SOCIAL WORK

COMMUNITY
EDUCATION
AND TRAINING
SCOPE OF REVIEW
I. Review of Relevant Concepts
II. Framework for Social Work Community
Education & Training
III. Adult Learning Theories and Learning
Styles
IV. The Training Process: Designing
Training Programs
V. Methods Used in Training
PART I
Review of Relevant
Concepts in Training
WHAT IS TRAINING?
 Itis the systematic acquisition of knowledge, skills,
rules, concepts, and the formation of attitude and
values that result in improved performance in various
work environments (Goldstein, 1990).
 Training is learning to change the performance of
people doing their jobs (Franco, 1990).
 The aim of training is to improve the skills or
provide knowledge to workers who immediately need
to improve their work performance on their present
job (Nadler, 1989).
 Learning is a process of acquiring, assimilating, &
internalizing cognitive, motor or behavioral inputs for
their effective and varied use when required, leading to
enhanced capability. It is the basic objective of all the
training and development activities.
 The term development in the training context refers to the
personal development of individuals.
 Training for empowerment. It aims to enhance people’s
access and assets to control their livelihood and their
future conscientization, participation and organization
from the seeds for building people’s countervailing power
that can transform the current oppressive social structures.
PART II
Framework for Social
Work Community
Education & Training
A PARTICIPATORY AND LIBERATING CONCEPT OF
TRAINING
 In
the Philippine context, such concept of development training tends to
widen the gap between the few rich and the majority who further
subjugates people’s consciousness.
 Current development practice demands a type of training which is partisan
to the poor; a type which is participatory, experiential and liberating.
 Historically,
this alternative view of development training primarily
evolved from five core elements in development work:
1. Conscientization

2. Adult education
3. Participatory development
4. Empowerment

5. Community organizing.
1. CONSCIENTIZATION
 Consciéntization - the process of raising people’s
critical awareness of reality.
 Education as the “practice of freedom”, by attaining critical
awareness men (and women) can transform their object
conditions (Paulo Freire 1974)
 Domesticating education - if it negates people’s
experiences and view them as passive observers of change.
 Liberating education - if it leads to people’s increased
control over what knowledge is valid and useful and to
people’s concerted action to improve their conditions.
2. ADULT EDUCATION
 Adult are viewed as active learners. They have
certain characteristics (e.g years of experience,
maturity, sensitiveness to failure, etc.) which
must be considered to identify more effective
methods of learning.
 Emphasis is also given to trainings which are
functional to one’s socio—economic concerns,
rather than treating it as a mere theoretical
undertaking.
3. PARTICIPATORY DEVELOPMENT
 Development training as:
1. A crucial step in the social preparation for more critical and
responsible participation
2. A continuing effort to strengthen local capabilities to sustain
such actions.
 Participatory development can best work within a three—
pronged approach:
1. Organizing
2. Techno—economic work (socio—economic work and
appropriate technology)
3.Networking
4. COMMUNITY ORGANIZING
 Training is an integral part of raising people’s
consciousness and facilitating collective action.
 Micro to Macro Approach - Merging individual
concerns with group interests, gradually moving
from immediate issues to community issues
 Training aims to synthesize group analysis of the
situation as well as strengthen skills for sustained
and systematic action.
5. EMPOWERMENT OF THE POOR
 Training is empowerment. One of the basic goals of
empowerment is to enable trainees to make themselves better
than they were before they were trained.
 Empowerment creates self reliant communities. It is
development, by, for and of the people. It involves:
1. Capacity building - “capacitation” in Latin America and
“animation rurale” in Africa.
2. Change and its management

3. Democratic processes

4. Change agents acting as capability builders & enablers

Participation is a key process in the empowerment of people.

