Training Standards

Technical Assistance to the Civil Servants Agency and Strengthening the National System for Training Coordination
This project is funded by the European Union This project is implemented by IPA (in full)

This publication has been produced with the assistance of the European Union. The content of this publication is the sole responsibility of the Consortium led by the Institute of Public Administration and can in no way be taken to reflect the views of the European Union.

Table of contents
Standards for training Setting training principles and standards for the CSA
Introduction Principles for training in the Civil Service Training standards Pre-training standards Standards on course identification and design 1/ Course title and identification 2/ Course planning 3/ Course design 4 4 4 4 7 7 7 7 8 9 9 9 10 11 11 11 9 9 14 14 15 21

Standards on Training materials

4/ Training material development 5/ Training duration 6/ Training approach

Standards on Training Organisation, Delivery and Management 10

7/ Training facilities and associated factors 8/ Training measurement and evaluation Standard on recording 9/ Recording Appendix 1: Report on the available training facilities Intorduction Review of Training Facilities Commentary

Setting training principles and standards for the CSA

Standards for training Setting training principles and standards for the CSA Introduction
The selection of the correct trainer is critical for the success of any training intervention. There are few established means of objective selection and most depend upon some form of subjective assessment by the person commissioning the training. The methods of trainer selection usually involve:

x x x x x

Tendering through a public tender process Knowledge and training experience of the candidate Evaluation based on previous delivery, price etc. Independent verification of information from a third party Evaluations from people who have been trained previously

In addition, trainers may be selected because occupy a specific position and training is one component of their work. They may also be identified as being expert in an area and therefore there is an assumption that they will be capable of delivering training in that topic. The above processes will not guarantee that the selected trainer will be able to deliver the course in the way that is wanted or to a specific standard. The lack of objective standards makes it difficult to measure performance or assess the benefit of a training intervention. The Civil Service Agency has informal principles for training but these are not codified in a document or documents. The CSA has managed training since its inception and therefore has built up extensive experience and expertise in trainer selection, course planning etc. These skills tend to reside in individuals rather than in the institution. Because the individuals are so practiced in the area, they are probably unaware that they possess these capabilities. This document sets down principles for training which should guide trainer selection and training course development. It sets out the standards that should be used in developing training. It proposes a system for establishing a trainer data base and for inducting people onto this. It also devises a framework for continuous evaluation.

Principles for training in the Civil Service

The CSA is responsible for the development of an annual generic training plan. This identifies courses that will be delivered in the year. Inherent in this planning process is the need for

Training standards

Setting training principles and standards for the CSA these courses to be delivered professionally and effectively. The following principles should guide the selection of a trainer and then their development of the course that they deliver. For the purposes of this document, training is planned and structured instruction that develops an individuals capability to carry out their current work or for work that they anticipate that they will carry out in the near future. Training may be one-to-one, delivered to groups, or made available through manuals, distance or e-learning. Training may be delivered in a class room, the workplace or in the case of distance learning wherever the individual chooses to engage with the material. The training may be short-term or form part of a continuous process. It may lead to a qualification but this is not an essential component of any training programme. Training is not education. Education focuses on knowledge transfer whereas training concentrates on skill development. Knowledge is imparted in training in an applied way with an emphasis on skill acquisition.

1. Trainers should be trained

Those attending training have a right to expect that the training delivering the course will themselves be trained and skilled in the process of training. All trainers selected should be trained as trainers. They should have undergone a recognised Train the Trainer course or they should have significant positive experience of training delivery. All trainers should have training in the CSAs way of training a specific programme that sets down the CSAs approach, its standards and its evaluation methodologies.

2. rainers should be competent in the field in which they train T

Attendees must believe and have confidence that the person delivering training has a clear understanding of the subject in which they are delivering training. The trainer should appreciate the problems that the trainee faces and have insight into how these should be addressed. The trainer should be up to date in their field and be aware of both national and international best practice for the subject that they are delivering training.

3. Trainers should understand the context in which training is delivered

Trainers should be knowledgeable in their field but should also understand the civil service system and the context in which their trainees work. For example, training that may be suitable for the private sector isnt necessarily suitable or relevant for the public sector.

Training standards

Setting training principles and standards for the CSA

4. Training should be planned and structured

All training should have a clear plan and structure. This should cover the topics to be addressed, the level of detail involved, the training methods that will be used, the learning objectives and outcomes, the evaluation system to be used, the long-term benefit and the value for money that the training will deliver.

5. Training should be inclusive

Those delivering courses must seek to meet the needs of all of the participants to as great extent as is possible. Trainers must ensure that they seek to involve all participants and should identify issues that prevent the participant from contributing fully.

