In our article Training for trainers (ToT) we looked at how media organisations train their own staff by selecting senior journalists to run in-house training courses.

For that training to make sense there should be a ‘training needs assessment’ to identify what is required. This is often covered by a Gap Analysis.

Once the analysis has been carried out and the training needs established, the trainer has to set objectives for the training. These are usually called SMART objectives – which are targets that are specific, measurable, achievable, relevant, time-bound.

After the training is over the results have to be studied. That is where evaluation, impact, and assessment play a crucial role. They help media managers understand whether the training delivered was relevant and whether it had any effect.

It’s also important for looking ahead to see what long-term benefits were achieved by the training.

• Evaluation:
  • This goes beyond simple feedback forms. It involves a systematic collection and analysis of information about the training process itself.
    • Initial objectives need to be understood.
    • Material circulated and lesson outlines need to be gathered.
• Process evaluation:
  • This step examines how the training was delivered:
    • Was the content (gathered in the first step) relevant and up-to-date?
    • Were the training methods, such as workshops and lectures effective?
    • Were the logistics, such as venues and resources up to scratch?
    • How did the trainees perceive the trainer’s expertise and performance?
• Outcome evaluation:
  • This step measures the immediate effects of the training:
    • Did trainees gain new knowledge and skills?
    • Did their attitudes or perceptions change?
    • Can they demonstrate the new skills in simulated or controlled environments?
• Impact assessment:
  • Longer-term changes: This looks at the longer-term effects of the training on the individual, the media organisation, and the wider media scene.
  • Behavioural changes: Did trainees apply their new skills in their daily work?
  • Organisational impact: Did the training lead to improved reporting quality, increased audience engagement, or better use of digital tools?
  • Societal impact: In some cases, media training can contribute to broader goals, such as improved public debate around important issues – this is harder to measure but still valuable.

• Assessment:
  • This involves using various methods to measure the effectiveness of the training such as:
    • Pre- and post-training assessments: Comparing trainees’ knowledge and skills before and after the training.
    • Performance reviews: Evaluating how trainees apply their new skills in their work. Such reviews could take place during staff appraisals.
    • Surveys and interviews: Gathering feedback from trainees, their supervisors, and other people with an interest in their performance.
    • Content analysis: Examining media outputs, such as articles written or broadcast, to assess changes in quality or style.

Value:

• Multiplier effect: Evaluating ToT courses is particularly important because of the multiplier effect. If the trainers are well-equipped, they can train many more journalists, amplifying the impact of the initial investment.
• Trainer development: Assessment provides valuable feedback to the trainers themselves, helping them improve their teaching skills and adapt their training methods.
• Curriculum refinement: Evaluation data can be used to refine the training curriculum, ensuring that it remains relevant and effective.
• Organisational sustainability: By evaluating the impact of ToT, media organisations can demonstrate the value of investing in training and build a culture of continuous learning.
• Adaptability: The media landscape changes rapidly, so evaluation helps to keep training relevant to new technologies, and new ethical considerations.

Challenges:

• Attribution: It can be difficult to isolate the impact of training from other factors that may influence performance.
• Time lag: The full impact of training may not be apparent for months or even years.
• Resource constraints: Conducting thorough evaluations can be time-consuming and expensive.
• Subjectivity: Qualitative assessments, such as interviews, can be influenced by subjective biases, so their value is diminished.

Summary:

Evaluation and impact assessment are essential components of any effective media training course, especially when implementing a “Training for Trainers” model. They provide crucial insights into the effectiveness of training, help to identify areas for improvement, and demonstrate the value of investing in professional development. By systematically collecting and analysing data, media organisations can ensure that their training is relevant, impactful, and sustainable, leading to a more skilled and responsible workforce. The evaluation of the trainers themselves allows for a constant improvement of the training methods. This in turn creates a better learning environment for the journalists being trained.

The post Evaluation, impact, and assessment first appeared on Media Helping Media.

ToT is often used in international media development in order to develop the teaching abilities of senior journalists so that they, in turn, can train their own staff and ensure they are up-to-speed with current media best practice.

Components:

The main components of a typical ToT course include:

• Adult learning principles: Understanding how adults learn, including their need for relevance, experience-based learning, and self-direction.
• Instructional design: Creating effective training courses, including setting objectives, developing content, choosing appropriate methods, and evaluating outcomes.
  • Tools used include:
    • Setting SMART objectives in order to set targets and goals.
    • Carrying out Gap Analysis to define training needs.
    • Using Learning Management Systems (LMS) to design, develop, and deliver training.
• Facilitation skills: Leading engaging and interactive training sessions, managing group dynamics, and fostering a positive learning environment.
• Presentation and communication skills: Delivering clear, concise, and compelling presentations, and using various communication tools effectively.
• Evaluation and feedback: Assessing the effectiveness of training courses and providing constructive feedback to participants.
• Curriculum Development: Creating training materials that are accurate, relevant, and engaging.

Applying ToT to journalism and media management:

The rapidly evolving media landscape demands that journalists and media managers continuously adapt and acquire new skills. ToT can play a crucial role in facilitating this process. Here’s how:

1. Digital skills training:
   • Challenge: The digital revolution requires journalists to master new tools and techniques, including data journalism, social media analytics, video production, and online security.
   • ToT solution: Train experienced journalists and media professionals to become digital skills trainers. These trainers can then disseminate knowledge throughout their organisations or to wider networks. This creates an internal resource for continuous learning.
   • Example: A ToT course could focus on teaching participants how to train others in using specific data visualisation software or how to create engaging social media content.
2. Ethical journalism and media literacy:
   • Challenge: Combating misinformation, promoting ethical reporting, and enhancing media literacy are critical challenges.
   • ToT solution: Train journalists and media educators to become trainers in ethical reporting and media literacy. They can then conduct workshops and training sessions for fellow journalists, students, and the general public.
   • Example: A ToT course could cover topics such as fact-checking techniques, identifying bias, and understanding media ownership structures.
3. Media management and leadership:
   • Challenge: Media managers need to develop strong leadership, strategic planning, and financial management skills to navigate the changing media landscape.
   • ToT solution: Train experienced media managers to become trainers in leadership, management, and innovation. They can then share their expertise with aspiring managers and leaders.
   • Example: A ToT course could focus on teaching participants how to develop strategic plans for digital transformation or how to introduce and manage a converged newsroom.
4. Safety and security training:
   • Challenge: Journalists, especially those working in conflict zones or covering sensitive topics, face increasing safety and security risks.
   • ToT solution: Train experienced journalists and security experts to become trainers in safety and security protocols. They can then conduct workshops and training sessions for journalists and media workers.
   • Example: A ToT course could cover topics like digital security, physical safety, and psychological resilience.

