ITQ Online Journals

Workshop Information Note

Last updated: Dec 13, 2001

Read more about the ITQ-4 Workshop and, if interested in attending, fill out the application form available in PDF format or Word format.

Read more on how to save and download the application form.

• Structure
• Rationale
• Objectives
• Expected learning outcomes
• Intended beneficiaries
• Prerequisites
• Training design
• Venue, costs, certificate
• Previous ITQ Workshops
• Application procedures

Structure

Phase-1

Pre-Workshop Internet/Web-based Briefing & Discussion

4 weeks:

starting February 4, 2002 at own training institution/home-base (through a Pre-Workshop Website)

 

Phase-2

Peer Learning & Group Training Activities

2.5 weeks:

March 4-20, 2002 in Penang, Malaysia

 

Phase-3

Distance Mentoring through Online Coaching

using Internet/Web-based distance learning methods & tools to apply & practice relevant learning principles & methods, including completion of a learning task project (e.g., training plan, training module, etc.)
6 months:	April 2002 - September 2002, at own training institution/home-base

 

Phase-4

Peer Review: Results Demonstration and Experience Sharing

1 week:

in September 2002 in Bangkok, Thailand

 

Phase-5

Institutionalization Process: Free After-Training Consultation Service

supported by: a Virtual Information Networking and Online Advisory Service
3 months:	October - December 2002, at own training institution/home-base (through a Post-Workshop Website)

Workshop Sponsors:

CISCO SYSTEMS
Institute for Capacity Building & Studies/FeNTOS of Argentina
GESTETNER
IKONOS NewMedia
International Society for Improving Training Quality (isitQ)
TELEKOM Malaysia
The STAR Newspaper
Shangri-La Golden Sands Hotel & Resort

return to top

Rationale

  Human resources development has now become one of the most important components in many institution building and organizational reform programs. Staff capacity building and training of trainers activities have increasingly been given a high priority, especially among institutions or agencies involved in social and economic development programs in developing countries. Changes in the global economy and development strategies have significantly altered the nature and work programs of many development institutions whose staff may thus need to master new knowledge and skills.

  While many institutions have increased their training budget and intensified their training programs, the efforts have mainly focused on quantitative aspects such as increasing the number of staff trained. Training quality improvements have often been limited to improving the subject-matter contents. Inadequate attention and support have been given to improving trainers' mastery on innovative and cost-effective learning process and methods. Highly successful training programs will require well-trained trainers not only to master subject matter contents, but also to develop well-planned training strategy and curriculum, implement a systematic learning process which is needs-based and learner-centered, and apply appropriate educational technologies and methods.

  Recent research findings on individual and group learning behavior and processes, especially among adults, combined with the wide availability of computer and communication technologies, have contributed to new and innovative training methods, such as peer learning, Internet/Web-based distance education, collaborative learning, case-teaching, on-line tutoring/coaching, virtual information networking, etc. The issue of having training quality assurance and standards, with possible world-class certification following the ISO 9000 system, could not be seriously considered unless training institutions and trainers are willing to improve their capabilities in critical areas such as market demand analysis and training needs assessment, curriculum development, instructional design, computer-assisted instructions, multi-media materials development, learning methods applications, training evaluation, etc.

  As part of institution and staff capacity building efforts, this training program is offered as a collaborative learning opportunity for senior trainers to study and work together, through real and virtual group interactions, to improve their mastery of innovative training design, curriculum development and learning methods applications.

This workshop is organized as part of the World Bank Institute (WBI)’s
Knowledge Utilization through Learning Technologies (KULT) program.

return to top

Objectives

1. Facilitate knowledge sharing and peer learning among senior trainers from national and regional training institutions on innovative and cost-effective training design, curriculum development and interactive learning methods.
   
   
2. Review the state-of-art in adult learning methods and through guided and structured learning activities provide participants with practical know-how and skills for developing training plans, curricula/modules, and/or methods for use in their actual training activities.
   
   
3. Provide distance mentoring/on-line coaching assistance to participants through an Internet/Web-based distance learning method, to help facilitate virtual discussion and collaboration among participants in applying or practicing appropriate pedagogical concepts and skills in improving their training tasks.

return to top

Expected Learning Outcomes

1. Participants will be able to identify the critical steps and principles of a training curriculum planning and development process, including guidelines and considerations for instructional design, interactive learning methods selection, etc.
   
   
2. Through peer learning and distance mentoring/on-line coaching, participants will have demonstrated a mastery of appropriate teaching and learning skills, including the development of training strategies or plan, curriculum and training modules which will incorporate appropriate learning methods and materials, on a given topic.
   