PURPOSE OF EDUCATION
 Education historically served two contradictory
functions:
1. A tool of colonial and elite powers to subjugate
the people’s consciousness;
2. A potent instrument with which the masses fight
for oppression (Constantino, 1978)
 This same phenomenon is observed in many poor
countries. Freire (1970) differentiated between
domesticating and liberating education based on his
experiences in Latin America.
A COMPARISON
EDUCATION DOMESTICATING VS LIBERATING

ROLE OF People as objects People as subjects

PEOPLE
FORM OF Social Control Towards people’s
CONTROL control
RELATIONS Manipulation – Cooperation-
Collaboration Partnership
METHODS Banking Problem-Posing

Adapted from: Paolo Freire, Rules for Radicals, 1977.

A COMPARISON
DOMESTICATING LIBERATING
• Provides KSA necessary for • Primarily concerned with social
people to adapt to the dominant transformation (the poor, gain
elite culture and sustain access and control over social
oppressive production relations resources).

• It aims to perpetuate the • It aims towards

ideology and social practices of conscientization
the few who controls economic
and political powers.
EDUCATION: AN ORIENTATION AND
METHODOLOGY.
Popular Education
 It is “popular” in the sense that it aims to reach the
majority, the less privileged and poor sectors of society.
 It derives its focus from adult education: the individuals’
unique and functional experiences as basis for education.
 It inspired by the possibility of offering education outside
the formal school structure (non-formal education) and the
need to provide skills needed in order to become productive
citizens.
HISTORICAL BACKGROUND OF POPULAR
EDUCATION (1960’S – 1980’S)
Pop-Ed is greatly influenced by the concepts and methods of adult education,
NFE, literacy campaigns, Cathechism, conscientization, and the nationalist
mass movements in many third world countries
 Early practices : the Soviet Union’s Labour schools in the early 1900s, the
French Modern School Movement in the 1920s, China’s education—
production schools in the 1940s, and Cuba’s literacy program in the 1950s.
 1960s - Paolo Freire’s literacy training programs among peasants in Brazil.

 1970s – The practice moved on to South America. In most cases, this type of
education is linked with the land issue among peasants and urban poor.
 Late 1970s to early 1980s - A new wave of alternative education spread
over the continent; adopted in a number of Southern African states, namely
South Africa, Namibia, Zimbabwe, Botswana and Tanzania
 1980s – The practice expanded to Central America
HISTORICAL BACKGROUND OF POPULAR
EDUCATION (1960’S – 1980’S)
In the Philippines:
 In the Philippines, peasant movements and workers union
have a long history of educational activities geared mainly to
strengthen their organization.
 1970s - The emergence of “people’s participation” in many
United Nations documents in the mid—1970s also generated
interest in a type of alternative education for the masses
which would prepare them to actively participate in the
development process. (Hague, et.al., 1975).
 1980s - The term popular education gained recognition ; it
was sustained partly because of the people power fever which
swept the country at that time.
CONTENT OF POPULAR EDUCATION
Popular education has three equally important and
complementary dimensions:

a. Political Knowledge
Political awareness, class consciousness, cooperation,
solidarity, collective action.

b. General Knowledge
Literacy, numeracy, creativity, critical analysis,
independent judgment.

c. Technical Knowledge
Operating and managing production processes; running
organizations
PART III
ADULT
LEARNING
THEORIES
PRINCIPLES OF ADULT LEARNING
 Adults must want to learn.
 Adults learn only what they feel they need to learn.

 Adults learn by doing.

 Adults learn by solving practical problems.

 Adults learn through the application of past experiences.

 Adults learn best in an informal environment.

 Adults learn best through a variety of training methods.

CONNECTIONISM
(EDWARD THORNDIKE)
 Learning could be adequately explained without
referring to any unobservable internal states.
 Learning is the result of associations forming between
stimuli and responses.
 Such associations or "habits" become strengthened or
weakened by the nature and frequency of the S-R
pairings.
 The paradigm for S-R theory was trial and error
learning in which certain responses come to dominate
others due to rewards.
Thorndike's theory consists of three primary laws:
(1) law of effect - responses to a situation which are
followed by a rewarding state of affairs will be
strengthened and become habitual responses to that
situation,
(2) law of readiness - a series of responses can be
chained together to satisfy some goal
(3) law of exercise - connections become strengthened
with practice and weakened when practice is
discontinued.