Benefits of applying ToT:

• Increased capacity: ToT multiplies the impact of training by creating a pool of skilled trainers.
• Cost-effectiveness: It reduces the need to hire external trainers for every training session.
• Sustainability: It fosters a culture of continuous learning and knowledge sharing within media organisations.
• Contextual relevance: Trainers who are themselves journalists and media professionals can tailor training to the specific needs and challenges of their industry.
• Empowerment: It empowers individuals to take ownership of their professional development and contribute to the growth of their colleagues.

In conclusion, Training of Trainers offers a robust and adaptable framework for enhancing the skills and knowledge of journalists and media managers. By investing in ToT, media organisations can build a more resilient, ethical, and innovative industry.

The post Training of Trainers (ToT) first appeared on Media Helping Media.

If you are preparing to deliver a ToT course for senior journalists and media managers you will need to look at the tools that are available to help you achieve the results you want.

We have already looked at two tools required for ToT training, the SMART objectives and the Gap Analysis tools. Now we look at Learning Management Systems (LMS).

LMS tools are software-based approaches to creating, storing and organising your training materials. Some find them useful providing> a dynamic platform for connecting with those taking part in the training.

Lets look at the possible benefits of using LMS in ToT courses.

LMS benefits:

• Flexibility and accessibility:
  • An LMS allows course participants to access course materials from anywhere with an internet connection so that they can take part in discussions and complete assignments at their own pace from wherever they happen to be.
• Structured learning path:
  • A well-designed LMS can organise complex training content into manageable exercises. These can guide participants along the learning path. This is especially important for ToT courses, which often involve a blend of theoretical concepts and practical exercises. Progress tracking allows participants to monitor their own development and identify areas where they need further support.
• Interactive and collaborative learning:
  • LMS platforms support various interactive features, such as discussion forums, virtual classrooms, and collaborative workspaces. These tools enable peer-to-peer learning and knowledge sharing. Features such as video conferencing (integrated or linked) are valuable for remote participants, and for demonstrating training techniques.
• Multimedia content delivery:
  • An LMS can seamlessly integrate various content formats, including videos, podcasts, interactive simulations, and case studies. This allows trainers to deliver engaging and relevant learning experiences and embed examples of good and bad media practice into the course.
• Assessment and feedback:
  • LMS platforms enable various assessment methods, such as quizzes, assignments, and peer reviews. This allows trainers to gauge participants’ understanding and provide feedback. Detailed analytics provide insights into participant performance, enabling trainers to identify areas where the course needs improvement.
• Resource repository:
  • An LMS acts as a central storage area for all course materials, including presentations, handouts, templates, along with links to relevant resources. This ensures that participants have easy access to the information they need, even after the course has ended, which creates a valuable and lasting resource for the participants.

Common LMS tools used in ToT:

Here is a list of free and paid-for LMS products:

• Moodle:
  • Moodle is an open-source LMS known for its flexibility and customisation options. Widely used in educational settings and adaptable for professional development programmes.
• Canvas LMS:
  • Canvas is a popular cloud-based LMS with a user-friendly interface and robust features for collaboration and assessment.
• Blackboard:
  • Blackboard is a comprehensive LMS used by many universities and organisations, offering a wide range of tools for online learning.
• Google Classroom:
  • Google Classroom is a free and easy-to-use LMS integrated with Google Workspace, suitable for smaller ToT programmes or those already using Google tools.
• Thinkific:
  • Thinkific is a commercially focused tool and a good for those who plan to sell courses in the future, or create very high quality self-paced courses.
• Teachable:
  • Teachable is another commercially focused option with a wide range of teaching tools.

Specific considerations:

• Capacity: The LMS should support the sharing of large media files, such as high-resolution images and videos (through integrations with cloud storage services such as  Google Drive or Dropbox).
• Collaboration: Integration with social media platforms can enhance collaboration and knowledge sharing.
• Security: The platform should be secure and reliable, especially when dealing with sensitive information.
• International: The LMS should be able to support multiple languages, if the audience is international, by offering multilingual interfaces and content translation tools.
• Ease of use: The system should be easy to navigate, and not require excessive technical skill from the users. Good user interface design is critical.

By leveraging the power of a well-chosen LMS, ToT courses can effectively equip senior journalists and media managers with the skills and knowledge they need to thrive in the digital age. This digital approach enhances learning, facilitates collaboration, and ultimately contributes to the development of a more informed and resilient media landscape.

The post Learning management systems first appeared on Media Helping Media.

In the dynamic world of journalism and media, training is a constant necessity. But simply delivering information isn’t enough; training must be effective, measurable, and impactful.

This is particularly crucial in a ‘trainer of trainers’ (ToT) course, where the goal is to equip experienced journalists and media professionals with the skills to become effective educators themselves.

To ensure these courses hit their mark, the use of SMART objectives is essential.

What are SMART Objectives?

