NESET – NEETs’ Empowerment for Sustainable Employment in the Tourism sector, is a 3-year project, funded by the EEA and Norway Grants Fund for Youth Employment which aims at supporting on a large-scale transnational basis the sustainability of youth integration in the tourism labour market in the NESET beneficiary countries (BCs), by creating conditions for NEETs’ employment and entrepreneurship in various forms of tourism, incl. alternative tourism.

The NESET beneficiary countries are: Bulgaria, Croatia, Cyprus, Greece, Italy, Portugal and Romania, whereas Iceland is involved in the project’s implementation as an expertise country.

The Project’s approved Proposal stipulates, among others, that a number of training Modules will be produced to support a Training course addressed to trainees with NEET characteristics in the partner countries. The Modules produced, deal with various types of skills considered to be associated with efforts aiming at strengthening young persons’ skills and upgrading their performance while working in tourism related jobs. One of these Skills’ Groups is “Employability Skills”, while two more Groups, i.e. “Social and Communication Skills” and “Tourism related Entrepreneurship Skills” are also included in the NESET range of training topics. SARONIS S.A. is the Partner coordinating all procedures associated with these Skills Groups’ training material preparation.

Four Employability Skills Related Modules have been produced by SARONIS S.A., for individual skills in that Group i.e. Teamwork Skills (1/4), Problems Solving Skills (2/4), Time and Stress Management Skills (3/4) and Customer Service (4/4).

SARONIS would like to acknowledge Professor Joseph Hassid’s contribution in coordinating these Modules’ Preparation.

SARONIS S.A.

March 2020

AUTHORS’ DECLARATION

The present Module has been prepared solely for training purposes. Its text does not necessarily claim originality, as, besides the authors’ own contribution, it is also based on material from various other sources considered to be relevant, useful for training purposes and transferable. This is dully acknowledged in the text in various ways. The authors however accept responsibility for any failure to fully record all such instances in the text.

Section 1. Employability Skills – What are they? Why are they important?

Learning objectives

Section 2. Problems solving Skills

2.1. The importance of problems solving in everyday life

2.2. The “old” systematic problem-sozlving method

2.3. The alternative approach requires more effort!

2.4 The Importance of Developing Problem-Solving Skills in the Workplace.

Section 3. Problems solving Games / Group Activities – Introductory remarks*.

3.1. A Shrinking Vessel

3.2. Marshmallow Spaghetti Tower.

3.3. Egg Drop.

3.4. Stranded in the office.

3.5. Building a Lego random structure.

3.6. Frostbite.

3.7. Minefield.

SAMPLE QUESTIONNAIRE FOR EX-ANTE SELF ASSESSMENT OF TRAINING PARTICIPANTS’ SKILLS

SAMPLE QUESTIONNAIRE FOR EX-POST SELF ASSESSMENT OF TRAINING PARTICIPANTS’ SKILLS

SAMPLE QUESTIONNAIRE FOR ASSESSMENT OF SPECIFIC TRAINING ELEMENTS.

Learning objectives:

After following this Module, participants should be able to:

Define Employability Skills – What are they? Why are they important?
Understand their meaning and how they help
Appreciate the importance of problems solving in everyday life
Understand the difference between the “old” systematic problem-solving methods and the “alternative” ones.
Be able to apply the latter in problems – solving
Know the principles for problems solving in the workplace

Section 1. Employability Skills – What are they? Why are they important? *

At first you may consider Employability to be a rather vague notion of having something to do with one’s preparation (“becoming able”) for a first job. In fact, Employability is a word that can be used in different contexts and with different meanings.

An appropriate definition would be that: “Employability is a set of achievements – skills, understandings and personal attributes – that makes people more likely to gain employment and be successful in their chosen occupations. This benefits themselves, the workforce, the community and the economy”.

Employability, is not just about getting a job! Much more than that, it is about a much broader set of skills and attributes that will enable a person to remain competitive and be successful throughout his working life.

Getting appropriate and sufficient training in a certain subject or vocation can surely give you an advantage in your future career. For a start, you’ll be able to apply to jobs which specify that you must have attended (and successfully completed) certain training course(s), and the subject you studied or the grade you achieved may be relevant to some employers. However, even if you have a good degree and a relevant subject for the position you apply, you will most likely be competing against others who have the same or similar qualifications. Employers generally view Employability Skills along with technical skills as highly desirable attributes for employees. Employability Skills can assist employees to gain jobs, perform effectively at work and win promotions. Employability Skills can also lead to success in other domains of life. In other words, employability skills are useful as they are transferable; they can be adapted to varying situations!

