CIDT trains 1273 Government officials in 19 Caribbean countries in Results-Based Management

CIDT has brought to successful completion the implementation of a large training programme on behalf of the Caribbean Development Bank.

In the final programming phase, CIDT’s Des Mahony and Dani Baur worked with colleagues from the Public Policy Analysis and Management (PPAM) training provider Dods Training, to co-deliver a series of facilitated virtual clinics. The overarching purpose was to enable Training Coordinators to sustain the PPAM and PCM training and its benefits in the 19 BMCs, in particular to:

  • deepen Training Coordinators confidence to offer PPAM and PCM training locally by enabling them to work through practicalities.
  • encourage Training Coordinators to take ownership of the PPAM and PCM training and create the foundations for working collectively to strengthen capacity for delivering the programme in future.
  • encourage Training Coordinators to support and learn from each other by building and sustaining their own community of practice (and considering how this could extend across the region).

The value of CIDT’s role in the programme was verified when the national training coordinators were asked about the primary resource challenge to future PCM training in their country[1]: 36% of respondents indicated that access to qualified trainers was the biggest perceived challenge for future training. The programme was found to be highly relevant and effective by the BMCs, who expressed strong ownership of the programme. Critical mass was achieved through an innovative and large-scale roll-out of national training intervention using experiential active learning techniques.

The programme in numbers:

  • 1273 individuals trained
  • 19 countries
  • 255 trainers trained
  • 2384 module completions
  • Satisfaction rates ranging from 90-99%
  • Between 34 and 104 persons trained in each of the 19 BMCs
  • Training audience included: 5% Permanent Secretaries; 8% Directors 8%, 12% Managers, 23% Senior Technical Staff, 17% Junior Technical Staff, 7% Project Officers; 3% Human Resource Managers/Officers; 2% Policy Officers/Advisors; 2% Procurement Officers/Specialists; 2% Auditors and Monitoring and Evaluation Officers; 9% Research Officers;8% Administrative Officers; 8% Economists
  • St Lucia reported the greatest knowledge improvement (rating scale of 1-5) with a point increase of 1.76 from 2.37 to 4.13

Source: Programme M&E data

Voices of programme participants from 19 countries

  • “It was very educational and rewarding. The sessions helped us identify real problems and provided tools through which proper analysis and risks should be evaluated among other things.” (Anguilla)
  • “It was really refreshing to undertake this training session. I have learnt so many concepts and tools that can help me improve the quality of my work and my decision-making capacity. I am grateful for the knowledge gain and I am eager to share it with colleagues.” (Antigua and Barbuda)
  • “It was enjoyable and although it was intense, it created a thirst for more knowledge in the areas and a desire to put the knowledge into practice” (Barbados)
  • “It gave me an insight of the importance of evaluation projects/programmes from inception in order to detect issues and prevent overspending. The aspect of monitoring… was very useful to me.” (British Virgin Islands)
  • “I learnt immensely from the facilitators who all seemed well versed in their areas of delivery- I believe all aspect of work in the public sector should have the structured approach that was taught during the exercises” (Dominica)
  • “I do believe that this training was a wonderful experience. It created an environment for the exchange of ideas and the airing of problems that plague our society. It also allowed officers to provide solutions to those problems. Good Job!” (Guyana)
  • “I must reiterate the importance and significance of this initiative. One of the usefulness of the initiative was to have varying practitioners around the table to have meaningful discussion and perspectives. Thanks again for the training.” (Jamaica)
  • “I had fun first. The group dynamics were great to bring out different ideas while the facilitator was excellent at getting the point across. Content was great and I really cannot wait to implement on my return to my work place.” (St Kitts and Nevis)
  •  “Training was practical and applicable. It helped strengthened the need for better project planning, and highlighted the challenges faced in the implementation of projects and the need for finding workable solutions” (St Lucia)
  • “It was like given us a brighter and bigger world perspective again, with out of the box thinking and problem solving that we as government officials often forget in time and procedures and challenges we meet.” (Suriname)
  • “This training programme was perhaps the most impactful and enjoyable training that I have ever received, thus far, while working in the country’s public service. Thank you for taking the time to share the knowledge and approaches with us.” (Trinidad and Tobago)
  • “This programme has rejuvenated me and gives me the opportunity to truly think outside the box and stretched me. I am already passionate about what I do but I am more motivated” (Turks and Caicos Islands)

Lessons identified

In the final CIDT quarterly report to the Caribbean Development Bank a series of lessons were identified:

  1. Every BMC context was different requiring a core set of PCM module materials to be scaled up/down according to varying national capacity needs
  2. Use of live case studies and an experiential approach enhances the learning experience – the CIDT training style was perceived as effective and refreshing compared to standard ‘chalk and talk’ approaches.
  3. Reaction to mainstreaming of gender around the project cycle many Government officials perceived ‘gender’ as a donor-driven agenda for women’s empowerment which does not fit the regionally specific gender status of the Caribbean. This called for sensitive and expert facilitation approaches.
  4. Module pre-requisites allow for participants to participate from a shared baseline. In the curriculum design certain online and Face to Face modules were designated as pre-requisites for other more specialised or advanced modules.
  5. Senior management championship helped learning to be taken more seriously. Representation of such champions in specific countries empowered and encouraged participants to treat the training opportunity as significant and emphasised their potential to facilitate change.
  6. Train the trainer (tot) models for sustainability require time and resources to embed. Lack of incentives, authority, and PCM expertise inhibited further roll out of training at national level by the ToT cohorts. Although programme follow-up support was provided, more rigourous pre-selection and post training support was needed to really embed ToT models.


[1] Interactive online poll at the Sustainability workshop in Barbados (July 2019)

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