Transfer of learning depends upon the presence of

identical elements in the original and new learning
situations; i.e., transfer is always specific, never
general.
SOCIAL LEARNING THEORY 
(ALBERT BANDURA)
 Emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional
reactions of others.
 Modeling – from observing others, one forms an
idea of how new behaviors are performed, and on
later occasions this coded information serves as a
guide for action.
 It is also the theoretical foundation for the technique
of behavior modeling which is widely used in
training programs. (Bandura, 1997)
 SLT explains human behavior in terms of
continuous reciprocal interaction between
cognitive, behavioral, and environmental
influences. The component processes
underlying observational learning are:
1. Attention
2. Retention
3. Motor Reproduction
4. Motivation
ANDRAGOGY
(MALCOLM KNOWLES)
 Knowles, considered the father of adult education,
emphasizes that adults are self-directed and expect to take
responsibility for decisions.
 This theory was specifically developed for adult learning,
meaning adults teaching other adults, therefore provides a
different role for the trainers.
 In practical terms, Andragogy means that instruction for
adults needs to focus more on the process and less on the
content being taught.
 Here, instructors adopt a role of facilitator or resource rather
than lecturer or grader.
MULTIPLE INTELLIGENCES
(HOWARD GARDNER)
• There are a number of distinct forms of intelligence that each
individual possesses in varying degrees:
• (1) linguistic,
• (2) musical,
• (3) logical-mathematical,
• (4) spatial,
• (5) body-kinesthetic,
• (6) intrapersonal (e.g., insight, metacognition) and
• (7) interpersonal (e.g., social skills).
• The different intelligences represent not only different content
domains but also learning modalities
• Learning/teaching should focus on the particular intelligences of each
person.
EXPERIENTIAL LEARNING
(CARL ROGERS)
 Rogers distinguished two types of learning:
1. cognitive (meaningless) – refers to academic knowledge
(i.e. learning vocabulary or multiplication tables)
2. experiential (significant) - refers to applied knowledge (i.e.
learning about engines in order to repair a car)
 The key to the distinction is that experiential learning
addresses the needs and wants of the learner.
 Rogers lists these qualities of experiential learning: personal
involvement, self-initiated, evaluated by learner, and
pervasive effects on learner.
EXPERIENTIAL LEARNING
(CARL ROGERS)
Facilitation Theory (Role of the teacher) :
1. facilitate experiential learning by setting a positive climate for learning,

2. clarifying the purposes to the learner,

3. organizing and making available learning resources, and balancing

intellectual & emotional components of learning.
According to this theory, facilitative teachers are:
 Less protective of their constructs and beliefs

 More able to listen to learners, especially to their feelings.

 Inclined to pay as much attention to their relationship with learners as

to the content of the course.

 Apt to accept feedback, both positive and negative, and to use it as

constructive insight into themselves and their behavior.

STRUCTURAL LEARNING THEORY
(JOSEPH SCANDURA)
 It prescribes teaching the simplest solution path for a
problem and then teaching more complex paths until the
entire rule has been mastered
 Principle: What is learned are rules which consist of a
domain, range, and procedure. There may be
alternative rule sets for any given tasks.
 Problem solving may be facilitated when higher order
rules are used, i.e., rules that generate new rules.
LEARNING STYLES THEORY
(DAVID KOLB)
• It offers both a way to understand individual learning
styles, and also an explanation of a cycle of experiential
learning that applies to all learners.
• Learning is a combination of both HOW WE
APPROACH A TASK and HOW WE RESPOND TO and
ASSIMILATE THE EXPERIENCE.
• In approaching a task (processing) we have a preference
for either doing or watching, and in responding to the
experience we have a preference for either feeling or
thinking. The combination of these preferences creates
four main learning styles.
CYCLE
Concrete Experience (CE)
Reflective Observation (RO)
(FEELING) (WATCHING)
•This stage emphasizes personal •People understand ideas and situations from
involvement with people in everyday different points of view.
situations. •Learner rely on patience, objectivity, and
•Learners rely more on feelings than on careful judgment but would not necessarily
a systematic approach to problems and take any action.
situations. •Learner would rely on their own thoughts
/feelings in forming opinions.

