Irrespective of how a training event came into existence or who initiated the idea, once the decision to implement it has been made, human and financial resources need to be mobilized and organized so that the event can take place under optimal conditions. Since its creation, the World Agroforestry Centre has always had a team of people dealing with training and education. This team works very closely with the scientists, and other professional and support staff, in order to implement the Centre’s training and education mandate and strategy.
Good organization and implementing of a training event requires the involvement of many people and thus there is a need to properly coordinate this. For courses involving a small number of participants, or training events which are organized regularly by an institution, it may not be necessary to initiate large committees or a complex organizational system; audience size, duration, location and complexity of a course will all help to determine the most effective and efficient way to organize a course. Usually, however, the amount of organization needed to make a course work really well is underestimated, and so in this topic we show how good organization can really make a difference to the entire learning process.
Basically, there will be two main categories of issues to be dealt with by the course coordinator(s): those related to ‘content’ and those related to ‘logistics’. Even though these can be expected to influence each other, it is better that they are dealt with by different people under a single coordinator in order to avoid wasting precious time.
At the Centre, a training event is coordinated by an overall course coordinator assisted by a team or committee of technical ‘content’ people, eventually headed by a technical course coordinator, and a team dealing with logistic aspects and implications. Their responsibilities can be summarized as follows:
Technical or Content Committee
This brings together the people who are directly concerned with the development of the technical content of the training event and thus mostly constitutes of key course resource persons under the leadership of a ‘technical course coordinator’ in collaboration with the overall ‘course coordinator’. The committee first meets to discuss all course related aspects that require decisions and actions. Subsequent meetings will take place as and when the need arises and a final meeting right before the course starts will make sure that all is set for the event. Such a committee deals with the following main issues:
— Budget. Organizing and implementing short training courses, workshops and conferences, especially if they are regional or international in scope, can be costly affairs. It is therefore of paramount importance to have a well-defined budget for each event and arrange for the proper accounting of these training funds. Such a budget can be very detailed but most often will cover the following items:
§ Tuition cost. This is often not considered but it is important to know exactly how much staff time is required to implement a training event and at what cost. Even if this is not a direct charge to the event, it will give a better idea of the real cost of training.
§ Travel. This should cover all expenditure of resource persons and participants to travel to the venue(s) of a training event (air or road travel, stopovers, local transport, taxis, visa, baggage allowance, etc.).
§ Accommodation, meals and incidentals. Covers the cost of those involved in the training event while staying at the course venue(s).
§ Training infrastructure. This covers the cost of the training hall and rooms as well as the necessary utilities and equipment. Even if available at no cost, it may again be useful to include this (cost of renting similar facilities) to determine the real cost of the training.
§ Stationery and supplies. The cost of all materials used by participants and resource persons for a course.
§ Contingency and overhead costs. This is mostly given as a percentage (10- 30%) of the overall course budget. It will cover unforeseen expenditure as well as certain indirect course related costs incurred by the institution that cannot be covered under the other budget lines.
Once the course organizers have developed the budget, a person from the logistics committee takes charge of this and reports to the overall course coordinator.
(S)he liaises with financial services within the organization, develops claim forms, collects receipts and arranges payments. At the end of the training event, a detailed financial report must be prepared. It may have to be shared with the donor funding the activity.
— Course curriculum a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process. and programme. This is the most important task of the technical committee. Based on the need for training in a specific subject area, key organizers, resource persons and other relevant stakeholders must agree on the course aims, objectives (learning outcomes) and a curriculum. Based on the latter, this committee also advises resource persons on relating and sequencing content, methods and materials for teaching and learning, choosing and using appropriate teaching and learning methods, selecting course participants, evaluating and assessing the course. They provide guidance in all these areas, which are described in more detail in the other topics of this Toolkit, to all resource persons participating in the event and are generally responsible for content and delivery quality control.
