Training

Training

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2. By: Prakash Ghimire Lecturer M.Sc. Public Health (Epidemiology) 2

3. Content Definition of Training Purpose of Training Types of Training Training N eed Assessment (TNA) Training Plan, Training Conduction & Training evaluation 3

4. Definition of Training According to Dale S. Beach “Training is the organized procedure by which people learn knowledge and improve skill for a definite purpose .” According to Edwin Flippo , ‘Training is the act of increasing the skills of an employee for doing a particular job ’. 4

5. Training refers to the teaching and learning activities carried on for the primary purpose of helping employees of an organization to acquire and apply the knowledge, skills, abilities, and attitudes needed by a particular job and organization. 5

6. Training  is a learning process whereby people learn skills, concept, attitudes and knowledge to aid in the achievement of goals . Training is LOVE (Learning of Others Valuable Experiences) To train means - To educate - To instruct - To discipline - To teach or to acquire knowledge - To change attitudes and behaviours 6

7. Purpose of Training To increase the knowledge and skills for doing a particular job. To bridge the gap between job needs and employee skills, knowledge, and behaviors. To increase the productivity and quality of the health care services. To provide satisfaction of worker with their work. 7

8. To develop positive attitude of the workers. To reduce occupational health hazards. To support the career development of the employees. To promote versatility and adaptability to new methods and environment. 8

9. 9 Health training provides benefits to health service providers, health employer/organization, and health service receivers.

10. Types of training On the basis of the nature Basic Training Academic and Non- academic training Pre-service training In-service training - Orientation training - Promotional training - Refresher training - Corrective training 10

11. On the basis of time duration - Short term training - Long term training On the basis of formality - Formal training - Informal training 11

12. Basic training The training, which is given for a short duration to learn only basic aspects of any field, is known as basic training such as training on reforestation for 2 days. Academic and non-academic training - Academic trainings are those which are qualified as academic career such as Staff Nurse, HA, etc. 12

13. Non-academic training are those training which are not qualified as academic career such as ANM, CMA, Lab Assistant etc. These type of trainings provides educational certificate with both theoretical and practical knowledge. 13

14. Pre-service training It is designed for the preparation in general of any individual for qualifying for certain set of professional or specific job oriented role. Pre-service training are used to refer to any structured activity aiming at developing or reinforcing knowledge and skills before a health care professional enters public health service or private practice. 14

15. It is somehow similar to the academic training as person acquire health knowledge and skills from the training. Example: National Health Training Center (NHTC) provides two types of pre-service trainings i.e. Diploma in Biomedical Equipment Engineering (18 months) and the Anesthesia Assistant Course (1 year). 15

16. In-service training - It refers to the training of persons already employed, e.g. health providers working in the public or private sector. - The training given with a view to updating knowledge and skill of the workers in any department of organization is known as In-service training. 16

17. Orientation/ Induction Training It is the training program used to induct a new employee into the new social setting of his/her work. The training gives introductory information and skills for some services offered for new employees to start the job. This is to orient them towards their job responsibilities. 17

18. The trainee is also informed about the methodology of day by day activities, rules and working conditions of the organization. NHTC has started to provide induction training for all health service groups from 2072/73. 18

19. Promotional Training - Training for the health workers who are promoted to the higher position with new responsibilities. - It is given to the health workers with the purpose to reduce or eliminate any difficulties while acquiring new roles and responsibilities in the promoted post. 19

20. Refresher Training - It is a short term training aim to refresh the learning in the previous learning and to learn some new things. - A range of refresher trainings are conducted as per the needs of divisions and centers to develop the skills for implementing revised programs and to improve job performance. - Refreshers trainings for FCHVs and SBAs. 20

21. Corrective Training - It is the implementation of criticism to employee whose behavior are giving bad impact on organizational activities and development. - It explains the employee why it is important to both the organization and the employee that he should change his/her behaviors. 21

22. Short term training - Training of short duration such as basic training, refresher training, and corrective training Long term training - Training of long duration such as academic training, pre-service training, orientation/Induction training. 22

23. Formal training - Training that is structured and takes place within a planned setting. - It has clear objectives and goals that are defined by an instructor or trainer. Informal training - Unstructured and occurs outside of a conventional learning setting. - Self-directed and has no real objectives. - Discussion on the health topics with each other. 23

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26. Training Needs Assessment (TNA) Training Needs Assessment (TNA) is the method of determining if a training need exists and, if it does, what training is required to fill the gap. It is an assessment process that organizations use to determine performance requirements and the knowledge, abilities and skills that their employees need to achieve the requirements . 26

27. TNA seeks to identify accurately the levels of the present situation in the target surveys, interview, observation, secondary data and/or workshop. The gap between the present status and desired status may indicate problems that in turn can be translated into a training need. 27 Training Needs: Desired Capability-Current Capability of the participants

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29. The TNA process helps the trainer and the person requesting training to specify the training need or performance deficiency . Assessments can be formal (using survey and interview techniques) or informal (asking some questions of those involved). 29

30. Why do we need a Training Needs Assessment? A TNA provides information on the training and skills development requirements of all members of your network. It is one of key steps in preparing a training plan and will provide you with information on which to base your network’s training plan. 30

31. It enable you to: - Identify gap between current and required levels of knowledge, skills, and attitude. - Identify what the general content of training should be - Form the foundation of a training plan - Provide baseline for the evaluation of a training plan - Ensure that appropriate and relevant training is delivered - Maximum use of scarce resources. 31

32. The purpose of TNA is to answer some familiar questions : Why to conduct training ? Who is involve in the training ? How can the performance deficiency be fixed ? What is the best way to perform ? When will training take place ? 32