 Active Experimentation (AE)

Abstract Conceptualisation (AC)
(DOING)
(THINKING)
•Learning takes an active form -
•Learning involves using theories, logic
experimenting with changing
and ideas, rather than feelings, to
situations.
understand problems or situations.
•Learner would take a practical
•Learner relies on systematic planning
approach and be concerned with what
and develops theories and ideas to
really works, as opposed to simply
solve problems.
watching a situation.
CYCLE
DIVERGER  ASSIMILATOR 
(FEELING & WATCHING) (THINKING & WATCHING)
• watch rather than do •requires clear explanation rather than practical
•likes gathering information and brainstorm opportunity
•prefers readings, lectures, exploring models and
•will use imagination to problem solve
theories
•is sensitive, imaginative and emotional
•needs time to think things through
•will have broad cultural interests •will organize information clearly and logically
• interested in people •considers ideas and concepts are important
•will listen with an open mind •creates models/theories
•will accept personal feedback. • less focused on people.

CONVERGER  ACCOMMODATOR
(THINKING & DOING)  (FEELING & DOING)
•Problem-solver • prefers learning that is "hands-on"
• acts on "gut" and intuition rather than logic
•Likes finding solutions to practical situations
• is attracted to new challenges and experiences
•prefers technical tasks
• relies on others for information and problem
•likes to experiment with new ideas
solving rather than carry out own analysis
•finds practical uses for ideas and problems • prefers to work in teams
•prefers practical problem solving rather than • sets targets and actively works to achieve
dealing with social or interpersonal issues. them.
SYNERGOGY
(ROBERT BLAKE)
 A systematic approach to learning in which the
members of small teams learn from one another through
structured interactions and non-directive intervention.
Challenge and stimulation are created through social
situation under which real as well as felt needs for
learning can be satisfied.
The instructor or learning administrator:

1.provides educational materials (from which knowledge

or insights can be acquired)
2.create designs-instruction for team action-that stimulate
learning.
TRANSFORMATIVE LEARNING
(JACK MEZIROW)
 Learning makes meaning of a person’s life, in other
words, learning about one’s life.
 It is described as learning that changes the way
individuals think about themselves and their world, and
that involves a shift of consciousness.
 It is essential that participants engaging in reflective
discourse have complete and accurate information about
the topic for discussion, be free from bias, and meet in
an environment of acceptance, empathy, and trust
(Mezirow, 1997, 2000).
BLOOM’S TAXONOMY
(BENJAMIN BLOOM)
  During the 1950’s, a team of educational
psychologists were led by Benjamin Bloom in the
analysis of learning behaviors.
 The results of this team’s research produced what is
known today in the field of education, as Bloom’s
Taxonomy.
 This hierarchy of learning behaviors was categorized
into three interrelated and overlapping learning
domains:
 cognitive (knowledge)

 psychomotor (skills)

 affective (attitude)
A. Cognitive domain (Knowledge)
 Exhibited by a person’s intellectual abilities.
 Observable and unobservable skills such as
comprehending information, organizing ideas, and
evaluation information and actions.
B. Psychomotor domain (Skill)
 Refers to the use of basic motor skills, coordination
and physical movement.
C. Affective domain (Attitude)
 It addresses a learner’s emotions towards learning
experiences.
 A learner’s attitudes, interest, attention, awareness,
and values are demonstrated by affective behaviors.
Part IV
DESIGNING
TRAINING
PROGRAMS
STAGES IN DESIGNING A TRAINING
PROGRAM
The process of gathering data essential to
Analysis
effective program design

The state at which all the data gathered during the analysis are
Planning Program
put together. These data are screened so that only the
Design relevant ones are used & irrelevant ones are discarded.

