Understanding Change through Training for Gender Equality Webinar was conducted in May 2017, aiming at measuring and understanding the expected change in Gender Equality due to training on different levels
2. WELCOME!
1st Virtual Dialogue in 2017
Participants from diverse organisations:
• Governments, civil society, academia, UN agencies
Together, they make up the UN Women Training Centre
Community of Practice (CoP)
3 Webinar panellists:
• Claudy Vouhé, Founding Member, Genre en Action
• Maram Barqawi, Monitoring & Evaluation Manager at the
Jordan Education Initiative and Instructor for EvalPartners
• Dr Maria Bustelo, Associate Professor of Political Science
and Public Administration, Madrid Complutense University
3. VIRTUAL
DIALOGUES
WHAT ARE VIRTUAL DIALOGUES?
Mechanism to continually
knowledge & lessons learned
• Part Webinar, part forum discussion
Discuss Exchange Share
4. TOPIC OF THE DAY
UNDERSTANDING CHANGE
THROUGH TRAINING FOR GENDER EQUALITY
Growing importance of training worldwide
Training for gender equality as a transformative
process that leads to change
Opportune moment to take stock of:
• What kind of change?
• How does training bring this change about?
• How can we assess this change?
5. OBJECTIVES
OF THIS
VIRTUAL
DIALOGUE
Discuss change through training for gender
equality:
What kind of change can training for gender equality
aspire to?
What kind of change has training led to thus far?
How can change through training for gender equality
be assessed and evaluated?
6. WEBINAR
FORMAT
Structure and time
5 minutes presentations by panellists
Questions from the audience
1 hour (approx).
How to participate
Use the “Questions” tool bar on the
Webinar Platform at any time
Questions that we don’t have time to discuss will be
posted on CoP platform:
7. Claudy Vouhé
Founding Member, Genre en Action network
Maram Barqawi
Monitoring & Evaluation Manager, Jordan Education
Initiative and Instructor for EvalPartners
.
.
Dr Maria Bustelo
Associate Professor, Political Science and Public
Administration, Madrid Complutense University, Spain
PRESENTING
PANELLISTS
8.
9. Understanding change through training for
gender equality
Webinar UN-Women, 4th may 2017
Claudy Vouhé
L’Etre Egale & Genre en Action
claudy.vouhe@genreenaction.net
10. Internally - work/life, equal opps,
equal pay, GBV at work, budgeting GE
etc.
Externally - policies, programmes and
projects (procedures, processes,
indicators, tools, skills, budgeting GE
etc.)
Institutional
change towards
gender equality
TRAINING AS AN ACTIVATOR OF DYNAMIC CHANGE
Gender training seeks GE for individual workers -> impacts on
collective dynamics (home and work)
Gender training seeks collective dynamics to reach GE for
« beneficiaries »
-> impacts staff as workers
11. AN INSTITUTION IS NOT THE SUM OF INDIVIDUAL(ITIE)S
INSTITUTION ACTING AS ONE INDIVIDUAL ENTITY
= ONE GENDER DNA
Efficient and
implemented
by all GE
practices,
methods, tools,
budgets
Articulated and
applied by all GE
Policies, codes and
values
Coherent and
accepted by all GE
objectives - internal
and external
12. HOW CAN TRAINING EVOKE SUCH CHANGES?
•Training « workers » and/or « citizens »?
•The trainer your objective deservesWho?
• Gendered construction and biases
• Attitude/practice in private/society
• Attitude/practice at work
What?
• Reflective, feminism and empowerment
approach/tools
• Institutional commitment/coherence
• Short, one-off, « recipe » training
How?
13. Le Réseau Genre en Action promeut la
prise en compte de l’égalité des femmes et des
hommes dans les politiques et programmes de
développement. Crée en 2003, il compte plus de
4 000 membres (organisations et individus) dans
plus de 50 pays, principalement francophones.
AXES DE TRAVAIL
Réseautage/synergies
Information
Communication
Renforcement compétences
Recherche-action
Plaidoyer
Le RÉSEAU GENRE EN ACTION
www.genreenaction.net
14. Understanding Change through
Training for Gender Equality
Speaker: Maram Barqawi, Monitoring and Evaluation Expert
Webinar: UN Women Training Centre
Wednesday, 3 May 2017
15. Training for gender equality
Training is a tool, strategy, and means
to effect individual and collective
transformation towards gender
equality by raising awareness and
encouraging learning, knowledge-
building and skills development. It
helps women and men to understand
the role gender plays and to acquire
the knowledge and skills necessary for
advancing gender equality in their
daily lives and work.