SMART objectives are:

• Specific: Clearly defined and unambiguous.
• Measurable: Quantifiable, allowing for progress tracking.
• Achievable: Realistic and attainable within the given resources and timeframe.
• Relevant: Aligned with the overall goals of the training program and the needs of the participants.
• Time-bound: With a defined deadline for completion.

Applying SMART objectives in a media ToT course:

Here’s how SMART objectives can be integrated into a ToT course for journalists and media professionals:

1. Defining learning outcomes:
   • Instead of vague statements like “improve training skills,” SMART objectives would specify:
     • “By the end of week three, participants will be able to design a training module on fact-checking tools, including three measurable learning objectives and a detailed lesson plan.” (Specific, Measurable, Achievable, Relevant, Time-bound)
     • “Within four weeks, participants will deliver a micro-training session that is evaluated by their peers, and achieve a minimum score of 80% on the session evaluation form.” (Specific, Measurable, Achievable, Relevant, Time-bound)
2. Structuring training modules:
   • Each module within the ToT course can be designed with SMART objectives in mind. For example, a module on “Digital media training techniques” might include:
     • “Participants will demonstrate the ability to use an online learning platform to create and deliver interactive training content within two weeks.”
     • “Participants will generate a list of five relevant digital tools and demonstrate how to train others on those tools, by the end of the digital media module.”
3. Evaluating participant progress:
   • SMART objectives provide a clear framework for evaluating participant progress. This allows trainers to:
     • Track individual performance
     • Identify areas where additional support is needed
     • Measure the overall effectiveness of the ToT course. For example a trainer can check the creation of lesson plans, the scores from evaluation forms, and the successful application of new digital tools.
4. Enhancing training relevance:
   • By aligning objectives with the specific needs of journalists and media professionals, SMART objectives ensure that training is relevant and applicable to their real-world work.
   • For instance, if the participants work in an area where misinformation is prevalent, then the objective would be to have them train others on how to combat misinformation.
5. Promoting accountability:
   • SMART objectives create a sense of accountability for both trainers and participants.
   • This fosters a focused and productive learning environment.

Benefits of using SMART objectives:

• Clarity and focus: SMART objectives provide a clear roadmap for the ToT course.
• Measurable progress: They allow for objective evaluation of participant learning.
• Increased effectiveness: They ensure that training is aligned with real-world needs.
• Improved accountability: They create a sense of responsibility for both trainers and participants.
• Enhanced learning outcomes: They contribute to more effective and impactful training experiences.

In conclusion, SMART objectives are an indispensable tool for designing and delivering effective ToT course for journalists and media professionals. By providing a clear, measurable, and relevant framework, they ensure that training is not only informative but also transformative.

Questions

1. What does the acronym SMART stand for in the context of setting objectives?
2. Why is it important to use SMART objectives in media training?
3. Describe how SMART objectives can enhance the effectiveness of a ‘trainer of trainers’ (ToT) course.
4. Provide an example of a specific SMART objective that could be used in a media ToT course.
5. How do SMART objectives contribute to the evaluation of participant progress in a ToT course?
6. Explain how SMART objectives can ensure the relevance of training for journalists and media professionals.
7. Discuss the role of accountability in the context of SMART objectives within a training course.
8. Analyse the benefits of using SMART objectives in terms of clarity and focus for a ToT course.
9. Evaluate how SMART objectives can lead to increased effectiveness and improved accountability in training.
10. Assess the overall impact of SMART objectives on the learning outcomes of a ToT course for journalists and media professionals.

Answers

1. Specific, Measurable, Achievable, Relevant, Time-bound.
2. They ensure training is effective, measurable, and impactful.
3. They provide a clear framework for defining learning outcomes, structuring modules, and evaluating progress.
4. “By the end of week three, participants will be able to design a training module on fact-checking tools, including three measurable learning objectives and a detailed lesson plan.”
5. They allow trainers to track performance, identify areas needing support, and measure course effectiveness.
6. By aligning objectives with the specific needs of participants, ensuring applicability to real-world work.
7. They create a sense of responsibility fo
8. r both trainers and participants, fostering a focused learning environment.
9. They provide a clear roadmap, helping participants understand goals and expectations.
10. They align training with real-world needs and create a sense of responsibility, enhancing training effectiveness.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: SMART objectives which you are welcome to download and adapt for your own purposes.

The post SMART objectives for media training first appeared on Media Helping Media.

In the rapidly evolving landscape of journalism, adapting to audience behaviour, technological advancements, and the advances of competing media outlets is essential. This necessitates not only continuous learning for journalists but also highly effective training courses.

A ‘trainer of trainers’ (ToT) course is a critical component for disseminating up-to-date journalistic skills and knowledge. However, the efficacy of such a course hinges on its ability to address the specific needs of its participants. This is where gap analysis plays a vital role.

What is gap analysis?

At its core, gap analysis is a process of comparing the current state with the desired state. In a training context, this involves identifying the discrepancies between the existing skills and knowledge of potential journalism trainers and the competencies they need to effectively deliver training. It’s a diagnostic tool that helps pinpoint areas where training interventions are required.

Applying gap analysis:

Here’s how gap analysis can be effectively applied in a journalism ToT course:

• Identifying current competencies:
  • This involves assessing the existing skills and knowledge of potential trainers. This can be done through:
    • Surveys and questionnaires.
    • Interviews.
    • Skills assessments (e.g., practical exercises).
    • Review of past training experience.
  • In the context of journalism, this would include assessing their proficiency in areas such as:
    • Ethical reporting
    • Digital journalism tools
    • Data journalism
    • Investigative reporting
    • Facilitation and presentation skills
• Defining desired competencies:
  • This involves determining the skills and knowledge that trainers need to effectively deliver journalism training. This should align with:
    • Industry best practices
    • The specific needs of the target audience (journalists)
    • The goals of the training course
  • Desired competencies for a journalism ToT could include:
    • Expertise in modern journalistic techniques
    • Ability to develop engaging training curricula
    • Proficiency in using online training platforms
    • Skills in providing constructive feedback
    • Understanding of adult learning principles
• Analysing the gaps:
  • Once the current and desired competencies are identified, the gaps between them can be analysed. This involves:
    • Identifying specific areas where training is needed
    • Prioritising the gaps based on their importance and urgency
    • Determining the root causes of the gaps
• Developing targeted training
• The results of the gap analysis are then used to develop a targeted training courses that addresses the specific needs of the participants. This ensures that the ToT course is relevant, effective, and efficient.
• For example if a gap is found in the use of social media verification tools. Then training modules will be created to specifically address that weakness.

