Making Local Economic Development

Strategies: A Trainer’s Manual

Trainer’s Guide to Manual

A Knowledge Product of the World Bank and Cities of Change Initiative ,

produced in conjunction with the Bertelsmann Foundation
 Trainer’s Guide to Manual

A Knowledge Product of

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 Trainer’s Guide to Manual

FOREWORD

Making Local Economic Development Strategies: A Trainer’s Manual has been prepared as an
output of the Cities of Change initiative that supports policy and administration reform in local
governments in Central and Eastern Europe. As a collaborative effort of the Urban Development
Unit of the World Bank and the Bertelsmann Foundation of Germany, this Manual has been
developed as a resource to train municipal officials and community representatives in the core
elements of local economic development (LED) and strategy planning. The Manual provides a
module-based approach to conceptualizing and devising integrated LED strategies for local area
development, and forms part of a broader set of LED knowledge and learning products that
include an LED Primer, LED Quick Reference Guide and a Management Tool for LED. These
and other LED resources are available to view and download at: www.worldbank.org/urban/led
and www.citiesofchange.net/

ACKNOWLEDGEMENTS

This LED Trainer’s Manual was written and produced by the Local Economic Development team
based in the Urban Development Unit of the World Bank. The team consisted of Gwen
Swinburn, Senior Urban Specialist, and Fergus Murphy, Consultant. Contributions and advice
were gratefully received from Nikolas Beckmann, Bertelsmann Foundation, Bonnie Walter,
Consultant, and André Herzog, Consultant. Information used in this guide was obtained with
permission from the publication ‘Local Economic Development: Good Practice from the
European Union and Beyond’, 2000, an unpublished paper prepared by Gwen Swinburn for the
Urban Development Unit of the World Bank.

DISCLAIMER

The findings, interpretations and conclusions expressed in this document are entirely those of the
authors and should not be attributed in any manner to the World Bank, the Bertelsmann
Foundation, its affiliated organizations, members of its Board of Executive Directors or the
countries they represent. The World Bank does not guarantee the accuracy of the data contained
in the manual and accepts no responsibility for any consequence of its use.
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Table of Contents
FOREWORD....................................................................................................................... 1

ACKNOWLEDGEMENTS ................................................................................................. 1

DISCLAIMER..................................................................................................................... 1

1. INTRODUCTION ........................................................................................................ 3

2. TRAINING OBJECTIVES .......................................................................................... 5

Target Group ......................................................................................................................6

3. THE PHASED TRAINING APPROACH .................................................................... 7

Training Structure and Contents ...........................................................................................8

4. COURSE MATERIALS............................................................................................. 10

Use of Materials in Training Sessions .................................................................................10

5. ADAPTING COURSE MATERIAL........................................................................... 14

Identify the Audience ........................................................................................................14

Determine the Objectives ...................................................................................................14
Adapt the Materials ...........................................................................................................14

6. DESIGNING AND DELIVERING EFFECTIVE TRAINING................................... 15

Before Training.................................................................................................................15
During Training ................................................................................................................16
Training Set Up ................................................................................................................17

7. COURSE AGENDA ................................................................................................... 19

8. LIST OF COURSE MATERIAL................................................................................ 21

 Trainer’s Guide to Manual

MAKING LOCAL ECONOMIC DEVELOPMENT STRATEGIES:

A TRAINER’S MANUAL
Introduction

Making Local Economic Development Strategies: A Trainer’s Manual consists of six separate
but complimentary sections that together form a comprehensive teaching tool for local
economic development (LED) strategic planning. This Trainer’s Guide to Manual outlines the
core trainer competencies, approach and requirements necessary to successfully deliver the
LED training program. The five teaching modules that comprise the training course provide a
step-by-step approach reflecting the five stage approach to LED strategic planning. This
introduction outlines the structure of the Trainer’s Guide and the Trainer’s Manual, and
provides a brief description of each of the teaching modules that comprise the Manual.
Table 1: The five stage sequence of the LED strategic planning process

Local Economic Development

The Five Stages of Strategic Planning
Stage 1: Organizing the Effort Stage 4: Strategy Implementation
Stage 2: Local Economy Assessment Stage 5: Strategy Review
Stage 3: Strategy Making

The course is intended to provide participants with an understanding of the concepts,

approaches and processes of LED strategic planning. Each module is accompanied by a
supporting series of PowerPoint slides, exercises, templates and supplementary learning
materials. The course has been structured in five modules and can be delivered in five separate
workshops, or fewer if deemed appropriate. The schedule for training delivery is at the
discretion of the trainer. Depending on the time horizon, experience and learning requirements
of participants, the trainer may select to deliver Modules 1 and 2 in a single training period.
Experience has shown that effective results come from a learning program that consists of three
workshops and one study tour. It is envisaged that the entire training process will take place
over a period of between twelve to eighteen months, with intervening periods of weeks or
months occurring between each course module.
Making Local Economic Development Strategies: A Trainer’s Manual is not intended to be
prescriptive, but rather, aims to offer an example of how to facilitate strategic planning for local
economic development as an integral part of municipal government. It is hoped that this
Trainer’s Manual will serve to explain the core complexities associated with local economic
development strategic planning so that they are more easily understood.
The Trainer’s Guide to Manual aims to support experienced trainers in their task of
effectively delivering the five module training course on the process of LED strategy
development and implementation. The Guide highlights the fundamental concepts, tools and
instruments necessary for developing and implementing ol cal economic strategies and action
plans, and provides suggestions and guidance on how the trainer can, and should, organize the
delivery of the five training modules. It provides information on learning approaches, the use
and application of training materials, and managing the learning delivery process.
Module 1 Introduction to LED and Organizing the Effort provides an introduction to local
economic development and examines the context of LED activity and action within an
increasingly globalized economy. It focuses on how to Organize the Effort for LED Strategic
Planning. It explores the role that LED strategic planning has in strengthening the local
economy and provides an introduction to the purpose and process of strategic planning with an

