GUIDE FOR TRAINING OUTREACH

WORKERS
MODULE 1: INTRODUCTORY ACTIVITIES
Session 1

INTRODUCTORY
ACTIVITIES:
ORIENTATION TO
THE TRAINING
WORKSHOP
Session Objectives
By the end of this session, participants will have:

1. Introduced themselves.

2. Made their expectations for the workshop known.

3. Received a program overview (workshop timing and goals).

4. Established workshop guidelines.

5. Assessed their level of WASH knowledge.

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 MODULE 1

6. Listed topics they would like to practice or learn more about during
the workshop.

SESSION AT A GLANCE:
Orientation to the Training
Workshop
Activity Time Materials
A. Introductions/Welcome 15 minutes - Flipchart, tape,
markers
The trainers and participants - Name tents
introduce themselves— - Welcome sign on door
organizational welcome. or wall
B. Expectations 20 minutes - Flipchart, tape,
markers
The participants explore their - Outreach Worker’s
expectations for the workshop. Handbook
C. Overview 10 minutes - Copies of the
agenda/objectives for
The trainers give an overview of each individual and/or
the workshop flow, timing, and on flipchart
goals. - “Parking lot” chart
- Outreach Worker’s
Handbook p. 3
D. Guidelines & Objectives 20 minutes - Flipchart, tape,
markers
The trainer and participants - Flipchart page with
explore workshop guidelines and day one flow
review the first day’s flow.
E. Self-Assessment 25 minutes - Outreach Worker’s
Handbook or
The participants, working Collection of Resource
individually and with partners, Materials
assess their level of knowledge of
WASH and record where they’d
like to improve.

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 MODULE 1

 90 minutes

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 MODULE 1

PREPARING TO TEACH THIS

SESSION:
Orientation to the Training
Workshop
Before you present Module 1, Session 1:

1. Read the session first and note where prewritten flipcharts are
needed (welcome sign, introduction points, expectations for the
workshop, agenda and objectives, day one’s flow, parking lot*,
instructions for completing, correcting, and processing the
assessment).

2. Gather supplies: a flipchart easel(s), markers, paper for the easel (no
smaller than 2 x 2.5 feet [60 cm x 75 cm]), tape, and cardboard for
name tents.

3. Make copies of the workshop agenda/objectives, one per participant,

or put agenda/objectives on flipchart paper written large enough for
everyone to see. (To save paper, a copy of the objectives can be found
on p. 3 of Outreach Worker’s Handbook.) The trainer and program
manager will need to develop a custom-made agenda based on the
program they wish to deliver.

4. Make one copy of the WASH self-assessment for each participant and
a key for correcting the assessment. (To save paper, an alternative is
to have the participants work in the Outreach Worker’s Handbook pp.
3–5 where there is a copy of the assessment and the key. A copy is
also available in the Collection of Resource Materials.)

5. Make sure participants have their Outreach Worker’s Handbook.

6. Have a big, colorful WELCOME sign posted on the wall or training

room door.

7. Have name tents or name tags ready for the participants to write their
names (what they’d like to be called during the workshop), either at
the tables as they come in, or give them out as participants introduce
themselves.

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8. List the first day’s activities on flipchart paper with approximate times
so the participants know how day one will flow. (The actual timing and
the sessions delivered will depend on the programmatic decisions
made by the organization.) The day should include breaks and lunch.


* Parking Lot:
A parking lot is a flipchart page hung in the room where
everyone can see it and where the trainer records items that
are brought up during a session that need to be addressed
later.

TRAINING ACTIVITIES:
Orientation to the Training
Workshop
A. Introductions (15 minutes)

1. Welcome the participants and then introduce yourself (if co-

facilitating, yourselves). Give enough background information for each
trainer to establish professional credibility but without going on too
long. Give any essential administrative or logistical information.
Briefly explain why the participants are there.

2. Ask the participants to stand and introduce themselves, giving their

name, organization, title, and one thing they like to do outside of work
that most people don’t know. (Put introduction points on a flipchart, if
necessary.)

 Trainer Note:
Do not let individual participants speak too long about why they
wanted to be part of the workshop.

3. Recognize the variety of backgrounds and areas of expertise and

congratulate the participants on their willingness to become outreach
workers (or to take on new tasks).

B. Expectations (20 minutes)

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 MODULE 1
1. Explain that even though they don’t know a lot of the details as yet,
you would like to ask each participant to record in his/her Outreach
Worker’s Handbook on p. 65 (in the space for reflections/conclusions)
what s/he would like to learn during the workshop. If writing in the
guide is time consuming or difficult because of participants’ comfort
in writing, an alternative is to ask the participants to express their
expectations while you record them on a flipchart.

2. After a few minutes, go from individual to individual, gathering

expectations and recording them on a flipchart. If there are
duplicates, simply show this by using check marks.


Trainer Note:
If participants have given their expectations orally, check off
those that are mentioned more than once. Hang this flipchart
where it can be seen by the participants.

3. Tell the participants as you review the objectives for the workshop
and the workshop’s agenda that they should be thinking whether or
not their expectation(s) will be met. Explain that if they don’t see
where their expectation(s) will be met, they should raise their hands
after the overview of the workshop.

C. Workshop Overview (10 minutes)

1. Pass out the copies of the overall workshop agenda/objectives or post

a copy on flipchart paper where everyone can see it.

This workshop will enable participants to:

 Describe the national and local WASH situation (using data
support)
 Define the role and responsibilities of an outreach worker
 Describe the three key WASH practices
 Explain and replicate in the community the various WASH
activities demonstrated during the workshop
 Select and negotiate the best options for improved practices with
families in the community
 Demonstrate effective communication skills
 Use the appropriate monitoring tools to record their progress
 Outline how they will move forward with activities once the
workshop is over (prepare an action plan)

2. Review the objectives and the agenda of the entire workshop. Point
out breaks, lunch, and ending time.
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 MODULE 1


Trainer Note:
There is no need to go into too many details reviewing the
objectives since specific learning objectives will be presented
at the beginning of each session.