Benefits of gap analysis:

• Improved training effectiveness: By focusing on specific needs, gap analysis ensures that training is relevant and impactful.
• Increased efficiency: By prioritising training needs, resources can be allocated effectively.
• Enhanced learner engagement: By addressing real-world challenges, gap analysis makes training more engaging and motivating.
• Continuous improvement: Gap analysis is an ongoing process that allows for continuous improvement of training courses.

In conclusion, gap analysis is a crucial tool for designing effective journalism ToT courses. By systematically identifying and addressing the discrepancies between current and desired competencies, training providers can ensure that journalists receive the high-quality training they need to thrive in today’s dynamic media landscape.

Questions

1. What is the primary purpose of gap analysis in a ‘training of trainers’ (ToT) course?
2. Describe the role of gap analysis in the context of journalism training.
3. List three methods used to identify current competencies in potential journalism trainers.
4. What are some desired competencies for journalism trainers?
5. Explain how gap analysis contributes to the development of targeted training courses.
6. Discuss the benefits of conducting a gap analysis for journalism ToT courses.
7. How does gap analysis enhance learner engagement in training courses?
8. In what ways does gap analysis ensure continuous improvement of training courses?
9. Analyse the relationship between gap analysis and the allocation of training resources.
10. Evaluate the importance of aligning desired competencies with industry best practices in journalism training.

Answers

1. The primary purpose of gap analysis in a ToT program is to identify the specific needs of participants by comparing their current state with the desired state.
2. In journalism training, gap analysis helps identify discrepancies between existing skills and the competencies needed to effectively deliver training, ensuring the course addresses participants’ specific needs.
3. Methods include surveys and questionnaires, interviews, skills assessments, and review of past training experience.
4. Desired competencies include expertise in modern journalistic techniques, ability to develop engaging curricula, proficiency in online training platforms, skills in providing feedback, and understanding adult learning principles.
5. Gap analysis helps develop targeted training courses by identifying specific areas where training is needed and prioritising these based on importance and urgency.
6. Benefits include improved training effectiveness, increased efficiency, enhanced learner engagement, and continuous improvement of training courses.
7. Gap analysis enhances learner engagement by addressing real-world challenges, making training more relevant and motivating.
8. It allows for continuous improvement by systematically identifying and addressing discrepancies between current and desired competencies.
9. Gap analysis ensures resources are allocated effectively by prioritising training needs based on identified gaps.
10. Aligning desired competencies with industry best practices ensures that journalism training is relevant and up-to-date, meeting the needs of the target audience.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: Gap analysis which you are welcome to download and adapt for your own purposes.

The post Gap analysis in media training first appeared on Media Helping Media.

Have you got any journalism expertise that you are willing to share with others? If so, please get in touch.

If you are a journalist, media manager, or media trainer, and have some tips to share, please consider submitting a training module to Media Helping Media so that journalists worldwide can benefit from your experience.

We have a growing collection of free tips and tutorials on the site which are regularly copied, translated, and shared worldwide.

For example, our basic journalism training section is particularly well used. And in February 2020 we were told that our editorial scenarios are forming the basis for journalism training courses in Ethiopia, Somalia, and Rwanda.

Transferring skills and building capacity

In many countries, journalists and media managers are using the modules from Media Helping Media to train their staff and set up media training centres. And you can be part of it.

It’s all about sharing ideas, giving away tips, transferring skills, and building the capacity of journalists in countries where the media is still developing.

Anyone can pitch in, and it’s not a one-way street. Training modules written by those who’ve traditionally been on the receiving end of media development are welcome too.

Available for all to use

All the material on this site is available under the Creative Commons BY-NC-SA 4.0 licence, which means it can be shared, adapted, improved and reproduced for non-commercial purposes as long as the author and source is credited.

If you think you have something you would like to contribute, please do the following.

• First check whether the module you intend to write has been covered before. You can do this by using the site’s search box.
• If the topic has not been covered, or if it has and you feel you have more to add, please send us an outline of the idea using the Contact Us form.
• Please add a short biography and include a picture of yourself with any links you would like to your website, blog, or social network site so we can create an information box about you to place at the foot of the article.

And that’s it. We will consider the idea and respond. The more people who are willing to share ideas the richer this site’s resources will become and the more benefit it will be to the media and journalists in need.

Creative Commons BY-NC-SA 4.0

As stated earlier, all the content on Media Helping Media is shared in the spirit of Creative Commons BY-NC-SA 4.0.

This means that anyone is free to reproduce and improve the material on the site on the condition that:

a) what is created is used for non-commercial purposes (you can’t make money out of it),
b) whatever is produced is published under the same Creative Commons licence,
c) that attribution to the original source material is given.

Media Helping Media is unable to pay for contributions, all material published on the site is donated free-of-charge.

The post Wanted, your media know-how first appeared on Media Helping Media.

Those invited to help the media overseas need to ensure that the training they offer is continually refreshed in order to stay relevant and useful.

It takes more time and costs more to produce, but media training must be continually reworked and customised so that it is sensitive to local issues and better addresses local needs.

And trainers working in transition and post-conflict countries and areas where freedom of expression is under threat need to understand that they may have as much to learn as they have to give. If we get it wrong we could do more damage than good.

