GuidanceDocument

TRAINING & DEVELOPMENT GROUPDIRECTORATE OF PERSONNEL

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Training Managers Framework

Contents Page

Introduction •Page 5

T_lning P.lanning (Baselines •13,14 and 15) Page 6

SWOT Analysis Exercise Page 7Example of TrainingPlan Page 12

National Vocational Qualifications (Baseline 16) Page 14

Diversity (•Baseline 17) Page 16-

Value for Money (Baseline 18) .Page 1.8

Knowledge and Communication (Baseline 19) Page 21

•Monitoring and Evaluation (Baseline 20) Page 24

Training Evaluation Q! Form Page 26Training Evaluation Q2 Form ,Page 29Training Evaluation Q3.Form Page-3 t

.•:Recording Training Activity (Baseline 21) •Page 35

•Adult Learning Inspectorate .Page 36.

.investors in People Page 37

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Training Managers Framework

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Introducl:ion

This document is intended for use alongside PSI 22/2004 and is designed to support achievement of the audit

baselines for training and development.

This guide is organised into sections, each of which relate to a specific audit baseline, In each section, you wall

be given practical advice about how to meet some of the key targets embedded in the audit baselines, such as

how to complete a training plan, or how to undertake monitoring and evaluation. This guide is intended to be

just that, and therefore nothing con,_' ed within is prescriptive. Rather, it is intended to give advice, support

and some best practice hints and tips for training management.

l-IMPrison See'viceTraining.& Development Group

TrainingManagers Framework

Training Planning

Baseline 13: A plan is produced which highlights the training required to supportbusiness needs

Baseline 14- The training plan :has a visible link to the business plan and takes account

of individual developments as outlined in SPDRs

Baseline 15: The training plan must be prioritised, costed, resourced and monitored

Trig plays an important role in any business and is one of the most effective means of improving business

performance, achieving greater effectiveness and efficiency and supporting staff development. Baselines 13,

14 and 15 relate to the importance of learning and development within the establishment/HQ Group and

highti_,lats ways of ensuring that training plays a central role.

Identifying Learning Needs

•One0fthe four required outcomes :onstafftraining in the Management of Staff Standard is that:

"There is an effective system in place for training _ gwhichtakes account of individual and business r.equir(

In order to be able to take account of business and individual needs, they must first be identified. This is

achieved by conducting a LeamingNeeds Analysis. A learning needs analysis willhelpto:

• _ghlight gaps in existing skiUs and knowledge

• Identify opportunities for development for both team and individual• Identify strengths and weaknesses and how they should be addressed

• :F/ilftl organisational requirements

• Assist.staff to cope with change

The_e_are three kinds of learning needs, which should be identified:

' •Organisational- for example, training objectives being drawn from the business plan, Service

Delivery Agreement

•- Team- for example, from grouplevel training plans

_* IndiVidual- for example, from SPDRs

There are a number ofways that you can identify learning needs, with the most common being through the

business planning round and the SPDR process. However, undertaking aSWOTanalysis is also an effectivemethod. SWOT stands for:

StrengthsWeaknessesOpportunitiesThreats

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"! "l_ HM Prison Se_ice Training &Development Group

Training Managers Frameworki

Try undertaking the following exercise to review the current activities of your department/group/wing/establishment. This activi_ will help youto identify and record the main strengths of your area; its principalweaknesses; any opportunities for development, which could be gained through training;or any threats, suchas a well experienced and qualified staffmember who is due to retire and whose skills will need •to bereplaced.

Use this diagram to undertake a SWOT analysis as part ofidentifying your training needs.

Once you have made lists under each category,:think about how these needs can be addressed through training.

SIrengths Opportunities

Weaknesses Threats

:ltM Prison Service Training & Development Group

TrainingManagers Frameworki •

Effective identification of organisational, team and individual needs will support the training planning processand will ensure that training delivery is strategic and supports organisational development, as this diagramshows.

_ Organisational Needs

11Business Plan i_...__..__ _-_k

,I.I ._1Team"°Ie_'sI! _-IITra,,,,n._..I . I • _ _ I Pla°I,IIsP°..t_f-_ . __'

Individual• Needs•

More information on conducting a learning needs analysis can be obtained from your local Area Training andDevelopment Team.

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Training Managers Framework• ......... , ; .

Training Planning cont'd

Thee area numberofkey stagesinvolvedin trainingplanning.Thefollowingflowchartoutlinesthesestages:

Inputs Activity

i[ Organisational Needs I__

.]. • TeamNeeds, _/ 91 Learning Needs Analysis I.. Individual Needs

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!1 Results of needs analYSiS_

, ' " •Costingthe plan

]. ., Training Costs

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!' Implementing the plan iI"

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Training ManagersFramework

What is a training plan and what is it used for?.

Alrainingplanis:

• The means through which an organisation identifies, records, plans, costs and monitors training

delivery

• A graphical representation ofthe training which an organisation will undertake in the year

• Used to reiterate the organisation's commitment to stafftraining and development, and is a means

through which policy on lxaining, development and equal opportunities are communicated to staff

-- Highlights how training will be used to achieve business goals

- Reflects national and local targets which relate to key business objectives, KPTs and KPIs

• Highlights how training resources will be used and what the outcomes will be

Making Decisions - Prioritising Training

Tlie aimofthe learning needs analysis is to identify the needs of the estabfishment/departrnent as a whole.