6. Participants should be treated fairly and as equals

Those attending CSA training are there to help them to improve their work and develop their skills. They should be treated as responsible adults and any issues or concerns that they raise should be given proper consideration and value. Training should be delivered fairly in that if a person is assessed as requiring training then the trainer must endeavour to deal with a groups diverse needs.

7. Equality, diversity and opportunity

Trainers and training management must ensure equality of access for all civil servants regardless of race, colour, sex, religious belief or disability. This means that training decisions should be made on the basis of need. Trainers must ensure that they do not discriminate or allow discriminatory behaviour within any training intervention.

8. Training must be sustainable

It is important that training delivers concrete results and where possible these are long-term and retained within the participants organisation. With the exception of induction training, those managing training should focus on permanent employees who have a demonstrated commitment to working in the public service.

9. Training should be evaluated fully

Evaluation is an important part of training and should be integrated into the training process. Evaluation should be carried out not just with the recipient but with their organisation and after sufficient time has elapsed to allow the participant put the skills learnt into practice.

10. Value for money

All training must be able to demonstrate value for money. Value should be calculated on the basis of the long-term expected improvement in work quality or a direct financial return. Cost should include the cost of the participants time while training and the opportunity cost of the work not completed while the individual is training.

Training standards

Setting training principles and standards for the CSA

Training standards
All CSA training initiatives should comply with the following training standards. Standards are a means of describing the quality that the CSA expects in its training interventions. The training performance can be measured against these standards and training providers must meet these. There is a strong interpersonal component to most training and it is hard to capture this dynamic in a standard. It is possible to assess this element in course evaluation and through feed-back from participants. Pre-training standards These standards assume that proposed training stems from an identified need and/or is part of the annual generic training plan. The need may only be defined generally and so the first standards address the specification of the course design and planning.

Standards on course identification and design 1/ Course title and identification

The title should:

x x x x

identify the course clearly State that it is a course delivered on behalf of the CSA reflect the course content clearly be included on all material used in the training

The course description should:

x x x x x x x x

Identify the agency or person responsible for developing the course material The date developed Give a target trainee profile The training level beginner, improvers or advanced The course aim The broad training outcomes expected The course duration, its timing and frequency The training methods to be used including whether participants should complete work prior to the course, during the course or coursework outside the course delivery

Training standards

Setting training principles and standards for the CSA

2/ Course planning
Trainee input Course material should be developed specifically or customised for participants where possible. The course designer should receive a copy of the participants written expectations and these should be used to inform the course development. The participants expectations should set out:

x x x x

Why they need this specific training What they need to strengthen How they will apply the training in the future How they will measure success in training

Trainees immediate supervisors input The trainees immediate supervisor should submit a standard training contract stating why the trainee needs training and specifying the changed behaviour that he/she anticipates following the training. This should take the form of:

x Statement of the supervisors reason for agreeing to the person attending training x Statement of the supervisors expectations x Statement of the changes in behaviour that the supervisor expects in the quarter fol-

lowing the training x Statement of any barriers or impediments to trainee being able to apply training in their work environment. Target trainee profile The trainer should define a profile of the type of trainee for which the course is developed. The purpose of this is to maximise the potential benefit for the trainee and also to identify to the trainee the degree of fit between the training and the trainees needs. The trainee profile should state:

x x x x x

The level of knowledge/skill and/or experience expected from the trainee Aptitude and trainability competency Grade within their organisation Specific skills essential to complete the training successfully Access to other additional training, materials or information that the trainee will need to complete the training.

Training standards

Standards on Training materials Setting training principles and standards for the CSA

3/ Course design
Training aim The trainer should give the reason why the training programme has been developed. This should give a broad statement of what the programme expects to achieve. It should identify the outcomes that the programme expects to achieve and their relevance to the trainees collective needs. Training programme objectives This should set out:

x Should specify the performance level to be attained by the trainees x Should reflect the training aim and cover all of the proposed knowledge, skill, bex These should be realistic, measurable and clear.
Course development The course designer should structure the course setting out: haviour and aptitude changes expected as a consequence of the training

x x x x x

The number of units (sections) their content and their connection The unit level The unit aim The specific unit objectives The sequence of units and the logical framework

Standards on Training materials 4/ Training material development

Training materials should be:

x Succinct x Clear and easy to understand x Logically sequenced with an emphasis on going from the simple to the complex and x Relate to the participants experience and work x Without jargon x Up to date and taking account of current thinking on the topic.
the known to the unknown