   
3. Participants will have demonstrated the ability to apply innovative instructional methods (peer learning, active/participatory learning, case-study, etc.) as well as computer-assisted technologies (i.e., uses of Internet/WWW for materials searches, Power-Point presentations, simulations, etc.) in their training plans and programs.
   
   
4. Through just-in-time and hands-on training, participants will have mastered the procedures and techniques for Internet/Web-based virtual information networking and distance mentoring for online coaching.

return to top

Intended Beneficiaries

This problem-solving and output oriented training program is intended for senior or master trainers from national or regional institutions with some experience in curriculum design, training module development and/or learning materials preparation. Participants will need to identify at least 4-5 training competencies which they will need to improve during Phases 3-5 by applying/practising appropriate learning principles, methods and technologies discussed during Phase-1 and Phase-2. Participants are also expected to train other trainers in his/her own institution and/or other institutions in the country or elsewhere.

return to top

Prerequisites

Participants will be required to fulfill the following requirements:

1. Have access to E-Mail facilities, and Internet connection with properly installed World-Wide-Web (WWW) navigator/browser (i.e., Netscape or Explorer).
   
   
2. Have a specific training topic/subject for which a curriculum and set of training module/learning materials will be developed.
   
   
3. Will have a team of co-workers at home base institution who will assist and collaborate in planning and developing the training curriculum/module, and/or improved learning activities.
   
   
4. The Participant and Institution's Director/Manager have agreed that the training curriculum/materials and new learning methods will be used in training activities of the institution.
   
   
5. Fluent in English, as all communication and instructions will be in English.
   In developing the curriculum, participants may write the complete training module in local/non-English language, if necessary. However, the important parts of the training module (e.g., learning objectives, lessons plan, methods, assessment procedures, etc.) and the learning unit/activity summaries must be prepared in (or translated into) English.

return to top

Training Design

The following methods and procedures will be employed (pls. also refer to the Section on Structure, as described above):

1. During Phase-1: Pre-Workshop Internet/Web-based Briefing & Discussion (4 weeks), the following activities will be carried out:
   
   
   1. A Pre-Workshop Website will be made available for participants to be briefed on the workshop objectives, programs/activities, working procedures, and preparatory tasks to be undertaken before departing for Penang, Malaysia. Most workshop reading materials and other reference documents will be made available through the Website, including relevant audio-visual/PowerPoint presentation materials.
      
      
   2. A Virtual Pre-Workshop Discussion Forum will be organized, through the Internet/E-mail and/or Website, to obtain participants' "feed-forward" information or inputs regarding their training needs and suggested topics/issues to be covered during Phase-2 activities.
      
      
2. During Phase-2: Peer Learning and Group Training Activities (2.5 weeks), participants will discuss, learn and/or practice the following:
   
   
   1. Alternative strategies/models, critical steps, and methodological principles of instructional design and training curriculum development based on recent research findings and literature reviews on adult learning processes and methods, including relevant lessons learned, best practices, and practical experiences from in-service training and/or professional development training programs.
      
      
   2. Practical, hands-on, exercises in preparing training modules and learning materials, as well as in platform skills (i.e., presentation & facilitation and other training delivery methods). Important principles and procedures in writing training module, including the essential components, timing, sequencing, formatting, layout, training aids, etc. will be covered. Participant will also practice to write a complete training module for at least a 3-hour training session, which can be used as a prototype for developing his/her actual training module during Phase-3.
      
      
   3. Internet/Web-based distance learning technology applications and methods, will be demonstrated to support the training process and learning activities. It will focus on the concepts and implementation procedures of the Distance Mentoring system (through Online Coaches) which will be used to facilitate and support participants' work during Phase-3. Actual demonstration and hands-on training for participants in using the computer and relevant software will be conducted.
      
      In addition, a 3-day Internet-based Virtual Writeshop will be organized to allow participants and their assigned coaches to practice in working collaboratively to develop the above mentioned prototype training module or other learning activities. This Virtual Writeshop will also be used as a method to pretest the Internet/Web-based Distance Mentoring system and the Online Coaching procedure, and to allow participants to practice the online communication tools effectively
      
      
3. During Phase-3: Distance Mentoring by Online Coaches, using the Internet/Web-based distance learning methods and facilities, will be provided to facilitate and support participants to practice their newly acquired training skills, and to develop their training curricula/modules in their respective home-base/training institution. More specifically the following activities, among others, will be carried out during a 6-month period:
   
   
   1. Each participant will be assigned an Online Coach, and 4-6 participants will be working together as a virtual Peer Learning Group. Participants will be assigned to the Peer Learning Group, based on their training subject-matter/topic of interests (i.e., health-related issues, environment, economic management, agriculture, etc.).
      
