1

MODULE 1
SOURCING THE
INNOVATIVE TRAINER
Facilitators Guide
2
Facilitators Guide
Module 1
This Facilitators Guide on Powerful Alternative
Learning Strategies or PALS is designed for the
use of local government training practitioners and
individuals in delivering highly-effective and
learner-centered training programs, including but
not exclusive to the actual training for the newly
elected officials (NEOs). These practitioners
include local government operations officers
(LGOOs) from the regional, provincial, city and
municipal level.
The guidebook aims to reinforce the substance
and content of training modules for the countrys
NEOs; the workbook on the first one hundred
days in office and the task list for these local
chief executives (LCEs). It provides useful
insights and techniques that facilitators can
employ in training LCEs on the crucial tasks of
public service and in disseminating vital
information on local governance.
This guidebook is a by-product of the arduous
efforts of the Local Government Academy
personnel who underwent the training intensive
on PALS, through the auspices of the
Philippines-Australia Human Resource
Development Facility(PAHRDF)--an Australian
Government-AusAID initiative.
This publication, developed in the advent of the
National Governments New Philippines Agenda
may be seen as an emerging paradigm for
greater innovation and creativity among
facilitators and trainers in responding to the
challenge of transformative training.
Foreword
3
Message
Hon. Ronaldo V. Puno
Secretary, DILG
4
Facilitators Guide
Module 1
Message
Marivel Sacendoncillo, CESO III
Executive Director
Local Government Academy
5
Message
The Australian Agency for International Development (AusA!D)
through the Philippine Australia Human Resource Development
Facility (PAHRDF), extends its greetings to the staff of the Local
Government Academy (LGA) for their participation at the recently
conducted Training on Powerful Alternative Learning Strategies
(PALS).
We commend the bold efforts of LGA in the institutionalization
of Alternative Learning Strategies as a training standard for local
government trainers and officials in the Philippines. The roll-out
of PALS to Newly Elected Officials accross the country isa a
significant step towards the realization of our shared goal of
more effective and responsive Local Government Units.
It is our hope that LGA will continue to play a key role in improving
governance at the local level through the introduction of innovative
training strategies such as PALS. AusAID remains committed
to working with our local partners for good governance leading
to improved prospects for economic growth.
Mabuhay
Angus Barnes
Acting Counsellor
AusAID
6
Facilitators Guide
Module 1
The Australian Agency for International Development (AusA!D)
through the Philippine Australia Human Resource Development
Facility (PAHRDF), congratulates the Local Government
Academy (LGA) for recognizing a change paradigm to enhance
their expertise in the design, management and conduct of high
quality training programs for the local government.
It is truly admirable to note the speed of application that the
core learners of LGA have demonstrated as they embark to
adopt a refreshing Powerful Alternative Learning Strategies
(PALS) to ensure a delivery of first class workplace training and
improved customer service delivery to its huge stakeholders.
Congratulations for a job well done.
Milalin S. Javellana
PAHRDF, Facility Director
Message
7
Technical and
Intellectual Property
Considerations
The materials of the Powerful Alternative Learning Strategies
(PALS) modules are designed to assist the facilitator in delivering
the PALS curriculum in the most appropriate and effective way.
Included in the compendium of materials is a manual and a
compact disc which contains the facilitators manual,
presentation slides including related multimedia materials.
The curriculum materials contained in this manual were
developed in partnership with the eight (8) participants of the
PAHRDF Capacity Building Workshop in Alternative Learning
Strategies for Effective Workplace Training:
! Jose Gonzalo Ablay - Team Leader
! Marciana Obispo - Assistant Team Leader
! Lizbeth Jalimao
! Leah Marie Sanchez
! Myra Gabito
! Oliver Larion
! Elmo Dimaano
! Liza Megia
The PALS facilitator will need the following additional resources
to be able to utilize these materials:
1. Audio-video room
2. Multimedia projector
3. Computer/Laptop with CD Drive
4. Microsoft Powerpoint software or Powerpoint
Viewer
5. Windows Media Player or Real Player
6. Internet connection
8
Facilitators Guide
Module 1
Technical and
Intellectual Property
Considerations
To access and use the slide presentations, including embedded
media, facilitator must first unpack or copy the module folders
into the hard drive of the computer to be used. Failure to perform
this initial procedure may result in inaccessible media or
incomplete presentation. Module folders include Powerpoint
Viewer in case host computer does not have MS Powerpoint
installed.