Address the real need

• Assessments of training needs carried out by media development organisations sometimes examine only superficial technical flaws in media production and delivery.
• Such an approach deals only with the cosmetic and may miss the point.
• Training offered to address perceived shortcomings in what appears on screen, on air or in print may simply make bad journalism look prettier.

Always insist on including your own ‘discovery’ time so that you are able to assess the training needs yourself rather than simply accepting the assessment of someone else.

The lazy option

• Off-the-peg training modules, dusted down and delivered like a mass market product, won’t work.
• Only bespoke, tailor-made training is fit for purpose.
• To fashion appropriate training, those offering it need to listen, observe and learn; it is a two-way process.
• Trainers need to understand the pressures under which the journalists in the host country live.

Every element of training needs to be adapted for the culture in which you are working. It’s insulting to those receiving training to offer them tired and worn material.

Continual updating

• Reassess your training modules after every trip.
• Don’t serve up the same material for each client.
• The arrogant option is to feel that you can land in any country and offer a set of tired and worn training modules that may well have been tried and tested in other territories, but have absolutely no local relevance.
• There will alway be different needs and subtle changes in emphasis required. Learn from each visit and be prepared to ditch everything and start again.
• Solutions that worked well 10 years ago in New York, Paris or London may not work today in Jakarta. Training offered in Jakarta last month will not be appropriate for Hanoi next week.

I have rarely come across a case where training that worked well in one country works well in another. In every case the presentations and exercises need to be revised.

Respect those you are trying to help

• Those sitting in front of you will probably be working in journalism 10 hours a day and seven days a week. They will be experiencing pressures you may never have come across.
• Spend time in the newsroom with local journalists in order to understand the pressures under which they work.
• Realise that those sitting in front of you may well be ahead of you in terms of experience and might be too polite to tell you.
• Take time to understand and, if necessary, return to your hotel, rip up your script and start again.

Don’t embarrass your audience or yourself by looking down on those attending your training and failing to acknowledge their achievements. Find out about those you are training before you start.
Keep an open mind

• Don’t rubbish or trivialise what those you are trying to help do before you understand why they do it.
• If a newspaper in South East Asia decides to update its Facebook page before a story has been published in print and online it may be because the journalists know that their Facebook following is 10 times that of its print run and online following combined.

It is essential to understand local culture, audience behaviour and expectations, and local business competition if you are to deliver training that is relevant and helpful.

Be prepared to be totally humbled

• Realise you don’t know best, you may have just been dealt a better hand.
• In the West, many journalists are taken out by the rich and powerful and wined and dined. In some of the countries in which you’ll be working, the journalists are taken out by the rich and powerful with bullets and bombs.
• Accept that at first you may have little in common with those you are trying to help. Your daily rate may be five times what those you are working with earn in a month.
• If they turn up late and leave early it may not be because they are lazy, it may be that they are doing three jobs to make ends meet.
• Don’t talk down to people before you know the facts. Respect that those sitting in front of you have probably paid a much greater price for media freedom than you will ever pay – or would be prepared to pay if it came to the push.
• Don’t underestimate the sacrifice people make for the vocation of being a journalist. It is rarely for self advancement or material gain, and it is almost always at personal cost and continuing personal risk.

You will have to earn respect, and to do that you need to respect those you are training. Unless you view them as colleagues you run the risk of alienating them and creating an uncomfortable atmosphere that is not conducive to successful teaching.

Be sure you know who sent you and why?

• Training programmes supported by foreign funders responding to politically-focused calls for proposals may do the receiving media organisation no good at all.
• They may even set them back rather than move them forward, and they will rarely address their needs.
• I know of a case in which the editor of a media organisation in a transition country told his staff to turn up for the first session because the training brought with it funding for equipment. As a result, the bewildered trainer was left staring at empty chairs after the first coffee break. But the box was ticked.
• Soon after, the donor departed to the next area where those pulling the strings felt that their influence was needed.

You will have been hired to do a job. You need to understand the real reasons behind why you are being asked to deliver training. On the face of it the purpose is to build local capacity. But always ask why before you accept.

Always ask what happens next

• Media development is a business. The organisations offering assistance have to cover core costs and pay the bills out of the funds raised.
• They are in competition with one another. They are pitching for tenders, writing proposals and constantly striving to drum up work.
• Be sure to ask whether there are sufficient funds to finish the job. Beware of media training that appears to lack any provision for follow-up. One-off intervention serves little purpose.
• In one case I was told by a media development organisation that what happens next was “not my concern” because the project (as set out in the project proposal) was complete. I had been paid and therefore, presumably, I should no longer care.
• That experience was part of the inspiration for the setting up of this site, Media Helping Media, but that’s another story.

The training you are being asked to deliver will probably have been planned in an office in a city in the West. It will be part of a strategy for media development which is then put to a funder. The funders that respond will want a return on their investment. What are their expectations? What are the politics of the situation? Make sure you are comfortable with who is paying your fees and why.

Achieve buy-in from the top

• Ensure that there is full buy-in from the media organisation concerned before you get on the plane.
• Insist on communication with senior managers in the host media company before any training takes place.
• Talk through what is needed. Find out about their target audience. Try to understand the market conditions and the political pressures.
• See what they want to achieve and how far they are prepared to go.

There is nothing worse than offering training that may inspire the journalists on the newsroom floor and out in the field only to find that they are not allowed to implement what they learnt after you leave. That leads only to disillusionment and resentment.

Ensure that you do no harm

• Make sure that whatever you do will not endanger those with whom you are working.
• Operate on the basis that in some countries there will be those in the audience who are reporting back to their political masters.
• They may also be on the lookout for those who respond to your training in a way that they may consider to be a threat.
• This is particularly important when training people about editorial ethics.
• Objectivity and impartiality sound good in the West, but seeking to achieve both could result in a journalist being reprimanded.

You need to have a long-term strategy. Do not push them too far at first. Let them decide what is possible and what is appropriate, and be there to support them in what they feel will work for their country and their people.