The technical committee, in collaboration with the overall course coordinator, also produces the final version of the detailed course programme (see example in annex 7) reflecting the curriculum and all other activities that will take place during the course (see also topic 8 - Lesson planning). A well-designed course programme should create a balance between different types of activities, even at the risk of disturbing a logical sequence, in order to constantly engage the participants and keep their attention at all times. Days or weeks of day-long, theoretical sessions in a classroom setting can actually result in participants feeling tired, demotivated and bored, leading to less being learned.
— Time and timing. Looking at specific requirements and the availability of course participants and resource persons alike, the committee needs to agree on the best time of the year to implement the event and its optimal duration. Once this is known, a clear schedule of events leading to the implementation of the course needs to be developed so that all activities are dealt with in a timely manner. Proper planning and organization of a training event will vary from one event to another but easily requires between 6 to 12 months. Major events such as international or regional conferences, courses or workshops may even require 1 to 2 years if timely participation of all concerned is to be secured. In our experience, this aspect is often neglected leading to improvisation, last-minute and haphazard decisions that adversely affect the quality of an event.
— Participants. Through the training needs assessment and/or the development of the course aims and objectives, the broader target audience for a training event will have been identified. However, the final group of participants will be much smaller and consists only of a representative sample of this target audience. Therefore, care should be taken to select the best possible group of participants based on specific course requirements and criteria.
Most training events organized by the Centre bring together 15 to 40 participants. Larger groups are more difficult to handle, especially for participatory and hands- on, practical training events when a group of 20 is usually sufficient.
The course organizers must have information a source of data or sensory input, organized or arranged into a pattern which can be interpreted. on the participants and the latter need to know about the training event itself to be able to assess its interest in the context of their work and employing institution. Where possible, participants will have some input into the course design, in the lead-in to the course itself as described earlier in this Toolkit.
§ Application form. Information about prospective course participants can be obtained using a standardized form (see example in annex 1). Such a form will solicit information about a candidate’s necessary bio-data,employing institution, contact address(es), language(s), education, past and present professional experience and eventually publications produced. The form can also be used to gauge the interest and justification of a candidate to attend, as well as list her/his expectations from attending the event. Next to playing an important role as a stakeholder groups, individuals, organizations who have a claim, gain or benefit, or who feelthey should have some ownership of a process, programme or project. in the whole training process, employing institutions also need to have a say in who will best represent the institution for a specific training event. They need to authorize the participation of their candidates and make sure that the training will ultimately benefit the institution as well as the individual.
§ Course brochure. A simple course brochure (see example in annex 2) must allow a prospective candidate to see if a training event will address individual and institutional training needs. This brochure gives information on the background of the proposed activity, including its justification, and also on the course title, venue, dates, programme, resource persons, participant profile, activities, conditions of participation and a person to contact for more information. The more specific and clear the information, the easier to apply and select participants. Pending the availability of funds, such a brochure can be illustrated and printed.
The course brochure and application form are widely distributed to potential institutions and individuals that stand to benefit from the event. For some training activities, a broader distribution can be envisaged using specialized press, the media or other communication avenues.
§ Selection of participants. One of the logistics team members compiles all application forms in a binder(s) or database and summarizes the most important characteristics and information on a datasheet (see attached example in annex 3). Selection is mostly undertaken by the technical course committee. Before or during the selection panel, this committee agrees on clear and prioritized selection criteria and develops a shortlist of potential candidates. Next to the suitability of a certain candidate for a specific event, panel members may want to balance gender, origin, experiences and other criteria considered useful for the activity or the institution. It is always good to select a few additional good candidates in case selected candidates drop out for one reason or another.
— Resource persons. The issue of identifying training resource persons will most probably have been dealt with when developing the course curriculum, aims and objectives since this will raise the obvious question of who is the best possible person to teach a specific subject and develop its supporting learning materials. However, problems may arise if later on specific resource persons are not available, either due to foreseen or unforeseen circumstances. Hence, it is important to think of alternatives.
Ideally, resource persons for specific topics come from within the institution since this is one of the main comparative advantages in organizing a specific training event. If this is not possible, course organizers may want to consider external resource persons who can be subject matter peers in other institutions or former trainees who have attended a similar training event. Since most course participants will be experienced, they too constitute an important pool of resource persons and, with proper guidance, can share their knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit), skills and experiences with other course participants. Sometimes it can also be useful to include farmers or extension staff as resource persons for a specific training event.
