3. Content
• Definition of Training
• Purpose of Training
• Types of Training
• Training Need Assessment (TNA)
• Training Plan, Training Conduction & Training evaluation
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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’.
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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.
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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
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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.
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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.
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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
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11. • On the basis of time duration
- Short term training
- Long term training
• On the basis of formality
- Formal training
- Informal training
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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.
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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.
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Training Needs: Desired Capability-Current Capability of the participants
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).
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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.
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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.
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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 ?
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33. STEPS OF TRAINING NEED ASSESSMENT (TNA)
There are five steps of TNA as follows:
1. Identify problem and needs
2. Determine design of need analysis
3. Collect data
4. Analyze data
5. Provide feedback
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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45. 5. Feedback
• Prepare report and present among task force members and concerned
officials.
• The 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.
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46. Need Assessment Areas
1. 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.
2. 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.
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47. 3. 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.
4. 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.
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48. 5. 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.
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49. 6. 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.
7. 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.
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50. Planning, Conduction, and Evaluation of Training
1. 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
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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)
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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
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53. 2. Implementation of training
- Putting the plan into action.
- Mobilizing and utilizing the resources
- Monitoring the program
- Recording and Reporting
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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)
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55. Methods of evaluation
1. Interview using questionnaire
2. Observation using checklist
3. Pre and post test evaluation
4. Group discussion and meetings using unstructured questionnaire.
5. Return demonstration
6. Onsite visit
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56. Assignment
Develop a training program on family planning to Female
Community Health Volunteers (FCHVs)
Send assignment to prakash.ghimire707@gmail.com
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