Process for Developing Training Courses - Case Study Example

Introduction This paper is a guideline on how to plan, design and implement a training programme in an organisation. The objective is to make it as pertinent to the needs of the participants as possible, using the most comprehensive means to achieve this. In the process of design and implementation, there may be some bottlenecks that arise that it becomes necessary to deal with. These shall be outlined as well, and possible solutions to them reviewed. The systematic training process is a system that has advanced employee training since the 1960s. In this process, training of employees is viewed as integral to the organisation and contributes uniquely to this organisation as the organisation does to it. It is touted as the ideal channel through which employee training can be pegged to organisation needs which makes it easier to obtain funding for it. This system is widely used by planners and writers of training programmes as laid out by Boydell (1983). The systematic approach is adamant that the consequence of training is that the organisation obtains its objective. This also helps to determine whether or not there is an actual need for the training. Some challenges that face an organisation may not require a training to fix. There has to be a demonstrated need to rectify a deficiency that would best be done by training in order for it to be justified. Thus, only when these two prerequisites are established will a training be arranged. The beginning of any training programme is the planning phase. This includes conducting research through reading relevant material, carrying out field research to suss out pertinent issues that need to be addressed, consultation with specialists in the various topics to be addressed and finally a putting together of all this to formulate a workable programme for use in training. After doing field research then the programme design begins. This includes identifying the goals of the training, and what one hopes to achieve at the end of the training. This involves meeting with participants as well as organisers to acquire from them an overview of the needs of the organisation and the gaps in knowledge, skills or motivation that you as the trainer are required to fill. Upon receipt of the goals, it then behoves the trainer to summarise his findings and crystallise them into theoretical and practical sessions that will be used to disseminate this knowledge and skills to participants with maximum effectiveness. This may include development of learning materials from questionnaires to practical exercises that will be carried out by participants (Shah and Shah, 1994). A time frame for the length of the training needs to be put in place and thereafter, implementation of the training conducted. Depending on the depth of material to be imparted the training period may vary widely. It may be necessary to bring in other experts to supplement the trainers knowledge, as well as dealing with matters that arise (McNamara, 2011). This is followed by a period of monitoring and evaluation to ascertain the ultimate effectiveness of the training and its staying power going forward. A follow-up session may be conducted at the discretion of the organisation to ensure that positive progressive change is ongoing (Gebbie and Hwang, 2000). This is an era of rapid and unparalleled change and training can assist to prepare for it. Vakola, Soderquist and Prastacos (2007) advocate for a change in focus from the status quo in management, to practises that are necessary for efficient performance going forward. This can be done by outlining the correct amalgam of capabilities and behaviour pertinent to the delivery of a business plan. In order to overcome low achieving tendencies, coaching that develops skills is certainly necessary; although if this is important to company strategy, where situations are dynamic, then this coaching must be integrated (Howe, 2008). Laying the Groundwork The systematic training process can be summarised in the figure below; Figure 1: The Systematic Training Process Source; Figure courtesy of the National College of Government (2011). Superlatively, a learning object is founded upon a single scholastic or performance goal, constructed from an amalgam of stationery and networked content and educational exercises. The IEEE defines a learning object as: “A learning object is any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. Examples of technology-supported learning include computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments.” A chief characteristic of the learning object is that it must be measurable through evaluation of the achievement of the goal. Content, practice and assessment of the learning object is achieved through the raw material of copy, aural, animatronics, video, java cipher, applets, flash, etc. the learning object finally, must be identifiable via metadata in order to be available for reference. Given their rough outline, learning objects can be interlaced to form a hierarchy like classes, unit, itinerary or syllabus. They can also be utilised in problem-base erudition, investigative situations, presentation sustained methods, occupation relief, aid systems or any combined-learning option (Cisco systems, 2003). The choice of objective of course hinges on the goals of the training. Are you filling a gap in knowledge and/or skills that has been identified in the workforce? This gap is usually