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overview of the five sequential stages. The five different steps of Stage One Organizing the
Effort are also presented. The module introduces participants to the first steps of Stage Two
and highlights the role and types of data in LED strategy development. It provides an
understanding of the role of the business enabling environment in LED and concludes with a
session on the planning and implementation of tasks to improve the business enabling
environment.
In Module Two An Introduction to the Local Economy Assessment, data assessment tools are
discussed and participants learn how to assess the internal and external economic circumstances
of the municipality, and interpret data to make it meaningful for the local economy assessment.
The module encourages partic ipants to understand the city’s economy, its competitive
advantage and economic position using tools such as a SWOT (strengths weaknesses,
opportunities, threats) analysis. The module provides guidance on how to bring stakeholders to
consensus, an important skill when determining the critical issues that form the basis for the
LED strategy. It concludes with planning for implementation, the tasks of data collection and
analysis, assessment reporting, SWOT analysis and defining critical issues.
Module 3 Formulating the LED Strategy, introduces participants to the stages of preparing a
strategic plan based on their local economy assessment. The module guides participants
through the logical steps of defining an LED vision, setting goals and objectives, and selecting
programs for implementation. Participants consider project identification, analysis and
prioritization, and learn how to use objective criteria to choose the projects that best achieve the
goals they have defined. Participants learn to define and identify programs appropriate to their
city’s needs, select and prioritize projects, and identify sources of LED project finance.
In Module 4 LED Strategy Implementation, participants are introduced to the steps of
preparing for LED strategy implementation. The first step is to detail an action plan for each
project on the priority list. This establishes a hierarchy of tasks, responsible parties, realistic
timetables, financial needs and sources, expected impacts and results, and list of stakeholders.
Participants determine the structures for implementing the strategy, examine the institutional
implications of LED programs and assess the roles of different partners. They consider the
schedule for implementation, the financing plan, monitoring and evaluation and stakeholder
involvement.
In Module 5 Strategy Review, participants learn how to use monitoring and evaluation as a tool
to track and assess the progress in the strategy and in project implementation. As monitoring
indicators need to be determined early in the strategic planning process, participants will learn
how monitoring using indicators can assist in measuring impact. They will learn to select
appropriate indicators and targets to measure project outputs and progress in meeting objectiv es
and goals. They will also learn how to set up a monitoring and evaluation system in the
strategy planning and strategy implementation phase. The module will develop participant
understanding of selecting outcomes for LED activities, selecting indicators and targets,
designing a monitoring and evaluation system, and planning for a review and evaluation of the
LED strategy.
At the end of this training, it is envisaged that participants will be able to:
§ Define and explain the core components of LED, and have an understanding of why LED is
important and necessary.
§ Analyze the tools of LED and choose those appropriate to their own strategic goals and
objectives.
§ Implement the steps for developing an LED Strategic Plan.
§ Develop an action plan for implementation of the strategy.
§ Monitor and evaluate the process of strategy implementation.

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TRAINER’S GUIDE TO MANUAL

1. INTRODUCTION

The purpose of local economic development is to build up the economic capacity of a local area to
improve its economic future and the quality of life for all. It is a process by which public, business
and non-governmental sector partners work collectively to create better conditions for economic
growth and employment generation.

The success of a community today depends upon its ability to adapt to the dynamic local,
national and international market economy. Strategically planned LED is increasingly used by
communities to strengthen the local economic capacity of an area, improve the investment
climate and facilitate an increase in the productivity and competitiveness of local businesses,
entrepreneurs and workers. An understanding of the principles and practices of strategic LED
planning will position communities to be able to improve their quality of life, create new
economic opportunities and fight poverty.

Globalization increases both opportunities and competition for local investment. It offers
opportunities for local businesses to develop new markets but also presents challenges from
international competitors entering local markets. Multi-site, multi-national manufacturing,
banking and service corporations compete globally to find cost efficient sites in which to locate.
Technologically advanced growth industries require highly specialized skills and a supporting
technology infrastructure. Local conditions determine the relative advantage of an area and its
ability to attract and retain investment. Even small towns and their surrounding rural regions
can develop local economic opportunities at a national or international level by building on
their local economic strengths.

At the national level, macro-economic, fiscal and monetary reforms have directly impacted the
economy at the local level. National regulatory and legal frameworks such as tax reform,
telecommunications deregulation and environmental standards directly influence the local
business climate, either enhancing or reducing the potential for local economic development.
In many countries, national government functions continue to be decentralized thereby
increasing the responsibility of municipal governments to retain and attract private industry.

Communities within and between regions often compete to attract external and local
investment, however, opportunities exist for communities to collaborate with each other to help
all their economies grow. They can do this for example, by supporting strategic infrastructure
or environmental improvements that demonstrate a broad regional impact. An association of
local municipalities or regional governments working together can serve to facilitate LED
efforts by acting as an intermediary between national and municipal governments.

Businesses, both large and small, often choose to locate in urban areas because of
agglomeration economies (the benefits derived from sharing markets, infrastructure, labor pools
and information with other firms). The economic advantage of urban areas depends
significantly on the quality of urban governance and management, and on the policies affecting
the availability, or lack, of electricity, transport, telecommunications, sanitation and
developable urban land. Factors affecting labor productivity in the local economy include the
availability and quality of housing, health and education services, skills, security, training
opportunities and public transport. These hard and soft infrastructure factors are major

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determinants of a community’s relative advantage. The quality and provision of hard and soft
infrastructure forms the cornerstone of a successful local economy.

Metropolitan ar eas can offer many opportunities through agglomeration economies, economies
of scale and effort as a result of the size of the physical and human capital available, as well as
the size of services and the internal market. Uncoordinated and disparate institutional
frameworks and planning bodies in metropolitan areas can serve to undermine area-wide
economic growth. Metropolitan-wide LED agencies, consortia and networks can be created to
address these constraints. These innovative institutional frameworks, which represent the
interests of different municipalities and partner agencies in the same metropolitan area, can
bring benefits to the key actors of each municipality (public departments, business and civil
society organizations). These frameworks can serve to unite the efforts of different localities
and increase LED results, and can strengthen representation in higher levels of decision-
making.

