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. 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. 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 Presentations and discussion at the Project Inception Workshop, held 8 & 9 September Allowed participants to understand the present capacity of ATCs in undertaking international training. 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 KnowledgeSkillsAttitudesResources

Organizational Capacity Organizations DirectionSystemsCultureResources

Environmental Influences Environment Economic change Competitors / partners Social change Knowledge / technology

Capacity Strengthening Stages 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: 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 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. The setting of priorities to guide the subsequent interventions of this TCP project.

Assess and prioritize Baseline Report: International Training Capacity of the ATCs. Baseline Report: International Training Capacity of the ATCs. Distributed to all ATCs in spring Distributed to all ATCs in spring Gave a foundation for planning the interventions of this TCP. Gave a foundation for planning the interventions of this TCP.

Capacity Strengthening Stages One: Understand Two: Assess Three: Prioritize Four: Intervene

Interventions Design, implement, and evaluate activities which will strengthen the capacity of the ATCs: Design, implement, and evaluate activities which will strengthen the capacity of the ATCs: Web-based communication platform Web-based communication platform Workshop on Managing Training Institutions Workshop on Managing Training Institutions Study tour Study tour Workshop on Design and Delivery of Training Workshop on Design and Delivery of Training Others as approved by the Project Steering Committee Others as approved by the Project Steering Committee

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

Role of this workshop Focus on three core practices: Focus on three core practices: Design training (Module 1) Design training (Module 1) Facilitate training (Module 2) Facilitate training (Module 2) Support the transfer of learning (Module 3) Support the transfer of learning (Module 3) Produce a resource booklet for ATC use, based on both major TCP workshops. Produce a resource booklet for ATC use, based on both major TCP workshops.

Guiding objective To strengthen the capacity of participating institutions… 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. …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. 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. Presentations and discussion. Small group activities. Small group activities. Evaluation and reflection. Evaluation and reflection.

Changes from MTI workshop Illustrations focused on south-south co- operation in agriculture. Illustrations focused on south-south co- operation in agriculture. More opportunity for sharing of experiences from all ATCs. More opportunity for sharing of experiences from all ATCs. Dr. Alexander Flor replaces Dr. Teoh. Dr. Alexander Flor replaces Dr. Teoh.

Warm-up activity Think of a “fantastic” or a “terrible” instructor you have had in the past. Think of a “fantastic” or a “terrible” instructor you have had in the past. Define what you think made them “fantastic” or “terrible.” Define what you think made them “fantastic” or “terrible.” Share your experience, as instructed. Share your experience, as instructed.

Thank-you. Time for questions and discussion.

Module 1: Designing training MOA – FAO – TCP Workshop 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. 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. 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. 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 McLean: concepts and processes Flor: international illustrations Flor: international illustrations Tang: illustration of FFRC Tang: illustration of FFRC Liu: illustration of HHRRC Liu: illustration of HHRRC

Concepts and processes Training Manual has more details. Training Manual has more details. Focus in lecture on the ten key processes necessary for the effective design of training. 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. Illustrations will assist the understanding of these concepts and processes.

1. Instructional analysis Training must be based upon understanding: Training must be based upon understanding: The most relevant characteristics of trainees The most relevant characteristics of trainees Opportunities and constraints inherent to the learning environment and available resources Opportunities and constraints inherent to the learning environment and available resources The nature of the learning tasks (outcomes: knowledge; skills; attitudes) to be accomplished The nature of the learning tasks (outcomes: knowledge; skills; attitudes) to be accomplished See pages 1-3 and 1-4 in the Training Manual. 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: 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? Who is expected to learn? How are they are expected to demonstrate their learning? How are they are expected to demonstrate their learning? What are they expected to learn? What are they expected to learn? See pages 1-5 and 1-6 in the Training Manual. 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 selected on a “need to know” basis – reflecting learning objectives. Content should be organized logically and progressively, without including too much Content should be organized logically and progressively, without including too much. See page 1-6 in the Training Manual. See page 1-6 in the Training Manual.

