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Report prepared by John West, Independent
Consultant, in collaboration with the facilitation
team
Report – SPHERE ToT.
Zimbabwe, 20 – 28 November 2011
“Not only has this training helped me to become a better manager and facilitator but also to be a better husband and father.”
Themba
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SPHERE ToT, Zimbabwe. 20-28 Nov 2011
1. Executive Summary
This report presents an overview of key purposes, activities, feedback, learnings and
recommendations of the Sphere Training of Trainers (ToT) course conducted in Nyanga,
Zimbabwe from Sunday 20 – Mon 28 November 2011.
Feedback from participants has been consistently positive. This ToT was the second to be
conducted in Africa under the aegis of the new 2011 Sphere Handbook and provided an
opportunity to experiment with and test new modules and adaptions. A module on the Core
Standards was further developed successfully and appreciated by the participants. This indicates
that it will be worth investing in further development of the module.
Eighteen people from Zimbabwe and one from Ethiopia participated. Males were
disproportionately represented – 13 males and 6 females. Three participants represented
government departments: Ministry of Health Child Welfare; Department of Civil Protection
and Ministry of Regional Integration and International Cooperation (MORIIC). The remaining
16 represented the following organisations: Oxfam GB; Norwegian Refugee Council; GOAL;
Plan International; Christian Care; International Rescue Committee; Catholic Relief Services;
Trócaire/CAFOD/SCIAF; Caritas; Zimbabwe Project Trust; Welt Hunger Hilfe; and Save the
Children. The list of participants is found in Annex 2.
The course was facilitated by a team of 5 - one lead facilitator, three facilitators and the
Trócaire Country Representative as guest facilitator for the last two days. The team learnt much
in the process but also attributes success to the high calibre of the participant group.
This course was designed for people who train or manage learning in the
humanitarian/recovery sectors. Priority was given to Zimbabweans working with communities
vulnerable to disasters and with a responsibility for training / learning within their job.
Particular consideration was also given to people who would be in a position to significantly
promote and/or disseminate the Humanitarian Charter and Minimum Standards.The
participant group was made up of programming, development field management, and sector
management staff and three government sectoral and protection staff.
Facilitators and participants affirmed very strongly the direction that the 2011 Handbook has
taken and have found it very easy to work with when using it for both their own reference and
in facilitating trainings. Participants found the structure of the Key Activities and the icons on
the page-edges particularly useful.
Based on the group profile and the Sphere 2011 Roll-out in Zimbabwe, the topic schedule
deployed a blend of disaster management and technical sectors. All sections of the 2011
handbook were referenced throughout the course, particularly in their application to the more
technically focussed trainings to be conducted in the participants’ field programmes. The
primary focus however, was to develop both the facilitation skills necessary and the adult and
organisational learning approach required for successful implementation with all participants.
A number of factors contributed to the success of the event as a training workshop – ultimate
success is yet to be measured through implementation – including: through preparation;
effectiveness of the leadership approach; diversity and cohesion in the facilitator team; first
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class suitability of the venue; camaraderie of the entire participant group; and the contribution
2 half-day breaks towards maintaining high levels of energy through to the end.
Participants valued greatly the minimal use of PowerPoint and illustrated the importance of
breaking reliance on technology, especially in a field context. However there was a realisation
amongst facilitators and participants that minimising the use of PowerPoint greatly increased
the effectiveness of communication and engagement.
In addition to the on-going coaching commitments and the participants’ action plans, the
group is setting up a Skype chat group for the next six months to support, encourage, provoke
and learn from each other. It will be interesting to evaluate the effect of this strategy after 12
months.
A major issue for future ToTs, Sphere as an institution and implementing agencies such as
Trócaire is to be able to increase and measure long-term effectiveness of the ToT investment.
This relates closely to Kirkpatrick’s 4th Level of Evaluating Training. It is certainly an issue that
will be monitored over the next 12 months at least, particularly through the coaching process
and the Skype Chat Group.The introduction of a two-level Certification process should deepen
the institutionalisation of Sphere within Zimbabwe.
This ToT carries with it some unique elements that should embed success over time, including:
The two-level certification; the strategic Zimbabwe Sphere roll-out in 2012 and refresher
courses; and the introduction of the Facilitation learning Journal.
Overall, this was a very satisfying and exciting ToT to participate in for all involved. It
established a benchmark for all participants to build on and an opportunity for the facilitators
to learn more deeply the art of enabling and creating learning that ‘sticks.’ 2012 will be a busy
year of strengthening Sphere in Zimbabwe and all participants along with their previously
trained colleagues will play a significant role in that success.
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2. Introduction
This report presents an overview of key purposes, activities, feedback, learnings and
recommendations of the Sphere Training of Trainers (ToT) course conducted in Nyanga,
Zimbabwe from Sunday 20 – Mon 28 November 2011.
3. Background& Purpose
At the Trócaire and Irish Aid supported Sphere Conference held in Harare in 2010, it was
agreed with several humanitarian agencies to convene a ToT and roll out activities once the
2011 Sphere handbook was released. Following its release, several launch events were
conducted around the globe in April, 2011 and Trócaire, in collaboration with UN-OCHA,
followed this up with a local launch on September 1st 2011. The next steps were highlighted
during this launch as follows:
To organise an inter-agency ToT course in 2011
To organise an inter-agency refresher course in early 2012
To promote the subsequent nation-wide rollout and use of the new handbook
The Sphere handbook has become one of the most widely recognised tools for improving
humanitarian response. Since the publication of the 2004 handbook, there have been a
number of technical advances, new cross-cutting issues have evolved, and the humanitarian
environment has changed with the launch of the Humanitarian Reform process and the Cluster
approach. On 14th April 2011, the 2011 edition of Sphere handbook was launched, with
updated qualitative and quantitative indicators, guidance notes and enhanced linkages between
sectors.The 2011 edition also reflects learning from across the humanitarian enterprise globally
and over time. This ToT provided a fresh opportunity to put the new handbook to test
amongst practitioners in Africa and Zimbabwe in particular.
Capacity Gap to be Addressed by the ToT: This training was designed to address a skills
capacity gap on the new 2011 Sphere handbook, in particular the new chapters of protection,
Core Standards and the new approach to the Minimum Standard. As Zimbabwe is prone to
humanitarian emergencies, it is critical to ensure humanitarian players are better equipped to
efficiently respond when these emergencies occur. This initiative was therefore envisaged to
contribute to improved response capacities of both supporting and implementing agencies
countrywide.
The published purpose of this ToT was:
To prepare a local inter- agency team to promote learning on applying the 2011
Sphere Handbook as a tool for improving the quality and accountability of
humanitarian action, through sharing experiences and practising.
The published overall learning objectives were:
As an outcome of the Zimbabwe Sphere ToT (Nov 2011), the inter-agency team will:
Apply the Sphere Handbook and standards as a primary tool for managing disaster
response.
Apply the rationale, structure and content of the Sphere Handbook to programmes
and future training.
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Use and promote the linkages between the Humanitarian Charter, the Protection
Principles and the Core Standards within humanitarian action.