Program This stage deals with the logistics &

Management administrative conduct of the training program

Implementation This is the “do” portion of the program design.

A process wherein objectives are compared with

Evaluation
actual outcomes; results are assessed

Continuing This is the “maintenance of behavior” portion of the program

Training design; processes and structures are identified that will
allow the trainees to practice the newly acquired skills
I. ANALYSIS
Training Needs Analysis - A process that involves a procedure
to determine whether the training will indeed address the
problem/need in terms of knowledge, skills and attitude of a
target group. Here, trainer’s perception will be cross checked
with the target group’s perception.
T - target specific of KSA needs
N - name gaps necessary to carry out jobs/tasks/roles
A - acquire desired behavior / performance
What is??

GAP = NEEDS

What should be??

TYPES OF ANALYSIS IN TNA

1. Job Analysis – process of examining a job in

detail; focuses on performance of individuals in
particular jobs.
2. Task Analysis – systematic analysis of KSA
required to carry out tasks; focuses on
accomplishing tasks to meet group objectives.
3. Role Analysis – focuses on performance of roles to
set standards
II. PLANNING TRAINING PROGRAM
DESIGN
TRAINING DESIGN
• It is a detailed outline of the program objectives, training
curriculum, training methodologies, evaluation scheme, and other
administrative concerns in implementing a training program.
• It serves as a sketch that describes what a specific training program
is all about and how it will be conducted.
• It as the blueprint for the learning/training environment (Ortigas
(1990)
• On the other hand, a Training Design Matrix serves as the
blueprint of all the learning activities that learner’s will experience
during the whole training program
TRAINING DESIGN COMPONENT
The components of a training design:
1. Rationale
An overview of the training program which states the
means for undertaking the activity and management
expectations on the outcome of the program which will
ultimately meet the organizational goal.
2. Target participants
The specific group of trainees who are to partake in the
training program upon undergoing through a training
needs analysis. They are the focus of the learning activity
and expected to participate actively in the learning
process.
TRAINING DESIGN DEVELOPMENT:
COMPONENT
3. Curriculum
A description of how the course is organized. It
has the 4 main elements:
1. statement of objectives,
2. content or learning experience articulated in
the modules and topics,
3. methods and strategies of teaching,
4. duration and organization of content
TRAINING DESIGN DEVELOPMENT:
COMPONENT
Objectives - refers to the desired organizational and
behavioral attribute characteristics to be attained during
and after the training.
Process - the dynamics of interplay of behaviors within the
training situations leading to the attainment of the
training objective/s
Behavior - any observable or visible action or activity
performed by the learner
Conceptual Framework - This is the cognitive map or
integrative expression & representation of the whole
training program, summarizing total program objectives,
& flow of activities in a conceptual, graphic
representation.
SMART OBJECTIVES

(SMART training objectives are stated in behavioral terms)

S = Specific …………………… Stated in Action Verbs

M = Measurable ……………Minimum Level of Concept Responses

A = Attainable ……………….According to Trainee Potentials
and Field of Experience

R = Realistic …………………..Resources and Reality-Based

T = Time bound ………………Training Timetable

Source: Training (Franco, 1990 – p.250 )

TRAINING DESIGN DEVELOPMENT:
COMPONENT
2. Course Content (or Content)
Are the subject matter/topics taken up in the training courses to
attain the objectives. It refers to the logical arrangement/
sequencing of subject matter/topics to be taken up during the
training to attain the objectives of the program. The topics are
lumped together into a module.