3. When you have finished the overview, ask the participants to look at
their expectations. Ask if there are any that they feel won’t be met.
Give a rationale for those that can’t be met.

Trainer Note:
If the participants have brought up an expectation that won’t

 be met, it is important to explain why. If there are

expectations that could be met later, for example outside of
class, put them on the parking lot, making sure you get back
to the items on the parking lot by the end of the workshop.

4. Explain the role of the Outreach Worker’s Handbook and then have
the participants look briefly at their copies.

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Trainer Note:
Explain that the Outreach Worker’s Handbook will serve as a
technical reference during this workshop and again later when
they are doing their sessions in the community. It is also a
place where they can record what they’ve learned and their


thoughts about being a WASH community outreach worker as
the workshop goes forward. If writing in the Outreach Worker’s
Handbook is time consuming or uncomfortable for the
participants, they should be offered the chance to share their
learning, thoughts, and conclusions orally while you or a
volunteer participant records them on flipchart. Explain how
the Outreach Worker’s Handbook contains both visual aids
and resources for the training and for use in the community.

D. Guidelines for the Workshop and Agenda for Day One (20 minutes)

1. Say that for any workshop to be a success, certain guidelines help

establish an atmosphere for learning. Ask the participants what
guidelines they would like to establish and record these on a flipchart.

Trainer Note:
You may need to “jump start” this exercise with a few


guidelines of your own. Make sure they explore some of the
less obvious guidelines, active listening, for example. Some
other guidelines might be: be respectful of different opinions,
let each person finish talking, be on time, and turn off cell
phones. The trainer may want to cut off discussion because of
time constraints.

2. Record and post these in sight.

3. Review the day’s flow using the prepared flipchart.

E. Self-Assessment in WASH (25 minutes)

1. Introduce the self-assessment tool by saying that it is not a test but a

way for them to discover aspects of WASH that they might want to
make an extra effort to learn about.

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 MODULE 1

Trainer Note:


Make sure you emphasize the fact that this is a self-
assessment and results will not be shared with others. If
participants are unable to do this exercise in writing, read the
questions and answer choices out loud, then ask for several
participants’ opinions on the correct answers.

2. Distribute the assessment and ask each participant to fill it out. When
participants have finished, distribute the answer sheet or show where
it is in the Outreach Worker’s Handbook (p. 6) and have the
participants self score. (To save paper, the participants can work
directly on a copy of the assessment in the Outreach Worker’s
Handbook on p. 3.) If time allows, have the participants work in pairs
to discuss their answers.

3. Ask the participants if doing this exercise makes them want to learn
more about certain topics.

4. Finally, have individual participants record in their Outreach Worker’s

Handbook on p. 65 (space for conclusions/reflections), two or three
specific things they’d like to work on during the training. If it would
be easier for the participants, or in the interest of time, this can be
done in open group discussion with the trainer recording on a
flipchart.

Trainer Note:

 If writing in the Outreach Worker’s Handbook is not an option,

have them report orally while you, the trainer, records the
specific reflections on the flipchart, e.g. gain more knowledge
about hand washing, improve my communication skills, etc.

5. Remind them that at the end of the workshop, they’ll return to these
items to assess how much they have improved their knowledge and
skills during the workshop and to make sure all their answers were, in
fact, correct.

6. Link to the next session: an introduction to WASH on the national and

local levels. They will begin to get a picture of the WASH situation in
their country and community.

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ASSESSMENT TOOL
(Handout: Copy in the Outreach Worker’s
Handbook)
Please circle all correct response(s). When you have finished, wait for the
trainer to tell you what to do. Those questions for which there is only one
correct response are marked with *. The other questions may have more
than one correct response.

1. Which of the following, when used correctly, makes water

safe to drink?
a. boiling it
b. adding chlorine or Clorox to it
c. filtering it
d. disinfecting it in sunlight
e. letting particles in the water settle to the bottom

2. What is the best definition of diarrhea?*

a. passing loose or watery stools 3 or more times a day
b. passing loose or watery stools once a day
c. passing loose or watery stools at least 10 times a day

3. Which of the following water sources may be contaminated?

a. river
b. lake
c. piped water
d. covered, hand-dug well
e. borehole
f. rain catchment

4. What is the safest way to store drinking water?*

a. in a clay pot
b. in a clean oil drum
c. in a bucket
d. in a container with narrow mouth and lid
e. in a container with a tight lid, narrow-neck, and spigot

5. What are the essential things that somebody needs to wash

their hands?
a. water
b. soap or ash or sand
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 MODULE 1
c. running water
d. towel

6. If soap is not available, what other products can be used as

soap substitutes to wash your hands?
a. only water
b. cinders/ash
c. sand
d. bleach

7. When should you wash your hands?

a. before preparing or eating food
b. after using the latrine
c. after helping a young child use the latrine
d. when attending to someone who is sick
e. after scratching your head
f. after changing a baby’s diaper
g. after using your Outreach Worker’s Handbook

8. Which of these can help germs go from person to person?

a. flies
b. cup/ gourd used for scooping water out of storage
container
c. touching
d. uncovered containers

9. What is the safest way of disposing of fecal waste?*

a. leaving the waste in the open air
b. putting the waste in a covered latrine
c. dumping it in a stream
d. leaving the waste out in the rain

10. How far should a pit latrine be from a well?*

a. at least 3 meters
b. at least 6 meters
c. at least 15 meters downhill
d. it doesn’t matter

11. When negotiating with a person(s) to help that person(s)

adopt a new way of doing something, it is important to:
a. establish rapport with the person(s)
b. ask questions to assess what they are doing now
c. let them determine what it is they might do
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d. present some options
e. help them identify barriers for carrying out their new
action
f. all of the above

12. When talking to a community member about preventing

diarrhea, you should remember to:
a. use appropriate gestures and eye contact
b. comment on the listener’s clothes
c. monopolize the conversation to get your point across
d. listen carefully to what is said
e. all of the above

__________________________________________________________________

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Key
Copy in the Outreach Worker’s Handbook p. 6 and in the
Collection of Resource Materials.

