Designing & Organizing a Training Course

Designing & Organizing

a Training Course

bybybyby

Md. Raihan UbaidullahMd. Raihan UbaidullahMd. Raihan UbaidullahMd. Raihan Ubaidullah

1111

1Assistant Chief (Trade Policy Division), Bangladesh Tariff Commission. Mr. Md. Raihan Ubaidullah joined at Bangladesh Tariff

Commission in 2007 as a Public Relations and Publication Officer. Before Joining at BTC, he worked at BRAC and UNFPA. He

has completed his Master in Public Policy from KDI School of Public Policy and Management of South Korea. He also completed

Master degree from Department of Mass Communication and Journalism of the University of Dhaka. Beside it, he completed Post

Graduate Diploma in Information Technology from IIT, DU, Post Graduate Diploma in Population Science from DPS, DU and

Post Graduate Diploma in Personnel Management from Bangladesh Institute of Management. Moreover, he has 27 years affiliation

with Bangladesh Scouts and other voluntary organizations like LiveStrong Foundation, World Ocean Conservancy, International

Coastal Cleanup Program, Green Peace Australia and so on. To get more information please contact in this e-mail:

[email protected]

Designing & Organizing a Training Course 2015

M d . R a i h a n U b a i d u l l a h , B a n g l a d e s h T a r i f f C o m m i s s i o n

1. PREAMBLE

Training is any planned activity to transfer or modify knowledge, skills, and attitudes

through learning experiences. Personnel may require training for a variety of reasons,

including the need to maintain levels of competence and respond to the demands of changing

circumstances and new approaches and technologies. Training by itself cannot solve

structural, organizational, or policy problems within an organization, although supportive

supervision and the use of motivational strategies can help sustain performance improvement

derived from training (www.who.int/medicinedocs/documents).

Conventional 'training' is required to cover essential work-related skills, techniques

and knowledge, and much of this section deals with taking a positive progressive approach to

this sort of traditional 'training'. Importantly however, the most effective way to develop

people is quite different from conventional skills training, which let's face it many employees

regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to

enable learning and personal development, with all that this implies

(www.businessballs.com).

The first step in the design of training involves an assessment of training needs. The

assessment comprises (www.who.int/medicinedocs/documents)—

Observing workers performing normal duties

Interviewing workers and others

Studying routine reports or performance reviews, along with job descriptions

Identifying performance problems

The second step involves defining the training program’s learning objectives. The

learning objectives, which are derived from the needs assessment, specify the observable,

measurable actions that each learner will be able to demon strate as a result of participating in

the training activities (www.who.int/medicinedocs/documents).

The third step is the creation and implementation of a training program to improve

performance, taking into account the experience and educational levels of the personnel and

the time and resources available for training (www.who.int/medicinedocs/documents).

Options range from short courses to long-term placements in academic institutions in

the country, in the region, or overseas, and non–classroom-based interventions, such as on-

the-job training, coaching, and mentoring. All options must be weighed against the immediate

operational needs of the program or institution, because facilities may not have enough

personnel to operate when staff members go for training

(www.who.int/medicinedocs/documents).

The learning outcomes that must be achieved, along with the training environment,

audience characteristics, and the experience of the trainer, all determine the mix of learning

methods and media that will achieve maximum effectiveness. Methods and media may

include lecture, discussion, case study, role-playing, group exercise, simulation games,

brainstorming, and demonstration. If no published training materials—including audiovisual

aids—are available, the trainer must develop them. Development of the training program also

includes design of the training evaluation, which is carried out during the course as well as at

its conclusion. During the course, trainers monitor learner progress and satisfaction to identify


where they may need to make adjustments to the training program. At the end of the course,

trainers should collect data on how well the learners achieved the course objectives and how

satisfied they were with the training experience. Whenever possible, the trainer should follow

up with participants after they return to their work situations to assess the impact of training

on performance. Data collected during follow-up can help identify the need for additional

training or reinforcement of newly acquired skills, as well as inform review and revision of the training materials (www.who.int/medicinedocs/documents).

