FLS

This is Learning Outcome No. 3 - Facilitating Training Session. The following are the Contents and Assessment Criteria of this unit.

CONTENTS:

1. Competency Based Training Delivery

2. Feedback Mechanism

3. CBT Monitoring Tools

4. Competency-Based Training Procedures

5. Focused Group Discussion

ASSESSMENT CRITERIA:

1. CBT delivery system is explained to the learners 

2. Appropriate training methods are used based on the level and characteristics of the learners.

3. Learning session is conducted according to session plan

4. Learners are assisted to achieve session outcomes.

5. Enough opportunities to participate in the session are provided for the learner

6. Works and learning activities are monitored based on training plan.

7. Feedback are provided to improve learners competence.

8. Learners records are maintained and stored according to institutional policy

This Unit deals on your practice in delivering competency - based training. You shall use the tools and plans that you prepared in Plan Training Sessions to be able to deliver CBT. Your delivery shall consist of the following:

• Pre - assessment

• Orientation

• Training

• Monitoring

• Evaluation

Outputs of this Unit aside from the actual delivery shall be the following:

• achievement chart

• progress chart

• minutes of the meeting for the FGD

In some learning activities you need to create a small group of at most 5 members who shall alternately act as trainees and trainers. You will need your overall understanding of CBT approach in all of the learning  activities of this Unit.

After accomplishing and submitting all activities of this Unit, you are ready to proceed to the next Unit on conducting competency assessment. 

Learning Objectives:

After reading this LESSON, YOU MUST be able to:

1. illustrate the sequence of activities in a CBT workshop;

2. enumerate the roles of the trainer and

3. enumerate the roles of a trainee

The Module on Planning Training Session presents your session plan which is a documentation of how you will be undergoing the training. In this module, Facilitating Learning Session you will be implementing your plan. However, before the sessions, different learning management tools should be prepared to help you manage your learning session.

Competency Based Training Delivery

In CBT approach the trainees are given opportunities to learn in their own pace but the trainer, like in any teaching-learning approach, is still an integral part in the success of the trainees. All trainees may require guidance and support to actively participate in the learning process. It is, therefore, very important for the trainee to know exactly what you expect them to do.

The Competency Based Training Delivery approach should be explained so that the trainee will know exactly what activities he needs to undergo to acquire the required competencies. The diagram above shows the CBT process.

Managing CBT versus Traditional Programs

There is always a tendency for you, the trainer, to go back to the traditional approach of teaching because of the Law or Primacy in learning. That is, the things that are learned first are very difficult to re-learn but if you are aware of the advantages of CBT you would be more conscious about this tendency. 

The following table differentiates Traditional Approach and CBT Approach.

Role of the CBT Trainer

Your major role as the trainer is one of “coordinating learning activities” other than traditional “dispensing of information”. Trainer in a CBT system spend the major portion of training time giving demonstrations, assigning tasks to students, providing individual and small group assistance, evaluating trainee’s progress and providing individual consultation. The following functions outline the role of the trainer in learner-centered instructional situations.

1. Serves as a team member to determine what is to be learned

2. Stimulates trainees’ motivation.

3. Manages learning: a consultation rather than a provider of information; a facilitator of the of the facilitator of the learning

4. Diagnose and solves learning problems

5. Evaluates student achievement

6. Assist learners to obtain individualized rewards

7. Assist each trainee in designing a personalized plan of study.

8. Installs confidence in the learner by providing experiences where learners may succeed

9. Serves as a model for desirable work habits, attitudes and tasks performance in the occupational field

10. Spends more time interacting with students on a 1:1 or small group basis

11. Helps those students who really need help

12. Accepts responsibility along with the student for the tasks learned or not learned.

Role of the CBT Trainee

Competency Based Training is individualized and “Learner-centered”. Trainees, therefore, pursue instructions for their personal goals and objectives. The trainee spends most of his time in directed self-study and practice, supervised by the trainer who can provide immediate assistance and feedback.

