TRAINING TECHNIQUE TIPS:

READINGS AND CASE STUDIES

       
         Training techniquesdy are varied.  There are hundreds of them.  Varying training techniques in a workshop makes the session more interesting for the learner and is respectful of the fact that not everyone learns in the same manner.  Here is a run down on two training techniques. 

Readings

1.     Readings are materials that provide information or instruction about a topic.  The reading can be given to a volunteer before service, during a training session, or as in-service education.  The reading can be on paper or electronically available.

2.     Keep in mind that reading assignments do not stimulate the senses; therefore, there is poor retention of the material covered.

3.     Reading assignments should always be accompanied by some type of feedback exercise.  Set a rule for the development of material to be read by volunteers---3-4 paragraphs of reading and then do an exercise or activity.  Be sure to provide answer keys or samples.

4.     Readings work best when the trainer builds in some form of accountability for the learner.  Volunteers can be asked to take a test after completing a notebook, as an example.  The volunteers might be given scenarios based on readings and expected to know how to deal with the situation. 

5.     Readings should be related to real-world problems, projects or products.

6.     Readings can be helped by providing the learner with a "structured notepad" that guides his reading and note-taking.  Click here for a sample of a structured notepad

7.     Readings that provide growth for the learner should be provided.  This means going beyond the obvious, including citations, or suggesting further readings that are easy to locate. 

Case Study

1.     A case study is a printed description of a problem or situation that contains sufficient detail so the learner can recommend appropriate action.  Cases are frequently used in group problem solving exercises.

2.     A group discussion of a case study is an excellent means to get involvement of learners and make the practice concrete.  For example, a case on confidentiality might be a follow-up to readings, such as those suggested previously.

3.     Cases can be developed based on actual work done by people in the given organization, agency or department.  It is best to keep cases close to reality.

4.     Descriptions must contain sufficient detail to enable learners to recommend solutions, but not so much that they are distracted from the central issues.

5.     Control of case studies comes by limiting time, providing a worksheet for learner to use and the amount of detail provided.

6.     Case studies can be used with individuals, teams of two or small groups.

7.     Best to field test the cases on someone familiar with the content to see if they meet the learning objectives.

 

LEADERSHIP AND COMMUNICATION IN VOLUNTEER PROGRAM

        Enroll now in a five week course in communication and leadership in the management of volunteer programs. Portland State University's Volunteer Engagement and Leadership program begins its second summer course on July 20, 2009. Get help in dealing with challenging volunteers, assess your personal communication style, and determine if you are managing or leading your program.   To sign up visit the PSU Dept. of Extended Studies web page.

http://www.extended.pdx.edu/degrcomp/programs/v_engagement.php