Apply the principles of adult learning to designing and running Sphere learning events
around the country and in their respective agencies
Craft and agree on aims and objectives of the Sphere roll out training workshops
Demonstrate proficiency in a range of training and facilitation skills focussed on
promoting real actionable learning in future trainings
Plan a strategy and implementation plan for strengthening the Zimbabwe Sphere roll-
out in 2012 and running Sphere learning events in the field or for their respective
organisations
Devise tools and techniques for assessing learning needs and for evaluating outcomes of
Sphere training investments
Participants and their organisations were alerted to the fact that:
“IMPORTANT NOTE: The OBJECTIVE of this training IS NOT to thoroughly study the
content of The Sphere Project or its Handbook, since participants are expected to have a
good knowledge of and/or practical experience in Sphere prior to the start of the course.”
(Trócaire, Concept Note)
4. Facilitators
Facilitators: Quinton Rusero (DMRR/HEA Coordinator, World Vision
Zimbabwe)
Wonder Mufunda (Programs Coordinator, Caritas Zimbabwe)
Nelly Maonde (Humanitarian Programme Officer, Trócaire,
Zimbabwe)
Lead Facilitator: John West (Independent Consultant. Real Capacity Services)
Administrator:
Faith Shereni (Volunteer Administrator, Trócaire, Zimbabwe)
5. Participants
Eighteen people from Zimbabwe and one from Ethiopia participated. Males were
disproportionately represented – 13 males and 6 females. Three participants represented
government departments: Ministry of Health Child Welfare; Department of Civil Protection
and Ministry of Regional Integration and International Cooperation (MORIIC). The
remaining 16 represented the following organisations: Oxfam GB; Norwegian Refugee
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Council; GOAL; Plan International; Christian Care; International Rescue Committee; Catholic
Relief Services; Trócaire/CAFOD/SCIAF; Caritas; Zimbabwe Project Trust; Welt Hunger Hilfe
and Save the Children. The list of participants is found in Annex 2.
This course was designed for people who train or manage learning in the
humanitarian/recovery sectors. Priority was given to Zimbabweans working with communities
vulnerable to disasters with a responsibility for training / learning within their job. Particular
consideration is also given to people who would be in a position to significantly promote
and/or disseminate the Humanitarian Charter and Minimum Standards.
Nineteen participants attended the course in response to a set of criteria:
The candidate’s profile, examined through the application form and based on the
requirements mentioned below;
Potential of the applicant’s organisations (or of the individual, if applicant is an external
participant) for further use and promotion of Sphere;
Clear plan for future defined training/learning activities on Sphere to be implemented in
the 6-12 coming months after the end of the course;
Support of applicant from their supervisor or National Director by submitting a letter of
endorsementexplaining how the organisation will support the applicant in the use and
future implementation of what he/she learns in the training.
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Additionally, selected applicants were required to have:
A regular training / learning function within their job, solid communication and
presentation skills, strong training and facilitation skills;
Experience in field operations in response to disasters or in humanitarian assistance;
Know the Sphere Project and its Handbook, and/or have practical experience in its use in
humanitarian assistance;
Proficiency in English, the language the course was delivered in was a must.
6. Group Profile
The participant group was made up of programming, development field management, and
sector management staff and three government sectoral and protection staff.
Invitations to the ToT were addressed to individuals who work in the humanitarian sector
including humanitarian focused public and private sectors, international and local NGOs,
academic and training institutionsspecifically targeting individuals that have the responsibility
for training or managing learning within their job, or who would be in a position to
significantly disseminate the Humanitairan Charter and Minimum Standards. Partner agencies
are collaborating closely in the nation-wide roll-out as well as within their respective agencies,
while UN-OCHA in its Humanitarian coordination role is supporting this process. Gender and
geographic diversity was also considered in the selection process.
7. Strategic Learning Approach
Based on the group profile and the Sphere 2011 Roll-out in Zimbabwe, the topic schedule
deployed a blend of disaster management and technical sectors. All sections of the 2011
handbook were referenced throughout the course, particularly in their application to the
more technically focussed trainings to be conducted in the participants’ field programmes. The
primary focus however, was to develop both the facilitation skills necessary and the adult and
organisational learning approach required for successful implementation with all participants.
Consequently, the 2004 Training Package for Modules 1-4
was used as the basis for the ToT. They were of course
adapted where necessary to match the 2011 SPHERE
Handbook. Recent modifications of the Package, particularly
for Modules 1 and 2 were made available to all participants
as a resource to be used immediately for both the
introductory Sphere sessions and the maxi-sessions. The
recent material also included a Session Plan for the Protection
topic in the new Handbook, which was used on day 2 and in the maxi-sessions. See
comments at the Training Contents and Process section below.
8. SummarisedParticipant Feedback
Participants were asked to complete an Evaluation Form on the ToT course. These are the
primary results summarised. The detailed report is available at Annex 3.
95% of the participants felt that the course design and structure was good or very
good. This was consistent with the anecdotal and direct feedback provided by
participants throughout the course.
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When asked about what they liked about the overall design & structure, the comments
focussed on variety of methodologies used and demonstrated, the high level of
interaction and participation, diversity of the group and their contributions and that
the course flowed smoothly and was well designed.
On the question of what could be improved, there was as usual conflicting views and
there were no clear trends emerging from the comments which would seem to
suggest that there was no overbearing need for any particular improvement.
Suggestions for improvement included: key topics such as coaching should be at the
beginning; reduce number of days / done over a longer period of time; allow an
extra day for adequate rest; include a practical field visit. See Annex 3 for more
detail.
89% felt that the
presentation &
facilitation of the
course was good to
very good.
On the question of
what they liked in
the presentation
and facilitation, the
following trends
capture what the participants noted: variety of interactive, engaging and
participatory methodologies used throughout; the facilitator team were excellent,
knowledgeable, eloquent and experienced; participation and honest feedback were
highly valued encouraging participation and the co-facilitation model enhanced
learning.
On improving presentation and facilitation, participants still were very positive,
recommending no real change and 5 declined to answer. Constructive comments
included: improvement in time management; perhaps a field visit to be included; and
more handouts – though it was made clear thatall material would be available in soft
copy.
The most useful sessions and topics were: all was useful; sessions with Sphere specific
content; Facilitation skills and related topics was mentioned most; Maxi & mini
sessions; The Learning Journal.
Very little feedback was provided on the question of what was least useful – 11 said
none and 3 declined to answer. The only session mentioned was ‘different
characteristics of people.’
Twelve participants declined to answer the question of whether there was anything
not included in the course that needs to be. No specific topic areas were identified.
Several comments about form rather than content included: decongest to allow for
an extra day for adequate rest; avoid sessions running into the evening (this
happened on first 2 days as mini and maxi sessions were being set up and working).
Nothing was identified as missing from the course.
On the question of ‘How else can we improve on the content of the course?’ 12
declined to answer and suggestions included: In-depth knowledge of using journals
for learning; include more on companion standards and using technical area experts
to help deepen understanding.
95% of participants rated the hand-outs as useful or quite useful.
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In addition to a range of affirming comments, several suggestions for other information
were made: copies of everyone’s maxi sessions; full sharing of session plans; copies of
the group charts; companion standards; more copies of LEGGS, INEE and GEG; 2011
training materials; facilitation, coaching and mentoring and more tips on facilitation
methods and training modules for uncovered topics. Four declined to answer and
two said ‘no change.’
All participants rated the achievement of course objectives as either ‘fully met’ or
‘mostly met.’
When asked ‘what did you learn on the course that is particularly useful?’ participants
responded with substance. Twelve of the responses identified facilitation skills and
learning management as particularly useful. Other themes included: comprehensive
knowledge of Sphere; and unsurprisingly, much more about Sphere and how it works
in development and humanitarian contexts. Four participants did not answer.