In CBT, Trainees have the following roles:

1. Trainees may select what they want to learn and when they want to learn it, within reason.

2. Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat a task.

3. Trainees may request to receive credit for what they already know. This is done either through pre-testing or through a review o a task list completed at another training site.

4. Trainees may choose how they want to learn-individually, on a one - to - one basis, in small group, in large groups or with audio-visuals.

5. Trainees are responsible for what they learn and when they learn it.

6. Trainees decide when they are ready to perform each task or demonstrate mastery of learning to a job-like level of proficiency before receiving credit for the task.

7. Trainees help develop personalized prescription for learning worked out cooperatively and based upon what the students already knows, his preference for learning, learning style and other needs.

8. Trainees compete against present job standards and not against other students and are graded on achievement of the standards or criteria of each task.

9. Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program.

10. Trainees evaluate their own progress to see how well they are doing.

11. Trainees move freely in the workshop, laboratory and or training center.

12. Trainees know they will be rated mainly on performance, while paper and pencil tests will be used mainly to check their knowledge of the task.

13. Trainees learn according to their interest, needs and abilities – not according to teacher timelines and expediency.

The diagram on the Competency Based Training Delivery would show how learning in a CBT approach is undergone. After discussing the Trainer’s and the Trainee’s Role in the acquisition of learning, the trainee should be oriented on his training environment which include the workshop, the facilities and the training resources available. 

Learning Objectives:

After reading this LESSON, YOU MUST be able to:

1. explain the importance of feedback in effective learning process; 

2. enumerate and explain feedback strategies.

Feedback is a dialogue between people which reflects back how another person sees someone else behavior or performance. As people we get feedback from the way people react to us. As managers, coaches, trainers and peers we may have more formal conversations about performance, or how someone could carry out an aspect of their job role more effectively.

Types of Feedback

Positive Feedback – serves to sustain behavior that is appropriate and effective.

Negative or coercive Feedback – serves to change behavior that is inappropriate or ineffective.

Principles in Giving Effective Feedback

• Give feedback only when asked to do so or when your offer is accepted.

• Give feedback as soon after the event as possible.

• Focus on the positive.

• Feedback needs to be given privately wherever possible, especially more negative feedback.

• Feedback needs to be part of the overall communication process and ‘developmental dialogue’. Use skills such as rapport or mirroring, developing respect and trust with the learner.

• Stay in the ‘here and now’ don’t bring up old concerns or previous mistakes, unless this is to highlight a pattern of behaviors.

• Focus on behaviors that can be changed, not personality traits.

• Talk about and describe specific behaviors, giving examples where possible and do not evaluate or assume motives.

• Use ‘I’ and give your experience of the behavior (‘when you said…, I thought that you were…’).

• When giving negative feedback, suggest alternative behaviors.

• Feedback is for the recipient, not the giver – be sensitive to the impact of your message.

• Consider the content of the message, the process of giving feedback and the congruence between your verbal and nonverbal messages.

• Encourage reflection. This will involve posing open questions such as:

            (a) Did it go as planned? If not why not?

           (b) If you were doing it again what would you do the same next time and what would you do differently? Why?

         (c) How did you feel during the session? How would you feel about doing it again?

         (d) How do you think the patient felt? What makes you think that?

         (e) What did you learn from this session?

• Be clear about what you are giving feedback on and link this to the learner’s overall professional development and/or intended program outcomes. 

  • Do not overload – identify two or three key messages that you summarize at the end.

Feedback Strategies

Barriers in Giving Feedback

• A fear of upsetting the trainee or damaging the trainee – trainer relationship

• A fear of doing more harm than good

• The trainee being resistant or defensive when receiving criticism. Poor handling of a reaction to negative feedback can result in feedback being disregarded thereafter

• Feedback being too generalized and not related to specific facts or observations

• Feedback not giving guidance on how to rectify behavior

• Inconsistent feedback from multiple sources

• A lack of respect for the source of feedback.