However, there may be a difference between the learning needs that exist and those that can be met. Therefore,

the training function will need to make some decisions about exactly what training will be delivered. This will

require a •consideration of time and cost. Decisions will need to be made about how much training can bedelivered in the year and how much training can be delivered in keeping with the budget. Inevitably, not all

learning needs will be met, and so it is important to refer back to the corporate/business objectives, and

performance targets. Consider which training will have the biggest impact on the performance of the

establishment/department and which courses will support the achievement of key objectives best. These are

the courses you should prioritise.

,Costing the Plan

Having identified what training willbe delivered, you must consider how it wiU be delivered and at what cost.

order to achieve this you will need to identify:

• Howmany staffrequiretraining '• How much time will be spent lraining

- Where the course will be delivered-external, central, local, from Area Training and DevelopmentTeams

• Whether therefore, the course will be residential and what T&S and accommodation Costs will be

• Whether there are any external course fees/exam fees

_- What the opportunity costs are-cost of staff time spent away from the establishrnent/deparlment• Whether any funding is available

• Once you have answered these questions, you can determine which training will be added to the planand theproportion of resource allocated to it. Ensure that the costs of training are displayed on the training plan,

Tip; develop a 'SCish list" or ".nice to do"plan which details trainingwhich is not core. If any spare resource becomes available, refer 1othis list.

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Iproduce a pie chart which gives a breakdown of how the resourceshave been allocated agamst key business przormes. Thzs wall provzde

a quick and easy way of communicating how training relates tobusiness objectzves.

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Drawing up the plan

Now that you have decided what training will be delivered, and at what cost, you need to transfer them to aplan. 'There are no set guidelines for what a training plan should look like, S° long as it contains all of therelevant information.

Wher_developing your _g plan; thinkabout including the following:

- Target group for training, i.e. officers, OSGs, healthcare staff, govemors, administrative staff,, Gender; ethnicity andgrade

• Venue- external, central, local, ATDT- Number of staffto be trained

• Total duration of course per person, and total training hours per session (number of hours xnumber of participants)

- Travel and subsistence costs

* Other costs(course/exam fees,registration costs, costofmaterials, costofstafftime away from job)' Total costs

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Note: When recording some data, such as •gender, ethnicity and•grade, you must be aware that personal data must be recordedand kept securely, that .itmust be accurate, and that it must onlybekept for as long .as needed.

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Tip: when producing your training plan, try to group training under

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relevant headings. These headings could relate to the businessobjective training will meet, Or the KPTs/KPIs which the training

will benefit. This will make it easier to see what areas training is iimpacting.

HM PrisonServiceTraining& DevelopmentGroup

Training Managers Framew°rk .... . .

TrainingManagers Framework

Future Reference

For any help or advice on producing a training plan, or conducting a learning needs analysis, contact your

local Area Tm::mingand Development Team or Quality Assurance Department at PSC Newbold Revel: The

contact details are given fin_her in this guidance document.

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Training Managers Framework .

NationalVocationalQualifications

Baseline 16: There is a Custodial Care NVQ programme in place

This baseline relatesto the NVQ in_astructure which the establishment has in place, the resources allocatedto the NVQ and the opportunities given to all students. Here's a handy checklist, which can be usedto help,ensurethat you have everyfl_g inplaee to meet the requirements ofthisbasetine.

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• NVQ Support Infrastructure in •• Establishments and Areas: Checklist •m •.• •

• A successful infrastructure comprises: •

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• . Adequate resources for candidates, assessorsand verifiers ••• •

• . Robust assessment and verification systems •l . •

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• . Systematic and comprehensive data collection •,ll •

m• These resources can be .based at an .individual establishment, or can •• be a shared-resource at area level, according to the model of NVQ •• delivery adopted. •• . •

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1 Assessors and Verifiers

1.1 There are sufficient occupationally competent and qualified assessors andinternalverifiersto meet candidates' needs

-2. Time

2.1 Sufficient time has been allocated toassessors to enable candidates to have access to

assessment as required

•2.2 Sufficienttimehas been allocated to internalverifiers to completeinternal Verificationactivityspecific to the organisation

•2.3 Sufficient time andauthority has been allocated to internal verifiers to complete internal" verificationactivity specific to thequalification

3. Assessment

3.1 The_ab_g receivedmeetsthecandidates'needs

3.2 Relevantindivldualassessmentplansarcavailableforeachcandidate,addressL,_gparticularassessmentrequirementswhereappropriate

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•3.3 Candidates are reviewed regularly and assessment plans are revised accordingly

3.4 Assessment is conducted and countersigned by sufficiently qualified arid occupationallycompetent staff

3.5 Records show details of assessment locations, including reference to main or satellite sites

3.6 All portfolios are maintained

3.7 Evidence, including from simtdafion, is presented in a format which enables assessmentdecisions to be verified easily

3.8 Assessment is in accordancewith A1 (assessor)andV1 (intemalverifier)awardstandardsand within the specified assessment strategy

3.9 Assessors have aclear understanding of the national standards required for the qualification

3.10 Assessors are familiar with the centre's approved recording documentation and keepaccurate and up-to-date records of assessment

3.11 :Candidates' evidence is sampled on an on-going basis and feedback provided to assessors

3.12 Feedback to assessors is provided and recorded, and any required action is taken

4. Verification

4.1 The internal verifier interviews a sample of candidates

4.2 Assessors areobservedregularly

4.3 The slructtn_ and scale ofintemalverifiers samplingis sufficient to ensure consistency ofassessors' judgements

4.4 Assessment outcomes sampled reflect national standards

4.5 The internal verifier maintains records which clearly demonstrate compliance with each of• ,,.theserequirements

5. Standardisation

5.1 Standardisation meetings are held regularly with atl assessors; intemal verifiers attend

assessorfmtemal verifier meetings; and recordsare mnin/afinedwhichdemonstrate this

5.2 Candidate achievement records of progress are up to date and monitored; and action istaken where necessary .

5.3 Records of candidate achievement provide aclear audit trail of.assessment and internal

verification for the NVQ - 9 4 5 4 -

TrainingManagers Framework

Diversity

Baseline 17: Diversity is promoted and incorporated in all aspects of training access,design and delivery

Diversity plays a central rote in all areas of training, and recognition of diversity should be incorporated in all

_g management activity. Here's Training and Development Group's definition of diversity.

