TRAIN-THE-TRAINER MANUAL
Checklists, Guidelines and Templates for
Active-Learning Workshops

DesignDevelop
Deliver

United Nations SIAP
Statistical Institute for Asia and the PacificFebruary 2016

1

Purpose of ToT ManualThis ToT manual summarises the content of SIAP’s regional workshop on Training ofTrainers for Official Statistics, conducted in Chiba, Japan in February 2016. Its purpose is to:Improve institutional capacity of national statistical systems (NSSs) in designing,developing and delivering training on official statistics.

Outline a standard process for creating high‐quality, active learning workshops.

Provide checklists, guidelines, and templates to support training providers in theprocess of designing, developing, and delivering effective training for theirstakeholders.

2Organisation of ToT Manual
The ToT Manual outlines the phases of the learning‐process development, starting with theWorkshop Description.

Contents
1.

Workshop Description .............................................................................................................................. 4

1.1

Workshop description (example) .................................................................................................. 4

2.

Workshop Design.......................................................................................................................................... 6

2.1

Design steps checklist............................................................................................................................ 6

2.2

Gap analysis template............................................................................................................................ 6

2.3

Needs analysis tools ................................................................................................................................ 7

2.4

Learning objectives template ............................................................................................................ 8

2.5

Learning objectives (example) ......................................................................................................... 9

2.6

Evaluation strategy ................................................................................................................................. 9

2.7

Level 1 Reaction evaluation (example) .................................................................................... 10

2.8

Level 2 Learning evaluation (example).................................................................................... 11

2.9

Level 3 Behaviour evaluation (example) ................................................................................ 11

2.10 Level 4 Results evaluation ............................................................................................................... 13
3

Workshop Development ........................................................................................................................ 13

3.1

Development steps checklist .......................................................................................................... 13

3.2

List of learning activities................................................................................................................... 14

3.3

Learning activities plan template ................................................................................................ 15

3.4

Learning activities plan (example) ............................................................................................. 16

3.5

Presentation template........................................................................................................................ 17

3.6

Visual aid guidelines ........................................................................................................................... 19

3.7

Visual aid guidelines (examples) ................................................................................................. 20

4

Workshop Delivery ................................................................................................................................... 27

4.1

Delivery steps checklist ..................................................................................................................... 27

4.2

Delivery skills guidelines ................................................................................................................. 27

4.3

Workshop opening guidelines ....................................................................................................... 28

4.4

Conducting a learning activity guidelines............................................................................... 29

4.5

Debriefing a learning activity guidelines ................................................................................ 29

4.6

Closing a workshop guidelines ...................................................................................................... 30

4.7

Daily programme (example) .......................................................................................................... 31

4.8

Facilitator’s guide template ............................................................................................................ 36

4.9

Facilitator’s guide (example) ......................................................................................................... 37
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1. Workshop Description
The Workshop Description introduces the topic and background and partners involved. It
also sets out overall objectives and expected outcomes, target participants, and topic outlines.
This document will serve as information note for organisational purposes to approachpartners and invite participants as well as a technical note that guides developers in
conducting design, development and delivery phases of the workshop.

1.1 Workshop description (example)
Regional Workshop on Training of Trainers for Official Statistics
29 February – 3 March, 2016, Chiba, Japan
WORKSHOP DESCRIPTION
I. BACKGROUND
One of the ESCAP’s objectives is to build institutional capacity in the national
statistical systems (NSSs) to produce, disseminate and communicate statisticalproducts and services. The Committee on Statistics, at its third session, decided toestablish a Network for the Coordination of Statistical Training in Asia and the Pacific(henceforth referred to as the Network) and tasked SIAP to facilitate its work. As
part of its work programme, the Network established a Sub‐group on agricultural
statistics mandated to develop necessary tools and methods for training needs
assessment on the area of agriculture and rural statistics to be utilized by training
providers in the region to build human capacity on producing agricultural and rural
statistics.
To catalyze use of training need assessment tools and enable training providers
in the Asia‐Pacific region to design and conduct statistical training for official
statisticians working at NSSs in a more harmonized form and with higher quality,
SIAP is organizing a Training of Trainers (ToT) workshop (29 February – 3 March
2016) prior to the next meeting of the Network to be held on 4 March 2016. The ToT
workshop aims to bring senior officials from institutes providing training on official
statistics in the Asia‐Pacific region to pilot a generic ToT manual on specific areas ofagriculture statistics as well as to identify approaches for customising the genericmanual to other fields of official statistics. The workshop also aims to equip
participants with the improved skills in designing, developing and delivery of
training on official statistics with focus on agricultural and rural statistics.
II. WORKSHOP OBJECTIVES
The main objective of the workshop is to improve institutional capacity of national
statistical systems (NSSs) in designing, developing and delivering training on official
statistics. The workshop also aims at piloting a ToT manual, including a generic
template that can be utilized by training providers to develop specialized ToTmanuals/guides.
4III. EXPECTED OUTCOMESAs a result of the workshop, participants will be able to:a) Demonstrate their skills in designing, developing and delivery of technical training