      
   2. A structured work plan based on an inventory-analysis of specific training competencies will be prepared by each participant in consultation with his/her assigned online coach, with specific "project" tasks/activities to be completed at a certain period (e.g., work progress will be monitored and reviewed every month by the online coaches, etc.). Reports on the progress and results of participants' individual work will be posted every month through a Website so that participants, coaches and consultants can learn from, comment, and help improve each other's work. Participants can at any time request specific comments and advise from his assigned online coaches.
      
      
   3. In practicing and completing the "project tasks" at his/her own training institution, each participant should be assisted by at least two or three of his/her colleagues who are subject matter specialists, training materials developers, trainers, etc. This Training Improvement Team should develop improved training strategies, curricula, methods and/or learning modules and, if possible, validate their relevance and appropriateness by trying out or pretesting such learning activities or products with the intended target audience of the training course to be offered by their training institution.
      
      
   4. Workshop participants are expected to report their Phase-3 activities, summarizing the accomplishments, including the lessons learned and best practices from such experiences, to their workshop peers during the next meeting in Bangkok, Thailand (see Phase-4).
      
      
4. During Phase-4: Peer Review: Results Demonstration and Experience Sharing, which will be held in Bangkok, Thailand, for one week, the following activities will be conducted:
   
   
   1. Participants will review and discuss their Phase-3 learning activities, processes, results and lessons learned from such experiences. Participants are expected to comment on, and help further improve, each other's training module.
      
      
   2. Participants will also participate in a Poster Exhibition, where each participants will summarize or highlight their learning experiences and results through a poster session and display.
      
      
   3. (Participants will lobby and campaign for votes from their peers for the ITQ Awards for the Best Individual Poster Display, and for the Best Peer Learning Group Experience Presentation & Sharing.
      
      
   4. (Participants will also share and discuss their plans for the proper utilization of their proposed training plans, curricula, methods and/or modules, and how they will institutionalize the new approaches to learning for improving the quality of other trainers and their training institutions.
      
      
5. During Phase-5: Institutionalization Process: Free After-Training Consultation Service, the following activities will be undertaken, during a 3-month period:
   
   
   1. On-line Coaches will continue to provide free advisory services on a "Advice on Demand" basis to participants who seek such services. They will also monitor on a monthly basis the progress and follow-up activities related to the training module utilization and institutionalization process.
      
      
   2. Participants will need to undertake their "Last-Mile" tasks: (1) prepare a Learning Achievement Report (LAR), (2) complete an Institutionalization Plan of Action (IPA), (3) complete a Self-Assessment ScoreCard (SAS), and (4) obtain a Manager Assessment Letter (MAL).
      
      
   3. The Workshop's Website will continue to function as a communication center to provide participants with a Virtual Information Networking and Online Advisory Service as mentioned above, including an electronic newsletter or bulletin board where participants and coaches  can share and disseminate relevant news, ideas, updates and progress reports, etc., to facilitate their professional networking activities.

return to top

Venue

For Phase-2 activities, the venue will be in:
Shangri-La's GoldenSands Hotel & Resort
Penang, Malaysia
hosted and co-organized by:
University Science Malaysia (USM)

For Phase-4 activities, the venue will be at: 
Asian Institute of Technology (AIT)
Bangkok, Thailand

Activities of Phases 1, 3 and 5 will be carried out at participants' own home-base or training institution.

Costs

Workshop fee will be US$ 3,500.- In addition, participants are expected to pay for their own transportation/airfare, board and lodging costs. In Penang, participants will stay at a 5-star beach front hotel (Shangri-La's Golden Sands) with a discounted rate of US$ 45/day. In Bangkok, participants will be accommodated at the AIT Conference Center which has restaurant and sport facilities, incl. swimming pool and golf course. The minimum accommodation cost is US$ 27/day (single occupancy). These rates are based on: US$ 1 = Baht 44.00 (Thailand), and US$ 1 = RM 3.80 (Malaysia). The suggested minimum food allowance is US$ 15/day.

The following cancellation fee will be assessed:
(a) 2 weeks prior to starting date of Phase-1: US$ 2,000
(b) 4 weeks prior to starting date of Phase-1: US$ 1,500

International Society for ITQ

Membership: Workshop fee will include a 2-year free membership of the International Society for Improving Training Quality Society (ISITQ), a professional and virtual information network of alumni of World Bank’s Knowledge Utilization through Learning Technologies (KULT) program-sponsored workshops to facilitate post-workshop sharing of training know-how and experiences.

