Dear colleagues,
Here is the provisional agenda for the course. Why is it provisional? Because the course will be flexible and adapted to YOUR needs in training and competency assessment!
We will start every day at 09.00 local time... we would appreciate for not being late!
Kind regards!
Day 1: Introducing Competency and On-the-Job Training (OJT)
Topic |
Duration (min.) |
Content |
|
1 |
Competence |
||
1.1 |
Introduction to the objectives of the course(opening session) |
25 |
Presenting the objectives, identifying the professional profiles of the trainers and participants |
1.2 |
WMO requirements regarding competency |
25 |
How we define a competent person Why there is a need for a competency approach The difference between the competencies and performance criteria |
1.3 |
Staff selection |
50 |
How do we identify the level of compliance with the job profile and the basic training needs? |
1.4 |
How a job description should look like |
50 |
The role of the job description: support or coercive tool? Practical session: Building a job description |
1.5 |
Defining performance criteria for MP |
50 |
The connection between competence and job profile and job description Practical session: How performance criterion has to be adapted |
1.6 |
Competency management (KAC) |
50 |
Where is competence in KUSA? Refresher courses – why and how often are they needed? Purpose and scope of a CMS What covers the CMS? |
1.8 |
Competence cycle |
25 |
Components of the competence cycle The performance spiral |
1.7 |
Gathering competence |
25 |
The role of class training and OJT What is “experience”, and how it is acquired? |
Day 2: On the Job Training
# |
Topic |
Duration (min.) |
Content |
|
2. |
On-the-job training (OJT) |
|
||
2.1 |
Defining the objectives of the OJT |
25 |
The connection between training objectives and job profile, and job description. SMART |
|
2.2 |
The role of the operational environment in OJT |
25 |
Why is OJT on the job and not in class? |
|
2.3 |
Building an OJT training plan |
50 |
Characteristics of an OJT plan - timing, objectives, tools Practical session: build a training plan |
|
2.4 |
OJT planning - flexibility
|
50 |
Practical session: Why is flexibility needed in OJT regarding timing and training approach? What is the effect on training plans? |
|
Lunch Break |
||||
2.5 |
Types of OJT training |
50’ |
Basic training vs refresher training vs remedial training focused on the same topic. Tools and methods used in OJT |
|
2.6 |
Shadowing vs Mentoring vs Coaching in OJT |
100 |
Shadowing, Mentoring and Coaching: What are these instruments? When and how are used? Practical session – apply mentoring. |
|
Day 3: On the Job Training (continued)
# |
Topic |
Duration (min.) |
Content |
2.6 |
Learning tools and strategies in OJT |
50’ |
Learning by doing Using third-person experience |
2.7 |
Simulations and simulators |
50 |
Structure and role of a simulation in OJT The difference between simulation and simulator Building scenarios for OJT Practical session: build a simulation |
2.8 |
Psychological aspects |
50 |
OJT Instructor attitude Guiding questions in OJT |
2.9 |
OJT and QMS |
50 |
For each performance criteria, define the references Documents that ensure traceability of the OJT processes |
Day 4: Competency Assessments
# |
Topic |
Duration (min.) |
Content |
|
3. |
Competency assessments (CA) |
|
||
3.1 |
Content and purpose of assessment |
50 |
The role of assessments Assessment outcomes Learning assessment: when and how? Competence assessment Attributes of competency assessment
|
|
3.2 |
Psychological aspects in assessment |
25 |
Assessment transparency Reluctance and fear of assessment Assessor attitude
|
|
3.3 |
Assessment tools and methods |
50 |
Characteristics of the assessment tools Pros and cons of the assessment tools. When, how and why each should be used |
|
3.4 |
Building tests and composing questions for CA |
50 |
The structure of a CA test – types, structure, content Types of questions, adapting questions to KUSA Practical session: build tests |
|
Lunch Break |
||||
3.5 |
Simulations and simulators |
25 |
Structure and role of a simulation in assessment Building scenarios for assessment |
|
3.6 |
Assessment plan |
50 |
The structure of an assessment plan – timing, objectives, tools, flexibility |
|
3.7 |
Rubrics: tools for assessors |
25 |
The level of details included in rubrics |
|
3.8 |
Conducting competence assessment |
50 |
Practical session: apply an assessment |
|
Day 5 Organization impact of OJT and CA
# |
Topic |
Duration (min.) |
Content |
4. |
Organisation impact |
||
4.1 |
Dealing with failure |
25 |
Types of failures Remedial actions |
4.2 |
QMS and competency assessment |
25 |
Assessment form Acknowledgement of the results |
4.3 |
The role of competency assessment in the competency process |
25 |
Individual and group assessment outcomes Assessment outcomes and opportunities for personal development/training needs |
4.4 |
Staff competence file (manager role) |
25 |
Why it is needed, identifying staffs’ personal development Group training needs |
4.5 |
Wrap-up, feedback |
50 |
Course outcomes discussion, Potential improvements of the program. Discussions on the adaption of the course outcomes to different fields of activity in NMHSs |
|
Closing ceremony, certificates |
|
|