Participants identified a number of opportunities and locations where they would
implement Sphere: they would implement according to their action plans
predominantly in conducting training and learning programmes; in community
programmes; and improve the way they do their own work.
General comments developed a theme of encouraging refresher courses to be
conducted.
9. Facilitators’ After-Action Review – Team & Lead Facilitator
The following points outline what for the facilitation team were learnings from both the
management of the event and the facilitation of the learning journey. The facilitator review
followed roughly the standard after-action review process:
What went well?
What would we do differently? And,
Recommendations.
In terms of scope, the team examined the process before, during and after the event.
9.1 The facilitation team acknowledges at the outset the tremendous organisational and logistic
leadership provided by Nelly, assisted by Faith in managing all aspects of the event - before,
during and after.
9.2 A number of factors contributed to the success of the course. The facilitator team
agreed that almost all aspects operated smoothly.
a. Thorough preparation paid off assisted and guided by a very good planning
guide. Logistically, there were no real hiccups meaning that everything went to plan. In
relation to the course content, time invested in preparation and meeting together by
the facilitator / organiser team contributed to the smooth flow. See also the
administration report.
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b. The facilitator team noted the effectiveness of the leadership approach and its
central role in ensuring a successful process. This included the pre-course meeting and
helping to build a team spirit from the start. The spirit was characterised as informal,
safe, methodical and clear in direction and purpose. Leadership ensured that seeing
the whole map set the stage for success and then made the journey together as a
facilitator team more effective and rewarding. All on the team were encouraged to
question assumptions and rationale. The team identified the following leadership
behaviours as key to success: Not dominant; space to explore and experiment;
diversity was encouraged; open to ideas and open in sharing; free contribution by all
on the team was highly valued; provoked thought and encouraged creativity by
maintaining an open process and agreeing on clear key messages.
c. Informal feedback throughout was very positive and indicated success in the minds
of the participants. Informal feedback constantly affirmed that diversity was
valued and that there was tremendous cohesion amongst the facilitators.
d. The facilitation / organizing team felt that the following were five key factors that
led to the team experience being effective and rewarding:
Daily team debriefs and individual facilitator coaching
Diversity & Cohesion – different technical and management experiences
Creative/Innovative – an attitude to experiment and think about course
processes rather than a tick-box approach.
Fun together – time and space just to be together and enjoy each other’s
company
Complementary skills and approaches – each brought something different to
the process and the content
9.3 Other success factors during the conduct of the event.
The venue (Troutbeck Resort) was a major factor for success, especially for an 8-day
workshop. The following factors were identified by the facilitator team: Staff and
management hospitality; responsiveness; real coffee served; creative options during
breaks; the meeting room was very suitable and flexible; the long distance and travel
time from Harare (4-5 Hours) is a justifiable trade-off for the quality of the venue; and
bedrooms were lovely; the location is superb
Daily debrief and planning meetings kept the process and logistics on track
A last-night party was an excellent group activity. Early in the workshop, participants
suggested and agreed to forgo one tea break each day as a saving to be used for a last-
night party.
The schedule was adjusted to provide
for two half day breaks. This
worked very well. First break…group
activity helped with team building and
provided some fascinating recreation
and a social / intellectual break from
the workshop. The second break was
valued as free space – much appreciated by all participants. These breaks contributed
to keeping energy levels high through to the last session…and the bus ride to Harare.
The timing for both worked well.
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9.4 Facilitation and learning factors – observations and
recommendations on the content
= Recommendation, action or suggestion
The team felt that visualisation exercises such as WASH exercises add little to the
learning for the cost and effort expended to get the equipment in place. It works
for higher level management, a group of government officials and groups that are
inexperienced, but when the audience is made up of highly experienced practitioners,
it adds very little.
When conducting the Introduction to the Training Manual session, it is useful to
provide examples of how others have done particular sessions, such as the Abu
Dhabi report. In addition if it can be easily done, show the resources available on the
Sphere website getting participants to explore on their own laptops the relevant pages.
Localised videos and pictures of field operations are generally not available but
would have enhanced the visualisations. Suggested that UNOCHA and other agencies
might be able to provide visual resources for future events and learning initiatives.
These would be used to develop Zimbabwe focussed visuals – video, flash
presentations and PowerPoint slides. Is this something that UNOCHA can help with?
Action Planning & Implementation– Participants were asked to submit their
Action/Implementation Plans by 5 December. Please see Annex 6 for a copy of the
Action Plan template. There was a consistent process from application to conclusion to
strengthen the Action Planning element as an attempt to improve the chances of
implementation. The process followed was:
Another contributing factor to the success of the event is considered to be the
introduction of the 2-Level Certification system. This has provided a real sense of
continuity and recognition at a higher level, which seems to have deepened the
motivation of participants to apply and follow-through. See separate section for
details.
An additional significant factor is the strategic dimension of a Zimbabwe-wide roll-
out in 2012, led by Trócaire in close collaboration with other agencies.
Introduction of a Facilitation Learning Journal added to the internalisation of
learning and set the benchmark for an action – reflection – action culture and
habitamongst the participants. As participants shared their journals with the facilitator
team, there was clear evidence of a big improvement in the quality of reflection over
the time of the workshop. The instructions for keeping a learning journal would have
been more effective had they
been included in the journal
notebook when handed to the
participants at the beginning.
See Annex 7 for the
Instructions. The journals
viewed at the end of the
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workshop indicated deepening thinking about Sphere facilitation experience. It was
clear that participants invested time and effort into good reflection. On-going use
should give evidence that reflection is turning to action.
Sphere Visual Aids – Participants valued greatly the minimal use of PowerPoint and
illustrated the importance of breaking reliance on technology, especially in a field
context. However there was a realisation amongst facilitators and participants that
minimising the use of PowerPoint greatly increased the effectiveness of communication
and engagement. This raised some on-going discussion about access to alternative
visuals such as suggested Flip-Charts
Modules – the modules as they stand worked very well.
It is suggested that Coaching and Action Planning need full sessions of their
own. One idea is that Coaching be spread over 2 x half sessions, one around
day 2 or 3 and the other half at the end.
Admin observed that earlier submission of hand-outs for printing would have
prevented anxiety and enabled better management of the available technology. In
principle however, paper handouts were only used when critical for the in the
moment communication. Soft copies were emailed or circulated as the preferred
distribution.
On the timing of the workshop – the general view is that it would be better to start
on the Tuesday and finish on the Thursday. This course started on the Monday,
requiring participants to be in place by 6pm on the Sunday.
9.5 After the ToT
The Facilitators discussed with the participants the idea of starting an on-going training
Chat-group for 6 months on Skype. This was enthusiastically agreed to. Consequently,
the group is being set-up immediately. The possibility of expanding this to a dedicated
social network a bit later was also agreed to.
Coaching. The participants have been shared amongst the facilitators to establish an
on-going coaching partnership over the next six months.
Participant action plans. Each participant has submitted action plans as the basis of
both accountability and support.
10. Certification
Issuing meaningful certification has been a contentious issue for some time. Until now, the most
that Sphere has been able to do has been to issue a certificate of attendance or even
completion once a participant has completed a ToT.