Certificate

Participants who have completed satisfactorily all the workshop activities and assignments will receive a Workshop Completion Certificate which will be jointly awarded by the University Science Malaysia, World Bank/WBI, Asian Institute of Technology, and College of Education, University of Illinois. 

return to top

Previous ITQ Workshops

The 1st, 2nd and 3rd Trainers’ Workshops on “Improving Training Quality through Peer Learning and Distance Mentoring” (ITQ) have successfully been conducted since 1998 for 81 participants from 33 countries (Asia, Africa, Near East, Europe and Latin America). About 46% of the participants came from public-sector training institutions, 33% came from the private/commercial sector and the rest (21%) from NGOs and international agencies. Here are some interesting remarks made by several Workshop participants:

"...I have never been in such a situation where so much is learned in so little time from colleagues and facilitators with such fun and pleasure but also challenging at the same time. For me, it is a new dawn with the cool technologies... The workshop created an environment in which participants' creativity were triggered to develop wings and fly higher and higher...".
- Abiodun Shonubi, Academic Coordinator
Leadership for Environment and Development (LEAD), NIGERIA

"...state-of-the-art evidence of learner-centered training. A great peer-based learning experience that improves trainers and training quality, --practically!".
- Nasim Akhter, Training Manager
Schering Asia GmbH, PAKISTAN

"...this workshop offers an excellent opportunity to learn and consult with world-class trainers, to benchmark and to network with strategic partners. It re-ignites the desire for continuous learning and motivates you to exceed your expectations. ITQ workshop enables you to unleash your potential...".
- Sikhomba Gumbi, Senior Management & Training Consultant
Institute of Development Management (IDM), SWAZILAND

"…the organizers have developed the most significant trainers' workshop of the decade. Through a series of thoughtfully designed learning activities, and by utilizing state-of-the art interactive communication technologies, the Workshop empowers trainers to significantly boost the quality and impact of their training activities…".
- Arvind Singhal, Professor
College of Communication, Ohio University, U.S.A

"...a benchmark in training, it is an excellent example for the use of technology and peer learning concepts in training situations. I am highly impressed by its design, delivery, organization and logistical arrangements...".
- Sanjaya Mishra, Senior Lecturer in Distance Education
Indira Gandhi Nat. Open. Univ., INDIA

"…the workshop combines sound and practicable learning principles with Web-based technologies to help improve training. A must for educators and trainers of tomorrow...".
- Derek Lye Hoong Wai, Lecturer
Singapore Polytechnic, SINGAPORE

"…I have attended, designed and directed many training courses over the past 25 years. However, the ITQ Workshop is one of the best designed, managed and executed, but with the difference that all participants really learned a lot…".
- Sulaiman M. Yassin, Deputy Rector
University College Terengganu (UCT), MALAYSIA

''…a true world example of collaboration and partnership to improve the quality of training…".
- A.K. Rao, Operations Management
Administrative Staff College of India, INDIA

"…the first workshop I returned from with new knowledge and learning that exceeded what I had started with. I recommend it to trainers from all fields…".
- Mina Baliamoune, Undergraduate Programs Coordinator
Al Akhawayn University in Ifrane, MOROCCO

"…through peer learning, distance mentoring via Internet-based training resources, the workshop gave me a unique exposure to effective training strategy development…, and has transformed me into a visionary, innovative trainer…".
- Clifford Mwando, Dept. of Geoinformatics
University of Zimbabwe, ZIMBABWE

"...I just realized that I have acquired the proper tools to open up my students' mind to be more receptive and productive, even within a conventional and formal university education system. Thanks to the ITQ workshop..."
- S. Pathmarajah, Senior Lecturer, Fac. of Agriculture
University of Peradeniya, SRI LANKA

"…five continents were present, it was on-the-job learning, face-to-face learning, peer learning, virtual learning,…It was also global learning, thus…evidence of the fact that learning has no boundaries…".
- Mutaz Assaf
Jordan Institute of Public Administration, JORDAN

For more information on the previous ITQ-3 workshops,
please visit:
www.worldbank.org/wbi/itq-3

return to top

Application Procedures

As there are only limited seats available, participants will be selected based on their training needs and their specific learning goals which should be clearly explained in the  application form: PDF format or Word format.

How to save and use the application form.

The PDF format is suitable for printing and filling in by hand or with a typing machine. The Word application can be filled in on your computer, saved and sent by email, or printed out and sent by fax or mail. 

We advise you download the application in your favourite format and fill it in offline. 
To save the application on your computer, right-click on one of the above links to your favourite format and select Save as (Save link as in Netscape). 
Select a location on your hard drive and click on Save. To open the application form, locate the file on your computer and double-click on it. 

The deadline for the application submission is: January 15, 2002.

For more information on this Workshop, and/or to obtain the Application Form, please contact:

return to top