1. Jhpiego’s Global Presence 1

2. ENSURING QUALITY OF TRAINING Waqar Saleem 1 st December, 2010 Geneva

3. WHY “TRAINING”  Effective quality training helps health care providers to improve their performance  How to find out what training will be effective ??? 3

4. Performance Need Assessment  Define desired performance  Describe actual performance  The difference between the desired performance and the actual performance is called the performance gap  Conduct a root cause analysis.  Design the appropriate intervention(s) to improve performance 4

5. Managing a Quality Training  Confirm that the performance needs assessment has been conducted and that training will close the performance gap  Plan, acquire, and manage resources  Select the training design team  Establish a monitoring and evaluation strategy  Manage training logistics  Communicate with learners and their supervisors before training  Plan for follow up and support 5

6. Designing Training  Verify the performance gap and goal of training  Gather background information about the learner  Identify content resources  Write the learning objectives  Develop the training plan  Develop or adapt training materials  Develop or adapt evaluation instruments 6

7. Delivering Training  Establish and maintain credibility  Follow adult learning principles  Create a learning environment where participants feel comfortable and safe  Provide supportive feedback  Use effective communication, facilitation and presentation skills 7

8. Delivering Training (Cont)  Provide motivational incentives and positive reinforcement  Provide opportunities for practical application of knowledge and skills (competency based training)  Monitor the group dynamics and make adjustments, as needed 8

9. Adult Learning Principles  Learning is most productive when participants are ready to learn. Although motivation is internal, it is up to the clinical trainer to create a climate that will nurture motivation in participants.  Learning is more effective when it builds on what the participants already know or have experienced. 9

10. Adult Learning Principles continued Learning is:  More effective when participants are aware of what they need to learn.  Made easier by using a variety of training methods and techniques.  The more realistic the learning situation, the more effective the learning.  To be effective, feedback should be immediate, positive and nonjudgmental. 10

11. Adult Learning Principles continued  Opportunities for practicing skills initially in controlled or simulated situations (e.g., through role play or use of anatomic models) are essential for skill acquisition and for development of skill competency.  Repetition is necessary for participants to become competent or proficient in a skill. 11

12.  WHAT I HEAR, I FORGET; WHAT I SEE, I REMEMBER; WHAT I DO, I UNDERSTAND. PERCENTAGE OF MATERIAL RECALLED After 3 Hours After 3 Days  Verbal (one-way) lecture25% 10-20%  Written (reading) 72%10%  Visual and verbal (illustrated lecture)80%65%  Participatory 90%70% (role plays, case studies, practice) 12

13. Effective Presentation Skills  Follow a plan and use trainer’s notes  Communicate in a way that is easy to understand  Maintain eye contact with participants  Project your voice  Avoid the use of slang or repetitive words, phrases, or gestures 13

14. Effective Presentation Skills (cont)  Display enthusiasm  Move around the room  Use appropriate audiovisuals  Be sure to ask both simple and more challenging questions  Provide positive feedback 14

15. Effective Presentation Skills (cont)  Use participants’ names  Display a positive use of humor  Provide smooth transitions between topics  Be an effective role model 15

16. Competency Based Approach to Training Developing the Next Generation of Trainers and Providers 16

17. Competency-Based Teaching  Learning by doing  Focus on how participant performs  Faculty serves as a facilitator  Objective assessment of overall performance  Skills are standardized  Coaching or mentoring before, during and after practice is essential 17

18. CHARACTERISTICS OF CBT  Competencies Identified  Need to know information to support skills development  Detailed training materials:  Designed for specific competency  Support acquisition of knowledge  Facilitate clinical skills development  Assessment focused on competency 18

19. Learning Tree (Group Dynamics) Adult Learning Principles 19

20. Evaluating Training  Determine learners’ satisfaction with training  Determine whether learners have met the learning objectives by giving and scoring knowledge and skill evaluations  Monitor and evaluate performance on the job  Determine the effectiveness of training as an intervention to improve performance 20

21. 21

22. QUESTIONS - QUIZ Training makes difference if properly managed THANK YOU 22