• • • • • • • • • • • • • • • • • • mill • • • • •1 • • • • • • •.• • • i • • • • •• • • •• • • i• •

• What is Diversity? •

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• Diversity is an understanding that each individual is unique. =m •

:• It is recognising that differences in race, religion, language, ethnicity, gender, •

_- • disability, culture, sexual orientation, age, class, education and status are •:•• strengths and should be valued and respected. ••i. •

• . •

• Diversity is about understanding each other and moving beyond tolerance to •

:• acceptance, •respect mad celebration of our differences. •

• 'Valuing and res!Tecting diversity gives victims of discrimination •= dignity rather than charity" •• • •

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.. DiverSity and training-management

Prison Service principles 3 & 4 state its commitment to equality and diversity. To achieve these principles,:NverSity should be integrated into all policies, plans and _rainingpmgrammes. This integration should 1_across all training, learning and development activity,/}ore planning and design to delivery, monitoring and•evaluation.

N _areas of_g management, we should ensure that the environment respects and responds to di'versity.The ben way m do_s is m lead by example and pro-actively challenge inappropriate lang_age and behaviour .

._ whenit arises.

The key dimensions to diversity, which should be considered are:

• Race and ethnicity• Gender

-- Age" Sexual orientation

- Class and background

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• ' Training Managers Framework

Diversity issues should be integrated in all areas of training management, whether itbe in training pl_g, indeveloping bespoke training courses, in delivering local learning opportunities, or evaluating the success andimpact of learning. Here are some key questions to _ about:

• When planning training opportunities, think about who your audience wilt be and ensare that they

are given equity 0faccess to attend tra_g, including respecting work=life balances

• When considering _g a local training course, think about where you plan to offer training.Does it offer an equal access for those with disabilities?

• ; Men you are delivering a local training course, think about the needs of those who will beattending. Do any havea first language which is not English?

_. Men delivering learning, ask whether you are introducing•or re-inforcing any stereotypes inyour style ofdetivery orthe material that you use

•:, Thinkspecifi_!y aboutthe langnage which you are using, in all areas oftraining management. Besure that you understand the significance and meaning of the words you are using, and be clearwhether they are considered acceptable. Words such as coloured, ethnics; queer; have changed

their meaning over time and are now no longer acceptable to use. tfin doubt about your language,ask, and be prepared to change your language if it causes offence.

• _en delivering learning, or addressing colleagues, be clear about your language; avoid jargonor abbreviations and donor use culturally/gender specific orbiased language

• If you are developing material for a bespoke localcourse, ensure/hat it can be provided in other•formats, such as Braille, .tape, large print

• :, Think about/he environment which you are in and be aware that some specialist resources maybe needed, such as access to computers with adaptations to meet the needs of visually impaired/hearing impaired people or inducfionloops for those who are hearing impaired

• .A respect fordiversity shouldbe apparent at all times. It is not just the training materials and actions of the!rainer which should be eonsidered, butthe content ofthe message which they are delivering as weU. Diversityshouldbe seen aslatheme which runsthrough all training delivered. When developing and delivering courses,look to identify the diversity aspects involved in that area of training, and ensure that :theyare included in your_zourse.

Forexample, when delivering _g on searching skills, remember to include guidance on howto seth a._ visitor wearing religious/cultural/headgear, or include best practice for working with prisoners ortheir visitors

who have a disability. PSO 4550 gives further _dvice and guidance in these areas.

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HM Prison Service Training & Development Group

TrainingManagersFramework

Value for Money

Baseline 18: The establishment/HQ Group demonstrates how local, area and nationaltraining resources are used to meet all needs identified in the training plan

Part of Training and Development Group's strategy is the devolution of training and development to locallevel. Over thepast year especially, the proportion oftraining which is delivered locally has increased and it

is anticipated that further devolution will take place. Delivering training locally means a reduction in travel andsubsistence costs and less stafftime spent away from the establishment/department.

As part of working in a training function, it is important to ensure that financial resources are maximised, bydelivering training locally wherever possible. Therefore, when producing the training plan, give considerationto the locations chosen for training. Ask whether the training course selected really needs to be delivered

centrally, or whether there is a local alternative.

Tip: _you have a number of candidates who are interested in doing IIthe Same training, ring around a few other local estbalishments/groups

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and see whether they have candidates as well. It may be that there.are enough to deliver a locally clustered course, which will save onfinancial resources:

Additionally, consider whether some of the courses being booked are the best means of conducting training.Sometimes on-the-job training, such asjob shadowing or coaching, can be a more productive and a morecost effective means oftraining staff.

Sometimes the training which we want to deliver does not always fit in with the budget we have. However,there are alternativemeans ofobtaining funding tohe!p maximise the budgetand deliver more training. Consider:.

• T"minin."g and Development Group's Further Education and External Training (FEET) fired. Thisfund is designed to support those members ofstaffwho wish to undertake an external _g

course, .whichcosts in excess of £900. Further information and application forms are availablefi'omTraining and Development Group.

