Staff development

Staff development

1. STAFF DEVELOPMENT   PROGRAMME Mrs Gayathri R 2 nd yr MSc (N) UCON Kollam 1

2. INTRODUCTION The staff development programme is an important activity of all employing agencies whether in the field of health, general education or industry. In a day where everything is changing so fast and where social resolutions and knowledge explosions are taking place so rapidly, upon the knowledge and experience gained in the past. Any enterprise involving human efforts for achievements of its goal has a social obligation to help its personnel to adjust and keep-up with the changes and advancements in their field of work. 2

3. TERMINOLOGIES Centralization: A tendency within an organization for the majority of decision making power to be retained by the chief executives. Decentralization : the tendency in an agency for a large measure of decision making power to be delegated to mid-level and lower level employees. In-service education : Ongoing , on the job instruction that is given to enhance the workers performance in their present job. Staff development : all training and education provided by an employer to improve the occupational and personal knowledge and skill and attitudes. Goal : the end to be accomplished. 3

4. DEFINITION Staff development is the process directed towards the personal and professional growth of nurses and other personnel while they are employed by a health care agency . Staff development refers to all training and education provided by an employee to improve the occupational and personal knowledge, skills and attitudes of vested employees. 4

5. NEED OF STAFF DEVELOPMENT To update knowledge and skill with proper scientific principle. To fulfill demand of society. To uplift professional growth. Nurses can understand new facts and technology easily. Nurses can maintain their continuing education and develop their knowledge, attitude and skill. 5

6.   Staff development activities are defined by its concepts such as competence, interest, needs and learning and training. 6

7. Competence It is the state of possessing qualities and abilities that are required for particular role or task, e.g. nurses competence in handling new cases and new equipment or handling advanced techniques. 7

8. Interests It inclination that cause an individual to be attracted or repelled by certain objects, events or persons with the result that the individual seeks experiences that favour development. The goal of staff development programme should be to stimulate sufficient interest in a topic that the learner will continue to study the subject independently . 8

9. Need It is a lack, tension, desire or demand that impels a person to specific behavior. An educational need is a measurable discrepancy between a person’s actual job competence and desired competence level. 9

10. Learning It consists of desirable behavioral change that results from a prescribed experience. Training It may be defined as an organized method of ensuring that people have knowledge and skills for specific purposes, that they acquired the necessary knowledge to perform the duties of the job. 10

11. PHILOSOPHY OF STAFF DEVELOPMENT   We believe that the primary goal of a health care agency is the achievement of a high quality of health care for the people who use the agency’s service . We believe further that there is a three- way responsibility for staff development for nurses are. 11

12. PHILOSOPHY…. The attainment of this goal is contingent on the continuous development of all personnel. In regard to nurses, we see their development as members of the health care team and practitioners of a high quality of nursing care . We believe that the focus of the dept. of continuing education is in the development of all employees including all nurses employed by the health care agency and the nursing community at large for the enhancement of nursing care given to its client. 12

13. PHILOSOPHY…. We believe that educational activities should be designed and implemented to promote a high standard of safe, effective, nursing practice and to increase job enrichment through life long learning, by the department of CEN. Emphasis should be directed to the learner, the system and the patient and his family We believe that educational environment should be non-threatening and should acknowledge the individuality of its learners. It should also encourage application of learning, free change of ideas and creativity. 13

14. PHILOSOPHY…. We believe that teaching- learning is a dynamic, collaborative, shared process between teacher and learner. It proceeds best in relationship characterized by a mutual trust and acceptance with varying degrees of independence, dependence, and inter dependence. The process should result in a change in the cognitive, psychomotor and affective behaviour of the individual. We believe that mastery learning assist learners in achieving an acceptable level of performance and should be utilized to provide a basis for accountability to the client, to the institution and to the profession of nursing. 14

15. PHILOSOPHY…. We believe that nursing service, nursing education and nursing research much collaborate to effectively solve problems and to facilitate the nursing divisional goal attainment . The individual nurses responsibility for staff development based on a commitment to learning as a means of personal and professional growth. 15

16. PHILOSOPHY…. The nursing profession’s responsibility for promoting the development of nursing personnel based on standards for nursing practice and needs of the nurse . We believe that staff development should be structured include, education, experience and socio-economics. 16

17. FUNCTIONS OF STAFF DEVELOPMENT PROGRAMME To provide educational activities for all nurses employed by the health care agency, which build upon the individuals, varied education and experimental basis . The staff development programme must be concerned with the growth and development of personal from their initial contact with a health care agency until termination of service. 17