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Standards on Training Organisation, Delivery and Management Setting training principles and standards for the CSA The material should have:

x x x x x x x

Terminology and abbreviations explained A mix of both text and diagrams Short notes Copies of exercises and explanations where appropriate Room or boxes for completion by the participant where appropriate Copies of all PowerPoint or other presentational material A date of either development or delivery

The material should state the copyright and intellectual property status. It should be clearly identified as a course delivered on behalf of the CSA. The Agency requires that it has permission to use material developed specifically for its courses free of copyright restriction subject to fair treatment of the developer. For example, the Agency will not take a course developed and delivered by an individual and give it to another trainer without the developers permission. The course material should identify organisations and individuals whose contribution should be acknowledged. Training material should contain a disclaimer stating that the views expressed and points made during the training are not necessarily those of the CSA. Training material should be presented in accordance with the CSAs corporate visibility guidelines. Where the project is donor funded, the project material should endeavour to correspond to both the CSAs and the donors visibility guidelines. It is most important that the course name and date of development/ delivery are clearly stated.

Standards on Training Organisation, Delivery and Management 5/ Training duration

The trainer developer should specify the anticipated duration of the programme. This should indicate the total number of study hours involved and how these should be divided over days/weeks/months as appropriate. The timing should also indicate if the participant should complete extra work outside of direct contact or e-contact hours. Training duration should also include the number of breaks anticipated and what form these should take.

Training standards

Standards on Training Organisation, Delivery andfor the CSA Setting training principles and standards Management

11 11

6/ Training approach
The trainer/course developer should indicate the best training methods for delivery of the developed material. This should include:

x The different input styles to be used for each component e.g. facilitation, presentation, discussion, group work, exercises, debate etc. Methods to ensure inclusion of attendees Techniques to encourage feedback Plans for dealing with questions and issues raised Special training techniques such as site visits, web-based components, use of videos or recording, etc. x Minority language policy x Plans in place to deal with disability or any similar issue that may give rise to problems for the individual.

x x x x

7/ Training facilities and associated factors

x Rooms should be appropriate for the number of participants to sit or stand comfortx x x x x x
ably All equipment items needed should be listed All consumable items should be enumerated The room should be properly lit Toilet and other facilities should be close to the training room There should be regular breaks to allow participants get fresh air and use the facilities Where appropriate, trainees should receive a map or directions to aid them find the place where training is being conducted x Training should be organised close to public transport or in a central area where possible unless transport is provided independently x Training should take account of the environmental impact of the training and opt for the most environmentally friendly options where appropriate. Appendix 1 contains a report identifying public facilities available for use in training.

8/ Training measurement and evaluation

The trainer should have an attendance sheet which should note those who attended for all or only part of the training. The trainer should describe how he/she will measure the success of the training.

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Setting training principles and Standard on recording standards for the CSA Training evaluation should be carried out within three to five days of training delivery. Wherever possible, the trainee evaluation should be conducted by email and the information gathered anonymously. The trainee evaluation should include measures of:

x x x x x x x x x

The extent to which the training met the course objectives The key learning points for the participants The participants view of the training process The participants view of the trainers style The training materials The pace of the training The improvements which could be made to the training The elements of the training that should definitely be retained The facilities room, meals, heating lighting etc.

There should be a subsequent follow-up evaluation with the trainees supervisors after three months have elapsed to establish whether they have identified a change in behaviour in the trainee. They should be surveyed to establish:

x x x x

Has the trainee had the opportunity to put the training into effect? The level of that opportunity Has any change been noted in the trainees behaviours? Does the supervisor anticipate that the training will deliver long-term significant value? x Is the value of the change worth the effort put into the training?What improvements would the supervisor suggest to the training from their perspective? x What other training should the trainee complete?

Standard on recording 9/ Recording

There should be a record of all attendees, trainers, time and date of training, trainer/s and the evaluation outcomes.

x Each individuals training should be logged and tracked while they remain within x Each training course should be logged centrally and the training materials and docux Evaluations should be maintained electronically x Course data should be maintained for each trainer x Evaluations for each trainer should be compiled to form a trainer profile
mentation retained electronically the civil service

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Appendix 1

Appendix 1
Introduction
The purpose of the report is to identify the available training facilities in use by the Ministries and other public institutions, their capacities as well as their legal and ownership status. The main data collection method was a written survey, telephone interviews and desk review of existing data. Questionnaire for state institutions was developed, consisting of table that needs to be filled in with the training facilities they use, along with its characteristics (spatial, technical equipment, price for rent and reason for renting in case the facility does not belong to the institution surveyed). Survey among stakeholders was conducted from 12 to 23 April. Questionnaires were sent by email, fax and post and telephone interviews were conducted where needed. All 15 Ministries (Departments for Human Resources and/or other relevant department) were contacted, 13 of which responded to the request. Additionally, data from other state bodies was also collected, such as the Civil Service Agency (CSA), The Secretariat for European Affairs (SEA), the General Secretariat of the Government and the Customs Administration.