' Learning and Skills Councilfunding fordelivefing NVQs. Funding is now available to supportthe delivery of NVQs in Custodial Care and Youth Justice. Contact Newbold Revel for moreinformation.

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Remember: if you have already registered an NVQ candidatewith TDG, you cannot apply for NVQ funding from the LSC forthe same candidate. •This is referred to as double funding and

can result in the LSC withdrawing their contract from HMPS................... _ • '. , , [......

- Learning and Skills Councilscan offer a broad range of other funding support, particularly for• essential skills or staffdeve!opment. Visitflaeirwebsite www.lsc.gov.uk to _d your nearest local

office.

• Local collegesare often able to support learning, for individuals or groups. Contact your nearestcollege and enquire about the help they can offer.

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Training Managers Frameworki ..... •

Physical and technical resources

The training ,fimctionshouldensure that allresources used areappropriateand thatresources areusedto best effect.

It is well know that people learn better when they are in a comfortable and positive environment. Consider thetraining environment which is being used in your establishment/department- is it favourable to learning? Is itwell lit, well ventilated and appropriate for learning? Are there enough desks and chairs, is there awhiteboardfor tutors to write on. These factors are important to get right.

Tip: when undertaking course evaluation, try to find out what studentsthought of their learning environment. You might get some usefulhints for improvements.

The_location of learning is also important to consider. TDG have recently launched a network of LearningCentres. These are local facilities which can be used by everyone and are purpose built to support a wholerange of training. There are Local Learning Centres at:

• Holme House -01642 744006 o Blakenhurst - 01527 400 500 ext3608• Lindholme - 013.02.848637 • Lancaster Castle - 07968 90941.2• GuysMarsh - 01747 856418 • ThomCross - 07810 013396• Veme - 01305 825266 • Prescoed - 07968 907366• Woodhill - 01908 722420 • AmpHouse - 0208 760 1709• Gartree - 01858 436662 • Pentonville - 0207 023 7074• Ranby - 01777 862087 • StirlingHouse - 01440 823 346• LatchmereHouse -0208 588 6800

For more information or for booking enquiries, contact the Learning Centres Booking Office on 01788.834069 or01788 834262, or contact the Learning Centre.

!Rewards

Rewarding staff can be achieved in many different ways and does not always need to be financial. Here aresome ideas for developing your own rewards:

• Say thank-you! You might want to make itmore formal, by vailing anofficial letter

* Reward staffby offering them the opporttmity to become professionally qualified or to developtheir skiUs

.- Offer staffsecondments/placements, giving them the opportunity to testnew ideas/'mnovationsina practical environment

• :Conduct presentations, giving certificates/plaques for good performance or ajob well done.

- Present corporate gLfts/vouchers, in accordance with the guidelines in PSO 8480

A goodway of rewarding staffis to offer them the opportunity to professionally develop. There are numerous" ways ofachieving this-through locallymn courses, through courses nancentrallyby Trainingand Development

Group and through external training.

Training and Development Group offer training pro fessionats the opportunity to undertake the Certificate inTmin_."g and Development. This course, which is externally accredited, covers learning in all of the key areas:oftraining delivery and management, but relates it to the Prison Service environment. What's even better, is_thatthe course is flexible and therefore enables staff to learn at their own time and pace. Here's some moreinformation on the course.

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Knowledge and Communication

Baseline 19: There is evidence of regular communication with and :influencing of Senior

Management Teams, line managers, Training and Development Group and

Area Offices

Who are Training and Development Group?

Training and Development Group are responsible for many functions which cover training delivery,policy andSupport. You can contact the group ontheir customer helpline: 01788 804444. Here's a brief introductionto the key areas of TDG which support local training management.

:Area Training and Development Teams (ATDTs)

There are five Area Training and Dex(elopment Teams. These teams work closely with Area Managers,prison establishments and Headquarters to promote and facilitate local and area based training. Within theirarea, teams co-ordinate local learning events to meet the _g needs of staff. Additionally, they support the_g management fimcti0nconduct itslearning needs analysis and training planning.

Contact the ATDT for support with:

• Conducting a learning needs analysis, Producing a local training plan• Organising and delivering locally based training

-Contact details for the Area Training and Development Teamsare:

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Head of Team -Martin •David

Latchmere House, Church Road, Ham ,Common, Richmond, Surrey TWI0 5HHTelephone: 020.8332 6020

............... [IArea Training and Development Team EastHead Of Team - Geoff Walker

Stirling House, HMP Highpoint, Stradishall, Newmarket, Suffolk CB8 9YGTelephone: 01440 823342

tl .......... 11Area Training and Development Team - London and HQHead of Team - Duncan Scales

5th Floor, Amp House, Dingwall Road, Croydon, Surrey CR20 2LX

• Telephone: 020 8760 1709

• . •. " ,..,... • i,•,',', • , . ..... il .Area Training and Development Team -North

1tHead of Team - Nei! Baker

" Mobile: 07968 908045

t[Area Training and Development Team - West

Head of Team - David Wood

Lincoln House, Ackhurst Business Park; Foxhole •Road, Chorley, Lancashire PR7 iNY

Telephone: 01257 224523

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Quality Assurance Department

The QuAD department has three significant roles:

- A supporting and guiding role with trainers and all who deliver training to Prison Service staff.The team is available to provide adviceand guidance on theconstmcfion and delivery of teachingmaterials and coursesto a diverse range of course participants. Helping the deliverers of training

examine and utilise more flexible and innovative methods is akey element in this approach?

o The team provides a link with external"providers of training and education and takes a lead•intheaccreditation of courses and learning materials used by the Prison Service

: o The team is responsible for the quality assur:ance of alltraining whether delivered internally or by• external providers. This ensures that as an organisationthe Prison Servicewill be able to ev_uate

the impact andvalueoftraining and remain confident that all training'matches both individual andCorporate objecfives •

In addition, the QuAD team is also responsible for the strategy and implementation of the Custodial CareNVQ.