There are many ways in which municipalities can contribute to improving their local
economies. The most important and effective local economic development activity that a
municipality can undertake is to improve the local regulatory processes and procedures to
which businesses are subjected. A survey of most municipalities would reveal a number of
complex, poorly managed, expensive and unnecessary business registration systems. By
reducing these, a municipality can quickly improve its local investment climate.

In most countries, economic growth is determined not only by the formal economy (the
economic sectors that are legally registered and pay taxes) but also by the informal economy
(those activities that are not legally registered). In some cases the size of the informal economy
is greater than the formal economy, and it interacts with the formal economy by supplying
certain goods and services. The linkages between the formal and informal sectors of the
economy need to be understood and considered in the devising of a local economic
development strategy.

Communities and businesses increasingly recogniz e that a successful local economy requires
social as well as economic, environmental and physical renewal or investment. In many cities,
large numbers of low -income families work within the informal economy, however, these
informal activities are often low-growth activities as a result of a lack of access to proper
infrastructure and services (electricity, water, roads), regular means of financing, information
and skills. The development of an LED strategy should recognize and accommodate the
constraints and opportunities of the informal economy so as to broaden the impact of the
strategy.

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2. TRAINING OBJECTIVES

The broad objective of this Guide is to inform the planning and delivery of the LED course so
as to ensure that participants are able to develop a strategic plan for local economic
development and an action plan for implementation. On completion of the course, participants
will be able to:

Table 2: Summary of Learning Objectives

Learning Objectives
§ Define LED, explain the core components of LED, and have an understanding of why LED is
important and necessary
§ Analyze the tools of LED and choose those appropriate to their own strategic goals and objectives
§ Implement the steps for developing an LED Strategic Plan
§ Develop an action plan for implementation of the strategy
§ Monitor and evaluate the process of strategy implementation

This Trainer’s Guide has been compiled to support experienced trainers in their task of
delivering training courses on the processes of Local Economic Development strategy
development and implementation. The accompanying training course provides an overview of
the issues and challenges of local economic development and strategic planning, and includes
PowerPoint presentations, exercises, templates and supplementary learning materials.

This Trainer’s Guide highlights the fundamental concepts, tools and instruments necessary for
developing and implementing local economic strategies and action plans. With the primary aim
of supporting municipalities to develop integrated LED strategies, it draws on the experience of
training programs for municipal governments previously implemented by the World Bank and
the Bertelsmann Foundation.

The Guide has been structured to enable trainers to prepare, conduct and deliver LED courses.
The course materials have been designed to provide course participants with a thorough
understanding of the key issues and approaches to LED strategy development. A key focus of
this Guide is to identify and utilize learning tools for LED that assist participants to apply the
concepts and instruments learned throughout the training to the design and implementation of
their own LED strategic plan.

The Guide has been structured in five modules and can be delivered in five separate workshops
or can be combined. Experience has shown that effective results come from a learning program
that consists of three workshops and one study tour.

1. Workshop 1 : Modules 1 and 2

2. Workshop 2 : Module 3
3. Study Tour
4. Workshop 3 : Modules 4 and 5

The aim of the training course is to give municipalities time between each workshop to apply
what they have learned and complete the designated tasks, within their municipality and with
minimal facilitated support. The whole process takes between 12 and 18 months and assumes
that municipalities, and not consultants, do the work.

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This Guide should be used by an experienced trainer that has an understanding and knowledge
of the fundamental concepts and practices of strategic planning and local economic
development. The trainer should be able to draw on prior knowledge and experience to prepare
the course and guide the participants through the development of a strategic plan tailored to a
specific context. Trainers may wish to consult additional and supporting materials on LED and
strategic planning, and further references are available in the LED Primer and on the World
Bank LED Web site (www.worldbank.org/urban/led). The LED Web site is regularly updated
with new tools, case studies and references.

Target Group

This training course has been designed for key municipal representatives such as Mayors,
Deputy Mayors, City Council members, Directors of Planning, Directors of Economy,
Directors of Finance, and Directors of Public Works. Good practice shows that participants
should also include representatives of the business community and non-governmental
organizations such as a university, a chamber of commerce, public -private partnerships or
sector groups that are, or could be, actively involved in LED.

The training methodology, including presentation materials and LED tools, was originally
devised for municipal clients in Central and Eastern Europe. The course materials are designed
primarily for municipalities in transitioning economies and are based on specific needs,
financial capacity, legal and regulatory frameworks, and level of knowledge and experience.
Where appropriate, the content of the course may need to be adapted to accommodate specific
group learning needs and relevance. Significant adaptations will be necessary to adapt the
training course to non-western and non-industrialized settings in order to meet course
objectives.

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3. THE PHASED TRAINING APPROACH

The training is delivered in a series of staged modules to allow participants the opportunity to
develop and construct an LED strategy relevant to, and based on, their own town or city. Each
LED training module provides the relevant theoretical and practical information necessary to
fulfill each of the five stages of the LED strategic planning approach.

Module 1: Introduction to LED; Organizing the Effort

Module 2: The Local Economy Assessment
Module 3: Formulating the LED Strategy
Module 4: Implementing the LED Strategy
Module 5: Strategy Review: Monitoring and Evaluating the Strategy

Following each training module, participants will be expected to apply the knowledge and skills
they have learned to the development of a specific LED strategic planning task. It is envisaged
that the entire training process (training plus practical application) will take place over a period
of twelve to eighteen months, with periods of several weeks or months occurring between each
module. Periods between course modules will be dedicated to implementing the strategic
planning tasks identified in each training module. The trainer and the participants will agree
the length of time needed for the implementation of the tasks, and each module will build upon
the level of knowledge and experience gained from the delivery and implementation of
previous modules. Ideally, facilitators or consultants should work with the municipalities on a
regular basis.