The Role of Feedback in Learning

Learning involves the interaction of new information provided by instruction with existing information already in the trainee’s memory. Feedback’s role in the learning process is not simply information processing, but a more complex milieu with feedback having an influence on the learner’s affective and motivational processes, along with cues, participation, and reinforcement as one of his four elements to determine the quality of instruction. It is an important construct for improving instruction and performance.

Feedback is an essential part of education and training programs.

It helps learners to 

     1) maximize their potential at different stages of training,

     2) raise their awareness of strengths and areas for improvement, and 

     3) identify actions to be taken to improve performance. It is part of the overall dialogue or interaction between trainer and trainee and not a one-way communication. Feedback can be seen as informal (e.g. day to day encounters between trainer and trainee, between peers or colleagues) or formal (for example as part of written or clinical assessment). It is very important to ensure that the feedback given to the learner is aligned with the overall learning outcomes of the program/teaching session in which the learner is engaged.

Feedback in Competency - Based Learning

Feedback is vital to success of competency-based training, we all know that this is a self-paced approach, continuous and instantaneous. The learning materials provide the means for continuous progress checks. Results are known quickly, correction and reinforcement are immediate. It is giving specific information about a trainee’s current behavior in order to help him/her either continue the behavior or modify the behavior. 

Providing regular feedback to the trainee regarding his/her work with you is the most powerful teaching tool a trainer has. It is also the area most commonly cited as lacking when trainees evaluate trainers. Quite simply, feedback is the sharing of information about the trainee’s performance. The feedback should be specific enough that the trainee understands which behaviors are appropriate and which ones need to be changed. It is most meaningful when it is based on solid data obtained while observing or interacting with the trainee. An experienced trainer who has worked on developing this skill can incorporate feedback comfortably and quickly into regular interactions with a trainee.

Tools in providing feedback

In CBT, feedback should be immediate and continuous. When using the modular self-paced method, the trainer is not always there to give face - to- face feedback but the following tools are used so that the trainee can evaluate the progress of his learning:

1. Answer key – the answer key in the module is a way of checking whether the trainee is learning what he has to learn from the Information Sheet. You should instruct your trainees to always compare his answers to self-checks with the answer key provided in the CBLM. Apprehensions on developing dishonesty will be resolved if your trainees know that there will be a written test given as a part of your institutional competency evaluation. Motivate them to learn knowledge on their own through this process.

2. Performance criteria checklist – this tool is provided in the CBLM. This is a tool that a trainee can use to evaluate his own performance when practicing skill. This is a list of criteria which you should see in the performance of the task or job. Motivate your trainee to use this as a tool for self-evaluation, peer evaluation and ultimately for trainer evaluation. Self-evaluation is only good if the criteria is well-written and well planned.

The Performance Criteria Checklist should include on the list the four dimensions of competency so that Knowledge, Skills and Attitude is checked against this list while the task/job is being practiced.

3. Evaluative feedback – this are feedback given by the trainer as a result of evaluation. This can be given in a written form as in the use of the Competency Assessment Result or giving back the checked and scored test papers. This can also be given orally while evaluating the performance of a task or job or after a competency evaluation.

Feedback about the result of competency assessment such as scores and acquired competency are very important information which the trainee should be notified of as soon as possible. Immediate feedback is very critical in learning. The trainee should, therefore, be informed about his performance, his mistakes and the gaps in his performance just after the assessment.

4. Other monitoring tool – monitoring tools such as the progress chart, achievement chart, trainees record book can also be effective feedback and constant reminders on the learning activities of a trainee.

Characteristics of Effective Feedback

• It is specific and performance based.

• It is descriptive, not labeling.

• It focuses on the behavior, not the trainee.

• It is based on observations, repeated if possible.

• It begins with "I" statements.

• It balances negative and positive comments.

• It is well timed.

• It is anchored to common goals (for example, the trainee’s learning or performance).

• It provides for two-way communication, soliciting, and considering the receiver’s input.

• It is brief. (Be alert to signs of resistance).