In some countries, availability of basic training and continuous professional

development programs is limited; therefore, many health workers lack access to formal

training opportunities and new ideas and approaches that can improve their work

performance. Well-designed in-service training programs can help fill this need


Training should be put into a context of continuous performance improvement.

Changing and improving practices require an environment conducive to work, the appropriate

learning resources, and the continuous use of motivational strategies. Training should be

based on competencies: the abilities required to do work to the standards expected. Therefore,

training should result in changes in work behavior that lead to an improved, efficiently

functioning pharmaceutical management system. At the same time, training alone is unlikely

to change overall supply system performance unless the environment and supervisory systems

support change and unless individuals are encouraged to maintain changes


Learning requires active involvement. People prefer to learn in different ways—through visual stimuli, verbal interactions, and learning by doing. Therefore, offering a

variety of training opportunities and training techniques is usually more effective than using

only one approach. Training can be formal or informal, academic or applied, guided or self-

directed, or provided in public agencies or private institutions


Training alone is often not sufficient to change behavior or improve performance.

Improved performance, changed attitudes, and new skills acquired during training may need

to be complemented by and maintained through continuing education, supportive supervision,

and adequate motivational incentives. In many cases, structural changes, such as workspace

improvements and increased access to supplies and equipment may be needed to support

improved performance (www.who.int/medicinedocs/documents).

Figure 01: Capacity Building Framework (www.who.int/medicinedocs/documents)


Figure 02: A Training Design Structure (www.go2itech.org)

2. OBJECTIVES OF TRAINING

The training of personnel has four major objectives—

1. Increase knowledge about the special considerations related to any systems

(www.who.int/medicinedocs/documents)

2. Improve attitudes about the importance of pharmaceutical management, thus improving the environment for change (www.who.int/medicinedocs/documents)

3. Build and strengthen skills in the specific tasks to be completed for efficient

functioning of the pharmaceutical system

(www.who.int/medicinedocs/documents)

4. Improve work behavior, so that people function better at assigned activities and

fulfill their potential (www.who.int/medicinedocs/documents)

Training should address the needs of three levels of personnel, because it takes all

three groups to effect sustainable change—

1. Policy makers, who are responsible for creating the environment needed for

improved management (www.who.int/medicinedocs/documents)

2. Midlevel managers, who are responsible for planning and supervising activities required in the management (www.who.int/medicinedocs/documents)

3. Line or operations-level personnel, who are responsible for carrying out the

work of management (www.who.int/medicinedocs/documents)


Finally, the main Objectives of Training Program are as follows:

i) To impart to new entrants basic knowledge and skills

(www.yourarticlelibrary.com).

ii) To assist the employees to function more effectively in their present position

by exposing them to the latest concepts, information and techniques and developing in them the skills required in their fields


iii) To build up a second line of competent officers and prepare them as a part of

their career progression to occupy more responsible positions


iv) To broaden the minds of the senior managers by providing them opportunities

for interchange of experiences within and outside with a view to correct the

narrow outlook that may arise from over specialization


v) To impart customer education (www.yourarticlelibrary.com).

Figure 03: Defining the Training Objectives by SMART (www.structuredlearning.com)



SMART isn't a writing process; it's a checking process. Trying to write a training

objective using it is, to say the least, tortuous. In fact, trying to write any sort of objective

using SMART as the structure is difficult and it's time that it was recognized that there is a

difference between checking something is SMART – an appropriate thing to do – and writing

an objective using SMART –which is pretty well an impossible thing to do (www.iom.edu).

2.1 SPECIFIC

The “specific” part of an objective tells us what will change for whom in concrete

terms. It identifies the population or setting, and specific actions that will result. In some

cases it is appropriate to indicate how the change will be implemented (e.g., through training).

Coordinate, partner, support, facilitate, and enhance are not good verbs to use in objectives

because they are vague and difficult to measure. On the other hand, verbs such as provide,

train, publish, increase, decrease, schedule, or purchase indicate clearly what will be done

(www.iom.edu).

