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VI. Getting The Trainers Ready
The effectiveness of training is often measured by the effectiveness of the trainers! Not only do they have to thoroughly understand the subject matter themselves, good trainers must also be able to present the material in a way that ensures that those being taught also understand it. Hopefully, you will have access to people who can do both.
 Here is the Good News.
If you are intending to assign specific members of your Subject Election Commission to actually conduct the training, you can be fairly confident that when it comes to their knowledge of the material, they will have the ANSWERS!
 Now for the Not-So-Good News.
Because they are so closely involved with the entire scope of issues related to the preparation of the election and have been directly involved with establishing policies and making decisions, sometimes they are not so good at remembering the QUESTIONS.
In developing your training program, your job will be to see that there is a happy marriage of the two.
In addition, you may be able to tap people who love the spotlight. But, don't forget that even the most competent and knowledgeable people that seem so right for the job can quake at the thought of speaking before a group. Whomever you choose as your trainers, it is more than likely that they can benefit from some advance preparation.
The «ÒÎÒ» (Training of Trainers)
In order to ensure that the training program you intend to implement lives up to your expectations, it is essential that you focus some attention on...That's right... TRAINING YOUR TRAINERS. Most likely they already have the job knowledge they need. So, the emphasis on their preparation should be in;
 building their confidence; and,
giving them the proper tools to do the job,
 If at all possible, try to arrange a special session of instruction for those that will be assigned to do the training. The focus of this instruction should be on training techniques, rather than on the election procedures themselves. Perhaps you can recruit an instructor from a university or institute who specializes in this field to help your trainers prepare to make presentations that not only instructive but also interesting. Even more important, you want training that is «remembered!»
Sure...the special classes arranged for the trainers should include instruction in good public speaking and lecture techniques. But if you have selected the «Small Interactive Classes» style for your training program, they should also include exercises that prepare your trainers to facilitate interactive elements for their classes. The idea is to promote active learning rather than passive learning. Ultimately, active learning is considered more effective. A coach can «talk» football, but its time on the field that makes players.
Ideally, the «ÒÎÒ» sessions should cover some of the more innovative teaching and learning techniques they will want to introduce in their lesson plans such as:
development of role playing exercises;
organization and implementation of demonstrations;
preparation of pop quizzes and games to stimulate participation;
moderating of Question and Answer sessions; and,
development and facilitation of break out sessions and open discussions.
It would also be beneficial if trainers were able to receive some tips in how to remain sensitive to their audience's needs.
(When you hear snoring from the back row, it may just be a hint that something is not going well!)
It would be helpful if a portion of their training exercises could help your trainers learn:
how to set up the room so that it promotes participant interaction;
how to assess when they are losing their audience's attention and what to do about it;
how to draw shy or quiet participants into the interactive elements of the training;
how to assess how much of the message is getting across, and when there is need for additional review.
A Trainer's Best Friend...The Trainer's Manual
When it comes to the conduct of an election, consistency and uniformity are key to its success. If we expect officials to carry out the procedures consistently, the training must be uniform and consistent as well. Even if there are many teachers, the lessons must be the same. One of the most important tools you can provide to you trainers is a Trainer's Manual. It can also be the most important keys to ensuring that all commission members hear the same message in the same manner. And, it can go a long way to giving your instructors confidence, and keeping them on target.
The purpose of a Trainer's Manual is to define what must be taught and to provide a break down of the material into an organized series of lesson modules that can be followed by the trainer as he or she makes his presentation. Even a less experienced trainer can be assured of covering the material thoroughly and completely with a model to follow, A good Trainer's Manual has several important components.
a comprehensive outline of the modules making up training program;
a clear statement of training objectives for each lesson module (what the participants will know or be able to do when the lesson is over;)
a time table for completion of the subject covered in each lesson;
a structured lesson plan for each module;
an end-of-training test to measure participants' general understanding of the material and preparedness to do their job; and,
a training program evaluation questionnaire to assist the Subject Election Commission to measure the effectiveness of the training program and to determine where improvements or modifications are may be needed.
Trainers should also be given a Trainer's Kit to accompany their Trainer's Manual. The Trainer's Kit should contains important visual aides and tools to enhance the training program. To the extent possible, the trainer should be equipped with handouts and that reinforce the information is begin given orally. For example, a trainer's kit should include sample materials to be distributed to the participants as they learn about specific components. Samples of forms being referred to should be handed out at the appropriate times. Examples of ballot boxes and sealing materials should be on hand for display. Paper and pencils should be made available when they are needed for certain training exercises. Test and quiz forms should be available in sufficient quantity so that every participant gets one. Other materials such as mock ballots and voter lists should be included for use in role playing exercises which may be planned, and for demonstration purposes.
