best practices in the design and deliver of international training programs: welcome session
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Best Practices in the Design and Deliver of International Training Programs: Welcome Session. MOA – FAO – TCP Workshop Wuxi 3 December 2012. TCP: primary impact. - PowerPoint PPT PresentationTRANSCRIPT
Best Practices in the Design and Deliver of International Training Programs: Welcome Session
MOA – FAO – TCP WorkshopWuxi3 December 2012
TCP: primary impact
ATCs’ increased ability to effectively and efficiently disseminate improved agricultural practices and technologies to targeted clientele groups in developing countries in the Asian, Pacific and African regions.
Strategic interventions
It is expected that through the interventions of this TCP project, the ATCs will build their capacity to plan, design, implement, and evaluate agricultural training programs for participants from developing countries.
Capacity Strengthening StagesOne:
Understand
Two:Assess
Three: Prioritize
Four:Intervene
Understanding capacity
Presentations and discussion at the Project Inception Workshop, held 8 & 9 September 2011.
Allowed participants to understand the present capacity of ATCs in undertaking international training.
Levels of CapacityIndividual Capacity
Organizational Capacity
Environmental Influences
Individual Capacity
Individuals
Knowledge
Skills
Attitudes
Resources
Organizational Capacity
Organizations
Direction
Systems
Culture
Resources
Environmental Influences
Environment
Economic change
Competitors / partners
Social change
Knowledge / technology
Capacity Strengthening StagesOne:
Understand
Two:Assess
Three: Prioritize
Four:Intervene
Assess and prioritize
The baseline survey of ATC capacity, led by Dr. Tang from November 2011 through March 2012, led to: An assessment of the strengths and
weaknesses in the current capacity of ATC with regards to international training; and
The setting of priorities to guide the subsequent interventions of this TCP project.
Assess and prioritize
Baseline Report: International Training Capacity of the ATCs.
Distributed to all ATCs in spring 2012.
Gave a foundation for planning the interventions of this TCP.
Capacity Strengthening StagesOne:
Understand
Two:Assess
Three: Prioritize
Four:Intervene
Interventions
Design, implement, and evaluate activities which will strengthen the capacity of the ATCs: Web-based communication platform Workshop on Managing Training Institutions Study tour Workshop on Design and Delivery of Training Others as approved by the Project Steering
Committee
Focus: core practices of trainers
Assess needs Design training Facilitate training Support the transfer of learning (to the
trainees’ workplaces) Evaluate training
Role of this workshop
Focus on three core practices: Design training (Module 1) Facilitate training (Module 2) Support the transfer of learning (Module 3)
Produce a resource booklet for ATC use, based on both major TCP workshops.
Guiding objective
To strengthen the capacity of participating institutions…
…with a focus in this workshop on the design and facilitation of training, as well as supporting the transfer or learning.
Longer-term objective
To promote the fulfillment of the long-term goal to establish an international agricultural training center under South-South Cooperation supported by FAO and the Ministry of Agriculture of China.
Workshop methods
Presentations and discussion.
Small group activities.
Evaluation and reflection.
Changes from MTI workshop
Illustrations focused on south-south co-operation in agriculture.
More opportunity for sharing of experiences from all ATCs.
Dr. Alexander Flor replaces Dr. Teoh.
Warm-up activity
Think of a “fantastic” or a “terrible” instructor you have had in the past.
Define what you think made them “fantastic” or “terrible.”
Share your experience, as instructed.
Thank-you.
Time for questions and discussion.
Module 1: Designing training
MOA – FAO – TCP WorkshopBest Practices in the Design and Delivery of International Training ProgramsWuxi, 3 December 2012
Objectives (I)
To understand the key concepts and fundamental processes involved in the design of training modules.
Objectives (II)
To review national and international examples of the design of training.
Objectives (III)
To work in small groups to discuss ATC experiences with the design of training activities, identify interesting practices, and make recommendations for future policies and procedures.
Short lectures
McLean: concepts and processes
Flor: international illustrations
Tang: illustration of FFRC
Liu: illustration of HHRRC
Concepts and processes
Training Manual has more details.
Focus in lecture on the ten key processes necessary for the effective design of training.