on official statistics;b) Pilot a generic ToT template and guidelines in specific fields related to agriculture
statistics; andc) Examine feasibility of applying the generic template in other statistical fields andpropose a set of recommendations for improving the generic ToT template.
IV. TARGET PARTICIPANTS
The workshop primarily targets members of the Network who work in the national
institutes (including academia) providing training on official statistics at the national,(sub) regional or international level. The members of the Network may decide tonominate senior managers from their institutes who lead/oversee training
programmes for official statistics. The participants are expected to have asubstantive experience in design and development of statistical training as well as
knowledge on the statistical subject matters.
V. DESIGN OF THE WORKSHOPThe workshop consists of a mix of experts’ presentations, small group activities, andplenary discussions. The participants are expected to be actively engaged in the
training activities.
VI. WORKSHOP TOPICS
The workshop topics are divided into three parts:
Part I: Design Gap analysis
 Needs analysis
 Writing learning objectives
 Evaluation of learning Part II: Development
 Adult learning styles
 Active learning methodology Sequencing learning activities Part III: Delivery
 Presentation skills
 Managing interaction
 Facilitating learning activities
52. Workshop Design
In the design phase of the learning‐development process, the workshop developer assesses
the training need, sets the learning objectives, and identifies the how to learning will be
evaluated.

2.1 Design steps checklist
1. Conduct a gap analysis to assess current performance level of target learners
2. Assess expected performance level of target learners
3. Identify performance gap
4. Set behavioral goals and objectives
5. Plan evaluation strategy

2.2 Gap analysis template
Current Level or Performance
What is the situation now?
 Learners’ current knowledge, skills
and attitudes
 Personal factors that affectperformance Organisational factors that affectperformance Factors related to learners’ accessto learning

The GAP

Expected Level of Performance
What performance is desired?
 Performance standards
 Factors influencing maintenance ofthe behavior

62.3 Needs analysis tools
 Open‐ended questionnaires

 Observation

 Close‐ended questionnaires

 Analysis of documents

 Individual or group interviews

What information will be collected to complete the needs analysis?

Information Needed

Tool to Use

Rationale for using7

2.4 Learning objectives template
Formulate the learning outcomes by writing behavioural goals and objectives that
explain the learning to be achieved. Goals are usually broad statements; objectives
focus on outputs that demonstrate accomplishment of the learning goal.

By the end of the session, participants will be able to:
Learning
Goal(Begin with an action verb; use behavioural terms)

Learning
Objectives:• (Begin with an action verb; use behavioural terms)••

By the end of the session, participants will be able to:
Learning
Goal(Begin with an action verb; use behavioural terms)

Learning
Objectives:• (Begin with an action verb; use behavioural terms)••

By the end of the session, participants will be able to:
Learning
Goal(Begin with an action verb; use behavioural terms)

Learning
Objectives:• (Begin with an action verb; use behavioural terms)••

82.5 Learning objectives (example)
Here is an example of learning goals and objectives that were written on the topic ofneeds assessment for SIAP’s Training of Trainers workshop.

By the end of the session, participants will be able to:
Learning
Goal

Conduct a learning needs assessment using a gap analysis.

LearningObjectives:

Differentiate between training needs and other organizational
factors that affect performance.
Use assessment tools to gather information relevant to thelearners’ current and expected levels of performance.
Identify and describe the performance gap to be addressed by alearning intervention.

2.6 Evaluation strategy
Determine which levels of evaluation will be most important to assess in order toensure success of the learning intervention, using Kirkpatrick’s Model1:

Level

Name

Central Question

1

Reaction

Did the learners like the experience and did they find it
useful and enjoyable?

2

Learning

Did the learners achieve the learning objectives that wereset?

3

Behavior

Are the learners able to apply their learning in the world?

4

Results

Were the outcomes achieved valuable to the organizationand individual? (benefit‐cost analysis)

See examples of Levels 1 to 4 evaluations on the following section.

1 Kirkpatrick, Donald (2006). Evaluating Training Programs: The Four Levels, 3rd Edition.

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2.7 Level 1 Reaction evaluation (example)
Use the scale below to indicate your opinion on each of the following statements:
5 = strongly agree
4 = agree
3 = neutral
2 = disagree
1 = strongly disagree
1. This course was relevant to work I do on my job.