2.2 MEASURABLE

Measurable implies the ability to count or otherwise quantify an activity or its results.

It also means that the source of and mechanism for collecting measurement data are

identified, and that collection of these data is feasible for any program or partners

(www.iom.edu). A baseline measurement is required to document change (e.g., to measure percentage increase or decrease). If the baseline is unknown or will be measured as a first

activity step, that should be indicated in the objective as “baseline to be determined

usingXXX database, 20XX.” The data source are using and the year the baseline was obtained

should always be specified in an objective statement (www.iom.edu).

2.3 ATTAINABLE/ACHIEVABLE

The objective must be feasible with the available resources, appropriately limited in

scope, and within the program’s control and influence. Often, talking to others who have

implemented similar programs or interventions can provide information about expected

change. In some situations, it is more important to consider the percentage of change as a

number of people when discussing impact (www.iom.edu).

2.4 RELEVANT

Will this objective have an effect on the desired goal or strategy? Relevant relates to

the relationship between the objective and the overall goals of the program or purpose of the

intervention. Evidence of relevancy can come from a literature review, best practices, or your

theory of change (www.iom.edu).

2.5 TIME BOUND

A specified and reasonable time frame should be incorporated into the objective

statement. This should take into consideration the environment in which the change must be

achieved, the scope of the change expected, and how it fits into the overall work plan. It could

be indicated as “By December 2010, the program will” or “Within 6 months of receiving the

grant,...” (www.iom.edu).


3. DEVELOPING A COMPREHENSIVE TRAINING PROGRAM

A training program is composed of a schedule of activities with training goals,

learning objectives, subject areas, methods, trainers, trainees, methods of assessment, and

locations. A good training program is designed to address performance problems. Figure 03 shows how a training program is developed, proceeding from problem identification, through

needs assessment, training, and evaluation, to a change in behavior that result in better

Performance (www.who.int/medicinedocs/documents).

Figure 04: The training process for improved performance (www.who.int/medicinedocs/documents)

The key elements of a training program include needs assessment, course work, learning tasks, and practical application. Facilitators introduce new information to trainees

through course work or lectures. Learning tasks or activities, such as case studies or role-

plays, provide individuals with opportunities to work with the new information in a small-

group setting. Practical experiences and application give the trainees the opportunity to apply

the knowledge and skills learned in a real-life or simulated situation


The current level of the trainees’ skills will guide decisions on developing a training

program specifically for the group. For example, the objectives and goals for a program to

train new employees will differ dramatically from those for a program geared toward

experienced technicians learning a new technique (www.who.int/medicinedocs/documents).

4. CONDUCTING NEEDS AND KNOWLEDGE ASSESSMENTS

A training needs assessment and a pre training knowledge and skills assessment are

required to help plan an effective training program. The needs assessment should encompass

the overall working environment, including the supervisory structure and the level of

employee motivation (www.who.int/medicinedocs/documents).

A knowledge and skills assessment evaluates the participants’ level of prior

knowledge, as well as previous training and experience, in the area of interest. The results of

this assessment are used to develop the training learning objectives, and ultimately, the

content. Methods for assessing training needs are outlined below. The optimal method

depends on the goals of the assessment and the cadre of the individuals being assessed. A


knowledge assessment can be based on observation of a worker performing routine duties.

This review uncovers both strengths and weaknesses, but the presence of an observer may

influence the behavior observed (www.who.int/medicinedocs/documents).

Interviews with supervisors, administrators, users of services, and workers can help

determine where performance problems might exist and what skills need to be taught or improved. If workers fear reprisals from management, reassurances about confidentiality of

information will be necessary to obtain good data. In some situations, a training needs

analysis can be done by conducting a group interview in which the staff are invited to identify

competencies in terms of knowledge, attitudes, and skills. Staff members rate themselves on a

graph in relation to each of a set of competencies. Exit interviews with workers leaving their

jobs can also be useful. Finally, interviews with users of the services can help in assessing

levels of satisfaction (www.who.int/medicinedocs/documents).