Get the basics right

• Don’t push investigative journalism
• programmes in an immature and still developing media market – especially in a transition country – until they have got the basics right.
• Share your experience in uncovering sourced, verified and attributed facts and presenting those in a way that informs the public debate.
• Investigative journalism for some will mean getting revenge on those they see as the bad guys prior to transition.

That will inflame the situation. Start with the journalism basics and offer investigative journalism training only when the media landscape has matured.

Be discerning in choosing who to work with

• Get involved only in projects focused on building local capacity and which aim to transfer skills and empower local journalists.
• Give priority to projects that aim establish sustainable media training delivered by locals who have become trainers of trainers.
• Have a clear exit strategy before you apply for your visa.
• Make sure that it is about making those you work with great and able to develop without an ongoing dependency on you or those who sent you.

Always try to identify the media leaders of today and the media leaders of the future and work with both. And always say thanks for those who let you work in their country.

The post International media training first appeared on Media Helping Media.

A trainer must not shout at participants or get into loud arguments. They must not make those attending their courses feel small or humiliate them.

Some fairly strong points made by participants on a media training of trainers course in Vietnam.

At the start of the course I’d asked for participants to list the strengths and weaknesses of a trainer – based on their own experience. From what I jotted down it seems some have been on some scary and intimidating courses delivered by some seriously disturbed people.

I thought it worth republishing some does and don’t from the perspective of Vietnamese journalists. Having asked similar questions in Azerbaijan recently it seems that many of us who deliver training still have a lot to learn.

A trainer must not:

• Impose their views and opinions without considering the views of the students.
• Start by giving the impression that they know best.
• Introduce ideas that may work in other countries but which have no bearing on the situation faced by participants.
• Be judgemental and superior in attitude.
• Offer unrealistic targets, aims and objectives.
• Reject any comments or ideas from the student without consideration or discussion.
• Get into loud argument with trainees if there is a disagreement.
• Stop the trainees when they are talking during group discussions but allow them to make their point.
• Offer old out-of-date information.
• Read from text books and ask participants to write down what they say.
• Display a lack of enthusiasm for the topic and appear bored and disinterested.
• Focus on theory only and fail to understand the needs of the trainees (inadequate research).
• Provide training without adequate research and offering material that has no relevance to the region and the work of the participants.
• Make the student feel they are bad students by criticising their ideas or humiliating them publicly.
• Become angry with students when they make mistakes such as forgetting to do homework or not pay attention in the lessons.
• Give negative feedback to the students. By doing that you will damage confident.
• Create barriers to learning by failing to encourage interactivity between the trainer and the participants.
• Lose the focus by answering the phone or talking to one individual only.

A trainer must:

• Take time to understand trainees by allowing them to introduce themselves and talk about the issues they face.
• Find examples to illustrate any theory that are locally-relevant, persuasive and easy to understand.
• Include a local co-trainer in the sessions who understands local issues and can help by offering local perspectives.
• Encourage participation at all times and create an atmosphere that allows participants to express themselves.
• Treat students as colleagues and partners and be open to exchange ideas and work together.
• Carry out a thorough survey before designing training (research).
• Choose the appropriate participants for the course.
• Persuade the manager to take part in the course so that they can apply what they have learned in their activities and will encourage other participants.
• Prepare well and give participants the sense that the course is professional.
• Use open questions and open debate to enable participants to voice any issues.
• Sum up after group discussions taking on board all remarks and comments and evaluating them.
• Introduce small ice-breaking activity before any lesson in order to create the right atmosphere and make the training more effective.
• Always set challenges for the student to overcome and continually stretch the group.
• Work with participants on a project throughout the course combining course learning and participants’ input.
• Consider token rewards to – low in value – as an course theme and to create good humour and participation.
• Prepare a gift for the best students in the class. This gets good feedback from the student. Tell the student why they get the gift (low in value, but very meaningful).
• Be friendly and try to use all his talents and tricks to make it humorous and funny.
• Sometimes we quarrel but it is okay with humour.
• Encourage all participants to be involved in the activity and consider changing role play and allowing some to become the trainer for a session.
• Continually refresh information with latest developments to ensure that all is relevant and up-to-date.
• Have enough practical exercises for group work with the trainer joining some of the groups if they are facing difficulties.
• Respect the group by being smart, punctual, disciplined and focused.
• Treat trainees as friends and be sensitive to any student who may be struggling.

All sound advice. On the theme of being non-judgmental and ensuring that what we share is regionally and culturally relevant, Maria Eismont the Director of Russian Independent Print media programme of the New Eurasia Foundation summed it up well in the article on this site titled How media assistance could improve.

“You may represent a country with centuries of independent media history and you may be going to work in a country with no history of media freedom at all – there will be things you will need to learn from them.”

Wrong attitude, wrong training

All of which underlines the importance of the trainer having the right attitude. You may have wonderful experiences to share, but if you offend and alienate it’s game over.

You may have carried out the most exhaustive research for your training and spent hours designing a wonderful training course, but if you come across as arrogant, removed, distracted, detached, uncaring, out-of-touch and out-of-date when you deliver that training you will have wasted your time and that of your participants.

One of the most important points for a trainer to remember is to never presume that the solutions you may have successfully applied in the country you come from will work elsewhere in the world.

Of course, with adequate research and by immersing yourself in how journalists work in the country in question, this should not be an issue. However, even after thorough research bad attitudes can undermine training.

Best to take the approach that those you are trying to help are already doing a great job and that your role is to share some ideas that might make them more effective and their lives more fulfilling.

Related article

International media training

The post The qualities required for media training first appeared on Media Helping Media.

Media trainers must have recent, valid experience of all they teach. They will not earn the respect of course participants if they can’t relate to the issues they face.

Trainers need to understand the pressures those they are training live under, and they must be continually on the lookout for new solutions and methods that empower those they are trying to help.

