Guidance Note 01/06 http://www.ituglobalsymposium2008.info/Meeting%202%20Questionnaire-WGHRD-v1.

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Guidance Note 01/06

QUESTIONNAIRE ON INFORMATION ABOUT HRD/HRM CURRENT AND FUTURE NEEDS AND PRIORITIES IN A CONVERGED, COMPETITIVE TELECOMMUNICATION / ICT ENVIRONMENT Please note that you can also complete this questionnaire online at: www.itu.int/ITUD/hrd/WGHRD/Questionnaire. Respondents information Name: .. Title: . Organization: Organization website (URL): Organization type (please tick one): Policy-maker Regulator Sector member Address: Country: Telephone: ... Fax: .. E-Mail: . - 2 ITU-D/HCB WGHRD Part 1 About your organization and HR function 1. Approximately how many people are employed by your organization? In total ________ Male ________ Female ________ 2. Approximately how many people are employed in your HR function by your organization? In total ________ Male ________ Female ________ 3. Has your HR function increased in scope and responsibilities in the last three years?
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a. Yes b. No If Yes, please specify: . . 4. Has your HR function changed its structure over the last three years? a. Yes b. No If Yes, Has your HR function been restructured to centres of expertise, shared services and business partners (like to Ulrich model)? a. Yes b. No c. Dont know 5. Does your organization have a: YES NO Dont know Mission statement Business strategy HRM/HRD Strategy . Please indicate in the table below when each of these was: Formulated and/or Last revised Formulated (yyyy) Revised (yyyy) Mission statement Business strategy HRM/HRD Strategy
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6. If your organization has a business strategy, and at what stage the HR function is involved in its development (please tick only one)? a. From the outset, participates in the strategy formulation b. Through subsequent consultation c. On implementation, as Key Leader - 3 ITU-D/HCB WGHRD d. Does not participate 7. Is your organization part of a larger Group of companies/institutions (the question only for sector members)? a. Yes b. No, If yes, please indicate where policies on the following issues are mainly determined? Headquarters Local Pay and Benefits Recruitment and selection Training and Development Career Planning Performance Management Other, please specify Part 2 HRs role and new challenges 8. What is the primary role of HR in your organization? .. ..
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.. 9. What do you consider the three major challenges for HR in your organization today and to be over the next 3 years (please indicate in order of perceived importance with 1 as most important)? Challenges Today Next 3 years Managing Changes Talent Management Training and Development Organizational Development Leadership Development Organizational Performance Employee Engagement Creativity and Innovation HR Measurement & Benchmarking Compensation Employee Retention If other, please specify - 4 ITU-D/HCB WGHRD .. 10. What do you foresee you would need to meet these challenges? (Please tick a maximum of three and in order of perceived importance): a. Training b. Tools c. HR measures
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d. Best practises e. Consulting f. Other, please specify: . 11. Approximately what percentage of employees has received training within the last year? a. External __% b. Internal __% c. Both __% 12. Approximately what proportion of the annual payroll costs is currently spent on training? a. ______% b. Dont know 13. Which are the most important areas of HR training need for your organization over the next three years (please tick a maximum of four and indicate in order of importance with 1 as most important)? More Imp. Imp. Less Imp. Strategic Management Strategic Human Resources Management Management of Talent and Competencies Performance Improvement Reengineering the Human Resources
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Function Performance Management and Pay Policy Knowledge Management Competencies for Competitiveness Career Management Information Systems and Business management Managing Diversity Reward Strategies Effective communication in C-Suite If other, please specify .. - 5 ITU-D/HCB WGHRD Part 3 Human Capital Development 14. How does the HR function in your organization contribute to Human Capital Development? .. .. .. 15. Please mention the priorities in your organization for Human Capital Development (please tick all that apply and indicate in order of importance with 1 as most important): a. Strategic Skills/Competencies
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b. Leadership c. Culture/Strategic Awareness d. Strategic Alignment e. Strategic Integration a. Other, please specify: . 16. Please mention 4-5 Strategic Skills/Competencies challenges, facing the ICT sector today (the managerial skills in competitive environment of accelerated convergence, the Policy and Regulatory, Introduction of new services, Marketing and Customer orientation, ICT Applications, Technology Trends, Strategic HR Management, etc). .. .. .. .. .. 17. In the context of your organisation strategy, which are the necessary ICT professional skills for the strategy implementation? .. .. .. 18. Are you gathering and analysing information about ICT skills? a. supply and demand of ICT skills b. ICT skills gap/ mismatches / shortages c. future needs of ICT skills
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19. Which are the main ICT skills gaps in your organisation? - 6 ITU-D/HCB WGHRD .. .. .. 20. How are you closing any Strategic HR Readiness gap (please tick all that apply)? a. Internal courses b. External courses c. Recruitment d. Conferences e. ITU courses f. Other, please specify: . 21. Please mention the difficulties, which the organisation had in previous year in recruiting personnel with ICT professional skills. .. .. .. 22. Do you think that the polarization exists between traditional public/institutional education and contemporary ICT needs? a. Yes b. No c. Dont know 23. Please list the vendor based/organizational ICT certifications, which are more valuable for your organisation.