Analyses of job and task descriptions may reveal special training needs. Self-

administered, anonymous questionnaires for both managers and workers can also be valuable.

Several types of reports are useful needs assessment tools —

Organizational reports, for an overview of the performance of the organization and

personnel (www.who.int/medicinedocs/documents)

External evaluation or appraisal reports, for an outsider’s view of the organization

and its training needs (and performance) (www.who.int/medicinedocs/documents)

Annual or semiannual performance reviews (www.who.int/medicinedocs/documents)

It can be described by the following cycle easily

Figure 05: The Training/Learning Procedure (www.conted.ox.ac.uk)

Figure 06: The Training/Learning Needs Analysis (www.conted.ox.ac.uk)


5. SELECTING SUBJECT AREAS AND SETTING LEARNING OBJECTIVES

A training needs assessment should indicate which subject area, topic, or target group

should be given priority. In many countries, some subject areas require more attention than

others, but certain basics must be provided: the selection process needs to be well managed

and participatory; procurement officers need training in efficient purchasing methods and quantification of needs; distribution—proper storage, efficient transportation, and security and

so on (www.who.int/medicinedocs/documents).

In addition to these basic management skills, staff will benefit from training in other

areas, including (www.who.int/medicinedocs/documents)—

general management

Financial management, budgeting, and accounting

Computer systems and information management

Training program development and management

Training materials development

Patient and public communications

Personnel planning and management

Program planning, monitoring, and evaluation

Proposal development and writing

After determining which tasks and competencies are required by staff for a particular

situation, training goals should be established and learning objectives should be set. Goals

will be broad statements about what the training intends to achieve


Objectives, on the other hand, should clearly state what the participant must be able to

do at the end of the training. They must be clear, concise, relevant, easily understood, and

measurable—in other words—SMART (specific, measurable, achievable, realistic, and time-

bound) (CDC 2009). They are, in fact, indicators by which course output and performance

can be assessed (www.who.int/medicinedocs/documents).

Figure 07: The Structure of Setting Learning Objectives (www.knowledgejump.com)


6. LEARNING METHODS

Kolb, D. A. (1984) described about different learning styles and training delivery

mode which are as follows:

Table 01: Kolb’s Model (Kolb, D. A., 1984)

A variety of learning experiences can be used in training, including (www.who.int)—

Brainstorming: Members of a small or large group are encouraged to contribute any

suggestion that comes into their heads on a given subject, initially with no criticism,

but later with a sifting and assessment of all ideas. (Because brainstorming is such a

versatile but sometimes misunderstood method, it is described in detail in Table 01)

Case study: A real situation is presented in a brief paper or presentation, then

analyzed by participants.

Demonstration: The facilitator shows learners how and what should be done while

explaining why, when, and where an action is taken; participants then perform the action.

Discussion: A method in which the participants learn from one another, usually with

guidance from a facilitator.

Distance learning: A system designed to build knowledge and skills of learners who

are not physically on-site to receive training. Facilitators and students may

communicate at times of their own choosing by exchanging printed or electronic

media or through technology that allows them to communicate in real time.


Table 02: Learning Method (www.who.int/medicinedocs/documents)

e-learning: Participants interact with facilitators through the use of some of the many

electronic, computer-based learning materials that are now available, ranging from

CD-ROMs to Web-based systems.

Group exercise: A number of participants undertake an activity together, followed

by a critical analysis of the process involved.

Lecture: A direct talk with or without learning aids but without group participation. Role-playing: Participants act out the roles of those represented in a given situation.

Self-paced: Participants are allowed to learn anywhere, anytime, and at a pace that

suits their levels of skills, knowledge, and aptitudes.

Simulation game: A more advanced version of a case study, where participants are

given more detailed information on a situation, including data sets to analyze. On the

basis of their analyses, participants develop and defend a plan of action.

Worksheet: A step-by-step approach to identifying problems or solutions through

written questions or problems, with space provided for answers.

