|
|
TITLE: |
||
|
|
|||
|
DOCUMENT ID: |
4200-T1 Training Course Development |
||
|
|
|||
1.0
Purpose
To ensure
consistency and efficiency in ESH&Q training, Jefferson Lab develops
institutional courses that have broad application for different work
groups. The ESH&Q Training Committee is
the designated forum to present training needs.
Members of the Committee determine the scope and target audience for new
training, relying on input from subject-matter experts.
2.0
Responsibilities
All Jefferson Lab Staff submit identified skill requirements to the Training Office or the ESH&Q Training Committee.
ESH&Q
Training Committee
- Determines the breadth of an identified skill need.
- Selects a Course Liaison from its membership.
- Assigns Course Owner responsibility to develop and present
course training.
- If appropriate, selects a Panel of Observers to assist in the
final review and critique of a training prototype.
Course Liaison Assists
Course Owner in the development of Lab wide training.
Course Owner Individual(s) assigned to develop and present training activities
- Selects Course Team Members.
- Produces the training lesson plan.
- Recommends an instructor to present the material.
Course Team Members Assist in the development of the Course Lesson Plan.
Training Office
- Helps develop course content,
presentation mode, companion material, and proficiency requirements based
on the lesson plan.
- Affirms course instructors.
- Coordinates presentation times.
- Coordinates feedback and course updates as appropriate.
Panel of Observers: Reviews and critiques training prototypes.
3.0
Procedure
3.1
Identification of Skill Need
3.1.1
An
ESH&Q-related skill need is identified and conveyed to the ESH&Q Training Committee. The Committee, with the aid of subject-matter
experts, determines whether the course is a lab-wide requirement or
job-specific.
3.1.2
If the need is
job-specific, the course is referred through the Training Office to the
appropriate line manager for action.
3.2
Lab
wide Training
3.2.1
If the required
skill is determined to have lab-wide application, the Committee determines the
best delivery mode by evaluating provided scope, estimating development effort,
and determining expertise required.
3.2.2
A SME is assigned
Course Ownership. A target date is then
set for course availability.
3.2.3
A member of the
Committee is designated as Course Liaison.
3.3
Pre-Planning
3.3.1
The Course Owner
assembles resources, selects Course Team Members, schedules working sessions,
submits draft materials to the Committee for comment, and so forth.
3.3.2
The Course Liaison
will be a Course Team Member.
3.4
Lesson Plan Development
3.4.1
The Course Owner,
with the assistance of the Course Team, drafts a proposed lesson plan (See 4.0
Lesson Plan Development Template).
3.4.2
The following
criteria will determine the effectiveness of the training and should be
considered during development of the lesson plan:
·
Demonstrated proficiency. Is the goal of the training and developed
behavior reflected after training is complete.
·
Written course evaluation by the students. How well does the
instructor(s) present the material, how useful is the content and materials,
how could they be improved. Other evaluation
questions may be requested as appropriate to the content.
· Feedback from
supervisors, ESH&Q staff, and safety wardens on their observations of
employees’ skills and knowledge that they have put to use as a consequence of
the training.
3.4.3
Once complete, the
lesson plan is submitted to the Committee for review. The Committee submits any comments to the
Course Owner.
3.4.4
The Course Owner
submits the final lesson plan to the Training Office.
3.5
Development of Course Content
3.5.1
The Training Office
is responsible for the development of course content, companion material, and
proficiency measurement requirements based on the lesson plan using the Course
Team resources as appropriate.
3.5.2
A draft of the
completed course, including companion material and proficiency requirements are
presented to the Course Owner and the Committee for review and approval.
3.5.3
The Committee may
opt for a “dry run” or other preparation strategies prior to actually offering
the course.
3.5.4
The Committee may
specify a review by a Panel of Observers to critiques the prototype
presentation.
3.6
Course Availability
3.6.1
Instructor-led Training:
3.6.1.1
The Course Owner shall
contact the Training Office to schedule class times and location.
3.6.1.2
The course and its
classes will be added to the TotalLMS Catalog and database.
3.6.1.3
If training is related
to a mandatory skill, it will be added to the training status reports and the
JList Training Database
3.6.2
Other Presentation Methods:.
3.6.2.1
Similar and appropriate
arrangements as that of Instructor-led Training will be provided.
3.7
Determination of Effectiveness
3.7.1
The Course Team
shall consider what outcomes are useful measures of training
effectiveness.
3.7.2
A strategy for
assessing the outcomes shall be made part of the training course.
3.8
Feed Back
3.8.1
Using participant
feedback, test results, and other outcome measures, the Training Office shall
assemble the Course Team to evaluate the course's effectiveness.
3.8.2
If changes are
proposed the Committee shall be notified and revisions to the course shall be
reviewed. Steps for course revisions
shall be initiate at the “Development of Course
Content” stage. This shall be on-going
for all ESH&Q training.
4.0
Lessons Plan Development Outline
Following is a Lesson Plan outline for a new training course or for major revisions to an existing one. This not necessarily a complete list of issues or features. The Training Office can provide examples of outlines and additional assistance if requested.
Recommended Instructor:
Target Audience:
· Comprehension level
· Background experience
· Familiarity with subject matter
Learning Objectives based upon:
· Training needs to be met (skills)
· Jefferson Lab-specific requirements
· Regulatory requirements
Behavioral Outcomes: What do you want people to do differently after training?
Prerequisite Experience/Training:
· Challenge exam options
· Grandfathering—who decides?
Development Team: Who can contribute content and experience?
Instructional Team (if appropriate): Who would be effective in delivery?
Handout Materials (if appropriate): What kind and what content?
Audiovisual Resources Required (if appropriate): Slide projectors, TV/VCR, etc.
Other Equipment/Resources Required (if appropriate): Props, visual aids, etc.
Duration of Training: How many minutes/hours?
Frequency of Training Class or Course: Offered how often?
End-of-Instruction Testing Required? What Manner?
Alternate Means of Training Delivery and/or Proficiency Testing?
Course Content and Sequence of Presentation: The “script”.
· Consistency with ES&H Manual contents
|
|
ISSUING
AUTHORITY |
APPENDIX
AUTHOR |
APPROVAL
DATE |
EFFECTIVE
DATE |
EXPIRATION
DATE |
REV. |
|
|
|
|
ESH&Q Division |
03/26/08 |
03/26/08 |
03/26/11 |
0 |
|