Designing Lesson Plans
From a trainer's point of view, the most valuable part of the Trainer's Manual will be the lesson plans. They will plot the course and keep the trainer on track. They will also help make sure that every class gets taught the same information, in the same sequence and in the same way.
It is important that the training modules follow the same logical order as the step-by-step procedures which will be required in carrying out the tasks being taught. To the extent possible they should also parallel the information which will be included in the Procedure Manual that you will more than likely produce for the Polling Station Election Commissions. This way, the complementary training tools will reinforce each other.
The lesson plans are usually not written like a narrative. The last thing you want is for your trainer's to be reading from a script. Unless they are Lawrence Olivier, their rendition of a written script might be more effective as a sleeping pill, than the stimulating and riveting performance you want it to be. Rather, lesson plans are like a check list to remind trainers of where they are, and where they are headed.
They also include some directives that remind the trainer of:
the time allotted for this particular module,
the materials that will be needed during the course of the module;
the type exercises that will be included in the module; and,
the objectives that will be met by the end of the session.
What follows is an example of what a Lesson Plan might look like, utilizing one example of the kind of form that could be used in your Trainer's Manual. The format includes some of the key elements we've just talked about. For this example we have devised a Lesson Plan based on one topic selected from the sample Table of Contents for a Procedural Manual for Polling Station Election Commissions which you will find in Appendix A.
Sample Lesson Plan
Name of Session:
(Part VI., A.). Routine Processing of Voters
Time Needed:
45 Minutes
Type of Session:
Mini-Lecture, Role Play, Q & A
Materials Needed:
3 Rote Playing Scenario Cards, Mock Voter List, Pen
Objectives:
By the end of 1he fesson participants will be able to:
* verify voter's identify;
* recognize acceptable identification documents;
* find voter's name on voter list;
* have voter sign voter list;
* process a voter whose name is not on fist;
* add a new voter to the list.
LESSON OUTLINE
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TIME
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WHO
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1. Mini-Lecture
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15 Min.
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Trainer 1
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A. Four stages in routine processing of voters:
1. Checking voter's identification
2. Finding voter's name on voter list
3. Having voter sign voter list
4. Issuing Ballots
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B. Acceptable types of identification
a. Passport
b. Military ID
c. Temporary registration document
d. Other if it shows Name, Photo, ID number,
Signature, Residence Address in Precinct
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C. Exceptions
a. Voter has ID but not on list
b. Check residence address on ID
c. If yes, add voter to list, and enter information
d. Have voter sign list
e. Issue ballot
f. If no ID send voter to local administration office if voter wants to pursue voting
g. If has ID but residence address not in precinct, send to local administrative office for assistance.
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2. Organize Role Play
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5 min.
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Trainer 2
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A. Ask for 5 volunteers
B. Assign 2 to be commission members
C. Have 3 others draw Role Play Scenario Cards
1 is voter with ID and on list
1 is voter with correct ID but not on list
1 is voter not on list, and with ID showing address outside district
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3. Carry Out Role Play with «officials» processing each of the 3 voters.
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15 min.
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Volunteers
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4. Discussion about Exercise
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10 min.
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Trainers 1 and 2
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A. Ask volunteers for their observations
a. What went well?
b. What didn't go so well?
c. Did «voters» feel that they were well served?
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Volunteers Participants
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B. Open discussion to participants; observing exercise
a. Were steps forgotten?
b. Were «officials» helpful? Rude?
c. Was they a better way to handle voters who had to be turned away?
d. Was there anything that needs to be explained again?
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The End-Of-Training-Test
When you were in school can you ever remember a time that the teacher let you off the hook and didn't give you a test to show what (and if) you had learned the lessons? You probably resisted at the time, but now that you are in charge of the training program, you might think it is a good idea, too.
It is an effective way to gauge what your trainees may have misunderstood, where your training program succeeded and where it may need a little improvement. Little pop quizzes can be interjected during particular lessons, especially those that deal with more complex procedures, like completing the protocol. But it is also a good idea to have a little test at the end of the overall program as well.
Now, the not-so-good news is that when you announce a test your trainees may feel a little intimidated. It will be up to your trainers to put them at ease, and assure them that it is not a PASS or FAIL test. It is a tool for their own use, to discover where they still may have questions that can still be answered before the training ends.
The good news is that your trainers will have an answer sheet that will also be included in their Trainer's Manual. And, they won't have to spend their evenings grading the papers like your old school teacher did. They can let the trainees will go over their own tests during an open discussion at the end of the session.
An End-of-Training Test can serve several purposes:
If you schedule the test so that there is time left to go over them in class, they can refresh your trainees as to what they may have learned in earlier parts of the sessions.
It will also allow time for a Question and Answer period so that you can go over some of the areas that need additional emphasis or clarification.
Trainees will also discover where they are still unclear and what they should review in their training materials they will take home with them.