1. a, b, c, d 7. a, b, c,
d, f
2. a 8. all
3. all 9. b
4. e 10. c
5. a, b 11. f
6. b, c 12. a, d

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 GUIDE FOR TRAINING OUTREACH
WORKERS
MODULE 1
Session 2

AN INTRODUCTION
TO WATER,
SANITATION, AND
HYGIENE (WASH)
Session Objectives
By the end of this session, the participants will be able to:

1. Describe briefly the importance of WASH for combating diarrheal

disease.

2. Relate some national and local statistics (or other relevant facts) on
diarrheal disease from their country or community.

3. Describe what the local WASH issues mean for outreach workers,
their work, and their communities.

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 MODULE 1

SESSION AT A GLANCE:
Introduction to WASH
Activity Time Materials
A. Introduction: WASH 10 minutes - Flipchart, markers, tape
Snapshot - Talking points prepared
ahead of time on
Participants get a quick overview flipchart about the
of the session and some importance of diarrheal
highlights from the talking points disease
so they understand the
importance of WASH.
B. Large Group Discussion 30 minutes - Flipchart, markers, tape
- Guide questions on
Participants discuss local flipchart
conditions using the guide
questions.
C. Conclusions and Summary 10 minutes - Outreach Worker’s
Handbook.
The participants record - Drawing conclusions
conclusions, thoughts, and new task on flipchart paper
information they have learned in - Flipchart page of key
their Outreach Worker’s points
Handbook, and the trainer does a
quick summary.

 50 minutes

SESSION 2: AN INTRODUCTION TO WASH

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 MODULE 1

PREPARING TO TEACH THIS

SESSION:
Introduction to WASH
Before you present Module 1, Session 2:

1. Familiarize yourself with some national and especially local statistics

(if available). Some excellent sources: the Demographic and Health
Survey, the Outreach Worker’s Handbook, WHO websites, documents
produced by the country’s Ministry of Health, reports done by other
organizations on WASH, and your own organization’s files. Consult
with your program manager. See “Some Talking Points” below for
suggestions and examples of meaningful statistics to share with the
participants. For those wanting even more details, check the various
websites listed in Appendix 5.
2. From the menu of questions on p. 34 of this guide in the detailed
trainer notes, select the most relevant ones for your program (and
community) and put them on a flipchart, one per page. The discussion
stimulated by the questions and the responses should serve to paint a
“picture” of the local WASH situation based on the participants’ own
observations about what is happening in their community.
3. Be ready to summarize the exercise once the participants have
completed their discussion. If appropriate, talk about the
organization’s commitment and/or programmatic focus related to
diarrheal disease. This should complement the brief overview given
during the organizational introduction in the first session.
4. Remember that the goal of this session is to provide a technical
context for the work the outreach worker will be doing, and not to
overwhelm the participants with data. Use statistics and data based
on the participants’ ability to deal with this kind of information.
5. Reference p. 65 in the Outreach Worker’s Handbook where they
record their thoughts about the importance of diarrheal disease and
what the local information means for them and their communities.
6. Prepare a chart with summary points. You might need some statistics
here.
7. If appropriate use the following talking points to make some
introductory remarks about the importance of combating childhood
diarrheal disease.
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SESSION 2: AN INTRODUCTION TO WASH

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SOME TALKING POINTS:

Introduction to WASH
Introduction to Diarrheal Disease and Children’s
Health
Diarrheal diseases take a tremendous toll on children and their families in
developing countries. “Diarrhea is one of the biggest killers of children
under five worldwide, accounting alone for 17% of deaths in this age-group”
(IYS Advocacy Kit, UN-Water 2008, Talking Points). Diarrhea kills children
when it causes them to lose so much water that their vital organs can no
longer function. This is called “dehydration,” which means losing water.

Diarrhea affects children’s nutritional status, how mothers spend their time,
how much time pupils are absent from school, household expenses for
treatment as well as the cost of lost work, wages, and productivity. It is
estimated that 80 percent of all cases of diarrhea can be attributed to three
major causes (WHO 2008*):

 Inadequate sanitation
 Poor hygiene
 Unclean water

There are numerous ways that the germs that cause diarrhea can enter a
person’s body:

 Fluids (through contaminated water)

 Fields (resulting from defecation outdoors)
 Flies (transmitting disease)
 Fingers (dirty hands to mouth)
 Food (infected by fluids, flies, or fingers and then ingested)

Certain hygiene practices have been proven to have the greatest potential
for preventing diarrhea. These so-called key practices are:

 Safe disposal of feces

 Correct hand washing
 Safe drinking water

Studies show that, when performed correctly and consistently, each of these
key practices can reduce diarrhea cases by 20 percent to 50 percent.
Correct hand washing in particular has also been shown to prevent many
cases of respiratory disease.
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Almost one-tenth of the global disease burden (not limited to diarrheal

diseases) could be prevented by improving water supply, sanitation,
hygiene, and management of water resources (*Prüss-Üstün, A., Bos, R.,
Gore, F., Bartram, J. 2008. Safer water, better health: costs, benefits and
sustainability of interventions to protect and promote health. Geneva: World
Health Organization.)

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TRAINING ACTIVITIES:
Introduction to WASH
A. Introduction to the Session (10 minutes)

1. State that in the previous session, participants learned a little about

the training program they are about to go through, and they took a
self-assessment quiz to determine their present levels of knowledge
about WASH. Explain that in this session, they will get a brief
overview of the national and local situations with regard to diarrheal
disease so they can better understand the significance of their work
as WASH outreach workers.

2. State that diarrheal disease (diarrhea) takes a terrible toll on children

and that over a million children die each year from diarrhea-related
diseases. By improving the way we properly dispose of our waste
(feces), by doing a better job of washing our hands, and by drinking
safe water, we can greatly reduce the number of deaths due to
diarrhea.

Trainer Note:
If appropriate for the audience, insert a few national and local
statistics here, if such data are available. Examples of local
statistics could be:


 % of children under five who had diarrhea in last two weeks
 Rank and % of diarrhea as a cause of childhood deaths
 % of households with a safe sanitary solution (latrine, etc.)
 % of households with “access to water” (within a 15 minute
walk) and/or % that treat their drinking water
 Any data on hand washing (% of households with soap)

Refer to p. 7 in the Outreach Worker’s Handbook for more

information. Useful links for finding local and national statistics are
also available in Appendix 5.