• It is based on trust, honesty, and concern.

• It is private, particularly if it is negative.

• It is part of your regular teaching process, not an exception to the norm.

• It provides for follow - up.

Guidelines for Providing Constructive Feedback

• All comments should be based upon observable behavior and not assumed motives or intents.

• Positive comments should be made first in order to give the trainee confidence and gain his/her attention.

• Language should be descriptive of specific behaviors rather than general comments indicating value judgments.

• Feedback should emphasize the sharing of information. There should be opportunities for both parties to contribute.

• Feedback should not be so detailed and broad. It should not "overload" the trainee.

• Feedback should deal with the behaviors the trainee can control and change.

• Feedback requires the ability to tolerate a feeling of discomfort.

Learning Objectives:

After reading this LESSON, YOU MUST be able to:

1. Enumerate the monitoring tools used in CBT;

2. Differentiate a progress chart from an achievement chart; 

3. and Identify the contents that should be in the monitoring tools.

Monitoring is a very important activity in CBT. As a trainer, you should be able to monitor daily activities of each trainee so that their training progress is recorded. In this lesson, you will learn how to make and use the monitoring tools.

Monitoring Tools used in CBT

1. Progress chart – This chart is a monitor of the Learning Outcomes and competencies achieved by each trainee. It is displayed on a place within the training area frequented by the trainees.

2. Achievement chart – This chart is a monitor of the required projects and activities usually in the job sheets of the CBLM. These requirements are needed in the attainment of the skills of the competency.

The achievement chart is most recommended specially for qualifications that requires many activities and requirements to finish a learning outcome. Oftentimes, if this happens your trainees will not see progress on the progress chart. The achievement chart is made so that you can monitor daily accomplishments of trainees.

3. Trainees Record Book – this is the monitoring tool for trainees in the Supervised Industry Training or On-the-Job training. This monitoring tool is kept by the trainee but the supervisor signs the TRB for every accomplishment he has within the training period.

4. Trainees Progress Sheet - this is also a monitoring sheet for industry training. It is however, kept by the industry coordinator as a of the trainee’s accomplishment reflected from the TRB. This monitor is accomplished during the monitoring visits. 

Guidelines in Making the Progress Chart

1. Recommended dimensions of the chart is 4 feet by 6 feet in dimension so that it can be glanced at by the trainee from any corner of the workshop

2. The Qualification Title should be written on top 

3. It should contain all the Learning Outcomes as reflected in the Training Regulation.

4. The names of the trainees are reflected on the second column in alphabetical order.

5. The training duration reflects the nominal duration of the qualification.

6. All trainers involved in the training are reflected in space provided.

7. Write the legend for recording the accomplishments of trainees.

8. To accomplish the chart, put a check on every learning outcome finished and a letter “C” on the column for the competency if the trainee passes the Institutional Competency Evaluation.

Guidelines in making the Achievement Chart

1. Recommended dimensions of the chart is 4 feet by 6 feet in dimension so that it can be glanced at by the trainee from any corner of the workshop

2. The qualification title should be written on top.

3. Instead of the Learning Outcomes, the required activities and outputs are written.

4. The names of the trainees are reflected on the second column in alphabetical order.

5. The training duration reflects the nominal duration of the qualification.

6. All trainers involved in the training are reflected in space provided.

7. Write the legend for recording the accomplishments of trainees.

8. To accomplish the chart, put a check on every requirement satisfied by the trainee and a letter “C” on the column for the competency if the trainee passes the Institutional Competency Evaluation.

Note: The guidelines in making the Trainees Record Book and the Trainees Progress Sheet shall be discussed in the competency Supervise Work-based Learning. 

Learning Objectives:

After reading this LESSON, YOU MUST be able to:

1. discuss the procedures in managing CBT;

2. enumerate the aspects of the training that needs to be discussed during the orientation.

