Defining learning objectives

Questions 20. Are the characteristics of the problem to be addressed by the activity and the expected impact clear?

21. If the activity was organised before, did you re-visit the last activity's evaluation results? YES NO

22. Is your training material up-to-date or will new learning/training material have to be developed?

23. Do you foresee a follow-up or monitoring system of the training activity?

24. Is there a gender-related issue in the organization? Did you take into account the gender dimension in the content? Why? It is important to clearly define and explicitly express the problem that led to the need for the learning/training programme.

Revisiting the evaluation results of a similar previous training activity can help you identifying the learning components that need to be adjusted.

Delivering high quality learning events means including the most recent knowledge and learning tools in the training support material.

The training needs analysis can enable you to develop a set of measurable indicators of achievement, that can be compared before and after the training.

During the TNA a gender analysis can help understand, develop and implement gendersensitive learning programmes. Mainstreaming a gender is a strategy for making the concerns and experiences of women and men an integral part of the design and implementation so that they benefit equally, and inequality is not perpetuated. The ultimate goal of mainstreaming is to achieve gender equality.

Knowledge sharing and access to information 25. Can your activity benefit from inputs (content, methods,) from other training activities or programmes of the Turin

Centre?

26. Do you foresee different techniques to facilitate learning? Enough?

27. Do you foresee a learning kit including flexible tools and learning instruments?

28. Can your activity benefit from the evaluation results of similar activities or programmes of the Turin Centre?

Utilizing assessment results

Programmes of the Centre should develop synergies. Course preparations can benefit from TNA or design of other activities.

Varied training/learning methods can facilitate better achievement of transfer of knowledge and competence-building.

Developing a learning kit, guide or platform can enable a more flexible, quick, complete and updated response to learning needs, including an e-space where participants and experts can share ideas and post questions.

Programmes of the Centre should develop synergies. Course preparations can benefit from evaluations of other activities.

Questions

29. Are the competencies expressed in the LNA effectively utilized in the design of the activity? YES NO

30. Did you refer to the training needs and the expected results in the activity description?

31. Will the training needs be explained during an introductory session? Why?

Competency based learning applies existing knowledge, skills and attitudes for enhanced knowledge sharing, peer-to-peer learning and problem-solving effectively.

It is important to indicate the coherence between the background, the problem statement, the training needs, the learning objectives, and the content in the activity description (e.g. flyer). This should be a strong argument for promotion.

Explaining the activity objectives by referring to the training needs, the general problem statement and the overall objectives enables targeted learning and better focus expectations of the learning programme.

Other practical needs

Accessibility In addition to the learning needs outlined above, participants may have a series of other needs that must be met in order to ensure a successful learning opportunity. These may include dietary needs, accessibility challenges, audio-visual impairments, or a variety of other considerations. Decide whether to capture these needs in the early analysis stage, or in later communications. Regardless of the methods, other practical needs must be known prior to the Develop stage of the learning management cycle.

Languages It may be useful to evaluate passive language ability for multilingual activities. The current tendency is to assess simply the primary language of choice. However, capturing information about second and third language capacities may be useful during the implementation stage if different language groups are detrimentally disproportionate.

Interests For custom activities, longer courses and academies, assessing the interests of participants will provide key information for the later design and development. Pose questions that capture key subject matter, regional characteristics or other subtleties that can be translated into engaging case studies, examples and even the selection of experts if there are common recurring interests among participants. The more the particularities of a group of participants are understood, the more the activity may be catered to their needs. The danger is creating an (or series of) assessment that is overly long. Try evaluating interest for existing courses or known participant groups so that other basic questions may be left out.

Certification

Certificates demonstrating successful completion of activities, or can be essential for some participants‟ reporting purposes. ILO activities, see Annex 9Example letter to resource person