Training and Procedural Manuals

1. Training and Procedural Manuals Section B

2. Procedural and Training Manuals • Agencies should use both procedural and training manuals • Procedural manuals provide consistent and clear instructions on how to perform duties • Training manuals are based on procedure manuals but targeted to specific positions and training delivery method

3. Clarity and Simplicity • Explain all specific terminology and acronyms the first time they are used and/or include a glossary • Use the simplest language possible • Provide clear and complete instructions on how to complete tasks

4. Refer to Enumeration Materials • Manuals should be written as stand alone instructions • Examples should be included of all forms, job aids and equipment (appendix) • Diagrams of procedures can help clarify concepts

5. What characteristics do you wish to see in the “product” (enumerator) of this process (training)? • What should a trainee be able to do to convince you that she or he can do the job for which they were trained?

6. Outline the Necessary Tasks • Draft an outline of tasks for your target audience (enumerator, supervisor, etc.) • The tasks should be in the order of completion • Be as specific as possible in describing each task in the outline • Share the outline with experts to identify any gaps

7. Describe Each Task in Detail • Describe each task in the outline in detail • Imagine performing each action and describe how you would do it step by step • Make reference to all materials used • Identify common problems and provide solutions

8. Development Checklist • Skill checks (also called criterion or performance checks) • Relevant practice • Deciding what the content should be • Deciding how to deliver the instruction • Sequencing • Try outs or dry runs

9. Skill Checks Purpose: determine if student can perform tasks When: develop skill checks soon after drafting objectives. Characteristics of good skill checks: • Match performance expected and conditions • If stated criteria are met, performance is acceptable

10. How to do Skill Checks • Identify required performance • The exercise should exhibit that performance. • Note conditions under which performance should occur and include in skill check • Include more checks in case students could perform correctly by chance • Use same skill checks for all students

11. Skill Check Example Objective: The interviewer will be able to introduce themselves, the organization conducting the survey, explain how the data will be used, and mention if the survey is voluntary or mandatory. Skill check: • Get into groups of 3. A “respondent” will read scripts. An “observer” will complete interviewer checklists. The “interviewer” will interview using materials. All groups receive same materials. • The groups will simulate 4 interviews with scripts and checklists. • Afterwards, the trainer will lead group discussion and review

12. Relevant Practice Allow trainees to practice activities in simulated conditions or in a controlled field practice Practice should be organized so that the maximum number of trainees possible can participate – ideally everyone Include feedback: • Feedback from internal sources – the student • Feedback from external sources – the trainer or other students

13. How to do Relevant Practice • Describe how the task or objective should be carried out • Identify when the task is carried out • Provide feedback about the practice performance • Feedback must be diagnostic and corrective.

14. Relevant Practice and Skill Check Exercise A survey uses an OMR questionnaire that trainees must complete correctly to ensure recognition. This means: • A number 2 lead pencil ONLY can be used • The oval and ONLY the oval must be shaded completely • Mistakes must be erased completely • The paper must not be ripped or torn Write a practice exercise and a skill check for this.

15. Training Modules All the training content for one objective/task can be put into individual modules, containing: • Big Picture • Objective • Description of relevance • Demonstration of correct performance • Instruction • Practice in recognizing correct performance • Practice, with feedback • Skill check

16. Deciding How to Deliver the Instruction Tell trainers how to conduct the training, don’t let them just stand up and read out loud Observed and evaluated practice is more important than the delivery materials or the trainer telling stories Adult students need to be more active than younger student – they lose interest quickly

17. How to Decide on Instruction Delivery • What materials are needed to practice tasks? • Determine how to simulate real-work conditions • Method of content presentation • Consider audience (students) abilities, background and training facilities • Are the work items available? If not, you must provide examples.

18. Verbatim Training • Standardized presentation of content • Quality of training is independent of trainers • Ensures all topics will be covered DANGER: emphasis on lecture not practice SOLUTION: include practice in verbatim guide

19. Sequencing In what order (sequence) will you present topics during the training? Ensure that students can accomplish a task before moving onto the next topic Mix up methods of delivery so that interest remains high (lecture, reading, practice, etc.)

20. How to do Sequencing • Try to cover topics/tasks in the order in which they will be completed • Move from “big picture” into details • Start with simple concepts then go to more difficult topics • Order your objectives/modules and share with persons knowledgeable in the field.

21. Section B Quiz • What is the difference between training and procedural manuals? • Should training be mostly lectures? • What is a skill check? • Should you utilize technology and external materials in your training manual?