Training and
Competency at SHL
One Laboratory’s
Perspective
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reserved. Images may be subject to copyright.
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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.
Training Needs
Assessment
Writing a Course
Proposal
Using an Electronic
System
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What Gives Value to an Organization?
• Assets:
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Photo by Heather Stone/Chicago Tribune
– Testing Equipment &
Supplies
– Clients/Contracts
– Intangible Assets—People!
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Training Needs Assessment Levels
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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5
Align behaviors
Determine
requirements
Identify
stakeholders
Process
Solicit support
Describe
outcomes
Clarify behaviors
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Sustain behavior
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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
Project
Plan
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Develop a
scope
statement
Develop
baseline plans
Communicate
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Conduct Needs Assessment
• Identify training needed:
– Soft Skills
– Levels of Expertise
– Accreditation
Requirements
• Define Instructional
Objectives
– Who?
– What?
• AIHA, ISO, EPA, CLIA, TNI,
OSHA, UI
– Policies & Procedures
– Other sources
• HR
• Customer
• New Technology/Research
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Design the Training
HR
Quality
Officers
Safety
officer
Administra
tion
Training
Team
Select the training
team & define
what you need to
know using data
from the TNA.
Support
function
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Build a Framework
• Design courses that
teach competencies
identified in TNA
• Group competencies by
levels of expertise
needed
– Soft skills
– Job knowledge/skills
– Behaviors
– Supervisor/Leader
– Technical specialists-SME
– Professional level (based
on education and/ or
experience
– Entry level
• Subgroup behaviors for
each 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:
Key Topics
• ISO/IEC 17025:2005
– What constitutes
good customer
service
– How to identify
nonconforming work
– How to address
problems with
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Process
Improvement tools.”
– 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?)
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• Measurable Action Words
(examples):
Recognize
Construct
Evaluate
Prioritize
Articulate
Identify
Analyze
Describe
Develop
Create
Apply
Define
Discuss
Assess
List
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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.
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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
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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
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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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Customer
satisfaction
Improvement
in staff
skills/abilities
Surveys
What are some ways to
Analyze & Evaluate Training?
Is there a focus
on
organizational
goals?
Reduced risk
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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
What barriers did
increased or will
you encounter in
increase as a
taking this
result of my
training course?
participation in
this course.
Determine if the training met
objectives of the original TNA
•
•
•
•
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?
• What Action Items or
steps will you take?
– Determine solutions
– Need further resources?
• What is your End Date?
• Track data (e.g., client
complaints, # of new
DOCs)
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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
Evaluate
Implement
Design
Develop
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Effort
End result
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If you think education is
expensive, try ignorance.
1913 newspaper editorial (not Derek Bok)
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References
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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%2Fcraigkaml.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-aboutignorance/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-dataoversight/training-and-development/planning-evaluating/#url=Training-Needs-Assessment
Training and Development Needs Analysis Checklist. Retrieved from: http://www.hrsurvey.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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