Module 15: Capacity development and training on Maternity Protection at work

1. Maternity Protection Resource Package From Aspiration to Reality for All Module 15:Capacity development and training on Maternity Protection at work

2. Key contents This module will cover the basic principles of designing effective training programmes, and will provide relevant guidance and tools for designing training on maternity protection. In particular, the module will cover: • How adults learn • The purpose of the training • Design considerations • Logistics and constraints • Validation and evaluation 1

3. Capacity development and training Training is an important part of capacity development Training will allow participants to better understand maternity protection issues and challenge their preconceptions 2

4. The purpose of training Identify the overall aim or desired outcomes of the training Identify the needs of the target group to be trained, in terms of: • Providing knowledge • Developing skills and the capability to apply new tools • Gaining commitment and changing attitudes 3

5. Design considerations (1):Planning a session Session plans can help with the design of a training session. They are a tool for the course team to aid the planning and design of the event The session plan is designed to help with the overall planning of the session and communicating between course team members on progress and changes made to the overall course design Optimum group size for participative learning activities is somewhere between 12 and 20 4

6. Design considerations (2a):Types of learning activities It is worth considering the range of learning activities and their advantages and disadvantages, such as: • Presentations and lectures • Demonstrations and field visits • Case studies • Generating ideas by using Visual Aids in Participatory Processes (VIPP) • Role plays • Facilitation • Open space 5

7. Design considerations (2b):Types of learning activities Considerations, whatever training methods are adopted: • Participants’ capacity to remain focused is generally short and therefore it is essential to propose a variety of ways of learning to keep their attention • Participants like to participate even if they may be intimidated at the outset • Participants often do not know or understand technical expressions and words about maternity protection: it is important to explain topics clearly and simply throughout the training programme • repetition reinforces training content • all ideas are valid; there should be no judging either by the facilitator or by the participants It is important to involve participants in the teaching process for greater retention Some styles of teaching are more useful than others depending on the desired outcome, and so it is important to adapt to the desired outcome carefully 6

8. Design considerations (3a): Strengths and weaknesses of learning activities We saw in slide 5 seven different types of learning activities, with different strengths and weaknesses A lecture presents a large amount of information to many participants, but it is not interactive and promotes only the opinion of the lecturer Demonstrations and field visits allow for participants to personally observe a situation Case studies are simple to prepare and practical but limited in their scope and, if invented, can be too idealistic 7

9. Design considerations (3b): Strengths and weaknesses of learning activities Visual Aids in Participatory Processes (VIPP) allows participants to interact, create content and voice an opinion. However it can be difficult to implement and manage effectively and requires experienced trainers Role playing allows a high level of participation and a complex exploration of social interactions. However, it requires skilled participants who need to play their roles correctly Facilitation encourages participants to develop their own solutions to given problems through common discussion. For such a discussion to be productive, it requires skilled moderators Open space technology leaves it to the participants to create their own content, their own discussions and their own conclusions. It can be very productive but needs follow-up for proper implementation 8

10. Design considerations (4):Planning for action and wrapping up Once conclusions are reached, it is important to draft a plan of action The action points should: • Be realistic • Be affordable in terms of financial and human resources • Not be too distant in time • Establish clear deadlines • Establish responsibilities for following up each of the action points At the end of a training activity it is important to examine once again the original objectives of the session and to see if these have or have not been attained 9

11. Validation and evaluation Validation refers to monitoring learners’ progress and the quality of training from the learners’ perspectives. Simple approaches are: • Self-assessing instruments on one's knowledge of an issue • Assessing the overall quality of the event – if it met expectations Evaluation refers to the transfer of learning and the outcome of the training which can be assessed after participants have had an opportunity to return to their work and implement their learning and action plans 10

12. The logistics and constraints Organizing a training activity requires careful planning, from objectives to target groups of participants, and the amount of time, money and other resources involved. Logistics to consider include: • Ownership • Dates • Venue • Travel and accommodation • Participants • Translation services • Facilitators and resource persons • Material preparation • Seating arrangements 11

13. Key points • Individuals have different ways and preferences of learning and training programmes need to accommodate them • Identifying the overall aim and desired outcomes of the training will determine which learning interventions are most suitable, and what levels of breadth and depth the training can achieve • Many different training methods are available, including presentations and lectures, demonstrations and field visits, case studies, visual aids, role plays, facilitation and open space. Each of these has advantages and disadvantages and needs to be selected according to training objectives, constraints and the characteristics of the audience • Monitoring learners’ progress and the quality of training from the learners’ perspectives is important and a number of approaches and tools are available for doing so • Evaluation refers to the transfer of learning and the outcome of the training which can be assessed after participants have had an opportunity to return to their work and implement their learning and action plans • Organizing a training activity requires careful planning, including the objectives, the target groups of participants, the amount of time, money, expertise and other resources involved. Tools for addressing these issues are available in the module 12