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

1. Best Practices in the Design and Deliver of International Training Programs:Welcome Session MOA – FAO – TCP Workshop Wuxi 3 December 2012

2. 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.

3. 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.

4. Capacity Strengthening Stages

5. 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.

6. Levels of Capacity

7. Individual Capacity

8. Organizational Capacity

9. Environmental Influences

10. Capacity Strengthening Stages

11. 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.

12. 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.

13. Capacity Strengthening Stages

14. 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

15. Focus: core practices of trainers • Assess needs • Design training • Facilitate training • Support the transfer of learning (to the trainees’ workplaces) • Evaluate training

16. 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.

17. 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.

18. 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.

19. Workshop methods • Presentations and discussion. • Small group activities. • Evaluation and reflection.

20. 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.

21. 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.

22. Thank-you. Time for questions and discussion.

23. Module 1: Designing training MOA – FAO – TCP Workshop Best Practices in the Design and Delivery of International Training Programs Wuxi, 3 December 2012

24. Objectives (I) • To understand the key concepts and fundamental processes involved in the design of training modules.

25. Objectives (II) • To review national and international examples of the design of training.

26. 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.

27. Short lectures • McLean: concepts and processes • Flor: international illustrations • Tang: illustration of FFRC • Liu: illustration of HHRRC

28. 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.

29. 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.

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. 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.

39. Thank-you. Time for questions and discussion.

40. Module 2: Facilitating training MOA – FAO – TCP Workshop Best Practices in the Design and Delivery of International Training Programs Wuxi, 4 December 2012

41. Objectives (I) • To understand the key concepts and basic options involved in the effective facilitation of training.

42. Objectives (II) • To review national and international examples of the facilitation of training.

43. 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.

44. 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.

45. Short lectures • McLean: concepts and processes • Flor: international illustrations • Tang: illustration of FFRC • Liu: illustration of HHRRC

46. 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.

47. 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.

48. 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.

49. 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.

50. 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)