In the module, ‘Maximising the impact of media training’, we looked at the importance of the research part of the media training process. This is the discovery period where the real training needs of the company are unearthed in terms of staffing, management and workflows.

In the second article, ‘Designing a successful media training plan’, we looked at the importance of spending enough time analysing that research in order to design a training plan that addresses those needs. This article looks at what it takes to be a media trainer.

1: Validity

You must have recent, related and practical experience of having delivered in the workplace the solutions or methods that you are teaching in the training session.

There is absolutely no point in talking about systems, workflows, editorial disciplines and business models if you haven’t gone through the hoops yourself and figured out all the issues those you are training are likely to face. Theory is fine, to a point, but those on your course will want to know what happens next in real life. You will need to be able to deal with those questions with examples.

Media managers who invite you in don’t want an academic, they want someone who has experience related to their business, systems that will make that business (and its staff) more effective, and solutions that their staff can improve and implement.

2: Currency

As well as having the validity of experience, you must also have a currency level based on how successful that experience was. Experience is great, but, if it is bad experience resulting in poor results then it is worse than worthless, unless, of course, you bounced back and can show the impact of that recovery on your work and the business.

You need to establish a level of respect earned through having created and delivered solutions in the real media business environment and at the highest level.

The media managers who are hiring you to do the training will want to see a return on investment (ROI) and that has to be backed up with examples of where your solutions and training have saved costs and created new revenue-generating products. If you don’t have these you are lacking in currency.

3: Imagination

A good trainer needs to be able to develop solutions on the fly, preferably based on recent experience, but also based on adapting what they know in order to meet current needs.

This ability to build on what works and revise what doesn’t work will ensure that the sessions have a freshness about them and remain relevant.

A trainer needs to be watching the body language of participants and the verbal clues they are giving out at all times. Are people falling asleep, are they doodling, texting or talking to a friend? Be alert to the signs and be prepared to call an unscheduled break.

While they are away rearrange your material. Look for something new to inject into the session. Try to relate it to what has just happened and what will happen next. If possible insert an exercise (an icebreaker works great here).

If there is a gap in understanding between you and the participants you will need to find ways to bridge that. If questions are raised that you have not addressed in your presentations, you need to think on your feet and answer them.

Often finding an answer to the questions they want to ask is  more important than pushing ahead with what you were going to tell them. Dig deep into past experience for something that is relevant, but only speak from experience.

If you are working with complex concepts you may need to find images and phrases that simplify issues. You can search the web for amusing images during the breaks and project them to lighten the event. Always be prepared to rip up the script and start again if the session is beginning to feel like wading through mud.

4: Innovation

It is essential that a trainer continually reworks their material. It is not acceptable to simply take some old training off the shelf, dust it down and deliver it to a new group in a different country in different circumstances.

The trainer must also be able to invent new ways of working, new systems , new business-related theory (based on tried, tested and proven case-studies) and to streamline their knowledge at all times.

Don’t worry if you come up with concept that participants then search for online and come back to you saying that they can’t find any supporting material. That is a good point, not a negative. It means you are breaking the mould and offering something new to the world.

Those who criticise this approach like to bury their head in text books and worn and battered (although often valuable) theories. They like references and sources to all material. It’s a kind of security blanket.

If you are confident in your solutions and can prove they work you don’t need to worry about this. The best trainers are their own sources.

5: Ability to relate

The trainer must be able to relate all their previous experiences to the needs of the media business whose staff they are training.  All skills offered need to be transferable both culturally and locally.

It’s also important to continually inject the latest media trends and best practice into all you offer.

This will involve checking out the most recent articles online, keeping up with media industry news, analysing trends, interpreting statistics and looking at case studies, not just before the training event, but during it.

There is nothing better than to start a morning session with an unscheduled presentation examining new information that has a bearing on the training you are offering.

6: Understanding

It’s important that a trainer understands the pressures that those they are training are experiencing in their day-to-day journalistic life. More on this in the ‘Researching a media training project’ module.

By spending enough time with staff in the research phase the trainer should be able to sense where the problems may be and to empathise with participants about the pressures they are facing.

In doing so, they should be able to tailor their solutions to those circumstances. This will often involve a sympathetic approach, which involves listening, sensing, absorbing and relating.

Check our article ‘How media assistance could improve.’ There was one example where a Western trainer complained that some participants arrived late and left early. Instead of taking the trouble to find out why, he raised the issue publicly in the session. This humiliated the individuals and caused the rest of the group to rally round them. The trainer had lost the group with one comment.

The reason for the poor timekeeping, he discovered later, was that journalists in the country involved didn’t earn a living wage through their journalism and many, including three on his course, had morning and evening jobs in order to feed their families. An understanding of the local issues would have helped that trainer to deliver better training.

7: Delivery skills

The trainer has a responsibility for sharing learning in a way that brings the best out in those being trained and ensures they are stimulated, inspired and motivated. It sounds obvious, but reading training feedback forms throws up some interesting issues.

“Trainer must not think they know best” “Trainer must not talk down to participants” “Trainer must not humiliate or shout at participants”

Clearly, there are some who offer training who are aloof, out-of-touch, unable to connect with the participants, and not fully engaged with the group. That is a recipe for disaster.

Make it clear from the start that you are their friend and colleague and that you are together to share and grow. It’s a two-way process; any trainer who thinks differently will never connect.

8: Audience awareness

It is essential you understand the culture of a region if you are invited to travel and offer training. Here are a few:

• Benchmarks: Many want benchmarks. These are examples they can examine, both successful and unsuccessful, so they can measure themselves against them, assess the implications and copy and improve.
• Signposts: Some want signposts that they can use to avoid going down the wrong route and with clear directions as to the route they should take
• Frameworks: And some want frameworks so that they can work out their own solutions around some firm concepts.

If you offer benchmarks in a country where they are seeking signposts or frameworks you will fail.

