iece of paper. Give them 4–5 minutes to complete the task.
3. Using the round robin technique, get one expectation from each person, then start again until ideas are exhausted. Write them on the flip chart.
4. When an expectation is repeated, put a check or star next to it.
5. Once all the expectations have been shared, discuss how the training program will meet or not meet the expectations listed on the flip chart by referring participants to the agenda, outcomes, and objectives for the entire course.
6. Summarize group expectations and distribute to group at the next session.
(Opener to Training)10
Materials Needed: Flip chart/newsprint and markers for each team; copy of training course agenda, outcomes, and objectives for each participant
About the Opener: Participants are invited in groups to share the issues they want addressed during the training. Then they rank the top three issues from their group through consensus. These issues are then compared to the agenda for the course.
1. Ask each person to write down the issues he/she wants to be addressed by the training.
2. After a few minutes, invite participants to share their issues with one another.
3. Instruct them to select the top three issues from all of those shared by all group members that they want to ensure are addressed.
4. After 7–10 minutes of sharing and ranking in the groups, have each group present its list.
5. Ask for clarifying questions.
6. After all the groups have presented, identify the areas common to all the groups’ top three issues.
7. Compare the issues with the agenda; point out where in the agenda for the entire course that specific issues will be addressed; identify ways to address those issues that were not planned for in the training.
8. Keep the issues displayed throughout the training and check in periodically to see whether they are being addressed. Check off those that are addressed.
(Opener to Session on Credit)11
Materials Needed: Flip chart/newsprint pad and markers for facilitator
About the Opener: This opener requires strong facilitation skills. Participants explore qualities that signal trust in another person. After developing this list, participants are invited to identify those qualities they have themselves. This is the transition point to talk about credit being based on trust and how trust is determined very specifically. The take-away point is that people might be trustworthy in many ways but not qualify for credit, as credit trustworthiness is based on a narrow set of factors.
Doctor, pastor/rabbi/imam, or any job that people judge from a trust perspective can be substituted for child-care provider.
Ask people to get into pairs.
Have each pair come up with a list of qualities they would look for in a child-care provider.
After 4 minutes, generate a master list of qualities as a large group.
Note that one of the underlying qualities is trust.
Ask people to look at the list and write in the front of their IDA participant workbook which of those qualities they have.
After 3 minutes, summarize—“You all have qualities that make you trustworthy.”
State that credit history is only one piece, but is the one most often used in the financial world, to judge trustworthiness.
Explain that the session will focus on imparting skills to improve credit scores so that they are not barriers to achieving the goals of IDAs—getting homes, starting businesses, and getting additional training or employment.
The dreaded point in a training class: The energy seems to have left the room, comments are infrequent, voices are low, and eyes are glazed over. How can a trainer or facilitator inject new energy and involvement into the class? Using energizers is one method to get people on their feet, active, and engaged.
As the name suggests, energizers are activities designed to enliven and energize participants. To be most effective, they should be:
- Kinesthetic. This means they should involve people doing things with their hands or bodies. Generally energizers should be more than just talking at tables.
- Fun. When activities are fun, people becom