The final session of each module is devoted to preparation for the implementation of tasks. The
preparation session is loosely structured so that the trainer can adapt it to the needs of
participant groups by determining the tasks that can be accomplished, how they will be
accomplished, by whom, and the time needed. The training materials include presentations,
templates and exercises to help participants implement the tasks. The participants should return
to their respective city with an agreed work plan.

In learning about LED strategic planning, participants will need assistance from a trainer or
other person with experience to carry out the tasks of strategic planning. It is not the intention
of this training course to provide prescriptive instructions to trainers or participants on every
conceivable aspect of LED strategy development and implementation.

Table 3: The Phased Training Approach

The Phased Training Approach

Module 1 Module 2 Module 3 Module 4 Module 5

Training Training Training Training Training
Implementation Implementation Implementation Implementation
Module 1 Tasks Module 2 Tasks Module 3 Tasks Module 4 Tasks

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Training Structure and Contents

Course modules are separate components that cover an entire learning concept or process, and
each of the five modules that comprise this training course is between one and two days in
length. Each module includes the information necessary for participants to implement a series
of strategic planning tasks following the training session.

Modules are subdivided into sessions that reflect a logical structuring of materials within the
module. Sessions are generally between two and three hours in length, and often include group
exercises. Each session contains LED presentation materials, trainer notes, PowerPoint slides,
key questions for discussion and supplementary learning materials. Most sessions include
exercises that require participants to apply the concepts and skills learned to a real life work
situation. The training includes a variety of learning approaches such as interactive lectures,
small group exercises, case studies, role-playing, supplementary materials and group
discussion.

Modules Two, Three, Four and Five commence with an opening session in which participants
are asked to report on their strategic planning progress, highlight problems encountered, and
provide feedback on their experiences of practically implementing the previous module’s
learning. The course includes suggestions on the kind of materials that should be prepared for
this reporting session and how it should be presented, however, the exact details of how each
session will be delivered will depend on the trainer. The table below provides a summary of
the course structure in the order that it occurs.

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Table 4: Summary of Course Structure

Module Sessions Learning Objectives

1. Introductory Session § Understand competitiveness factors
2. The Global and National Context § Become familiar with the purpose of local
3. LED and Strategic Planning economic development and strategic
Module 1: Process planning methodology
Introduction to 4. Organizing the Effort § Organize local government to make an LED
LED; 5. The Local Economy Assessment strategy
Organizing the 6. The Business Enabling § LED stakeholders analysis
Effort Environment Audit § To identify and known how to collect LED
7. Planning for Implementation data
§ To understand and be able to assess the
business enabling environment
1. Feedback on Module One § Understand and analyze socio economic
Implementation factors and trends
2.The Local Economy Assessment: § Use data and audits to provide meaningful
Module 2: Data Analysis input to the competitive analysis
The Local 3.SWOT Analysis § Prepare a community profile
Economy 4.Coming to consensus § Make an audit of external factors affecting
Assessment 5.Planning for Implementation the city competitive situation
§ Undertake a SWOT analysis and prioritize
§ Develop consensus on critical strategic
planning issues
1. Feedback on Module Two § Define interrelated Vision, goals and
Implementation objectives for LED strategy
2. Strategy-making: Vision, goals, § Define and identify programs appropriate to
objectives their city’s needs
Module 3:
3. Strategy-making: Programs and § Select and prioritize projects
Creating the
Projects § Identify sources of LED project finance
LED
4. Selecting Projects
Strategy
5. Financing LED Programs
6. Assessing and Prioritizing
Projects
7. Planning for Implementation
1. Feedback on Module 3 § Prepare detailed action plans for projects
Implementation § Assess risk factors that condition project
2. Action Planning success
Module 4: 3. Risk Assessment § Select an institutional structure for strategy
Implementing 4. Organizational Structures for implementation
the LED Implementation § Prepare integrated plan implementation
Strategy 5. Documenting the Strategy
6. Writing and communicating the
Strategy
7. Planning for Implementation
1.Feedback on Module 4 § Select outcomes for led activities
Implementation § Select indicators and targets
2.Monitoring and Evaluation § Design an M&E system
Module 5:
3.Integrating M&E with Strategic § Review and evaluate LED strategy
Monitoring and
Planning
Evaluating the
4.Evaluations and Strategy Review
Strategy

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4. COURSE MATERIALS

Each participant should be given a folder or document holder in which to file course materials
as they are distributed. Each folder or document holder should contain a printed copy of the
World Bank LED Primer, a training course agenda, and notepaper. Supplementary learning
materials, templates, exercises, copies of PowerPoint presentations and participant notes will be
added gradually to the folder during the course of the training program, thereby building a
reference file for use during LED strategy implementation. Below is a list of the key materials:

Table 5: List of Training Material

Training Material Description User

Trainer’s Guide: An Instructions to the Trainer on the Trainer
Introduction to the LED approaches to teaching; contains
Trainer’s Manual suggestions on ways of
presenting materials and running
exercises
Sample Course Agenda Sample schedule and agenda Trainer
based on the actual training
materials. The times for each
session are indicative only.
Trainer’s Manual General guidelines for designing Trainer
and conducting the LED
training for each Module
LED Presentation Materials Brief overview of the Trainer
presentation materials, to be
expanded by the trainer.
PowerPoint Slides Presentations that trainers can Trainer
adapt, select from, or expand Participants
upon
Exercise Instructions Explanation of exercises for Participants
participants
Learning Materials Supplementary reference and Trainer
case materials for both trainer Participants
and participant.
Templates To guide the implementation of Trainer
strategy tasks Participants
LED Quick Reference Guide Core LED reference reading Trainer
Participants
LED Primer Core LED reference reading Trainer
Participants

Use of Materials in Training Sessions

These training materials are intended to support the train er in designing and conducting an LED
course. Each module begins with a summary of the module’s contents, an overview of the key
learning objectives, exercises and available supplementary learning materials.