identified during appraisals conducted by human resources (McNamara, 2011). The report thus obtained should be able to point out areas of weakness in the workforce that need to be addressed. If the gap arises as a result of a desire for growth in terms of career development, then this will influence the type of research that is required as well as method and material for use. This is also true for objectives that result from a perception of impeding opportunity and a desire to be well-equipped to handle said opportunity as it arises (Cisco Systems, 2003). Once the objective has been identified, it is important to compile a list of competencies available to you in order to be able to conduct the training and formulate a plan going forward. Once your plan is in place, it is time to create a budget for it. Based on the objective of the training, there may be need to hire additional trainers at cost, buy or compile learning materials, rent facilities to conduct the training and provide for refreshments and meals for the participants, as well as other incidental expenses (McNamara, 2011). This process should assist in identifying one’s training goals. These goals are then designed in a SMARTER way; Specific, Measurable, Acceptable to you, Realistic to accomplish, Time-bound with a deadline, Extending your capabilities, and Rewarding to you (Doran, 1981). It is important to set a time line in which you hope to accomplish the acquisition of certain skills and/or knowledge. This timeline will guide your choice of method and material to cover in order to achieve your objectives (McNamara, 2011). The resultant plan should look something like this: Aims of training: What outcomes do you hope to see as a result of the training? This could include achieving more sales in the coming financial year. Skills and/or knowledge to obtain: Participants should be empowered with these skills and knowledge after the fact. e.g., Exhibit enhanced skills in connecting with clients, Acquire confidence when cold calling (Manski and Garfinkel, 1992). Learning Materials and methods; this is a plan of information and activities participants will undergo in order to acquire the knowledge and skills. e.g. Mastering the three ‘yes’s., Enhancing communication skills through practice and role play, Evolving an effective attitude to the job, etc. Monitoring/ evidence of learning; through taking tests, practical tests in the field, one is able to effectively analyse what skills have actually been acquired. e.g., overall grade given, results seen in your field practice, evidence of growth in sales figures. Evaluation; This is the analysis of the quality of work post-training as opposed to pre-training to see if significant change has occurred (WHO, 2005). Determination of the Objectives of Training The learning objective will determine what method of training will best suit it. Take for example the training of aid workers in a conflict zone. In a situation where there are internally displaced persons of varying ethnicity that need to be processed, counselled, and resettled. The first order of business is to establish and organise a record of exactly who is undertaking what area. The Inter-Agency Standing Committee IASC (2008) has come up with guidelines that outline the basic procedures to follow and the areas of concern. The core principles to adhere to are: Civil liberties and impartiality: aid workers and other stakeholders need to be aware of the need to conserve the human rights of all players in the conflict and seek to defend those who are in danger of violation. They should also be impartial and serve without discrimination. Involvement: the inclusion of the affected populations in decision making processes should be maximised. There are always enough people with sufficient initiative to want to participate in reconstruction and rehabilitation. First, do no harm: there is potential to inflict further damage on already traumatised individuals and therefore it is important to seek to reduce it by; Participation in workshops in order to share with other actors to avoid duplication and identify gaps. Having enough information to formulate appropriate interventions. Carrying out evaluation, promoting transparency and external audit. Being sensitive to the cultures in which you work and developing competency in the area of specialty. Coming to an understanding of the dynamics behind universal human rights, relationships between interlopers and emergency-afflicted populations, and the importance of community involvement. Utilizing what’s available and building on it: all afflicted groups have a resources and capacity for support. It’s important to build on that local capacity and empower local programs of self-help for purposes of sustainability. Incorporated support systems: it is important that programs and activities are networked to produce a functional whole because specialised systems are fragmented systems. Multifaceted support: there are a variety of ways that people are affected in an emergency situation. The ways in which help is provided should be complementary so that all requirements are met. Figure 1. Intervention pyramid for mental health and psychosocial support in emergencies. Basic Services and protection: water, food, and sanitation are basic needs that must be met at once, as well as restoration of security as soon as possible. Psychosocial support in this case may call for campaigning for the reestablishment of these basic