Staff development programmes aim to provide ongoing training and education for employees to improve their knowledge, skills, and attitudes. The document discusses the need for staff development to help personnel keep up with changes in their field. It defines key terms like in-service education and continuing education. The philosophy of staff development is to promote high quality care through the continuous development of personnel. Various approaches, types, and methods of staff development are described, including induction training, job orientation, in-service education, and continuing education.

1. STAFF
DEVELOPMENT
PROGRAMME
Mrs Gayathri R
2nd 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.
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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.
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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.
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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.
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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.
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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.
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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.
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18. SOCIO-ECONOMICS
Manpower planning
• Recruitment.
• Selection.
• Placement.
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19. SOCIO-ECONOMICS
Counselling
• Performance evaluation.
• Career planning.
• Promotion.
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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
through the mutual goal orientated efforts of the health
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
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
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.
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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
personnel work.
• Decentralized in-service education is planned by and conducted
the employees of one or more units. The employees may be
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
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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 1st 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
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68. THANKYOU
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