Related articles

International media training

The qualities required for media training

The post What it takes to be a media trainer first appeared on Media Helping Media.

Thorough research is the essential if you are to deliver high-impact media training. Never accept a brief from media managers without question – they could be wrong and often are.

Superficial media training, carried out following inadequate training needs assessment, could damage the business and will waste your time and the time of those you are expected to help.

1: Understand the needs of the business

Establish what senior media managers want to achieve and then question it. A good trainer will never accept a training brief without scrutinising it first. Your first job is to check whether the company bosses are on the right track.

You will need to spend at least one day talking through the expected ROI (return on investment) of the training and ensure that all management expectations are fully tested and grounded in realistic and relevant business deliverables.

Ask the following:

• What is the current situation?
• What problems exist?
• What are the opportunities?
• What is the required, ideal situation?
• What new knowledge, skills or attitudes are desired?

2: Clarify the importance of your intervention

Don’t accept a training brief based on a superficial training needs assessment that bears no relation to the overall needs of the business.

You MUST carry out point 1 (above) first. If the company doesn’t agree to that, don’t accept the brief.

To do so is a recipe for disaster. It’ll waste your time and the time of those you are training.

It will also lead to resentment and disillusionment if staff members are trained in skills they may never be encouraged to put into practice. See point 4 below.

3: Clarify the business objectives

What objectives have been set for staff? Are they being met? If not, why not? Where is the blockage? Are objectives focused on the same expected ROI as expressed in point 1 (above)? Are the objectives flexible and can they be changed if needed?

Be aware that the main blockage may be at the top; you may find staff further down the food chain have a much greater vision for the business need than those in the board room.

Are the objectives being set the right objectives? Do they include corporate, unit and personal objectives? Do all three make sense?

Are they SMART? Specific, measurable, achievable, realistic and when do they need to be met (time)?

Ensure you understand:

• Corporate objectives.
• Unit objectives.
• Individual objectives.

4: Watch, listen and absorb

Ensure you are given enough time to talk to all levels of staff before you design your training plan (Step 2).

You will need to watch them in action to get an understanding of the issues you face and the needs they have.

You will need to talk to them to find out firsthand what it is like to work in the company.

Ask if you are allowed to take pictures of the newsroom and the workflows (they will come in useful in the design phase).

Then you need to talk to those they report to and those who report to them.

You need to immerse yourself totally in the day-to-day running of the business, particularly in the area in which you are being asked to offer training.

The usual journalistic questions of who, why, when, where, what and how are useful here.

5: Challenge all assumptions

It is important that everything is challenged and questioned at this stage. Do not accept any statements about why things are the way they are, or what the perceived needs are without thorough scrutiny.

If you don’t question, you may end up introducing training that compounds the problem rather than moves the company forward.

The training consultant should be one of the key players in a media business. You are dealing with one of the media organisation’s most precious resources – its staff – and you are working for the key stakeholders (who are not always right).

You need to understand their motives, both business and personal. You need to be aware of any internal pressures.

You also need to ensure that those commissioning the training understand the needs of the audience.

Don’t presume they have kept up to speed with changing audience behaviour.

6: Review and assess what already exists

Before you start to introduce new thinking, examine what already exists.

What training plans have been tried in the past? Did they work? If not, why not? How could they have been better? How were they received? What did the staff think? What did their managers think?

There is absolutely no point in serving up the same again if the previous training failed.

You will have been hired to move the company and its staff forward, not help them stand still, or worse take then a step back.

7: Skills audit and questionnaire

A neat way of finding out a lot of information quickly is to prepare a skills audit for all staff to complete.

Be sure to get permission from the line managers first, and make it clear that confidentiality and privacy will be respected.

The skills audit will assess what people already know and what they need to know.

It is helpful if their line manager is involved in this process. Download our sample skills audit here free of charge and change it to your needs.

You might also want to send them a learning questionnaire to try to establish what type of person they are.

Once completed you will know whether they are activists (doers), reflectors (who review), theorists (who conclude) or pragmatists (who plan).

The Learning Style Questionnaire (LSQ) developed by Honey and Mumford (1986) is one of several measures of individual learning style.

You can try the LSQ via this link to MINT human resources.

8: Talk to competitors and the audience

Don’t just take what you are told inside the company at face value. Go out and test it.

Of course, you will need to be discreet, but you will need to find out what the audience feels about the media organisation and how it is viewed by competitors.

Advertising agencies are also a good source of information here. They will know if the media business you have been asked to help is focused on audience need.

You can’t really have too much information at this stage. You can always discard material, but you will need to justify every element in the design of your training plan, if you are to convince management (and the staff you are training) that your approach makes sense for the company and for them.

9: Be prepared to stand your ground

There are many reasons why a company may want to introduce training.

It could be a box ticking exercise aimed at trying to keep the HR (human resources) department or the unions happy, or it could be tokenism because ‘it’s the done thing’.

You will soon find out. If management are not really serious it will become obvious fairly soon. That is why it is important to challenge all assumptions and question all reasoning.

If, at the end of this research period you feel there is no real desire for change be bold enough to pull out.

To continue and to deliver training that is irrelevant and which the management have no intention of implementing in the day-to-day working of the media business will damage your reputation.

It’s also totally pointless, boring and counter-production. Just don’t do it.

10: Remain professional and on good terms with stakeholders

If all goes well, you will be designing, delivering and then evaluating the training you have just been researching.

So let’s presume you research well, you will then need to design the training. At that point you will be going back to the stakeholders for sign-off. Better you are on speaking terms at that point.

After sign-off you will deliver and then, perhaps one of the most crucial points of the process, you will evaluate.

Once you have done that you will report back. This is also where you will need to have excellent relationships with the stakeholders because you are bound to have some valuable information to share – and some of it may be hard for some of them to stomach.

The post Training needs assessment first appeared on Media Helping Media.