Whatever the procedure is, the trainers have to maintain his/her workflow as like as

the following:

Figure 08: The Structure of trainers’ strategy to provide the lecture (www.knowledgejump.com)


The uses, advantages, disadvantages, and trainers’ role for some of these methods are

summarized in Table 03. Some of the methods are more suitable for adult participatory

training, and others work well in formal academic settings (such as lectures or seminars).

Most people learn better in an active rather than a passive fashion. A combination of methods

is likely to be more effective than the exclusive use of one method


Table 03: Advantage and Disadvantage of Guides (www.who.int/medicinedocs)

7. SEQUENCING TOPICS

Sequencing means arranging topics in a logical order during training. In doing so,

bear in mind that most people prefer to learn in easy and progressive stages. Adults,

especially experienced trainees, usually prefer to start with an overview of the whole course before concentrating on particulars. The best approach is to sequence topics to build on

previously completed content and learning experiences. In addition, spiraling the curriculum

revisits the basic concepts repeatedly, while building on them. The trainer should, however,

be aware of training fatigue and not leave the most complex topic for the end of the course,

when learners are likely to be more tired (www.who.int/medicinedocs/documents).

Figure 09: The Strategy of Providing the lecture (www.uwex.edu)


8. DEVELOPING TEACHING MATERIALS

Training materials may not be available for the kind of in-service training that would

best suit a particular program. Many countries, however, have developed their own teaching

materials using a number of approaches. These materials can be requested and used as is or

can be adapted to suit specific needs (www.who.int/medicinedocs/documents).

Table 04: Comparison of Training Method (www.who.int/medicinedocs)


According to Honey, P. & Mumford, A. (1986), there are several styles to develop

different materials to different purposes:

Table 05: Different Training Method for different purpose (Honey, P. & Mumford, A., 1986)

8.1 MANUALS

A training manual is a book or booklet of instructions, designed to improve the

quality of a performed task. Training manuals are widely used, including in business and the

military (www.en.wikipedia.org).

A training manual may be particularly useful as (www.en.wikipedia.org):

an introduction to subject matter prior to training

an outline to be followed during training

a reference to subject matter after training

a general reference document

A training manual may form an important part of a formal training program. For

example, it may help ensure consistency in presentation of content. It may also ensure that all

training information on skills, processes, and other information necessary to perform tasks is

together in one place (www.en.wikipedia.org).

Training manuals can be designed to be used as (www.en.wikipedia.org):

Work books – used in training sessions to provide basic information, examples and

exercises.

Self-paced guides: designed for trainees to work through on their own.

Reference manuals: for containing detailed information on processes and procedures.

Handouts: provide general information to support training done during the session.

Job aids: provide step-by-step instructions to be used in the workplace.



8.2 TRAINERS’ AND PARTICIPANTS’ GUIDES

Training materials should include guides for trainers and participants, as well as

audiovisual aids. Some of these materials may be obtained from established programs. It

provides structured but adaptable notes and exercises for each unit. The participants’ guide

should contain the technical content for the unit, including definitions of all essential terms

and concepts. The trainers’ guide should provide guidance on how the session should be

taught (www.who.int/medicinedocs/documents).

8.3 AUDIOVISUAL AIDS

Audiovisual aids are useful because they stimulate the trainee and help reinforce the

ideas presented. However, poor visual aids can confuse participants. Common visual aids

include posters, wall charts, chalkboards, flip charts, overhead projections, and computer

projected presentation slides. CDs and tapes are common audio aids. Videotapes, DVDs, and

films are good audiovisual aids, but their expense often makes them impractical. The

equipment and technology support required for some of these approaches may limit their use in certain settings. If relying on equipment or technology that requires electricity, having a

backup option that does not need electricity is an important consideration


9. IMPLEMENTING A TRAINING PROGRAM

There are two basic approaches to implementing a training program: one is centered

on the trainer, who controls learning contents and experiences; the other is centered on the

learner, with the trainer acting as a guide and providing resources. This approach assumes that

people are able and willing to learn if they are given the proper materials in an atmosphere

that is conducive to learning. This method is preferred because it is participatory, learners’

experiences are shared, and participants have more freedom to learn at their own speed

(www.who.int).

