Early Child Abuse Response Enabling – eCARE

Ref. 2015-1-TR01-KA201-022267

Guideline for

In-Service Training

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the Information contained therein.

DOCUMENT HISTORY

1 As per Google Drive project folder if applicable, or per email date if applicable

ABBREVIATIONS

eCARE consortium

Ali Karay Ortaokulu – Project coordinator, Avcılar (Turkey, TR)

Fundació Escolàpies – Partner, Valencia (Spain, ES)

RTSPPPO - Region Veliko Tarnovo – Partner, Veliko Tarnovo (Bulgaria, BG)

C.r.i.s.i. – Partner, Bari (Italy, IT)

Scoala Gimnaziala Nr.11 – Partner, Oradea (Romania, RO)

EEG-EEL Dramas – Partner, Drama (Greece, GR)

Associação Animam Viventem – Partner, Cascais (Portugal, PT)

Contact information

Beneficiary:        Mr Ismail Doğaner, Ali Karay Ortaokulu, Turkey

Address:        Firuzköy Mahallesi Pehlivan Caddesi Gökkuşağı Sokak No:2 34325 Avcılar/İstanbul, Turkey

E-mail:         ecare.europe@gmail.com

Tel.:        +90 212 690 59 00

Authors:        C.r.i.s.i. S.c.a.r.l. onlus

Address:        Via Giovanni Amendola, 120 – Bari, Italy

E-mail:         info@mediazionecrisi.it

Tel.:        +39 080.553.48.33

Legal Notice

This publication is a document by the consortium eCARE. It aims to provide evidence-based practical support to the project’s work package n.º 4 (WP 4) “Pilot training”. The outputs expressed does not imply scientific, pedagogical, or academic positions of the current consortium. Neither the partners nor any person acting on behalf of the consortium is responsible for the use which might be made of this publication.

Project website

http://earlycare.wixsite.com/ecare

Confidentiality

This document and the information in it are provided in confidence, for the sole purpose of collecting and reporting generic information regarding the activities embedded in the current project and initiative, and may not be disclosed to any third party or used for any other purpose without the express written permission of the author.

INDEX

1.0 INTRODUCTION        8

2.0 TRAINING NEEDS ASSESSMENT        9

3.0 Pre‐Training Planning        13

4.0 Training Delivery        16

5.0 POST‐TRAINING PHASE        18

5.1 Analysis of Training Evaluation        18

6.0 BIBLIOGRAPHY        19

1.0 INTRODUCTION

1.0.0 GOALS

Child abuse is a serious problem affecting youth in communities all across Europe, and all educators (teachers, social workers, health operators, youth workers etc.) have a role in helping to stop it.

Focusing on the role bullying and violence play in our schools, this in-service training guideline will support the school staff about the myths and facts of child abuse, helping them to prevent and early intervene in case of violence.

To ensure proper in‐service training program planning, implementation, coordination and follow‐up, eCARE’ Consortium decided to develop the In‐service Training Guideline to assist in‐service training providers (Governmental and Non‐governmental) in providing quality and coordinated training services, as well as providing a more effective contribution to the improvement of school staff capacity. The In‐service Training Guideline also aims to enhance the quality of services provided by qualified trainers at the national level.

2.0 TRAINING NEEDS ASSESSMENT

2.1 What is Training Needs Assessment (TNA)?

Definition: A Training Needs Assessment (or TNA) is a systematic exploration of the way things are and the way they should be. A TNA is conducted when an organization has decided as part of its own policy that training should be provided for its staff members or may be a solution to its problems.

A training/learning needs assessment is a review of learning and development needs for staff and volunteers within an organization. It considers the skills, knowledge and behaviors that staff need, as well as how to develop them effectively.

2.2 Why conduct a TNA?

A TNA is conducted to identify training goals – areas of knowledge or skills that training should accomplish with learners in order to meet organizational goals.

Usually this phase also includes identifying when training should occur and who should attend as learners.

2.3 How is it done?

A TNA is comprised of following five basic steps:

1. Perform a gap analysis
2. Identify priorities and importance
3. Identify causes of problems and/or opportunities
4. Identify possible solutions and growth opportunities
5. Present your findings

The methods that can be used for gap analysis and identifying learning needs include:

1. Analysis of existing strategies and plan to identify what skills are needed for delivery
2. Questionnaires ‐ paper based or online
3. One‐to‐one interviews
4. Focus groups ‐ facilitated small group discussions with a representative sample of people

Organizational Level

Individual level

3.0 Pre‐Training Planning

Pre‐training planning explores the planning of a specific training session and includes guidelines on setting objectives and content, identifying resources requirements and appropriate methodologies, and includes a pre‐formatted example of how a session plan might look on paper.

The main steps in the pre‐training phase include the following:

1. Develop objectives for learning

A course objective is fairly broad and may encompass knowledge, skill, and attitude components.

