A.2.9 Training organizers
Summary
Training should help people do something they couldn't do before.
- Start with a concrete outcome, such as facilitating a meeting, having an organizing conversation, or scoping a project.
- Explain the idea, show an example, let people try it, and make time to reflect.
- Keep material relevant: an approachable introduction for new members, more detail for people taking on a project.
- A proposed flipped-classroom format shares reading or a video beforehand and uses session time for practice and feedback.
- Current schedules and assigned facilitators live in the program records, not this page.
Read this page when:
- You're designing or running a training session.
- You want a structure that helps people practice, not just listen.
- You're improving a training based on what participants struggled with.
Training should help people do something they couldn't do before. Start with a concrete outcome, such as facilitating a meeting, having an organizing conversation, or scoping a project.
Help people practice
Explain the idea, show an example, let people try it, and make time to reflect. Ask what they would do differently next time.
Keep the material relevant to the participants. New members need an approachable introduction; people taking responsibility for a project need enough detail to act.
ProposalA flipped classroom
The notes propose using a flipped classroom: share a short reading or video before the session, then use time together for questions, practice, and feedback.
Keep the preparation manageable. Give enough context in the session that someone who missed the reading can still participate. Link the materials next to the skill they support in the handbook.
Improve the training
Ask whether participants can use what they learned. Their questions and difficulties can reveal where the instructions need work.
Share the agenda, examples, and useful lessons so another facilitator can run the session. Current schedules and assigned facilitators belong in the live program records.