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Training and Competency at SHL One Laboratory’s Perspective Copyright State Hygienic Laboratory at the University of Iowa 2015. All rights reserved. Images.

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Presentation on theme: "Training and Competency at SHL One Laboratory’s Perspective Copyright State Hygienic Laboratory at the University of Iowa 2015. All rights reserved. Images."— Presentation transcript:

1 Training and Competency at SHL One Laboratory’s Perspective Copyright State Hygienic Laboratory at the University of Iowa 2015. All rights reserved. Images may be subject to copyright. Photo credit: State Hygienic Lab

2 Learning Objectives The participant will understand what is involved in a basic training needs assessment. The participant will comprehend the process of writing a course proposal The participant will appreciate how an electronic system can be used to track compliance and competence. 2 Training Needs Assessment Writing a Course Proposal Using an Electronic System

3 What Gives Value to an Organization? Assets: – Testing Equipment & Supplies – Clients/Contracts – Intangible Assets—People! 3 Photo credit: State Hygienic Lab Photo by Heather Stone/Chicago Tribune

4 Training Needs Assessment Levels 4 Gap Analysis What is currently available and what is really needed? Organizational assessmen t Skills, knowledge, behaviors needed for unit Occupational assessment Improve productivity Individual assessment Skills, knowledge, behaviors of individuals

5 Objectives Improve Efficiency Improve Quality Versatility in Operations Employee Engagement 5 Photo credit: State Hygienic Lab

6 6 Process Align behaviors Determine requirements Identify stakeholders Solicit support Describe outcomes Clarify behaviors Sustain behavior Photo credit: Microsoft Office images

7 Plan the TNA Set goals/objectives for the TNA Evaluate organizational readiness and identify key roles Prepare project plan Inventory the capacity of staff and technology Determine method(s) of training Clarify success measures and program milestones 7 Explain to key stakeholders Define roles and responsibilities Develop a scope statement Develop baseline plans Communicate Project Plan Photo credit: Microsoft Office images

8 Conduct Needs Assessment Identify training needed: – Soft Skills – Levels of Expertise – Accreditation Requirements AIHA, ISO, EPA, CLIA, TNI, OSHA, UI – Policies & Procedures – Other sources HR Customer New Technology/Research Define Instructional Objectives – Who? – What? 8 Photo credit:

9 Design the Training 9 Training Team Safety officer Quality Officers HR Administra tion Support function Select the training team & define what you need to know using data from the TNA. Photo credit: Microsoft Office images

10 Build a Framework Design courses that teach competencies identified in TNA – Soft skills – Job knowledge/skills – Behaviors Subgroup behaviors for each level Group competencies by levels of expertise needed – Supervisor/Leader – Technical specialists-SME – Professional level (based on education and/ or experience – Entry level 10

11 State Food & Feed Laboratory Curriculum 11

12 Competency Framework: Five Professional Domains 12

13 Curriculum Framework: Identifies Subject Matter 13

14 Competency Statements for Job Proficiency 14

15 Writing the Course Proposal Course Title Advertising Description Key Topics Objectives 15

16 Example: “Customer Service & Root Cause Analysis” Advertising Description “This course will help staff recognize: – What constitutes good customer service – How to identify nonconforming work – How to address problems with Process Improvement tools.” Key Topics ISO/IEC 17025:2005 – Management and staff responsibilities customer service root cause analysis 16 Photo credit: Photo credit:

17 Writing Objectives The stem of the objective (“Participant will…”; “After completion the student will…”) Add a verb (analyze, recognize, compare, provide, list) Determine the actual process or outcome (the meat of the objective— what will they get out of this?) Recognize Construct Evaluate Prioritize Articulate Identify Analyze Describe Develop Create Apply Define Discuss Assess List 17 Measurable Action Words (examples): Photo credit:

18 Objectives: (At the end of this course participants will be able to…) – Participant will be able to define what constitutes good customer service. – Participant will be able to describe the difference between a correction and a corrective action. – Participant will be able to apply the “5 Whys” as a Process Improvement tool. 18

19 Determine the How of Training 19

20 Tracking-Before-Checklist 20

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23 UI-Planning for Electronic Tracking 23

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25 Aligned Courses with Population Rules Compliance Assignment – Guidance using manual forms & SMEs – Assigned courses based on populations previously assigned Course: “Radiation Safety Refresher” – Assignment: Select staff who work with radiation or radiation sources identified by supervisors Course Name(s): “HIPAA”, “Document Control & iPassport”, “Contracts, Customers, and Root Cause Analysis” – Assignment: All SHL Staff Course: “Cash Handling”: – Assignment: Select staff who handle checks and cash 25

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28 Proposed Report Formats Design reports – Supervisor – Executive – Course list 28

29 Implementing & Tracking Training Assign staff to specific populations based on supervisor survey – Organization/department/sub-department 29

30 After-UI Compliance Staff receive email notification of compliance due in 30 days 30

31 31 Newsletter to explain transition

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35 35 What are some ways to Analyze & Evaluate Training? Customer satisfaction Improvement in staff skills/abilities Reduced risk Is there a focus on organizational goals? Surveys

36 Surveys-example questions: The knowledge or information provided in this course met my needs. The course was effective in presenting the subject matter. My effectiveness at work has increased or will increase as a result of my participation in this course. What barriers did you encounter in taking this training course?

37 Determine if the training met objectives of the original TNA 37 Aligned with strategic goals? Was training the solution? Has performance improved? Describe any discrepancies: Desired performance (Optimals) - Actual Performance (Actuals) Possible Training Need (future)

38 Measuring Success How will you know when you have success? – Can staff demonstrate new skills/behaviors? – Can you measure them? Track data (e.g., client complaints, # of new DOCs) What Action Items or steps will you take? – Determine solutions – Need further resources? What is your End Date? 38 Image may be subject to copyright

39 Achievement What was the outcome? What lessons did you learn? What problems did you encounter along the way? 39 Image may be subject to copyright

40 Needs Assessment Design Develop Implement Evaluate 40 Image may be subject to copyright

41 41 EffortEnd result Improvement in Skills, Competencies & Behaviors Focus on Organizational Goals Time Spent Planning

42 42 If you think education is expensive, try ignorance. 1913 newspaper editorial (not Derek Bok)

43 References Bateson, Allan, Dardick, Will, Kaml, Craig (2014). Training, Assessment, and Certification: Lawn Mowing. Retrieved from: 1& kaml.ppt 1& kaml.ppt Kaml, Craig, Klein, Ron, et al, Journal of AOAC International Vol. 97, No. 3, 2014, Developing a Competency Framework for U.S. State Food and Feed Testing Laboratory Personnel. Retrieved from Ignorance Isn’t Bliss When It Comes to Quotations About Ignorance. Retrieved from ignorance/63681 ignorance/63681 Miller, Janice A., Osinski, Diana M. (1996, 2002 ). Training Needs Assessment,. Retrieved from Mindtools website, Developing a Competency Framework (2015). Retrieved from Mindtools website, Training Needs Assessment. Retrieved from Training and Development, Planning & Evaluating. Retrieved from: oversight/training-and-development/planning-evaluating/#url=Training-Needs-Assessment oversight/training-and-development/planning-evaluating/#url=Training-Needs-Assessment Training and Development Needs Analysis Checklist. Retrieved from: Training Needs Assessment Survey. Retrieved from: Marcia Valbracht, 515/725-1600; 43

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