Dear colleagues, this is the agenda for the OJT/CA Course
Day 1: Introducing Competency and On-the-Job Training (OJT)
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Topic |
Duration (min.) |
Content |
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1 |
Competence |
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09:00 |
1.1 |
Introduction to the objectives of the course(opening session) |
25 |
Presenting the objectives, identifying the professional profiles of the trainers and participants |
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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 |
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10:00 |
1.3 |
Staff selection |
50 |
How do we identify the level of compliance with the job profile and the basic training needs? |
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11:00 |
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 |
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12:00 |
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 |
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13:00 |
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14:30 |
1.6 |
Competency management |
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? |
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15:30 |
1.8 |
Competence cycle |
25 |
Components of the competence cycle The performance spiral |
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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
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# |
Topic |
Duration (min.) |
Content |
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2. |
On-the-job training (OJT) |
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09:00 |
2.1 |
Defining the objectives of the OJT |
25 |
The connection between training objectives and job profile, and job description. SMART |
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2.2 |
The role of the operational environment in OJT |
25 |
Why is OJT on the job and not in class? |
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10:00 |
2.3 |
Building an OJT training plan |
50 |
Characteristics of an OJT plan - timing, objectives, tools Practical session: build a training plan |
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11:00 |
2.4 |
OJT planning - flexibility
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50 |
Practical session: Why is flexibility needed in OJT regarding timing and training approach? What is the effect on training plans? |
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12:00 |
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 |
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13:00 |
Lunch Break |
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14:30 |
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. |
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Day 3: On the Job Training (continued)
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# |
Topic |
Duration (min.) |
Content |
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09:00 |
2.6 |
Learning tools and strategies in OJT |
50’ |
Learning by doing Using third-person experience |
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10:00 |
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 |
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11:00 |
2.8 |
Psychological aspects |
50 |
OJT Instructor attitude Guiding questions in OJT |
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12:00 |
2.9 |
OJT and QMS |
50 |
For each performance criterion, define the references Documents that ensure traceability of the OJT processes |
Day 4: Competency Assessments
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Topic |
Duration (min.) |
Content |
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3. |
Competency assessments (CA) |
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09:00 |
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
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10:00 |
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 |
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11:00 |
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 |
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12:00 |
3.5 |
Simulations and simulators |
25 |
Structure and role of a simulation in assessment Building scenarios for assessment |
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3.2 |
Psychological aspects in assessment |
25 |
Assessment transparency Reluctance and fear of assessment Assessor attitude
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13:00 |
Lunch Break |
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14:30 |
3.6 |
Assessment plan |
50 |
The structure of an assessment plan – timing, objectives, tools, flexibility |
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15:30 |
3.7 |
Rubrics: tools for assessors |
25 |
The level of details included in rubrics |
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3.8 |
Conducting competence assessment |
25 |
Practical session: apply an assessment |
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Day 5 Organization impact of OJT
and CA
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# |
Topic |
Duration (min.) |
Content |
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4. |
Organisation impact |
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09:00 |
4.1 |
Dealing with failure |
25 |
Types of failures Remedial actions |
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4.2 |
QMS and competency assessment |
25 |
Assessment form Acknowledgement of the results |
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10:00 |
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 |
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4.4 |
Staff competence file (manager role) |
25 |
Why it is needed, identifying staffs’ personal development Group training needs |
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11:00 |
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 |
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Closing ceremony, certificates |
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