5 4 3 2 1

2. I was able to achieve the course objectives.

5 4 3 2 1

3. The course was interesting.

5 4 3 2 1

4. The course provided me with practical information.

5 4 3 2 1

5. The course materials helped me in my learning.

5 4 3 2 1

6. The course activities were well designed relevant to my work.

5 4 3 2 1

7. The trainer facilitated the workshop effectively.

5 4 3 2 1

8. The course was well organized.

5 4 3 2 1

9. Overall, the course was well worth the time that I spent in it.

5 4 3 2 1

Comments:‐ Adapted from George M. Piskurich (2015) Rapid Instructional Design: Learning ID
Fast and Right.Level 2 Learning Evaluation (example)

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2.8 Level 2 Learning evaluation (example)
An effective method of assessing the achievement of learning objectives during theworkshop/training is by conducting pre‐ and post‐workshop tests. A pre‐test(diagnosis test) is given to diagnose level of knowledge/skills of learners on the topics
covered by the workshop. After completing the workshop, post‐test will be conducted
to assess level of progress in each learner by measuring difference between his/herscores in post and pre tests. It is critical to remember that the post‐test must containdifferent questions from the pre‐test, but with the with the same level of difficulty andsame number of questions on each (sub) topic. Below is an example of two questions
on the same topic asked in pre‐ and post‐tests in a training course on survey sampling:
Pre‐test:
Q1. Sampling distribution of an estimatora) relates to distribution of size of units in sample.
b) is determined by the value of the population parameter.
c) describes how the values of the estimate varies over selection of different
samples of the same size following the same sampling scheme.
d) of sample mean is necessarily a normal distribution.
e) I don’t know
Post‐test:
Q1. Every estimate from a random sample is a random variable, because:a) It has a sampling distribution.
b) It has a normal distribution.
c) Its values vary over selection of different samples of the same size following
the same sampling design.
d) Both (a) and (c).
e) I don’t know

2.9 Level 3 Behaviour evaluation (example)
Despite difficulties in assessing the long‐term organisational and individual impact oftraining, many training providers attempt to understand the extent to which thelearning is being applied in the field. Follow‐up surveys are simple methods that may
be used to assess to what extent knowledge and skills learned during training
activities were applied in real work. A more objective method of assessment isthrough action plans developed during the workshops. Participants may be asked todevelop an action plan which they wish to implement upon return to theirorganisations. Action plan could be a direct implementation of methods andprocedures introduced during the workshop or transferring the knowledge gained toother members of the organization. Follow‐up surveys then will focus on
implementation of the action plans. It is also possible to assess behavioral changes
11through evaluations immediately after the training activity. Following is an example
of behavioral evaluation survey:
Circle the word that best summarises your opining regarding the following
statements:
1. Before the course, my level of knowledge on this
topic was:High

AverageLow

2. After the course, my level of knowledge on this topic
was:

High

AverageLow

3. Before the course, my level of ability to use the skillsin the course was:High

AverageLow

4. After the course, my level of ability to use the skills in
the course was:High

AverageLow

5. What are you able to do now on the job that you couldn’t do before this course?

6. Which aspects of the course were most useful in helping you gain and apply theknowledge and skills?

7. What has stopped you from using something you learning in the course back on
the job?

8. Would you recommend this course to others in the organisation?
Please explain the reasons for your answer:

Yes

No

‐Adapted from George M. Piskurich (2015) Rapid Instructional Design: Learning ID
Fast and Right.

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2.10 Level 4 Results evaluation
A Level 4 evaluation identifies the impact of training as a method to achieve benefits suchas financial gains, increased efficiency, cost savings, etc. This level of training may bedifficult to implement because it may be problematic to isolate variables that prove theimpact of training. Nevertheless, a Level 4 evaluation asks an important question: “Wasthe training workshop worth the investment?”

3

Workshop Development

In the development phase of the learning‐development process, the workshop
developer creates learning modules that will help the learners achieve the learning
goals and objectives. The workshop developer pays close attention to varying the typeand sequence of learning activities in order to enhance the learners’ engagement andrespond to several adult learning styles. In this phase, the workshop developer also
creates audiovisual and written materials to support the learning.

3.1 Development steps checklist
1. Create a conceptual frame by grouping and combining learning goals &objectives into learning modules.
2. Arrange the modules into a logical sequence that will develop the learners’
knowledge and confidence as the move through the experience.
3. Identify and sequence learning activities within each module; use a variety oflearning activities to take into account the learners’ different learning styles.
4. Set time frames for activities and determine workshop schedule.
5. Create logical, transitional links between modules that help learners
understand the direction and flow of the learning.
6. Develop visual aids and written materials to support the learning experience.

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3.2 List of learning activities
Activity

PurposeApplication Exercise

Identify steps or actions to use in learners’ own
environment.