4. Choose teaching methods Various teaching and learning methods are available. Selecting methods depends on: Various teaching and learning methods are available. Selecting methods depends on: Nature of the learning objectives Nature of the learning objectives Number and characteristics of trainees Number and characteristics of trainees Skills of the trainers Skills of the trainers Availability of time and resources Availability of time and resources See pages 1-7 and 1-8 in the Training Manual. See pages 1-7 and 1-8 in the Training Manual.

5. Choose trainers Trainers should be selected based upon: Trainers should be selected based upon: Substantive expertise Substantive expertise Skill in teaching and generating enthusiasm among trainees for learning Skill in teaching and generating enthusiasm among trainees for learning Costs Costs Motivation Motivation Credibility Credibility See pages 1-8 and 1-9 in the Training Manual. 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 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. 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. 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: 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. See pages 1-10 to1-12 in the Training Manual.

8. Manage logistical arrangements Important logistical factors include: Important logistical factors include: Seating Seating Equipment Equipment Lighting, noise, and temperature Lighting, noise, and temperature Food, accommodation, and transportation Food, accommodation, and transportation Scheduling and length of training Scheduling and length of training See pages 1-12 and 1-13 in the Training Manual. 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: Instructional plans summarize much of what has been covered in this module: Learning objectives & instructional methods Learning objectives & instructional methods Activities and schedule Activities and schedule Instructors & resource materials Instructors & resource materials Assessment plan Assessment plan Logistical arrangements Logistical arrangements See page 1-13 in the Training Manual. 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: It is good practice to validate the design of instruction by having it reviewed by key stakeholders: Leaders of the training organization Leaders of the training organization Selected trainees and/or their employers Selected trainees and/or their employers Professionals with known expertise in the field Professionals with known expertise in the field See page 1-14 in the Training Manual. See page 1-14 in the Training Manual.

Thank-you. Time for questions and discussion.

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

Objectives (I) To understand the key concepts and basic options involved in the effective facilitation of training. 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. 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. 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. 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 McLean: concepts and processes Flor: international illustrations Flor: international illustrations Tang: illustration of FFRC Tang: illustration of FFRC Liu: illustration of HHRRC Liu: illustration of HHRRC

Concepts and processes Training Manual has more details. Training Manual has more details. Focus in lecture on the ten key processes necessary for the effective facilitation of training. 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. 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: Trainees should feel comfortable, safe, and encouraged to actively participate: Pre-arrival factors Pre-arrival factors First impressions First impressions Facilities and the physical environment Facilities and the physical environment Trainers’ style and behavior Trainers’ style and behavior See pages 2-3 and 2-4 in the Training Manual. See pages 2-3 and 2-4 in the Training Manual.

2. Gain trainees’ attention Techniques include: Techniques include: Overviews Overviews Stories / anecdotes Stories / anecdotes Icebreakers Icebreakers Respect the general characteristics of adults as learners Respect the general characteristics of adults as learners See pages 2-4 and 2-5. 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. 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. Be explicit and clear. See page 2-5 in the Training Manual. 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: The Training Manual (pages 2-5 through 2-8) summarizes the strengths, weaknesses, and key guidelines for: Group presentations (lectures & demonstrations) Group presentations (lectures & demonstrations) Individualized activities (drill & practice, research & discovery, tutorials) Individualized activities (drill & practice, research & discovery, tutorials) Small group activities (discussion, simulation, co-operative learning, problem-solving) 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. 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. Include active and interactive methods. See page 2-9 in the Training Manual. 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. 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. See page 2-9 in the Training Manual.

7. Assess trainees’ learning Good assessment practices are: Good assessment practices are: Clear and specific Clear and specific Regular and timely Regular and timely Supportive and change-oriented Supportive and change-oriented Personal and caring Personal and caring Linked to learning objectives Linked to learning objectives See page 2-10 in the Training Manual. See page 2-10 in the Training Manual.

8. Provide feedback to trainees Feedback is required in response to: Feedback is required in response to: Comments and questions Comments and questions Participation in various learning activities Participation in various learning activities Performance on formal assessment of learning activities Performance on formal assessment of learning activities See pages 2-10 and 2-11 in the Training Manual. See pages 2-10 and 2-11 in the Training Manual.

