• The resources shared in this Portal were developed by a large group of volunteers. Every effort has been made to contact potential copyright owners. If any have been inadvertently overlooked, we will be pleased to make the necessary arrangements at the first opportunity.

    The Trainer Resources Portal has been co-sponsored by the Eumetcal Programme, with additional generous donation of time by WMO/CGMS VLab and EUMETSAT, as well as other WMO training partners. 

    Want to talk about training resources or other training topics?

    We would love to hear how you have been using these and other training resources. We suggest having this conversation at the CALMet Commons . CALMet Commons is a community site for trainers from national meteorology and hydrology services. It contains a forum for questions and a blog for sharing success stories, resources, and other items of interest. For other questions and comments, or to report problems, contact tra@wmo.int.


Competency II►

Competency I

  • Competency I

    Analyse the organizational context and manage the training process

    Training resources available in this section focus on the training process and the relationships between the components, as well as the WMO Competency Requirements for Education and Training Providers.


    • Download all resource files in Competency I

    • Readings

    • WMO Competency Requirements for Education and Training Providers

      The WMO Competency Requirements for Education and Training Providers  presents a competency framework for personnel involved in training and education in meteorological, hydrological and climate services.

    • WMO Guidelines for Trainers - Chapter 3: Organizational context and training processes

      This is an extract of the document “WMO Guidelines for Trainers in Meteorological, Hydrological and Climate Services” (WMO-No. 1114). It discusses the elements of Competency I: Analyse the organizational context and manage the training processes. This resource will be of particular interest to training managers and senior staff who have overall responsibility for training. It provides a good overview of, but is not limited to, management development, organisational aspects of training and quality assurance.

    • The Training Cycle

      The training process is often depicted as a cycle, which reflects how each step contributes to the next, and how continuous improvement is built into the process. This resource briefly describes the interrelated components of the training cycle and the importance of considering them all when designing training.

    • Templates

    • Training Development Plan - TDP

      Going through each step in the training cycle when designing training provides an opportunity to reflect on how each analysis and decision impacts the others, helping trainers to make well informed decisions from the very start of the training design process. Writing a Training Development Plan helps to keep a record of all the decisions taken during planning. This template is a useful framework also for communicating the goals of a training initiative to stakeholders.

    • Training Development Plan - TDP for Coaches

      This version of the TDP template includes guidelines for evaluating the quality of a Training Development Plan. It may be useful for instructors teaching a course or supervisors evaluating a plan. 

    • Organisational Context Analysis - OCA

      Similar to writing a Training Development Plan, an Organizational Context Analysis (OCR) is worth developing to maintain a record of the status and impacts on a training department, center or institution. This template provides a basis for such an analysis. For guidelines on completing an OCR, read Chapter 3 of the WMO Guidelines for Trainers, "Organizational Context and Training Processes."

    • TDP Template for Blended Learning

    • TDP Template for Blended Learning for Coaches

    • Examples

    • TDP Example 1: WMO/Eumetcal Online Course for Trainers of RA-VI

      The TDP for the WMO/Eumetcal Online Course for Trainers of RA-VI was jointly written by WMO-ETR and Eumetcal in 2014. The plan was based on the previous experience of offering the WMO Online Course for Trainers of RA-I (2014), and included several modifications based on feedback received from participants and also specific needs of trainers in RA-VI.

    • TDP Example 2: Refresher Course for Aeronautical Meteorological Forecasters at RHMSS

      This example shows a Training Development Plan written in 2015, during the planning  of the Refresher Course for Aeronautical Meteorological Forecasters at RHMSS. This plan was written by Tamara Gnjidic Vuksa, from the Republic Hydrometeorological Service of Serbia (RHMSS).

    • TDP Example 3: Practical Meteorological Course

      This Training Development Plan presents the planning of a practical meteorological course that is jointly offered by the National Meteorological Service of Sweden (SMHI), the Swedish Air Force (SAF) and two universities: MISU in Stockholm and MIUU in Uppsala. This plan was written by Paulina Hellgren (SMHI).

    • TDP Example 4: Mesoscale Convective Systems in Southeastern South America

      The TDP for the course Mesoscale Convective Systems in Southeastern South America was written by Maria Inés Campos from the Servicio Meteorológico Nacional (SMN, Argentina) in 2015. This TDP presents the planning process of a blended course, including detailed information regarding the training needs assessment to be carried out.

    • OCA Example 1: IBIMET-CNR - Italy

      This OCA was written by Vieri Tarchiani and Marina Baldi of the RTC Italy, IBIMET, in 2015, during their  participation in the WMO Course for Trainers.

    • OCA Example 2: SMN - Argentina

      This OCA was written by Graciela Rolón of the RTC Argentina in 2015, during her participation in the WMO Course for Trainers.

    • OCA Example 3: MSC - Canada

      This OCA was written by Rebecca Schneider in 2015, during her  participation in the WMO Course for Trainers.

    • OCA Example 4: LEGMC - Latvia

      This OCA was written by Laura Krumina in 2015, during her participation in the WMO Course for Trainers.

    • Reflections from a Course Team: Training Process. E-SAC story

      In this reflection a Course Team describes the reasons for some of their course design decisions during the planning stage. The Team also presents some aspects of their course evaluation, reflecting on what worked well and what changes they would consider when organising future courses.

Competency II►