In collaboration with the provincial and regional councils for international cooperation, the Spur Change Program recently wrapped up a successful National Training Series focusing on Results-based Management (RBM) for Small and Medium Organizations (SMOs) across Canada. The training series kicked off with a joint training opportunity hosted by the Manitoba and Saskatchewan Councils for International Cooperation (MCIC & SCIC) in October, and it wrapped up in early December with a session for Francophone SMOs hosted by l’Association québecoise des organismes de coopération internationale (AQOCI). Co-hosting between the Spur Change Program and the provincial and regional councils was a beneficial collaboration for both Spur and councils to work directly with their organizations during a time of increased distance and online networking.
Spur Change is working in close partnership with provincial and regional partners to help implement our programming locally. This program is a collaboration between eight councils, and each of them play a key role engaging SMOs locally.
With the persisting occurrence of the COVID-19 pandemic, continuing to offer engaging and interactive online capacity building opportunities to small and medium international development organizations is crucial to support their efforts during this global crisis. In the case of this RBM 201 training opportunity, SMOs were equipped with practical knowledge in results-based management to monitor, evaluate, and learn from their project activities and objectives. This training was well received by participants who noted that it was informative and well-adapted to an online learning environment.
The RBM 201 training series was a training opportunity preceded by RBM 101, an asynchronous online training course developed by Spur Change. This course has been taken by over 700 participants so far, and it is still open for new learners on the Spur Change Resource Library. RBM 101 and 201 capacity building opportunities were designed as a leveled approach with the intent of continuously building the capacity of SMOs.
At Spur Change, we aim to share our learning, especially on how we adapt to an online learning environment that is constantly changing. Last year, the Spur team published a blog to showcase how we were transitioning to the online world. Similarly, and upon reflecting on this National Training Series, we have identified 10 key takeaways from this opportunity for SMOs in an interactive online learning environment.
- Train the trainers
Prior to the commencement of the RBM 201 National Training Series, a two day session inspired by the “Training of Trainers” approach occurred for our implementing partners, provincial and regional council staff, to become familiar with the training content and to empower them to play active facilitator roles during the training. Council staff were trained to facilitate breakout groups in support of expert subcontractors leading the training. This approach made the training more participatory and increased participant engagement.
Best practices learned:
- The “Training of Trainers” session was a useful opportunity for council staff facilitators to be provided with a walk-through of the training format, content, and interactive breakout session activities. We recommend integrating this approach prior to an online training session to ensure group leaders are fully comfortable with the material to provide an informed facilitation approach to participants.
- Along with a walk-through of the training content, we also suggest practical training focusing on facilitation techniques to review potential situations that may arise during facilitation and how to best respond to them. This helps to mitigate potential facilitation challenges in both online and offline environments.
- This could include 3-4 practical exercises to brief facilitators while allowing them to practice and improve their facilitation skills.
- Plan session pace and timing to support online engagement
RBM 201 training occurred over three days for four hours each day per session. The majority of these sessions occurred over three consecutive days, however some were spaced out over a span of two weeks. Time was also allocated for brief breaks on each training day.
Best practices learned:
- Based on participant survey results, we discovered that back to back training sessions, while efficient, made it difficult for participants to complete reflective questions on the course content in between sessions. We suggest spacing online training session days out more to allow for additional reflective time for participants. Despite the risk of increased dropout rates if sessions are spread out over several weeks, the benefits seem to outweigh these risks.
- An ongoing concern about online learning in the context of the COVID-19 pandemic is “Zoom Fatigue” where participants feel tired or drained after excess amounts of continuous screen time using videoconferencing software. We recommend allocating enough time for lunch and coffee breaks so that participants can spend time away from their screens to recharge. Breathing or stretching exercises can also be useful tools to integrate within an online training opportunity to support participants.
- We find that participants generally prefer a half day online instead of a full day, but it is more effective to schedule a longer training day at a slower pace with longer breaks rather than a condensed half-day.
