2 pages 7hrs please
majid345
Lecture311.pdf
Recruitment and Involvement of Trainees
William Brieger, MPH, CHES, DrPH Johns Hopkins University
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2 Continued
Who Participates? Who Decides?
Is training organized …
In-house? Externally?
(if an invitation is received)
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Who Participates? Who Decides?
Criteria: formal and informal Who is eligible according
personnel policy? Who is qualified in technical terms? Who has influence, connections, or seniority? Whose “turn” is it?
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What Are the Incentives to Attend Training?
Both professional and personal Linked with promotion criteria Opportunity for self-actualization Travel and per diem are enticing Workshops offer a chance to SHOP Recognition upon return
Sometimes the wrong people attend for the wrong reasons
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And What Happens on Return?
Are there opportunities to practice new skills? Is there policy and supervisory support? Are there adequate resources?
Will there be jealousy and lack of cooperation among co- workers?
Can multiplier effects be achieved by sharing and training others?
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Ensuring Appropriate Recruitment
Spell out very clearly in all promotional literature
The desired qualifications of potential trainees
What the trainee is expected to do upon returning to work Nurse aides are often trained
on the job in private clinics; they are least likely to receive training unless organizers specify their attendance
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Appropriate Recruitment
Communicate well in advance with agencies that will be sending trainees so that management:
Perceives a need for the training Develops a personal interest in the course and Expects successful performance from anyone it
sends for training
Continued
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Appropriate Recruitment
Work with the management to make training selection a joint process between the trainers and the agency sending trainees
Make it clear that trainees must apply for a place in the course and that their applications will be screened
Spell out the criteria for screening and selection
Actually apply the criteria
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Recruiting Volunteers
Expectations must be: Realistic in terms of time, other costs, abilities Developed in concert with:
Populations the volunteers will serve Professional staff with whom volunteers
will work
Continued
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Recruiting Volunteers
Communicated clearly to: Those selecting the volunteer The volunteers themselves
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Communities and Agencies: Differing Expectations?
Both want primary care to reach grassroots
Agency expects management of village drug kit
Villagers expect that volunteer will have opportunity to improve himself
Conflicts may result
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Two Aspects of Involvement
In the learning process Adult learning principles
What I hear, I forget What I see, I remember What I do, I understand
Continued
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Two Aspects of Involvement
In the planning process The training
committee Trainee
responsibilities for their own learning environment
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Training Patent Medicine Vendors
Igbo-Ora, a town of 50,000
50 PMV shops
PMVs had trade association/guild
Opportunities for training explained at an association meeting
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Training Committee
Association appointed a five-member training committee to work with the trainers
Committee polled members interests
Continued
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Training Committee
Trainers conducted survey and shared results with committee
Committee decided on curriculum
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Committee Action
Planned times and found venue (school)
Printed handout materials
Set up the venue each session
Kept attendance, encouraged participation
Handled review and evaluation
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