In the previous lessons, you gathered information about the characteristics of trainees, their current competencies and their training needs. You were also presented with different modes and methods of teaching in the first competency of the Teaching Methodology course. Our main concern now is how to make use of this information in actual training. How do we handle trainees with varied characteristics and different training needs considering the Principles of Competency Based Training?

Delivery and Evaluation Activities

To effectively carry out the delivery of learning the following steps are hereby recommended:

Pre - training activities

1. Construct pre-assessment instruments

2. Prepare TNA instruments

3. Prepare session plan

4. Develop CBLM for your qualification

5. Layout your workshop by workstation following the CBT Principles

6. Organize training resources

7. Monitoring of attendance

Although attendance is not a basis in evaluating trainees in CBT, the trainer should still monitor the attendance of his trainees. This serves as a basis for the planning of the activities for the day specially if there are limited training resources. Monitoring attendance need not use the traditional way of checking attendance but the trainer can devise a way in which attendance (time-in and time-out) are recorded. Log books, biometric system or Bundy clock are some ways of recording.

Conduct TNA and pre-assessment

Training Need Analysis (TNA) reveals important data such as the current competencies and trainees’ characteristics. These are basis for the planning and scheduling of training sessions.

Schedule training sessions

Training schedule is based on trainees’ characteristics and current competencies. Trainer should be creative enough to maximize use of available resources to facilitate learning. Training methodologies may vary trainee by trainee. Small group maybe formed for some competencies wherein fast learners may serve as leaders. In some cases a trainee may opt to learn alone. 

Trainees choose competency

For TM, Plan Training Session is a prerequisite to all other competencies except the competency Utilize Multi-Media Materials in Facilitating Session. It is, therefore, the first competency that trainees should learn. You have  to design your first training sessions for the attainment of the learning outcomes of Plan Training sessions.

• Prepare training facilities and resources

• Assign Trainees in their workstations

• Assign trainees depending on Trainees current competencies and the availability of training resources

Orient Trainees

Orientation of Trainees to Competency Based Training

To acquaint trainees of the environment in Competency Based Training, an orientation program is very important. It is during orientation that trainers motivate students about the program and its benefits to trainees. This is the time when you get trainees excited about the prospects of getting real occupational training and confident that they can succeed in the training program.

There are two levels of the orientation program, the orientation about the institution and the orientation about your particular qualification.

Orientation about the institution

Usually, training institutions that start qualifications at the same time orient students about the institution during the Trainees’ Induction Program. It is during this time that trainees get acquainted with the school faculty and staff, facilities, programs and services. If arrangements warrants, this orientation is a responsibility of an orientation committee preferably headed by the guidance counselor. But if schedules do not allow for a mass orientation, it is your responsibility as the assessor to orient them about the institution.

Orientation about the qualification or training program

Aside from orienting the trainees about the Competency Based Training System, the following elements of CBT needs to be discussed before the start of any training program:

1. The role of the trainee

2. The role of the trainer

3. Basic operations in which the training operates

4. The competencies that has to be covered based on TR

5. The use of the CBLM

6. The CBLM basically has instructions in itself but trainees need to be acquainted with its parts to ensure that every part will not be neglected. Orient trainees on the importance of each part in the training.

7. Instructional Facilities and Resources

8. A tour of the workshop during the orientation maybe needed to familiarize the students about facilities existing in the workshop and how they will be accessed and returned. Their role in the maintenance of the tools is reiterated during this time

9. The workshop and its stations

10. The evaluation system

11. The trainees will always be interested on how they will be rated. They should know what to be and how they will be evaluated, how achievements will be recorded and what credits to get after the training.

Guide Trainees in doing the activities of the session

The trainee is guided by the CBLM about the activities to be undertaken through the learning activities page. All instruction sheets are also provided with necessary sections which will serve as a guide in undertaking the activities such as the Occupational Health and Safety practices, tools and materials needed, standards to be met and speed.

Provide feedback on the on-going activities

Self-Checks, Task/Job Sheet, Operation Sheets, and assignment sheets are provided with Performance Criteria Checklist or Procedural Checklist to serve as a guide for trainees in checking their own work but it is also important that trainers check the performance of each trainee. Always remember that immediate feedback is critical in training.

