The Guide to Training is based on competencies initially created by The Institute for Performance and Learning (I4PL) and captures knowledge and best practices from a range of learning institutions and specialists. Experts on gender-inclusive initiatives and IFC staff working in emerging markets and fragile and conflict-affected situations (FCS) have contributed their experience and lessons learned.
ASSESSING PERFORMANCE NEEDS
1. Prepare to assess
2. Identify performance gaps
3. Determine causes of performance gaps
4. Identify requirements for closing gaps
5. Validate next steps and measures
1. Identify goals, principles and constraints
2. Create preliminary roadmap for curriculum
3. Design detailed roadmap for curriculum
4. Prototype curriculum components
5. Prepare to implement and sustain curriculum
Designing Learning Experiences
1. Conduct design analysis
2. Establish learning objectives and evaluation methods
3. Create detailed design
4. Develop materials
5. Support implementation
1. Prepare to facilitate
2. Create learning environment
3. Engage learners
4. Foster learning
5. Assess learning
Supporting Transfer of Learning
1. Design transfer of learning
2. Implement support for transfer of learning
1. Evaluate learner reaction
2. Evaluate learning objectives
3. Evaluate transfer of learning
4. Evaluate business results
Partnering with Clients
1. Demonstrate awareness of client organization
2. Support clients in making effective choices
3. Develop agreements with clients
4. Manage changes throughout a project
5. Interact effectively
THE COMPETENCY WHEEL
The competencies are grouped into seven phases typical in any performance improvement project lifecycle. Throughout the phases of a project lifecycle, it is critical to maintain a strong relationship with the client.
Click on each phase on the wheel to find out more.
Closing the economic, employment, health, and education gaps between men and women is not only a social and moral imperative, it is an economic necessity too. This supplement provides more information on how to implement the tasks of the competency framework presented in the Guide to Training in a way that supports gender inclusion.
MSMEs often provide one of the only entry points for development organizations working to restore stability and economic growth to areas affected by political instability, violence, and armed conflict. This supplement covers factors that performance and learning professionals need to take into account to create impact and improve MSME performance in the most challenging environments.