Case Study

Identify concepts and skills in a specific environment;
apply knowledge

Demonstration

Observe skills in action, usually by instructor orexperienced performer

Discussion

Draw on learner’s experience; encourage application;
identify challenges and obstacles

Fish Bowl

Observe skills in action; provide feedback

Games & Simulations

Discover learners’ habitual tendencies; establish a aneed to change; experience and analyze underlying
issues; practice skills

Lecturette

Introduce new area of content; convey conceptual,
historical or theoretical information

Pen & Paper Exercise

Identify concepts and knowledge; practice and test
knowledge

Personal Reflection

Create awareness of concept; encourage learner’s
emotional involvement

Reading/ Self Study

Introduce new area of content; gain broader
background on topic

Role Play

Establish the need to change; practice skills in a work‐
related context

Video Clip

Provide information; set a mood; demonstrateinteraction

Visualization

Engage learners’ imagination

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3.3 Learning activities plan template
Module: (name)Learning Goal/Objective:

Timing

Activity(listed inminutes)(Describe training technique/participant activity

15

3.4 Learning activities plan (example)
Module: Feedback Skills
Learning Goal/Objective: By the end of this module, learners will be able give
specific, behavioural feedback in ways that promote cooperation and learning.
Timing Activity
10

Learners write down examples of positive and negative feedback they
have received in the past; share with partner. (reflection)

15

Facilitator delivers interactive presentation on effective feedback,including making it specific and behavioural; elicits examples fromlearners. (lecturette)

10Learners complete workbook exercise on distinguishing effective
examples of feedback using the criteria mentioned in the facilitator’spresentation. (pen and paper exercise)

10

Learners write down examples of feedback to their real‐life workcolleagues. (application exercise).

10

Facilitator provides examples of effective feedback in front of the class.
(demonstration)

20

Learners practice giving feedback in triads with each having a turn toplay giver of feedback, receiver of feedback, observer. (role play)

15

Facilitator debriefs learning from role play and gives out an additional
handout on giving feedback in “challenging” or special situations.
(reading & discussion)

15

Learners conduct small‐group discussion on how they will apply
learning and then summarise comments for the large group.
(application exercise & discussion.)16

3.5 Presentation template

Listener
ProfileOPENING

PurposeAgendaBenefits

BODY

Development
Structuring Techniques
Rhetorical Strategies

CLOSE

Recap of Agenda
Take Away Message

17

Organisation worksheet
Opening

Purpose(Title Slide)

AgendaBenefits

Body

Body
18

Close3.6 Visual aid guidelines

Make visual aids simple.
19

Make them large.

Limit words.



Represent ideas conceptually by means of graphics.



Use a standard template that keeps the headings and formats consistent from slide toslide.

Use a color palette of 6‐8 colors. Do not overwhelm the listener with colors, graphics,
and animation.

Position visual aids at the side of the room (not the center) whenever possible.



Create anticipation through verbal transitions.

Interact with visual aids by pointing and revealing information gradually.



Talk to your listeners, not to your visual aids.

3.7 Visual aid guidelines (examples)
Here are some examples of PowerPoint slides and some tips for increasing their impact:

Slide

Comment
 Use bullets. Bullets are the mostversatile way of structuring visual aids.
Keep in mind, though, that you must try
to make them as simple as possible.
Don't try to recreate the whole text ofyour presentation. Instead, let's look at
the following slide …

20

 Reduce the number of words. Let thebullets serve as “prompts” for the ideasthat you wish to deliver. This way you
can glance at the bullet, turn to theaudience, and then state your main
point.

 Add visuals and graphics. Clip art andphotographs add impact to your visual
aids and also make them morememorable.

 Use a line chart to show trends.
Keeping your listeners' attention is noteasy. In fact, there seems to be anatural, inverted curve as the listeners
settle into listening— no matter how
interesting your topic. The advantage ofvisual aids is that each one createsnovelty and tends to regain yourlisteners' attention as it is revealed.
Also, visuals allow you to work withtwo channels of communication: notjust with the listeners' ears, but with
their eyes too.

21

 Use a pie chart to compare
percentages. Which of these threechannels (tone of voice, visualexperience, words) conveys the mostinformation?
 The 'eyes' have it! According to Albert
Mehrabian, a pioneer in the field ofcommunication research, fully 55% of
an oral message is grasped by thelisteners' eyes. What he meant by‘visual experience’ was all the visual
aspects of the communicator andhis/her message: the eyes, facial
expression, posture, perceived
nervousness, etc.
 So we know that if you reinforce theverbal message with a visual aid, it ismore likely that listeners will
understand your message. What's more,
it is more likely that they willremember it too.
 Use a bar chart to compare data.
 In a study done at the University of
Minnesota, the researchers found thatusing both the visual and verbal
channels was more effective than using
either by itself. This was particularly sowhen they looked at retention of theinformation after three days. So, tomake sure that your listeners
remember what you say, give them avisual!

22

 Show your argument visually. For
example, you can discuss theadvantages and disadvantages of an
idea by displaying them visually.
 With current computer technology,
visual aids are quite easy to create.
Probably the easiest way is to create thevisual aids on your laptop and use aprojector to display them. You see theadvantages above. Nevertheless, there
are some potential disadvantages aswell: If you are doing a presentation
offsite and you are concerned about
technical 'glitches,' it's often a good idea
to print out hard copy and take it along
as a back up.
 Use conceptual graphics to show
relationships. PowerPoint provides
you with many tools to display
relationships visually. Use boxes,
arrows, and other graphics to provide
an overview, explain a process, or showa series of steps.
 In this example, we show that effective
team presentations involve a series offour steps.