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Appendix 1

15

Review of Training Facilities

Table: Characteristics of training facilities used by government institutions

FACILITY
Club of Parliamentarians (Klub na pratenici)

CHARACTERISTICS Maximum number of

participants: 40

MOSTLY USED BY:* SEA ( no training facility

in the institution)

Technical equipment: / Price for rent: no rent for govern-

Almost all ministries,

ment institutions, only expenses for food and drinks

when in need of a training facility for accommodating larger number of participants

-CSA
Club of Parliamentarians (Klub na pratenici) Lecture Theatre

Maximum number of
participants: 80-100 board

State Health and Sanitary

Inspectorate (no training facility for accommodating larger number of participants)

Technical equipment: flipchart Price for rent: no rent for government institutions

Almost all ministries,

when in need of a training facility for accommodating larger number of participants a bigger space, or when trainings in the CSAs facilities overlap)

CSA (when in need of

House of the Army (Dom na ARM): Room 1 (property of the Ministry of Defence)

Maximum number of
participants: 40

SEA ( no training facility

in the institution)

Technical equipment: / Price for rent: no rent for govern-

Ministry of Defence (the

House of the Army is property of the Ministry of Defence)

ment institutions, only expenses for food and drinks

*reasons for use if not owned by the institution

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Appendix 1

FACILITY
House of the Army (Dom na ARM): Room 2 (property of the Ministry of Defence) House of the Army (Dom na ARM): Room 3 (property of the Ministry of Defence) Training hall at the CSA

CHARACTERISTICS Maximum number of

participants: 150

MOSTLY USED BY:* Ministry of Defence

Technical equipment: LCD projector, projector screen, sound system

Maximum number of
participants: 200

Ministry of Defence

Technical equipment: LCD projector, projector screen, sound system

Maximum number of
participants: 30

CSA

Technical equipment: LCD pro-

jector, projector screen, flipchart board, electronic board, 14 computers, equipment for translation

Unit for support of trainings in Bitola

Lecture hall

CSA

Maximum number of
participants: 30

Technical equipment: LCD pro-

jector, projector screen, flipchart board, computer, equipment for translation

Computer hall

Maximum number of participants:

18

Technical equipment: LCD proMeetings hall

jector, projector screen, flipchart board, 16 computers,

Maximum number of participants:

10

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Appendix 1

17

FACILITY
Education Center Joseph Crusel at the Ministry of Defence

CHARACTERISTICS Maximum number of

participants: 40

MOSTLY USED BY:* SEA Ministry of Defence

Technical equipment: LCD projec Price for rent: no rent for government institutions participants: 15

tor, projector screen, flipchart board

Customs Administration -Computer Classroom

Maximum number of Technical equipment: LCD projector, projector screen, flipchart board, computers ment institutions participants: 15

SEA Customs Administration

Price for rent: no rent for governLecture Theatre of the Customs Administration

Maximum number of Technical equipment: LCD projec Maximum number of

participants: 40 tor, projector screen, flipchart board

Customs Administration

Aquarium of the Customs Administration Boris Trajkovski Hall at the Macedonian Parliament

Customs Administration

Technical equipment: LCD projec-

tor, projector screen, flipchart board Maximum number of Macedonian Parliament participants: 30

Technical equipment: LCD pro-

jector, projector screen , flipchart board, sound system, cameras, equipment for simultaneous translation participants: 30

Halls 3 and 4 at the Macedonian Parliament

Maximum number of Technical equipment: LCD projector, projector screen , flipchart board, sound system, cameras, equipment for simultaneous translation

Macedonian Parliament

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Appendix 1

FACILITY
Constitutional Hall and Government Hall at the Macedonian Parliament

CHARACTERISTICS Maximum number of

participants: 30

MOSTLY USED BY:* Macedonian Parliament

Technical equipment: LCD pro-

jector, projector screen , flipchart board, sound system, equipment for simultaneous translation

Hall for meetings Maximum number of at the Ministry participants: 25 of Information Technical equipment: LCD proSociety, currently jector, projector screen , flipchart adjusted for board, 13 computers trainings Ministry of Internal AffairsTraining Center: Facility 1