Illustrations will assist the understanding of these concepts and processes.
1. Instructional analysis
Training must be based upon understanding: The most relevant characteristics of trainees Opportunities and constraints inherent to the learning
environment and available resources The nature of the learning tasks (outcomes:
knowledge; skills; attitudes) to be accomplished
See pages 1-3 and 1-4 in the Training Manual.
2. Develop learning objectives
Learning objectives are statements about what the learners should know by the end of the training process, what they should be able to do, and what kind of attitudes they should hold: Who is expected to learn? How are they are expected to demonstrate their
learning? What are they expected to learn?
See pages 1-5 and 1-6 in the Training Manual.
3. Select and organize content
Content should be selected on a “need to know” basis – reflecting learning objectives.
Content should be organized logically and progressively, without including too much.
See page 1-6 in the Training Manual.
4. Choose teaching methods
Various teaching and learning methods are available. Selecting methods depends on: Nature of the learning objectives Number and characteristics of trainees Skills of the trainers Availability of time and resources
See pages 1-7 and 1-8 in the Training Manual.
5. Choose trainers
Trainers should be selected based upon: Substantive expertise Skill in teaching and generating enthusiasm among
trainees for learning Costs Motivation Credibility
See pages 1-8 and 1-9 in the Training Manual.
6. Select or develop resources
Resource materials include printed matter, audio & visual aids, computer-based resources, and actual people, places, or things
Good resources should be cost-effective and suited to the trainees and learning objectives.
See pages 1-9 and 1-10 in the Training Manual.
7. Plan for learning assessment
Learning achieved by trainees may be assessed in various ways, depending upon the objectives: Knowledge Cognitive skills Psychomotor skills Problem-solving capabilities Attitudes, beliefs, values, and/or feelings
See pages 1-10 to1-12 in the Training Manual.
8. Manage logistical arrangements
Important logistical factors include: Seating Equipment Lighting, noise, and temperature Food, accommodation, and transportation Scheduling and length of training
See pages 1-12 and 1-13 in the Training Manual.
9. Develop instructional plans
Instructional plans summarize much of what has been covered in this module: Learning objectives & instructional methods Activities and schedule Instructors & resource materials Assessment plan Logistical arrangements
See page 1-13 in the Training Manual.
10. Review with key stakeholders
It is good practice to validate the design of instruction by having it reviewed by key stakeholders: Leaders of the training organization Selected trainees and/or their employers Professionals with known expertise in the field
See page 1-14 in the Training Manual.
Thank-you.
Time for questions and discussion.
Module 2: Facilitating training
MOA – FAO – TCP WorkshopBest Practices in the Design and Delivery of International Training ProgramsWuxi, 4 December 2012
Objectives (I)
To understand the key concepts and basic options involved in the effective facilitation of training.
Objectives (II)
To review national and international examples of the facilitation of training.
Objectives (III)
To work in small groups to discuss ATC experiences with the facilitation of training, identify interesting practices, and make recommendations for future policies and procedures.
Objectives (III)
To work in small groups to discuss ATC experiences with the facilitation of training, identify interesting practices, and make recommendations for future policies and procedures.
Short lectures
McLean: concepts and processes
Flor: international illustrations
Tang: illustration of FFRC
Liu: illustration of HHRRC
Concepts and processes
Training Manual has more details.
Focus in lecture on the ten key processes necessary for the effective facilitation of training.
Illustrations will assist the understanding of these concepts and processes.
1. Establish a positive climate
Trainees should feel comfortable, safe, and encouraged to actively participate: Pre-arrival factors First impressions Facilities and the physical environment Trainers’ style and behavior
See pages 2-3 and 2-4 in the Training Manual.
2. Gain trainees’ attention
Techniques include: Overviews Stories / anecdotes Icebreakers
Respect the general characteristics of adults as learners
See pages 2-4 and 2-5.
3. Review learning objectives
Trainees will be more likely to learn if they know what they are expected to learn, and if they perceive the benefits to be derived from such learning.
Be explicit and clear.
See page 2-5 in the Training Manual.