Resource persons will need the following information from the course organizers in order to effectively contribute to the training activity:
§ What are the curriculum aims and objectives of the training event? How does their specific subject fit into the overall programme of the event? How does it link to others? Are there risks of overlap, repetition or contradiction?
§ Who are the participants? What is their level of education and present knowledge about the subject? What other useful knowledge is available about them that may affect how to more effectively teach the subject (origin, gender, work experience, expectations, etc.)?
§ What are the practical implications of their involvement in the training event (venue, time, travel, available training infrastructure, etc.)?
§ What kind of support or assistance can they get from the course organizers?
—
Training materials. The development and use of the training materials
in support of a training activity is the main responsibility of the training
resource persons. If possible, they can be assisted by various other persons
dealing with coordination, editing and audio-visual support, reproduction
and so on.
Topic 7 – Training materials, provides more information on how to handle
this.
Again, timing is of crucial importance and course organizers must make sure that all materials will be ready and available before the training starts. All too often, this tends to be neglected leaving course participants with some last-minute handouts or no materials at all. They then have to spend time on writing down what is being presented and are distracted from following the proceedings.
Once the materials have been reproduced, it is up to a resource person to decide at what stage they will be distributed. Whether this happens well before, at the beginning or at the end of the course or presentation is entirely up to the resource person. In some cases, they find it useful for participants to read their materials well before the course or presentation so that the latter can focus on the important learning points and discussions rather than the A to Z coverage of the topic. This approach stimulates learning and promotes active participation, which is of paramount importance when dealing with knowledgeable and experienced adult learners.
Logistics Committee
Once the technical committee has had its first meeting, the implications of its decisions and proposed action need to be translated into logistic arrangements. This is best dealt with by a small group that brings together all those involved in the logistic aspects of training course planning, preparation and implementation under the leadership of the overall course coordinator. The latter also makes sure that relevant issues related to this are communicated to the technical committee. At the Centre, a ‘logistics checklist’ is developed to facilitate and coordinate the work of this committee (example in annex 4). This checklist lists the activities that need to be dealt with, the person(s) responsible – with a single individual taking the lead -, the milestone dates for each activity and comments on progress, issues, bottlenecks, etc.
In terms of course preparation, the logistics committee needs to deal with the following:
— Participants. Even though participant identification and selection is a task for the technical committee, it is the responsibility of the logistics committee to circulate course information (announcement, brochure, application form) to interested institutions and prospective candidates, to facilitate the selection procedure and to inform course participants about the next steps to take to secure their participation.
Successful candidates have to confirm their participation as soon as possible (e- mail, phone, fax). Unsuccessful candidates must also be informed about their status as soon as the final, confirmed list of participants is available. Informing unsuccessful applicants can also be taken care of by including a sentence in the course brochure indicating that ‘only successful candidates will be informed’ or that if candidates do not hear from the course organizers by a specific date, they must consider their application as unsuccessful.
Successful candidates need to be informed about all further steps needed to secure their timely participation in the event. This is best done through an appointment letter specifying clear conditions of participation as well as any action required from them prior to attending the training event.
— Travel arrangements and transport. Most training events will require some form of travel to assemble at the training venue and where needed between this venue and the accommodation of the participants. Staff of the logistics committee must make the necessary confirmed return bookings and advise participants accordingly. They should also make sure that participants get their tickets in good time and deal with all other necessary [international] travel requirements (visa, health regulations, immigration formalities, etc.).
Transport will include airport pick-up/drop-off and daily arrangements to ferry participants between their accommodation and the course venue(s). Make sure that those responsible for this transport have a clear schedule and keep time in order not to inconvenience course participants. Likewise, participants and resource persons must have the courtesy to respect such arrangements and not inconvenience one another and those in charge.