For help and advice from QuAD contact 01788 804147. For information and advice OnNVQ deliverycontact 0178:8 804203.

Prison Officer Entry Level Training

The POELT team are based at Newbold Revel•:They are responsible for the effective management, delivery,

developmentand quality assuranceof the Prison OfficerEntry Level Trainingcourse. This includes responsibilityfor all nationally delivered courses, as well as policy on local delivery.

'The POELT Team aim:

• To manage the smooth deliVery of the POELT course, at national and local level

- To ensure that POELT trainers are appropriately trained to deliver the course

• To provide appropriate levels of training and support to establishments to facilitate the effective

supervisi'on and assess-s-s-s-s-s-s-_ntof recruits whilst they undertake the establishrnent based modules of _-theirtmining

• To maintain aforum to ascertain the needs and views of Operational Governors in relation to.VOELTtraining

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Training Managers Framework

Security and Resettlement

Security and resettlement are alsobased at Newbold Revel. They manage and •delivera full range of corpses•in aspects of prison life -andsecurity which covers the full range of techniques required to operate effectively:and safely in a_son. Some of the courses on •offerinclude:

• Investigation procedures• Searching, Mother and baby unit training- Race RelatiOns-

Security and resettlement _t can be contacted on 01788 804144.

• Business and Administration

The :Businessand Administration trig team provide _g for staffworking in the following areas:

• Human resources

• Diversity and equality• Prison administration:" 1T

The team isalso able to offer on-site consultancy, advice and support to supplement their course portfolio. In•addition to courses in HR procedures, custody office procedures, diversity, LIDS application, system;administration and self-audit, the team arealso currently developing new initiatives, including Modem

Apprenticeships, project management and NVQs in Business Administration. For more information, contact::01788 804084.

Leadership and Management

• .The leadershi p and management team are also basedat Newbold Revel, but they too have a team 0farea• : based advisors. The team are responsible for the development of management and leadership programmes,

which are designed to provide the practical skills needed to operate effectively in management roles: They: offer courses in management and leadership development; courses for those who are undertaking the Inteaasive

Development Programme (covering specific developmental areas which guide their promotion through the

. Ser_ce); courses for first line managers; senior staffseminars; a ment0rlng scheme and coaching. To find out• more, Contactyour locally based advisor:

: SouthWest RachelBoyling 07968 •908043 rachel.boyling@hmps.gsi.gov.ukEast Midlands & Eastem SusanBrookes 07968 553745 sttsan.brookes@tmaps,gsi.g0v.uk

-Yorkshire & Humber Joanna Clark 07968 •908038 jo.clarke01 @hmps.gsi.gov.uk_esValley/Kent, Surrey PaulineI)uff 07968 553746 pauline.dttff@,hmps,gsi.gov.uk& Sussex

Wales.& West Midlands RuthEvans 07968 553895 ruth.evans@Jmalx_gsi.gov.ukNorth West KarenRushton 07968 553744 karenxushton@,hmps,gsi.gov.ukLondon and HQ Karen Smith 07968 553743 karen.smith01 @!amps,gsi.gov.uk

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TrainingManagers Framework

Monitoring and Evaluation

-Baseline 20: All training and development activity is formally evaluated to determine

the effectiveness of delivery and of content, and whether it meets business

objectives

Training-evaluation and quality assurance are an integral part of the training process and are the best way of

ensuring that training is meaningful; fit for purpose; targeted, specific and a positive experience. It is through

evaluation that you can determine how well the _g course was received, as well as what benefits it had intheshort term and benefits it will have in the future.

Evaluation is the most important tool a training department has to determine whether it's training is effective.Through evaluation, a _g department Can determine:

• Whether training was well receivedWhether trainingwas interesting and informative

• Whether training was targeted and met expectations

' Whether _g helped an individual to better perform their job.

Wjth _ver 3_ tr_g days de_ivered a_ross the Service every year_ it is im_rtant that we have a system

inplace to evaluate the effectiveness of training. There aremany forms of evaluation which you can undertake,

some of which is based on informal discussion and some of which is delivered through formal review.

Training and Development Group use the Training Ev.aluation System to evaluate those courses which are

centrally delivered. However, the principle used in TES is one which canbe extended and used for locallydeveloped courses.

Here's some background on TES and an explanation of how the system is designedto work. You will also

find some hints and tips of how you can use TES for your Own course monitoring and evaluation.

The Training F,valuation System operates on the basis ofquestio_ at regular stagesofthe training process._.stem is designed to allow evaluation at everystage ofthe learning process, andoffers both the Studentand their line manager the opportunity to comment on how successful and what impact training had.

: _;axe Six stages to TES. However, when using the system for locally developed courses, you needonlybe concerned with stages two, three and four. These are the stages Which look toevaluate the effectiveness

_fthe eour_ immediately after ithas beendetivex_d, at approximately three to six months after delivery, and

bythe line manager, at nine to twelve months after the course.