B. Large Group Discussion: The Local WASH Situation (20 minutes

minimum)

1. Tell the participants they are going to discuss the local WASH
situation by looking at some questions.

2. Open the discussion by revealing the first question on the flipchart

and continue for as long as appropriate. Under each question, record

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the highlights of the discussion so that at the end of the time, you
have a more or less complete picture of the local WASH situation.

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Diarrhea Questions:

 Is diarrhea common among children in your community?

 Are there more cases during certain times of the year?
 If so, when does the number of cases increase?
 Why do you think that the number of cases increases at certain
times of the year?
 Are you aware of children in your community who have died
from dehydration/ diarrhea? If so, tell us about it.

Water Questions:

 Where do most people get their water?

 How do they carry their water from the source?
 How do most people store their water at home?
 Do people treat the water in any way before drinking it? If so,
how?
 Are there times of the year when water is scarce?
 How many different ways do people treat their water? (e.g.
bleach, filters, boiling, sunlight, etc.)

Feces Disposal Questions:

 Where do most people go to relieve themselves?

 How do mothers dispose of their children’s feces?
 Do people relieve themselves near wells?
 How do most people manage animal feces near or in their
houses?

Hand Washing Questions:

 How often do people wash their hands?

 When are people most likely to wash their hands?
 What do they use?
 Do most houses have soap?
 What do people do when soap is not available?
 What do people do when water is scarce?

B. Large Group Discussion: Implications (10 minutes)

1. In your own words, talk again about the importance of combating

diarrheal disease (diarrhea) both nationally and locally. Use the
information from the above discussion to illustrate your points.

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2. Now ask the participants what the local information implies for them,
their families, and their communities. Have them begin to think about
some of the conditions, issues, and problems that exist locally with
regard to access to potable water, correct hand washing, and proper
disposal of human waste. If time permits, record some of these
implications on the flipchart. Keep these posted as reminders for the
duration of the workshop.

Trainer Note:


The participants will have the chance to make more specific
WASH observations during the sessions to follow. Remember
this is a “first impressions” discussion. Care should be taken not
to feel the need to defend or correct any of the observations
made in response to the questions.

C. Conclusions and Summary (10 minutes)

1. Ask the participants to turn to p. 65 in the Outreach Worker’s

Handbook. Have the following task on flipchart paper:

Looking back at the answers to the discussion questions, which are

posted on the flipcharts:

 Write down two or three things that you learned during this
exercise.
 What do you want to remember about local WASH conditions
when you’re working as an outreach worker with individuals,
families, and community groups?

 Trainer Note:
If participants are uncomfortable with writing, this summary
exercise may be done orally while you record answers on a
piece of flipchart paper.

1. Summarize or ask for volunteers to summarize some of the key points

especially with regard to local WASH conditions. (You will need some
local information.)

Summary Points:

 Globally diarrhea causes over a million deaths per year.

 Nationally, diarrhea causes (fill in number) deaths per
year.
 Locally, diarrhea causes (fill in number) illness per year.
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 MODULE 1
 Based on the discussion, some important WASH issues for
our community are….

Trainer Note:

 Tell the participants that they should be ready to propose

summary points for some of the following sessions. It is less
passive and will help them remember the essential points.

2. Transition to the next session by saying that they will begin to learn
more about their specific roles and tasks as outreach workers, having
received this overview of the WASH situation.

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 GUIDE FOR TRAINING OUTREACH
WORKERS
MODULE 1
Session 3

THE ROLE OF THE

OUTREACH
WORKER
Session Objective
By the end of this session, the participants will be able to:

1. Describe in general terms their roles and duties as WASH community

outreach workers in the context of their organization’s present
programs.

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 MODULE 1

SESSION AT A GLANCE:
Role of the Outreach Worker
Activity Time Materials
A. Large Group Brainstorm 10 - Flipchart, tape, markers
minutes
Participants brainstorm what it
means to be a facilitator as
distinct from a trainer.

B. Large Group Work 10 - Outreach worker job

minutes description developed by
Participants read the job the program manager on
description of a WASH outreach flipchart
worker. - Options: Make copies or
use Outreach Worker’s
Handbook

C. Large Group Discussion 15 - Flipchart, tape, markers

minutes
Participants brainstorm
questions they might have after
reading the job description.
D. Summary 10 - Prepared summary chart
minutes

 45 minutes

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 MODULE 1

PREPARING TO TEACH THIS

SESSION:
Role of the Outreach Worker
Before you present Module 1, Session 3:

1. The programs that outreach workers work with are dedicated to

improving a range of conditions, including families’ incomes,
agricultural productivity, social conditions, health status, and WASH
conditions. Examine (or work with program staff to create) a job
description of the outreach workers you are training. Then work with
the project team to adjust the job description by adding or otherwise
incorporating new or altered tasks that will allow the workers to
effectively address WASH.

2. Once you’ve decided what tasks apply to your outreach workers,

prepare a summary on a flipchart.

Possible Tasks for Outreach Workers Related to

Improving WASH
The following tasks are related to improving WASH and may not include
broader responsibilities that the outreach workers in your program have.
Considering only their duties related to WASH, select tasks relevant for the
outreach workers of your program. Use those tasks to develop your
program’s own job description or incorporate them into your outreach
workers’ existing job description.

 Facilitate assessments of the WASH situation in the community using

participatory exercises such as leading discussions of photos or
drawings, creating a WASH map, leading a walk focusing on hygiene,
or coordinating a community hygiene baseline survey.

 Advocate with community leaders and influential people to support

WASH improvements.

 Help establish, support, and participate in a community health

committee that focuses on or addresses WASH issues.

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 MODULE 1
 Help establish, support, and participate in a community water
committee (which monitors and/or maintains and repairs the water
system and collects fees).