The suggestion is that it is legitimate for Sphere to issue two levels of certification on
satisfactory compliance with agreed standards. This ToT in Zimbabwe introduced this process
in the hope that it deepens the learning and better embeds the implementation and
institutionalisation of Sphere. The first level is a certificate of completion and the second level is
a certificate of competency. These of course are only issued after a rigorous process of action-
learning-action, clear evidence of work done to an agreed standard and then meaningful
verification.
The details of the Standards can be found at Annex 5.
Trócaire will be responsible to act as the repository of student records for this ToT. Participants
/ students are entirely responsible for managing their own learning journey in a way that
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would lead to a second level of certification – Certificate of Competency in Sphere Facilitation
and Implementation – compliant with the standards agreed and evidence and verification
necessary.
11. Effectiveness of ToT
The learning process for this ToT has been built on the foundation of – ‘training does not
guarantee learning.’ As reflected in 9.5 above, the facilitator team is seeking to establish
mechanisms that assist in embedding learning that sticks – individually and institutionally.
A key element in reviewing a SPHERE ToT is to get some measure on its effectiveness.
Effectiveness can only really be measured over time. In a similar way that real learning and
impact can only be measured over time.
The strategic approach to this ToT is to keep a focus on long term implementation and
application asthe true measure of effectiveness. This is being enhanced by the immediate
introduction of a – Zimbabwe SPHERE ToT [Nov2011] – group Skype chat. This is designed to:
a. Increase likelihood of implementation through peer engagement
b. Provide a platform for sharing ideas and seeking peer assistance
c. Build sustainable learning through extending the life of the course to day-to-day work
situations.
Another key element in attempting to increase effectiveness and embed learning is the coaching
/ mentoring relationship. As on the schedule, the second last session of the course, explored the
essence of coaching/mentoring and concluded with a half hour coaching conversation walk.
Participants paired up and used the ‘To GROW’coaching model to structure a shared coaching
conversation. This was designed to get participants to establish coaching/mentoring as a key
element in their own Sphere training strategy back in their project offices.
In addition to this, all participants have been identified coaches to work with them over the
next 12 months to assist them in the implementation.
Using Kirkpatrick’s Four Levels of Evaluating Training model, Level 1 feedback (Participant
Evaluation) on the ToT event, also indicates that in the short-term, the course was highly
effective. See Annex 3 for detail.
12. Training Content & Process Issues
For the first four days, the training was conducted by the facilitator
team, with the exception of the mini-sessions –10 minute talks
delivered by participants based on their pre-course assignment –
videoed and commented on by peers under the supervision of the
facilitators. Participants were immediately given video recordings of
their mini presentations. Days 5, 6& 7 were mostly participant-led
sessions, more affectionately known as maxi-sessions. Feedback on
facilitation and to some degree, content, was made by peers and
facilitators. A video of each maxi-session was given to the relevant
participants before the workshop finished.
As a result of all the different processes several observations and recommendations are made
below.
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In general the modules as outlined in the Agenda worked very well in combination with the
inclusion of 2 x half day breaks.
a. Coaching & Action Planning
It is suggested that Coaching and Action Planning need full sessions of their
own. One idea is that Coaching be spread over 2 x half sessions, one around
day 2 or 3 and the other half at the end.
b. Protection Session
Having a dedicated protection presentation gave us an to substantially address
protection focussed on the handbook. Given developments in the sector and the
process of inclusion in the 2011 handbook, the facilitator team decided to devote an
introductory and a full maxi-session to protection. This strategy was complemented by
mainstreaming of protection as a cross-cutting issue across all chapters and sectors.
As a result of this approach, two recommendations are made:
There is need for a lot more material to choose from – visuals such as videos
and photographs; A wider selection of activities and hand-outs for areas such
as the International Legal Framework – material that helps to get a whole-
picture snapshot would assist greatly.
It is recommended that Humanitarian Charter and Protection always be kept
together in the ToT and then consequently in any subsequent local trainings.
c. Core Standards
The Lead Facilitator noted that there is no training content readily available for the
Core Standards and challenged one of the maxi-session groups to work with him in
designing and testing a Session Plan to be used in the maxi-sessions and be made
available for future ToTs and other Sphere trainings. See Annex 4 for the session plan –
more detailed Plan is to be provided.
d. Mini-Sessions
The mini sessions were videoed. There was some comparison by both participants and
facilitators between the mini-session presentations and the maxi-sessions with
comprehensive improvement in facilitation confidence, effectiveness and clarity.
e. Maxi-Sessions
Because there were 19 participants it was decided to conduct 7 maxi-sessions rather
than the traditional 8. This enabled an additional preparation session at the beginning
of Day 5.
Maxi sessions demonstrated that we have opened up the ‘playing field’ for participants
to think creatively and focus on effective communication, rather than repeating the
script. This ToT seemed to go much deeper than the scripted sessions.
The facilitation team explored these questions in relation to Session Plans and
actual delivery:
How do we ensure that learning goes beyond the scripted training?
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How can we help facilitators that we train to take people on a ‘Sphere
journey’ rather than just repeating the script as the ‘lazy’ default
position?
Are the materials (SPs etc) too scripted?
f. Power Point
Participants valued greatly the minimal use of PowerPoint and illustrated the
importance of breaking reliance on technology, especially in a field context. However
there was a realisation amongst facilitators and participants that minimising the use of
PowerPoint greatly increased the effectiveness of communication and engagement.
This raised some on-going discussion about access to alternative visuals such as
suggested Flip-Charts
Suggestion: That alongside the PPT, which is still useful in distilling
information in a visual way, there be another approach around helping
facilitators build flipcharts that communicate in an engaging way.
13. Handbook Comments
There was general and enthusiastic support from facilitators and
participants for the 2011 Handbook.The coloured icons on the
page-edges are much appreciated. Participants found the
inclusion of Key Actions a tremendous boost towards
understanding and better quality programming. Two suggestions
were made:
That legal instruments should be mapped and listed as an Annex – summarised
in a graphic
Protection should be retained as a cross-cutting issue as well as extracted for its
own emphasis.
14. Summary of Event and Facilitation learnings
From both the anecdotal feedback and the participant feedback forms, the Zimbabwe
(November 2011) event seems to have met and in some cases surpassed expectations.
From the facilitator team perspective, whilst there is always learning to be made from
the experience, the team was nonetheless very happy with the outcome from the
event itself. The spirit of the whole group was positive and energetic throughout with
a very strong commitment to implementation of Sphere in local and national teams
throughout Zimbabwe.
The facilitation, overall was very effective and
modelled to participants the standard required of
all future Sphere trainings to be conducted by
them. There was of course learning noted by each
facilitator, lead facilitator included, for future
personal action. These learning were not systemic
but personal in terms of style and process. These
personal learnings have been well represented in
each participant’s Facilitation Learning Journal.
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From a facilitator team the following summarizes some learnings.
Daily facilitator planning and de-briefing strengthened the process
Selection of quality participants contributed to overall success
Good facilitation and 2 half-day breaks kept energy levels high and reduced
need for energisers
Ideal if facilitator session plans were available to share before the Course starts
15. Summary of recommendations
a. Venue
The venue (Troutbeck Resort, Nyanga) is excellent in every respect, regardless of
the occasional power outage. The physical conferencing facilities, accommodation
rooms, recreation facilities, the food and the excellent staff support complemented
the ToT workshop and from that perspective worked very well.
b. Facilitation& Process
When conducting the Introduction to the Training Manual session, it is useful to
provide examples of how others have done particular sessions, such as the
Abu Dhabi report. In addition if it can be easily done, show the resources available
on the Sphere website getting participants to explore on their own laptops the
relevant pages.