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.. .. .. 24. Please list the academic institutions ICT certifications, which are more valuable for your organisation. .. .. .. 25. Have your country national strategy for ICT skills development? a. Yes b. No c. Dont know If Yes, please provide the title and source of relevant documentation (e.g. website) -7ITU-D/HCB WGHRD .. .. .. 26. Have your country national mechanisms or institutions supporting the development and implementation of a long-term and consistent ICT skills agenda in close co-operation between the public and private sectors? a. Yes b. No c. Dont know If Yes, please provide the title and source of relevant documentation (e.g. website) .. ..
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.. 27. Are you participating in multi stakeholder partnerships, in cooperation with all relevant stakeholders, such as institutional & organizational, for ICT skills development and certification? a. Yes b. No If Yes, please provide the title and source of relevant documentation (e.g. website) .. .. Part 4 Building the Information Society 28. Does your country already have a strategy for coordinating World Summit on the Information Society (WSIS) Implementation at the national level? a. Yes b. No c. Dont know Is there a national e-strategy? a. Yes b. No c. Dont know If Yes, a. please provide the title and source of relevant documentation (e.g. website) .. .. b. How does your organization contribute to national e-strategy implementation? Please specify (targets, activities): . .. .. .. c. How does your HR function in your organization contribute to national e-strategy implementation? Please specify (targets, activities):
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.. .. .. 29. Please indicate which of the WSIS action lines and themes are relevant to the above mentioned activities: 1. The role of governments and all stakeholders in - 8 ITU-D/HCB WGHRD the promotion of ICTs for development. 2. Information and communication infrastructure. 3. Access to information and knowledge. 4. Capacity building. 5. Building confidence and security in use of ICTs. 6. Enabling environment. 7. ICT applications: benefits in all aspects of life. E-government E-business E-learning E-health E-employment E-environment E-agriculture E-science 8. Cultural diversity and identity, linguistic diversity and local content. 9. Media. 10. Ethical dimensions of the Information Society.
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11. International and regional cooperation. 30. How can ITU-D/HCB(Human Capacity Building) assist your organization HCD to the contribution of national e-strategy implementation. .. .. .. Part 5 ITU-D Human Capacity Building 31. Please tick the areas where ITU-D/HCB contribution has been valuable for your organization to meet Human Capital Development needs: a. Spectrum Management b. Regulatory Issues c. Technology Awareness d. Rural Connectivity e. IP Awareness f. E-Services g. Business Management h. HR Management i. Bridging the ICT standardization gap j. Emergency Telecommunications k. Cybersecurity and Countering Spam l. Economics and finance m. Other, please specify: . 32. Please list the areas where ITU-D/HCB contribution could be valuable to meet your organization HCD needs.- 9 ITU-D/HCB WGHRD ..
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.. .. .. .. .. 33. Do you have access to the ITU-D Human Capacity Building Web site? a. Yes b. No 34. Are you acquainted with ITU-D Human Capacity Building 5 major tasks (please tick all that apply)? n. Transfer of knowledge o. Sharing experience and know-how p. Assistance to strengthen the human resource and training functions q. Dissemination of information r. Human capacity building special initiatives 35. Are you acquainted with Human capacity building special initiatives using the Blended Learning Approach (please ticks all that apply)? a. CoE - Centres of Excellence b. TOT - Technical Assistance Program for developing countries c. ITCI Internet Training Centres Initiative d. e-Community Learning & Information Centres e. ITU e-Learning Platform If acquainted, A. Please specify, which ones you participated or used the last three years (please specify approximate how much times and how many participants from your organization)?
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Number of times Number of participants a. CoE --------------b. TOT --------------c. ITCI --------------d. e-Community Centres --------------e. ITU e-Learning Platform --------------B. If you have participated in ITU-D on-line workshops, please indicate which ones: .. .. .. C. If you have not participated in ITU-D on-line workshops, please indicate the reason: a. Lack of internet access b. Lack of interest c. Other, please specify): . - 10 ITU-D/HCB WGHRD D. How can the Network of Excellence benefit your organization? How can your organization contribute? .. .. .. E. What key priority areas should the Center of Excellence focus on with regards to capacity building (please tick a maximum of three)? b. Training c. Workshops
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d. Consultancy e. Research f. Other, please specify): . F. Can the Network of Excellence create business possibility for your training institution? .. .. .. G. What form of support would you expect from ITU-D, in order to help you participate in on-line activities? .. .. .. 36. What form of support would you expect from ITU-D in order to achieve your HRD/HRM goals? .. .. .. 37. What is your opinion about the establishment of the regional network of HR managers to better respond to the evolving Human Capacity Development trends and discuss commoninterest topics? .. .. .. 38. Any further comments or preferences? .. ..
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Guidance Note 01/06