Therefore, it is one’s employability, the unique mix of skills, abilities and personal qualities that the person has, which will make him/her stand out from the crowd!

The world of work changes very rapidly. One’s career is likely to involve many different job roles and employers, and even if one stays in the same job it is likely to change its nature over time. Your education and experience may make you eligible to apply for a job but, to be successful in most roles, you will need skills that you are likely to develop over time. Some will be specific to the job, but the vast majority will be so-called ‘soft skills’ that can be used in any job or employment sectors. These soft skills are ‘employability skills’: they are what makes you employable.

Viewed from the potential employer’s point of view, while, as a general rule, employers are willing to teach someone the job-specific skills required, such as how to operate particular pieces of machinery, or use particular computer packages that are very specific to that role or company. However, they usually want to see that you already have the other ‘soft skills’ before hiring, because they are much harder to teach.

To conclude:

Employability is not something that can be easily ignored! Thinking about your employability from an early stage is likely to increase the chance that you will be successful in your chosen career!

To make things clearer, let us consider the meaning of some of the so-called employability skills which people surveyed during the surveys conducted, among young persons and tourism industry employers, in the content of the NESET project, were shown to be top priorities:

Communication skills, which enable employees to interact with clients, colleagues and suppliers of products constituted, either as final products that their employing firm sells in the market, or as materials or intermediate products used in the production process.

Problem solving skills to respond appropriately to technology advancements and to determine techniques and equipment to use for the firm’s product.

Planning and organising skills to organise commitments and plan work activities.

Organisational skills to source appropriate equipment and materials, and ensure all gear and equipment is in good working order.

Numeracy skills to calculate and estimate material quantities to be purchased by the firm.

Technology skills to use efficiently required equipment, tools and materials.

Self-management skills to review and reflect on own performance and set goals to improve production and management techniques.

On the Table below, the meaning of a wider range of employability skills is defined, together with example of how these skills may help employees to carry out specific tasks. The skills selected for further elaboration in the series of Training Modules prepared are highlighted.

Employability skills – Their meaning and how they help

Type of Employability Skill	Its meaning	How does it help?
Social and Communication skills	The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people, and to act upon key information / instructions.	I participate in an employees’ group appointed by the firm’s management to discuss and produce recommendations on an intended revision of working hours. My communication and interpersonal skills help me greatly in presenting and supporting my views on the specific subject.
Problem solving skills	The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge from many different areas to solving a task.	As part of a team of technical personnel, I had to evaluate the information of a map and the weather forecast to decide which the best route to a set checkpoint was.
Initiative and self-motivation	Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.	At a temping job over the summer, the manager was not around to see me on my first morning, so I introduced myself to the other team members and offered my services until my manager arrived.
Stress and Time management	Handling stress that comes with deadlines and ensuring that you meet them.	On a house building project, we ran out of essential materials shortly before the delivery deadline. We all feel very stressed and available time to address the problem is very limited.
Organisational skills	Being organised and methodical. Able to plan work to meet deadlines and targets. Monitoring progress of work to ensure you are on track to meeting a deadline.	I was part of a group of firm’s employees in charge of organising the annual meeting of sales people from the entire country. This organising committee had to devise a project plan so that we could keep on track with planning.
Teamwork	Working well with other people from different disciplines, backgrounds, and expertise to accomplish a task or goal.	I am part of my firm’s interdepartmental team that meets every month to discuss various issues. We often do activities as teams.
Ability to learn and adapt	To be enthusiastic about your work, and to identify ways to learn from your mistakes for the benefit of both you and your employer.	In the engineering department of my firm we had to make certain parts move as fast as possible as possible on a conveyor belt. I couldn’t make mine go any faster so asked for help to improve the shape of the part containing tray – it went substantially faster on the next attempt.
Numeracy	The ability to use data and mathematics to support evidence or demonstrate a point.	Our Oversees Projects’ Manager guided us through an activity to build a road to help communities in a foreign country. We calculated the road cost per mile and if it didn’t reach the next town, we had to redesign it to fit the budget.
Valuing diversity and difference	Knowing the value of diversity and what it can bring. Understanding and being considerate of the different needs of different individuals.	Getting involved in activities, which involve people that are different from you in terms of age, gender, nationality, race, disability etc.
Negotiation skills	To take on board other people’s feelings and express your own requirements in an unemotional clear fashion to achieve a win-win outcome.	I had to present a new version of an existing piece of equipment, to a panel of clients, and negotiate the new higher prices, arguing that the additional cost would be absorbed by the new version’s higher productivity.