services; keeping a record of how this impacts their mental and social state and persuading the humanitarian agencies to provide for them in a secure, dignified, and in a way that is appropriate to that socio-cultural setting. Communal and kinship supports: this is for a smaller group whose basic needs involve reunification with loved ones, or else help with disposal rituals (IASC, 2008). Throughout history, the onus has been on communities to take care of the welfare of their members. Each has different systems to bring this about, depending on their background and cultural norms and the wherewithal available. When a crisis occurs such as armed clashes or disruptive natural phenomena, the endurance of survivors depends on their capabilities, support of kin and communal care. These situations can however reduce the normal ability of these groups to cater to their needs (Baron, 2007). Planning the Programme According to the WHO (2004) single session debrief, the world has been subject to a rising amount of violence and catastrophes; a natural consequence of which is psychological upheaval. This has resulted in increasing involvement of different public, private and U.N. agencies in mental health aid to the affected communities. Wide consultations are being conducted on the appropriate interventions in psychological and psychiatric health after an event, as observed in medical literature and the media. It is a matter of common knowledge that regular psychiatric challenges (mood and anxiety disorders and those allied to the experience of trauma) are exacerbated by traumatic events such as these; the situation made more complicated by the breakdown of the organs providing service for these pre-existing conditions due to the crisis. Luckily, there is a choice of solid plans for community and psychiatric health interventions that can be used to reduce turmoil and suffering (WHO, 2004). It is important to start from what is known, to what is not known. Depending on the number of participants and their various backgrounds, one picks at the basic knowledge and then expands on it. It is crucial all the while to keep the learning objectives in focus as you plan the programme. In this case, teaching aid workers about psychosocial support. The questions needed to be asked are: What agencies do they come from? What is their major area of interest in the provision of aid for internally displaced persons? What skills and knowledge do they need in order to be better effective at their job? How far have they reached at this juncture? Where do they need to go? (WHO, 2005) The purpose of training is to advance the performance capability of the organization(s) which employ the participants. If this capability is reputed to rest on the purported professional skill of its workers, then the training programme should be about improving this asset. It is important to have a common framework from which to work in setting priorities for any programme. Training that is placed at a higher priority tend to be those that affect a large proportion of staff, while lower priority is given to capabilities that are a bit more exclusive. While it is important to have a framework with clearly delineated training topics, it is also equally crucial to leave room for flexibility so that individual organizations can adopt it and yet adapt it to their individual situations and set their own higher priorities, which still meet national standards (Sorenson and Bialek, 2011). Supervisors are generally requested to outline training needs for their workforce but the individual employees are the participants and their motivation is crucial to the success of training. It is therefore important to address their needs such as potential advancement or higher pay. To develop an ample curriculum, the views and requirements of a labour force composed of varying professions, academic qualifications and job descriptions must be taken into account. It also specifies learning objectives and educational approaches fitting for each type of participant (Potter et.al, 2000). The fastest and easiest way to get this either is in form of a questionnaire to be emailed to participants during or before the training begins. This questionnaire will also help in the planning the sequence of dissemination of information and acquiring of skills (McNamara, 2011). Teaching Methods and Materials Only about 56% of organizations have a written learning and development strategy according to Charles Jennings of Reuters. He complains that if it is implausible for a chief executive officer not to have a strategic plan that is well spelled out; it should be equally unlikely that a training department should not (Taylor, 2008). Once you have acquired the basic information that you need to plan your training, it then becomes necessary to choose best what learning tools and materials to use in order to disseminate this information to participants in a way that they can use (McNamara, 2011). In our case, when bringing together different groups to share data, the best system is to have a round table discussion with PowerPoint presentations interspersed therein, as well as role playing to deal with certain practical situations that may be found on the ground. If time allows, video illustrations of how various situations were handled in the past may also be slotted in (Cisco Systems, 2003). Assuming that it is a one or two day training, a lot of material needs to be covered, therefore while planning the