Training manuals are better developed as an additional resource, specific to the needs of trainers for assisting the delivery of information to staff.
Training manuals need to fulfil a different function from voting operations staff procedures manuals, though their content is based on the staff manuals.
Each type of training session should generate its own specific training manual or guide. The training manuals should provide the structure within which trainers present their material. In outline form, the material that needs to be covered in the training manuals includes:
• the overall objectives of the training session;
• trainer preparation required;
• materials required for the session;
• guidelines for effective presentation;
• the learning objectives--that is, what polling staff should know or be able to do by the end of each module or topic area in the session;
• a schedule of the training session, topic by topic, indicating start and finish time, location, training method, and presenter (if more than one presenter is used);
• a detailed lesson plan for each module (see below for further details);
• evaluation sheets for trainees to complete at the conclusion of the training session;
• copies of any overhead projections or audio/video material to be used during the session.
Individual Training Module Lesson Plans
Standard lesson plans for each module of training are necessary to ensure that different trainers present the same material at training sessions, in a standard, proven effective fashion.
Well-developed lesson plans are particularly important when large numbers of trainers, many of whom may be relatively inexperienced in training, are being used in cascade-style training structures. The lesson plan should guide trainers as to:
• what to say;
• what to do and when to do it;
• which issues group discussion or questions should be directed towards;
• how to set up, focus, control, and achieve the required objectives from any group participation activities.
Module lesson plans should:
• define the type of presentation, whether lecture, small group activity, large group activity, simulation or role play, exercise, review/testing, demonstration, or otherwise;
• detail the materials that are required for presentation of the module--audio-visual aids (overhead projection, slides, video, etc.), equipment, or election materials;
• detail any space requirements, including placement of furniture, size of room, outside location, or the like;
• define the module objective (for example, "to demonstrate how to set up a voting station in the approved layout");
• define the learning objective of the module;
• criteria for the trainer to use in evaluating the success of the presentation;
• provide a detailed plan for the presentation of the module.
The presentatio plan should include a listing of all the segments in the module (introduction, explanation of task, conduct of group exercises, revision and testing, objectives and direction of discussion, summing up) with the timing of these segments. What the trainer must say, do, and use in each of these segments should be clearly defined.
Points in the presentation where particular training aids are to be used, and references to be made to staff manuals, should be clearly indicated.
Trainees Reference Materials
All voting operations staff should receive a training kit--if possible, prior to attending their initial training session to allow them to become familiar with its contents. Sufficient quantities of the kits should be produced to allow all voting operations officials to retain it after completion of training.
The kit should include, in addition to the relevant procedures and activity manuals, training workbooks, deployment and other administrative information, a full, clearly marked sample set of the materials which staff will be required to use in their activities, including sample pages of a certified voters list, sample ballots, official forms, envelopes, packaging slips, and checklists. All sample materials should be clearly stamped or marked as samples.
Training will be more effective if trainees can handle real election materials rather than merely listen to others talk about it. Provision of this material also enables more realistic group exercises on matters such as proper completion of forms and allows for realistic simulations of voting station activity.
Trainer Training Material
To reinforce the messages of trainer training sessions, it is useful if prospective trainers can take with them, for reference during their training of other voting operations officials, a guide to effective training methods and presentation. This need not be lengthy, but it can cover in point form the most important aspects of training others.
Issues that non-professional trainers will find helpful for continuing reference during their training duties will include brief statements on:
• skills training approach, as distinct from an education approach;
• setting up an effective training environment--venue, breaks, recognising attention spans, consultation with trainees;
• instructions on how to operate any equipment required as training aids;
• equitable treatment of each individual trainee;
• module time management to achieve training objectives;
• understanding the human learning and skills acquisition processes;
• directing trainees towards competency objectives;
• effective frameworking, revision, and summarising of information provided;
• imparting values, quality expectations, as well as procedural information;
• directing question and answer sessions and group exercises towards group learning and practical skill demonstration;
• equitable methods of assessing each trainee's competency in performing the required tasks;
• self-evaluation of the trainer's performance.