Localised videos and pictures of field operations are generally not available but
would have enhanced the visualisations. Suggested that UNOCHA and other
agencies might be able to provide visual resources for future events and learning
initiatives. These would be used to develop Zimbabwe focussed visuals – video,
flash presentations and PowerPoint slides. Is this something that UNOCHA can
help with?
It is suggested that Coaching and Action Planning need full sessions of their
own. One idea is that Coaching be spread over 2 x half sessions, one around day 2
or 3 and the other half at the end.
On the timing of the workshop – the general view is that it would be better to
start on the Tuesday and finish on the Thursday.
On the Protection Module, there is need for a lot more material to choose from
– visuals such as videos and photographs; A wider selection of activities and hand-
outs for areas such as the International Legal Framework – material that helps to
get a whole-picture snapshot would assist greatly.
It is recommended that Humanitarian Charter and Protection always be kept
together in the ToT and then consequently in any subsequent local trainings
conducted by participants.
Maxi sessions demonstrated that we have opened up the ‘playing field’ for
participants to think creatively and focus on effective communication, rather than
repeating the script. This ToT seemed to go much deeper than the scripted sessions.
o The facilitation team explored these questions in relation to Session Plans
and actual delivery:
How do we ensure that learning goes beyond the scripted
training?
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How can we help facilitators that we train to take people on a
‘Sphere journey’ rather than just repeating the script as the ‘lazy’
default position?
Are the materials (SPs etc) too scripted?
Suggestion re PowerPoint presentations: That alongside the PPT, which is still
useful in distilling information in a visual way, there be another approach around
helping facilitators build flipcharts that communicate in an engaging way.
c. Handbook & Materials
The legal instruments should be mapped and listed as an Annex – summarised
in a graphic
Protection should be retained as a cross-cutting issue as well as extracted for its
own emphasis.
Develop further the Session Plan on Core Standards
On PowerPoint presentations: That alongside the PPT, which is still useful in
distilling information in a visual way, there be another approach around
helping facilitators build flipcharts that communicate in an engaging way.
As an independent consultant, the lead facilitator puts on record his delight at working
with a professional and competent team of facilitators at the Zimbabwe Sphere ToT
(Nov 2011) sponsored by Trócaire. In addition, it should also be noted the Sphere Roll-
out strategy and preparation set up by Trócaire has been a major factor in its success
As a matter of course, individual facilitators including the lead facilitator can see their
own areas of facilitation skills needing to be strengthened along with their existing
strengths being affirmed.
The team complimented each other and introduced a wide range of methodologies for
delivery and learning modelling both creativity and professionalism to the whole
group.Feedback from the participants on the facilitators working as one team,
demonstrating excellent skills, encouraging each participant in their own development
has set the bar high for all.
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Annexes
1. The ToT Agenda
2. List of Participants
3. Data from Consolidated Participant Feedback
4. Session Outline for Module on Core Standards. – Detailed Session Plan to be provided.
5. Sphere Facilitator Certification
6. Action Plan template
7. How to Keep a Learning Journal
8. Copy of the 2-sided Certificate of Attendance
9. End-of-course Evaluation Form
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Annex 1 – Workshop Agenda
Zimbabwe Interagency Sphere ToT
Organised by Trócaire, in Collaboration with UNICEF, UN-OCHA and World Vision International
Course Agenda
Sunday 20 – Monday 28 November
Zimbabwe
Facilitator Team :
Lead Facilitator: John West
Facilitators: Wonder Mufunda
Quinton Rusero
Nelly Maonde
Administrator: Faith Shereni, with Support from Nelly Maonde
Course determinants:
1. The target audience is predominantly management and training leaders from technical and practitioner
disciplines
2. 19 participants
3. Mostly Interagency participants from Zimbabwe-based Local and International NGOs and government
4. Standard Sphere ToT agenda forms the basic structure of the course
Learning Objectives:-
These objectives are based on those outlined in the original concept note
1. Apply the Sphere Handbook and standards as a primary tool for managing disaster response
2. Apply the rationale, structure and content of the Sphere Handbook to future training in Sphere.
3. Use and promote the linkages between the Humanitarian Charter, the Protection Principles and the Core
Standards within humanitarian action.
4. Apply the principles of adult learning to designing and running Sphere learning events around the country
and in their respective agencies
5. Craft and agree on aims and objectives of the Sphere roll out training and refresher workshops (This
outcome helps to shape the next steps for 2012 by the group identifying aims and objectives and defining
content)
6. Demonstrate proficiency in a range of training and facilitation skills focussed on promoting real actionable
learning in future trainings
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7. Each participant devises a strategy and implementation planfor strengthening the Zimbabwe Sphere roll-
out in 2012 and running Sphere learning events in the field or for their respective organisations
8. Devise tools and techniques for assessing learning needs and for monitoring and evaluating outcomes of
Sphere training investments
Blocks relating to Sphere trainingBlocks relating to adult learningBlocks relating to
participant practice
Time Day 0 – Sunday20th
November Arrival of participants
Introductory session beginning at 6.30pm & including dinner Including Introductions and high-level context of Sphere and the Course
Day 1 Monday 21
November
Day 2 Tuesday 22
November
Day 3 Wednesday 23
November
Day 4 Thursday 24 November
08:30 Learning review
Flip tips
Learning review of
mini sessions
Learning review
PowerPoint tips
09:00
Block 1 Introduction to the
course
Personal and group
objectives
Video introductions
Block 5 Module 2:
The Humanitarian
Charter
Block 9 Training, Learning &
Capacity Building
Adult learning
principles
Block 13 The role of the trainer
Skills and methods
for the facilitator
and trainer
10:30 Break Break Break Break
11:00
Block 2 Module 1
Introduction to Sphere
and the Sphere
Handbook 2011
Block 6 Module:
Protection Principles
Block 10 Assessing learning
needs
Block 14 Skills and methods
for the facilitator
and trainer
12:30 Lunch Lunch Lunch Lunch
14:00
Block 3 Sphere & the Project
Cycle,
Core Standards and
cross cutting issues
Block 7 Giving & Receiving
Feedback
Preparation for
Participant-led mini
sessions
Block 11 Designing learning and
a learning event Free Afternoon
15:30 Break Break Break Break
16:00
Block 4 Using technical
standards
and indicators
Block 8 – All Mini-sessions
Maxi-sessions allocated
Block 12 Introduction to the
training modules
Parking Lot #1
Free Afternoon
Supper Supper Supper Supper
Free evening Preparation for maxi
sessions
Preparation for maxi
sessions Free evening
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Time Day 5
Friday 25 November
Day 6
Saturday 26
November
Day 7
Sunday 27 November
Day 8
Monday 28 November
08:30 Learning review
Tips on managing
nerves
Learning review Learning review
Cross cultural
training tips
Learning review
Training with a second
language tips
09:00 Block 15
Maxi-session
Preparation
Block 19
Participant-led
Session 4
Block 21
Participant-led
Session 6
Block 25
Preparing for a
Sphere Workshop
Parking Lot
10:30 Break Break Break Break
11:00 Block 16
Participant-led
Session 1
Block 20
Participant-led
Session 5
Block 22
Participant-led
Session 7
Block 26
Coaching as a learning
methodology and action
planning
Course evaluation
and closure
12:30 Lunch Lunch Lunch Lunch
14:00 Block 17
Participant-led
Session 2
Free Afternoon
Block 23
Managing difficulties
Participants will be able to
leave the venue from
13:00 onwards
15:30 Break Break Break
16:00 Block 18
Participant-led
Session 3
Free Afternoon
Block 24
Evaluation Principles &
Techniques
Supper Supper
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Annex 3
The following is a consolidation of the feedback given in the Evaluation Form completed and
handed in by 18 participants at the end of the workshop.