 Liaise with resource organizations: local health facilities, NGOs,

private companies, and manufacturers and distributors of sanitation-
related technology, hand washing, and water treatment supplies.

 Conduct regular home visits/counseling on diarrhea prevention,

consisting of an assessment of current conditions and practices and
joint problem-solving to assist with improvements.

 Lead participatory group discussions on WASH issues.

 Put on demonstrations to teach WASH-related actions (e.g., how to

wash hands properly, how to construct a latrine, how to chlorinate
water correctly).

 Organize events to promote improved WASH practices (health fairs,

school-based WASH activities, contests, public demonstrations, etc.).

 Monitor or manage monitoring of WASH practices and conditions.

TRAINING ACTIVITIES:
Role of the Outreach Worker
A. Large Group Work: Brainstorm (10 minutes)

1. Review the main points from sessions one and two and remind the
participants that they will be spending time as WASH outreach
workers and that the goal of this workshop is to get them ready to
perform that role. Say that in the last session they learned about the
importance of combating diarrheal disease (diarrhea), especially
locally, and that they talked about some of the local WASH conditions
that they might address as they go into the community. They did this
by answering and discussing some specific questions, which are
posted on the wall.

2. Ask the participants to quickly brainstorm “what it means to be a

facilitator rather than a trainer.” Record their responses on a
flipchart. Use the notes below to discuss some of the differences very
briefly. Tell the participants that they will be acting more as
facilitators with the members of the community rather than educators.
SESSION 3: THE ROLE OF THE OUTREACH WORKER
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 MODULE 1
Also note that facilitating requires more skills than simply giving
people information, but that the results are worth the effort.

Trainer Note:
A traditional trainer views the job as telling people information,
and a participatory trainer sees the job as drawing out as much
information and ideas from participants as possible before
providing any key points that were missed. Facilitation means


guiding experiential, participatory activities rather than talking
to passive participants. It also means, in this program, that
outreach workers will interact with their audiences to help them
make their own best choices rather than just imparting
knowledge. For the purposes of this workshop and related to the
tasks of the outreach workers, the terms facilitation and joint
planning seem most appropriate for what the outreach workers
“do” with their audiences, remembering the overall goal is to
promote healthy practices by addressing some of the causes of
diarrhea.

B. Large Group Work (10 minutes)

1. Ask for a volunteer (s) to read aloud the WASH tasks for an outreach
worker (as amended by the program).

C. Large Group Discussion (15 minutes)

1. Ask the large group to tell you what questions they have about their
roles as outreach workers/facilitators. Record these on a flipchart.
Explain that they will come back to these questions at the very end of
the workshop and that by that time, many will be answered. Post the
questions prominently so they are visible during the workshop. These
questions might be posted next to the conclusions they drew about
local WASH conditions in the areas where they will be working.

2. Close the session by saying that now they have a general idea of what
they’re expected to do, they will be spending the next couple of days
getting ready. Say that they will have time together to learn technical
information about WASH and will explore the Outreach Worker’s
Handbook and a Collection of Resource Materials that will help them
in the field.

D. Summarize the Key Points (10 minutes)

Summary Points:

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 MODULE 1
 Being a facilitator/outreach worker is different than being a
trainer/educator.
 A WASH outreach worker’s job is to help people decide how to
adopt healthier behaviors, activities, and practices in the
community to prevent diarrhea.
 The outreach worker plans together with the audience rather
than telling them what to do.

 Trainer Note:
If appropriate, ask a participant to summarize the key points.
This technique can be used for any of the sessions. (This note
will not be repeated.)

Thank participants for their participation and mention that in the next
session they will be introduced to the best key practices for preventing
diarrheal diseases in their communities.

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48
 GUIDE FOR TRAINING OUTREACH
WORKERS
MODULE 1
Session 4

KEY PRACTICES
FOR PREVENTING
DIARRHEA
Session Objectives
By the end of this session, the participants will be able to:

1. Describe the three key practices for reducing diarrheal disease.

2. Describe their role in helping people adopt healthy water, sanitation,

and hand washing behaviors.

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 MODULE 1

SESSION AT A GLANCE:
Key Practices, Improved Health,
Diarrhea Prevention
Activity Time Materials
A. Re-introduction 10 minutes - Flipchart, markers, tape,
and flipcharts with each
The trainer, referring to the key practice on a page
previous discussion on WASH, - Outreach Worker’s
re-introduces the concept of 3 Handbook for
key practices from session 2. information on 3 key
practices
B. Large Group 15 minutes - Information in the
Discussion/Brainstorm Outreach Worker’s
Handbook on 3 key
The participants learn key practices
practices and some ways to - Pictures for the example
achieve them. (if needed)
- Collection of Resource
Materials
C. Revisiting the 20 minutes - Discussion tools for
Brainstorming demonstration

Trainer complements the

information offered by the
participants during the
brainstorming.
D. Review and Summary 10 minutes - The outreach worker job
description from
Participants review the outreach previous session
worker job description and go
over a summary of the session.

 55 minutes

SESSION 4: KEY PRACTICES FOR PREVENTING DIARRHEA

50
 MODULE 1

SESSION 4: KEY PRACTICES FOR PREVENTING DIARRHEA

51
 MODULE 1

PREPARING TO TEACH THIS

SESSION:
Key Practices, Improved Health,
Diarrhea Prevention
Before you present Module 1, Session 4:

1. Read the entire session and prepare any flipcharts (for example, one
key practice per blank flipchart page for hanging).

2. Gather all necessary supplies.

3. Remind the participants to have their Outreach Worker’s Handbook

and Collection of Resource Materials handy.

4. Refresh your own memory regarding the three key practices. This
session serves as a more concrete introduction to the ways in which
the outreach workers can encourage important preventive practices.

5. Have the discussion tools available for demonstration.

6. Be ready to point out where in the Outreach Worker’s Handbook

participants can record additional information about their roles.