An important aspect to include in a training package is follow-up support to the

participants and evaluation of the training outcome. This support, which should be included in

the training budget, may be in the form of supervision, coaching, mentoring, setting up a network support group, or simply providing a source of ongoing information. Follow-up

activities may be conducted in person but may also be provided by telephone or e-mail


9.1 STRATEGIES

Training strategies must be appropriate to the educational level of personnel being

trained and to the resources available in the country, feasible in terms of the amount of time

and travel involved, and relevant to the job. In some countries, governments often place

officials in jobs that require a higher degree of technical capacity than they possess. In such

cases, managers and trainers need to work together to close the gap between requirements and ability (www.who.int/medicinedocs/documents).

Training programs must consider the resources available. For example, an individual

working in a central medical store that uses a simple card system for inventory control should

be trained in the operation of that system rather than a computerized system that may never be

installed (www.who.int/medicinedocs/documents).



Training programs must be feasible. Governments may not be able to allow a senior

official to take an extended training leave, regardless of potential long-term benefits. Some

officials may not be able to be absent from work for more than one week. Similarly, health

care providers may not be able to be away from the patient population they serve if no backup

staff support is available. This factor is of particular concern in the private sector, where

having staff away from work will result in facilities’ losing revenues and in providers’ losing

income (www.who.int).

Pre-service training is conducted at established training institutions and is often a

prerequisite for hiring. In-service training may be offered in a classroom setting or in the work

environment, either as part of a planned staff development program or after an assessment of

deficiencies has determined what training is needed at the workplace (www.who.int).

Continuing professional development allows cadres of professionals to maintain and improve their knowledge and professional competence throughout their careers. Professional

associations often develop and sponsor continuing professional development courses and

accreditation. A recognized credential can be a powerful incentive for seeking professional

development; for example, Tanzania created a new cadre of private-sector drug dispenser,

who may earn a license to work in a government-accredited drug dispensing outlet after

completing a training program and examination. A comprehensive training program is likely

to include a combination of long- and short-term training, observation trips, conferences and seminars, and in-country counterpart training (www.who.int).

9.2 LONG-TERM TRAINING

Long-term training is often obtained in an institution of higher learning (sometimes in

overseas institutions). Such training, whether in academic or nonacademic settings, is most

useful for highly technical areas, such as research and development of new drugs, quality

assurance, production, improved manufacturing practices and so on. The provision of

fellowships for doctors, pharmacists, industrial engineers, and other technical professionals is

most appropriate here (www.who.int).

9.3 SHORT-TERM TRAINING

Short-term training is usually conducted over a period of one to three months in an

academic or nonacademic setting. To work effectively, the trainee needs to be separated from

everyday work responsibilities. Sometimes, when staff members have difficulty getting away

for an entire week, training may occur on a series of holidays (www.who.int).

This approach is appropriate for most training needs at management, especially for

top- and middle-level personnel. Prerequisites for effective short-term training include

(www.who.int)—

A sufficient supply of people with appropriate background or education

Courses available in the language of the participants

Course design that uses training modules to allow for flexible curricula to meet the

needs of target groups

Intensive, practical training so that participants gain a good mix of information and

skills in a short time

Adequate follow-up of graduates, including provision of continuing education programs, to ensure that they continue to function effectively.



Short-term training program is suitable for the training of trainers (often referred to

by the acronym TOT) who will return to their jobs and train others in the techniques and skills

they have learned. Thus, short-term training should include pedagogical and leadership skills

and provide some institution-building capacities. Table 03 provides further information on

workshop logistics and evaluation (www.who.int).

An example of an innovative type of training is the monitoring-training-planning

(MTP) methodology, which puts into place an ongoing process to deal with individual

training issues in the short term. MTP puts the tools and responsibility for training into the

hands of local staff, who tackle specific problems in concise, monthly sessions. A number of

institutions have developed training materials and can provide training at the regional or

international level. Some private nongovernmental institutions in the United States, such as

Management Sciences for Health, and quasi-governmental institutions, such as the Eastern

and Southern African Management Institute in Arusha, Tanzania, offer training in individual

countries. In addition, some institutions are beginning to develop regional training centers in management (www.who.int).