16. If you deliver training, then you probably know how important it is to measure
its effectiveness. After all, you don't want to spend time or money on training
that doesn't provide a good return
The four levels are:
Kirkpatrick's Four-Level
Training Evaluation Model
17. Level 1: Reaction
This level measures how your trainees (the people being trained), reacted to the
training. Obviously, you want them to feel that the training was a valuable experience,
and you want them to feel good about the instructor, the topic, the material, its
presentation, and the venue.
Level 2: Learning
At level 2, you measure what your trainees have learned. How much has their
knowledge increased as a result of the training?
Kirkpatrick's Four-Level Training Evaluation Model
18. Level 3: Behavior
At this level, you evaluate how far your trainees have changed their behavior, based on
the training they received. Specifically, this looks at how trainees apply the
information.
Level 4: Results
At this level, you analyze the final results of your training. This includes outcomes that
you or your organization have determined to be good for business, good for the
employees, or good for the bottom line.
Kirkpatrick's Four-Level Training Evaluation Model
19. • Individual level
• Training has increased the skills and confidence of participants, increased participation and
representation of women in the public sphere and formal politics
• The training advanced the capacity of participants to integrate gender into their work, as
well as strengthening their advocacy skills in gender equality
• household dynamics level:
• Men increasing their share of domestic and care work
• Organizational level:
• Training generated ‘change agents’, causing a multiplier effect which helped to
institutionalise knowledge from the training
• Increased the capacity of partner organisations to conduct gender analysis
• Training can contribute to increased budgetary allocations for gender mainstreaming and/or
to meet women’s needs and demands
Measurable evidences that training for gender equality
can lead to tangible change:
20. Examples:
• The number or percentage of participants who, after completing the training, demonstrate
greater awareness of gender equality issues and their Importance
• The percentage of participants who, after finalising the training, report the ability to critically
reflect on gender norms and connect these to broader power structures
• The percentage of participants who, after finalizing the training (e.g. six months-1 year later)
show evidence of positive changes in their attitudes, behaviours and practices with respect to
gender equality;
Indicators: Indicators are criteria or measures against
which changes can be assessed (Imp‐Act 2005).
21. WEBINAR:
UNDERSTANDING CHANGE THROUGH TRAINING FOR GENDER EQUALITY
Dr Maria Bustelo Ruesta
Associate Professor, Political Science and Public Administration, Madrid
Complutense University
22. • Importance of gender training at the
Complutense University
• What type of change are we looking for?
• How do we evaluate this change?
25. NEXT STEPS
Webinar recording to be posted on the
Community of Practice (CoP) platform
(https://trainingcentre.unwomen.org/cop)
Virtual Dialogue Discussion Forum
until 14th May on the CoP
Please join the discussion!
Final report available on the CoP
What kind of change does training for gender equality lead to?
How change can be articulated in training?
What evidence and examples do we have that training for gender equality can lead to tangible change?
What is the relationship between training for gender equality and longer-term change processes?
What is the state of the field of evaluation in terms of capturing change through training for gender equality?
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
Level 1: Reaction
This level measures how your trainees (the people being trained), reacted to the training. Obviously, you want them to feel that the training was a valuable experience, and you want them to feel good about the instructor, the topic, the material, its presentation, and the venue.
It's important to measure reaction, because it helps you understand how well the training was received by your audience. It also helps you improve the training for future trainees, including identifying important areas or topics that are missing from the training.
Level 2: Learning
At level 2, you measure what your trainees have learned. How much has their knowledge increased as a result of the training?
When you planned the training session, you hopefully started with a list of specific learning objectives: these should be the starting point for your measurement. Keep in mind that you can measure learning in different ways depending on these objectives, and depending on whether you're interested in changes to knowledge, skills, or attitude.
It's important to measure this, because knowing what your trainees are learning and what they aren't will help you improve future training.
Level 3: Behavior
At this level, you evaluate how far your trainees have changed their behavior, based on the training they received. Specifically, this looks at how trainees apply the information.
It's important to realize that behavior can only change if conditions are favorable. For instance, imagine you've skipped measurement at the first two Kirkpatrick levels and, when looking at your group's behavior, you determine that no behavior change has taken place. Therefore, you assume that your trainees haven't learned anything and that the training was ineffective.
However, just because behavior hasn't changed, it doesn't mean that trainees haven't learned anything. Perhaps their boss won't let them apply new knowledge. Or, maybe they've learned everything you taught, but they have no desire to apply the knowledge themselves.
Level 4: Results
At this level, you analyze the final results of your training. This includes outcomes that you or your organization have determined to be good for business, good for the employees, or good for the bottom line.
Satisfaction and participant reaction. ...
Knowledge acquisition. ...
Behavioural application. ...
Measurable business improvement. ...
Return on investment (ROI)
Satisfaction and participant reaction. ...
Knowledge acquisition. ...
Behavioural application. ...
Measurable business improvement. ...
Return on investment (ROI)