33. STEPS OF TRAINING NEED ASSESSMENT (TNA) There are five steps of TNA as follows: Identify problem and needs Determine design of need analysis Collect data Analyze data Provide feedback 33

34. 1. Identify problem and needs The first step in TNA is to identify problems and needs. Before TNA is conducted, it should be investigated whether training is needed. In the public sector, it is important to identify organizational context in such aspects as policy, goal, roles and responsibilities. Realizing the policy direction of the organization, performance analysis known as “gap” analysis is conducted to look at an official’s current working performance and knowledge and identify whether an official is performing as desired based on given roles and responsibilities. 34

35. Gaps can include difference between : - What the organization expects to happen and what actually happens. Current and desired job performance . Existing and desired competencies and skills 35

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37. 2 . Determine design of needs analysis The second step in TNA is to determine following: - Targets groups to be trained - Interviewees - Survey methods - Survey plan including schedule to be conducted TNA and persons in charge of TNA. Those items become the basis for a training course designer to either create a new training course, identify an existing one that can fulfill the need, or obtain one externally. 37

38. The target population of the training is determined based on problem need and the objectives of TNA (step 1) identify problem and need. As the all population could not be involved in the need assessment, one of the sampling strategies (simple random, systematic, stratified sampling etc.) is determined to select the sample population for the survey. 38

39. Both primary and secondary data (such as official document, previous training document) may be useful for this purpose. Similarly , data analysis plan should be made to provide meaningful information from the collected data. 39

40. 3. Collect data The third step in TNA is to collect data through: i) Reviewing documents on existing training (secondary data and information) ii ) Conducting survey including interviews and observation at work as planned in step 2. iii) Discussion with stakeholders. 40

41. There are various methods to collect information for TNA which can be utilized individually or in combination with each other. Data gathering is cornerstone of any needs assessment project. Can be time consuming. 41

42. 4 . Analyze data Analyze data using quantitative and qualitative methods of data analysis as needed to draw conclusion and recommendation on training contents, and to prepare report. Assuming that the needs assessment identifies more than one training need, the training manager, working with management, prioritizes the training based on the urgency of the need (timeliness), the extent of the need (how many employees need to be trained) and the resources available. 42

43. Based on this information, the training manager can develop the instructional objectives for the training and development program . All three levels (organization, individual, and job) of needs analysis are interrelated and the data collected from each level is critical to a thorough and effective needs assessment. 43

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45. 5. Feedback Prepare report and present among task force members and concerned officials. T he survey report should have the following elements: training subject (s), important of the training, time requirements, current target group, potential target group, frequency of training and required outputs of the training, determine next steps for training preparation. 45

46. Need Assessment Areas Organizational level Analysis : An analysis of the Organization's mission, goals, objectives, strategies, available resources (financial and personnel) including support by management and Organization toward training. Individual level Analysis: An assessment at particular employees to identify the existing and qualifications as well as capacity for learning. It will show who needs training and what kind of training is needed. 46

47. Work Analysis/Task Analysis: This is analysis of the job and the requirements for performing the task (s). It specifies the main duties and skill level required so the training relevant to the requirements of the job. Performance Analysis: Assessment of the employee's Performance comparing to the established standard in order to find out gap and usefulness of training to improve the Performance. This technique is used to identify which employees need the training in which component. 47

48. Document/content Analysis: Analysis of documents to identify the knowledge of information relevant for the job. This information comes from manuals, documents of regulations . It is important that the content of the training does not conflict of contradict job requirements. Subject matter expert can be included for determining the appropriate content. 48

49. Training suitability Analysis: Analysis of whether training is the desired solution. Training is one of several solutions to employment problems. However, it may not always be the best solution. It is important to determine if training will be effective its usage . Cost-Benefit Analysis: Analysis of the return of investment on training. Effective training results in a return of value to the organization that is greater than the initial investment to produce of administer the training. 49

50. Planning, Conduction, and Evaluation of Training Planning a training - Collection of baseline information Identification of main needs or priorities of training needs. Selection of target group ; to whom and how many Determination of objective (goals); goals and objectives of training 50

51. - Decide the content and subject matter; clear content to be taught based on the objective - Selecting the appropriate method and media; based on the needs of content and subject matter Methods (lecture, mini-lecture, group discussion, demonstration, role play, seminar, problem solving) Media (Posters, charts, flip chart, slides projectors, film shows, flash cards etc ) 51

52. - Identifying the available resources (man, money, materials, time) Budget management, lodging and fooding for participants, training sites and accessories, qualified trainer etc . - Developing a plan of action Each stage of the plan is defined and cost and the time needed to implement is specified. It involves working guidance to all those responsible for execution. - Deciding evaluation techniques Tools and techniques of evaluation should be identified and pre-determined 52

53. 2. Implementation of training - Putting the plan into action. - Mobilizing and utilizing the resources - Monitoring the program - Recording and Reporting 53

54. 3. Evaluation of training - It is the process of relating the actual achievement of a program to the results predicted in the plan. It also measures the effectiveness of the program. Stages/types of evaluation: Diagnostic evaluation (at the beginning) Formative evaluation (at the middle) Summative evaluation (at the end) 54

55. Methods of evaluation Interview using questionnaire Observation using checklist Pre and post test evaluation Group discussion and meetings using unstructured questionnaire. Return demonstration Onsite visit 55

56. Assignment Develop a training program on family planning to Female Community Health Volunteers (FCHVs) S end assignment to [email protected] 56

57. Thank You 57