9.4 OBSERVATION TRIPS

Countries that do not have formal training programs but have successfully

implemented any programs can offer useful and practical examples for personnel from other

countries. In addition, some multinational and national companies have regional or local

warehouses, manufacturing plants, and laboratories that are good sites for visits. Observation trips work best when combined with short-term training, to reinforce in a practical way the

skills learned. Such programs can benefit both the visitors and the institution visited,

especially if the trainer accompanies the trainees (www.who.int).

9.5 CONFERENCES AND SEMINARS

Standardized curricula prepared by an international institution can be used to present

at regional conferences and seminars. This approach works well for focusing on particular

components. It is also an effective way to promote longer training programs, information

sharing among developing-country personnel, desire for improvement, and general

sensitization of policy makers to the importance of any management (www.who.int).

9.6 IN-COUNTRY COUNTERPART TRAINING

An outside consultant with expertise in an aspect of any management, such as computerized inventory, can train counterparts by working on-site for a period of weeks or

months. Short-term consultancies work best when they are focused on a specific activity (for

example, a pharmaceutical packaging process or the development of an operations manual).

Longer periods (from two to four years) are required for overall systems renovation.

Meaningful improvements in any management systems can be made using long-term, on-site

consultants. The major limitations are (www.who.int)—

9.6.1 EXPENSE

International agencies characteristically spend a significant amount of money a month

to support an in-country consultant.


9.6.2 LACK OF REGIONAL EFFECT

Only the individual country benefits, although participants in a program could train

others.

9.6.3 LACK OF APPROPRIATE INSTITUTIONAL CAPACITY BUILDING

The host country may not be able to continue innovations after the departure of the

consultant.

10. ASSISTANCE FOR THE DESIGN AND IMPLEMENTATION OF TRAINING

COURSES

Ideally, training courses are best developed by educators skilled in instructional

design who have a solid background in and knowledge of the topic areas. However, the skills

involved in designing and implementing a training program can be learned by observing good

trainers and paying attention to how they use different methods. Many programs rely on

outside organizations, such as Management Sciences for Health, i+Solutions (previously the

International Dispensary Association), and WHO to help them develop local training

programs or provide training opportunities for staff (Table 03). Training-of-trainers courses

are also frequently offered by local, regional, or international training institutes

(www.who.int).

Another valuable resource for a training program is the practical experience of

organizations and institutions in the pharmaceutical supply process. Among these are international organizations, governmental and nongovernmental organizations, universities,

developing-country institutions, and programs already operating in developing countries

(www.who.int).

With few exceptions, however, these organizations have made technical assistance

rather than training their highest priority. Training programs have usually been established on

an ad hoc basis to fulfill a specific need rather than in a systematic and comprehensive way.

(www.who.int).

11. TRAINING AND PRESENTATION SKILLS

A trainer is expected to be knowledgeable, possess excellent communication skills,

and be able to communicate at the level and in the language of the participants (consecutive or

simultaneous translation may be appropriate for certain situations). To be effective, the trainer

should take into account the nature of the target group or audience (www.who.int).

Table 06: Training and Management (www.who.int)


11.1 PREPARATION

Time used in preparation is time well spent. On average, the amount of time spent

preparing the first presentation of a course or training session by a person knowledgeable on

the topic equals four times that spent presenting it. So a one-week course would require four

weeks of preparation. After looking up information and consulting manuals and other

resources that are relevant to the subjects (identified in the needs assessment), the trainer

chooses appropriate learning methods and puts together a session plan. He or she takes steps

to acquire or prepare appropriate participants’ guides and audiovisual aids well in advance of

the targeted training date. The trainer should have the draft materials peer reviewed by someone who is technically competent in the subject area. Also, if possible, the trainer should

rehearse the presentation before colleagues, keeping in mind issues of time and clarity

(www.who.int).