.. Thank you for completing this questionnaire. - 11 ITU-D/HCB WGHRDAims & Objectives for training
Introduction
This is the first of a series of guidance notes that the Judicial Studies Board (JSB) Monitoring and Evaluation (M&E) team will issue periodically on key training topics. The target audience for this guidance note is primarily aimed at training professionals, for example Justices Clerks, Legal Advisers and Training Managers. The note is written as a practical tool and provides working examples.

Why care about aims and objectives?

Aims and objectives are essential for designing effective training. Without understanding the purpose and expected results of the training, things can go badly wrong. If clearly defined aims and objectives are lacking, there is no sound basis for the selection or design of materials, content and methods. A clear statement of what is to be achieved through the training will provide a sound basis for choosing appropriate evaluation methods. In other words learners will know precisely in which direction they are travelling and trainers will know whether or not they are getting there. As a result evaluating training becomes a much easier process within the four main areas identified in the JSB M&E Evaluation Guidance (on the JSB M&E website). Thus, aims and objectives play a vital role in planning: y y y y a training programme a course a short training event for individual learners evaluation methods.

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Tackling terminology
Aims and objectives are often used loosely (and sometimes incorrectly) although they are very different. Other words are also used such as goals, purposes (rather like aims) and learning outcomes (similar to objectives). The terminology has become a minefield, but there is no need to get too bogged down in fine differences.

Aim

Objective

An aim is a general statement of intent. It describes the direction in which the learner will go in terms of what they might learn or what the training will do.

An objective is a more specific statement about what the learner should, or will be able to do, after the training experience.

Purpose of an aim
Aims are very important tools in the design, implementation, and evaluation of training. Simply put, an aim gives a general indication of what may be learnt and what the benefits are from attending the training. However, aims do not give any details or means of assessing whether the learning has been successful. Objectives are used for this purpose.

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Guidance Note 01/06

The qualities of well-formed learning objectives

Objectives are very important tools in the design, implementation, and evaluation of training. Simply put, a usefully stated objective is one that succeeds in communicating an intended result to the learner. Unfortunately, there are many slippery words that are open to a wide range of interpretation when writing objectives. Consider the following phrases in this light: Words open to many interpretations to know to understand to appreciate to grasp the significance of Words open to fewer interpretations to describe to state to sort to solve

What is meant by, to know something? Does it mean learners have to recite, or to solve or to read aloud to a group? The word in itself can mean different things to people. Until the definition is understood in terms of what learners ought to be able to DO, very little has been said. A well-formed learning objective contains all of the following elements. y Performance. An objective always says what a learner is expected to do and must be measurable; the objective sometimes describes the product or result of the doing (for example to make a presentation, state the actions to take). Words such as state, describe, list, compare, and explain all describe things that people might do. Conditions. An objective always describes the important conditions (if any) under which the performance is to occur (for example with reference to the course notes, in the court environment). Criterion. Wherever possible, an objective describes the criterion of acceptable performance by describing how well the learner must perform in order to be considered acceptable (for example correctly, accurately, according to the Adult Court Bench Book).

The Framework of Standards for Magistrate Training and Development refers explicitly to aims and objectives at stages 2:1 and 2:2.
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Guidance Note 01/06

Example of an aim and a well-formed learning objective

Bearing this in mind, lets examine an existing aim and objective from the Magistrates National Training Initiative (MNTI2) core training materials, to see whether this meets the definition of an aim and the qualities of a well-formed learning objective. It is also important to look closely at the style of writing and how this comes across to the learner.

Example of an aim

Existing aim

Revised aim

To provide an overview of the training and development framework for magistrates.

To provide an overview of the training and development framework, in order to equip you with the knowledge and understanding of the purpose of the Magistrates National Training Initiative (MNTI). The aim now gives an indication of how learners might benefit from this module. When writing an aim that a delegate will read, try try and use an enabling voice (e.g. in order to equip you. rather than for magistrates). This expresses an aim in a more personal manner.

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Guidance Note 01/06 Example of a well-formed learning objective

Existing objective

Revised objective

By the end of the session, delegates will be able to: y explain in outline the six key qualities required of a magistrate, the undertaking, and the judicial oath.

Key code The objective is coded for ease of reference. - Performance is in bold - Condition is underlined - Criterion is in italics.