 Use diagrams to clarify yourmeaning.

 In this example, we show the bestplacement for the visual aid — to theside. Don't make the mistake of placing
your visual aids in the center of theroom. Remember: you, as the presenterand leader of the discussion, should be
the center of attention. Your visual aids
should be what their name implies: aids
to getting your ideas across to yourlisteners.

23

Here are three examples of how we could use visual aids to improve our slides and increase
impact of our presentation. Slides with  sign are before improvement and slides with sign are after making improvements.
Example 1:

Rationale for Improvements:
Find ways to minimize the number of words on your slide by organizing the information
visually.
 Include a heading that summarizes the main point of the slide.
Use bullets to list items, explain reasons or provide examples.



Make the bullets parallel, that is, begin each one with the same part of speech (verb,
verb, verb) or (noun, noun, noun).

24



Animate the slides so you can present one item at a time. In this way, you are able tofocus what you are saying and keep your audience’s attention.

Example2:

Rationale for Improvements:
Use graphics to show relationships.
 Remember: with charts and graphs, less is more.
Create graphics to show the audience what the data mean, not simply what they are.



Determine your main point and include it in your heading.
25

Use graphics that allow your audience to compare data and see relationships.

Eliminate any information on the slide that is not relevant to your main point.

Example 3:

Rationale for Improvements:
Use photographs and clip art to increase the impact and retention of your presentation
content.
 Help the audience understand a concept or process by providing visual images.
Use animation, when appropriate, to add one image at a time as you explain it.
26

4 Workshop Delivery
In the delivery phase of the learning‐development process, the workshop developerorganizes the learning environment and creates a positive climate that engages the learners
and promotes achievement of the learning objectives. In the role of facilitator, the workshop
developer positions the training content effectively by explaining its relationship to thelearners’ background and priorities, and he/she uses verbal transitions to create logical links
between modules. Moreover, he/she uses effective interaction skills and group‐processskills to keep the learning on track. The workshop developer also creates support documents
such as the daily programme for learners and the facilitator’s guide.

4.1 Delivery steps checklist
1. List all set‐up requirements beforehand and make sure someone is in charge of providing
them. These include a laptop, projector & remote control, easel and flip chart, copies oftraining materials, tent cards for learners’ names, enough tables and chairs, etc.
2. Get to the training room an hour early to set up the room, test the equipment, and makesure all materials are organized and ready to use. (Bring back‐up copies of your slides
and training materials on a thumb drive.)
3. Obtain the phone number of the venue’s technical support team in case a problem arises
during the day.
4. Find out how to operate the room lighting and adjust the room temperature.
5. Confirm arrangements regarding break times and lunch with provider, if appropriate.
Locate and check the restroom facilities.
6. Greet participants and welcome them as they arrive.

4.2 Delivery skills guidelines
You are the message! Your nonverbal communication is very important for building
rapport and creating a positive climate in the workshop. Here are some reminders about
how to maximize the impact of your delivery skills:


Eye contact is a key communication skill. Good eye contact helps you stay focused andincreases the confidence you project. Look at each of your listeners for one completethought. That way you keep them involved also. When you look at your listeners, yougain feedback. Good eye contact helps you understand the impact your words andpresence are having on your audience.

27



If pacing or shifting is a concern for you, concentrate on planting your feet. Then you
can redirect your energy into more positive uses such as gestures and facial expression.
Or, try moving purposefully, making eye contact with different members of the group.

Occasional nonwords like “um” or “ah” are not a problem. They become distracting only
when you use them repetitiously. Your listeners quit listening and begin counting
nonwords. Use pauses instead: They smooth out your delivery and help you
demonstrate greater confidence.

Pauses are also an effective way of modulating a fast speaking pace. Don't try to slow
down the way you say your words—you'll sound stilted. Instead, put in pauses after key
words and at the end of complete thoughts.

Gestures are natural. Most people use them when speaking conversationally. Gestures
make you more interesting because they add a visual dimension to yourcommunication. They also increase your intonation. Loosen up, be yourself and feel
free to use your hands to express yourself.

When it comes to intonation, the more variety, the better. In some cases, you may wantto raise the volume of your voice to increase the confidence you project. And, by
experimenting with different levels of volume, you can also add interest. Just be careful
not to let your voice trail off at the end of sentences. In other cases, you may want to
add more intonation to decrease monotone and to hold your listeners' attention more
effectively.



Don't be afraid to be enthusiastic about what you are saying. Remember, your energy
projects confidence and makes your presentation more interesting to your audience.

4.3 Workshop opening guidelines
Anticipate the answers to your learners’ questions. Answer these in a clear and logical way
within the first few minutes of the workshop:

Explain the purpose of the workshop from the learners’ point of view. What is the main
value or utility of this workshop? What are they expected to achieve?



