Announcements

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

Lunch Break

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?

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.

#

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

#

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

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