Learning for Performance

Step 3: Identify existing resources and requirements for training and learning

This early stage in developing the intervention is also the best time to get specific information about the resources available, specific requirements for training and any constraints (factors that limit what is possible) to avoid wasting time developing a learning intervention that will not meet requirements or that cannot be put into place.

Process

Use Tool #6 Resources and Requirements Worksheet to record information in this step.

Find out about the possibilities and practical limits for the learning intervention (resources, requirements and constraints).

Information sources include: interviews or conversations with stakeholders and supervisors, results of a performance needs assessment, proposals, reports, national documents or policies.

The following are examples of information you may find at this time:

The training time may already be established, e.g., a 5-day in-service training or an 18-month pre-service curriculum.
The organization may not want their health workers to be away from their worksites for long periods of time.
The stakeholders may want to pilot a new training approach with only a sample of health workers who need the upgraded skills but then have a plan for scaling up the training to reach all who need it.
Testing requirements may be set by national bodies or professional associations.
Requirements for entrance, graduation and certification may be set by professional associations or councils.
Certification requirements may limit training options.
Written materials may require approval at the national level.
Video or computer equipment to access some existing materials may not be available. Or, you may find that technology is more available than expected.
The budget may or may not cover some types of activities or materials.
Decisions about who will attend training may have been made.

Think about how the information affects the possibilities. What is possible, what is not possible and what changes would make a difference? Make notes about activities or approaches that may be suitable. Be practical but also be creative.
If you encounter serious constraints, explore with stakeholders possible changes to remove constraints. For example, it may be possible to work with professional associations to revise scopes of practice.

Helpful Hints

Information about resources and requirements is usually collected at the same time as information about the learners and their work settings (Step 2) through review of documents, interviews and observation.
As mentioned in Step 2, if some information is not readily available, add it later if it becomes available. Avoid the tendency to make assumptions and guesses. If you must make assumptions, try to verify them by using the sources of information mentioned above.
Do not always assume that things cannot change. If you find that the situation appears to limit the success of the intervention or you have a great idea but resources are not available, write up your recommendations and ideas and try to discuss them with people who have the authority to make changes or who could allocate additional resources. However, be prepared to work with the existing situation if change is not possible.

Box 8: When established requirements for training don't match the need
An organization wants to limit the amount of time learners are permitted to be away from their jobs and has therefore already established the training time. However, your assessment has uncovered the need for more skill development than is possible in this established time. What can you do? Think of how to explain this need to the stakeholders, perhaps in terms of the cost-benefit of the intervention and quality of its results. Give them some creative options for how to provide opportunities for the learners to develop skill competencies that will avoid interruptions in service delivery. For example, options might be structured on-the-job training or shorter group-based training interventions followed by self-study and/or peer learning with supervisory coaching until the learners are competent.These interventions, with targeted technical assistance, could even build the capacity of the organization to sustain a continuing education program over time, an option that might be of particular interest to the organization.

Box 8: When established requirements for training don't match the need

An organization wants to limit the amount of time learners are permitted to be away from their jobs and has therefore already established the training time. However, your assessment has uncovered the need for more skill development than is possible in this established time. What can you do?

Think of how to explain this need to the stakeholders, perhaps in terms of the cost-benefit of the intervention and quality of its results. Give them some creative options for how to provide opportunities for the learners to develop skill competencies that will avoid interruptions in service delivery.

For example, options might be structured on-the-job training or shorter group-based training interventions followed by self-study and/or peer learning with supervisory coaching until the learners are competent.These interventions, with targeted technical assistance, could even build the capacity of the organization to sustain a continuing education program over time, an option that might be of particular interest to the organization.

Tools

Resources and Requirements Worksheet -- /