These'three stages of evaluation will enable you to:

- identify how well the course was delivered

- Identify how relevant the course Was to its participants

" Identify whether theexpectations oftheindividuals undertaking the course were met:" Identify whethe r the course enabled the individual to undertake their job more efficiently- Identify whether the individual felt more confident in their job role

• Identify whether the line manager saw an improvement in performance

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the following pages, you will find example questionnaires from the TES system, which can be used in local:evaluation.

Q1 End of Course Evaluation

Q1 -:is_anend of course questionnaire and is issued to all of the students who sat the course, immediately oncompletion. This evaluation phase examines the student's responses to course content, the quality of deliveryand how their learning is likely to impact on performance.

Completing the QI form

,Step 1 The trainer on each course must ensure that each student has a copy of the end of course

questionnaire at the appropriate time and is offered guidance onits completion ifn_.Step 2 On receipt of the completed questionnaires the lead trainer (or other designatedperson)

•mu_ collate them. The individlml who delivered the training and/or the training functionshould carry out an analysis of the comments. Any recommendations which come fi'omthe evaluation should be recorded and addressed in future training events.

Step 3 The lead trainer or training function must ensure that the evaluation exercise is recordedappropriately in line with local systems.

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Training Managers Framework ................. . . .

Training Evaluation System HNI PRISONEnd of Course Evaluation SERVICE

:Please help :usto evaluate this training .event. The information we get from the analysiS of this questionnaire will:help us tomonitor and improve sewicesto you and yourcolleagues in the future. Pleasebe frank. Your responseswill be used for this purpose only and will be treated as Confidential information.

P_leasetick the boxes or circle then umbers that mostclosely match your views and, if you.have further comments,please use the appropriate area on the back of this sheet.

I cou o..,el Oa,ei ournmen.e o ,..men,,oona,,[Yes No

Qi. Didthecoursemeetyourpersonalobjectives? [] []

if you answeredNo,please commentin the Objectivesboxon thebackof this sheetYes Partly. No

Q2. :Doyoufeelyouhaveachievedthecourseobjectives? [] [] [] _

ff you answeredNo,pleasecommentin the Objectivesboxon theback of thissheet

:Q3.Wasthelengthofthe course:Toolong Aboutright Tooshort

B El []

Pleasecirclethenumberwhichbestreflectsyourlevelofsatisfactionwitheach.oftheSubjects.below• (AlternativelycircleN/A-forNotApplicable)

.Subject Low Medium RElh

ENVIRONMENT

Classrooms WA 1 2 3 4 5 6 7

TrainingAids/Handouts/Materials N/A 1 2 3 4 5 6 7

" IJbrary/ResOurcecentre N/A 1 2 3 4 5 6 7

TRAINER (S)

Trainingskills N/A 1 2 3 4 5 6 7

Subjectknowledge N/A 1 2 3 - -4 5 6 7

Enthusiasm N/A 1 2 3 4 5 6 7

Responsivenesstostudentneeds N/A 1 2 3 4 5 6 7

Overalleffectiveness N/A 1 2 3 4 5 6 7

Organisationandstyle N/A 1 2 3 4 5 6 7

THE COURSE OVERALL 1 2 3 4 .5 6 7

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Train ing Managers Framework

ObjectivesP/ease use .this box for any.comments you have regarding:

a. Your personal objectives

b. The course objectives

k

c. How do. you intend to put what you have learnt into• •practice?

TrainersP/ease .usethis box for any additional comments you have regarding your coursetrainers.

. Course Content and General Comments• Please ,use this box to tell us about:

• any new areas you think Should be included in the course• any existing sessions you think should be dropped from the course

' • • any other comments you wish to •make about the course

•1

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O2- Interim Evaluation

This evaluation stage should take place approximately three to six months after the training course. It is notnecessary for all students who undertook training to complete this questionnaire. You are only looking for asample ofop_ons. Look to issue the questionnaire to approximately i0% of those who attended.

This stage is designed to help you identify whether the training that was carried out met its objectives; whetherit helped the individual improve their job performance, or leama new skill. The main aim here is to identifywhether the course helped those who attended learn something new, which they were able to apply to theirjob role, or career •development.

Step 1 Three to six months after the training event the lead trainer or the training function mustidentify a sample group of students to be Contacted by •telephone or post and asked torespond to the personal objectives questionnaire. Abaseline of 10% is suggested forcourses with sizeable student numbers. If the course was only attended by a few students,it is feasible to contact all of them.

_Step 2 On receipt ofthe completed questionn_s the lead trainer or training function must collatethem. The individual who •deliveredthe _ning and/or the training function should carryout an analysis of the comments. Any recommendations which come from the evaluationshould be recorded and addressed in future training events.

Step 3 The lead trainer or training function must ensure that the evaluation exercise is recordedappropriately in line with local systems.

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.I

Our records Show that you attended the course identified below onWe want to measure the impact training has on how you do your job. Yours views on theeffeCtiVeheSS of this training opportunity are important, and can help to improve future trainingprov=s_on.

There are no wrong or right answers, we are collecting your opinions

Course Title Name, Role and Establishment

Q1. Did you discuss your learning objectives with your •linemanager before_applying for this.course?

Yes No

Q2. Did the course meet your learning needs?

Yes No

If no please explain.

• . -Q3. Have you been able to •use your learning back at your workplace?

• Often Sometimes Not at All

Why_is that?

!Q4. Looking back, is there anything you would like to see added to/taken fromthe• course?

Give details

HM Prison Service 1"raining& Development Group "_1__1

Training Managers Framework

Q5. How .hasthe course changed the way you do your job?

A lot A little Not at All

and howhas this changed the way things are done in your department?