2. Develop training course syllabus

A training course consists of a series of learning sessions on a particular topic. A syllabus serves as the design document for a training course and provides all the basic information about the course. A syllabus is typically given to trainees on the first day of class and includes the following information:

• Training course title and description
• Training course main and supporting objectives
• Training course prerequisites
• Training course logistics:

• Location
• Length
• Dates of the course

• Description of teaching methods
• Description of learning materials
• Description of assignments
• Description of trainee assessment method
• Attendance criteria
• Course schedule

The syllabus should accurately describe the course content and objectives. This helps you plan a course that will meet the needs of the trainees, helps trainees understand what to expect, and also what will be expected of them.

3. Plan for trainee assessment

Assessing trainees’ achievement is one of your most important tasks as a course instructor. It is a challenge, because there should be a direct relationship between learning objectives and the trainee assessment.

The main purpose of an assessment is to improve trainees’ learning.

As a general guide, effective assessment requires:

• Clear definition of learning objectives
• Use of a variety of appropriate assessment procedures or methods
• Close agreement among the learning objectives, assessment tasks, and assessment methods
• An adequate sample of trainees’ performance
• Procedures that are fair to everyone
• Clear criteria for judging successful performance
• Feedback to trainees that emphasizes strengths of performance and areas to be improved
• Support of a comprehensive grading and reporting system

4. Select training methods

The next important step in planning for teaching is to select the methods you will use to help trainees learn. The two most critical factors in selecting teaching methods are choosing a variety of methods, and choosing methods that are appropriate for achieving the learning objectives.

When selecting teaching methods, consider the following questions:

• Is the method appropriate for the learning objective?
• Are the resources that this method requires available?
• Are special facilities required?
• What is the projected size of the class?
• Is a special room arrangement needed for this method?
• Will the methods selected stimulate interest and provide variety?

5. Select and adapt learning materials (having eCARE Learning Resource Package)

Some materials are more effective for teaching and learning concepts and principles, while others are more effective for demonstrating and practicing skills. Having a variety of learning materials is important for meeting the learning needs of different trainees.

Consider the following when evaluating materials:

• Are the materials appropriate for meeting the learning objectives?
• Is the information contained in the materials up‐to‐date, unbiased, factual, consistent, and technically correct?
• Will visual aids work with the equipment that is already available?
• Are the format and quality of the materials consistent with those of the other course materials?
• Are the materials relevant and culturally sensitive?
• Is the reading level of the materials appropriate for the trainees?

6. Develop a course schedule

The course schedule is a session‐by‐session summary of learning activities and topics for the course.

7. Prepare teaching environment

Prepare the classroom environment by ensuring that trainees are able to see demonstrations and any presentations involving visual aids and complete any assigned group learning activities.

4.0 Training Delivery

The following key components are crucial for a proper training activity management:

1. Logistics and Registration

The training focal point and training coordinator have the responsibility of handling and managing workshop/training logistic issues, including: training materials, equipment, etc. In addition, the training coordinator has the responsibility of organizing the registration and undertaking the log‐in process of trainees before the training starts.

2. Roles and Responsibilities

The roles and responsibilities for those who are actively involved both in teaching and the learning process are: Supervisor, Trainers, Learners, Co‐workers and others.

3. Use of Lesson Plan

Having a comprehensive lesson plan for the training/workshop, which spells out the details of all sessions, is crucial for during‐training management.

4. Training Process Evaluation

The evaluation of process is not concerned with precise measurements of success or failure. The purpose is to describe how teaching and learning were implemented in order to identify ways to increase trainees’ competency at the end of the program. A process evaluation should describe: how the program was implemented; methods and materials used for teaching, learning, and trainee assessment; and how course instructors and trainees reacted to the program, methods, and materials.

5. Certification

Certification criteria should be identified and established prior to conducting the training. Participants will receive certification only if they have met the established criteria

5.0 POST‐TRAINING PHASE

5.1 Analysis of Training Evaluation

Teaching staff should review evaluation information and compare the expected results of a course with the actual results. They should then identify the gaps between what was expected and what was actually achieved, and try to determine the causes of those gaps. Finally, they should decide what actions might be needed to reduce those gaps. When identifying what actions are needed, answer the following questions:

• “What were the successes or strengths?”
• “How could they be extended?”
• “What were the problems or limitations?”
• “How could they be addressed?”

5.2 Plan for future changes in teaching

The actions identified to reduce gaps should be incorporated into a plan of action for strengthening teaching. This could happen during review and re‐planning when a teaching institution revises its plan of action, or it could happen as part of the process of monitoring and refining activities. It is important to recognize that action needs to be taken and to formalize that action as an addition or revision to an overall plan of action.

When planning for future changes, answer the following questions:

• “What action should be taken?”
• “What changes should be implemented?”
• “What is needed to make those changes?
• When?
• By whom?”
• “What is needed in terms of resources and further information?”

6.0 BIBLIOGRAPHY

Ministry of Public Health General Directorate of Human Resources Capacity Building and Organization Development Directorate In‐service Training Department, “NATIONAL IN-SERVICE TRAINING GUIDE”, October 2014

http://www.hr-survey.com/Determining_Training_Needs.htm

http://www.cal.org/caelanetwork/profdev/states/iowa/training-evaluation.pdf 

7.00 ANNEXES

1.0: Training Needs Assessment: to be used for initial assessment of trainees

2.0 Evaluation Form: to be used for training evaluation