11.2 PRESENTATION

The trainer should always come to the training venue and the session early to check

out the room, the seating arrangements, and the audiovisual equipment. A friendly chat with

participants before the session creates a more comfortable environment. Formal introductions

should take place at the beginning of the first session. One way to do this is to ask pairs of

participants to interview each other; then each presents the other to the group or records the

information on a wall chart for all to see. The actual session should begin with the trainer

presenting the objectives of the course or session and summarizing its main points. These

main points are then expanded using the chosen learning methods. At the end of the session,

the trainer should always summarize the discussion, making sure to allow time for questions

and clarification (www.who.int).

Figure 10: The Seating arrangement at a training session (www.who.int)


In developing visual aids, the following points should be kept in mind (www.who.int)—

Use only one idea per visual aid to avoid crowding.

Use large letters and clear drawings.

Do not include too much information on one slide (seven lines with seven words per

line is a maximum guideline). Do not use multiple fonts, sizes, and colors.

Allow plenty of time for preparing the visual aids and time for obtaining and testing

the equipment.

Test the materials in a rehearsal before the session, preferably in front of critical

colleagues.

When using visual aids, the trainer should take care to (www.who.int)—

Check the visual aids and equipment a few minutes before the session begins.

Always face the audience, without obstructing their view, and use a pointer.

Switch off the equipment during discussions.

12. TRAINERS’ PERSONAL STYLE

Personal appearance and style can make a difference in keeping participants’ interest

during a session. The trainer should maintain eye contact with the group and make sure that

his or her voice is clear and can be heard by everybody. When interest appears to be flagging,

the trainer needs to be flexible and willing to change the schedule, perhaps by introducing a

role-play or arranging a short field visit or by inserting an unscheduled break to allow participants to stretch or get refreshments. A good story or joke can help revive interest. In a

session in which participants are divided into small groups, having the trainer move from

group to group stimulates interest. During a long course, allocating time for dinners and other

social activities is important (www.who.int).

13. MONITORING AND EVALUATION

Monitoring and evaluation to assess the performance and progress of the participants

is one of the trainer’s key roles. These assessments should be done as formative evaluations

while the course is in progress (for midcourse adjustments and fine-tuning), as summative

evaluations at the end of the course (to make the course better in the future), and as periodic

follow-ups after the training is over to monitor outcomes and assess the continuing

performance of the trainees (www.who.int).

Table 07: Training Assessment Guide (www.who.int)


The training outcomes should be measurable, performance-based, and directly related

to the objectives of the training program. For example, if the goal of the training is for the

participants to be able to institute a post-exposure prophylaxis program in their workplaces, a

relevant outcome measure would be the completion of this activity within a reasonable time

frame. Curriculum mapping is a method to evaluate the links between course content and

outcomes (Plaza et al. 2007).

In training, formative assessment is important, because the aim of the course is to

improve performance, not to grade the participants. The trainer can help them learn more

quickly and more completely by providing them with constructive criticism during the course.

The trainer can also use the feedback from evaluations to adjust the content and methods of

the training to better meet participants’ needs (www.who.int).

Figure 11: Training Design & Delivery Framework (web.mit.edu)

14. CONCLUSION

Training is teaching, or developing in oneself or others, any skills and knowledge that

relate to specific useful competencies. Thus Training has specific goals of improving one's

capability, capacity, productivity and performance. Basic training required for a trade,

occupation or profession, observers of the labor-market recognize as of 2008 the need to

continue training beyond initial qualifications: to maintain, upgrade and update skills

throughout working life. People within many professions and occupations may refer to this sort of training as professional development (www.en.wikipedia.org). The key motivator of

training is the Trainer. The trainer has to collect, plan, maintain and design every sort of pros

and corns of training. The success of training is mostly dependable upon trainers and the

training design. Thus, the person who is working as a trainer, he/she has to be cautious about

the designing of training.



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Designing & Organizing a Training Course

Recruiting & HR

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