Provide remedial activities such as lecture/discussions for knowledge or additional Task/Job Sheets for practice as the need arises.

Since learning is self-paced, trainees are expected to finish at different times and maybe doing different things at a time. Slow learners would need more guidance than the others. The trainer should be very sensitive about the needs of trainees with special needs such that of the slow learners. In some cases, several task sheets to practice would be needed before they are ready for more complex activities such that in the Job Sheet. The trainer should use his judgment and ingenuity in providing these to his trainees. This would eventually increase the materials in the CBLM and improve the efficiency of the training program.

Record achievement of trainees on the Progress Chart and Accomplishment Chart

A Progress Chart and an Accomplishment Chart is a record of all the accomplished activities and acquired Learning Outcomes of the trainee. They are essentially references for both the trainer and the trainee about the on-going training. The progress chart and the Accomplishment chart reflect important feedback which may be bases for the adjustments in the teaching learning process. If the progress chart shows that a trainee is too slow, for example, the trainee would be motivated to catch up with the others. The trainer, on the other hand, could be alarmed and find ways in guiding the trainee to achieve better.

Evaluate trainees’ performance

The performance of the task and job sheets are venues for practicing a task or a skill based on the criteria in the Performance Criteria Checklist. The Performance checklist for the particular Job/Task Sheet is likewise the basis for formative evaluation of the trainee’s performance. A well prepared Competency Assessment (Institutional) for each competency is however, encouraged for summative evaluation.

Provide Feedback on the result of the evaluation

Results of evaluation should be immediately communicated to the trainees.

Decide whether the trainee advances to the next competency or to do more practice activities 

In doing the activities above, take note of the following principles:

• Effective facilitation involves acquiring relevant knowledge about students and using that knowledge to develop our course design and training session.

• Effective facilitation involves aligning the three major components of instruction: learning objectives, assessments and instructional activities. 

The CBLM as the primary learning material is provided with the following to allow self-paced learning:

• Information sheet – learning objectives are stipulated at the start of each information sheet.

• Job/task/operation Sheets - provides opportunity for trainees to practice skills related to the learning objective.

• Performance Criteria/Procedural Checklist – provides feedback on the performance of the activities in the Instructional Sheets. It is a benchmark of performance criteria for the trainee for self assessment and for the trainer to assess trainee’s performance.

• Effective facilitation involves articulating explicit expectations regarding learning objectives and policies.

• Being clear about the objectives of learning and communicating them explicitly to the trainees learn more and perform better. It gives trainees a clear target to aim and to monitor.

• Effective facilitation involves prioritizing the knowledge and skills we choose to focus on.

Too many topics work against learning so you have to decide what you will not include in the course. This involves (a) recognizing the parameters of the course (b) setting priorities (c) determining course content that will be useful in attaining objectives set by the Competency Standards. Effective facilitation involves recognizing and overcoming our expert blind spots.

We are not our trainees. Experts tend to perform acquired skills unconsciously that they tend to become inherent in the trainer so we tend to skip or combine critical steps when we teach. The trainer should be keen enough to break skills into smaller tasks so that trainees can practice them well before they can combine them with other tasks.

• Effective facilitation involves adopting appropriate teaching roles to support our learning goals.

Learning Objectives:

After reading this LESSON, YOU MUST be able to:

1. explain how focus group discussion can be useful in processing observation results;

2. enumerate ways of encouraging members of the focus group to participate in the discussion;

3. identify the important parts of the minutes of the meeting; and

4. explain how focus group discussion can be helpful in the program evaluation.

As expert trainers in TVET and through the knowledge and skills you acquired from the other competencies of TM1, you can now evaluate the performance of others in facilitating learning sessions. In this lesson, you will learn how to use Focus Group Discussion as a tool in evaluating the demonstration of a trainer.

