UWIC Assessing Training Needs and Learning Outcomes: Overcoming Barriers to Effective training Prof Chris Griffith Head, Food Research and Consultancy

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Assessing Training Needs and Assessing Training Needs and Learning Outcomes: Overcoming Learning Outcomes: Overcoming

Barriers to Effective training Barriers to Effective training

Prof Chris GriffithProf Chris GriffithHead, Food Research and Consultancy UnitHead, Food Research and Consultancy Unit

University of Wales Institute, CardiffUniversity of Wales Institute, Cardiff Copyright © Prof Chris Griffith, UWIC 2009

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DefinitionsDefinitionsDefinitionsDefinitions

Learning:

Acquisition and understanding of new skills, knowledge or attitudes

Ability to do something the person was previously unable to do.

A relatively permanent change in behaviour as a result of tuition, practice or experience

Copyright © Prof Chris Griffith, UWIC 2009

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Training:

One way to deliver / achieve learning, a planned process to modify knowledge, attitudes, skill behaviour through a learning experience. In work to develop the abilities of an individual to work effectively and efficiently.

Education:

Considered in a broader work and social framework than training – not necessarily in a limited field of activity.


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Competence:

The ability to perform a task to the required standard (these may be legislative, in-house or external)

Supervisor:

A person who is responsible for the supervision of food handlers


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Contents : Key Questions Contents : Key Questions About TrainingAbout Training

Contents : Key Questions Contents : Key Questions About TrainingAbout Training

• Why train?

• How do we train ?

• Who do we train?

• What do we teach?

• When do we train?


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Why Train / Benefits of Successful Why Train / Benefits of Successful TrainingTraining

Why Train / Benefits of Successful Why Train / Benefits of Successful TrainingTraining

• Improved food safety, quality + consistency • Fewer complaints-greater profitability• Greater staff satisfaction + retention • Improved health and safety• Improved compliance with legislation• Reduction in wastage • Promotes company image


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“Any person working on the food premises is adequately trained in food hygiene”

“Management shall arrange for all food handlers to receive adequate and continued training in the hygienic handling of food in personal hygiene so that they know which precautions to take to preclude contamination of food. Training shall be presented by personnel who are competent in this field”.

“Records shall be kept of all training“.


Some Legislative Training Some Legislative Training Requirements Requirements

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Training in UK Food and Bev Industry:Training in UK Food and Bev Industry: EU 852/2004EU 852/2004


“Food Handlers are supervised and instructed and/or trained in food hygiene matters commensurate with their work activity”

“Those responsible – have received adequate training in the application of HACCP principles”

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Training Needs Analysis ( TNA)Training Needs Analysis ( TNA)Training Needs Analysis ( TNA)Training Needs Analysis ( TNA)

• Various levels of sophistication• TN= Gap between what is needed what staff

know and how many know it • Link training to need to job• Identify resources • Consider

- Previous experience

- Previous training / qualifications

- Individual


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Learning OutcomesLearning OutcomesLearning OutcomesLearning Outcomes

The results of learning:

• One or a series of statements explaining the learning the learner should have achieved

• Expressed in an active form, i.e. what an individual knows or can do


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Types of Learning OutcomesTypes of Learning OutcomesTypes of Learning OutcomesTypes of Learning Outcomes

• Cognitive – knowledge

• Psychomotor – skills, abilities

• Affective – attitudes, feelings


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Why Write Learning Outcomes( LO)Why Write Learning Outcomes( LO)Why Write Learning Outcomes( LO)Why Write Learning Outcomes( LO)

• Focus on training need-what and sequence

• Helps select learning strategies

• Assists assessment strategies


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Components of a Learning OutcomeComponents of a Learning OutcomeComponents of a Learning OutcomeComponents of a Learning Outcome

• Performance – outcome

• Standards

• Conditions


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Examples of Optional / Transferable / Examples of Optional / Transferable / Functional SkillsFunctional Skills

Examples of Optional / Transferable / Examples of Optional / Transferable / Functional SkillsFunctional Skills

• Numeracy• Communication• Problem solving • IT• Leadership and teamworking• Self analysis


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Target Groups for Hygiene TrainingTarget Groups for Hygiene TrainingTarget Groups for Hygiene TrainingTarget Groups for Hygiene Training

Within a food business, the scope of hygiene training should embrace all persons involved at all levels, thus providing a common basis of understanding of the purposes and requirements of hygiene in the business. Such awareness will contribute to operator job mobility within the business. However, as persons with more senior responsibilities need greater depth of understanding, it is appropriate for them to receive additionally more advanced training.