By the end of the session, you will be able to: y describe, accurately, using your Induction Pack the six key qualities required of a magistrate, the undertaking, and the judicial oath. When writing an objective that a delegate will read try and use an enabling voice (e.g. you will be able to . rather than delegates will be able to .). This expresses an objective in a more personal manner.

Other examples of aims and well-formed learning objectives are provided at Annex 1.

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Practical tips
y Always spend time considering what the aim and objectives of the training are before designing the programme. In this way well written aims and objectives will help to provide a sound basis for identifying the purpose, content and learning methods required. They will also be key in evaluating whether the training has been successful. See Framework of Standards for Magistrate Training and Development. Think of objectives in terms of the outcome of the training, that is what do you want the learner to differently as a result of attending the training? Use a checklist (example at Annex 2) to see whether performance, condition and criterion are included in all learning objectives. If the condition and criterion apply to all of the objectives, consider including these in the stem sentence for the objectives (for example By the end of the session you will, with the use of your handouts, be able to correctly:). Constantly refer to the aims and objectives when designing materials/exercises and ensure that learners are fully aware of them throughout the event. Refer specifically to the aims and objectives when designing evaluation methods. You can find detailed guidance in the JSB M&E Evaluation Guidance on the JSB M&E website.

Further information
If you would like the JSB M&E team to provide additional support or advice on this topic (for example quality assurance of existing Area training materials) please do not hesitate to contact Peter Robinson, Monitoring & Evaluation Manager tel: 0113 200 5131 or email peter.robinson@jsb.gsi.gov.uk.

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References
Preparing Instructional Objectives, RF Mager (1991) ISBN -0-8224-4341-4 The Complete Learning Evaluation Toolkit, Frances & Roland Bee (2000) ISBN 0-85292-871-8 Aims, objectives and learning outcomes, Training the trainer resource pack www.archive-skills.com Aims & Objectives, Scottish Council for Postgraduate Medical Dental Education, EA Hesketh & JM Laidlaw JSB Magistrates National Training Initiative (MNTI) Core Training Materials JSB M&E website www.jsboard.co.uk/mande/index.html Chartered Institute of Personnel and Development www.cipd.co.uk

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Guidance Note 01/06 Annex 1 Example 1 Aim: To introduce the concepts of judicial decision-making, bias and fairness so that you understand and apply these principles in court. Key code The objectives are coded for ease of reference. - Performances are in bold - Conditions are underlined - Criteria are in italics. Objectives: By the end of the session, you will be able to: y describe using suggestions from within syndicate groups, three reasons for, and elements of, the structured decision making process, as outlined in your pre-course reading pack name correctly five different types of question style, without using your course notes summarise accurately, by reference to your pre-course reading pack, the concepts of bias, impartiality and fairness as applied in the magistrates court.

y y

Note: These are only illustrative examples.

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Guidance Note 01/06 Annex 1 (contd) Example 2 Aim: To explain the concept of case management and the role you play; and to identify and explore the key preliminary stages in a criminal prosecution. Key code The objectives are coded for ease of reference. - Performances are in bold - Conditions are underlined - Criteria are in italics. Objectives: By the end of the session, with reference to your course notes and/or Adult Court Bench Book, you will be able to correctly: y y y describe what case management is and why it is important state four actions to consider when dealing with the impact of delays in court proceedings explain the procedure for making adjournment and remand decisions and the key issues to consider when making bail/custody decisions.

Note: These are only illustrative examples.

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Guidance Note 01/06 Annex 1 (contd) Example 3 Aim: To examine the key reforms within the Criminal Justice Act (CJA) and provide you with the knowledge and skills needed to apply the new sentencing provisions. Key code The objectives are coded for ease of reference. - Performances are in bold - Conditions are underlined - Criteria are in italics. Objectives: By the end of the session, you will be able to: y describe, using suggestions from within syndicate groups, the structured approach to sentencing within the CJA ensuring this accurately covers the Sentencing Guidelines Council (SGC) requirements list the correct steps to consider from case study exercises, in accordance with the SGC and course material, using the new structured decision making form name correctly at least five requirements that can be attached to a community order without reference to your course notes.

Note: These are only illustrative examples.

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Guidance Note 01/06 Annex 2

Checklist for testing well-formed learning objectives

Characteristics of objectives Performance Do the objectives state what the learner is able to do? Examples in the form of doing words such as describe, name, write, list, summarise or explain. Condition Do the objectives state the specific conditions under which the performance is expected to occur? Examples such as with or without reference to course materials, to a group of people, or given a list of. Criterion Do the objectives state the quality or level of performance that will be considered acceptable? Examples such as according to specific references, accurately or correctly. Met ( or x) Comments

Training programme/course: . Name: .. Date: ..

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