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Jhpiego’s Global Presence

Jhpiego’s Global Presence. ENSURING QUALITY OF TRAINING. Waqar Saleem 1 st December, 2010 Geneva. WHY “TRAINING”. Effective quality training helps health care providers to improve their performance How to find out what training will be effective ???. Performance Need Assessment.

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Jhpiego’s Global Presence

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  1. Jhpiego’s Global Presence

  2. ENSURING QUALITY OF TRAINING Waqar Saleem 1st 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 ???

  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

  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

  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

  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

  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

  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.

  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.

  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.

  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) lecture 25% 10-20% • Written (reading) 72% 10% • Visual and verbal (illustrated lecture)80% 65% • Participatory 90% 70% (role plays, case studies, practice)

  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

  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

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

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

  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

  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

  19. Learning Tree (Group Dynamics) Adult Learning Principles

  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

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

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