Observation Results and Focus Group Discussion

The observation results are best discussed by the observer, oftentimes the VIS, and the trainers who were observed. The purpose of the discussion is to be able to identify the strengths and weaknesses of the trainers in facilitating sessions and to improve the resources, materials and facilities so that CBT is continuously enhanced. It will also help in standardizing maintenance systems and other processes involved in training within an institution.

In our quest for quality, it is always a good practice to sit together, discuss the processes and set course of actions towards the improvement of CBT.

Focus Group Discussion

The purpose of focus group discussions is to gain knowledge about a particular topic or need by interviewing a group of people directly affected by the issue. Focus group data can be used to collect information for many purposes, such as conducting a needs assessment or evaluating a program. In training, we would like to use this method to discuss the result of evaluation on the demonstration of trainers, to improve their skills in facilitating training sessions, the training resources, Shop layout and CBT implementation as a whole.

Approaching Focus Group Facilitation

For this activity you should have a moderator and a secretary. The moderator leads the discussion, keeps the conversation flowing and takes a few notes to remember comments that you may want to use later. The secretary takes comprehensive notes, handles the environmental conditions and logistics, responds to unexpected interruptions and keeps track of time.

Two approaches are essential to facilitating focus groups.

The first is being a “blank slate.” This means approaching the focus group with an open mind and as few preconceptions as possible about what participants are likely to say or not say.

The other essential approach is to be aware of potential biases as a moderator. Differences in race/ethnicity, qualification handled and education levels between the moderator and participants can bring unforeseen biases to how a facilitator runs a focus group.

Anticipate running out of time—think about what you would do to modify the agenda.

Encourage discussion

To facilitate useful, free-flowing discussion during the focus group, follow some of these tips:

• Ask participants to think about an issue for a few minutes and write down their responses.

• Ask each participant to read, and elaborate on, one of their responses.

• Note the responses on a whiteboard.

• Once everyone has given a response, participants will be asked for a second or third response, until all of their answers have been noted.

• These responses can then be discussed.

• Don’t ask more than one question at a time, even if the questions go together. Participants usually cannot remember several questions at one time, and asking multiple questions makes it hard for them to know where to start.

• Frequently repeat key phrases from the question. Participants tend to lose focus on the question after 2-3 other participants have responded to it. Repeating key phrases from the question at strategic times, or asking participants to link their response to key terms in the question will help participants stay focused.

• Be Comfortable with Silence. It is also important that moderators be comfortable with silence and “pregnant pauses.” Some participants may participate more if they have more time to consider the question before they speak.

• Use probes when you need more information.

When participants are not providing enough information, try the following probes:

1. Would you explain further?

2. Would you give me an example of what you mean?

3. Would you say more?

4. Tell us more.

5. Is there anything else?

6. Please describe what you mean.

7. I don’t understand.

8. Does anyone see it differently?

9. Has anyone had a different experience?

Managing risks

A number of potential problems could arise during focus groups, which will all need addressing:

• If one participant tries to dominate the session, the moderator should invite each person to speak in turn

• Avoid interviewing friends in the same group as they can form cliques - if cliques do form, suggest taking a break and changing seating positions upon returning from the break

• Avoid personal confrontation - allow the group to police itself (e.g. "do others in the group agree?")

• Respect someone's right to be quiet, but do give them a chance to share their ideas 1-to-1 (e.g. during a break)

• Use differences of opinion as a topic of discussion - the moderator should avoid taking sides 

• In order to avoid “leading” participants with any reaction to their comments, we suggest that reactions should be warm but value - neutral. Ways to be value-neutral are: information - seeking (e.g. “tell me more about that…”), clarifying (e.g. “Can you explain what you mean?”) and acknowledging (“I hear what you are saying…”).

To evaluate the performance of a trainer, demonstration observation is usually done by the Vocational Instruction Supervisor (VIS). After the demonstration, a meeting which will discuss the result of evaluation should follow. It is recommended that a focus group discussion will be used to discuss demonstration observations. The focus of the discussion is primarily to improve CBT implementation which shall include improvements on the skills of the trainers and the resources of the training, and the layout of the workshop.