Training module (also called “training manual”)

It refers to a component of a training program. It is a series of
interrelated topics which can be combined or discussed separately.
The training module best describes the course content.
TRAINING DESIGN DEVELOPMENT:
COMPONENT
3. Training Methodologies
 Refers to the various ways at which the dissemination
of concepts/ ideas/ knowledge and skills can be
effected.
 Includes the selection of instructional media and the
materials to be used as aids in facilitating the learning
process (Ortigas, 1990).
 Should be matched with the objective and content of
the training as well as with the needs of the
participants.
MOBILIZATION
a. Resource Person— someone who possesses the
experience/knowledge and expertise of the subject matter/field
of study and who has the capability to effectively deliver the
subject matter to the participants.
b. Participant— a person who is the focus of learning activity
and who is expected to participate actively in the learning
process.
c. Training Team- a group of persons composed of the training
director/coordinator, facilitators, and training assistants/process
analyst, who work together to see to it that the training process
supports the objectives of the training program (preferred
number of training team members is 3 )
FUNCTIONS OF THE MEMBERS OF
THE TRAINING TEAM
TRAINING COORDINATOR FACILITATOR TRAINING ASSISTANTS

•Responsible for training •Handles session •Takes charge of

program implementation proper administrative arrangements
• Handles resource mobilization •Together with the (ex. Correspondence, venue,
•Communicates and establishes coordinator, conducts logistics)
agreement with resource persons clinic-ing session after •Prepares documentation
• Prepares course design each activity and terminal reports
• Screens/ evaluates/recommends • Materials development
participants •Participants/ resource
•Prepares course design persons profile
• Acts as co-facilitator
•Reports to chief of training unit
or training director
MOBILIZATION
d. Dry Run - a mock presentation of the training activity where
each person/member of the training team participates in a
“real life” scenario setting with the main purpose of
detecting/finding out/ironing out issues and bottlenecks that
may crop up in the actual implementation of the training
e. Training Kit - Contains all the materials needed by each
participant for the training activity., such as training materials
for the use of the participants (ex. Handouts, program,
course design, learning diary, pen, pad , paper, ID, etc.)
f. Administrative and Financial Support – the allocation and
disbursement of training funds for the implementation of the
training (ex. supplies and materials, honoraria, food and
accommodation, etc).
III. IMPLEMENTATION
Facilitating
The art of enabling people to do or become better individuals through a
collective and meaningful process of growth. It both task and
maintenance functions.
TASK: provide directions for learning and accomplish expected
results
MAINTENANCE: provide venue for group participation and
help build learning and working teams.
Facilitator
 change agent who structures learning situations/experiences with the
end result of enhancing the learner’s capabilities to be sensitive to his
or her own processes and behavior.
 The person who handles session proper, and is over-all in charge in the
flow of the training program. Together with the training coordinator,
this person also conducts clinic-ing session after each activity.
III. IMPLEMENTATION
A. Unfreezing - This is the preparatory stage of learning where the
learner has to unload existing behavior/psychological baggage/defense
mechanisms which may obstruct the learning of the new behavior.
a. Ice Breakers - a brief activity designed to bring people together,
relax, energize and mentally prepare for the trainings. The best ice
breakers stimulate thinking that will help focus the participants on the
topic of the meeting, and promote interaction with each other.
B. Priming - process by which the participants in consensus, set the
direction of the entire training program and to prepare the participants
for the tasks to be accomplished during the training. This is consists of
the following: leveling of expectations, goals and responsibilities
clarified , orientation on the training program, establishment of
rules agreed upon by the trainor and the participants
C. Integration (Refreezing)—a stage of learning where
the learner is able to piece together the learnings in the
training and sees value in its application to his or her
real life situation.
a. Processing – a way of surfacing experiences and
insights of participants and interpreting these into the
learning context
b. SLEs – Structured learning exercises utilize
dynamics of groups to achieve learnings from:
interaction of people, people’s behavior in groups,
communication with other people in the group
D. Recapitulation – a daily activity where the trainor or the
participants summarize the previous session, learnings and
insights including their assessment of their progress in
learning
E. Team Building - A process consisting of a series of
synergy-building exercises designed to promote group
cohesiveness and effectiveness in performing and
achieving their common goals and tasks.
F. Clinic-ing - an activity to assess the progress and the
effectiveness of the training in terms of the following:
process within the training, relationships, physical
environment, & problems and issues relevant to training
METHODS
USED IN
DEVELOPMENT
TRAINING
What it is When to use How it works Advantages Limitation
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OTHER METHODS IN DEVELOPMENT
TRAINING
Tungpalan (1990) mentioned other methods which have been used by
practitioners of popular education, such as the following:
1. Context – Content – Method Framework (PEPE, 1988)
Works on the premise that the nature and form of popular education
are defined based on specific context, content and methods
appropriate to particular groups.
Context identifies the learner, the educator, their knowledge,
experiences, concerns and the learning gaps.
Content of popular education makes up the “people’s agenda” (more
justice and freedom, etc.) and is a creative tension between
“objective” sad “subjective” of this agenda.
Method of popular education uses all possible forms of
communication and information and is not purely intellectual
2. ADIDAS: Activity-Discussion-Input-Discussion-
Analysis/Synthesis (PEPE, 1988)
This method was popularized in the 1980s by IBON Socio Economic
Databank and Education Forum. It is recommended for framework
setting, visioning exercises, evaluation end curriculum
development it encourages participation, creativity and critical
thinking. Composed of four parts:
a) Activity is a creative group activity which would provide venue for
trainees to express their ideas as a group;
b) Discussion is where the different subgroups present and discuss the
results of group work to the bigger group;
c) Input-Discussion is when the facilitator evokes discussion among
the trainees leading to his/her inputs; and
d) Analysis-Synthesis - are the synthesis of the learnings from the
experience.
3. “Ah-hah” Method (PPT, 1989)
 The method started in Canada and is based on the
English expression which implies recognition of
an idea. It aims to unify individual experiences
about a specific - system or body of knowledge.
 It is basically a group activity wherein each
participant contributes to draw a whole picture one
by one, each one continuing on wherever the
preceding person left off. As this process moves
on, discussions and explanations about the subject
matter are conducted.
4. Sculpturing (Arnold&Burke 1983)
The participants position themselves to create a scene.
The result is a human sculpture which represents the
group’s understanding and knowledge of a specific
theme. The activity has three major components:
a) Instruction - which explains the technique and the
theme;
b) Action - wherein a volunteer begins the sculpture and
others follow one by one to complete the human
structure; and
c) Discussion - which is the discussion of the observations
and insights about the activity and input may also be
given.
5. Socio-drama (Arnold & Burke. 1983)
 The trainees act out a situation or specific roles using
words, movements, gestures and props. A real-life
experience is re-created for discussion and analysis
(the major portions are the same as that of
sculpturing).

