icebreakers? | 33 |
| Selecting the Right Icebreaker | 34 |
| Introductory Icebreakers | 36 |
| Icebreakers Related to Training Content | 40 |
| Icebreakers Just for Fun | 42 |
| Individual Activities | 43 |
| Journaling | 44 |
| Word Games | 44 |
| Partner Activities | 46 |
| Interviews | 47 |
| Debates | 47 |
| Partner Worksheets | 48 |
| Other Partner Activities | 49 |
| Selecting Partners | 50 |
| Small Group Activities | 52 |
| Disadvantages and Cautions | 53 |
| Dealing with These Concerns | 53 |
| Guidelines for Working with Small Groups | 53 |
| Group Leader Tasks | 54 |
| Novel Ways to Select Group Leaders | 54 |
| Dividing into Groups | 54 |
| Facilitating Group Reporting | 56 |
| Small Group Discussion Ideas | 57 |
| Team Games | 58 |
| Other Activities for Small Groups | 60 |
| Whole Group Activities | 62 |
| Lectures | 62 |
| Panel Presentations and Discussions | 63 |
| Facilitator-led Discussions | 63 |
| Interactive Whole Group Experiences | 64 |
| Attention-grabbers and Motivators | 64 |
| Chapter 3 | Demonstrations, Learning Games, and Other Learning Experiences | 71 |
| Demonstrations | 71 |
| Guidelines for Effective Demonstrations | 71 |
| Coping with Change | 72 |
| Importance of Working Together | 73 |
| Finding Solutions to Problems | 76 |
| Communication Activities | 78 |
| The Value of Observing | 83 |
| Curriculum and Working with Children | 84 |
| Learning Games | 92 |
| When Are Games Appropriate? | 93 |
| Bingo Games | 94 |
| Carnival Ducks | 98 |
| Go Fishing | 100 |
| Jeopardy | 102 |
| Card Games | 104 |
| Board Games | 107 |
| Tic-Tac-Toe Games | 117 |
| Other Games | 119 |
| Other Learning Experiences | 123 |
| Brainstorming | 123 |
| Role-play | 124 |
| Learning Stations | 130 |
| Field Experiences | 133 |
| Stories, Quotations, Proverbs, and Analogies | 135 |
| Chapter 4 | Making and Using Effective Workshop Materials | 141 |
| Audiovisual Aids--VCRs and Other Monsters | 141 |
| Videos | 141 |
| Prepare for Viewing | 141 |
| Showing the Video | 142 |
| Viewers' Guides | 143 |
| Making and Using Your Own Videotapes | 143 |
| Activities Using Videos | 143 |
| Overhead Transparencies | 144 |
| Creating Effective Transparencies | 144 |
| Using Overhead Transparencies | 145 |
| Slides | 146 |
| Making Your Own Slides | 146 |
| Setting up for Slide Presentations | 146 |
| Showing Slides | 148 |
| Useful Accessories for Audiovisual Equipment | 149 |
| Flipcharts | 149 |
| Flipcharts to Inform | 150 |
| Flipcharts to Record Ideas and Suggestions | 150 |
| Using Flipcharts | 151 |
| Props | 151 |
| Why Use Props? | 151 |
| Prop Ideas | 151 |
| Fruit and Veggie Props | 153 |
| Occupation Symbol Props | 154 |
| Traffic Sign Props | 155 |
| Dry-erase Boards | 156 |
| Posters | 156 |
| Why Make Posters? | 157 |
| Making Effective Posters | 157 |
| Poster-making Activity Ideas | 157 |
| Handouts | 158 |
| Formatting for Comprehension | 158 |
| Guidelines for Effective Handouts | 161 |
| KISS--Keep It Short and Simple | 161 |
| Types of Handouts and Their Uses | 161 |
| Tools for Handouts | 162 |
| Tent Cards | 163 |
| Making Tent Cards | 164 |
| Participant Guidance | 164 |
| Inspirational and Motivational Messages | 165 |
| Discussion Starters | 166 |
| Questioning Techniques | 166 |
| Categories of Questions | 167 |
