ARC_TRAINING MODULE ON EFFECTIVE COMMUNICATION OF CLIMATE SCIENCE

COURSE PREAMBLE

INTRODUCTION TO THE TRAINING MODULE

 

The focus of the module is on building the capacity of decision-makers, scientists and practitioners to understand the concept and all the implications of climate change. At the end, this module aims is a better understanding of climate change, it’s impacts end also to prepare these actors to adopt the best adaptation strategies in order to maximize opportunities and minimize negative impacts. In total, the training module has five units, as follows:

  • Unit 1: Understanding the climate and its links to development
  • Unit 2: Current and Future Climate Trends at global and local levels
  • Unit 3: Climate Services
  • Unit 4: Dissemination of climate information
  • Unit 5: Integrate climate into monitoring and evaluation systems

 

TRAINING MODULE OBJECTIVES

 

This Module on Effective Communication of Climate Science For policy makers, Scientists and practitioners has the following general objectives:

  • Equipping policy makers, scientists and practitioners with knowledge and skills of effectively communicating climate science for decision
  • Equipping policy makers, scientists and practitioners with content and skills to train others on climate science
  • Motivating policy makers, scientists and practitioners to appreciate the value and importance of timely
  • Providing instruction and skills on how to interpret and present data for policy makers, scientists and

These objectives should be written on a manila card, white board, newsprint, or chalkboard or use a transparency and overhead projector or any other appropriate material to share them with your colleagues and trainees.

 

Some Assumptions

This training module has been designed with several assumptions in mind, including the following:

  • Policy makers, scientists and practitioners can make well-informed decisions when they have complete, accurate, and unbiased information
  • Policy makers, scientists and practitioners have opportunities to gain the appropriate information and skills about collecting, analysing, synthesising, and maintaining evidence-based data for decision
  • Experiential learning, including role-playing, games, and songs, is an excellent way to learn.

One of the most crucial assumptions that this module makes is about the facilitator. The facilitator is the key to the success of this intervention. The facilitator should have the following traits:

  • Be social and enjoys interacting with people from different backgrounds
  • Be knowledgeable about climate change, policies and climate information and services
  • Be respectful of others and their opinions
  • Be enthusiastic about facilitating this module
  • Have good communication and group facilitation skills
  • Be non-judgmental
  • Be proficient at using a variety of participatory and experiential programme techniques

 

Facilitators are free to add questions to exercises or alter the sessions in other appropriate ways to make the content more relevant to the participants.

If you are training people who have little experience with this subject matter, facilitators are advised to present the training in its entirety. If trainees have had some exposure to this type of information, conduct a needs assessment to determine what information they have and what gaps exist. Then, select the topics that best fulfil their training needs.

 

FACILITATION APPROACHES AND TECHNIQUES

 

Experiential Education

Experiential activities in this module are designed to help trainees gain information,  examine attitudes, and practise skills. There are structured exercises in which the trainees do something and then process the experience together, generalising about what they learned and, ideally, attempting to see how the information would apply to their work. Experiential learning is participant-centred. Although the role of the facilitator is crucial, creating the learning experience is ultimately a group responsibility.

One way to make this training successful is to involve the trainees in their own education. Here are some tips for conducting experiential activities:

  • Review the unit and activities thoroughly until you feel comfortable with the steps
  • If possible, do a ‘dry-run’ before introducing a new activity to the group
  • Consider the learning points of the activity and prepare questions to trigger discussion
  • Keep an eye on the clock so there is sufficient time for group sharing and discussion
  • Remember that although doing the activity is fun, it is in processing the experience that learning takes place

Specific Techniques

The training module employs a variety of techniques, some of which you may be more comfortable with than others. Do not be afraid to try new techniques. There are many different kinds of activities, including role-plays, games, values clarification and voting, brainstorming, small group work, problem-solving scenarios, and presentations by guest speakers. Here is a brief description of some training techniques.

Visualisation in Participatory Programmes (VIPP): VIPP involves the use of different shapes of coloured cards so that everything that is done during a session, either individually or collectively, can be visualised, processed, synthesised, and shared. VIPP encourages everyone to participate and is based on well-founded theories of adult learning.

Lecturette: A lecturette is a short (10 to 15 minutes), structured, and orderly presentation of information delivered by a facilitator. A lecturette can be used to impart knowledge or introduce skills. A lecturette that allows for an exchange between the speaker and the trainees is usually more effective.

 

Discussions: Discussions are useful in both large and small groups. Small groups may offer shy or less-verbal learners more of an opportunity to speak. During group discussions, the facilitator should try to control the flow of conversation, if necessary.

