Strengthening of Public Administration in Lake Baikal Region
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TACIS EDRUS 9517 |
Strengthening of Public Administration in Lake Baikal Region |
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Training Component |
This is a report on the activities carried out by the Tacis project in Irkutsk, during the period 5-9 April 1999. The mission was to monitor the pedagogical training of 20 civil servants from the Oblast and municipality of Irkutsk. Lead trainers from the Irkutsk State Academy of Economics delivered the training. How the mission was carried out is described in chapter 2. In chapter 3 is a summary of outcome and results. In chapter 4 there are some suggestions and proposals for the future work of the project.
The mission of monitoring was organized and planned by the Tacis office in Irkutsk. It was performed by the European expert/consultant Mrs. Gunilla With, from SIPU International AB, Sweden. The college Jan-Anders Hedenquist will monitor the second training week. The pedagogical training was conducted by lead trainers from the Irkutsk State Academy of Economics, faculty of Public Administration, already exposed to pedagogical training delivered by the two European experts Mrs. Gunilla With and Mr. Jan-Anders Hedenquist.
The participants in the two groups are 40 state (Oblast) and municipal civil servants already exposed to technical training. This report deals with the first group.
The program of the training being monitored is described in appendix 2. The seminar was given from 14.00 – 18.00; Monday to Thursday by the lead trainers. Another member of the Academy delivered the training part on Friday and Saturday.
The activities were translated from Russian to English by Tacis office staff to the European expert. It was a summative translation, not a simultaneous one. This means that the expert comprehended not everything.
After the end of the sessions, a meeting took place where the lead trainers and the Swedish expert commented on the outcomings of the seminar. The monitor, European expert, asked for clarifications and presentations of thoughts concerning the seminar. Feedback was given from the monitor about contents as well as conducts. Before the different parts of the seminar, discussions were held with the lead trainers on certain aspects of the coming training modules.
Training part 1: Training Need Analysis (3 lead trainers)
Training part 2: Training Objectives (2 lead trainers)
Training part 3: Training plans (2 lead trainers) and Evaluation (2 lead trainers)
This first part of the week was delivered by the lead-trainers and discussions were being held together with the European expert. The lead-trainers were receptive to comments and constructive discussions were being held as on how to improve the different parts.
During the week, there were some participants missing. On the first two days there were 16/11 people present, day 3 and 4; 14 people present.
The different parts of the training were linked together with group work. The different groups presented it on the grounds of the topic being presented. The lead-trainers worked in pairs or in groups of three, totally 9. The lead-trainers tried to accomplish sustainability in the training by attending the following part, were follow-up was being done with the participants on how they received yesturday?s contents.
The lead-trainers used some of the active methods previously presented to them in the “Training of trainers” and the civil servants received it positively. The lead trainers used the pedagogical tools that were available; flipchart, whiteboard and over-head projector. They also used group-work and mini-groups in discussions for further developing themes and facts. During the training there was a positive atmosphere. The training room was pedagogically set up with tables and chairs in a communicative way.
The first part of the training, “Training Need Analysis” was acknowledged and accepted by the participants as constructive and useful information and knowledge. The contents of objectives and goal setting was discussed as it is an un-known focus to some of the participants who are not used to the setting up of goals by themselves. As it is of importance to the contents of every curriculum and thus evaluation made, it was covered during this training. Presentation of how to develop a training plan/curriculum and how to evaluate training summed up the previous work.
Training plan 4: Communication
Training plan 5: Team work
This part of the training was not conducted by the lead trainers and is not included in the report.
For every training being made, if is of outmost importance that the participants are allowed to use the knew skills and knowledge on the return to their work place, otherwise you cannot create sustainability. In order to create a learning climate that is positive and constructive, it is therefore vital that the managers and heads of departments are trained in management and how transition is being done and managed. A manager training which covers these aspects should succeed this kind of training. It is also essential that objectives are set for every department so when working out the different training needs, there is something to correlate to. This can also be covered in management training.
For the training to be successful is necessary with sustainability in the trainers giving the different parts of the training. If there are several trainers giving the different themes of the training, they should cover each other’s areas and be present at the “hand-over” of one theme to the other. Communication about the outcomings of the different aspects of the training should be held with continuance. It is also useful with an opening and closing. If this is not the case, it will be more like delivering different lecturers on different topics, and the goal of achieving skills is not accomplished.
The lead trainers delivering this training week should not be too many. They should have time for planning the training together and to further discuss contents, methods etc, and to be able to review what the outcomes were and thus make alterations; close cooperation is necessary. This means that time has to be allowed for this. The lead trainers should be given additional and continuous pedagogical training were new pedagogical methods are being practiced. New pedagogical methods in successful training of adults could be further developed the lead trainers.
The objective of the pedagogical training of the civil servants is;
The participants should at the end of the seminar be able to detect training needs in their departments, make an analysis of the needs and prepare an application form for the Academy with the request to provide training. The participants should also have the knowledge on how to define objectives and work out a training plan and curriculum”. The objective is reached to a large extent. The Academy and the Oblast/Municipality have a starting point for a useful cooperation. Information must continue to be shared and experiences exchanged; this will benefit both of the parties.
The attendance of the civil servants should be improved. In order of the participants to be able to attend training of this kind, it is vital that they attend the whole training and not just a part of it. This is to be made evident beforehand, so they can attend all training parts. A target group analysis of the participants who will attend is necessary to carry out and to make a follow up on who and why they were participating.
This pedagogical training did not give the participants an opportunity to receive a certificate, which was commented upon. In future work the pedagogical training could be developed into a part of a program, which enables the Academy to issue a certificate since this is of importance to the civil servants.
The Tacis office of Irkutsk supported the European expert in completing her mission excellently and I leave my best recommendations for them and the work they are producing.
Irkutsk 9 April, 1999
Mrs. Gunilla With
SIPU International/Tacis
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