The PALS Training Manual and CD are properties of the Local
Government Academy (LGA) and the Philippines-Australia
Human Resource Development Facility (PAHRDF).
No part of this manual may be used commercially, or be
reproduced in any manner whatsoever outside of local governance
training purposes, without written permission from the LGA and
PAHRDF.
The Cover
The PALS cover design depicts the essence of alternative
learning--its recognition of the multiple intelligences, the spirit
of fun, learner-centered teaching and its transformative value to
both learner and teacher.
Interpreted and rendered by LGA Artist Iris Alegro-Igrobay, the
cover design is an original image-illustration developed in Adobe
Photoshop.
9
MODULE 1
SOURCING THE
INNOVATIVE TRAINER
Facilitators Guide
10
Facilitators Guide
Module 1
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12
Facilitators Guide
Module 1






































































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M
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14
Facilitators Guide
Module 1






































































R
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15






































































R
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16
Facilitators Guide
Module 1
Preparation:
1. The requirements for this module are: a computer unit,
LCD projector, easel paper, permanent board pens,
metacards , coloring pens and masking tape. Set these
at least an hour before the session.
2. Load the powerpoint file PALS.Module1.ppt on the
computer and set up the LCD projector.
3. Open the Module 1 with a prayer and by singing our
national anthem. Then lead a game to acquaint and build
rapport with other participants and with you as the
facilitator.
- Ask the participants to think of an adjective that starts
with the first letter of his/her name that represents a
positive and true quality about him/her.
- All participants will mill around and introduce themselves
to the others by saying Hi! Im adjective 1st name or
nickname (e.g. Hi! Im Marvelous Myra!). The other
person will in turn respond by stating his/her positive
and true quality and his/her name. They will also share
their answers to the questions Why Am I here? and
What do I want to gain from this training?.
- After participants have introduced themselves to each
other, the facilitator will ask them to settle back to their
chairs. Then the facilitator invites participants to share
their expectations of the two-day program.
- To encourage participants to speak up, use the
randomizer (kush ball). Tell participants that you are
about to throw the ball and the person who catches it
will share his/her expectations about the two day
program Nobody is to duck or avoid the ball. The
17
facilitator will write key words of the responses on easel
paper.
- Aim to get at least ten different responses. Then read
aloud from your list and link them to the overall
objectives of the training.
3. Show the objectives of the training.
4. Briefly discuss the course roadmap. Say that the roadmap
is the journey that they will go through and this will help
achieve both their expectations and the program
objectives. If there are expectations that are not covered
by the program design, then say so.
5. Now that you have leveled off expectations and objectives
of the training program, shift to their commitment that will
contribute to the success of the program:
- Ask participants:What can you contribute to achieve
your expectations and help reach the training
objectives? They are to write one idea per metacard
and post on the white board or on the wall.
- Cluster the responses so you do not need to
repeatsimilar ideas.
- Get agreement from the participants that they are to
actively contribute and share their ideas, suggestions,
comments and observations.
7. At this point, you may now call the guest speakers
(Regional Director, Assistant Regional Director or any
local official) to give his welcome message.
8. You may also introduce the programs theme song like
Whatever you Imagine that will inspire and motivate
them during the training.
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Facilitators Guide
Module 1
do this by asking participants to count off 1-2-3, 1-2.-3
depending on the total number of participants.
- Each sub-group is to verbally share the traditional
methods or ways of how we conduct trai ni ng
interventions.