In creating a user friendly test, keep it short and simple. Stick to questions that can be answered with True and False, multiple choice or fill-in-the-blank responses. The test should jog the memory, not raise the blood pressure. You should also try to pose questions which cover a variety of elements taken directly from the lesson plans. And, it should not take more than 15 to 20 minutes to complete. What follows is a sample format for such a test.
END OF TRAINING TEST FOR POLLING STATION ELECTION COMMISSION MEMBERS
Time Allowed: 20 Minutes
1. Answer TRUE or FALSE.
TRUE
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FALSE
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The mobile ballot boxes do not need to be displayed and sealed In ffont of the observers before the polls open.
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A voter must present identification in order to vote.
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It is alright for family members fo vote together in the secrecy cabin at the same time.
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A voter who js not on the voter list may be added if they have appropriate identification.
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A wife may vote for her husband if she has his passport with her.
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Representatives of the media may be inside the polling station.
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An observer may make his own copy of the protocol and have it certified.
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A deliberative voting member may assist in the sorting of ballots In preparation for counting.
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2. A ballot must be declared invalid ff: (Circle all that apply)
a. it is signed by the voter
b. It is torn
c. It is not marked
d. it is marked with pencil
e. It has the official stamp but is not signed by member of commission
e. It is marked with a minus sign in the box to the right of the candidate
f. One candidate's name is circled
g. It has chocolate stains on it
h. The voter's choice is marked with red ink
3. Who may be present inside the polling station? ( all that apply.)
___ a candidate
___ a TV cameraman
___ children wfth their parents
___ a vendor selling candies
___ 2 observers representing the same electoral association
___ a dog on a leash
___ a foreign observer
4. On the Protocol there are 10 Line Items which must be enumerated to account for the ballots which were received by the polling station and which were used during the polling on election day. Name 6 of them:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
5. Fill in the blanks.
Each candidate may have ______ deliberative voting members on the Commission.
If it is determined that the number of ballots in the mobile ballot box exceeds the number of applications, the ballots must be declared ______________________.
A voter who needs assistance may be helped by any person they choose except ____________________________________________.
Unused ballots must be counted and canceled by ____________________________________________.
6. The protocol must be made in three original copies. Indicate where each copy goes.
The first copy goes _______________________________
The second copy goes ____________________________
The third copy goes _______________________________
7. If someone has a complaint, they may (Circle all that apply)
a. bring it to the Chairpersons attention
b. make a scene to make sure the activity stops
c. put it in writing and insist It be attached to the protocol
d. leave the polling station to report their complaint
e. ask for an explanation
f. stop the voting until they are satisfied with the decision of the commission
g. take their complaint to a higher commission
NOW IT'S YOUR TURN
It is always important to get some feedback as to how well your training program was received. Did it work? Or, is it back to the drawing board? Encourage participants to fill out an evaluation questionnaire to let you know how you did. It makes them feel like partners and can help you do it even better next time.
TRAINING EVALUATION
We want to hear your assessment of the effectiveness of the training content and the methods we used in conducting the sessions. The information you provide will help us know where we may have robm for improvement
1. Did the training program provide you with enough information on:
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YES
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NO. 1 Need More
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Role of observers and their rights
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How to prepare the polling site for election day
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Procedures before opening the polls
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Processing of voters
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Exceptions to normal processing of voters
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Closing the polls and pre-count activities
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Counting the votes
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Completing the protocol
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2. Different training methods were used. How did you rate them?
Training Method
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Worked Very Well
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Worked Well
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Did Not Work So Well
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Mini-Lectures
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Role Playing
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Questions & Answers
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Quizzes/Tests
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Demonstrations
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EVALUATION QUESTIONNAIRE
Continued
2. Overall, how would you rate the training you have received?
(1 = Not Very Good to 5 = Excellent)
Trawler's Preparedness
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1
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2
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3
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4
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5
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Organization of Lessons
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1
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2
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3
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4
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5
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General Interest Level
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1
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2
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3
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4
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5
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Thoroughness of Subject Matter
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1
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2
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3
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4
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5
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3. Evaluate the usefulness of the training aides we have provided.
(1 = Not Very Useful to 5 = Extremely Useful)
Procedure Manual
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1
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2
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3
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4
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5
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Quick Reference Guides
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1
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2
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3
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4
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5
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Sample Forms and Exhibits
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1
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2
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3
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4
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5
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Copies of Laws
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1
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2
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3
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4
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5
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Copies of Regulations
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1
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2
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3
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4
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5
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4. Are there other training aides you would like to see made available?
_________________________________________________________
_________________________________________________________
5. Are there some subjects you would like to see included in future training programs? YES __ NO__
If YES, what are they?
_________________________________________________________
_________________________________________________________
6. Do you have any other suggestions for improving the, training program?
_________________________________________________________
_________________________________________________________
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