Organizing for Effective Family Planning Programs (1987) / Chapter Skim
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Pages 232-252
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From page 232... ...
218 expectations, yet have little lasting impact on the capability of the ministry to sustain such inservice training programs on a long range basis. Ideally, the MOH needs to have a strong training team capable of designing and implementing inservice programs to maintain and upgrade worker skills.
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219 Once costs are accurately determined, the next issue is the source or scores of financial resources. Naturally, a broad base of support provides more flexibility than a single, narrow source of funding.
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222 Program Improvement Strategies Like other organizations, training programs are most effective when internal management adheres to sound management principles and pro- cedures including clearly stated goals and strategies, creation of well-qualified and motivated personnel through staff development pro- grams, humane personnel policies, explicit performance standards, and equitable reward systems. A substantive example of a management im provement program exists in the program of the International Planned Parenthood Federation (IPPF)
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223 THE EFFECTIVENESS OF TRAINING EFFORTS Fr amework Attention is now directed to the specific components of the training system and their relationship to family planning program goals. Effectiveness is defined as the extent to which the goals are being achieved.
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224 ing in the literature relates to immediate, short-term outcomes of training. Evaluation research has identified a number of factors that con- tribute to effective training at this immediate level.
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225 in family planning. They are presented here as further evidence of broad programmatic concerns which influence training and therefore need to be considered in training activities (Program for Inter- national Training in Health, 1984:I-Ia)
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226 Course Design, Methodology, Curriculum Objectives, and Content Course design, methodology, curriculum objectives, and content are im portant elements in training, not only at the training event level but also ultimately at the training system and service system level. Tre- mendous investments in terms of human resources (e.g., trainers, tech- nical assistance, etc.)
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227 literature. Their messages are often applicable to family planning training efforts, especially as family planning training extends to various types of workers with an equal variety of educational and experience backgrounds.
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228 to this model (as was the case in Brazil's proposed approach) are field experience and teaching methods that require student participa- tion.
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229 on the development, evaluation, and use of flow charts in training. This may be a particularly important methodology to explore, espe- cially when training literate health workers to provide family plan- ning services.
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230 Selection of Trainees Trainee selection should include, as much as possible, criteria to guarantee that trainees will be able to utilize their new skills and knowledge upon return to the workplace. Workplace situations should promote utilization of the skills with which the trainee returns.
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231 The development of effective training systems will be particularly challenging as financial resources become more limited and the need for additional services becomes more pressing. Creative ways must be found to provide initial training for workers as well as the continu- ing or refresher training to maintain skills.
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232 International Planned Parenthood Federation (IPPF)
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10 Supervision: The Management of Frontline Performance Ruth Simmons No organization can function well if its supervisory force does not function. Supervisors are, so to speak, the ligaments, the tendons and sinews of an organization.
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234 These are examples, not an exhaustive listing, of countries or pro- grams in which supervision has been associated with performance. This chapter explores issues in supervision as they relate to family planning program effectiveness.
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235 « « « the lowest level field workers, who do the ultimate reach- ing of the poor, have little training, often are illiterate and cannot be expected to build work plans and enforce priorities on their own. Experience shows that careful structuring of super- vision and support function is necessary if these workers are to perform effectively their crucial facilitation functions.
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236 oc (6T)
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238 TABLE 2 Relationship Between Supervision and Total Program Effort, 1982: 100 Countries Supervision Index Total Program Effort Score (excluding the Good Moderate Weak Very Poor supervision index)
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239 not external to the context within which supervision is to be con- sidered: supervision in a program characterized by political legit- imacy and social support is different from that in a program lacking one or the other or both. Effective supervision is fostered by effective programs.
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240 One dimension of the managerial role cuts across all five of the classical functions and three arenas noted above: the essence of being a good manager has something to do with a pro-active, forward looking orientation, with an "entrepreneurial consciousness" that can and should exhibit itself in all aspects of managerial work. Thus, effective managers must possess skills of both problem identification and problem solving.
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