| Constructing Good Questions | 168 |
| Types of Questions | 168 |
| Useful Questions and Responses for Trainers | 169 |
| Ways to Direct Questions | 170 |
| Allowing Time for Response | 170 |
| Ways for Participants to Answer | 170 |
| Ways for Participants to Ask Questions | 171 |
| Responding to Questions from Trainees | 172 |
| Teaching Questioning Techniques | 174 |
| Facilitation | 175 |
| Roles of the Facilitator | 175 |
| Reaching Consensus | 176 |
| Additional Facilitation Tips | 177 |
| Effective Listening | 177 |
| Chapter 5 | Components of Effective Training | 181 |
| Setting the Stage for Learning | 181 |
| The Physical Environment | 181 |
| Room Arrangement | 181 |
| Assessing the Physical Environment | 183 |
| The Emotional Environment | 184 |
| Establishing the Emotional Climate | 184 |
| Activities to Establish the Emotional Climate | 185 |
| More Environmental Tips | 188 |
| Understanding Adult Learners | 188 |
| Adult Learning Styles | 188 |
| Factors Affecting Adult Learning | 189 |
| Special Concerns of Adult Learners | 190 |
| Evaluating Training | 192 |
| Ways to Evaluate Effectiveness | 193 |
| Smile Sheets: What Did They Like? | 193 |
| Assessing Knowledge: What Did They Learn? | 194 |
| Change in Performance: What Will They Do Differently? | 195 |
| Bottom Line: What Are the Benefits to Children, Families, and Programs? | 197 |
| Evaluation and Feedback Questions | 199 |
| Evaluating on the Go | 204 |
| Fast Feedback Forms | 204 |
| Activities for Feedback During Training | 204 |
| Chapter 6 | Trouble Shooting | 207 |
| Participation and Personality Issues | 207 |
| Reluctant Participants | 207 |
| Low Literacy Levels | 209 |
| Side Conversations | 209 |
| Distractions and Latecomers | 209 |
| Antagonistic Participants | 210 |
| Negative Participants | 211 |
| Showoffs, Know-it-alls, and Dominators | 211 |
| Personality Clashes | 213 |
| Attention Issues | 214 |
| Getting and Keeping Attention | 214 |
| Preventing Inattention After Lunch | 214 |
| Facilitating Transfer of Learning to the Work Site | 215 |
| Why Training Fails | 215 |
| Making Reviews and Summaries Frequent and Fun | 216 |
| Review and Reinforcement Techniques | 217 |
| Review and Reinforcement Activities | 217 |
| The Value of Overlearning | 220 |
| Memory Aids | 221 |
| Handouts and Job Aids | 223 |
| Preventing Relapse | 226 |
| Activities to Facilitate Transfer of Learning | 227 |
| After the Workshop: Follow-up Activities | 231 |
| Building a Supportive Environment | 233 |
| Providing Materials and Supplies | 235 |
| Logistical Matters: Whatever Can Go Wrong, Will | 235 |
| Workshop First-aid Kit and Emergency Plan | 235 |
| Preventing and Coping with Training Disasters | 236 |
| Save the Day with Humor | 239 |
| Time-saving Tips | 241 |
| Organizing Materials | 241 |
| Filing and Finding | 241 |
| Storing Transparencies | 244 |
| Storing Posters | 244 |
| Storing Bulky Materials | 245 |
| Magazines and Professional Journals | 245 |
| Improving Presentation Skills and Presence | 246 |
| Learning To Give Presentations | 249 |
| Eliminate Distractions | 249 |
| Voice Quality--How You Say It | 250 |
| Gestures and Other Body Language | 250 |
| Using Notes | 252 |
| Training No-nos | 253 |
| Appendix | 255 |
| Index | 301 |
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