Please give details

Q6. Have you been helped to use your training at work? Yes No

Have you been prevented from using your training at work? Yes No

" Please give details

Q7. Please give details of any related coaching, mentoring or on-the-job trainingyou have had since doing the course.

Please feel free to send extra sheets with any additoinai comments.

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Training ManagersFramework!l

Q3- Corporate •Objectives Eva/uation

•_s final stage of the evaluation process is designed to help assess how _ll the business hasbenefited fromtraining. Here, you are asking for the views of the line managers of a sample of students who undertooklr_g. The aim is to identify ifany improvements have been made to the individual's performance andhowthe overall department/wing/group/es_blishment has benefited from training and development.

Step 1 Nine to twelve months after the course date the lead trainer or training function mustidentify a sample group of student's line managers to be contacted by telephone or postand asked to respond to the corporate Objectives questionnaire. A baseline of 10% issuggested for courses with sizeable student numbersl

Step 2 On receipt ofthe completed questionnaires the leadtminer or training functionmust collate

them. The individual who delivered the training and/or the training function should carryout an analysis of the comments. Any recommendations whichcome from the evaluationshould be recorded and addressed in future training events.

Step 3 The lead trainer or training fimction must ensure that the evaluation exercise is:recordedappropriately in line with local systems.

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Training Managers Framework

Q3 Training Evaluation System HMPRISONCorporate Ob ectives Evaluation SERWCE

We are seeking to measure the effectivess of Prison Service training, particularly theimpact it has on staff performance and behaviour in the workplace.

Our records show that (name) attended the

(course) in (month/year).

:Your views on the impact of the training experience are important to us and will be used tohelp improve future training provision.

Managers Name Grade/Role Establishment

QI, What were the learning needs you identified with your staff member that led youto Select this course forthem?

Q2. Did our training fully meet those needs? If not, in what areas is there ashortfall?

Q3. How has the learning changed their performance at work?

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Training Managers Framework

Q4, .Howhas their learning changed things for you or your department?

Q5. iWhat factors i.n,yourestablishment have prevented you and your staff fromfully applyingthe skills and knowledge they gained from the course?

Q6. Please te!l us about any related on.the.job training, mentoring, coaching orotherdevelopmentalopportuntiesprovidedforthe staffmembersincethey

• completedthecourse.

Please•feel free to send extra sheets with any additional comments.

Thank you for your time;

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TrainingManagersFramework

Local training evaluation- key principles

Most of the _g delivered within the Prison Service, whether locally orcentrally, witlbe subject to a formalreview process, conducted by Training and Development Group. However, some training events will bedelivered at local level, and wilt be specific, bespoke and potentially a one offleaming exPerience. In theseinstances, it is unlikely that a formal review and evaluation would take place, however, it is still important toensur e that the course meets the general qua!i_ assurance principles used by HMPS. Below are some keyprinciples to consider when developing bespoke tm_g.

KEY PRINCIPLE QUALITY INDICATORThe course should be able to demonstrate...

1. Equalityofopporttmity 1.1 The course stmct-are,contentand deliverymethod do not createbarriersand accessibility to entry, participation or successful completion.

2. :Fitnessfor purpose 2.1 There are clear aims2.2 There are •Specific Measurable Achievable Realistic Timebound

(SMART) learning objecfives2.3 There is a description of how the course will be delivered2.4 The course Content meets the stated aims of the course

2.5 Any trainingmaterial contains clear and unambiguous wording2.6 The leaming process is logical

2.7 The content is up to date and where applicable is in line with similartraining offered elsewhere in theservice

2.8 If assessment is involved,.the•methods are fair, valid and reliable

3. Supporting business 3.1 The course is clearly linked to.theestablishment/group business planneed and has demonstrable benefits to the service

3.2 The course has a flexible structure to facilitate small changes e.g.legislation

3.3 Tralning.iStimely and effective3.5 The course timetable minimises time away fromtheworkplaee.3.6 The course includes(or hasa slrong rationale for not including)work

based learning, distance, oPen and Selfdirected learning as much aspossible

.4_ Consistency and quality 4.! The supporting material provides enough information to el_b!e any

suitable _er to deliver the course to a consistent standard4.2 Successful students will gain the same standards of skills and

" knowledge as other students on the same course wherever and• whenever itis .run

4.3 Standards of delivery and student achievement will be monitored overtime.

4.4 The coursehas amechanism forcourse evaluation

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Recording Training Activity

Baseline 21: Establishments/HQ Groups possess up to date and comprehensive •learning

and development records•for each member of staff showing the nature of

learning, its duration and date

Records

Good training management is also about making good records. It is part of the role of the training function to

ensure that clear and detailed records are kept on the training that is delivered, and the costs invoivedin

_g. This willhelp toidentify howwell the resources were used in delivering the tminingplan, and wiU also

help you to argue your case for more resources !

Try and keep records on:

• Training delivered

• Numbers undertaking training

• Venues oftralning

• I_ja'ation oflraining

- Costs; including; course fees; exam fees; course registration cosLs; travel costs; subsistence; costofstafftime away from post

* Any business benefits obtained through Waining

Tip: Each page of your training plan Could have a mirror page,

which is used to track training delivered. This sheet can track the

number of courses delivered, the targe t group of the course, thenumber of people trained, the venue and the costs. These tracking

sheets will ease the analysis of training at the end of the year and

will help to show how effectively you delivered the training plan.

