good hygiene practices along the coffee chain training – developing the training programme module...

Good Hygiene Practices along the coffee chain

Training – Developing the training programme

Module 5.2

Module 5.2 – Training – developing

the training programme

Overview of training development (Information)

A. What are goals of the training?B. Who is involved? C. Who needs training? D. What should they learn?E. What are the learning resources? F. What is the learning format?G. How do they learn? H. How will they learn – preparing fro effective training

Module 5.3 will answer the questions: How do we evaluate learning? How do we follow up/reinforce training?

The questions to ask are:



A. What are the goals of training?

Goals are beyond objectives. They can be small or large.Some separate goals might be:

Effective representation of the country’s interests in Codex meetings A national policy framework that supports coffee quality and safety objectives Codes of good practice adopted by coffee producers’ associations Improved manufacturing and hygiene practices at drying/processing stations Greater attention to hygiene in the handling of cherry on-farm Improved hygiene practices throughout the local coffee trading chain Collaboration among coffee institutes, private equipment manufacturers and

coffee processors to improve availability of equipment meeting users’ needs Better control of coffee fermentation process More effective trading by farmers’ associations

Question: What are our goals?

Setting training goals (Action)



B. Who is involved?

The core stakeholders are usually: Trainers Trainees The sponsoring organization/the funding organization (if

different) The certifying body (if any) Employers of trainees (if any) Other operators who are/will be affected by the work

performance of the trainee group

These parties’ interests should converge, although often they do not. However they should all:

Be able to contribute to training content Be involved in evaluating the training

Question: Who are our core stakeholders?

Identifying the core stakeholders (Action)



B. Who is involved?

Other interested parties may be: Work/commercial associations (e.g. cooperatives,

unions, chambers of commerce etc.) The local community/public health

inspectorate/environmental agencies The agricultural extension service Local experts and expert institutions

Question: Who should be invited to participate or visit?

Involving other interested parties (Action)



B. Who is involved?

Others who may be interested in participating are: Managers/supervisors who need to know what employees

are learning Other operators who will be affected by the training Trainee trainers who need to see how it’s done Illustrators and writers who may need inspiration for training

or publicity materials Resource persons (more later)

Question: Who should be invited to participate or visit?

Involving other interested parties (Action)



C. Who needs training?

The target population are the people who do the job (or will be doing it) and who need new knowledge/skills/actions/attitudes. We need to know:

Their age and gender Their main concerns and interests Their work experience Their attitudes to work and training Their level of knowledge and skill Their learning habits and preferences/level of literacy

Question: Who are the target population for the training?

Describing the target population (Action)



D. What should they learn?

Analysing the task: Clarifies what needs to be learned Distinguishes main objectives from sub-objectives, giving a

training hierarchy Helps to focus training effort where it can be most effective Suggests a structure for modular training

Question: Do we agree?

Advantages of task analysis (Concept)




Consult both technical experts and expert practitioners, then: List the essential elements of the task in sequence (or lay them out in a

flow-diagram) Show what needs to be done to improve the task and why Pinpoint:

• What is critical (if this is not right, the whole process is a waste of time)?• What is difficult/ problematic (what goes wrong, where the risks lie)?

List the skills, knowledge, behaviour and attitudes needed to accomplish or improve the task

Question: What are the critical or difficult elements of the task?

Analysing the task (Action)




Learners’ existing knowledge, skills, behaviour and attitudes should determine the final content and emphasis of the course. Explore these before and during training in one or more ways:

With a formal entry test By observing learners doing the task in real life By asking learners to describe or demonstrate what they

think or do (or would expect to do) By discussion with learners By consulting people who know the situation

Question: What can trainees do already? What do they know?

Ascertaining learners’ existing capabilities (Action)




Learning objectives: Focus on the knowledge, skills, behaviour and attitudes

trainees need to do the job Are the basis of course activities Are the basis of the evaluation of learning Are not carved in stone – can be reformulated during

training, as needs become clearer They should be:

Formulated after consultation with all the core participants Based on what is needed for the task Determined by trainees’ existing knowledge and skills

Question: What are our learning objectives?

Formulating learning objectives (Action)




Learning objectives should: Refer to behaviour and attitudes of learners, not of trainers or

institutions Be formulated with verbs which express what learners will do,

appreciate, be aware of etc. Be clear, precise and easy for everyone to understand, including

trainees Include action objectives as well as knowledge, awareness and

understanding Take account of attitudes and feelings, misconceptions and mistaken

ideas which may facilitate or obstruct learning or performance Include communications (oral or written) and social objectives if the task

involves them

Question: Do our learning objectives represent whattrainees need to learn?

Improving learning objectives (Action)




Training is organized work-related learning. Successful training is:

Task-based rather than topic-based (e.g. not about mould, but about preventing mould)

Criterion-referenced (a certain standard of performance is required)


The nature of training (Concept)




A course map or course description should be made available to all concerned. Ideally the modules should have a subject heading and also a question heading which makes sense to trainees. A possible structure for modular training is:

Review what trainees think/believe/know/do View the whole task and what it entails (i.e. objectives and sub-

objectives), organizing it in a logical order in relation to the target tasks

Look at each objective in order Practise objectives and sub-objectives realistically, with feedback Put the whole task into practice Check target performance Arrange for follow-up

Question: How will we structure our training?

Creating a course map or course description (Action)



E. What are the learning resources?

Learning resources may be written, visual, human or real-life establishments and facilities. Most people learn best from real things (realia), from other people with more experience, and from visual input:

Identifying learning resources (Action)

Text Training manuals, course materials, guidelines, leaflets, websites

Visual Posters, drawings, maps, cartoons, diagrams, photos, video clips, film

Realia The work site (plantation, processing station, compost heaps etc.)