- Foster group collaboration
RBM 201 training sessions were structured to provide content instruction in main sessions as a collective group alongside breakout activities in smaller groups for participants to apply their knowledge to a project case study. About 50% of RBM 201 training activities occurred in breakout groups, and the remaining half was allocated to content instruction. 89% of participants in RBM 201 training sessions were satisfied with the opportunity to collaborate with other participants during breakout activities, and 87% indicated that they intend to build their collaboration with other SMOs after this training. These positive responses indicate that group collaboration is essential, and appreciated, during a time of online learning to encourage knowledge sharing and networking between SMOs working towards common objectives.
Best practices learned:
- Participants in this training series completed collaborative group work based around a case study for their RBM knowledge to be applied to. Breakout activities were supported by the Google Jamboard collaborative platform. We suggest integrating collaborative platforms such as Jamboard or Miro into future online training sessions to encourage active engagement and group collaboration.
- Integrating examples from SMOs’ own projects is another way to foster a collaborative learning and networking environment during online training series while further reinforcing course concepts. These examples could be gathered via a pre-training survey and integrated into the training design itself, or they could be included as a part of their homework.
- Breakout sessions for the RBM 201 training series were comprised of the same participants in each group over the three training days to maintain consistency, and to build trust and a group dynamic. This was well-received by some, however there were also suggestions to mix up the groups to increase knowledge sharing from diverse perspectives. This can be considered to enrich discussions in online breakout activities.
- Provide technical support to participants
In an online learning environment, providing technical support to participants before and during training sessions is essential. Before RBM 201 training sessions, an instructional video was sent to participants to familiarize them with the interactive platform we were using. Practical experience using the platform was included in the agenda for Day 1 with an icebreaker activity prior to content-related activities using Google Jamboard. Participants were also invited to sign in to training sessions early each day if they had any specific technical questions for facilitators, or if they wanted to troubleshoot any technical concerns.
Best practices learned:
- We suggest providing technical tutorial instructions or videos to participants prior to online training sessions so that they are comfortable with the technology being used at the beginning of day one.
- During online training sessions, the ability to troubleshoot is key. Technical issues using collaborative and video conferencing software can occur, so checking in with participants who aren’t actively engaged (via video, audio, or collaborative platforms) is important to gauge their technical needs.
- We encourage participants to use a certain set-up to maximize their experience. For the RBM 201 training series, they were invited to join from a laptop rather than a cell phone or tablet, and they were also invited to use two screens if feasible.
- Sometimes, technical issues can surprise us during online training sessions, so patience and quick thinking are key skills to apply.
- Provide bilingual opportunities to participants
For the Spur Change Program, we offer all of our learning opportunities in English and in French. This includes ensuring all written materials are translated, and that interpretation or bilingual facilitation is available. In the case of the RBM 201 National Training Series, interpretation was not needed as the only French session was co-hosted by AQOCI for Francophone SMOs. Facilitators for this session were bilingual and able to offer this training in French to suit the audience’s linguistic needs.
Best practices learned:
- When translating training materials, it is important to apply adequate and culturally appropriate language. Some content, such as technical RBM terms and gender concepts, require very specific translation that should be verified by experts in the field.
- While bilingual opportunities widen training accessibility, it is also important to consider that English or French may not be a first language for some participants in these sessions. This should be kept in mind during training sessions to ensure participants joining in an additional language are supported to ensure their full participation. Facilitation techniques such as keeping a slow speaking pace are useful to support participants joining in an additional language. Key content and instructions can also be shared both orally and in writing for greater accessibility.
- Provide accessible opportunities to local project partners
Most SMO participants of the RBM 201 National Training Series were based in Canada, however some participants were joining from the Global South as local project partners. Perspectives from local partners in the Global South are extremely valuable in training sessions focusing on international development practice, so online capacity building opportunities should be adapted to support their participation. Without the need to travel abroad to attend training sessions in person, online training opportunities for Southern partners are excellent options if adequate support is provided to facilitate participation. Below we provide a few suggestions to support participants joining online training sessions from the Global South, and from rural and remote regions of Canada where internet access can be unreliable.
Best practices learned:
- It should be clearly stated in the event registration process that Canadian organizations are encouraged to invite their partners overseas to attend. This could increase the inclusion of Southern perspectives and North-South collaboration in future training sessions. Event promotion should also be adapted to local partners as a target audience in this case.