18. SOCIO-ECONOMICS Manpower planning Recruitment. Selection. Placement . 18

19. SOCIO-ECONOMICS Counselling Performance evaluation. Career planning. Promotion. 19

20. SOCIO-ECONOMICS Employee-employer relation Personal policies and practices. Health services. Labor relations. 20

21. EXPERIENCE Nursing practices Direct patient care- general or specialties as independent patient care assignment or team approach. Indirect patient Other real life experiences Voluntary activities related to health care. Professional association participants. Personal life. 21

22. EDUCATION Continuing education. In-service education. Orientation. Skills , attitude and knowledge pertinent to nursing practice within the health care team and to career planning for individual nursing practitioners. Extramural education-pertinent to individual and health care agency need . Post basic nursing education. It is pertinent to nursing practice, individual and health care agency need. 22

23. STAFF DEVELOPMENT MODEL 23

24. An explanation of the model The staff developmental model is based on the philosophical statement, that the activities within a health care agency are directed toward achieving a high quality care through the mutual goal orientated efforts of the health care agency, the nursing profession, and its practitioners . In its broadest sense, staff development has three major components Education. Experience. Socio-economics 24

25. EDUCATION The education component assumes that the nurse is motivated to continue learning through involvement in educational activities endorse by a health care agency and the nursing profession. It may take the form of continuing education- in-service education and extramural education, or post basic nursing education. Agency based education is related with in-service education outside the agency, nurse’s education activities may continue either as extramural education or post basic nursing education. Extramural education and in-service are part of continue education. Extramural education includes short term courses, conferences, seminars etc. Post basic education refers to formal study to degree getting institution. It is full time commitment academic programme. 25

26. EXPERIENCE Experience is an important part of staff development. Experience consists of nursing practice and real life experience. Through it high quality nursing care will develop. 26

27. SOCIO-ECONOMIC   It is relate with manpower planning, employee-employer performance and counselling. Manpower is an important aspect in staff development. By adequate manpower and proper planned activities will promote staff development activities. Counseling consists of career planning and performance evaluation. So all these components are interrelated to each other for improvement of staff development. 27

28. TYPES OF STAFF DEVELOPMENT Staff development includes formal and informal group and individual training and education. The goals of staff development programs are To assist each employee to improve performance in her or his present position. To acquire personal and professional abilities that maximizes the possibility of career advancement 28

29. Staff development activities include the following Induction training. Job orientation. In-service education Continuing education 29

30. Induction education:- It is brief, standardized indoctrination to agency’s philosophy, purpose, policies and regulations given to each worker during her or his first 2 to 3 days of employment in order to ensure his or her identification with agency’s philosophy, goals and norms. Job orientation:- It is an individualized training program intended to acquaint a newly hired employee with job responsibilities work place, clients and co workers . 30

31. In-service education It refers to an ongoing on the job instruction that is given to enhance, the workers performance in their present job. In- service education is defined as a continued program of education provided by the employing authority with the purpose of developing the competence of personnel in their functions appropriate to the position they hold, or to which they will be appointed in the service. 31

32. Continuing education :- It is “any extension of opportunities for reading, study and training to any person and adult following their completion of or withdrawal from full time school and /collage programs.” Continuing education is planned activity directed towards meeting the learning needs of the nurse following basic nursing education, exclusive of full time formal post basic education. 32

33. ADMINISTRATIVE STRUCTURE OF A STAFF DEVELOPMENT PROGRAMME Administrative philosophy, policies and practices of health care agency. Policies and practices and standards of nursing and other health professions. Human and material resources within a health care agency and the community. Physical facilities within a health care agency and the community. Financial resources within a health care agency and the community. 33

34. CENTRALISATION V/S DECENTRALISATION In some cases a centralized structure will be more effective than a decentralized structure. There are advantage and disadvantages to both types of structure. Usually, the co-ordination of staff development is more readily facilitated in a centralized structure. However, in a decentralized structure, it is possible to involve a larger number of personnel in planning and implementing programme. One alternative is a centralized structure for an agency- wide staff development programme and decentralized structure for programme related to learning a specific job skill. Whatever be the administrative structure, it is vital to circumvent redundancy, repetition and ineffective utilization of personnel and facilities. 34

35. QUALIFICATIONS OF STAFF DEVELOPMENT PERSONNEL The qualifications required in staff development personal depend on the nature of staff development task to be performed that is administration, teaching, cancelling. People in various disciplines must be used to help in assessing staff- staff development needs, recommending where and how these needs can best be met, and in planning, organizing, implementing and evaluating staff development programme. 35

36. FUNCTIONS OF STAFF DEVELOPMENT PERSONNEL Personnel assigned to staff development should provide the following consultative functions for health care agency: Determination of the administrative structure of the staff development programme. Determination and establishment of organizational methods, policies and procedures for a staff development programme . Determination and establishment of lines of communication for the utilization of facilities and resources personnel. 36