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Core Food Safety Knowledge: Anyone in Core Food Safety Knowledge: Anyone in the Food Industry the Food Industry


• Need for hygiene• All aspects of personal hygiene • Importance of food poisoning bacteria• Behaviours that contaminate food• Hand hygiene—all aspects • Personal cleanliness• Correct work attire• Health issues that must be reported• Policies for eating,drinking,smoking,chewing gum• Storage of dirty and contaminated clothing


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• Need to adhere to food safety systems• Procedures to follow for glass breakage• Procedures to follow for pest sightings


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Training Provision:Internal or External Training Provision:Internal or External Training Provision:Internal or External Training Provision:Internal or External

• Is there “In House” expertise – technical and training

• External – qualifications, support, communication interpersonal skills, interest, flexibility, track record, materials and methods, testimonials – cost

• E learning / Multi media Training Packs


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Teaching MethodsTeaching Methods


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Learning ExperienceLearning ExperienceFormal Informal / Work Based Learning (WBL)

Training courses Software / Newsletters / Manuals Certification Certification unlikely

Part-time or full time One to One often at work, out of work study

Knowledge Evaluation Behavioural evaluation

Company valued Employee valued

WBL - work linked to job requirement - learning at workCopyright © Prof Chris Griffith, UWIC 2007

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Factors to Consider in SelectingFactors to Consider in SelectingTeaching MethodTeaching Method

Factors to Consider in SelectingFactors to Consider in SelectingTeaching MethodTeaching Method

• Size of audience

• Types of learning outcomes

• Variety / interest

• Time / resources

• Experience of trainer

• Training aids


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LecturesLecturesLecturesLectures

• Large numbers

• Cognitive (knowledge) lower levels

• Experts view only

• Limited interaction

• Leaner interest / attention


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Discussion GroupsDiscussion GroupsDiscussion GroupsDiscussion Groups

• Smaller numbers

• Cognitive / affective outcomes

• Interactive

• Cost


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BUZZ GROUPSBUZZ GROUPSBUZZ GROUPSBUZZ GROUPS

• Suitable larger groups

• Cognitive / affective outcomes

• Interactive

• Cost effective


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DemonstrationsDemonstrationsDemonstrationsDemonstrations

• Smaller numbers (usually)

• Psychomotor skills

• Variable interaction- 4 step approach


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Assessment StrategyAssessment StrategyAssessment StrategyAssessment Strategy

• Why you are assessing – optional / non optional

• Leaning outcomes – direct link

• Variety

• Formative and summative


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Evaluating Training EffectivenessEvaluating Training EffectivenessEvaluating Training EffectivenessEvaluating Training Effectiveness

• Link to learning outcomes– Measures success of outcomes

• Plan beforehand– Pre and post

• Direct and indirect indications– Reactions, learning, behaviour, other

• Modify and refine


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Training Records: Taught Course Training Records: Taught Course Training Records: Taught Course Training Records: Taught Course

• Name of course• Course outline• Course duration ,level and date • Signed attendance register• Copy of notes / handouts• Copy of relevant certificates• Sign-off by coordinator and presenter• Availability


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Training Records: Task SpecificTraining Records: Task SpecificTraining Records: Task SpecificTraining Records: Task Specific

• Statement of learning outcomes• Links to safety documentation • Standards and conditions • Training duration,date and level • Copy of training materials • Copy of relevant certificates• Sign-off by trainee and presenter• Availability , need for refresher /update


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Training : When ?Training : When ?Training : When ?Training : When ?

• Initial

• On going Job Related

• Refresher /remedial

• Update

• New equipment /processes /foods


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Training : The Bigger Picture Training : The Bigger Picture Training : The Bigger Picture Training : The Bigger Picture


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Training Qualification Title Comments

Level 1 Award in induction to food safety for manufacturing

3 hrs

Level 2 Award in food safety for manufacturing

6-9 hrs

Level 3 Award in food safety supervision for manufacturing

20-25 hrs Additional unit (10-15hrs)in food safety supply and procurement

Level 4 Award in food safety management for manufacturing

36-40 hrs Additional unit s (each 20-25hrs)in consumer food safety inform and food safety auditing

Qualifications Framework

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Training ModelTraining Model

OccupationalSkills

OccupationalKnowledge(process)

UnderpinningKnowledge(subject)

VocationalSkills

On the job training –consider free standing qualification or part of an award

e.g. Level 2 Award in Proficient Poultry Inspection (FDQ and RSPH)

Industry relevant qualification e.g. Level 1-4 Awards in Food

Safety for Manufacturing(CIEH ,RSPH, HABC)


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Benefits of This Approach Benefits of This Approach Benefits of This Approach Benefits of This Approach

• Learner , employer and industry benefit

• Increases motivation

• Includes skills , knowledge ( if correctly attitudes )


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Plan to Make Training Work Plan to Make Training Work Plan to Make Training Work Plan to Make Training Work


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Employer’s Self Assessment ChecklistEmployer’s Self Assessment Checklist

Before course (17)

During course (3)

After course (16)


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Employer’s Self Assessment ChecklistEmployer’s Self Assessment Checklist

Before course (17)

During course (3)

After course (16)


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Summary Summary Summary Summary

• Different Definitions • Benefits of Training • Flow Chart for Planning Training • TNA and learning Outcomes • LO-Components and levels • Content and Who • Methods • Assessment• Bigger Picture • Plan to make training effective


Documents

UWIC Assessing Training Needs and Learning Outcomes: Overcoming Barriers to Effective training Prof Chris Griffith Head, Food Research and Consultancy