Explore Delivering and Creating Training

This collection of competency frameworks can be used by individuals and organizations in two main ways: Assess job performance and compare it against defined standards Identify potential areas for professional development to improve overall performance Competencies are the abilities required to perform specific tasks and express specific knowledge. CAWST’s competency frameworks use behavioural or task-based competencies in combination with knowledge components.

Consult these reference guides to understand how to assess learning needs and develop effective training programs.

This collection contains the resources to support the professional development needs of our clients and partners in biosand filter quality control. It contains an overview of our competency framework, as well as useful tools to help biosand filter technicians improve their skills. The competency framework includes tools for three different areas: constructing concrete boxes, preparing the filtration sand and gravel, and installing filters.

This collection contains the resources for both trainers and participants for the Delivering Effective WASH Training workshop. This five day workshop is designed for organizations and individual training in WASH to enhance their facilitation skills. Participants learn to effectively facilitate and adapt lessons on WASH (water, sanitation, and hygiene). They discuss what learners need, practice creating a safe learning environment, motivating learners, and ensuring that information is relevant and appropriate. Through lessons and practical experience, participants also learn to formulate effective questions, respond to learners, and manage challenging training situations.

This document contains outlines for CAWST workshops

This trainer essential discusses the basics of instructional design and how it can be used to create effective learning experiences. This is part of CAWST's Creating Effective WASH Training service.

These instructions explain how to facilitate the Pocket Chart activity with a group of people.

These instructions explain how to facilitate the Story Telling activity with a group of people.

These instructions explain how to facilitate the Fishbowl activity with a group of people.

These instructions explain how to facilitate the Truth Statements activity with a group of people.

These instructions explain how to facilitate the Margolis Wheel activity with a group of people.

These instructions explain how to facilitate the Individual Action Planning activity with a group of people.

This is a package of activities that trainers can use when creating participatory WASH training. It includes instructions for each activity and a reference guide classifying the activity type: individual, group, generating ideas, organizing ideas, sharing ideas, practicing, and checking for understanding. This document is used to support CAWST’s Creating Effective WASH training service.

These instructions explain how to facilitate the Send a Problem activity with a group of people.

These instructions explain how to facilitate the Field Visit activity with a group of people.

These instructions explain how to facilitate the Positive Minus Interesting activity with a group of people.

These instructions explain how to facilitate the Team Review activity with a group of people.

These instructions explain how to facilitate the Knowledge Continuum activity with a group of people.

These instructions explain how to facilitate the Participatory Photography activity with a group of people.

These instructions explain how to facilitate the Muddiest Point activity with a group of people.

These instructions explain how to facilitate the Road Blocks activity with a group of people.

These instructions explain how to facilitate the Jigsaw activity with a group of people.

These instructions explain how to facilitate the Ball Toss activity with a group of people.

These instructions explain how to facilitate the Paper Cabbage activity with a group of people.

These instructions explain how to facilitate the Story with a Gap activity with a group of people.

These instructions explain how to facilitate the Finger Review activity with a group of people.

These instructions explain how to facilitate the Word in a Hat activity with a group of people.

These instructions explain how to facilitate the Alligator Arms activity with a group of people.

These instructions explain how to facilitate the Peer Presentations activity with a group of people.

These instructions explain how to facilitate the Daily Journal activity with a group of people.

These instructions explain how to facilitate the Debate activity with a group of people.

These instructions explain how to facilitate the Quiz activity with a group of people.

These instructions explain how to facilitate the Interpreting Images activity with a group of people.

These instructions explain how to facilitate the Group Action Planning activity with a group of people.

These instructions explain how to facilitate the Think Pair Share activity with a group of people.

These instructions explain how to facilitate the Know Want Learned activity with a group of people.

These instructions explain how to facilitate the Case Study activity with a group of people.

These instructions explain how to facilitate the Individual Visualization activity with a group of people.

These instructions explain how to facilitate the Prioritization Grid activity with a group of people.

These instructions explain how to facilitate the Information Search activity with a group of people.