Relevant working equipment (machines, vehicles, sacks etc.)

The product, at appropriate stages of growth or processing

(NB working operations can also be simulated)

Question: What are our learning resources?



E. What are the learning resources?

Human resources which should be valued and well exploited are ‘old hands’, role-models, training managers and other course participants:

Identifying learning resources (contd.) (Action)

Human The work site (plantation, processing station, compost heaps etc.)

Technical experts (should be seen as technical resources, not as training managers)

Managers/policy-makers/rule-makers (especially if the training is mandatory)

Previous trainees Trainers/training managers ‘Old hands’ (expert practitioners) Role-models (successful practitioners) Other course participants Operators from other parts of the coffee chain

(NB human resources can also be represented by talking-head video clips, audio recordings, telephone

conversations or quotations) Question: What are our learning resources?



F. What is the learning format?

The training format depends on: Physical circumstances Learning resources Other resources (e.g. time/money/equipment/facilities) Trainees’ learning preferences, habits and capacities Availability of trainers etc.

Training format (Information)



F. What is the learning format?

Training may take place in any of the formats below, or in a combination of them. A mix of distance learning and face-to-face is called “blended learning”

Apart from organized training, other forms of information and communication (see Slide 4 above) - public information, public media, websites, communication networks, meetings and discussions, visits, guided tours, hands-on experience - can supplement training, or be used independently

Selecting training format (Action)

Where? How long? How often?

How many? Who will help?

On the work site

In a meeting room

On study tours/visits

At a distance (e.g. at home)

e-learning, paper, A-V

All at one time (an hour, a day, a week) Little and often (e.g. weekly, monthly)

At individual choice

One-to-oneIn small groups

In large numbers

ExpertsTutors

Mentors*Guides

No-one

* A mentor is usually an ‘old hand’ who guides a novice in a work situation.Question: What training format shall we adopt?



G. How do they learn?

Means that learners: Have changed their behaviour, attitudes and understanding,

or have started to do so Are aware of what they have learned and convinced of its

value Are able and willing to pass on the learning


Successful sustainable training (Concept)




The relevant activity is what the trainee does, not what the trainer does

The trainer’s role is to ensure learning The trainer’s job is also to learn about the trainees and

adapt the training accordingly. Information should flow as much from the trainees to the trainer as vice versa


The roles of trainers and trainees (Concept)




In effective training, it is essential that learners go through these three steps:

1. Recognizing the scope, purpose and approach of the training and accepting its value

2. Becoming familiar with target performances / attitudes / knowledge

3. Practising target performances and getting feedback Logically, activities follow this sequence, but it may not

matter if they don’t

Question: Does our training follow these three steps?

Essential trainee activities (Concept)




1. Make objectives, approaches, course organization transparent from the beginning

2. Hand over as much as possible to trainees. It is what they do that counts3. Encourage interaction, questions and discussion at all times, not just

after presentations4. Illustrate and demonstrate, give examples, use anecdotes5. Use visual input – reality, pictures, video, maps, photos etc.6. Distribute instruction between different sources and different media7. Go for action, physical as well as mental8. Go for variety – change pace, position, presenter, activity, location9. Keep activities short; have lots of breaks10. Get trainees to recap frequently and reflect on what they have learnt

Question: Which of these do we strongly support, and why?

Ten training tips (Concept)



H. How will they learn?

The first activities should activate, involve, encourage and motivate the trainees:

Explore participants’ knowledge, understanding, attitudes on the issues Outline the overall situation in which the training plays a part Discuss the advantages of the training to trainees (possibly) Call on old hands to add persuasive anecdotes

-------------------------------------------------------------- Present the main questions of the training and ask for provisional responses,

OR Present a course map and encourage questions (leave the map on display) Ask trainees to suggest other learning objectives and record them publicly

------------------------------------------------------------- Outline trainees’ roles/tasks in the training (their inputs, activities and

outputs) and check they are acceptable, clear and doable

Question: What will be the first training activities?

Organizing first activities (Step A) (Action)




Trainees must become acquainted with models of target performance, both good and bad, and the criteria by which to judge them. They may:

Observe them in practice See them demonstrated, acted out, on film, in photos or

drawings Hear them described/read about them Hear about them in narratives (stories, anecdotes)

Question: How will we present the target performances?

Acquainting learners with target performances(Step B) (Action)




Most ideas are best learnt when applied in practising tasks (Step C, below). At first, it is generally enough for trainees to understand concepts, know where to find information, and appreciate attitudes. It is also essential to select what is important, and not to drown them with facts.

To help trainees understand specific concepts: Give plenty of examples, illustrations, cases, and ask trainees for more

To help trainees remember crucial items of information: Suggest mnemonics, use icons, display the information, get trainees to

organize quizzes To help trainees recognize the importance of particular points:

Tell stories, call upon old hands to talk about their experience, dramatize Get trainees to summarize and recap frequently

Question: How can we help learners understand,remember and appreciate important points?

Acquainting learners with target performances(Step B) (contd.) (Action)




Trainees must try their hands at the task. The amount of practice will depend on whether the aim is full mastery or just a good beginning. In any case, practice must be as realistic as possible. It may be:

A hands-on trial with the real thing (e.g. sorting cherries, evaluating batches)

An exercise on cases, real or invented A walkthrough, role-play or other simulation (e.g. advising

farmers) A draft document (e.g. a checklist, a report, a plan for improving

plant layout) A talk or presentation

Feedback can be given both by trainers and by other trainees

Question: How will we arrange for trainees to practice?

Arranging practice of target performances(Step C) (Action)

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