1. Principles for trainings and using the training manual
Feedback from group disucssions
Day 2, afternoon session

2. Key challenges – Group 1
Principles for trainings and using the training manual
HiAP terminology
Capturing relevant target audience
Representatives from units/sectors can be lonely if they trained alone. Therefore may wish to find resources to have more than one person per stakeholder group. Also may address high-turnover of staff and loss of investment.
Weak structures
Attracting other sectors and be multidisciplinary
Low investment in mid-career training
Case studies specific to the country context

3. Key challenges – Group 2
Identifying issue of mutual strategic interest
Resources – Conducting stakeholder mapping
Knowing about priorities of relevant sectors
Training team
Resources – identifying champions
Skills, experience and interdisciplinary team members
Target audience
Resources – identifying relevant trainers
Get buy-in from policy makers to facilitate engagement of technical staff
Technocrats remain despite political changes
Stakeholders, including NGOs, private sector
Description/frameing of training

4. Key challenges – Group 3 Target audience – to trainers or actors
Resistance to something new
Not to repeat, go into unnecessary detail
Importance of having ice-breakers
Encourage linkages with previous experiences and expertise
Lack of information on context or participants
National, regional and local champions/informants
Lack of resources
E.g. UN, UNCT, private sector,
In kind support as well as financial support
New, innovative resource sources
Trainer must really have HiAP skills, knowledge, experiences. Be able to field and respond to difficult questions.

5. Key challenges – Group 4 Lack of interest
People getting trained being lonely when go back to country context
Lack of authority  secure from higher levels
Choice and level of influence of participants
Human resources  develop small pool of people to train and facilitate issues

6. Key challenges – Group 5
Champion at national, regional and local level
Context and power
Decentralised --- centralised
National --- regional --- local
Urban rural
Universal --- individual values and coverage
Public private
Data, case studies, examples relevant to audience
Non-health professionals and sectors (need basic level of health literacy, acronyms, etc)
Resources
Advocates and leaders (in/out health, in/out system)
Case studies, information  quality control needed
Pilot and testing and lessons learned
How to use social networks and other networks (WHO, UN, mayors, parliamentary unions, civil society and NGOs, interest groups)
Collaborative platform – need combination of online, face-to-face, etc.

7. USB stick/CD/platform of all resources referenced in manual
Practical next steps
Longer term next steps
USB stick/CD/platform of all resources referenced in manual
Translation of HIAP manual
How this group will stay in touch, be network?
Google group?
ActionSDH discussion forum (can post questions)
Mapping of key health issues and their causes

8. Principles for trainings and using the training manual
Health is societal goal; social impact on health
Social justice and equity as marker of societal success
Data, evidence, case studies, experiences (historical, personal, etc)
local, regional context
Low, middle and high income country contexts
Ability to engage with other sectors
In-depth knowledge of HiAP training manual; adaptation to context & audience
Listen
Respect diversity and needs, be open-minded, non-judgemental
Be realistic is setting framing and objectives
Allow time and space for discussion, internalisation and self-reflection
Respecting systems within which participants work (incl. budgetary resources)
Inclusive and safe spaces
Ensuring confidentiality
Learning for action, adult training (guidance on this useful)
Cultural competency and sensibility
Sense of humour (culturally appropriate)
Resources in relevant languages
Training for action; follow-up and support (after training)
DRAFT 1

9. Categories for principles
Social justice values
Training team profile and skills
Adult learning approaches
Materials and resources

10. Principles for trainings and using the training manual
 Overarching social justice values
Health is societal goal; social impact on health
Social justice and equity as marker of societal success
REWORD: Respect diversity and needs, be open-minded, non-judgemental
 Training team profiles, competencies and skills
[Split into subcategories: General training skills; specific expertise &competencies]
Good interpersonal, listening and relationship building skills
In-depth familiarity of HiAP training manual content and purpose, and able to adapt it to specific (training) context and audience
Respect diversity and needs, be open-minded, non-judgemental
Cultural competency and sensibility
Sense of humour (culturally appropriate)
[NEW: Working across sectors]
Follow-up and support (after training) appropriate to development of training programmes. FACILITATE / FACILITATORS wording
[NEW: diplomacy and negotiation competencies]
DRAFT 2

11. Principles for trainings and using the training manual
 Learning by doing based on adult learning approaches
Be realistic is setting framing and objectives and vision
Provide inclusive and safe spaces for learning and dialogue
Allow time and space for discussion, internalisation and self-reflection of trainers and participants
Respecting systems within which participants work (incl. resources)
[NEW: Respect and equality between trainers and trainees;]
 Support materials and resources
Data, evidence, case studies, experiences (historical, personal, etc.)
Local, regional and cultural context
Low, middle and high income country contexts
Resources in relevant languages
Guidance on adult learning approaches
DRAFT 2

12. Principles for trainings and using the training manual
 Overarching social justice values
Social justice and equity are markers of societal success.
Health is a societal goal, and the social impact on health should be recognized.
[REWORD: Respect diversity and needs, be open-minded, non-judgemental]. [SUGGESTION: A human rights approach should underpin all training initiatives; including non-discrimination and equality, respect for diversity and cultural appropriateness.]
Training team profiles, competencies and skills
--- Specific expertise and competencies
In-depth familiarity of HiAP training manual content and purpose, and ability to adapt it to specific training contexts and audiences
[NEW: Expertise, experience and competencies related to HiAP and working intersectorally, and to diplomacy and negotiation]
Ability to Follow-up facilitate and support, as appropriate, training facilitators and the development of training programmes after the training. [Carmel – I’m not sure I fully understood the change requested by Timo here, so please check this]
--- Values for an enabling learning environment
Good interpersonal, listening and relationship building skills
Respect for diversity and differential needs, being open-minded and non-judgemental
Cultural competency and sensibility
Making learning fun and having a sense of humour (culturally appropriate)
DRAFT 3 – suggestions by Tori

13. Principles for trainings and using the training manual
 Learning by doing based on adult learning approaches
Be realistic is setting framing and objectives within longer-term vision
Respecting systems within which participants work (including available resources)
Provide inclusive and safe spaces for learning, sharing and dialogue
Allow time and space for discussion, internalization of learning and self-reflection of trainers and participants
[NEW: Respect and equality between trainers and trainees and recognise and draw from pre-existing knowledge and expertise]
 Support materials and resources
Data, evidence, case studies and experiences (historical, personal, etc.)
Local, regional and cultural context
Low, middle and high income country contexts
Resources in relevant languages
Guidance on adult learning approaches
DRAFT 3 – suggestions by Tori