List the learning objectives and explain how these support the purpose.

Describe the agenda of the workshop and how the learning objectives will be achieved.



Establish the credibility of the workshop by mentioning how it was designed anddeveloped. Include the results of the needs assessment and your expertise as a facilitator.



Ask participants to introduce themselves in a way that allows them to explain theirbackground and knowledge.
28Consider doing a small‐group discussion where participants discuss and list their
expectations for the workshop. Post these on a wall or easel so they can be followed up
on during the workshop.



Explain guidelines for the workshop; set clear expectations about staying on time, use ofsmart phones, managing interaction, etc.; ask learners’ to commit to these guidelines or
negotiate them if there are any concerns.

4.4 Conducting a learning activity guidelines
Provide transitions between activities so learners understand how each activity fits within
the sequence designed to achieve the learning outcomes.


Mention a need or issue that the learners face.

Explain the benefit of the upcoming activity and how it will help them address the need.

Give a name to the activity and explain how it relates to the course content.



Explain steps and timing for completing the activity.

4.5 Debriefing a learning activity guidelines
There are many kinds of learning activities, with different aims and procedures. However,there are several general principles for making an activity meaningful and increasing its
impact.


Start with the learners with most at stake (often, the ones practicing the skills.) Ask:
“What went well? What could you have done differently? What might you do differently
next time?”

Get feedback from the “receivers” of the activity. Ask: ‘What stood our for you? What wasmost effective? How could this have been even more effective?”

Ask other participants for their feedbackSynthesise the comments by asking the group to summarise what they have learned. Ask:
“What are some points to remember for the future?” “How will you apply this in yourwork?”



Post learners’ comments on a flipchart. This is often a good way to “focus” the learningfor later recall.
29

4.6 Closing a workshop guidelines
In the Close of a workshop, the main task is to set the learners up to apply what they havelearned in the “real world.”
Provide a summary of the workshop: review the purpose and agenda that has been
followed.



Encourage learners to do a self assessment of their learning. For example, ask them tocomplete a worksheet on their strengths and areas for development.



Ask learners to write an action plan. Suggest that they write down their objectives,
including time frames and opportunities for practicing them.



Let them know the organisational resources that are available for continuing theirdevelopment; provide a list of references for those interested in following up on theirlearning.

Encourage learners to connect with each other after the workshop to build community
and report on their successes and progress.

30

4.7 Daily programme (example)
A daily programme provides an agenda for the workshop and sets out how the learning
objectives will be achieved. It outlines the topics and activities so that participants
understand the flow of the workshop.
Regional Workshop on

Improving Use of Administrative Data in Production of Official Statistics:
Role of Statistical Register Systems
Date, Location
Daily programme

Saturday 12 September

8:30 –9:00
9:00 –
10:00

Resource

Arrival and participant registration
Opening Ceremony- SIAP- SCI

10:00‐
Coffee break (15 min)
10:15
10:15‐
Objectives of the course and expectations from participants
10:30
Module one‐ Statistical register systems; Overview
Objective: To introduce benefits and characteristics of a statistical register system and methods
for developing statistical register systems from administrative registers
10:30‐
11:00

Session1.1‐ What is a statistical register system (SRS)?
o Expert presentation: Statistical register systems – Basiccharacteristics & roles

11:00‐
11:45

o Expert presentation: Statistical register system in Australia – roles
and responsibilities, outputs, and benefits

11:45‐
12:30

o Group activity: Discuss benefits of SRS for your national statisticalsystem – comparative advantages and disadvantages for building a
SRS

12:30‐
13:30
13:30–
14:00
14:00 ‐
15:00

Facilitator1
Facilitator2

Facilitator3

Lunch break (1 hour)
Session 1.2‐ How to structure and create a SRS?
o Expert presentation: An overview of models for register systems

Facilitator1

o Expert presentation: Structure of statistical register system inAustralia

Facilitator2

31

15:00–
15:15
15:15–
15:45
15:45–
16:15

Coffee break (15 min)Session 1.2 (cnt.)‐ How to structure and create a SRS?
o Good practices: Experience of Korean statistical system – Structure,roles, outputs & responsibilities, and methods for integrating
different sources in Statistical Register System of Korea

Korea

Facilitator3

o Case study: Iran’s programme for developing a statistical registersystem – steps taken, preconditions required, current status andchallenges faced by the NSS
Sunday 13 September

Resource

Session 1.3‐ A regional perspective; problems and solutions
9:00 – 9:45 o Group activity: Identify problems and opportunities in your national Facilitator3
statistical system for establishing a statistical register system
9:45–
10:15
o Presentation of group activities
10:15‐
10:30
10:30–
11:30
11:30–
12:00

