Module 3: Five core practices of effective trainers MOA – FAO – TCP Workshop on Managing Training Institutions Beijing, 9 July 2012

Objectives (I) To recognize the five core practices of effective trainers: To recognize the five core practices of effective trainers: assess needs assess needs design training design training facilitate training facilitate training support the transfer of learning support the transfer of learning evaluate training. evaluate training.

Objectives (II) To review an international case study of these five practices as demonstrated through an agricultural training program. To review an international case study of these five practices as demonstrated through an agricultural training program.

Objectives (III) To be introduced to the FFRC and HHRRC case studies that will be the focus of group work for modules 4 and 5. To be introduced to the FFRC and HHRRC case studies that will be the focus of group work for modules 4 and 5.

1. Assess needs The process of needs assessment refers to a wide variety of practices used to generate ideas for training programs and to make choices about the delivery of programs based upon an understanding of how potential programs would enable trainees to have a better impact on their workplaces, organizations, and communities. The process of needs assessment refers to a wide variety of practices used to generate ideas for training programs and to make choices about the delivery of programs based upon an understanding of how potential programs would enable trainees to have a better impact on their workplaces, organizations, and communities.

2. Design training The design of training involves setting objectives and planning activities which would result in the accomplishment of those objectives. Training design should be based upon a solid understanding of the characteristics of the trainees, the nature of the desired learning outcomes, and the resources and environments available for training. The design of training involves setting objectives and planning activities which would result in the accomplishment of those objectives. Training design should be based upon a solid understanding of the characteristics of the trainees, the nature of the desired learning outcomes, and the resources and environments available for training.

3. Facilitate training Learning takes place through the interaction of trainees with (1) trainers; (2) substantive content; and (3) other trainees. The range of methods available to trainers includes presentation, demonstration, discussion, drill and practice, tutorial, co-operative learning groups, simulation, research and discovery, and problem solving. Learning takes place through the interaction of trainees with (1) trainers; (2) substantive content; and (3) other trainees. The range of methods available to trainers includes presentation, demonstration, discussion, drill and practice, tutorial, co-operative learning groups, simulation, research and discovery, and problem solving.

4. Support learning transfer Given the practical focus of most training programs, training cannot be considered fully successful unless trainees are able to apply what they have learned and have an impact on their workplace or community. Supporting the transfer of learning means devising strategies and activities through which trainees are encouraged to put learning into practice. Given the practical focus of most training programs, training cannot be considered fully successful unless trainees are able to apply what they have learned and have an impact on their workplace or community. Supporting the transfer of learning means devising strategies and activities through which trainees are encouraged to put learning into practice.

5. Evaluate training Evaluating training involves assessing the extent to which trainees (1) are satisfied; (2) have learned; (3) have changed their behaviors; and (4) have had an impact on their workplace. Based upon the assessment of the outcomes of training for the trainees involved, judgments may be made about degree to which a training program has accomplished it objectives. Evaluating training involves assessing the extent to which trainees (1) are satisfied; (2) have learned; (3) have changed their behaviors; and (4) have had an impact on their workplace. Based upon the assessment of the outcomes of training for the trainees involved, judgments may be made about degree to which a training program has accomplished it objectives.

The training cycle Assess needs Design training Facilitate training Support the transfer of learning Evaluate training

Example of core practices Canadian Agriculture Lifelong Learning (CALL) program Canadian Agriculture Lifelong Learning (CALL) program See the Training Manual for See the Training Manual for Background Background Overview of the five core practices Overview of the five core practices

Assessing CALL needs Assessing CALL needs Review of comparable programs Review of comparable programs Survey of farm leaders Survey of farm leaders Focus group with key stakeholders Focus group with key stakeholders

Designing CALL The mission of the CALL Program was to develop effective leaders for the Canadian agri-food industry. The mission of the CALL Program was to develop effective leaders for the Canadian agri-food industry. Design of training based on three pillars: Design of training based on three pillars: knowledge knowledge skills skills networks networks

Designing CALL Participants’ knowledge, skills, and networks were enhanced through six seminars (40 days of training) and an eighteen-month computer-mediated conference. Participants’ knowledge, skills, and networks were enhanced through six seminars (40 days of training) and an eighteen-month computer-mediated conference. Specific learning objectives (knowledge, skills, and networks) were defined for each event. Specific learning objectives (knowledge, skills, and networks) were defined for each event.

Facilitating CALL Lecture from leaders and resource people Lecture from leaders and resource people Skill-building practice sessions Skill-building practice sessions Field trips Field trips Networking events Networking events Small group debriefing sessions Small group debriefing sessions Team projects (issues analysis and current events) Team projects (issues analysis and current events)

Supporting CALL learning transfer Personal development plan Personal development plan Analysis and objective-setting Analysis and objective-setting Action planning and reporting Action planning and reporting Learning transfer plan Learning transfer plan

Evaluating CALL Four levels: Four levels: Satisfaction Satisfaction Learning Learning Behaviour change Behaviour change Impact Impact

Evaluating CALL Four processes: Four processes: Seminar evaluation instruments Seminar evaluation instruments Extensive trainee questionnaires Extensive trainee questionnaires Leadership Practices Inventory Leadership Practices Inventory Peer evaluation survey Peer evaluation survey More details in Module 5 More details in Module 5

Thank-you. Time for questions and discussion.