1. Course Design
1.1 The overall design and structure of the course
was:
1.2 What did you like about the overall design and structure of the
course?
Very well structured
Useful and relevant information
Took into cognisance different methods used when dealing with different people
Mix of different participants with different skills
Perfectly designed and rotating participants’ tables encouraged more interactions
Participants were triggered to learn through various methods especially through mini
and maxi sessions
Practical presentation movement
It was logical and had a natural progression
Idea of co-facilitating participant led sessions led to personal improvement
Smooth flowing of the course
It gave participants an opportunity to assess their progression
Venue was appropriate, and away from distractions
The course was perfectly designed
Covered all aspects of Sphere Manual
The design was good in that it sorted the Sphere handbook’s structure before moving
to facilitation skills
Well structured - has a good flow of events
Use of participatory methods throughout the training
The facilitation skills and how we were taken from one level to the next
The training content even the venue
1.3 How do you think the design and structure of the course can be
improved?
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The maxi sessions could have been 60 minutes for two people
Decongest so that there is an extra day for adequate rest
Key topics such as coaching, should be put at the beginning
Reduce number of days
Avoid ending late - puts pressure on participants
Ending day of course to be Friday
Done over a longer period of time
Well handled
Increase time for maxi sessions
Issue handouts more at the end of each session
Including technical area specialists to deepen understanding of technical areas
More time allocated to chapters after the maxi sessions
Begins midweek and ends on Friday
Include a field practical visit
Include a session on the handbook itself for people who have not trained in Sphere
Sharing the training materials apart from Sphere handbook in advance
None
2. Facilitation
2.1. The presentation and facilitation of the course was:
2.2. What did you like about the way in which the course was
presented and facilitated?
Various methods were used
Excellent facilitators who are knowledgeable in the subject
Different methods relevant to adult learning were applied
Constant use of different methodologies
It gave room for participants to reflect a lot
It was marvellous and facilitators knew their stuff
Facilitators valued participants participation and gave feedback
Facilitators were eloquent
Co facilitation had a good exchange of button stick
Interactive way in which it was conducted
Co facilitation enriches the learning experience and this was well done
Participants were actively engaged throughout
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Variety of methodologies used and high level facilitation
Broad range of facilitators which added variety
Participatory methods were used making presentations brilliant[3]
Co facilitation improved concentration
Different presentation methods
Not answered[2]
2.3. How do you think the presentation and facilitation can be
improved?
Timing of sessions and learning needs more improvement. There is need for not
hurrying up
Give breaks especially in the evening
It was perfect
Strengthening time management skills
No improvements
Arrange a field visit for example food distribution session in local area
Superb so far
Shadowing a facilitator by learner i.e pairing a learner and a facilitator
Issue handouts more
Put pressure at the beginning of the course than the last two days
Bringing on board people with experience in the technical areas
Presentation and facilitation was good
Facilitators must keep within the time
It was well done
Not answered[5]
3. Content
3.1. Which session or topic did you find most useful, and why?
Maxi sessions
Kirkpatrick’s four levels of evaluating training because this session whether learning is
useful
Mini and maxi sessions one got to apply themselves and learn from the peers[4]
All sessions and topics
All sessions with Sphere knowledge[3]
All topics because it was my first time to learn Sphere in a more detailed way
Characteristics of a good facilitation was great as it introduced to me contents on
facilitation
Facilitation techniques as they help me in many ways to improve communication
Learning journal a chance to know what was unknown to me
All topics gave me an opportunity to be evaluated by others and learn areas of growth
The maxi sessions
Technical sectors
Sessions on facilitation skills
Presentation and discussion on facilitation methods because this is my major weakness
3.2 Which session or topic did you find least useful, and why?
The different characteristics of different people
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All sessions were useful
Protection its realistic in my area
None[11]
Not answered[3]
3.3 Was there anything not included in the course that needs to be?
If so, what?
Enjoyed most of the session knowledge was gained
Decongest so that there is an extra day for adequate rest
It was okay
Should not have sessions which ends up in the evening
Bringing experienced people on the technical areas to share knowledge on how to
tackle technical areas
Time management for maximum attention by audience
More individual exercises
Not answered[12]
3.4 Was there anything not included in the course that needs to be?
If so what?
Check on knowledge acquired
None[10]
Not answered[8]
3.5 How else can we improve on the content of the course?
In depth knowledge of using journals for learning
So far so good
No improvements
Include more detail on companion standards such as LEGS,INEE
By roping in technical area expects to deepen understanding on these areas
Not answered[12]
4. Course Hand-outs 4.1. The hand-outs and the CD contents were:
4.2 Is there additional information you think should be available?
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So far so good
Provision of everyone’s maxi sessions for future reference and continued learning
Session plans from other presentations as improved after presentation feedback
All the group charts
More information could be put on flash disks
Companion Standards
More than one copy of LEGS, INEE, GEG
More electronic information
CDs on real coverage and implementation based on real Zimbabwean scenarios
2011 training materials
LEGS, GEG, HAP
Facilitation, coaching and mentoring
More tips on facilitation methods and training module for uncovered topics
None (2)
Not answered (4)
5. Course Objectives
Do you think the following objectives have been met?
5.1 Are you able to?:
a.) Apply the sphere handbook and standards as a primary tool for managing disaster
response?
b.) Apply the Rationale, Structure and Content of the Sphere Handbook to Programmes and
future training?
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c.)Use and Promote the Linkages between the Humanitarian Charter, Protection Principles and
the Core Standards within Humanitarian Action
d.) Create Awareness on the Humanitarian Accountability Tools
e.) Apply the principles of adult learning to designing and running Sphere learning events
around the country and in their respective agencies
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f.) Develop Aims and Objectives of the Sphere Roll Out Training Workshops
g.) Demonstrate the Proficiency in a Range of Training and facilitation Skills Focused on
Promoting Real Actionable Learning in Future Training
h.) Plan a Strategy and Implementation for Sphere for Learning Events in your Organisation
i.) Devise Tools and Techniques for Assessing Learning Needs and Evaluating Outcomes of
Sphere Training Investments
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5.2 What did you learn on the course that is particularly useful?