To obtain more insights of what are “employability skills” and why they are important, we recommend watching an interesting and quite inspiring series of videos some of which are explicitly related to employability skills in general. The rest are of a more general content, having to do with modern teaching and training methods and organizational aspects. We particularly recommend watching the first 4 videos (of more than 10 that the series consists of). The titles of these 4 videos are:

Introducing Employability Skills (3.36 minutes)
Essential Skills of Employability (3.28 minutes)
Employability Skills video (5.08 minutes)
Employability Skills Demo (6.17 minutes)

The link to the videos is: https://www.youtube.com/watch?v=N0OOB4o7i3k

_____________________________________________________________________________________

*Yorke, M. (2004), Employability in higher education: what it is – what it is not, The Higher Education Academy/ESECT

Section 2. Problems solving Skills*

2.1. The importance of problems solving in everyday life

Problems are part of everyday life! How you deal with challenges in life has a lot to do with your success and happiness. Solving problems (big or small) strengthens your self-confidence and makes you think of yourself as being more successful and fulfilled!

Problem-solving is a skill! It’s something you can improve over time!

There are two ways to solve most problems: you either use old systems or figure out a new path and think beyond the first level.

2.2. The “old” systematic problem-solving method

You come up with a quick solution you already know, you use a strategy that has worked in the past or engage the services of people who have built systems to solve specific problems, and this is where the cycle ends! In most cases, you will be able to quickly solve your problem without major issues. It works in many environments, especially if you have deadlines to meet. But the solution is usually common and expected.

While it is wise to find and build a system that works for you, but continue to look for more ways to make your system even better. Continue to perfect your problem-solving system or skill to serve your clients or customers better. The more effectively you solve problems, the more value you create.

2.3. The alternative approach requires more effort!

This process required a new system. You figure out a new path. You give yourself time to reflect on the problem and come up with a new, even novel, solution. The process makes you more skillful, curious and most importantly gives you a deeper understanding. If you have the time for it, it’s more rewarding.

Approach problems with a “could” mindset! Creativity involves breaking out of established patterns to look at things in a different way,” says Edward de Bono. In many situations when people encounter a problem, they tend to default to what they should do instead of asking what they could do. Could helps you think outside an existing problem to generate more creative solutions. On the contrary, Should narrows your thinking process to one answer, the one that seems most obvious.

If you can resist time pressure and give yourself a moment to reflect, you will come up with options, even better solutions.

“What if…?” and “How about…?” are questions that open up possibilities for better solutions.

Do not assume anything!
Do not stop questioning either!

The main task is to question basic assumptions to figure things out. The idea is to take everything apart, and think beyond the existing principle. This process opens up the mind to new ways to figure out better solutions.

Suggestions on how this may be achieved are the following:

For a better solution, don’t rush the thinking process!
Concentrating harder won’t force that ‘eureka moment’ you need.
Your best option might be to step away from the problems and get do something unrelated to the project.
Give your brain the time to process the problem.
Give your brain the opportunity to reorganize the problem and come up with a better solution.
It has been found out that amazing ideas, solutions to problems and obstacles often come to people when they aren’t actively trying to develop a solution. People experience a spark of genius when they are busy doing something unrelated to the problem they are trying to solve.

It pays to “sleep on it”! The brain makes better connections when you are asleep, allowing you to make new and useful associations between unrelated ideas.

Work backward! When thinking about a process, we’re often fixated to follow the same sequence in our mind. This way we miss opportunities to use insights that stem from following an alternative sequence, such as working backwards. Start consciously from the end of the process and develop it step by step from there. “Reverse engineering” changes everything. It allows you to notice patterns your brain normally ignores. You begin to see things you didn’t see before. Working backward works when the final result is clear but the initial portion of a problem is obscure.