6. Drawing (Arnold & Burke, 1983)

 It is a process wherein the final product is a visual
depiction or drawing of the main points in the
discussion of a theme. It can be done by individuals or
by groups.
7. Theater Arts
 Augusto Boal’s (from Latin America) method of theater of the
oppressed was popularized by PETA in the Philippines.
 It provides theater situation for the audience
to complete or resolve based on their own analysis and experiences
of certain issues.
 The audience finishes the story by discussion or acting out the
latter scenes.
IV. EVALUATION OF THE TRAINING
PROGRAM
 Evaluation is the process of looking back to assess
the effectiveness of various learning activities in a
training situation.
 It is also done to appraise the training program in
terms of extent to which the set objectives have
been attained based upon the set standards.
 It aims to improve program implementation and
introduce changes if need be.
TYPES OF EVALUATION
1. Formative (also known as developmental evaluation)
 Measures observed outcomes against intended outcomes
 Determines what changes can be done to make on-going training
programs more efficient and effective.
2. Summative (also known as terminal evaluation)
 Measures its objects against an absolute norm, or definitive
standard of excellence.
 Designed to appraise a program after it is well-established
 Answers whether or not the program outcomes are congruent with
its stated goals, and if not, what factors can account for such
discrepancy.
3. Cooperative Evaluation – a “self-peer-leader” form of assessment.
LEVELS OF EVALUATION (DONALD
KIRKPATRICK)
1. Reaction - the trainees’ judgments regarding program content,
methodology, course management, training schedule, teaching
materials, resource speakers and
training team, and other aspects of program/course
implementation
2. Learning - the trainees’ acquired concepts, skills and attitudes
from the program
3. Behavior - the trainees’ immediate and future behavioral
output related to program goals, e.g. echo seminars, project
proposals, meetings, organizing work, etc.
4. Results - the program’s immediate and long-range results,
expectation setting, knowledge and skills, improved job
performance, etc.
WHEN: DURING TRAINING COURSE/PROGRAM
HOW: EVALUATION METHODS/ INSTRUMENTS