- Then they convert their answers into a pictograms on
easel paper. They will draw pictures or icons of how
they conducted training ten or fifteen years ago and
how it s done now. They may add phrases or words
and use various colors to highlight a point. (ten minutes)
- Announce the criteria for the best sub-group output.
Evaluation criteria are:
! Most number of ideas in the pictogram
! Creative output using pictures, colors and
words.
- They choose their sub-group reporter who will present
their output in the plenary group.
- Everyone will show their appreciation by clapping their
hands.
- After all sub-groups have reported, announce the winner
of the best ouput awarde..
2. Show slide on Collaborative Learning for participants to
show the distinctions of traditional teaching from
collaborative learning
Presentation:
1. Introduce the topic on
Traditional Teaching and
Collaborative Learning
through an activity.
- Create sub-groups of
not more than 8
participants. You can
19
- Traditional learning more often than not takes
place inside the classroom. Collaborative learning
extends beyond the classroom. Students are
given other learning venues where they continue
to absorb new ideas and information is presented
in such a way that they are able to process the
information and link it to their current reality.
Participants see the relevance of learning
activities to what needs to be done to meet work
and team objectives.
4. With the change in paradigm from a teacher-centered to
a learner-centered approach in training, discuss the
importance of Alternative Learning Strategies
5. Introduce Alternative Learning by explaining that:
3. Differentiate Traditional Learning from Collaborative
Learning by saying that:
- In traditional teaching, the teacher is in control
so the power and responsibility are primarily
teacher- centered. The teacher is the instructor
and decision maker. In a collaborative learning
environment, students participate in the conduct
of the learning process. Power and responsibility
are primarily centered on the students. The
teacher facilitates and guides in a collaborative
learning and the students are the decision
makers.
- In collaborative learning, students work together
to reach a common goal rather than compete for
grades or attention..
20
Facilitators Guide
Module 1
- An ancient Chinese proverb says, Tell me and I forget,
Show me and I remember, Let me and I understand,
Understanding is more reinforced when the learner is
involved in the learning process.
- Adults prefer a physical environment which is
comfortable and conducive to learning. Features of such
an environment include: comfortable chairs, sufficient
lighting, effective use of white/blackboard and overhead
or LCD projector. Ensure that they see whats on the
screen and on flip chart without straining; that the
acoustics allow everybody to hear without straining,
and the room temperature is just right. Adults prefer a
learning environment that is friendly, informal, relaxed,
supportive and non-threatening,atmosphere.
- Aside from the learning environment, alternative learning
strategies also considers engaging the Multiple
Intelligence of participants and varied learning styles.
3. Introduce the PST model (slide no. 12-15) by discussing
that:
- Tasks are skills and techniques that they can acquire
from the intervention
- Systems are structures, frameworks and processes
that can be enhanced through the training
- Paradigms are values or culture, assumptions &
personal truth and perceptions & context. Paradigms
are:
a mental model
a way of seeing
a filter for ones perceptions
21
a frame of reference
a framework of thought or beliefs through which
ones world or reality is interpreted
4. Operating practice (slide no. 16), on the other hand, are
standard & business Practices that are built on certain
paradigms and circumstances may have changed since
the start of these practices but the continued use of the
practice tends to reconfirm the old beliefs
Practice:
1. Facilitate a workshop on Operating practice and paradigm
(slide no. 17).
- Divide the participants into sub-groups of 5
participants.
- Ask the following questions:
o What are the operating practices in your
organization in terms of designing and
delivering training programs?
o What are the paradigms behind such
practices?
- Ask the participants to write their responses on the
flip chart which will be shared in plenary.
- After sharing their responses, ask the participants to
identify what needs to shift.
2. Introduce Paradigm Shift and Operating practices by
stating that the Traditional teachers paradign is that most
22
Facilitators Guide
Module 1
employees attend training programs because they were
asked to go. The teachers operating practice is that they
rattle off facts, figures, principles, guidelines in rapid
succession and end the training program as quickly as
they can while the participants have not sneaked out yet.
