Best Practices in the Design and Deliver of International Training Programs: Welcome Session MOA –...

Best Practices in the Design and Deliver of International Training Programs: Welcome Session

MOA – FAO – TCP Workshop

Wuxi

3 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 Stages

One:

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 Capacity

Individual 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


One:

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.


One:

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


Best Practices in the Design and Delivery of International Training Programs

Wuxi, 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?


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


5. Choose trainers

Trainers should be selected based upon: Substantive expertise Skill in teaching and generating enthusiasm among

trainees for learning Costs Motivation Credibility


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.


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


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


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


Thank-you.


Module 2: Facilitating training




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.

Short lectures







Focus in lecture on the ten key processes necessary for the effective facilitation of training.


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


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.


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.


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.


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


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


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


10. Support the transfer of learning

To be the focus of Module Three.

Thank-you.


Module 3: Supporting the transfer of learning (to trainees’ workplaces)




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







Focus in lecture on the ten key processes necessary for supporting the transfer of learning to trainees’ workplaces.


1. Identify stakeholders

Key stakeholders for the transfer of learning include: Trainees Supervisors of trainees Trainers Program planners


2. Assess potential barriers

Barriers include those relating to: Participants Program design and execution Program content Level of change required Organizational and social context


3. Pre-training activities

Prior to training, the following stakeholders need to be engaged in “transfer” activities: Trainees Supervisors Trainers and program planners


4. Ensure effective training

Transfer of learning will not take place if learning does not take place.

See Modules 1 & 2 of this workshop.


5. Select specific techniques

Transfer of learning techniques include: Individualized plans / contracts Job aids Coaching & mentoring Follow-up sessions Networking and consulting services


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


7. Monitor post-training activities

After training, the following stakeholders need to be engaged in “transfer” activities: Trainees Supervisors Trainers and program planners


8. Troubleshoot barriers

Maintain contact with trainees and if appropriate their supervisors.

Identify, assess, and if possible remove barriers to the transfer of learning.


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


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.


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