Lifelong Learning Programme / Leonardo da Vinci / Transfer of Innovation

Project results

Training learning modules


The training programme is based on the transferred and customized training material (and translated in the Slovenian and Croatian language), taking into account the 3 main results:
‚ąí¬†¬† ¬†Conceptual Framework (Result no. 3) ‚Äď identifying the needs and requirements of the local environments and target learning group;
‚ąí¬†¬† ¬†Innovative Model of Work Experience (Result no. 5) ‚Äď defining the cognitive framework and learning model;
‚ąí¬†¬† ¬†Real-Life Use-Cases (Result no. 6) ‚Äď describing several use-cases and critical incidents to be integrated in the training programme.


The training material consists of Power point presentations (with comments and guidelines where needed), checklist, benchmarks, case studies and videos. The needs analysis has demonstrated that the training should be carried out in real-life settings, i.e. objects and buildings in which the caretakers operate on daily basis. Therefore the ex-cathedra theoretical parts have been reduced and we have concentrated more on the practical demonstrations. All the training material has been uploaded to the portable tablets (each trainer had 1) so that the trainers could present the information to the trainees directly when demonstrating certain machine, characteristic, part or event in the building.

The English version presents the non-customized transferred material (Result no. 4) which can be furthermore customized based on different identified requirements of the target environments and user learning groups. The Slovenian and Croatian version is based on the transferred training material being additionally customized according to the identified needs of the local environments and target training group (i.e. caretakers).

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R3_Conceptual framework R10_Delivery of pilot trainings

R10_Delivery of pilot trainings

Kontrolni seznam_2014-05-28_final_slo


Evaluation of the project


The evaluation of pilot trainings presents an important research input for the final development, adjustment and fine-tuning of the TRAP-EE training programme to train caretakers in the field of operational energy efficiency of buildings. The Figure below presents an overview of the TRAP-EE development process, leading to the final evaluated version of the training programme.UntitledThe main inputs to the final version of the training programme, deriving from evaluation results, are summarized below:

1.    Application of checklist in practice. The evaluation has demonstrated that one of the main shortcomings of pilot trainings was that all caretakers did not complete their homework, i.e. applying the checklist in practice in the context of their buildings in which they operate on daily basis. Those who did not complete or did not fully/effectively complete their homework have furthermore not been able to cooperate on the second training day and therefore could not receive feedback from trainers, meaning that their overall learning experience has been to some extent limited.

2.    Trainers. The evaluation has demonstrated that trainings should involve skilled and competent trainers, who are knowledgeable in the area of operational energy efficiency and are furthermore experienced in solving practical, day-to-day problems of property maintenance. They need to be very familiar with the building(s) in which they carry out live demonstrations and should furthermore involve the caretaker(s) that operate in respective building(s) to jointly present common problems, challenges, solutions and good practices. It is very advisable that the trainers are at least to some extent familiar with the buildings in which other training participants operate as the questions are very specific and related to specific buildings in hand.

3.    Instructional methods. The evaluation of pilot trainings has furthermore demonstrated similar findings as the needs analysis with the conceptual framework (WP2), i.e. the most suitable instructional methods to train the caretakers in the field of operational energy are:

  • Live demonstrations of practical problems, challenges, good practices, innovative solutions etc.
  • Presentations to transfer information and theoretical knowledge (e.g. facts, concepts, principles) from the trainers to the trainees, who mainly participate as listeners.
  • Case studies to describe real and hypothetical situations, pertinent to their learning experience, in which trainees are asked to identify/solve a problem.
  • Group discussions to share experiences, share ideas and to defend individual positions with the respect to the learning subjects.
  • Checklist transferring and applying the gained knowledge in practice in the context of a building. Practising on real situations in their job, including following rules, decision making, team working, implementing measures and attaining certain goals.

4.    Length of training. It has been internally calculated that using and implementing all of the transferred learning material and furthermore involving other suitable instructional methods like practical demonstrations, problem solving, check list application and analysis, group discussions etc. could be jointly delivered through a training programme ranging from 60-80 training hours. However, the evaluation has demonstrated that the agenda of pilot trainings has been set in effective manner and caretakers and their superiors jointly agreed that 2 days (16 hours) of training is the maximum length they could afford to attend.

5.    Customization. As demonstrated through the evaluation the customized trainings could and should be delivered also for other target groups who in a certain manner operate or behave in the context of a building. These groups consist of decision-makers and managers; maintenance staff (caretakers, janitors, cleaning ladies) and building users.

More information: R11_Evaluation of pilot trainings