3. Where are you now as a facilitator? Do you end the
program in the shortest possible time; stick to lectures
and avoid using other methodologies that will make
participants stay longer than usual? Or are you willing to
incorporate in your design other methodologies and
techniques where participants practice using the skill while
still in the laboratory of learning? To deviate from the
heavy use of lecture and use structured leaning exercise,
and other interactive learning activities will require a longer
time and takes more effort to prepare. Do you trust the
participants enough that they will be more engaged if you
use varied teaching methodologies? Will you choose to
take the red pill which symbolizes powerful and high trust?
Or will you choose the blue pill which suggest that being
content with the lecture method which college professors
heavily rely on? (slide no. 19)
4. Form dyads. In the dyad,each participant has to share
your own practice as a trainer because of your age or
sex. Example: I dress down and wear no make up when
I conduct training. I dont use pictures or clipart in my
traiing slides because it takes too much time to research,
Give instruction that while one is sharing, the partners
will maintain eye contact.. Do not ask questions, just
listen to the person sharing. After one minute, the partiner
will do the same.
5. After the two minute sharing, ask them to think about
they just shared. Challenge participants to admit that it
is time for them to make a paradigm shift (slide no. 20).
23
Say: Think of a Paradigm Shift as a change from one way
of thinking to another. Its a revolution, a transformation,
a sort of metamorphosis. It just does not happen, but
rather it is driven by agents of change. Change is
inevitable and difficult. But change has to happen and it
just takes one thing to change.
6. To make the change is not convenient or easy. Let us
experience how it feels to incorporate changes. Ask
participants to sign their name on a blank paper like they
are signing a check using the hand that they normally
use to write. Then ask them to sign their name again but
now using the other hand.
7. Process the activity by asking:
- How did you feel about the shift from signing your
name using your right hand (if right handed) to using
your left hand (and vice versa)
- Was it easy? Why? Was it difficult? Why? Do you
think if you keep signing your name using the other
hand you will reach a point when you will feel
comfortable signing in this manner.
- What do you think is the greatest element that helps
us create change?
Say: Human Beings resist change; It all begins in the
mind of the person. What we see with our eyes and how
we interpret what we see is influenced by our own
experiences the kind of family we grew up in, what we
learned or did not learn from our school, what we see,
hear and read from mass media, what we heard from our
priest or minister, what our friends and peers tell us and
many other factors. However, when do not have to be
restricted by our own past. We can choose what we are
24
Facilitators Guide
Module 1
now. We can choose to change or continue to be who we
are at the moment...
8. Load and play the film clip of The Matrix (hyperlinked In
slide no. 21)
9. After the film, quote H.G. Wells who said that, Your life
is the sum result of all the choices you make, both
consciously and unconsciously. If you can control the
process of choosing, you can take control of all aspects
of your life. You can find the freedom that comes from
being in charge of yourself.
Then challenge the participants by asking: What does it
take to make that change? Its a matter of CHOICE. What
choice will you make? (slide no. 22)
.
10. Using the M&M chocolate candies, challenge the
participants to make a choice. The RED pill or BLUE
pill? Say: I now challenge you to take the red pill as
transformational trainers. Go for change in the way you
look at or do things either at home or at work (slide no.
23).
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Facilitators Guide
Module 1
27
Presentation Slides
MODULE 1
SOURCING THE
INNOVATIVE TRAINER
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Module 1
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Module 1
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Module 1
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Powerful Alternative Learning Strategies: Facilitators Guide
Module 1 Sourcing the Innovative Trainer
Copyright 2007 Local Government Academy (LGA)
All rights reserved. No portion of this book maybe copied or reproduced in
books, pamphlets, typewritten, xeroxed, or in any other form for distribution
or sale, without permission from the Academy.
ISBN No. : 978-971-0383-41-2
Printed and bound in Manila, Philippines.
Published by:
Local Government Academy,
Department of the Interior and Local Government
8/F Agustin I Building, F. Ortigas Jr. Road (formerly Emerald Avenue),
Ortigas Center, Pasig City, 1605 Philippines
Tel. No. (632) 634-8430 / 634-8436
www.lga.gov.ph
This project was undertaken in collaboration with the
Philippines Australia Human Resource Development Facility-
An Australian Government, AusAID Initiative
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Facilitators Guide
Module 1