These instructions explain how to facilitate the Prioritizing by Dots activity with a group of people.

These instructions explain how to facilitate the Panel Discussion activity with a group of people.

These instructions explain how to facilitate the Hot Seat activity with a group of people.

These instructions explain how to facilitate the Picture Story activity with a group of people.

These instructions explain how to facilitate the Charades activity with a group of people.

These instructions explain how to facilitate the 3-Step Interview activity with a group of people.

These instructions explain how to facilitate the Sticky Note Grouping activity with a group of people.

These instructions explain how to facilitate the Problem Wall & Solution Tree activity with a group of people.

These instructions explain how to facilitate the Snowball Brainstorm activity with a group of people.

These instructions explain how to facilitate the Graffiti Wall activity with a group of people.

These instructions explain how to facilitate the Four Corners activity with a group of people.

These instructions explain how to facilitate the What Am I activity with a group of people.

These instructions explain how to facilitate the Demonstration activity with a group of people.

These instructions explain how to facilitate the Responding to Quotations activity with a group of people.

These instructions explain how to facilitate the Group Brainstorm activity with a group of people.

These instructions explain how to facilitate the Placemat activity with a group of people.

These instructions explain how to facilitate the Card Sorting activity with a group of people.

These instructions explain how to facilitate the Stations activity with a group of people.

These instructions explain how to facilitate the Role Play activity with a group of people.

Consult this reference guide to understand how to assess learning needs and develop effective training programs.

This trainer essential discusses the three domains of learning (cognitive, psychomotor, and affective) in Bloom's Taxonomy. It outlines the levels of increasing complexity within each domain and discusses the need for learning outcomes and activities to thoughtfully target these domains and levels of learning. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential outlines the components of an effective lesson plan. It discusses the use and importance of each component in supporting the achievement of learning outcomes. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential introduces the term "evaluation" and summarizes a six-step process for evaluating education and training activities. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential discusses how to create and use learning outcomes effectively when designing and delivering training. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential discusses what can be done before, during, and after a training to ensure participants have what they need to take action. It explores elements such as authority, confidence, resources, community, and contact. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential explains how to use the Kirkpatrick Model to create a simplified theory of change for training. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential discusses the different types of memory (sensory, working, and long-term) and how each relates to learning. It also includes ways to help structure training to maximize participants' retention of new knowledge and skills. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential discusses the importance of a training needs assessment and outlines the six stages of conducting a training needs assessment. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential discusses the steps to consider when constructing an effective WASH training. It outlines the need to define clear goals, build on participants' existing knowledge, plan a meaningful training structure and include the use of learning supports. This is part of CAWST's Creating Effective WASH Training service.

This trainer essential discusses a variety of assessment strategies that can be applied when designing and delivering training and how to align assessment to learning outcomes. This is part of CAWST's Creating Effective WASH Training service.

This competency framework guide has been designed to measure and guide the professional development of WASH trainers. Use this guide to learn more about the process, the forms, and the Trainer competency role.

This is a lesson plan that describes the difference between hearing and listening and explains the benefits of active listening.

The presentation that will be delivered will speak about the WASH context in Haiti and how natural disasters have shaped Haiti’s access to safe water and sanitation. WASH Training and Consulting Services at Pure Water for the World in 2015 were able to co-develop an EWASH (Emergency WASH) training for CHPs during times of emergency. The presenter will speak about why emergency situations are different than other contexts and how this context presents difficulties in terms of delivering effective WASH solutions. The presentation will cover three recent natural disasters that struck Haiti (Earthquake 2010, Hurricane Mathew, Hurricane Irma) and how Pure Water for the World responded. The presentation will emphasize the impact that education can have after or before a disaster and how this differs from a direct on the ground response. The presentation will also cover why we chose to develop this training and what our goals were for the new workshop and how it is evolving. This presentation will mainly focus on our recent response to Hurricane Irma where we were able to deliver the workshop two times the week following the hurricane once in Port au Prince and then after in Cap Haitien where flooding and heavy rains were most prevalent. Facilitator: Andrew Scott Coco has been traveling to Haiti since 2011, where his mother was a medical volunteer after the 2010 earthquake. She eventually began working for Pure Water for the World shortly thereafter, while Andrew was studying Environmental Studies at the University of Vermont with a degree focus on Sustainability studies. Andrew has subsequently volunteered with Pure Water for the World during his school breaks and summer vacation since 2012. Over time, Scott found that all his course work and school focus were about Haiti: all the classes, papers, and degree track tied back into his ongoing experience in Haiti. He secured an internship with Pure Water for the World working in the Water Quality Testing laboratory in 2013.