Role-plays: Role-plays are short dramas in which learners can experience how someone might feel in a situation, try out new skills, and learn from each other. Role-playing in small groups or pairs is usually less threatening for learners and allows more people a chance to participate. Ask for volunteers, because many people are embarrassed or uncomfortable acting in front of a large group. After the role-play, be sure to declare the role-play over and ask questions about it.

Case studies/scenarios: Case studies are stories, either fictional or true, that put information into context by describing a problem and discussing how it might be or was resolved. Feel free to adapt any scenarios in the module to better suit your trainees. Asking the trainees to come up with case studies or scenarios, sometimes as an assignment, is a good way to ensure realistic situations and language.

Brainstorming: Brainstorming is a free-flowing exchange of ideas on a given topic. You ask a question, pose a problem, or raise an issue, and learners suggest answers or ideas. Write all suggestions down for the group to see. No editorial comment or criticism is allowed. When the brainstorming is finished, the group evaluates the ideas together, perhaps to identify those they consider most useful or to categorise them in some helpful way.

Guest speakers: Guest speakers can bring a topic alive by discussing personal experiences and sharing their feelings. Identify guest speakers and invite them in early enough to ensure they can participate in the workshop. Make sure they are dynamic, knowledgeable about the topic, and comfortable speaking in front of an audience. Prepare the trainees for the speaker‘s presentation so that they know what to expect, are ready with questions, and act respectfully. Prepare the speaker with information about the group and a clear understanding of your expectations.

Games and exercises: Games and exercises are very much a part of this training. They include such things as introductions, energisers, and warm-ups. These games and exercises enhance the amount and the quality of interaction in the group. Energisers and warm-ups can be done just before the start of a session, immediately before or after a break, or just before the end of the day‘s sessions. You can use the ones that are described here or substitute others.

 

EVALUATION OF TRAINING SESSIONS

 

Training will be evaluated in several ways.

Moodmeter: At the beginning of the topic, prepare a chart called “The Moodmeter”. The moodmeter is an instrument for the subjective measurement of the mood and atmosphere of the group. It is not directly related to the content of the workshop.

 

Prepare a chart on newsprint with the total number of days or sessions written in a horizontal line. In a column, draw at least three different mood symbols: for example, faces showing happiness, indifference, sadness, frustration, or anger. Alternatively, temperature indicators such as 15 F/25 F/35 F can be used. Ask the trainees to place an X or a dot in line with the emotion they are feeling at the end of the day or the session. You can draw a line through the dots or Xs that reflect the group feeling or the ups and downs of the group. This could be used to discuss the energy level of the group or possible success or dissatisfaction.

Flash: Stand in a circle with the participants. Ask a direct question to the group: for example, “Tell me how you feel about the workshop today?” or “What two new things did you learn today?” Ask each person to give a personal opinion in a very short statement, going round the circle. It is called “flash” because of the speed in which opinions are given. It should not take more than 30 seconds for each person. No discussion is allowed while the flash is going on.

Your role is always to ask the opinions of the trainees and permit a variety of ideas to be stated. However, you should remind the group to be constructive in their criticisms and to look for ways to improve the training.

 

HOW TO USE THE TRAINING MODULE

 

This module is primarily intended for use by trainers and scientists. However, it can also be used to train policy makers and service providers. It has been written specifically for various uses. You may need to adapt it to suit the needs of the trainees or learners according to their field.

In total, the training module has five units, as follows:

  • Unit 1: Understanding the climate and its links to development
  • Unit 2: Current and Future Climate Trends at global and local levels
  • Unit 3: Climate Services
  • Unit 4: Dissemination of climate information
  • Unit 5: Integrate climate into monitoring and evaluation systems

 

Each unit is broken into sessions. All the sessions have experiential activities that address the topic’s objectives in a variety of interesting ways. Each unit specifies the purpose, the materials needed, the approximate time required, and the steps to follow. All the units specify the preparation that must be done before the session. Some sessions have handouts for the trainees.

To design and conduct a programme tailored to the needs of learners, you need to do the following:

 

  • Familiarise yourself with the entire training module. In particular, note that each unit may have several sessions.
  • The time allocated to each session is only a guide. Adjust the time according to the needs of the
  • Prepare handouts or other materials that may be needed before the session begins. If guest speakers are required, make sure they are invited well ahead of time and have been properly briefed about what you expect of

Introduce each unit by presenting the unit’s objectives.

 

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