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Evaluating learning styles

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Annex 12

Annex 12

Questions 2. Did you consult the ILO regional or technical counterparts on the training design and content?

3. Did you consult the key resource persons and stakeholders on the training design?

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4. Did you examine whether the content is up to date with new developments of applied research centres, universities, or knowledge platforms?

5. Did you consider the specific needs of the region for which the activity is designed?

Meso learning needs 6. Does the training programme (under design) respond to the expected results and objectives of the organizations concerned (or invited to the training)? YES NO

7. Did you identify obstacles, the removal of which would result in achieving the desired training objectives?

8. Do you foresee measures to assess the impact of the training activity at the level of the organization that sends participants?

9. Does the activity‟s agenda foresee a moment to examine the participants‟ and organizations' expectations?

10. Do you know the preferred learning methods of the organizations represented?

11. Are you aware of the criteria that the organization will use to judge whether the learning programme has been Why? Training programmes and activities should support existing or planned ILO interventions at the country or the regional level.

Key stakeholders and resource persons can enrich training design, and may ultimately be more motivated to participate in or promote the learning programme.

Quality learning activities include and refer to the most recent reference tools and approaches.

Needs and challenges are usually region or country specific.

Organizations send participants to a learning programme because they can contribute to achieving specific objectives; e.g. contribute to the development or change process/plan. It is important to identify, preferably prior to the workshop, which competencies will support the organisations‟ expected results and impact.

Certain organizational objectives might not be reached because of non training specific problems or obstacles (policies, structure, processes, regulations, etc.).

Identifying indicators of achievement of the learning objectives may help you appreciate the result of the participants‟ learning/training, at the benefit of the organization.

Hearing and considering the expectations of participants‟ and their organizations‟ can create trust and develop partnerships.

The satisfaction of an organization after having participated in a training activity is influenced by its internal communication culture and experience in dealing with different learning methods.

Organisations may have quality indicators for the outcomes of the training activity e.g.: indicators and criteria of achievement in relation to their organizational development

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