7. Prepare a summary chart of the key points made during the session.

TRAINING ACTIVITIES:
Key Practices, Improved Health,
Diarrhea Prevention
A. Re-introduction of the Three Key Practices (10 minutes)

1. Briefly revisit the discussion on the national and local WASH contexts
by highlighting two or three of the important WASH issues faced in
the community. Go back, if appropriate, to the flipcharts generated
earlier in session 2. Tell the participants that they will be helping their
communities by motivating and facilitating individuals, families, and

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52
 MODULE 1
groups to take steps necessary to carry out the three key practices in
a way that will protect their children’s and families’ health.

2. Refer back to session 2 to the conclusions about WASH generated by

the participants. Re-introduce and explain the three key practices. If
appropriate, have the participants read aloud the important points
about each of the key practices.

Trainer Note:
The three key practices are: 1) correct washing of hands with
soap; 2) proper disposal of feces; and 3) treating, storing, and


retrieving water so it’s potable (safe to drink). The goal of a key
practice is to reduce the incidence and consequences of
diarrhea and other illnesses. Achieving all the key practices can
have a tremendous impact on reducing diarrhea. Taking small
steps toward achieving the key practices can also have a
positive impact. Additional information regarding key practices
can be found in the Outreach Worker’s Handbook.

It should also be noted that there are many other hygiene-related

behaviors that are not covered under that three key practices in this
manual. Such behaviors include: peeling and washing fresh food
before eating, heating or reheating cooked foods at a high
temperature before eating, keeping flies off food, and never
consuming animal products that have been improperly stored or
insufficiently cooked.

B. Key Practices and How to Achieve Them: Brainstorming (15 minutes)

1. Put the prepared key practice flipchart(s) on the easel. Ask the
participants to think of the basic things that families can do to achieve
each key practice.

2. Record these suggestions as the group offers them. This is a

brainstorming session, so accept all answers.

Trainer Note:
For the key practice of drinking and using potable water, the
water should be:
1. Treated using chlorination, filtration, sunlight (SODIS), or
boiling.
2. Transported properly.
3. Stored safely.

 4. Retrieved and served in ways that avoid recontaminating it.

For the key practice of correctly washing hands:

1. Soap (or another cleaning agent) should be used.
SESSION 4: KEY PRACTICES FOR PREVENTING DIARRHEA
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 MODULE 1
2. The person should rub fingers and hands together well (for
20 seconds if possible).
3. The hands should be rinsed with flowing water.
4. The hands should be air-dried or dried with a clean cloth,
although clean cloths are often not available.
5. The hands should be washed at key times: after defecation
or contact with feces, before eating or preparing food.

For the key practice of safely disposing of feces:

1. All feces (including that of infants and young children) should
be put into a latrine and then the opening covered, and the
latrine should be kept clean of fecal matter, OR
2. The feces should be deposited in a hole and then covered
with dirt (less preferred but also acceptable).

3. Say that sometimes it is not possible for an individual, family, or group

to do everything that is necessary to achieve the key practice right
away. They may not have the resources, for example.

4. Give the following example in your own words. If appropriate, support

your example with some pictures or drawings.

5. To reduce the risk of recontaminating treated water, the very best way
is to store it in a narrow-neck container with a tight-fitting lid and a
spigot. However, some families cannot afford to buy such a container or
they are not available in the local market, so it is important to discuss
with these families what they might be able to do to improve the way
they currently store water. For instance, if they currently store their
water in an open container (such as a big pot), a slightly safer (although
not ideal) alternative is to keep a lid on the pot. This is not ideal
because it is very easy to recontaminate the water by touching it with a
dirty cup/bowl and fingers when serving the water. Retrieving the
water using a ladle (long handled scoop) that is hanging inside the
water container is recommended. An even safer alternative would be to
store water in a narrow-neck container (like a clean jerry can) with a
lid. Then people cannot dip anything into the water, thus reducing the
risk of recontamination. Using the “Mikikir” (counseling) card for
hygiene and sanitation p. 39, row E, in the Outreach Worker’s
Handbook, draw or show the different options for storing water.
Discuss which options are most likely and least likely to lead to
contamination.

6. Use the narrative below to continue to shape the job description. If the
participants are already experienced outreach workers, lead a
discussion about how they currently help their audiences to adopt new
behaviors, emphasizing the important points. If the participants are

SESSION 4: KEY PRACTICES FOR PREVENTING DIARRHEA

54
 MODULE 1
relatively new to outreach work, put important talking points on the
flipchart.

7. Tell the participants that the job of an outreach worker is to ask

questions and make observations about what each group, family, or
individual is currently doing and to help them select “small doable
actions” (which are also referred to as “improved practices”) that will
move them closer to achieving the key practice. The individual or family
members must be both willing and able to perform the new practice(s).

8. As an outreach worker, you should be aware that many factors enter

into the picture when it comes to adopting new ways of doing things.
Part of the job is to discover what some of those factors are and to
reduce the number of barriers that stand in the way. For example,
individuals who want to adopt a new practice will be surrounded by
people who may or may not be supportive of their efforts, such as
neighbors or family members. There may be cultural barriers, such as a
strong belief that men and women should not share the same latrine.
Your job is to make it as easy as possible for individuals to do
something new. If the individuals or family members are unable to
implement a suggested new practice, you can help them find something
they can do that will move them closer to the key practice. You will
have the chance to explore how to do this in future sessions.

C. Revisiting the Brainstorming (20 minutes)

1. Using the flipchart sheets where the participants’ suggestions on how

to implement the key practices are recorded, revisit each one and
make sure the suggestions are correct. Ask the group to comment on
any idea that does not seem a step in the right direction. Add any
items that are missing. Post these.

2. Ask the participants to look at the charts from session 2 with their
description of local conditions. Lead a quick discussion about which of
the key practices are priorities in their particular communities.

3. Leave the flipcharts on the wall so that the participants can see them.

4. Introduce the discussion tools by telling the participants that they will
use these tools when they are working with their community
members. The discussion tools will help them and their audiences
identify what’s happening now and what new practices they might
undertake. The tools also serve as a way to track changes as people
move toward adopting new and better practices on their way to
achieving the key practices. The following discussion tools are found

SESSION 4: KEY PRACTICES FOR PREVENTING DIARRHEA

55
 MODULE 1
in the Outreach Worker’s Handbook. See p. 35 for assessment of feces
disposal, see p. 34 for assessment of hand washing, and see p. 33 for
assessment of water source and storage.