Ministry of Information
Society

Maximum number of participants:

90

Ministry of Internal Affairs

Technical equipment: LCD pro-

jector, projector screen , flipchart board

Ministry of Internal AffairsTraining Center: Facility 2 Ministry of Internal AffairsTraining Center: Facility 3

Maximum number of
participants: 35

Ministry of Internal
Affairs

Technical equipment: LCD projec Maximum number of

participants: 25

tor, projector screen, flipchart board

Ministry of Internal
Affairs

Technical equipment: projector

screen, flipchart board

Hall for meeting Maximum number of at the 1st floor in participants: 20 the Ministry of Technical equipment: projector economy screen, flipchart board

Ministry of Economy

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Appendix 1

19

FACILITY

CHARACTERISTICS

MOSTLY USED BY:* Ministry of Education

and Science

2 Halls for meet- Maximum number of ings at the Minparticipants: 30 istry of Educa Technical equipment: flipchart tion and Science board which are adjusted as training facilities Debating Hall at the Macedonian Government

Maximum number of
participants: 60

SEA

Technical equipment: LCD projector, projector screen, flipchart board, computers

Conference Hall Maximum number of at the Macedoparticipants: 60 nian Government Hotel Holiday Inn (4 facilities that are being used for trainings)

SEA SEA Ministry of Education

and Science

Maximum number of
participants: 60-30

Technical equipment: LCD projec Price for rent: about 34 000 MKD
per 1 day

tor, projector screen, flipchart board

Hotel Alexander Palace

Maximum number of
participants: 50

Ministry of Environment
and Physical Planning

Technical equipment: LCD projec Price for rent: about 50 000 100 000 MKD per 1 day

tor, projector screen, flipchart board

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Appendix 1

British Council Maximum number of Video-conference participants: 50 studio Technical equipment: LCD projector, projector screen, flipchart board, computers, cabins for translation, video-conferencing equipment

SEA Ministry of Agriculture Ministry of Economy Ministry of Education Ministry of Environment and Urban Planning fairs

Price for rent: 60 000 MKD per 1

hour

Ministry of Foreign Af Ministry of Justice

Classroom of the Bureau for Public Procurement Home of Human- Maximum number of itarian Organiparticipants: 50 zations Dare Technical equipment: LCD projecDzambaz tor, projector screen

Ministry of Finance - Bureau for Public Procurement

Ministry of Labour and

Social Policy (no training facility in the institution)

Price for rent: free

General Secretariat of the Government Debating Hall General Secretariat of the Government Conference Hall

: 82 : LCD
, 209

General Secretariat of the

Government

Maximum number of participants: Technical equipment: /

General Secretariat of the

Governmeny

General Secre Maximum number of tariat of the Govparticipants: 20 ernment Hall Technical equipment: / 301, VI tower

Government

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Appendix 1

21

Commentary
The majority of the contacted institutions reported that they do not have specialized facilities for training owned by the institution. Some, such as the Ministry of Education, Ministry of Environment and Physical Planning, Ministry of Information Society, Ministry of Agriculture, State Health and Sanitary Inspectorate usually adjust the rooms for meetings and use them as training facilities when needed. However, they do not have the necessary space to accommodate larger numbers of people (e.g. over 30). The following institutions have specialized facilities for trainings: Ministry of Internal Affairs, Ministry of Defence, Macedonian Parliament, Customs Administration, Bureau for Public Procurement, General Secretariat and the Civil Service Agency. The facilities are equipped with the necessary equipment, such as LCD projector, projector screen, flip-chart board and in certain cases computers). The institutions sometimes lend the facilities to other public institutions free of charge, as part of a cross-institutional support. However, this does not occur often since institutions that do not own training facilities report to rarely organize trainings on their own but usually participate at those organized by other institutions (such as the CSA and the SEA). In the absence of specialized or adequate training facility, the most widely utilized facilities are the halls of the Club of Parliamentarians, which are legal ownership of the Government. They are provided free of charge for the public institutions, except for the expenses for food and beverages. Other used facilities include: Home of the Army (mostly utilized by the Ministry of Defence) and the Home of Humanitarian Organizations Dare Dzambaz (used by the Ministry of Labour), which are also used free of charge. Typically, when the institution participates or is a co-organizer of a training/conference organized by a foreign donor, different facilities are being used, such as Hotel halls and conference rooms of the British Council. The fees can from 30.000 MKD to 200.000 MKD per day for a hotel hall (depending on the hotel and the number of participants), and up to 12.000 MKD per one hour for the video-conference studio at the British Council.

Training standards