During this session you will learn how to use the CAWST resources websites and where to find the different resources available.

This is an overview of CAWST's Competency Framework. Use this guide to learn more about the process, the forms, and the different competency roles.

This is a package of all the trainer essentials used in the Delivering Effective WASH Training Workshop.

In this lesson, participants act out common training scenarios and practice responding appropriately to different situations. This lesson is intended to prepare trainers for times when an appropriate response will be required to maintain their participants’ confidence and to provide a safe learning environment.

This participant list template is a tool that will help you record participant information for the Delivering Effective WASH Training workshop.

This trainer essential examines individual and systemic barriers that can prevent a person from participating fully in a WASH workshop. It then considers strategies for breaking down these barriers and creating a more accessible training environment.

In this lesson, participants deliver an existing 10 minute lesson on a WASH topic to practice their training skills and receive feedback

This is the final evaluation template for CAWST's Delivering Effective WASH Training Workshop.

In this lesson, participants identify and practice responding to potential training challenges. This prepares participants for responding effectively to difficult training situations.

A five day agenda for the Delivering Effective WASH Training Workshop

This questionnaire helps the trainer to understand their audience and their level of knowledge prior to the Delivering Effective WASH Training Workshop, so that they can better plan and tailor their workshop to participants.

In this lesson, participants learn about intrinsic and extrinsic motivation and develop strategies for increasing learner motivation.

In this lesson, trainers discuss different aspects of their identity and consider how their identity influences their interactions with participants. Understanding how identity affects group dynamics is important for creating a safe learning environment.

This trainer essential explores what it truly means to listen and what trainers can do to model this skill in WASH training.

In this lesson, participants are introduced to the concept of active learning. Using active learning strategies is important for creating an inclusive, participatory training environment.

This trainer essential examines all the logistics that need to be considered before, during, and after a workshop.

This trainer essential considers how we can support learners who may have challenges with reading, writing, using numbers, using documents, and other essential skills.

This trainer essential discusses common training challenges and strategies that can be used to address these challenges.

This trainer essential describes the VAK learning style model and considers what learning activities can be used for auditory, visual and kinesthetic learners.

This trainer manual contains lessons plans used to teach WASH practitioners how to deliver training more effectively. All supporting materials are included.

This trainer essential describes four stages of learning and considers how to support the learner at each of these stages.

Participants will explore the concept of active listening and its impact on effective learning. They will also examine active listening strategies and use techniques to establish clear communication between trainers and learners.

This trainer manual contains lessons plans used to teach WASH practitioners how to deliver training more effectively. No appendices are included in this version.

In this lesson, participants learn what they need to organize before, during and after a workshop to ensure that it runs smoothly.

In this lesson, participants identify the qualities of an effective trainer and recognize which qualities they need to develop. This exercise is important for helping future trainers identify the skills, knowledge and attitudes they will need to be effective at helping others learn.

This lesson plan contains a daily evaluation for every day of the Delivering Effective WASH Training workshop. These evaluations allow participants to share their opinions and feelings about the workshop. The evaluations also provide an opportunity for the trainer to get feedback from the participants and make adjustments for the next day.

In this lesson, participants practice using effective word choice, gestures, posture, facial expression, tone, speed, and clarity of speech to communicate clearly during training sessions.

This mid-week evaluation helps trainers to gauge participant satisfaction and learning part way through the training, so they can adjust the Delivering Effective WASH Training Workshop accordingly.