37. Determination of organizational and individual staff development needs and priority. Development of measurable short and long term objectives for staff development programme. Promotion, development, implementation and evaluation of programme to meet these objectives. Planning, co-ordination, and utilization of community resources to assist in meeting these objectives. Provision of consultative service and a resource for information relative to staff development. 37

38. APPROACHES TO STAFF DEVELOPMENT Orientation. Formal programme. Unit programme. Workshop and conferences.   38

39. INSERVICE EDUCATION DEFINITION In-service education is defined on continued programme of education provided by the employing authority, with the purpose of developing the competence of personnel in their functions appropriate to the position they hold, or to which they will be appointed in service. 39

40. AIMS Developing the ability for efficient working capacity with continuous learning. To develop professional growth. To update with current knowledge. Provide qualitative nursing service in all programme . The educational program for the nursing department includes three phases Orientation. In-service and continuum of education. 40

41. FACTORS AFFECTING IN-SERVICE EDUCATION Cost of health care : in-service education program may increase the efficiency of nursing services, but it adds additional expenditure on health care delivery system. Manpower : in-service education requires need qualified human resources, leads to increase human resources. Changes in nursing practice lead to frequent changes in the programs and in-service education. Standards for nursing practice. Organization of nursing departmental planned approaches is regular. 41

42. APPROACHES TO IN-SERVICE EDUCATION Centralized approach :- The centralized approach has its origin in the belief that the in-service curriculum ought to emanate from and be conducted by nursing personnel in the central administration of the agency. None of the learners are consulted or participate learning experiences and yet are expected to attend an in-service offering. 42

43. Decentralized approach:- The decentralized approach is based on a conviction that the in-service curriculum for all nursing personnel should be the responsibility, in large measure, of the practicing nurse, with whom the personnel work. Decentralized in-service education is planned by and conducted for the employees of one or more units. The employees may be expected to keep administration informed of their activities and possibly consult with administration when help is wanted, but the employees are expected to develop and direct their own learning experiences. With a decentralized approach, control in planning for in-service is a responsibility of employees. If self- direction, initiation and participation are qualities which are valued, they may be fostered by decentralized approach. 43

44. Co-ordinated approach:- The coordinated approach is compromise between the centralized and decentralized pattern. While the practicing nurse does indeed carry a large measures of responsibility for the in-service curriculum. The central administration of nursing personnel of the agency is responsible for broad programme, which is of importance to all nursing personnel. Co-ordinated is improved, duplication is avoided, and unity of efforts is maintained. Co-ordinated approach provides for mutual co-operation and assistance to central administration and unit personnel in the agency. An advantage of coordinated approach is that realistically, people will tend to lend support to an effort in which they personally participate or contribute. 44

45. CONTINUING EDUCATION Continuing education  is when adults return to formal instruction to remain current in their career, develop serviceable skills, train for a new job, earn a degree, or develop a personal interest. 45

46. NEED FOR CONTINUING EDUCATION To develop new knowledge and technology. To fulfil society demand. Provide quality of care. Develop high degree of skill. 46

47. PLANNING FOR CONTINUING EDUCATION It is a key concept of continuing education without proper planning continuing education cannot be effective. Effective planning is requiring at all level at local, state, regional and national level. Planning is continuous on going process. 47

48. PLANNING PROCESS Steps Establish goal with the purpose or mission of the organization. Deciding upon specific objectives consist with these goal. Set an action plan to achieve these goals. Assess available resources to establish the programme. Establish a workable budget. Evaluating the result at stated intervals. Reassessing the goal and updating the plan periodically. 48

49. Formula What is to be done: it should be clearly understand that what unit should be. Break the unit work into separate jobs in terms of the economical use of the men, equipment, space, materials and money. What is necessary; after breaking the unit into several units think about objectives of each sub units? How to be done: it should be noted that how each units will achieve each objectives. Where is to done: it should be according to demand and ability of man, money and material. When is to done: fit the job into time schedule, the will permit the maximum utilization of men, money and material. Who should do the job: selected trained person should in particular field.   49

50. ADULT EDUCATION Adult education is a formal and informal instruction and aids to study of mature person; all activities with educational purposes carried out by mature person on a part time basis and voluntary. 50

51. CHARACTERISTIC OF AN ADULT LEARNER Adults must want to learn and must feel the need for as particular knowledge or skill. Adults prefer learning based on active involvement and the problems faced in the working environment; The opportunity to question and the freedom to disagree in an environment that allows for mature relationship facilitate adult learning. Adults want guidance and to know how they are progressing. An informal setting facilitates adult learning. 51