5. Tell the participants that they will have the chance to practice using
the cards later in the workshop.

D. Review of the Job Description and Summary (10 minutes)

1. Remind participants that their job is to help their audiences
(individuals, families, and groups) do things differently, which will
lead toward achieving a key practice. All of this is to prevent diarrhea.
Ask them if they have any questions about their job.

2. Summarize Key Points (using a prepared flipchart page).

Summary Points:
 The three key practices
 Their job is to help individuals improve their health by changing
behaviors and thereby reducing diarrhea
 The discussion tools will help them with their tasks

3. Tell them that in the next sessions they are going to explore ways to
make water safe to drink.

SESSION 4: KEY PRACTICES FOR PREVENTING DIARRHEA

56
 GUIDE FOR TRAINING OUTREACH
WORKERS
MODULE 1
Session 5

THE
CONTAMINATION
CYCLE AND
DIARRHEA
Session Objectives
By the end of this session, the participants will be able to:

1. Describe the contamination cycle.

2. Describe the connection between contamination and diarrhea.

3. Classify practices related to diarrhea as positive, negative, or neutral.

4. Optional: review some common local practices contributing to water

contamination.

SESSION 5: CONTAMINATION CYCLE

57
 MODULE 1

SESSION AT A GLANCE:
Contamination Cycle
Activity Time Materials
A. Introduction 5 minutes - Flipchart, tape, markers

Participants make the linkage

between the previous session
and this one. Review session
objectives.
B. Climate Setters 10 - 4 plastic bottles with
minutes + clean water and a large
Participants engage in two 10 measure of salt
exercises that help them to see minutes - 1 plastic bottle or glass
that even “clear” water might be with water; one long
contaminated. hair (or other long thin
object like a blade of
grass)
- Feces sample
C. Large Group Activity 30 - 3 flipchart pages
minutes marked with positive,
Participants classify practices as negative, uncertain
positive, negative, or uncertain. faces
- Illustrations–Collection
of Resource Materials
D. Demonstration 20 - Labeled poster of the
minutes contamination cycle
Trainer uses the “contamination - If local data are
cycle” poster with labels to available, put on poster
explain how germs travel and
the consequences followed by a
discussion of local situation.
E. Reading in the Outreach 10 - Outreach Worker’s
Worker’s Handbook minutes Handbook (more about
diarrhea)
Participants read aloud about
diarrhea.
F. Drawing Conclusions and 10 - Outreach Worker’s
Review minutes Handbook
- Prepared summary page
Participants record new
information they have learned
and future plans in the Outreach
SESSION 5: CONTAMINATION CYCLE
58
 MODULE 1
Worker’s Handbook and trainer
summarizes key points.

 95 minutes

SESSION 5: CONTAMINATION CYCLE

59
 MODULE 1

PREPARING TO TEACH THIS

SESSION:
Contamination Cycle
Before you present Module 1, Session 5:

1. Gather all materials (four clean plastic bottles filled with potable
water; salt; a sample of feces; one bottle or glass with water in it; and
one long, very thin object such as a human hair, blade of grass, or
piece of thread). In two of the four bottles, dissolve lots of the salt so
that the water is still clear but very salty to the taste.

2. Have three posters (on A4 or 8 1/2 x 11 paper) ready with the

following titles: Diarrhea, No Diarrhea, and Uncertain. On the
“diarrhea” sheet, draw a sad face, for the “no diarrhea” sheet draw a
happy face, and for the “uncertain” sheet use a face with a horizontal
line for the mouth. Tape these up in the room so that they aren’t
visible to the participants.

3. Prepare the illustrations of positive, negative, and uncertain

behaviors. Examples can be found in the Collection of Resource
Materials in the section labeled Module 1, Session 5.

4. Mark p. 14 in the Outreach Worker’s Handbook, which provides more

detail about diarrhea.

5. Prepare two posters for the routes of contamination, one with labels
and one without. A sample poster can be found in the Collection of
Resource Materials and p. 41 in the Outreach Worker’s Handbook.

6. Prepare a flipchart page with key points to summarize at the

conclusion of the session.

7. Optional: review any information from Module 1, Session 4 that

describes common local practices such as where children of different
ages defecate and what happens to the feces afterwards.

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60
 MODULE 1

TRAINING ACTIVITIES:
Contamination Cycle
A. Introduction to the Session (5 minutes)

1. Introduce this session by saying that in the last four sessions

participants learned about the workshop itself, received some
information about the importance of WASH, began to sort out their
roles, and in the last session looked at the three key practices and
how they will help people in their communities adopt new behaviors.

2. Continue by saying that in this session, participants are going to begin

to explore the WASH themes they will be addressing in their
community: water, safe feces disposal, and hand washing.


Trainer’s Note:
Explain that not only will they be learning all about hygiene but
they will also have the chance to actually experience the very
same activities they will carry out in their own communities.

3. Say that by the end of this session, they should be able to describe the
contamination cycle (the various pathways that germs follow to get
inside people and cause diarrhea), including the connection between
the contamination of water and diarrhea. They should also be able to
conduct the salt and the hair demonstrations in the field.

4. Say that they should remember that the goal is to create awareness
about the three key practices and to help their audiences adopt better
ways (practices) of ensuring they have potable water, that they are
washing their hands properly, and that they are disposing of feces in a
safe way. The purpose of these activities is to get people thinking
about the key practices and what they are presently doing. In general,
these activities are most appropriate prior to having more personal
interactions with a smaller group of community members using the
discussion tools.

B. Climate Setter One (10 minutes)

Part One: Salty Water—Clear but Unpleasant

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 MODULE 1
1. Show the participants the two bottles of water, one with dissolved salt
in it. Ask them to look closely and see if they can tell any difference
between the two. Take a couple of responses.

2. Ask for two volunteers to come forward. Show the two bottles again
one at a time (salty and not salty) to the participants and ask them to
raise their hands if they think the water in both bottles is “safe” to
drink. Ask why.