Coffee break (15 min)Session 1.3 (cnt.)‐ A regional perspective; problems andsolutionso Country presentation (15 min each) (Malaysia, Korea, Philippines, Facilitator1
Hong Kong): statistical/administrative register system – Structure,roles & responsibilities, methods and challenges for integrating
different sources
Facilitator2

o Q&A session and plenary discussion: TBD
12:00‐
13:00

Lunch break (1 hour)

Module two‐ Statistical Business Registers (SBR)
Objective: To introduce characteristics of and methods for building and maintenance of businessregisters that are appropriate for integration into statistical register systems
13:00–
13:30

Session 2.1‐ An overview of SBR (sources, roles and uses)
o Expert presentation: An introduction to SBRs (sources, uses, and Facilitator1
general procedure for establishing SBRs)

13:30–
14:45

o Expert presentation: SBR in Australia – sources, roles and Facilitator2
responsibilities, outputs

14:45–
14:30

Coffee break (15 min)

14:30–
15:00

Session 2.2‐ SBR units and coverageo Expert presentation: Units for establishing SBR – basic definitions
Facilitator1
and linkage between units32

15:00–
16:00

o Expert presentation: SBR in Australia – Units, coverage, and linkage
Facilitator2
between different sources
Monday 14 September

Resource

9:00 – 9:45

Session 2.2 (cnt.)‐ SBR units and coverageo Group exercise: Identify statistical, administrative and legal units in Facilitator1
your country and provide examples for each unit

9:45‐10:00

Coffee break (15 min)

10:00–
11:00

Session 2.3‐ Building and maintenance of SBRo Expert presentation: SBR in Australia – building (methods, Facilitator2
challenges and solutions), maintenance (sources, procedures,
handling birth, death and changes) and uses of SBR

11:00‐
12:00

Session 2.3‐ Building and maintenance of SBRo Country presentations (Vietnam, Thailand, Armenia, Iran): Building, Facilitator3
maintenance and use of SBR; challenges in linking SBR to otherregisters

12:00‐
13:00

Lunch break (1 hour)

13:00–
14:00
14:00–
14:30
14:30–
14:45
14:45–
16:00

Session 2.4‐ Integrating SBR in a register system: Problem‐
solution analysis
o Expert presentation: Integrating SBR in statistical register system in Facilitator2
Australia– procedures, challenges, solutions
o Good practices: Korea’s experience in integration of business register Korea
sources in statistical register system
Coffee break (15 min)Session 2.4 (cnt.)‐ Integrating SBR in a register system: Problem‐
solution analysis
o Group activity: Use SWOT analysis (see attached template) and ALL
develop a problem‐solution matrix for building SBR in your country
and integrating it into a statistical register system
Tuesday 15 September

Resource

Module three‐ Property registers
Objective: To introduce characteristics and roles of property registers and data
address files in constructing a statistical register system
Session 3.1‐ Types of property registers
o Expert presentation: Introduction to property registers – types of Facilitator1
9:00 –
registers based on units (real estate, building & dwelling, address),
09:30
coverage, sources of data and uses
9:30 –
10:15

o Country presentations (15 min each) (Hong Kong, Korea, Malaysia): Facilitator2
characteristics of property registers (units, coverage, holders, uses)
and links with other sources of data33

10:15‐10:30
10:30–
11:30
11:30–
12:00
12:00‐
13:00

Coffee break (15 min)Session 3.2‐ Role of address files in creating property registers
o Expert presentation: National Address File (Australian case) – Facilitator2
building, maintenance and its use in producing official statistics
o Group activity: …..
Lunch break (1 hour)

13:00–
14:00

Session 3.3‐ Integrating property registers in a register systemo Expert presentation: National Address File (Australian case) – Role Facilitator2
ALLof address file in establishing a statistical register system

14:00–
14:45

o Q&A and plenary discussion: Share specific challenges faced by yourcountry regarding construction and use of address files

14:45–
15:00

Coffee break (15 min)

15:00–
16:00

Session 3.3 ‐ Integrating property registers in a register system:
Problem‐solution analysis
Group activity: Use SWOT analysis and develop a problem‐solution Facilitator1
matrix for constructing national address files/ using existing address
based registers in your country and integrating it into a statisticalregister system
Wednesday 16 September

Resource

Module four‐ Statistical register systems; construction
Objective: To enable participants to identify basic requirements for structuring a statisticalregister system by integrating several administrative/base registers

9:00 –
09:30
09:30–
10:30

10:30‐
10:45
10:45–
11:15
11:15–
12:00

Session 4.1‐ How to link base registers in a statistical registersystem?
o Expert presentation: General considerations and procedures for Facilitator1
integrating base registers in a statistical register system – planningand organization (case of Australia)
o Country presentations (Philippines, Hong Kong, Malaysia, Armenia):
Facilitator1
integration of base registers in a statistical register system (units,linkages)
Coffee break (15 min)Session 4.2 ‐ Technical challenges faced by NSO in integratingbase registers
Trigger presentation: Technical challenges faced by SCI in integratingbase registers
Group discussion: Discuss challenges and propose solutions to SCI
34