52. ROLES AND FUNCTIONS OF ADMINISTRATOR/ MANAGER IN STAFF DEVELOPMENT ROLES Applies adult learning principles when employees learn new skill or information. Actively seek out teaching opportunities. Use teaching techniques. Frequently assess learning need of unit . 52

53. FUNCTIONS Share individual responsibilities for staff development. Assure that there are adequate resources for staff development. Formulating staff development policies. Make proper decisions. 53

54. CAREER DEVELOPMENT Many outcomes of a career development programme justify its implementation, including Reduction of alteration. Better use of personnel. Increased recruitment. Promotion of equal employment opportunity. Prevention of obsolescent skills and build new skills. 54

55. Components of career development Career development programme consist of a set of personal responsibilities called career planning and a set of management responsibilities called career management . Career planning is the subset of career development that represents individual responsibility. It includes evaluating one’s strength and weakness, setting goals, examining career opportunities, preparing for potential opportunities and using appropriate development activity. 55

56. Career planning is an ongoing process, has steps as follows Self assess interests, skills, strengths, weakness and values. Determine goals. Assess the organization for opportunities. Assess opportunities out the organization. Develop strategies. 56

57. Implement plans. Evaluate plans. Reassess and make new plans as necessary, at least biannually. 57

58. Career management focuses on the responsibilities of the organization for career development. The following are the organizational responsibilities in career management. Integrate individual employee needs with organizational needs. Establish, design, communicate and implement career path. Assess employees. Provide work experience for development. Give support and encouragement. Develop new personnel policies as necessary. Provide training and education. 58

59. TRAINING METHODS AND TECHNIQUE In health care setting, just an education improves the knowledge of a person, training entrances the attitude, skills and abilities of employees to perform specific job better. Advantages of a training program are:- An improvement in the quality and quantity of output by increasing the skill of employees. It helps in locating mistakes in the selection process. Creates a feeling of security among the employees by the management 59

60. Method of training On-the-job method. Vestibule training. Class room method. 60

61. On-the-job method It is most effective method of training the operative personnel. It enables him to get training under the same working condition. It appropriate for teaching knowledge and skills that can be learnt in a relatively short time. It strongly motivating the trainee to learn. It will take less time to learn on the job itself and production does not suffer. 61

62. Vestibule training It is used to impart training in a classroom for semi-skilled jobs in the plant and the office. It is suitable for a large number of employees need to be trained at the same time for the same kind of work. Their activities do not interfere with the regular processes of production. 62

63. Class room method It is most useful where concepts, attitudes, theories and problem solving abilities are to be taught. It associated more with knowledge than skill. Orientation about organization and safety training can be accomplished most effectively in the classroom. Thus, a teacher may conduct a class by the combined lecture discussion method. These can be employed to train and educate the employee’s preparing for various executive positions.   63

64. JOURNAL ABTRACT A Review of Adult Learning Theory and Staff Development Research program report. Butler, Jocelyn A. Adult learning theory and research on professional development provide a rich background context for examining school leader development for school improvement. The literature on adult learning theory identifies the following generalities about adults as learners: age reduces the speed of learning; adult learners bring life experiences to bear on new learning; adult learners exist in situations separate from the learning environment; and adult learners control what is learned. Research on staff development identifies characteristics that contribute to the success of staff development programs. 64

65. Three researchers offer design components that emphasize a systematic approach to move participants from awareness of the new learning through transfer and application, a process for promoting long-term behavior change through staff development. Other factors that affect the success of staff development programs are relevant to the content or design. Drawing from adult learning theory and the research on professional development, a single set of descriptors can be identified as components of effective programs for adult professional development. The descriptors are divided into three major areas: those that describe program content and how it is determined, those that describe the design of the program delivery model, and those that describe appropriate post-program follow-up with participants. An outline of criteria for program description analysis by Jocelyn Butler and Robert Blum is attached.   65

66. CONCLUSION It is a process of personnel’s professional growth of nurses. Staff development means providing education to improve the occupational and personal knowledge, skill and attitude of employees. 66

67. BIBLIOGRAPHY B.T.Basavanthappa , Nursing administration, first edition,2004jappee brothers medical publishers (p) LTD, New Delhi.p.no.511-531 B.T.Basavanthappa , Nursing administration, second edition, 2004, Jappee brothers medical publishers (p) LTD, New Delhi.p.no.745, 754. K.P Neeraja text book of education, edition 1 st 2005 Jappee brothers’ medical publishers (p) LTD, New Delhi.p.no.396-397. D. Elankuvana Bhaskara Raj, Management of nursing service and education, EMMESS publishers, p.no.210,213 M. Suneetha,Management of nursing service and education, Front line publishers, p.no.372-389 https://study.com/academy/popular/what-is-continuing-education.html www.ncbi.com www.pubmed.com   67

68. THANKYOU… 68