3. Pour some of the not-salty water in two glasses. Now ask the
volunteers to drink. Have the participants watch their faces. Pour
some of the salty water into two glasses and ask the volunteers to
drink. Again, have the participants watch their faces.

4. Reinforce the point that although water may appear clean, clear, and
safe, it can contain things that you can’t see that can make people ill.

 Trainer Note:
You might want to introduce the local term “small bugs” or its
equivalent if the word “germ” is not understood. In some areas,
the words “dirt” or “dirtiness” work.

Part Two: Clear but Contaminated

1. Tell the participants that they are going to continue to look at water
and possible ways it can become contaminated but still not look
harmful.

2. Place the sample of the feces where everyone can see it. Hold one end
of the hair, thread, or blade of grass in each hand and run it through
the feces. Put the hair (or blade of grass) into the glass of water and
then remove it.

3. Ask for a volunteer to drink the water—only to see their reaction. DO

NOT ALLOW ANYONE TO CONSUME THIS WATER.

4. Conduct a discussion of the group’s reaction and stress that although

the water looked clear, it is, in fact, contaminated with feces and that
this is the reality in many of our communities —the water looks clean
and clear (from the well, river, borehole, tap), but it has feces in it.

 Trainer Note:
Be careful handling the feces—avoid touching it with your hand!
Also, if this activity is not culturally appropriate, feel free to
SESSION 5: CONTAMINATION CYCLE
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 MODULE 1
substitute using feces for other kinds of things that make water
“dirty” like dirt. If you do choose to use a substitution, the idea
that feces and open defecation leads to water contamination
must still be discussed.

C. Large Group Activity: Classifying Practices/Actions (30 minutes)

1. Tell the participants that you are going to show them pictures (sample
pictures located in the Collection of Resource Materials). Say that
some of the pictures depict positive actions against diarrhea; some
are negative ones that could put people at risk of getting diarrhea;
and some actions you might be uncertain about (they may or may not
lead to diarrhea). Tell them that as you show the pictures, they should
go stand under the poster that they think best indicates how they feel
about the picture.

Trainer Note:
Once everyone is under a poster, ask one person from the group
to explain why s/he chose that poster. It is important to realize
that although a picture may be considered “positive,”
“negative,” or “uncertain,” there can be scenarios in which a


practice might fit into another category. For example the picture
of the kettle with boiling water is usually categorized as
“positive” because boiling water kills germs. However, boiled
water can easily become contaminated again (so a participant
could choose to stand under the “uncertain”/ “straight mouth
face” sign). It is not necessary for all participants to agree. What
is important is that everyone understands which practices in
each picture can protect a person against diarrhea or increase
the risk of getting diarrhea.

2. Repeat with as many of the pictures as time allows. Move quickly but
encourage discussion.

D. Demonstration with the labeled “Contamination Cycle” poster (20

minutes)

1. Show the Contamination Cycle poster (see Collection of Resource

Materials, Module 1, Session 5) to the participants so that everyone
can see it and review the key ideas:

 The cycle starts with people defecating in the open.

 The feces spread out on the ground and contaminate food crops,
people, and animals.
 Feces on the ground attract flies and flies contaminated with
feces land on food that people eat.
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 MODULE 1
 Feces on the ground may be spread by rain or other water.
 People who do not wash their hands after using the toilet spread
germs.
 Feces in the soil often contaminate the water supply and then
we drink contaminated water.

2. Then lead a discussion about local sources of water. If local data are
available, display the charts.

 Where do most families get their water?

 Could there be contamination even if the water appears “clear
and clean”?
 What might be some of the community sources of
contamination?
 What are their observations about how significant a problem
diarrhea is?

3. Ask the group if they think children’s feces or adult feces have more
germs or contamination that cause diarrhea. After responses, explain
that children’s feces have more germs in them and are therefore more
dangerous.

E. Reading More about Diarrhea (10 minutes)

1. Have the participants turn to p. 14 in the Outreach Worker’s

Handbook. Ask for a volunteer(s) to read aloud. Explain that they
should not memorize this information but should know where to find it
in the handbook. Emphasize that they SHOULD NOT read this
information when conducting sessions in their communities.

What is diarrhea?
Liquid bowel movements that occur more than three times a day.
Why do we get diarrhea?
Because germs enter our body.
How do germs enter our body?
 When we consume food contaminated with feces (because the
food has been contaminated by someone’s hands, flies, water,
soil, or was not well washed).
 When we drink untreated water.
 When we eat with dirty hands.
 When children put their dirty hands in their mouths.

Why is diarrhea dangerous?

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 MODULE 1
Continuous diarrhea causes a loss of liquid in the body, resulting in
dehydration and malnutrition.

Who gets diarrhea and who does it affect the most?

Children under five years of age are affected most. Old people and
people who are already weakened by an illness (such as HIV/AIDS
or cancer) are also very vulnerable to diarrhea. It is dangerous
because the person with diarrhea can become dehydrated very
quickly and die.

2. Ask if anyone has any questions.

F. Conclusions and Review of Key Points (10 minutes)

1. Have the participants turn to p. 66 in their Outreach Worker’s

Handbook. Have them answer the questions:

 What have you learned today about diarrhea and the

contamination cycle?
 Are the salt and hair activities something you might be able to
do in your community?
 What might you have to change so that your participants grasp
the concepts?
 How might the demonstrations help your participants change
their behavior?

 Trainer Note:
This exercise can also be done orally.

Summary Points:
 The cycle starts with people defecating in the open.
 Feces can be spread through the ground to contaminate food
crops, people, and animals.
 Feces on the ground attract flies and flies contaminated with
feces land on food that people eat.
 Feces on the ground may be spread by rain or other water.
 People who do not wash their hands after using the toilet spread
germs.
 Feces in the soil contaminate our water supply and then we
drink contaminated water.

2. Tell them that in the next session, they are going to look at “dirty”
water and ways to make it look clean. However, such “pretreatment”
does not make water safe to drink. Even after pretreatment, people
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 MODULE 1
should treat the water in another recommended way before drinking
it.

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66