“Reverse engineering is a process in which a product or system is analysed in order to see how it works, so that a similar version of the product or system can be produced more cheaply”. (Collins Dictionary)

In any situation that demands better solutions, explore your options, question basic assumptions, use improved systems, build new approaches, rethink the usual boundaries, give your brain the opportunity to incubate better and work backward to notice patterns you normally ignore.

2.4 The Importance of Developing Problem-Solving Skills in the Workplace

Problem solving skills are the most commonly lacking soft skill among recent college graduates, according to a 2016 Payscale.com report. A company or team’s success weighs heavily on the willingness of managers to help employees improve their problem-solving abilities. Team building activities targeting focus areas like communication and collaboration, adaptability, or strengthening decision-making techniques help.

All problem-solving processes start with identifying the problem. Next, the team must assess potential courses of action and choose the best way to tackle the problem. This requires a deep understanding of your team and their core strengths. A problem-solving exercise or game helps identify those strengths and builds problem solving skills and strategies while having fun with your team! A typical problems solving process is shown on the following chart.

A Problem-Solving Process

Adapted from www.indstate.edu

Problem-Solving – The Top Ten Principles

Organizations grapple with the same problems year after year, wasting incredible amounts of time and money. The reason for their failure to resolve problems is the lack of a process. Using simple principles, you can resolve problems quickly and effectively. Here’s how:

1. Prioritize problems. Deal with key issues first. The 19th century Italian economist Alfredo Pareto taught us to differentiate between the critical few and the trivial many (later known as the 80/20 rule).
Focus on problems over which you have control. Problems can be classified into those over which you have full control, some control or no control.
Clean up your own backyard first. Don’t look for problems in other areas until you are perfect! Your own problems usually can be fixed the quickest. Then go on to problems that require the co-operation of your boss or the people in the next department. Do not get frustrated about problems over which you have no control. Leave them. If they really bother you, bring them to the attention of senior management and then get back to solving your own issues.
Follow a step-by-step approach. Problem-solving is most effective when it follows a sequence of steps Without such an approach, people often start with solutions. Don’t jump to conclusions or try to solve problems before defining them or finding their real causes. This wastes time and money, since the solution might not remove the root cause.
Rely on data whenever possible. Facts are always more compelling than opinions. Unless the problem is small or insignificant, collect statistics to provide answers to the following questions: Who is causing the problem? What is causing the problem? When does it happen? Where does it occur? Why does it happen? How does it happen?
Break the problem down so you can deal with one aspect at a time. Problems having to do with quality, communications, and productivity can be enormous and may defy solution. To reduce their impact, deal with these problems in the same way that you would eat an elephant: take one bite at a time!
Use a team approach where necessary. Remember, many hands make light work. The greater the involvement and contribution of others, the more the commitment to implementing the solution.
Involve people who are part of the process. Every organization is staffed with people anxious and willing to solve problems, and they bring a variety of talents to team problem-solving. Use them. Don’t try to do everything yourself; you’ll become a dumping ground for problems. Some people are: good at detail work and can collect data accurately; creative and can find ingenious new ways of doing things; good at group process and able to develop team spirit and resolve conflict.
Don’t be bound by an old paradigm. There is a lot of conventional wisdom about how things should be done. Sweep it away! Look for new and innovative solutions. Brainstorm (See Problem-Solving: Creativity). Get lots of ideas, even wacky ones. Build on some, combine others. Then decide on the best. The more unconventional the idea, the more you might be inclined to pilot it. After a successful test, implement it across the board.
Get a fresh perspective on old problems. Get the opinion of new employees. Since these associates are not stuck in existing paradigms, they probably have new ideas for solving old problems.

_____________________________________________________________________________________*Adapted from: https://www.google.com/search?q=PROBLEMS+SOLVING+VIDEOS&oq=Problems+&aqs=chrome.0.69i59j69i57j0l5j69i60.5747j0j7&sourceid=chrome&ie=UTF-8

https://www.google.com/search?q=General+principles+of+problems+solving&oq=General+principles+of+problems+solving&aqs=chrome..69i57j0.39622j0j8&sourceid=chrome&ie=UTF-8

Section 3. Problems solving Games / Group Activities – Introductory remarks*

Some people see problems as roadblocks, others see them as opportunities! Problem solving activities are a great way to get to know how members of your team work, both individually and as in teams.