This lesson plan contains a morning review for every day of the Delivering Effective WASH Training workshop. These review activities give participants an opportunity to practice what they learned the day before.

This trainer essential explores verbal, non-verbal, and para-verbal communication skills and how they can be used to present effectively.

In the workshop closing, participants review what they learned, evaluate the workshop, and receive a certificate. The final closing is an opportunity to consolidate participants’ learning, gather feedback and celebrate successes.

This outline describes the content, objectives and audience for CAWST's workshop: Delivering Effective WASH Training.

This trainer essential provides short descriptions and links to multiple website where energizers, icebreakers and other training activities can be found.

This trainer essential looks at three parts of a trainers identity: social, organizational, and approach to training. It discusses why it is important for a WASH trainer to have a strong understanding of their identity and how it influences their perception of participants and participants’ perceptions of them.

In this lesson, participants learn about the four stages of learning and how a learner progresses through the stages. Understanding how people progress through different stages of learning is important for trainers to provide proper support and guidance while also avoiding potential trainer pitfalls.

In this lesson, participants examine the components of a lesson, the stages of lesson planning, and the reasons why lesson planning is important for both trainers and learners. Participants work together to examine a training scenario and work through the thought process of lesson planning to highlight its importance to well-structured training.

In this lesson, participants learn about systemic and individual barriers to participation and discuss how these barriers can be addressed. These concepts are essential to ensuring that those who need to attend workshops are present and can fully participate.

This trainer essential looks at the impact of stress on the brain. It discusses common stresses that can occur in WASH training and what can be done to reduce stress and create an optimal learning environment.

This trainer essential describes the importance of active learning for WASH training and recommends practical activities for using this approach.

In this lesson, participants discuss some of the different ways in which people learn and the need for engaging multiple learning styles while training. They also analyze specific activities to see how they engage different styles of learning.

In this lesson, participants identify situations in which they may need to adapt a lesson plan, and then practice modifying a pre-existing lesson.

This trainer essential provides an overview of four things that participants need to learn effectively: a safe learning environment; connection to existing knowledge; motivation; and practice.

In this lesson, participants learn techniques for giving clear instructions to facilitate active learning with groups.

In this lesson, participants are introduced to the different ways in which literacy and essential skills affect learning. Participants examine different ways to support learners who lack these skills.

The focus of the introduction is to create a safe learning environment. During the introduction participants meet each other, discuss how they will work together during the workshop, develop a list of expectations, and learn about the agenda for the day and for the week.

In this lesson, participants will create an action plan. This helps them set goals to become better trainers and life-long learners.

This is a template of how to report on the final outcomes and evaluation results for the Delivering Effective WASH Training workshop.

In this lesson, participants explore the challenges of working with an interpreter and discuss strategies for making this relationship effective. The skill of working with an interpreter is essential for ensuring that information is communicated correctly during a workshop.

In this lesson, participants analyze the energizers used in previous lessons and throughout the Delivering Effective WASH Training workshop. This lesson prepares participants to select appropriate energizers when they deliver training.

This trainer essential looks at how intrinsic and extrinsic motivation can be used to achieve active participation in WASH training. Seven techniques for creating motivation are described.

This trainer essential discusses how to formulate effective questions that encourage deep reflection and practice with content. It also considers the importance of think time for learners.

This trainer essential provides seven tips on how to give clear instructions.

In this lesson, participants discuss why practice and connection to existing knowledge are important for learning. Participants also illustrate the four things that learners need, and discuss what steps they can take to help people learn.

In this lesson, participants examine the different ways we ask questions, how question structure can impact learners, and the importance of allowing think time before participants respond.

This template helps you to tabulate the results from the final evaluations of CAWST's Delivering Effective WASH Training Workshop.

In this lesson, participants discuss the qualities of a safe learning environment and develop strategies for creating this environment.

This trainer essential explores the knowledge, attitudes and skills of an effective trainer. It also reviews the differences between a teacher, a trainer and a facilitator.