timetable, it is important to keep this in mind. Discussions and presentations are best done in the morning hours when, it is assumed, the greater number of participants is alert, and the role play and smaller discussion groups that are more physically active hence more likely to keep the attention of the participants, to be done in the afternoon (McNair, 2003). An example of a training timetable can be found in Appendix I. Monitoring and Evidence of Learning It may look obvious that training programs should undergo regular review and evaluation once practical feedback from the field is obtained yet it is a relatively recent development. A general consensus places the genesis of contemporary evaluation techniques in the mid sixties of last century. This was when an effort was made to assess the results of the programmes proposed to wage the War on Poverty. Previous attempts were confined to explanations of the administrative aspects of these programmes. Since then, the relevance of programme evaluations has become mainstreamed and is an essential part of almost every one today (Manski and Garfinkel, 1992). The results of training can only be seen after a certain period of time has elapsed. It may be necessary to go into the field and evaluate effectiveness by the level of organisation and adjustment to the new situation that the IDP’s display the level of competency exhibited by the aid workers and the adherence to the principles as set out (Baron, 2007). Constraints Once the training is planned and the budget done, it may come about that the projected budget is less than the actual cost of the training. Thus it becomes necessary either to source for funds, cut short the training, or look for more affordable alternatives. For example, disseminating learning materials via email may be cheaper than using the paper alternative. Using the company premises will be cheaper than renting facilities for the day or days of training (McNair, 2003). Another major challenge is time and stress management. With the pressures involved in planning and organising a workshop, making sure feedback is obtained on time and making the relevant adjustments, it can be stressful and frustrating emotionally as well as physically. It is important to manage this stress by giving yourself a break, being organised in the way that you do things, handling the things that are in your power to handle, and delegating the rest to the relevant resource people, and getting plenty of rest (Manski and Garfinkel, 1992). Obtaining information that is erroneous or scanty or sometimes, none at all, from participants can be a problem. The only solution is to send out the questionnaires very early in order to allow for follow-up if clarifications are required. Alternatively, participants can be given a chance to make corrections to their information as they register on the day of training (McNair, 2003). Prioritising can be a challenge when planning for a training where participants come from different backgrounds and educational levels. The starting point is different for every person and therefore it is important to remember the learning objectives and tailor the training to cover that. Communication skills become very important in this situation so as to equip each participant with sufficient knowledge to carry out their projected task without leaving anyone behind (Baron, 2007). The issue of monetary support can be handled by arriving at a conclusion as to whether the training is a one-off, or a continuing program with new selection of participants for each cycle. While the former may be more cost-effective, it is more often easier to obtain funding for the latter. The recruitment of participants can be very sensitive, and criteria must be clear, transparent and impartial. The cross-section must be representative of the main players in the region (McNair, 2003). The variety of participants must necessarily mean that the programme goals will be very general owing to the variation in participants. They however, must have clarity and be specific in addressing participants’ needs. The outcome desired after the training must also be laid out clearly (Nelson et.al, 1997). The attention to detail necessary to ensure success of training must be intense to ensure quality in participation. The choice of site, times, schedule for child care, meals and snacks, audio-visual paraphernalia, in addition to the facilitator make a huge difference. Last but not least, adequate arrangement needs to be made for continuous and concluding appraisal and response from participants (McNair, 2003). Conclusion In the last quarter century, humanitarian work has increasingly incorporated a consideration of psychosocial consequences of emergencies and this has resulted in a wide range of programs to deal with the issues. There is a natural overlap in the interventions proposed for this and other aspects of rebuilding and it does not pay to look at it in isolation (Williamson & Robinson, 2006). Thus because humanitarian workers have varied backgrounds, and the situations encountered on the ground are quite as complex as the human condition, it is necessary for them to keep learning and retraining as new knowledge comes to light. That said, it is true that every situation is distinctive and unique and the variety of traditions and socio-historic frameworks increases the complexity of attempting to come up with a uniform recommendations for suitable practise. Experience teaches us however, that