“If he is indeed wise he does not bid you enter the house of wisdom, but rather leads you to the threshold of your own mind.” – Khalil Gibran
At CADER, we created an integrated training model that focuses on ensuring experiential learning opportunities to leverage the competences of the target group. The model encompasses the methods, systems and mindsets needed to facilitate learning experiences that will ready our trainees for the opportunities and challenges of a globally connected world. To that end, we espoused a training model that focuses on building trainees’ Knowledge, Skills, and Attitudes even go beyond to include the individual’s set of values, motivation, personality traits, and other variables that may distinguish exemplary performers. Our model follows a change management approach with high transformative ambitions that involve raising the individuals’ awareness, and building their ownership, commitment, responsibility and accountability. Our model calls for actions that are high in involvement, participation, learning by doing and experiencing new ways.
Competence-Based Training Model
Our training model moves training from its traditional focus on meeting needs to a new focus on building competences. Our approach is guided by the intent that training programs should be of sustainable value to the client. To achieve this, we follow a twofold mechanism: define a competence model of exemplary performance to build individual employees’ competences against it; and convey the message that commitment to professional development is a shared responsibility between the organization and the employee.
In particular CADER’s approach includes the following steps:
Step 1: Needs Assessment
The upfront needs assessment approach CADER adopts holds it accountable for developing clear target competences. We start with conducting a needs assessment for the target group to map its existing competences in order to be able to identify the target competences for our clients based on the results. Needs assessment helps us gain the advantage of developing a comprehensive depiction of the situation and determining the following pieces of information: the desired state (what trainees must know, do, or feel to perform their work in line with performance expectations), the actual state (what trainees actually know, do, or feel as they perform), and the gap or the difference between the two states.
Step 2: Tailor training curricula & delivery mechanism
CADER offers an array ofthe most comprehensive, authentic, and up-to-date tailor-made training programs. Our training curricula and delivery mechanism are designed in tandem with the client. Each training program is tailor-made towards the exact competences and unique work situation of our client. Once the general goals of the training are agreed upon, our team of instructional designers designs and develops a curriculum and a delivery mechanism that ensure the meeting of the goals. Tailor-making gives the client more flexibility and variability in topics, delivery mechanism and duration of programs according to the target group. We tailor-make curricula for a varied range of topics that are of interest to educators continuing education and professional development including specialized (subject related, job related) training programs or general professional competences programs. A mixture of training instruments are used in our programs, including lectures, workshops, group work, presentations, role-plays, and case studies. The training may be delivered through formal training sessions, on-the-job training according to the program goals and target group goals; also the programs can vary in length from a course lasting several days, to a multi-semester-program according to the depth and scale of the expected outcomes. Our design and production approach involves a pre-implementation evaluation and adjustment process that involves working in design teams that cross check other teams’ productions and gives feedback on them. The evaluation also includes working closely with a sample of the target group to double check the authenticity and suitability of the program as well as pilot testing the program with a sample group to eliminate any problems before the training is delivered. Our cornerstone in designing tailor-made training is flexibility that provides an embedded solution to the staff involved in our programs. This allows training programs to be fine-tuned with the specific local institutional environment.
Step 3: Implementation phase
For us at CADER, preparation is the most important factor in the implementation phase. This phase involves an orientation for the trainers on the big picture of the program at hand, an in-house preparation and training on the specific subject matter of the program coupled with relevant specialized training and facilitation techniques. Completing the training program curricula and materials does not mean that the content tailor-making work is done because the implementation phase requires continuous adjusting, redesigning, and refining of the program. Typically, we are onsite in school locations, providing functional and technical training and support, and resolving any issues that arise at the initiation and during project implementation.
Step 4: Evaluation
In addition to the ongoing assessment during the implementation phase, we end all our training interventions with a summative evaluation, a final assessment of training on how well participants liked the training, how much they learned, what they took back to their jobs and applied, and what bottom-line results the organization gained.
For M&E and quality assurance purposes, CADER has developed a comprehensive training and monitoring protocol that covers all areas of the Integrated Organization Model. It has identified a set of monitoring and evaluation questions to assess the following areas: CADER’s output, content, impact, individual performance, training, work culture, marketing strategy, delivery mechanism, and quality assurance. The monitoring protocol also includes corresponding data collection tools, processes, frequency and information flow. CADER also has a set of quality assurance standards related to its outputs, its trainers performance, and its delivery mechanism which the quality assurance team watches over in two ways: indirectly by monitoring all activities carried out in the field and evaluating their results; and directly by getting feedback and testimonials from the target group and evaluating the target group’s products.