9. Troubleshoot and manage issues Common issues relate to: Common issues relate to: Problems with logistical arrangements Problems with logistical arrangements Interpersonal conflicts Interpersonal conflicts Interference from external events Interference from external events Needs, motivation, and capabilities of trainees Needs, motivation, and capabilities of trainees See pages 2-11 and 2-12 in the Training Manual. See pages 2-11 and 2-12 in the Training Manual.

10. Support the transfer of learning To be the focus of Module Three. 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 Workshop Best Practices in the Design and Delivery of International Training Programs Wuxi, 5 December 2012

Objectives (I) To understand the key concepts and basic stages involved in supporting the transfer of learning to trainees’ workplaces. 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. 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. 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 McLean: concepts and processes Flor: international illustrations Flor: international illustrations Tang: illustration of FFRC Tang: illustration of FFRC Liu: illustration of HHRRC Liu: illustration of HHRRC

Concepts and processes Training Manual has more details. Training Manual has more details. Focus in lecture on the ten key processes necessary for supporting the transfer of learning to trainees’ workplaces. 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. Illustrations will assist the understanding of these concepts and processes.

1. Identify stakeholders Key stakeholders for the transfer of learning include: Key stakeholders for the transfer of learning include: Trainees Trainees Supervisors of trainees Supervisors of trainees Trainers Trainers Program planners Program planners See page 3-3 in the Training Manual. See page 3-3 in the Training Manual.

2. Assess potential barriers Barriers include those relating to: Barriers include those relating to: Participants Participants Program design and execution Program design and execution Program content Program content Level of change required Level of change required Organizational and social context Organizational and social context See pages 3-3 and 3-4 in the Training Manual. 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: Prior to training, the following stakeholders need to be engaged in “transfer” activities: Trainees Trainees Supervisors Supervisors Trainers and program planners Trainers and program planners See pages 3-5 and 3-6 in the Training Manual. 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. Transfer of learning will not take place if learning does not take place. See Modules 1 & 2 of this workshop. See Modules 1 & 2 of this workshop. See page 3-6 in the Training Manual. See page 3-6 in the Training Manual.

5. Select specific techniques Transfer of learning techniques include: Transfer of learning techniques include: Individualized plans / contracts Individualized plans / contracts Job aids Job aids Coaching & mentoring Coaching & mentoring Follow-up sessions Follow-up sessions Networking and consulting services Networking and consulting services See pages 3-6 and 3-7 in the Training Manual. 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: Commitment may be formal or informal, depending upon factors such as: Investment of resources in trainees Investment of resources in trainees Degree of control over post-training activities Degree of control over post-training activities Learning objectives Learning objectives Trainees’ characteristics Trainees’ characteristics See page 3-7 in the Training Manual. 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: After training, the following stakeholders need to be engaged in “transfer” activities: Trainees Trainees Supervisors Supervisors Trainers and program planners Trainers and program planners See pages 3-8 and 3-9 in the Training Manual. See pages 3-8 and 3-9 in the Training Manual.

8. Troubleshoot barriers Maintain contact with trainees and if appropriate their supervisors. Maintain contact with trainees and if appropriate their supervisors. Identify, assess, and if possible remove barriers to the transfer of learning. Identify, assess, and if possible remove barriers to the transfer of learning. See page 3-9 in the Training Manual. See page 3-9 in the Training Manual.

9. Provide feedback to trainees Feedback may be formal or informal, depending upon factors such as: Feedback may be formal or informal, depending upon factors such as: Formality of transfer of learning plans Formality of transfer of learning plans Investment of resources in trainees Investment of resources in trainees Available resources Available resources See page 3-9 in the Training Manual. 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 The evaluation of training was covered in Module 5 of the Workshop on Managing Training Institutions in July Transfer of learning accomplished by trainees should ideally be part of the process of training evaluation. Transfer of learning accomplished by trainees should ideally be part of the process of training evaluation.

Thank-you. Time for questions and discussion.