4. Present content
The Training Manual (pages 2-5 through 2-8) summarizes the strengths, weaknesses, and key guidelines for: Group presentations (lectures &
demonstrations) Individualized activities (drill & practice,
research & discovery, tutorials) Small group activities (discussion, simulation,
co-operative learning, problem-solving)
5. Engage trainees in active learning
If the transmission of content were all that trainees required, then they could simply read a book, or watch a video, rather than spend time in a training program.
Include active and interactive methods.
See page 2-9 in the Training Manual.
6. Provide opportunity for questions
Since trainees in many training programs have significant experience with the subject matter being studied, creating opportunities for dialogue between trainees, and between trainees and trainers is an important teaching and learning strategy.
See page 2-9 in the Training Manual.
7. Assess trainees’ learning
Good assessment practices are: Clear and specific Regular and timely Supportive and change-oriented Personal and caring Linked to learning objectives
See page 2-10 in the Training Manual.
8. Provide feedback to trainees
Feedback is required in response to: Comments and questions Participation in various learning activities Performance on formal assessment of
learning activities
See pages 2-10 and 2-11 in the Training Manual.
9. Troubleshoot and manage issues
Common issues relate to: Problems with logistical arrangements Interpersonal conflicts Interference from external events Needs, motivation, and capabilities of trainees
See pages 2-11 and 2-12 in the Training Manual.
10. Support the transfer of learning
To be the focus of Module Three.
Thank-you.
Time for questions and discussion.
Module 3: Supporting the transfer of learning (to trainees’ workplaces)
MOA – FAO – TCP WorkshopBest Practices in the Design and Delivery of International Training ProgramsWuxi, 5 December 2012
Objectives (I)
To understand the key concepts and basic stages involved in supporting the transfer of learning to trainees’ workplaces.
Objectives (II)
To review national and international examples of initiatives to support the transfer of learning.
Objectives (III)
To work in small groups to discuss ATC experiences with supporting the transfer of learning, identify interesting practices, and make recommendations for future policies and procedures.
Short lectures
McLean: concepts and processes
Flor: international illustrations
Tang: illustration of FFRC
Liu: illustration of HHRRC
Concepts and processes
Training Manual has more details.
Focus in lecture on the ten key processes necessary for supporting the transfer of learning to trainees’ workplaces.
Illustrations will assist the understanding of these concepts and processes.
1. Identify stakeholders
Key stakeholders for the transfer of learning include: Trainees Supervisors of trainees Trainers Program planners
See page 3-3 in the Training Manual.
2. Assess potential barriers
Barriers include those relating to: Participants Program design and execution Program content Level of change required Organizational and social context
See pages 3-3 and 3-4 in the Training Manual.
3. Pre-training activities
Prior to training, the following stakeholders need to be engaged in “transfer” activities: Trainees Supervisors Trainers and program planners
See pages 3-5 and 3-6 in the Training Manual.
4. Ensure effective training
Transfer of learning will not take place if learning does not take place.
See Modules 1 & 2 of this workshop.
See page 3-6 in the Training Manual.
5. Select specific techniques
Transfer of learning techniques include: Individualized plans / contracts Job aids Coaching & mentoring Follow-up sessions Networking and consulting services
See pages 3-6 and 3-7 in the Training Manual.
6. Encourage explicit commitment
Commitment may be formal or informal, depending upon factors such as: Investment of resources in trainees Degree of control over post-training activities Learning objectives Trainees’ characteristics
See page 3-7 in the Training Manual.
7. Monitor post-training activities
After training, the following stakeholders need to be engaged in “transfer” activities: Trainees Supervisors Trainers and program planners
See pages 3-8 and 3-9 in the Training Manual.
8. Troubleshoot barriers
Maintain contact with trainees and if appropriate their supervisors.
Identify, assess, and if possible remove barriers to the transfer of learning.
See page 3-9 in the Training Manual.
9. Provide feedback to trainees
Feedback may be formal or informal, depending upon factors such as: Formality of transfer of learning plans Investment of resources in trainees Available resources
See page 3-9 in the Training Manual.
10. Evaluate and report outcomes
The evaluation of training was covered in Module 5 of the Workshop on Managing Training Institutions in July 2012.
Transfer of learning accomplished by trainees should ideally be part of the process of training evaluation.
Thank-you.
Time for questions and discussion.