Problem solving games aren’t for just any team. Participants must have an open-mind and accept all ideas and solutions. They must also have an agile mindset and be open to different structures, planning, and processes. Problems usually arise when we least expect them, so there’s no better way to prepare than embrace agility and flexibility.

Another aspect to keep in mind when engaging in problem solving games and activities: There are no winners or losers. Sure, some games might end with a single winner, but the true goal of these exercises is to learn how to work together as a team to develop an agile mindset. The winning team of each game should share their strategies and thought process at the end of the exercise to help everyone learn.

Some people see problems as roadblocks, others see them as opportunities! Problem solving activities are a great way to get to know how members of your team work, both individually and as in teams.

Another aspect to keep in mind when engaging in problem solving games and activities, is that there are no winners or losers! Sure, some games might end with a single winner, but the true goal of these exercises is to learn how to work together as a team to develop an agile mindset. The winning team of each game should share their strategies and thought process at the end of the exercise to help everyone learn.

Here’s a list of problem solving activity examples to try with your team. From blindfolds to raw eggs, these problem-solving team building activities will boost your team’s efficiency.

3.1. A Shrinking Vessel

Helps with: Adaptability

Why adaptability: Adaptability is important for problem solving is. The specific skill is highly associated with cognitive diversity, which helps teams solve problems faster, according to the Harvard Business Review. Innovation and disruption are happening faster than ever before. People, teams, and organizations that can adapt will come out on top.

What You’ll Need:

A rope or string

Instructions:

Using the rope, make a shape on the floor everyone can fit into.
Slowly shrink the space over a time period of 10-15 minutes.
Work together to figure out how to keep everyone within the shrinking boundaries.

3.2. Marshmallow Spaghetti Tower

Helps with: Collaboration

Why collaboration is important for problem solving: Collectively, we can be more insightful, more intelligent than we can possibly be individually. We can solve problems better as a team than we can alone, which means developing your team’s collaboration skills will lead to better problem-solving outcomes.

What you’ll need (per team):

20 sticks of uncooked spaghetti

1 roll of masking tape

1 yard of string

1 marshmallow

Instructions:

The goal of this exercise is to see which team can use the materials provided to build the tallest tower within an allotted time period. The tower must be able to stand on its own.
To make this exercise more challenging, try adding a marshmallow to the top of the tower. This team problem solving exercise helps teams think on their toes while building camaraderie and leadership.

3.3. Egg Drop

Helps with: Collaboration, Decision-Making

Why decision making is important for problem solving: Making decisions isn’t easy, but indecision leads to team paralysis, stagnant thinking, and unsolved problems. Decision-making activities help your team practice making quick, effective choices. Train your team’s decision-making muscle and they will become more adept at problem solving.

What you’ll need:

A carton of eggs

Basic construction materials such as newspapers, straws, tape, plastic wrap, balloons, rubber bands, Popsicle sticks, etc., tarp, or drop cloth

A parking lot, or some other place you don’t mind getting messy!

Instructions:

Each team gets an egg and must select from the construction materials.
Give everyone 20-30 minutes to construct a carrier for the egg and protect it from breaking.
Drop each egg carrier off a ledge (i.e. over a balcony) and see whose carrier protects the egg from breaking.
If multiple eggs survive, keep increasing the height until only one egg is left.

3.4. Stranded in the office

Helps with: Communication, Decision Making

Why communication is important for problem solving: More employees work remotely than ever before. Good communication skills are vital to solving problems across increasingly virtual teams. Working on communication skills while your team is together will help them better solve problems when they’re apart.

What You will Need:

An office

Instructions:

Here’s the setting: Your team has been stranded in the office. The doors are locked, and knocking down the doors or breaking the windows is not an option. Give your team 30 minutes to decide on 10 items in the office they need for survival and rank them in order of importance. The goal of the game is to have everyone agree on the 10 items and their ranking in 30 minutes.

3.5. Building a Lego random structure

Helps with: Communication

What You’ll Need:

Legos

Instructions:

Divide everyone into small teams of two or more.
Select an overseer who isn’t on a team to build a random structure using Lego building blocks within 10 minutes.
The other teams must replicate the structure exactly (including size and color) within 15 minutes. However, only one member from each group may look at the original structure. They must figure out how to communicate the size, color, and shape of the original structure to their team.
If this is too easy, add a rule that the member who can see the original structure can’t touch the new structure.

