AEFP/EVTA Train the trainers definition of the themes for cooperation at European level 1-2 March 2007

Human Resource Management of trainers (HRM) Themes: selection & recruitment; selection & recruitment; selection & recruitment selection & recruitment competence management; competence management; competence management competence management training: the induction period; training: the induction period; training: the induction period training: the induction period training: continuous training; training: continuous training; training: continuous training; training: continuous training; evaluation and appraisal; evaluation and appraisal; evaluation and appraisal; evaluation and appraisal; career management; career management; career management; career management; management staff; management staff; management staff; management staff;

1 recruitment & selection Problem areas: Political: who recruits?, rejuvenation, (people in their 2 e part of career), salary consequences, status; Political: who recruits?, rejuvenation, (people in their 2 e part of career), salary consequences, status; Valorisation of the profession: How to attract the best?; Valorisation of the profession: How to attract the best?; Ways and methods for recruitment; Ways and methods for recruitment; Methods and instruments for selection: detect the potentials, competence based appraoch using competence profiles, classification of the training profession; Methods and instruments for selection: detect the potentials, competence based appraoch using competence profiles, classification of the training profession; Support & guidance of trainers; Support & guidance of trainers;

2competence management Problem areas: Recognition & valorisation of the status of the profession: profession of the trainer versus related professions (client service, guidance, learning facilitator); Recognition & valorisation of the status of the profession: profession of the trainer versus related professions (client service, guidance, learning facilitator); Certification of the trainers in vocational training; Certification of the trainers in vocational training; Validation of prior education and learning (APEL); Validation of prior education and learning (APEL); Differentiation of the profiles of the trainers: the different working contexts of the trainer (e-learning, on the job,..); Differentiation of the profiles of the trainers: the different working contexts of the trainer (e-learning, on the job,..); Agreement on the description of the profession and the reality; Agreement on the description of the profession and the reality;

3training: induction period Problem areas: System of introduction/reception of new trainers: implication and responsabilities of the training managers and HR, sponsoring and coaching of the trainers by experienced trainers; System of introduction/reception of new trainers: implication and responsabilities of the training managers and HR, sponsoring and coaching of the trainers by experienced trainers; Training versus production (tensions): training = obliged investement Training versus production (tensions): training = obliged investement Re-engineering of the initial training: starting competences, continuous training programmes, relation with follow up and trying period. Re-engineering of the initial training: starting competences, continuous training programmes, relation with follow up and trying period.

4training: continuous Problem areas: Systems training on location; Systems training on location; Systems for technical part of the training (how to keep it up to date?); Systems for technical part of the training (how to keep it up to date?); Training at institutional level: alternation, collective,… Training at institutional level: alternation, collective,… Competence management at institutional level; Competence management at institutional level; Pedagogical training methods: role-play, animation of the training,…; Pedagogical training methods: role-play, animation of the training,…; Is the training voluntary or obliged and the relation with evaluation and coaching; Is the training voluntary or obliged and the relation with evaluation and coaching; Credits of the training; Credits of the training; Evaluation of the training and the participants; Evaluation of the training and the participants; Follow up of the training; Follow up of the training; Echange et analyse de pratiques: intervision/ réflexivité; Echange et analyse de pratiques: intervision/ réflexivité; Use of ICT in training; Use of ICT in training;

Themes for continuous training of trainers: Facilitating soft skills: relational and attitude skills, professional attitude, key competences; Facilitating soft skills: relational and attitude skills, professional attitude, key competences; Teaching disadvantaged learners (numeracy and literacy skills); Teaching disadvantaged learners (numeracy and literacy skills); Dealing with intercultural groups, diversity, gender,… Dealing with intercultural groups, diversity, gender,… Individualisation of the training pathways and courses; Individualisation of the training pathways and courses; Training in companies: Training in companies: Formation sur mesure (en entreprise): analysis and specification of needs; Formation sur mesure (en entreprise): analysis and specification of needs; Coaching; Coaching;

5evaluation/ appraisal Problem areas: System of evaluation of personnel: functioning, shortcomings, control, ongoing evaluation on critical moments, performance management) System of evaluation of personnel: functioning, shortcomings, control, ongoing evaluation on critical moments, performance management) Effect and impact of evaluation: career, salary (relation with the training of trainers) Effect and impact of evaluation: career, salary (relation with the training of trainers)

6career management Problem areas: Succession: find solutions for the baby boom generation; Succession: find solutions for the baby boom generation; Horizontal and vertical mobility: attractiveness of the profession, emplyability, motivation, link to classification (beginners/experienced) Horizontal and vertical mobility: attractiveness of the profession, emplyability, motivation, link to classification (beginners/experienced) Management of the ageing trainers (50+/55+) Management of the ageing trainers (50+/55+) Knowledge management: transfer & loss of competences when these trainers leave the organisation (other role in training?); Knowledge management: transfer & loss of competences when these trainers leave the organisation (other role in training?);

7management staff Problem areas: Role and competences of the management staff: pedagogical support, organisational changes, identity and recognition of the specificity of the management staff; Role and competences of the management staff: pedagogical support, organisational changes, identity and recognition of the specificity of the management staff; Initial training or management: basic or more advanced, training/information dedicated to responsibilities and roles of the training staff; Initial training or management: basic or more advanced, training/information dedicated to responsibilities and roles of the training staff; Continuous training via formal training, coaching, mentoring and exchange of experiences; Continuous training via formal training, coaching, mentoring and exchange of experiences;