Human Resource Management of trainers (HRM)

1. AEFP/EVTATrain the trainersdefinition of the themes for cooperation at European level 1-2 March 2007

2. Themes: selection & recruitment; competence management; training: the induction period; training: continuous training; evaluation and appraisal; career management; management staff; Human Resource Management of trainers (HRM)

3. Problem areas: Political: who recruits?, “rejuvenation”, (people in their 2e part of career), salary consequences, status; Valorisation of the profession: “How to attract the best”?; Ways and methods for recruitment; Methods and instruments for selection: detect “the potentials”, competence based appraoch using competence profiles, classification of the training profession; Support & guidance of trainers; 1 recruitment & selection

4. Problem areas: Recognition & valorisation of the status of the profession: “profession of the trainer versus related professions” (client service, guidance, learning facilitator); Certification of the trainers in vocational training; Validation of prior education and learning (APEL); Differentiation of the profiles of the trainers: the different working contexts of the trainer (e-learning, on the job, ..); Agreement on the description of the profession and the reality; 2 competence management

5. Problem areas: System of introduction/reception of new trainers: implication and responsabilities of the training managers and HR, “sponsoring” and coaching of the trainers by experienced trainers; Training versus production (tensions): “training = obliged investement” Re-engineering of the initial training: starting competences, continuous training programmes, relation with follow up and trying period. 3 training: induction period

6. Problem areas: Systems training on location; Systems for technical part of the training (how to keep it up to date?); Training at institutional level: alternation, collective,… Competence management at institutional level; Pedagogical training methods: role-play, animation of the training,…; Is the training “voluntary” or “obliged” and the relation with evaluation and coaching; Credits of the training; Evaluation of the training and the participants; Follow up of the training; Echange et analyse de pratiques: intervision/ réflexivité; Use of ICT in training; 4 training: continuous

7. Themes for continuous training of trainers: Facilitating “soft skills”: relational and attitude skills, professional attitude, key competences; Teaching disadvantaged learners (numeracy and literacy skills); Dealing with intercultural groups, diversity, gender,… Individualisation of the training pathways and courses; Training in companies: Formation sur mesure (en entreprise): analysis and specification of needs; Coaching;

8. Problem areas: System of evaluation of personnel: functioning, shortcomings, control, ongoing evaluation on critical moments, performance management) Effect and impact of evaluation: career, salary (relation with the training of trainers) 5 evaluation/ appraisal

9. Problem areas: Succession: find solutions for the “baby boom” generation; Horizontal and vertical mobility: attractiveness of the profession, emplyability, motivation, link to classification (beginners/experienced) Management of the ageing trainers (50+/55+) Knowledge management: transfer & loss of competences when these trainers leave the organisation (other role in training?); 6 career management

10. Problem areas: Role and competences of the management staff: pedagogical support, organisational changes, identity and recognition of the specificity of the management staff; Initial training or management: basic or more advanced, training/information dedicated to responsibilities and roles of the training staff; Continuous training via formal training, coaching, mentoring and exchange of experiences; 7 management staff