The Learning for Performance process begins by reviewing the human resources for health issues and performance problems/gaps, determining if these issues or problems/gaps require a learning intervention, and if so, specifying a learning goal that is related to a gap in skills and knowledge.
When a learning intervention is part of a response to human resources for health issues, human resources assessments may provide valuable information to guide the development of the learning intervention.
In the context of performance improvement, the result of a performance needs assessment1 that has identified a performance problem is a key starting point.
Examining existing information about human resources or performance gaps will help insure that:
Use Tool #1 Sources of Information Worksheet, Tool #2 (Optional) Human Resources for Health Context Worksheet and Tool #3 Performance Factors Worksheet to record information in this step.
Box 6: Sample gaps and goals | |
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Lack of skills and knowledge causing a performance gap | Learning goal |
75% of clinic-based health care workers do not know how to perform infection prevention practices to standard to reduce the risk of transmitting infections in health care facilities. | Goal for in-service training: |
100% of graduates of the nursing school do not know how to prevent HIV/AIDS infection or provide ART. |
Goal for pre-service education: |
Box 7: A comprehensive performance and learning intervention | |
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Private midwives in Ghana wanted to expand their services to adolescents, but they did not have experience or skills in working with clients in this age group. The Ghana Registered Midwives Association, working with IntraHealth International and the PRIME ll project, developed a self-directed learning program that targeted several performance factors to ensure the success of the learning intervention.2 |
|
Performance factor | Interventions |
1. Clear job expectations |
Self-learning materials based on Ghana's National Reproductive Health Service Policy and Standards and international standards in adolescent reproductive health counseling |
2. Clear and immediate performance feedback |
Faciltator visits and peer-review group sessions for performance feedback and learning from each other |
3. Adequate physical environment, including proper tools, supplies and workspace. |
Counseling materials (penile models, job aids, etc.) and family planning supplies provided to learners Learning activities that encouraged creative adolescent-friendly modifications to service sites (e.g., private space and separate entry for adolescent clients) |
4. Motivation and incentives to perform as expected |
(Private midwives were already motivated to expand their services, as noted above) Learning activities examined how health providers' personal values and attitudes toward adolescents can affect their behavior toward adolescents and therefore adolescents' interest in seeking health care from them |
5. Skills and knowledge required to do the job |
Printed self-study modules with readings, learning activities, self-assessments, role plays and exercises for learning partners covering skills and knowledge in adolescent reproductive health, counseling and education, family planning/emergency contraception/postabortion care and sexually transmitted infections/ HIV/AIDS services for adolescents |