in spite of the differences in character of conflicts, some actions remain prudent to carry out, whilst others are not (IASC, 2008). From this experience, shared commonly through workshops, seminars and other training forums, the body of knowledge of each participant is augmented and enhanced making it possible for them to be more effective workers and helpers. Harry S. Truman, former President of the United States, has been credited with the quote that says, “It is amazing what you can accomplish if you do not care who gets the credit”. The significance to us of this quote is that it summarises the role of the contemporary trainer. The modern trainer attains the transformation he requires by influencing others rather than through personal intervention. Areas that could do with strengthening include the process of learning through support and challenge; and monitoring how effective that learning is (Sloman, 2007). The benefits of training therefore, cannot be overstated in order to ensure that the best possible care is being given to the casualties of conflict. References Baron, N. (2007). Working With Communities To Support The Psychosocial Well-Being Of Children Affected By Emergencies: A Trainer’s Guide. Prepared for UNICEF. Boydell, T.H. (1983). The Identification of Training Needs (3rd Edition). London: BACIE Cisco Systems, (2003). Reusable Learning Object Strategy: Designing and Developing Learning Objects for Multiple Learning Approaches. White Paper. San Jose CA. Doran, G.T. (1981). There’s a SMART way to write management’s goals and objectives. Management Review, Volume 70. Issue 11 (AMA Forum), pp. 35-36. Gebbie KM, Hwang I. (2000). Preparing currently employed public health nurses for changes in the health system. Am J Public Health. 90:716–721. Howe, M. (2008). Coaching at the crossroads – is it enough to position coaching activities with line managers? Chartered Institute of Personnel and Development. 151 The Broadway London SW19 1JQ Inter-Agency Standing Committee. (2008). IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings Manski, C.F. & Garfinkel, I. (1992). Evaluating Welfare and Training Programs. Harvard University Press, Cambridge, M.A. McNamara, C. (2011). All about Training and Development (Learning and Development). Authenticity Consulting. LLC. McNair, R. (2003). Tools and Techniques; Designing Leadership and Development Programs. Doing the Planning, Research & Advocacy PRA 13. National College of Government. (2011). The Systematic Approach to Training, national College of Government, Sunningdale: Management in Government Nelson JC, Essien JK, Latoff JS, et al. (1997). Collaborative competencies in the public health agency: defining performance at the organizational and individual employee levels. Paper presented at: Prevention ’97; March 27: Atlanta, Ga. Potter, M.A, Pistella, C.L, Fertman, C.I., Dato, V.M. (2000). Needs Assessment and a Model Agenda for Training the Public Health Workforce. American Journal of Public Health Vol. 90, No. 8 Sloman, M. (2007). The changing world of the trainer. London: Butterworth Heinemann. Sorensen AA, Bialek RG, eds. (2011). The Public Health Faculty/Agency Forum: Linking Graduate Education and Practice. Final Report. Gainesville: University Press of Florida: Florida Taylor, D.H. (2008). The role of e-learning in the learning mix. Chartered Institute of Personnel and Development. 151 The Broadway London SW19 1JQ Vakola, M., Soderquist, K. and Prastacos, G. (2007). Competency management in support of organisational change. International Journal of Manpower. Vol 28, No 3. pp 260–275. Williamson, J. & Robinson, M. (2006). Psychosocial interventions or integrated programming for well-being. Intervention: the International Journal of Mental Health, Psychosocial Work and Counseling in Areas of Armed Conflict, vol. 4, no.1 Spring: 4-25. World Health Organisation. (2004). Single-session Psychological Debriefing: Not Recommended. WHO Single Session Debriefing World Health Organization. (2005). The 10-step process for developing training courses. WHO Task Analysis Document. Appendix I. i. Sample of training timetable. AGENDA 1. Introductions. Participants introduce themselves and the organization they represent and may add one or two things they feel are pertinent. 2. Quick overview of the situation on the ground, the genesis of the conflict and assessment of the gravity of the situation. A small recap of what has been done, and what remains to be done. 3. PowerPoint presentation on the intervention period and a run-through the IASC guidelines with intervals for questions and discussions. 4. Tea Break. 5. Division into smaller discussion groups that will go through the key tools, methods and resources available with each group coming up with innovative and efficient ways to make use of what is available. One person from each group will then give a summary report to the whole assembly. 6. Lunch Break. 7. Mapping and analysis of capacity and gaps that are still to be filled in the current interventions. Who are the key partners and programmes, and what is missing? 8. Role playing to deal with practical questions that may arise on how to deal with situations that arise e.g. dealing with a family who were burned out of their home and the husband was forced to watch as the wife is raped. How to effect healing? How to prioritise the needs of that family? 9. Way forward. How effective have interventions been so far, and what still remains to be done? Read More