Training and Competency at SHL

One Laboratory’s PerspectiveCopyright State Hygienic Laboratory at the University of Iowa 2015. All rights reserved.

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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.

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Training Needs Assessment

Writing a Course Proposal

Using an Electronic System

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What Gives Value to an Organization?

• Assets:– Testing Equipment &

Supplies– Clients/Contracts– Intangible Assets—People!

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Training Needs Assessment Levels

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Gap Analysis

What is currently

available and what is really

needed?

Organizational assessment

Skills, knowledge, behaviors needed for unit

Occupational assessment

Improve productivity

Individual assessment

Skills, knowledge, behaviors of individuals

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Objectives

• Improve Efficiency• Improve Quality• Versatility in

Operations• Employee

Engagement

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Process

Align behaviors

Determine requirements

Identify stakeholders

Solicit support

Describe outcomes

Clarify behaviors

Sustain behaviorPhoto credit: Microsoft Office images

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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

Explain to key stakeholders

Define roles and responsibilities

Develop a scope

statement

Develop baseline plans

Communicate

Project Plan

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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?

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Design the Training

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Training Team

Safety officer

Quality Officers

HR

Administration

Support function

Select the training team & define what you need to know using data from the TNA.

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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

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State Food & Feed Laboratory Curriculum

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Competency Framework:Five Professional Domains

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Curriculum Framework:Identifies Subject Matter

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Competency Statements for Job Proficiency

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Writing the

Course Proposal

Course Title

Advertising Description

Key Topics

Objectives

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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

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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?)

RecognizeConstructEvaluatePrioritizeArticulateIdentifyAnalyzeDescribe

DevelopCreateApplyDefineDiscussAssessList

• Measurable Action Words (examples):

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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.

What is the Problem?

Why (when, how, etc.)

did it happen?

Why did that happen? Why? Why? Why?

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Power point presentation as ICON-Iowa Course

Online

Demonstration

One-on-one

Checklists or Forms

Determined by staff accessibility

Determine the How of Training

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Tracking-Before-Checklist

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UI-Planning for Electronic Tracking

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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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Proposed Report Formats

• Design reports– Supervisor– Executive– Course list

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Implementing & Tracking Training

• Assign staff to specific populations based on supervisor survey– Organization/department/sub-department

After-UI Compliance

• Staff receive email notification of compliance due in 30 days

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Newsletter to explain transition

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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

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?

Determine if the training met objectives of the original TNA

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• Aligned with strategic goals?• Was training the solution?• Has performance improved?• Describe any discrepancies:

Desired performance (Optimals)

- Actual Performance (Actuals) Possible Training Need (future)

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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?

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Achievement

• What was the outcome?• What lessons did you learn?• What problems did you

encounter along the way?

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Needs Assessment

Design

Develop Implement

Evaluate

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Effort End result

Improvement in Skills,

Competencies & Behaviors

Focus on Organizational

Goals

Time Spent Planning

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If you think education is expensive, try ignorance.

1913 newspaper editorial (not Derek Bok)

References• Bateson, Allan, Dardick, Will, Kaml, Craig (2014). Training, Assessment, and Certification: Lawn Mowing. Retrieved

from: https://duckduckgo.com/l/?kh=-1&uddg=http%3A%2F%2Fdenver.afdo.org%2Fuploads%2F1%2F5%2F9%2F4%2F15948626%2Fcraig-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 http://assets1.mytrainsite.com/501446/lab_competency_framework_article.pdf

• Ignorance Isn’t Bliss When It Comes to Quotations About Ignorance. Retrieved from http://chronicle.com/blogs/ticker/ignorance-isnt-bliss-when-it-comes-to-quotations-about-ignorance/63681

• Miller, Janice A., Osinski, Diana M. (1996, 2002 ). Training Needs Assessment,. Retrieved from http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf

• Mindtools website, Developing a Competency Framework (2015). Retrieved from http://www.mindtools.com/pages/article/newISS_91.htm

• Mindtools website, Training Needs Assessment. Retrieved from http://www.mindtools.com/pages/article/newTMM_89.htm

• Training and Development, Planning & Evaluating. Retrieved from: http://www.opm.gov/policy-data-oversight/training-and-development/planning-evaluating/#url=Training-Needs-Assessment

• Training and Development Needs Analysis Checklist. Retrieved from: http://www.hr-survey.com/Checklist.htm • Training Needs Assessment Survey. Retrieved from: http://www.hr-survey.com/TrainingNeeds.htm • Marcia Valbracht, 515/725-1600; marcia-valbracht@uiowa.edu

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