3.6. Frostbite

Helps with: Decision Making, Adaptability

What You’ll Need:

A blindfold

1 packet of construction materials (such as card stock, toothpicks, rubber bands, and sticky notes) for each team

An electric fan

Instructions:

Picture this: Your employees are Arctic explorers adventuring across an icy tundra! Separate them into teams of 4-5 and have them select a leader to guide their exploration. Each team must build a shelter from the materials provided before the storm hits in 30 minutes. However, both the team leader’s hands have frostbite, so they can’t physically help construct the shelter, and the rest of the team has snow blindness and is unable to see. When the 30 minutes is up, turn on the fan and see which shelter can withstand the high winds of the storm.

3.7. Minefield

Helps with: Communication

What you’ll need:

An empty room or hallway

Blindfolds

A collection of common office items

Instructions:

Place the items (boxes, chairs, water bottles, bags, etc.) around the room so there’s no clear path from one end of the room to the other.
Divide your team into pairs and blindfold one person on the team.
The other must verbally guide that person from one end of the room to the other, avoiding the “mines.”
The partner who is not blindfolded can’t touch the other.
If you want to make the activity more challenging, have all the pairs go simultaneously so teams must find ways to strategically communicate over each other.

* Adapted from: https://www.wrike.com/blog/top-15-problem-solving-activities-team-master/

QUESTIONNAIRES FOR TRAINING MODULES’ SELF-ASSESSMENT

SAMPLE QUESTIONNAIRE FOR EX-ANTE SELF ASSESSMENT OF TRAINING PARTICIPANTS’ SKILLS

For the specific type of Skills: EMPLOYABILITY / PROBLEMS SOLVING SKILLS, which the series of sessions you are going to participate aims to upgrade and for which specific Learning Objectives have been set, HOW would you rate your existing knowledge?

	*My knowledge is practically non-existing*	*I know very little*	I consider my knowledge to be moderate	*I consider my knowledge to be rather adequate*	*I claim to have a very good knowledge*
	1	2	3	4	5
· Learning Objective 1
· Learning Objective 2
· Learning Objective 3
· Learning Objective 4
· Learning Objective 5
· Learning Objective 6

Learning Objectives:

Define Employability Skills – What are they? Why are they important?
Understand their meaning and how they help
Appreciate the importance of problems solving in everyday life
Understand the difference between the “old” systematic problem-solving methods and the “alternative” ones.
Be able to apply the latter one in problems-solving.
Know the principles for problems-solving in the workplace

SAMPLE QUESTIONNAIRE FOR EX-POST SELF ASSESSMENT OF TRAINING PARTICIPANTS’ SKILLS

For the specific type of skills: EMPLOYABILITY / PROBLEMS SOLVING SKILLS , which the series of sessions that you have attended aimed to upgrade and for which specific Learning Objectives had been set, How do you NOW rate your knowledge?

	*My knowledge is practically non-existing*	*I know very little*	I consider my knowledge to be moderate	*I consider my knowledge to be rather adequate*	*I claim to have a very good knowledge*
	1	2	3	4	5
MODULE 2/4: Employability / Problems solving Skills
· Learning Objective 1
· Learning Objective 2
· Learning Objective 3
· Learning Objective 4
· Learning Objective 5
· Learning Objective 6

Learning Objectives:

Define Employability Skills – What are they? Why are they important?
Understand their meaning and how they help
Appreciate the importance of problems solving in everyday life
Understand the difference between the “old” systematic problem-solving methods and the “alternative” ones.
Be able to apply the latter one in problems-solving.
Know the principles for problems-solving in the workplace

SAMPLE QUESTIONNAIRE FOR ASSESSMENT OF SPECIFIC TRAINING ELEMENTS

Having attended training sessions aiming at helping you upgrade your Employability / Problems solving Skills, how do you rate the various elements of your training?

	*Very Poor*	*Rather* *Poor*	Acceptable	*Very satisfactory*	*Excellent*
	1	2	3	4	5
Training Material
· Training Handouts distributed
· Multimedia presented
· Other resources suggested
Training Methods Used
· Face-to-Face lectures
· Group Activities & Discussions
· Customised Learning Platform
Trainers involved
· Knowledge of the subject
· Level of preparedness
· Effectiveness in knowledge transfer