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For each session, a table has been created that provides:

(a) Title of session and duration

(b) Learning objectives
(c) List of exercises
(d) List of PowerPoint presentations
(e) Recommended reading
(f) Detailed trainer’s note to help guide the training process. Below is a more detailed review
of the session structure and content

§ Specific learning objectives for each session: These include both “knowledge objectives”
(concepts and ideas) and “skills objectives” (what the participant is expected to learn). It is
useful to write the session objectives on a flipchart at the beginning of each session and
then review and present the objectives to participants. At the end of the session, you can
refer back to them when summarizing the important points of the session.

§ Session Total Time : This provides the trainer with an estimate and guideline for pacing the
delivery of the session. The total time includes the time for exercises.

PowerPoint Presentations : The PowerPoint slides are keyed to the presentation materials.
The numbers correspond to the numbered order of the module’s PowerPoint presentation.
Trainers may wish to skip or add PowerPoint slides as needed. The PowerPoint slides do
not duplicate the presentation materials but rather, compliment each other.

Learning Materials : These are suggestions of supplementary learning materials that are
either referred to in the module, or distributed to participants during the presentation.
These materials have been selected to highlight an important concept or strategic planning
task, such as a sample business survey form, or alternatively to provide a practical real
world example, such as a municipal SWOT analysis. Other suggested readings provide
additional background information to help participants understand particular concepts.

Templates : Templates are used as means of organizing the strategic planning tasks.
Templates have been designed to make it easier for participants to carry out some part of a
task; for example, the Stakeholder Analysis template is used as a guide to setting up the
Stakeholder Groups. Since most of the exercises prepare the participants for carrying out
similar tasks in real life, the same templates are used in the training exercises. Instructions
for how to use templates can be initially given to participants during the exercises. The
Planning for Implementation session allows the trainer an opportunity to discuss in detail
the use of templates in a real life situation.

Exercises : Exercises allow participants to apply theory and concepts to their own
experience and situation as practice and preparation for application and implementation of
tasks in real life. Most of the exercises are designed for participants from the same city to
work together in a small group to accomplish a task or practice a skill necessary for
strategic pla nning. The input and information they will draw on is from their own
particular city and situation.

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§ Exercises contain (a) the time allotted for completing the exercise; (b) participant learning
objectives; (c) instructions to participants; (d) notes to help trainers both structure the
exercise and maximize understanding of concepts or skills and manage the process; and, (e)
templates for participants to use in the exercise in some cases.

§ It is important to give clear directions for the exercises. Clearly explain what the objective
of the exercise is, and tell the participants what they are expected to do and how to do it.
Write the instructions on a flip chart or make a copy to distribute to participants. Review
the instructions with participants before they begin, and answer any questions they may
have.

§ As a part of the exercise, each small work group should reports its findings or
conclusions to the entire group. This allows an important opportunity for participants to
share information, methods, and conclusions with each other, and to consider how they
might undertake the task in real life. This approach provides the trainer with a chance to
critique the conclusions, emphasize important points that might not have been understood,
or rectify misconceptions. This reporting will usually lead into a discussion. Most of the
exercises in this course provide input for the session “Planning for Implementation”, and
the participants should be instructed to keep their flip charts, notes or templates for use in
this session.

§ Questions relating to learning “Application” should follow each exercise or be used at the
end of a session. The questions are intended to stimulate participants to reflect on what
they have learned from the exercises. Participants should draw conclusions about how they
would apply what they have learned in real life. The applications questions help
participants think through how they will use and apply the leaning into the next stage of
strategy planning.

Notes to the Trainer: This has been designed to help trainers incorporate key ideas into their
presentations. Trainer notes are also designed to help trainers make the sessions livelier so as
to engage the audience. It is expected that all trainers will have some familiarity with
interactive training techniques.

Trainer’s notes are meant to be a guide of how the session should be presented. In particular,
timing may vary considerably from one group to another depending not only on the expertise of
the group, but also on the nature of the group discussion and the number and quality of
examples that are incorporated into the discussion. These notes consist of questions and
comments.

(a) Questions are provided for the trainer to ask participants at different stages of the
“interactive presentations”. Interactive lectures allow participants to draw on their own
knowledge and experience and link it to new information. By asking a question before
giving information, it is possible to find out how much participants already know about a
subject. Asking questions during a presentation that draws on participants’ own
experiences will help them to link theory to their own experience and understanding.
Asking questions during presentations can keep participants stimulated and interested (refer
to Tips for Making Presentations more Interactive).

(b) Comments are indications to the trainer of how and where to emphasize certain points,
references to other parts of the course, indications of where and how to incorporate learning

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materials within the session, and where PowerPoint slides relate to the presentation
materials. Comments will help the trainer to manage the group exercises.

LED Presentation Material: Presentation materials cover important concepts and information
on strategic planning and LED that should be covered during the session. They are presented in
outline form for use during oral presentations. They are presented in a logical order. They
draw on the LED Primer and other written sources. They should be supplemented by real life
experiences, examples and supplementary information, and are intended as an aide to the
trainer in giving presentations on the key themes and topics of strategic planning and LED.

Summary of Session: Each session should end with a summary that brings together the
important points that participants should think about. One way to do this is to ask questions
that stimulate the participants to reflect on the important points and how they will use this
information. In sessions where the exercise concludes the session, the Application questions
serve the same purpose in summarizing the learning.

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5. ADAPTING COURSE MATERIAL

Trainers will want to adapt the course and supplement the course materials to suit the specific
needs of the participants and the objectives of the training. Case studies, role-play and
exercises suggested in the course may need to be adapted to fit different audiences with varying
levels of knowledge. It is expected that specific supplementary information and examples will
be added by the trainer, and that the trainer will determine which points demand special
emphasis and which issues are most relevant for discussion and elaboration. Some basic
principles apply to adapting the materials.