Facilitation methods and planning facilitation for learning
Comprehensive knowledge of Sphere, Facilitation skills
Apply Sphere to different sectors of development work
Use of different facilitation skills in a single session
The use of the learning journal allowed me to link key indicators and actions in
reference to minimum standards
Session planning that facilitates learning
The connection between all sectors in Sphere
How to handle problematic individuals
Use of minimum standards as a cross-cutting issue
Facilitation skills[2]
Adult facilitation skills and session planning
Proficiency in a range of training and facilitation skills
How to be an effective facilitator seeking feedback from others and reflecting on the
feedback
How to conduct wonderful training
Not answered[4]
5.3 How will you apply your work and implementation of Sphere?
This enlightened and enriched my skills
Incorporate Sphere awareness sessions in DRR training programs
Hold staff trainings and manger level debriefing
Train colleagues on Sphere and its application
During proposal development in our organisation
Training colleagues, partners, community including children
Roll-out training
Ensure all projects are implemented on Sphere guidelines
As a middle level manager would apply this to my subordinates at work
Through monitoring NGOs And through practice by staff
Facilitate familiarisation of sessions for Sphere
Apply during lesson plans
Train staff on Sphere and monitor use of Sphere in project design and implementation
Cascade training from program
During trainings on different areas
Roll out of Sphere training to our strategic partners
Not answered[4]
6 Satisfaction
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7. Other Comments
This was a rewarding experience.
Facilitate networking and refresher courses, excellent work
Trócaire should put every effort to operationalise the Sphere roll-out core team
effectively[2]
Gained a lot of theory and practical knowledge apart from facilitation skills
Time allocation has to be considered especially during weekends
The venue was good
Refresher after six months to check on the progress
Sphere should influence funding to be available to partners with impeccable track
record of staff
The team of facilitators was good and very effective in delivering presentations
Not answered[7]
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Annex 4: Core Standards – Session Outline
Session Outline
Topic: Core Standard
Facilitators:
Objectives:
1. To make participants aware of the different core standards
2. To help participants understand the importance of applying the core standards in their humanitarian
responses.
Timing
(Min)
Topic, Activity & Local Flow Method, Approach &
Comment
Materials
5 1. Introduction to Core Standards - Presentation Flipchart
20 2. Briefing on Core Standards - Interactive Presentation Power Point
15 3. Group Activity: Brain Storming - Group Discussion and
Reflection oneach Standard ( 6
groups)
- Elicit key points-10 list(or
more) on flipchart
Flipchart
15 4. Group Presentation - Presentation by a
representative of each group
- Feedback and Questions
10 5 Reflection - Questions to remind the
group of contents and learning
- Bridging learning into
humanitarian response and
one’s own works
5 6. Conclusion - Call for key message
and/learning
- Closure
70
Awaiting more detail from the maxi-session facilitators.
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Annex 5: Sphere Facilitator Certification
Issuing meaningful certification has been a contentious issue for some time. Until now, the most
that Sphere has been able to do has been to issue a certificate of attendance or even
completion once a participant has completed a ToT.
The suggestion is that it is legitimate for Sphere to issue two levels of certification on
satisfactory compliance with agreed standards. This ToT in Zimbabwe introduced this process
in the hope that it deepens the learning and better embeds the implementation and
institutionalisation of Sphere. The first level is a certificate of completion and the second level is
a certificate of competency. These of course are only issued after a rigorous process of action-
learning-action, clear evidence of work done to an agreed standard and then meaningful
verification.
The following Table outlines the standards for both a level one – Certificate of Sphere Trainer
Participation and a level two – Certificate of Sphere Training Implementation/Competence.
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Sphere ToT Certification - Draft
1stLevel: Certificate of Sphere Trainer Participation
Performance Element Standard
Pre-Course Assignment 1. Pre-course assignment completed
2. Pre-course assignment handed in to the administrator at
arrival/registration
3. Achieve a pass-mark of 50% on Question #1 of the
Assignment. The point of the exercise is to demonstrate that
effort has been put into finding your way around the Sphere
Handbook.
Attend & Participate 1. Attend all workshop sessions on-time unless otherwise
agreed with facilitators due to extenuating circumstances
2. Participate in all official individual and group activities
3. Participate actively and consistently, by contributing,
questioning, group discussions, participant–led sessions.
4. Contribute positively to the spirit of the whole participant
group
5. Demonstrate a keen willingness to learn and improve.
Mini-Sessions
[Block 8; Day 2]
1. Present a 10 minute learning exercise based on Question
#2 outlined in the pre-course assignment
2. Seek feedback on the presentation and check for
understanding
3. Give affirming and constructive feedback in a positive
way to peers in the mini-sessions.
4. Note learnings and action plan in the Facilitator’s
Learning Journal
Maxi-Sessions
[Blocks 15-22; Days 5-7]
1. Actively participate in the triad group to plan and present
the participant-led-session.
2. Demonstrate taking a fair share of the presentation and
support role along with the other two in the triad during
the 70 minute learning exercise.
3. Seek feedback and clarification on the triad’s and
individual performance during the session.
4. Note learnings and action plan in the Facilitator’s
Learning Journal within 24 hours of the triad session.
Facilitator’s Learning Journal 1. Create and maintain a Facilitator’s Learning Journal (FLJ),
either electronically or manually or both.
2. Make the FLJ available to the facilitation team as
requested.
(Separate instructions will be distributed on keeping a FLJ.)
Action Plan 1. Provide to the Course Organiser a clear plan of action for
future defined Sphere training/learning initiatives to be
implemented in the 6-12 months immediately following
the Course completion. Time is given in the course to
develop the action plan.
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2nd
Level: Certificate of Sphere Training Implementation /
Competence
Performance Element Standard
Certificate Level 1 The ToT graduate has a Certificate of Completeion (Level 1)
Interaction with learning coach This means ensuring that each graduate is paired with a
coach/mentor for the following 12 months.
Implementation 1. ToT graduate has organised and facilitated or co-facilitated at
least 2 formal Sphere learning initiatives including at least 1
full-day training.
2. Report on learning initiatives is provided to the graduate’s
supervisor and the Course Organiser.
Facilitator’s Learning Journal 1. Maintain the Facilitator’s Learning Journal (FLJ), either
electronically or manually or both.
2. Make the FLJ available to the Coach and Course Organiser
after the second Sphere learning event.
3. The FLJ will illustrate the graduate’s thinking about:
a. Level of preparation
b. Self-critique on knowledge of material
c. Effectiveness of communication
d. Organisation of the learning event and or process,
including any coaching etc provided
e. Identification of lessons learned
f. Analysis of participant feedback and lessons learned
g. What they would do differently next time
h. An estimate or thinking about outcomes and even
impact
Participant Feedback 1. Participants in the Sphere learning initiatives led solely or
jointly by the graduate will give a candid feedback on a
standard feedback form (to be provided)
2. This will be both analysed by the graduate (see FLJ 3.f) and
then passed on to the Course Organiser for graduate records.
Supervisor Verification &
Feedback
1. The graduate’s supervisor and coach, provides a brief
verification (email or letter) that the work above has been
done to the organisation’s satisfaction and what outcomes or
even impacts are becoming evident.
Profile of outcomes 1. The graduate provides a report that gives evidence that
evaluation of learning has taken place including where
possible, direct outcomes and impact where it can be
attributed. This thinking will also be reflected in the FLJ
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Annex 6 – Action Plan template
SPHERE ToT Nyanga Zimbabwe November 2011
FOLLOW UP ACTION PLAN
Name: _________________________________
Organisation: _________________________________
Position: _________________________________
I am interested in being part of a Core Team of Sphere Trainers who ensure that Sphere continues to be promoted as
one key accountability tool in Humanitarian and Development work in Zimbabwe.
Yes/No _________________
Statement of commitment to Sphere to be included in next performance appraisal:
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ACTION PLAN (to include action/s to promote Sphere within your organisation as well as roll out action/s)
Do you intend to identify a coach in order to follow the process to gain the 2nd level certificate of Sphere Training
Implementation/Competence? Yes/No ________________
WHAT?