1. Expectation Setting
(sometimes called as “priming”, the process by which
trainers and participants set the direction and rules to be
followed in the course of the training course/program)
2. Clinic-ing Sessions
(an activity to assess the progress and effectiveness of
the training; at intervals, training team to assess learning
progress of trainees and management of the course and
at the end of the day, trainers meet with trainees to do
overall appraisal of the day’s session)
3. Daily Reflection Sheets (a feedback form to know the trainees’
assessment of the modules/topics, instructional strategies, instructional
materials, training
management and suggestions/recommendations)
4. Freedom Wall (craft or manila paper posted on the wall where
everybody can write on what they want to express in the context of the
training situation)
5. How Do You Feel Today? (a selection of various facial expressions
describing how the trainees feel for the day; a very good yet simple
way of getting feedback in a light, creative manner)
6. Process Documentation Guide
(documenting the modules/topics/sessions, questions and answers that
transpired, behavior and other observations, e.g. bow many are not
attentive, how frequent do participants go out of the hall, is there
somebody sleeping of reading something or doing something else)
WHEN: AFTER THE TRAINING COURSE/PROGRAM
HOW: EVALUATION METHODS/INSTRUMENTS
1. Overall Course Program Evaluation
(assessment of the overall management of the training course/program in
terms of technical and administrative aspects)
2. Follow-up Evaluation (done at least after six months or at the latest two
years after course/program completion to research on the trainees’ present
activities, usefulness of the training, effects of the training to the
trainees/organization/community and suggestions to improve
course/program)
3. Post-evaluation Forms (administering the same questionnaire used during
the pre-evaluation to know the differential scores)
4. Training Team Evaluation - (trainers evaluate the implementation and
management of the training program whether it attained or failed to attain
the program objectives; evaluation instruments are processed and plans are
formulated accordingly)
DOCUMENTATION
 It is a continuous process of observing, gathering, reflecting on and
analyzing data or phenomena
 It records two aspects of the training program: process (what
happened) and content (what were taken up)
 A documentation scheme should outline the procedure or guidelines by
which the activity will be systematically recorded.
Reporting is different from documentation but recording is subsumed
under documentation. Documentation is needed in making the training
report.
Data collection methods for documentation:
1. observation (direct or participant observation)
2. interview(semi-structured, interview w/ key informant)
3. focused-group discussion
4. review of secondary data.
THE VARIOUS TYPES OF
DOCUMENTATION
1. Recording
a. Simple Recording - an essay way of reporting data and
usually uses simple fact sheets which contains basic data
/information and answers the questions what, who, why,
where and how (e.g. time sheet, work plan)

b. Process Recording - a more detailed way of preserving

data which includes observations, impressions, insight and
analysis of the organizer-documenter; describes and
examines the situations and process of activities (project
study, case study, proceedings)
POST-TRAINING ACTIVITIES
A. Terminal Report - the report that accounts for the entire
conduct of the training program, essentially. It includes
the documentation result on a day-to-day basis
recounting the process, the content and relevant
appendices such as course design, list of participants and
evaluation results
B. Post-training monitoring and evaluation –activity
conducted after the training to determine and assess
changes on on-the-job behaviors as a result of the
training.
C. Follow-through – subsequent activities identified based
on the result of the monitoring and evaluation conducted
to effect desired change, ex. Site visit, job rotation,
setting up of demonstration farm
[END OF PRESENTATION]

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