implement their new knowledge and skills, or it may be done through a “training of trainers” approach where those trained are expected to train others. Practically, however, it can be difficult to ensure quality in this second type of “cascade” training. Training of trainers activities are also of limited use if they are not tied to a specific, and feasible, plan. The limitations of training also need to be very clear. Just because someone has gone through a training session, they cannot be immediately expected to have mastered the material without time to practise their new skills with supportive supervision. This refers to incorporating key principles, information and skills into the training courses and curricula of academic training institutes in line with National actors in technical standards for the Nutrition Cluster and nutrition, e.g. nutrition in emergencies. Work in this area also has to Pre-service nutritionists, be linked to updating certification of cadres of staff. training midwives, Influencing pre-service training requires an in-depth paediatricians assessment of available courses, resources and needs. It is not often done during an emergency itself, but can be done as part of the transition strategy and also as part of early recovery activities. This refers to one individual providing technical backstopping to another person as they learn to implement specific skills. This is most often undertaken on a one-to-one basis within the same organisation. Capacity building through on-the-job training needs National and to meet specific objectives. National authorities often international staff, ask for some of their staff to participate in Nutrition On-the-job for specific areas and Cluster activities, such as assessments, in order to learning issues build capacity. Without a clear TOR or clear outputs, the pressure of deadlines may undermine good intentions. Observation does not equal on-the-job training. The individual needs to be able to put the new concepts into practice, which requires additional time, and this needs to be taken into consideration in planning activities along these lines. This refers to one individual giving support and feedback to another individual around new skills and National and knowledge, either as needed or on a regular basis. It One-to-one international staff, may not happen on a daily basis, and the two mentoring for specific areas and individuals may not be working in the same through issues organisation. learning Innovations that arise through peer-to-peer learning are shared through the Nutrition Cluster mechanism.
implement their new knowledge and skills, or it may be done through a “training of trainers” approach where those trained are expected to train others. Practically, however, it can be difficult to ensure quality in this second type of “cascade” training. Training of trainers activities are also of limited use if they are not tied to a specific, and feasible, plan. The limitations of training also need to be very clear. Just because someone has gone through a training session, they cannot be immediately expected to have mastered the material without time to practise their new skills with supportive supervision. Pre-service training National actors in nutrition, e.g. nutritionists, midwives, paediatricians This refers to incorporating key principles, information and skills into the training courses and curricula of academic training institutes in line with technical standards for the Nutrition Cluster and nutrition in emergencies. Work in this area also has to be linked to updating certification of cadres of staff. Influencing pre-service training requires an in-depth assessment of available courses, resources and needs. It is not often done during an emergency itself, but can be done as part of the transition strategy and also as part of early recovery activities. On-the-job learning National and international staff, for specific areas and issues This refers to one individual providing technical backstopping to another person as they learn to implement specific skills. This is most often undertaken on a one-to-one basis within the same organisation. Capacity building through on-the-job training needs to meet specific objectives. National authorities often ask for some of their staff to participate in Nutrition Cluster activities, such as assessments, in order to build capacity. Without a clear TOR or clear outputs, the pressure of deadlines may undermine good intentions. Observation does not equal on-the-job training. The individual needs to be able to put the new concepts into practice, which requires additional time, and this needs to be taken into consideration in planning activities along these lines. One-to-one mentoring through learning National and international staff, for specific areas and issues This refers to one individual giving support and feedback to another individual around new skills and knowledge, either as needed or on a regular basis. It may not happen on a daily basis, and the two individuals may not be working in the same organisation. Innovations that arise through peer-to-peer learning are shared through the Nutrition Cluster mechanism.
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