To discuss the results of the observations the following should be observed:

1. The VIS should act as the moderator.

2. Assign a secretary who will take the minutes.

3. Use the Performance Criteria Checklist on Facilitate Training Session as a basis. Other observation items maybe included but discussions should focus on how CBT is implemented.

4. Avoid referring to a particular person. Refer to the performance of the items included in the criteria.

5. After discussing the observation, focus on how the performance of the item should be improved.

6. After the discussions, always make it a practice to have agreements on the topics discuss. Course of actions to improve on the CBT implementation should be agreed upon by the participants.

Minutes of the meeting

Minutes of the meeting is a documentation of the discussions and agreements/resolutions on topics discussed in a meeting. 

Meeting minutes are important. They capture the essential information of a meeting – decisions and assigned actions. They keep attendees on track by reminding them of their role in a project/endeavor and clearly define what happened in a group session. 

Meeting minutes shouldn’t be an exact recording of everything that happened during a session. Minutes are meant to record basic information such as the actions assigned and decisions made. Then, they can be saved and used for reference or background material for future meetings relating to the same topic.

The following instructions will help you take useful and concise meeting minutes.

Before the Meeting

If you are recording the minutes, make sure you aren’t a major participant in the meeting. You can’t perform both tasks well. Create a template for recording your meeting minutes and make sure you leave some blank space to record your notes. Include the following information:

• Date and time of the meeting

• The purpose of the meeting

• The meeting lead or chair’s name

• Assigned action items

• Decisions made

Before the meeting, gather as much information from the host as you can. Ask for a list of attendees, as well as some information on the purpose of the meeting. This way you won’t need to scramble to understand what’s going on while you’re recording notes.

Decide how you want to record your notes. If you aren’t comfortable relying on your pen and notepad, try using a tape recorder or, if you’re a fast typist, take a laptop to the meeting.

During the Meeting

Check the attendance. Ask the meeting moderator to introduce you to meeting attendees you aren’t familiar with. This will be helpful later when you are recording assigned tasks or decisions.

Don’t try to record notes verbatim – it’s not necessary. Minutes are meant to give an outline of what happened in the meeting, not a record of who said what. Focus on understanding what’s being discussed and on recording what’s been assigned or decided on. Record action items and decisions in your template as they happen – don’t wait until after the meeting to pull them out of your notes or you could make a mistake. If you don’t understand exactly what decision has been made or what action has been assigned, ask the meeting lead to clarify.

After the Meeting

Review the notes and add additional comments, or clarify what you didn’t understand right after the meeting. Do this while the information is fresh in everyone’s mind. Type your notes out in the template you created before the meeting – this will make the notes easier for everyone to read and use.

When you’re writing out your notes, use some of the following tips from the International Association of Administrative Professionals (IAAP).

• Number the pages as you go so you aren’t confused later. Remember, though, that the minute-taker is responsible for providing good flow. Don’t force yourself to write the minutes in the actual chronological order of the discussion - it may not work.

• Focus on action items, not discussion. The purpose of minutes is to define decisions made and to record what actions are to be taken, by whom and when.

• Be objective. Write in the same tense throughout and avoid using people’s names except for motions or seconds. This is a business document, not about who said what.

• Avoid inflammatory or personal observations. The fewer adjectives or adverbs you use, the better. Dull writing is the key to appropriate minutes.

•  If you need to refer to other documents, attach them in an appendix or indicate where they may be found. Don’t rewrite their intent or try to summarize them.

When you finish typing the minutes, ask the meeting moderator to review the document for errors. Send the final copy of the minutes to attendees right away. Keep a copy of the notes (and the template) for yourself in case someone wants to review them later. Recording meeting minutes ensures that the decisions and actions resulting from a meeting aren’t lost or forgotten. By taking the time to record proper meeting notes you’ll make sure the time and effort that goes into a meeting isn’t wasted. (Effective Meetings.com)