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Training Managers Framework :

Adult Learning Inspectorate

,TheAdult Learning Inspectorate (ALl)is a Government organisation, which:is responsible for inspecting andreporting on the quality,of education and tr_ng for people Who are funded by public money. As HMPS isin receiN of Government funding, it is likely that the Service's delivery ofnational vocational qualificatiOnSwill:be,inspected in the future.

Inspections are carried out by qualified and occupationally competent inspectors, who are seeking to identify:

•. How effective and efficient is the provision-.of education ".=• and training in meeting• the needs of learners and why? =I i :I • N-N • • • • • • • • • n • • ,u • n • • nn • • • • • • nn • • • • .m• n • • • •

The ALl use a document called the Common Inspection Framework, which outlines se_zenkey questions:wliichaninspector will ask when looking atthe Iraining provided.

The seven key questions are:

• 11 Howwell do learners achieve?

2, How effective are teaching, training and learning?

3. How are achievement and learning affected by resources?

4.. How effective are the assessment and monitoring of Ieaming?

5. How well do the programmes and courses meet the needs and interests of learners?

6. How welt are learners guided and supported?

7.1 How effective are leadership and management in raising achievement and suplxrrting learners?

Thesekey questions have been cross-referenced against the mandatory actions in the PSi on training

:management to enableyou to see how any evidence you use for your audit can also be used for inspection.

"_ HM Prison Service Training & Developmer_. Group

TrainingManagers Framework[ m .....

[

Jnvestors in People

Investors in People is a national standard which sets out a level of good practice for the _g and development

of people. It provides a national fi-amework for improving business performance and competitiveness through

a planned approach to developing people.

Investors inPeople is based on four standards- Commitment, Planning, Action and Evaluation. These

principles are outlined in detail below. In addition, each principle has also been linked to the mandatory

actions outlined in the PSI 22/2004, to provide a link between perf0rmanee standards and Investors in

People.

,Principles Indicators Evidence

•Commitment 1. The organisation" Top management can describe strategies

• An Investor in People is fully is committed to that they have put in place to support the

committed to developing its supporting the development of people in order to

people in order to achieve its development of its improvethe organisation'sperformance_ _ •

arms and objectives people

Managers can describe specific actions

that they have taken and are curTentty

taking to support the development ofpeople

Peopl e can confirm that the specific

strategies and actions described by top

• management and managers take place

People believe the organisation is

genuinely committed to supporting _eir

development

, 2. People are People can give examples of how they

encouraged to have been encouraged-to improve their• " improve their own own performance

and other people's

performance People can give examples of how they

• have been encouraged to improve other

people's performance

3. People believe People can describe how their

their contribution, to contribution to the organisation is

the organisation is reeogni_xl

recognised

People believe that their contribution tothe organisation is recognised

People receive appropriate and

constnaetive feedback on atimely and

regularbasis

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Training Managers Frameworki, • i

4. The organisation Top management can describe strategies

is committed to that they have put into place to ensure

ensuring equality of equalityofopporttmity inthe developmentopportunity in the ofpeopledevelopment of itspeople Managers can describe specific actions

that they have taken and are currently

taking to ensure equality of opportunityin the development of people

People confirm that the specific strategies•_ and actions described by topmanagement

and managers take place and recognisethe needs of different groups

People believe the organisation is

genuinely committed to ensuring equalityof opportunity in the development ofpeople

Planning 5. The organisation TheorganisationhasaplanwithctearaimsAn Investor in People is clear has a plan with and objectivesabout its aims and its objectives clear aims andand what its people need to do objectives which People can consistently explain the aimsto achieve them are uhderstood by and objectives ofihe organisation at a

every o n e level appropriate to their role

Representative groups are consultedabout the organisation's aims and

objectives

: 6. The development Theorganisationhasclearpriorifieswhiehof people is in .line link the development ofpeople to its aims -with the and objectives at organisation, team andorganisation's aims individuallevel

-and .objectivesPeople clearly understand what theirdevelopment activities.should achieve ,both for them and the organisation

• 7. People understand People can explain how they contributehow they contribute to achievlng the organisation's aims andto achieving the objectives

- .organisation's aims" and objectives

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Action 8. Managers are The organisation makes sure thatAn Investor in People develops •effective in managers have the knowledge and skills

itspeople effectively in order to supporting the they need to develop their people

improve its performance development of Manager s at all levels understand whatpeople they need to do to support the

development of people

People understand what their managershould be•doing to support theirdevelopment

Managers at all levels can give examplesof actions that they have taken and arecurrently taking to support thedevelopment of people

People can describe how their managersare effective in supporting theirdevelopment

9. People learn and People who are new to the organisation,develop effectively and those new to ajob, can confirm that

they have received an effective induction

Th e organisation can show that peoplelearn and develop effectively

People understand why they haveundertaken development activities andwhat they are expected to do as a result -

People can.give examples of what theyhave learnt (knowledge, skills andattitudes) from development activities

Development is linked to relevantexternalqualifications or Standards (or both),where appropriate

Evaluation I0. The development The organisation can show that the.An Investor in People of people improves development ofpeople has improved thelmderstands the impact.of its the performance of performance of the organisation, teamsinvestment inpeople on its the organisation , andindividualsperformance teams and individuals

11..People understand Topmanagement understands the overallthe impact of the costs and benefits of the development ofdevelopment of -peopleandits impact on performancepeople on the

, performance of the People can explain the impact of theirorganisation, teams development on their performance, andand individuals the performance, of their team and the

organisation as a whole

12. The organisation People can give examples ofrelevant andgets better at timelyimprovementsthathavebeenmadedeveloping its people to development activities

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Training Managers Frameworki

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