Guidelines for Understanding, Adjudicating, and Resolving Disputes in Elections information, participants will identify courses of action that must be taken and make decisions based on content or processes learned during training. • Role Play: A structured scene or series of scenes involving interactions between two or more persons. Participants are assigned roles that enable them to demonstrate or practice interpersonal skills related to a training objective or outcome. • Group discussions: A discussion with participants on an agreed upon topic that is facilitated by a trainer. Group discussions are a good way to get input on a topic from a group of people in a relatively short period of time. These methods can be mixed and matched in the sessions defined above. For example, a session might begin with a 10-15 minute mini-lecture and then lead to a group discussion or preparation for a role play. A role play activity might be used to stimulate small group discussions. A presentation of a case study might be followed by group discussions on the best way to resolve the complaint presented. D. Evaluating Training One important part of the training process that is usually neglected is an evaluation of the training program and its impact on the participants. Some of the more obvious questions that could be answered are: What did participants really learn? How well can participants apply the knowledge they gained during training? Are participants using the competencies gained when investigating or adjudicating electoral complaints? How did the training help them in other aspects of their work or life? While all of these questions might have merit, the challenge is to focus the evaluation question. What is it that we are trying to learn? Are we measuring the number of competencies gained? Are we looking to determine if the trainer was a good trainer? Are we interested in the number of complaints resolved by EMBs? Do we want to know if the participants are happy with the training? Each of these questions differs in tone and purpose, and they imply different methods of eliciting answers. 138