Identify the Audience

The first step is to identify the intended audience and their level of knowledge and
understanding of the subject. The tendency is often to use materials without taking into
consideration the experience of the audience, or how it can be influenced and informed most
effectively. ‘One-size-fits-all’ material rarely works. Before using these course materials or
adapting them, it will be necessary for the trainer to identify the audience, assess their level of
knowledge and determine what information they require to meet the objectives. There are
several ways to determine the level of knowledge and training needs of a targeted audience and
these may include sending a pre-course questionnaire, conducting face-to-face interviews prior
to the commencement of the course, focus group discussions, or peer and supervisory briefings.

Determine the Objectives

Once the background and needs of a given audience has been identified, the next step is to
establish objectives for the use of the materials. This involves thinking about what the audience
will do with the materials. Be clear about objectives so that the materials can be focused,
appropriate and effective. Clear objectives identify what skills the participants should have and
be able to use, or what concepts and information they should understand after completing the
exercise. Before designing new material, verify your objectives with those of prospective
participants and clients to make sure that the course addresses real and perceived needs.

Adapt the Materials

Frequent reference to the objectives will highlight the association between the content and the
objectives. Finding and integrating real life examples is critical to the process of tailoring the
materials to the context. People learn and are influenced most when examples that they can
relate to are used.

In order to make sure that participants can interact with the material in a participatory
environment, new or revised individual and group exercises and case studies must be carefully
developed, and time set aside to complete the program. These materials need to supplement the
instructional materials in a way that meets the needs of the audience.

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6. DESIGNING AND DELIVERING EFFECTIVE TRAINING

In recognizing that adults learn best when there are opportunities to participate in discussions
and apply what they are learning to their own experiences, this course is designed to be highly
interactive. The course aims to use participants’ own experiences as a learning tool, and
provides opportunities for participants to engage in an activity, review the activity critically,
abstract useful insights from the analysis, and apply the result in a practical situation. It is
based on several assumptions about adult learning:

§ Adults are motivated to learn as they develop needs and interests that learning will satisfy.
They will learn what they think they need to know.
§ Adults are more interested in practical applications of knowledge than in theory.
§ Experience is the best source of information for adults. Training needs to involve active
participation in a planned series of experiences that demonstrate the application of a theory
to real life situations.
§ Adults are self-directing. The core method for adult learning is to engage the adult in a
process of inquiry and analysis so that they discover information by themselves, rather than
to transmit knowledge to them. In practice, this translates into a ‘give and take’ between
trainer and participants, with the trainer asking questions of the participants to draw on their
own experience and knowledge.
§ Adults have a limited concentration span. Lecturing to adults should not exceed 45
minutes.
§ Adults take in only about 20% of what is said and repetition of key points is imperative.

Good training should consider the needs of adult learners and incorporate the following
characteristics:

§ Clear objectives indicating what participants will be able to say or do at the end of the
course
§ Participatory, providing opportunities to share or contribute ideas
§ Include practice or application in the use of skills or concepts
§ Make links between topics and link theory to practice
§ Use a mix of methodologies
§ Use interactive learning strategies and avoid long lectures
§ Focus on practical skills and real life examples
§ Accommodate different learning styles by using overhead slides, engaging participants in
the discussion, recording their comments on flip charts, etc
§ Draw upon the participants’ existing knowledge and experience

Training sessions need to be properly introduced, conducted and processed. For effective
learning to take place, trainers must effectively introduce the goals and objectives for each
session, ask pertinent and probing questions, guide group discussion, and provide proper
application of information at the end of each session. Trainers should take the following steps:

Before Training

§ Prepare carefully. Prior to each session, the trainer should review the outline, contents and
activities of the session. Try to anticipate questions and difficulties the participants are
likely to have, and review any areas you are uncertain about. Plan carefully, but be flexible

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so that you can alter your plan to accommodate the needs of the group. Think about the
timing of sessions and alter presentations and exercises to accommodate time slots and
participant needs.
§ Determine the point at which you will introduce supplementary learning materials, whether
during a session or at the end of a session. Decide what needs to be explained or how
supplementary learning materials will be related to the session activities. Ensure that there
are sufficient copies available.
§ Review and/or revise PowerPoint presentations and other support materials as needed.
§ Gather the materials and equipment you will need for the session (see section below).
§ Plan the structure of the Session “Planning for Implementation”. Determine what tasks
participants will be expected to accomplish.

During Training

§ Review Objectives. In most cases the module as well as each session should begin with an
overview of the session objectives and activities. Explain what participants can expect to
learn and how the objectives fit into the course goals. This can be done verbally but it is
best to also use an overhead slide or a flip chart as well. Be sure to verify that your
objectives and the objectives and goals of the participants coincide.

§ Give clear directions. It is important to explain what is expected of participants for each
activity. They need to know what they are to do, how they are to do it, what results are
expected, and how much time they will be given.

§ When breaking into small work groups, allow time for participants to arrange themselves
and the furniture so that they give their full attention to instructions. Print the instructions
included in the course materials and distribute them or read them from a slide or flip chart.
Ask for, and answer, questions before beginning an activity.

§ Facilitate learning. As facilitator, the trainer’s responsibilities include guiding the group
process by keeping things moving, providing feedback, stimulating thinking by asking the
right questions, including everyone in the learning process, and helping the group sum up
each session. Session presentation materials are accompanied by suggested questions to
ask participants that are intended to help participants relate theory to their own reality, and
to stimulate discussion. Use answers to every question or observation as a chance to
stimulate discussion. Do not conduct a straight lecture with a question session at the end;
the lectures are designed to be interactive.

§ When conducting group activities, do not join in as a participant. Maintaining the role of
facilitator will allow you to walk around the room and observe how participants are doing,
and offer suggestions and assistance. Feedback sessions follow each group exercise. Each
work group reports their findings from the exercise and gets feedback from both the trainer
and the other participants. This is an occasion for the trainer to highlight important points,
make comparisons between groups and stimulate discussion. Feedback sessions need to be
well structured to be effective, and depend on good facilitation to make them meaningful.