— Accommodation. Once the dates and venue(s) for the training event are known, accommodation arrangements have to be made. Most training events, especially regional and international ones, will require participants and resource persons to assemble at a specific venue for a number of days or even weeks and this will require suitable accommodation, preferably at a single location. Ideally, this should be as close to the training venue as possible in order to avoid additional local transport. The training budget will determine what type of accommodation can be afforded but care must be taken that participants and resource persons can attend the event in relative comfort. Single room occupancy on a bed and breakfast arrangement and a possibility for some distraction after hours is preferred. Accommodation must be booked well in advance and participants or resource persons must be informed about the arrangement in terms of costs paid for by the course budget.
— Training room(s) and infrastructure. Most training activities will require participants and resource persons to assemble in a training room for variable durations. A quiet, well-lit and well-ventilated, or even air-conditioned, room that can also be darkened to allow for the use of projected audio-visuals, must be chosen. Such a room must have sufficient seating capacity for all participating (and even some observers), so that they can comfortably attend theoretical or classroom sessions. Good interaction and participation will also require an appropriate seating arrangement. Round tables, U or V shaped arrangements are more suitable than typical classroom or auditorium arrangements in parallel rows. Grouping participants around several tables may also serve the purpose of enhanced interaction and participation. The same applies to break-up session rooms where participants meet in smaller groups to discuss or work on assignments. Where possible, also identify a smaller room near the main venue to house the secretariat. Usually, theoretical sessions will require a reliable electricity supply. Also, think of some tables that can be used to display or distribute materials and some facilities for the resource persons that will allow them to comfortably make their presentation (lecture stand, table, chair, platform).
— Equipment, materials and supplies. Most training events will require various audio-visual equipment in support of the presentations; black or white boards, overhead, slide and computer projector(s), flipcharts and easels, display boards, computer(s), TV monitor and video cassette recorder. The equipment must be tested and in working condition and accessories, spares and supplies needed to operate it must be available throughout the event. Resource persons must timely inform the logistics committee about their specific requirements and they must be familiar with the operation of the equipment. Provide some time for practice and rehearsal prior to the presentation.
Make sure that all materials and supplies (conference bags, identification badges, stationery, flipcharts, transparencies, film, posters, etc.) are timely ordered and available at the start of the course. Check with the resource persons whether they will have any special needs related to this.
— Meals and coffee/tea breaks. Lengthy theoretical sessions and programmes need to be interspersed with short breaks (15 to 30 minutes) that allow participants to acquaint, stretch, interact and socialize. Again, to avoid interrupting the flow of events timekeeping is of paramount importance. Depending on the course budget and infrastructure, light refreshments can be offered. A day-long session will also require a lunch break and, ideally, this opportunity should be used to keep participants on the premises so that they can further socialize and interact. This should be organized at the venue of the course, if possible, to avoid additional transport and the dispersal of participants, which may affect timekeeping. Meal and break arrangements must also be taken into consideration for fieldwork and day-long excursions (packed lunches, refreshments, water). Provide drinking water for course participants and resource persons throughout the duration of theoretical sessions. Be considerate of participants’ and resource persons’ cultural background and eating/drinking habits.
— Extra-curricular events. In the case of longer-term training events, it may be useful to provide some opportunities for activities outside the course curriculum and programme. These can be cultural events, visits to sites of interest, sports, dining, cocktails, etc. The purpose is to provide additional opportunities for socializing and interaction beyond the classroom. Participants must be timely informed about these events and may be required to register and eventually pay for them. For longer courses, it will also be useful to allow participants to look after their personal requirements related to banking, shopping, mail, laundry, etc. that may be impossible to deal with after working days and hours or on weekends. The course secretariat or logistics team may be able to assist.
— Course secretariat. Throughout the training event, it will be useful to have a course secretariat that deals with the necessary day-to-day activities during the course and responds to queries and requests from participants and resource persons. This should be coordinated by a single individual, known to all, who liaises between all concerned and directly reports to the course coordinator(s) as and when needed. Responsibilities can be liaison with resource persons and participants, communication, preparation of documents, reproduction of materials, distribution, claims, travel arrangements, transport, emergencies, etc. The secretariat should be equipped with a computer and printer, telephone, photocopier and any other equipment that will allow it to function properly in the context of a specific event.