- Most RBM 201 training participants based in the Global South experienced connectivity issues during training sessions due to internet infrastructural issues. To address this issue, a mix of synchronous and asynchronous material should be considered for future sessions to encourage their full participation. For synchronous sessions, time differences should be considered for scheduling to best accommodate participants in different time zones.
- During the event registration process, a question should be asked to participants regarding how their needs can be supported to join synchronous online training sessions. For example, specific support could be allocated to participants in the Global South or rural/remote regions of Canada to provide them with USB or internet sticks to increase training accessibility.
- Provide opportunities for questions and reflections
During online training sessions, it is important to check in with participants to ensure they are comfortable with and understanding the content. We suggest that facilitators provide ample time for participants to ask questions, and clarify content that they are uncertain about, especially after group activities where they are applying their knowledge.
Best practices learned:
- We recommend creating a safe space where participants can ask questions and feel supported during any learning activity. Schedule time in the agenda for this to occur.
- Checking in with participants should be used systematically by facilitators as a facilitation technique
- During the RBM 201 training series, the use of a “bike rack” (also known as a “parking lot”, but more environmentally friendly!), was implemented for use when participant questions were asked, but time constraints made it difficult to answer them right away. Allocate time at the end of each session to revisit the bike rack, and to address any unanswered questions from the day.
- Ensure strong facilitator collaboration
Before and during training sessions, the Spur Change team, breakout activity facilitators, and content experts met to discuss pre-training steps before the first day as well as successes and challenges for each session.
Best practices learned:
- We recommend strong collaboration before the start of training sessions to divide roles and make sure that the facilitation team is on the same page. This accompanies the aforementioned “Training of Trainers” to master the course content and facilitation techniques.
- Team check-ins in between training days are also important to assess training sessions, and to modify things for the next day as needed. Identifying what participants may be struggling with, and where they could use additional support is important so they experience additional benefits for the following training days.
- During the RBM 201 training series, our team used “run of show” shared documents to facilitate training sessions. This indicated the scheduling of activities and who was responsible for tasks such as sharing screens, recording, and adding instructions into the chat during each session. We recommend the use of this tool to foster team communication.
- Assess learning gain
To evaluate the effectiveness of learning opportunities for participants, assessments should be included before and after training sessions. This helps to identify the knowledge gained from training, as well as their future learning needs, and it provides them with an opportunity to reflect after the training. For the RBM 201 training series, a pre-training survey specific to RBM 201 training content was sent to participants a few days prior to the first session. This was useful for content experts to identify participants’ subject knowledge and to identify participants’ previous knowledge and expectations regarding the training in order to make adjustments to content as needed to best suit their learning needs. A post-training survey was sent to all participants after their respective RBM 201 sessions, however a formal assessment of their preliminary knowledge was not conducted for this training series.
Best practices learned:
- We found our pre-training survey for these sessions to be a useful resource, so we suggest this for other training sessions as well. The post-training participant survey was also a valuable tool for Spur change, councils, and content experts to see how the participants found these training sessions, and what topics related to RBM they would like to explore further.
- We recommend the use of the above evaluation methods to assess participant needs, as well as a more formal evaluation exercise for participants to reflect on their own knowledge gained from training sessions. For example, this could take shape as a set of questions about training content sent before and after sessions to assess knowledge gained.
- Provide post-training support
At Spur Change, we are exploring future opportunities for participants to revisit what they have learned and discuss how they have applied their knowledge of RBM to their own projects, what new questions have emerged, and to expand their knowledge of RBM even further. The ongoing training support for SMOs is an effort the Spur Change team continues to make so that they can inquire, share ideas, celebrate successes, and apply their ongoing training knowledge.
Continuous Learning
With the ongoing context of the COVID-19 pandemic, virtual capacity building opportunities are still very much the norm. While online engagements continue, Spur Change is always looking to adapt to ongoing changes and find new tools and methods for participants to become less Zoom-fatigued and more online motivated. Online learning provides valuable opportunities for networking, knowledge sharing, and collaboration among SMOs across Canada and around the world. As we eagerly wait for a return to face-to face networking and learning as the norm, we must continue to support development organizations to achieve common goals in inclusive, accessible, and interactive online spaces as in-person engagements slowly begin to return.