IRAN
Facilitator1

12:00‐
13:00

Lunch break (1 hour)

Module five‐ Way forward: plan for a statistical register system
Objective: To enable participants to identify issues and potential solutions in developing or
improving their statistical register systems by using a problem‐solution analysis method

13:00–
14:00

14:00–
14:30
14:30–
14:45
14:45–
15:30

Session 5.1‐ Problem solution analysis
Country specific activity: Using outputs from previous group activities,
develop a SWOT analysis matrix (see attached template) that
presents strengths, weaknesses, opportunities and threats inestablishing a statistical register system in your NSS
Session 5.3‐ Prioritization of activities
Based on the outcome from country specific activity under session 5.1,
prioritize a list of activities that have to be undertaken by your NSO todevelop a work plan for establishing a statistical register system
Coffee break (15 min)o Closing

35

Facilitator1

Facilitator2

4.8 Facilitator’s guide template
A facilitator’s guide includes: A list of set‐up requirementsStep‐by‐step instructions used by the facilitator to deliver the workshopKey content points to convey in the workshop

Instructions on when to use specific visual aids

(Name of Workshop)
Facilitator’s Guide (template)
Course Materials
 Participant workbooks
Participant handouts

Name tents for participantsPowerPoint slide presentation

Room Set Up & Audiovisual Supplies
 Four tables with four participants per tablePowerPoint projector & screenOne easel & flipchartFlip chart markers

Pre-work(Module Number & Name)(Length)TimingVisual Aid

Steps

9:00

(paste incopy ofslide)

Topic Name (length of topic) (Step by step instructions) (length in minutes)

36

4.9 Facilitator’s guide (example)
Train-the-Trainer Workshop
Facilitator’s Guide
Course Materials
 Participant workbooks
 Participant handouts KOLB Learning Style Inventories
 Name tents for participants PowerPoint slide presentation
Room Set Up & Audiovisual Supplies
 Four tables with four participants per table PowerPoint projector & screen Laptop for each participant
 Three easels & flipcharts
 Flip chart markers
Pre-work Participants are expected to come prepared to work on an individual learning
project. The topic could be an idea for a workshop that they intend to develop in
the future or one that they are currently involved with.

Module 1: Conducting a Needs Assessment
3.5 hours

Timing Visual Aid

Steps

9:00

Introduction (45 minutes)
 Welcome participants.
Introduce yourself and explain
the purpose of workshop: “Anopportunity to gain a process
for developing focused active‐
learning workshops that focus
on the needs of your stakeholders.”37

 Explain that the learning
process that we will be using
involves three steps:
Design – identifying the needs
and formulating focusedlearning objectives
Development – creating andsequencing active learning
activities
Delivery – facilitating active
learning, which involves
listening, presenting, andmanaging the group dynamics.
(2 min)9:45

 Explain workshop objectives.
(2 min) Give overview of the results of
the needs survey conducted
before the workshop. (5 min)
 Explain the agenda. (2 min)
 Ask participants to introduce
themselves briefly usingbullets on the slide as a way tokeep the introductions brief
and focused. (15 min)
 Ask participants to talk intheir table groups about their
expectations. (5‐10 minutes);debrief by asking groups toreport out one point at a time;
post on flipchart (10 min)
 Explain workshop guidelines.
(2 min)Opening a Training Session(30 min) State: “The opening of aworkshop is an importantmoment because it creates animpression and ‘sets the frame‘ for the activities that follow.” Ask participants to reflect on
their experience up to thispoint in the workshop, using p.
6 to write down theirimpressions. (5 min)38 Ask them to share theircomments with theircolleagues. (5 min)
 Debrief using a flip chart,
posting “Things to do” “Things
to avoid.” (15 min)
 Summarise by explaining thata good opening anticipates theparticipants’ questions,answers them briefly, and sets
up a positive climate for
openness and learning. (5
min)

10:15

Identifying a Learning Need
(30 min) Read Piskurich quotation on
page 7 together.
 Ask participants to read anddo case study on page 8; (5min) then, discuss with tablegroup. (5 min)
 Debrief by asking: “What will
happen if the training
programmed is conductedwithout doing a needs
assessment?” Elicit participant
responses and summarise bysaying: “When you create alearning intervention, you areworking with anorganizational system; it isimportant to make sure thatthe intervention fits so it
addresses the real need.” (5min)
 Briefly mention when NOT to
use training. (5 min)39 Ask: “What is the difference
between education andtraining?” Listen andsummarise participants’comments. Explain that
education involves broad
learning focused on content
areas; training involves
developing knowledge, skills
and attitudes that involved
individual or organization
performance. (5 min)
 Show slide and summarise adefinition of training.
 Ask for some examples ofwhen training would be theright solution. (5 min)10:45‐
11:00

Break

40