Читать книгу How to Change the World - Clare Feeney - Страница 6
ОглавлениеContents
| Disclaimer |
| About the Author |
| Imagine |
| Acknowledgements |
| Chapter 1About This Book |
| Why there’s never been a better time to do environmental training |
| Who is environmental training for? |
| How to use this book |
| Helicopter view |
| What exactly is training? |
| Auckland’s erosion and sediment control program – telling the story |
| The region and its councils |
| Risk and research |
| Guidelines and regulations |
| The need for training to support compliance |
| A gradual evolution |
| Chapter 2The 7-Step Model: Core Elements of a Successful Environmental Training Program |
| Step 1 Partnership: the fundamental platform |
| Step 2 Research: building a robust case |
| Step 3 Monitoring, evaluation and review |
| Step 4 Policy, regulation and enforcement: a management framework |
| Step 5 Technical guidelines: a performance benchmark |
| Step 6 Training and capacity-building |
| Step 7 Program resourcing and support |
| Chapter 3Case Studies of Different Environmental Training Programs |
| Erosion and sediment control in the City of Charlotte, North Carolina |
| 1 Assess the need and identify the benefit |
| 2 Identify the target audience |
| 3 Develop the training content |
| 4 Deliver the training |
| 5 Set up and maintain record-keeping systems |
| 6 Create synergies |
| 7 Challenges, rewards and issues |
| E-training for a water supply, wastewater and stormwater utility |
| Voluntary community riparian enhancement programs |
| In-house training for a large, multi-site manufacturer |
| The Digger School: A polytech-government partnership |
| Environmental self-regulation by dairy farmers and supply chain managers |
| Community capacity-building: a first nations example |
| Trade unions greening their workplaces |
| The power of partnership – other bright ideas for inspiration |
| Chapter 4Dimensions of Success |
| Emergence of a new profession |
| Other indicators of success |
| What creates success: the Australasian experience |
| The Auckland experience |
| Partnership |
| Expert trainers |
| Technical excellence and pragmatic administration |
| Site inspections |
| The Australian experience |
| Numbers that count: a scoring system for environmental controls |
| Regulation and enforcement: yes or no? |
| Chapter 5Setting Up and Improving Your Environmental Training Program |
| Playing devil’s advocate |
| Is training the solution to the problem? |
| Can anyone else do the training? |
| Can we clearly define the training needs? The TNA of success |
| What can we do about workplace support? |
| How can we encourage trainees to come to the our training? |
| Making the case for training |
| Being realistic |
| Your training partners |
| Recognition of learning – and more |
| Assessment |
| Approval |
| Certification and accreditation |
| Qualifications |
| Licensing or registration |
| Resourcing your program |
| Chapter 6Measuring Success |
| A word about program monitoring and evaluation |
| Planning your program for measurable results |
| Logic models |
| The orders of outcomes framework |
| Baselines and benchmarks |
| Using the ‘SMARTER’ checklist to frame measurable objectives |
| Building a logic model of your program |
| Assessing the contribution of the training to your program outcomes |
| Getting clear about learning, workplace, business and environmental outcomes |
| The training evaluation Auckland has done |
| Participatory or collaborative monitoring and evaluation |
| Some other thoughts |
| Chapter 7At Last! The Training Itself |
| A book for adults who learn – trainers, trainees and the people around us all |
| Your trainees |
| Using personas to characterize your trainees |
| Individual issues that affect our trainees’ ability to learn |
| Institutional issues that affect our trainees’ ability to learn |
| Your training |
| Technical content |
| Framing learning objectives and outcomes |
| Delivery: online, onsite, face to face, at work? |
| Piloting |
| Training materials |
| Free or fee? |
| Sponsorship |
| Your trainers |
| Who will deliver the training? |
| Who will own the intellectual property? |
| Training the your trainers |
| Chapter 8Ongoing Program Support |
| The three golden rules |
| Must-haves to support your training program |
| A stakeholder database |
| Image and media archive |
| A marketing plan |
| A workshop logistics system |
| Documentation of your procedures |
| Budgeting and tracking income and expenditure |
| A web presence |
| A communication plan |
| Nice-to-haves for your training program |
| A learning management system |
| Twice-yearly seminar days |
| Annual or two-yearly field days |
| Conventional media |
| Social media |
| Environmental awards |
| Supporting your wider environmental program |
| Ongoing research |
| Policy, regulation, compliance and enforcement |
| Your technical guideline |
| Monitoring and evaluation |
| Continued resourcing and support |
| Industry capacity-building and recruitment |
| The environmental skills gap |
| The demographic and recruitment gap |
| The intra-agency and inter-interagency gaps |
| Chapter 9Beyond Success |
| How to Find Out More |
| General recommended reading |
| Partnerships |
| Training associations |
| Training needs assessment, or analysis (TNA) |
| Adult vocational education and training |
| Capacity-building |
| Program logic |
| Monitoring and evaluation |
| Return on investment |
| Erosion and sediment control |
| Awards |
| Water sensitive urban design |
| Environmental resources for schools |
| References |