(type of learning
activity)
WHY?
(objective)
WHO?
(target person/
group)
WHERE?
(geographical
location)
WHEN ?
(Timeframe)
SUPPORT
REQUIRED
(Mang/Financial/
Technical)
Annex 7 - How to Keep a Facilitation Learning Journal
There is only one thing more painful than learning from experience…not learning from
experience!
We learn by our mistakes…right?
Wrong!
In fact, we only learn by reflecting on our mistakes. Mistakes merely provide the opportunity, not the
learning.
For pragmatists and activists like humanitarian and development workers, that is the challenge. Having
the mind and the time to stop and reflect on the action, but of all people we are called to be the most
professional and not to repeat our mistakes.
Similarly, when it comes to the art and practice of good facilitation for learning, there is nothing more
important than doing it (action) and reflecting on the experience (learning). Learning…by seeking
answers to some key questions. Listening…to the people and groups you facilitate. And even more
importantly…taking the time to reflect and write down the key things you learn, what would you do
again and what would you not do again?
From a professional perspective there are some professional bodies that require a reflective learning
journal to be maintained as a licensing requirement for evidence that ongoing learning is taking place..
The reason for that is because the action reflection is so highly valued as a tool for professional
development and improvement. So it is for us too.
Action learning
Action Learning is simply a description of how most people go about solving problems, sometimes
with a group or organisational dimension added. The action piece refers to the ‘real’ part of the
process - what has actually taken place. The problem to be solved is based on real experience not
theoretical or academic proposition. The immediate cautionary word is that a single action is normally
perceived in many different ways by multiple witnesses or participants. The same event is seen by
different people in different ways. These different witnesses form a group for analysis and reflection.
Theorists call this group an ‘Action Learning SET.’
In writing a facilitator’s learning journal we are primarily talking about individual reflection on your
experience – what you see happened (your own perception of events); how you see others
experienced the event (your perception of the group process and spirit); your perception of what
others said about it (what you heard others to be saying); how you feel about it – etc. That means that
you are getting one person’s perception of the experience and that is fine. You can’t run a focus group
or a reaction survey after each daily or run-of-the-mill experience. The journal gives you some
discipline and shape to that reflection.
Action of course includes actual programmes and operations; pilots; experiments; trials etc. Another
approach is for ‘action’ to refer to all those events and processes that have required an investment of
resources to achieve a desired outcome.
How to write the Journal
There are just a few simple things to keep in mind:
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1. The best thing is to…just write!
2. The 4 primary questions –
a. What went well?
b. What didn’t go so well?
c. What would I do differently next time?
d. What do I need to do, research or learn to equip myself to do it better?
3. It’s a good idea to note date, location and event each time you write in your learning journal
4. Don’t be limited to writing words – draw pictures, maps, mind-maps, and paste in
photographs. When you see someone else’s good idea – note it, photograph it, draw it.
5. Enjoy it.
Being a capable learning journal-ist is simple…and rewarding
To keep an effective journal there are some basic abilities to help. You have the ability to:
Identify your own learning needs
Plan personal learning – know where you your personal learning plan is going
Establish effectiveness criteria for yourself – what is your pass-mark? What is good enough?
Is good enough, good enough?
Measure your effectiveness – how do you do the measurement?
Listen to others
Take advantage of learning opportunities
Manage your own learning processes – reading, coaching, classes, research ++
Take risks and tolerate anxiety – live with ambiguity
Deal with unwelcome information – embrace it and question it.
Know yourself
Share information with others – maybe they have learned similar things and developed ways
of managing it
Review what has been learnt – keep going back to learnings you have identified. Congratulate
yourself when reflection for doing things differently kicks into positive action / change.
Analyse what other successful practitioners do and the ability to accept help from others –talk
to others
Constantly research and look for ideas, theories etc.
And finally you are able to develop your own framework for effective facilitation and
leading learning.
Do a quick review now and rate yourself on the above abilities. What ones do you need to do
something about? Who can you talk to about it? Do you have a mentor with whom you can explore
your perception, analysis and planning?
Welcome to the creative world of journal keeping.
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Annex 8 – Certificate of Attendance
Reverse side of Certificate
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Annex 9 - End-of-Course Evaluation Form
Sphere ToT end-of-course Evaluation Form
Inter-Agency Sphere ToT
Zimbabwe, 20th – 28
th November 2011
Name (Optional): Date:
Thank you for completing this feedback sheet. We would like you to be as candid as possible in
answering this evaluation form, and value your opinions and perceptions.
1. Course Design
1.1 The overall design and structure of the course was:
Poor �Adequate �Good �Very good �
1.2 What did you like about the overall design and structure of the course?
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1.3 How do you think the design and structure of the course can be improved?
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2. Facilitation
2.1 The presentation and facilitation of the course was:
Poor �Adequate �Good Very good �
2.2 What did you like about the way in which the course was presented and facilitated?
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2.3 How do you think the presentation and facilitation of the course can be improved?
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4 | P a g e
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3. Content
3.1 Which session or topic
did you find most useful,
and why?
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3.2 Which session or topic
did you find least useful,
and why?
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3.3 How could we improve
on this/these sessions? ----------------------------------------------------------------------------------------------
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3.4 Was there anything not
included in the course that needs
to be? If so, what?
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3.5 How else can we improve on
the content of the course? ----------------------------------------------------------------------------------------------
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4. Course Hand-outs
4.1 The hand-outs and the CD
contents were: Not useful Quite useful Useful
4.2 Is there additional information
you think should be made
available
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5 | P a g e
5. Course Objectives Do you think the following objectives have been met?
5.1 Are you able to:
a.) Apply the sphere handbook and standards as a primary tool for managing disaster response
Not met ; Partly met ; Mostly met ; Fully met
b.) Apply the rationale, structure and content of the Sphere Handbook to future training in Sphere.
Not met ; Partly met ; Mostly met ; Fully met
c.) Use and Promote the Linkages between the Humanitarian Charter, Protection Principles and the Core Standards within Humanitarian Action
Not met ; Partly met ; Mostly met ; Fully met
d.) Create Awareness on the Humanitarian Accountability Tools
Not met ; Partly met ; Mostly met ; Fully met
e.) Apply the Principles of adult learning to designing and running Sphere Learning Events around the Country and in their Respective Agencies
Not met ; Partly met ; Mostly met ; Fully met
f.) Develop Aims and Objectives of the Sphere Roll Out Training Workshops
Not met ; Partly met ; Mostly met ; Fully met
g.) Demonstrate the Proficiency in a Range of Training and facilitation Skills Focused on Promoting Real Actionable Learning in Future Training
Not met ; Partly met ; Mostly met ; Fully met
h.) Plan a Strategy and Implementation for Sphere for Learning Events in your Organisation
Not met ; Partly met ; Mostly met ; Fully met
i.) Devise Tools and Techniques for Assessing Learning Needs and Evaluating Outcomes of Sphere Training Investments
Not met ; Partly met ; Mostly met ; Fully met
5.2 What did you learn on the course that is particularly useful?
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5.3 How will you apply this learning to your work and the implementation of Sphere?
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6 | P a g e
6. Satisfaction
Overall, how would you rate this course? Poor ; Adequate ; Good ; Very Good
7. Other comments
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