§ No matter how good the quality of a presentation or activity, it will be useless for the
participants if they do not understand the information. Entitled “Application” in the
trainer’s notes, the trainer will lead a discussion that enables participants to reflect on the
activity or information, and share their reactions in a structured way with the whole group.
The trainer’s role is to help participants think critically about the exercise and the value of

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information, and draw conclusions that can be applied to real life. This stage is best
symbolized by the questions “what did you learn from all this” and “what general meaning
does this have for you?” After participants have extracted information or conclusions that
might be useful to them, they are guided to incorporate what they have learned into their
work. This phase attempts to put thought into action and relate the training to how they can
apply it to a real world situation. Identify ways to encourage participants to convert what
they have learned into action, such as asking them “what is the first thing you can do at
work to apply what you have learned” or “what problems, if any, do you anticipate in
applying on the job what you have learned”?

§ Provide Closure. It is helpful to relate the learning back to the objectives.

Table 6: Tips for making presentations more interactive

General Before During

§ Do not present more than 20-30 minutes without § How does the § Make smooth
having participants do something more active presentation fit with transitions
than listen. the session § Use introductory
§ Pose questions to the group. Facilitate the group objectives questions
to answer the question rather than answering § Visual aids § Have main points
yourself. § Time of day § Summarize
§ Create discussion points in your presentation. frequently
Ask the group their opinion on a point. Set up § Stop to elicit input
debate teams. § Use concrete
§ Provide a problem to solve. Have participants examples
work out the problem individually, and then ask § Ask questions
for answers.
§ Do not present all the information in lecture
format. Give participants short pieces to read
and discuss, or problems to solve.
§ Have participants turn to the person next to them
and work out a problem, then ask for answers.
§ Use small groups for problem solving.
§ Ask participants questions and draw points out
of them; let this make up much of the
presentation content.

Training Set Up
As the course is interactive, the trainer must ensure that the course proceeds smoothly, checking
that equipment works effectively and that the location of the training is conducive to learnin g.
Think carefully in advance and prepare the following as required:

§ Training Room: Select a training room that is appropriate to accommodate the group
comfortably. There should be room to move around, everyone should be able to see a
screen and/or flip chart, and participants should be able to adjust their chairs and tables to
different configurations depending on the group task. Avoid a lecture hall scenario with
fixed seats and tables. Flexible arrangements are necessary, and participants should ideally
be seated at tables of 6-to-8 persons. If necessary, use a second or third space for small
group activities if the seating is not flexible.

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§ Size of training group: Interactive training with small groups works best with a maximum
of 30 participants, allowing 4-to-8 participants to work on exercises. If participants are
from several different cities, they should each work in their own city groups. If they are all
from the same city, make sure that each group has a diverse composition. Generally,
groups will need guidance to understand the given task, manage the time, and come to
agreement on task conclusions.

§ Breaks : Plan in advance when you will have coffee breaks and how long they will last, and
arrange for drinks and food to be served in a place close to the training room. At the
beginning of each training day, announce the schedule for lunch break, and closing time so
participants can make personal arrangements. Announce any regulations concerning
smoking or mobile/cell phones. Try to arrange for lunch to be served near the training
venue; 1.5 hours is usually needed at mid-day. Be clear about timekeeping at sessions.

§ Equipment:
a. Flip Charts and paper with markers is the most useful tool for writing objectives, recording
small group discussions or activities, noting instructions for activities. The pages can be
taped to the wall or to a central chart for feedback.
b. Computer for PowerPoint presentation, or overhead projector for transparencies
c. Photocopies of extra reading, instructions, case studies, role-plays, data or background
information for exercises.
d. Tape for attaching charts and exercise presentations to wall or flip chart.
e. Scissors, pens, markers, name cards for participants.

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7. COURSE AGENDA

Table 7: Suggested Course Agenda (Discretionary)

Module Day Time Session

9:00-10:00 Introductory Session
10:00-10:15 Break
10:15-12:15 Interactive Presentation: The Global and National Context for LED
Exercise 1: The Global Economy
Exercise 2: City Competitiveness
12:15-12:45 Interactive Presentation: LED and the Strategic Planning Process
Day
One 12:45-2:15 Lunch Break
2:15-3:45 Interactive Presentation: Organizing the Effort: Steps One and Two
3:45-4:00 Break
4:00-5:00 Interactive Presentation: Organizing the Effort: Steps Three and
Four
Module 1

Exercise 3:Developing the Stakeholders List

Exercise 4: Stakeholder Selection
9:00-10:00 Interactive Presentation: The Local Economy Assessment: Data
Collection
10:00-11:15 Exercise 5: Data Collection
Exercise 6: Identifying Barriers to the Business Enabling
Environment
Day 11:15-11:30 Break
Two 11:30-12:00 Interactive Presentation: The Business Enabling Environment
Audit
12:00-12:30 Interactive Presentation: The Business Attitude Survey
12:30-1:00 Exercise 7: Role Play Interview
1:00-2:30 Lunch Break
2:30-5:00 Planning for Implementation
9:00-10:30 Session 1: Group Reports on Module One Implementation
10:30-11:00 Break
11:00-12:45 Session 2: The Local Economy Assessment: Data Analysis
Exercise1: Understanding How to Use Data
Day
12:45-2:15 Lunch Break
One
2:15-3:15 Session 3: The SWOT Analysis
Module 2

3:15-3:30 Break
3:30-5:00 Exercise 2: Doing a SWOT Analysis: Using Data and Creating a
Vision
9:00-10:30 Session 4: Reaching Consensus
10:30-10:45 Break
Day
10:45-1:00 Exercise 3: Simulation: Reaching Consensus
Two
1:00-2:30 Lunch Break
2:30-5:00 Session 5: Planning for Implementation of Module Two
9:00-10:30 Group Reports on Module Two Implementation
10:30-10:45 Break
10:45-12:30 Interactive Presentation: What is Strategy Making: Vision, Goals
Module 3

and Objectives
Exercise 1: Writing Objectives
Day 12:30-2:00 Lunch Break
One 2:00-3:00 Exercise 2: Linking Vision, Goals and Objectives
3:00-4:30 Interactive Presentation: Programs and Projects
4:30-4:45 Break

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Module Day Time Session

4:45-5:45 Exercise 3: Selecting Programs
9:00-10:00 Interactive Presentation: Selecting Projects
Exercise 4: Selecting Projects
Exercise 5: Relating Projects to Programs
10:00-10:45 Interactive Presentation: Financing LED programs
Day 10:45-11:00 Break
Two 11:00-12:30 Interactive Presentation: Assessing and Prioritizing Projects
Exercise 6: Prioritizing Projects
12:30-2:00 Lunch Break
2:00-5:00 Planning for Implementation
9:00-10:30 Group Reports on Module Three Implementation
10:30-10:45 Break
10:45-12:15 Interactive Presentation: Project Action Plans
Exercise 1: Project Action Plans
Day 12:15-2:00 Lunch Break
One 2:00-3:00 Exercis e 2: Risk Assessment
Module 4

3:00-4:30 Interactive Presentation: Organizational Structures for

Implementation
4:30-5:00 Break
5:00-5:30 Exercise 3:Organizing for Implementation
9:00-10:30 Interactive Presentation: Documenting the Strategy
10:30-10:45 Break
Day
Two 10:45-12:30 Interactive Presentation: Writing and Communicating the Strategy
11:30-1:00 Lunch Break
2:30-5:00 Planning for Implementation
9:00-10:30 Group Reports on Module Four Implementation
10:30-10:45 Break
10:45-11:45 Interaction Presentation: Why Monitoring and Evaluations
11:45-13:00 Exercise 1: Defining Objectives and Indicators
Module 5

13:00-2:30 Lunch Break

Day
2:30-3:30 Continuation of Monitoring and Evaluations
One
3:30-4:15 Exercise 2: Structuring a Project Monitoring System
4:15-4:30 Break
4:30-5:00 Interactive Presentation: Integrating Monitoring and Evaluation to
Strategic Planning Process
5:00-5:30 Interactive Presentation: Evaluations and the Strategy Review

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8. LIST OF COURSE MATERIALS

Module Core Material Supplementary Learning Materials

§ Module 1 Trainer’s Notes 1.01 Top Ten Foreign Direct Investment Host
§ Module 1 Day 1Presentations Economies in 2001
§ Module 1 Day 2 Presentations 1.02 A Transactions Cost Approach to Evaluating the
§ Module 1 Exercises Environment for Business
§ Module 1 Templates 1.03 A Guide to Stakeholder Participation
1.04 Guide to Holding a Public Hearing
Module 1

Module 1 Templates
Identifying City Hall Staff Team 1.05 Local Economic Development Information
1.06 Economic Scan of Gliwice, Poland
Stakeholder Identification Templates
1.07 City of Smolyan LED Strategy, Bulgaria
Links to Other Tiers of Government 1.08 Business-Enabling Environment Audit
Planning for Data Collection 1.09 Local Business Enabling Environment Survey
Sample Matrix for Implementation Planning 1.10 SEED Business Survey
1.11 Frydek-Mistek Strategic Planning Business
Attitude Survey
§ Module 2 Trainer’s Notes 2.01 Trend Analysis
§ Module 2 Presentations 2.02 How to Use Business Data
§ Module 2 Exercises 2.03 Survey Methodology
2.04 Harrogate Borough Council Local Economic
Module 2

§ Module 2 Templates
Overview October 2002
Module 2 Templates 2.05 Kladno Economic Development Action Plan
SWOT Analysis Questions and Template SWOT Analysis
SWOT Template 2.06 Frydek-Mistek, Strategic Planning Process Internal
Matrix for Implementation Planning Analysis
2.07 Trnava Strategic Development Plan Critical Issues
§ Module 3 Trainer’s Notes 3.01 City of Smolyan LED Strategy, Bulgaria
§ Module 3 Presentations 3.02 Entrepreneurship and SME Development Strategy
§ Module 3 Exercises in Prijedor Municipality
§ Module 3 Templates 3.03 Zenica Local Economic Development ‘Vision to
Projects’ Matrix
Module 3 Templates 3.04 Frydek-Mistek Strategic Planning Process Setting
Formulating LED Strategy: Lessons Priorities
3.05 LED Program Options
Module 3

Learned
LED Visions to Projects Matrix 3.06 World Bank Local Economic Development Primer
Matrix for Implementation Planning 3.07 A Menu of LED Tools
3.08 Gliwice Technology Park Workshop, Poland
3.09 Municipality of Sežana Case Study
3.10 Slovakia LED Project Casebook
3.11 Harrogate Web site Business Attraction
3.12 South Africa Cluster Example
3.13 Municipality of Grimsby Case Study
3.14 Mining Regeneration Case Study
3.15 LED Programs to Projects Matrix
§ Module 4 Trainer’s Notes 4.01 Blank LED Project Implementation Plan
§ Module 4 Presentations 4.02 City of Smolyan LED Project Implementation
§ Module 4 Exercises Plan
§ Module 4 Templates 4.03 Local Economic Development Task Forces
Module 4 Templates 4.04 LED Project Action Plans
Module 4

LED Project Action Plan 4.05 Risk Assessment Analysis

Task Planning Matrix 4.06 Harrogate Web Site Business Attraction
Project Management Gantt Chart
Stakeholder Consultation and
Communications Planning
Risk Assessment Analysis Template

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§ Module 5 Trainer’s Notes 5.01 Monitoring and Evaluation Glossary of Terms

§ Module 5 Presentations 5.02 Example of Indicators
§ Module 5 Exercises 5.03 Key Monitoring and Evaluation Questions
§ Module 5 Templates 5.04 Harrogate Business Plan Monitoring and
Module 5 Templates Evaluation
Module 5

Monitoring Events 5.05 Harrogate District Local Plan Annual Monitoring

Project Monitoring Report
Stakeholder Consultation and
Communications Planning
Planning for Task Implementation

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