Transcript Document

Developing a National Training Program:
Opportunities and Challenges
Patricia L. Alcock, FDA/DHRD
Ronald Klein, AFDO
David Read, IFPTI
Tim Weigner, FDA/OP
March 12, 2015
Today’s Agenda
• Brief Overview
• Current Situation
• Planning Our Future
• Curriculum Framework
• Curriculum Development
• Challenges & Opportunities
• Collaborative Discussion
Overview
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MFRPs Standard 2
50 State Meetings
Partnership for Food Protection
Integrated Food Safety System
o Training & Certification
o IFPTI Curriculum Framework
o Job Task Analysis
• FSMA Changes
What are we doing now?
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MFRPS Standard 2 – Training
FDA Contract Requirements – Training
Succession Planning – Training
Existing Training Programs
o Classroom
o Webinar
o Online
What are we doing now?
• New Training Program Methods
o Developing Pilot with AFDO/MFRPA
o Instructor Development Training
o FDA Course Material
o Train the Trainer
o Add State Trainers to existing pool of instructors
o Sustainability
What are we doing now?
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Training Need Surveys
State Training Slot/Seat Allocation
Communication
Coordination
What are we doing now?
• Manufactured Food Training Preregistration
Process
– Launched in October 2014
– States received a course calendar and
preregistration workbook
– States requested seats in a specific course and
submitted requests to Office of Partnership (OP)
• Objective ranking process for slot allocations
– Determined to be very successful
• Nearly 600 seats successfully preregistered
• 43 state offices participated in the preregistration
What are we doing now?
• Benefits of Manufactured Food Preregistration
– Allows state offices to make training plans for an entire
year rather than on an ad hoc basis
– Preference for dates and locations considered
– No longer first come, first serve basis
– Allows for a the establishment of a wait list for high
demand courses
What are we doing now?
• Planning for increased funding for training through
MFRPS cooperative agreement
• Benefits:
– More flexibility in use of funds
– Training can meet both food contract and MFRPS needs
– No cost estimates spreadsheets or approval from OAGS
required, resulting in reduced processing time
– Established level of funding upfront
– Carryover of funds possible
– More cost and resource efficient
Partnership for Food Protection
 Goal: Provide input into the development of
standard curricula and certification programs that
will promote consistency and competency among
the IFSS workforce.
Available at:
http://www.fda.gov/downloads/ForFederalStateandLocalOff
icials/FoodSafetySystem/PartnershipforFoodProtectionPFP/
UCM423834.pdf
Partnership for Food Protection
Objective #1. Develop a pool of subject matter experts (SME) comprised of
strategic partners to provide input to cultivate a competent workforce
through training and certification
 Activity: SME provide input to identify core competencies through such
tools as Job Task Analyses (JTA), needed for IFSS regulatory and public
health partners
 Activity: SME provide input on national curriculum development
 Activity: SME provide input for determining what training courses
satisfy curriculum requirements
 Activity: SME provide input to assist with developing the system and
tools to support certification under an IFSS
Partnership for Food Protection
Objective #2. Provide input on and disseminate the
products coming out of 2015 Training Summit.
 Activity: Participate in 2015 Training Summit and provide input,
identify gaps, identify connections, and help validate the work
 Activity: Disseminate resources developed out of the 2015
Training Summit
 Activity: Work with the Outreach Workgroup to better
communicate training and certification resources available to
strategic partners
Planning our Future: Next Steps
CURRICULUM FRAMEWORK
Food and Feed Regulatory Curriculum Framework
Source: http://www.ifpti.org
Current Curriculum Development
Main Framework
Manuf.
Food
Feed
Meat
Retail
Dairy
Produce
15
Curriculum Framework
• What is the Curriculum Framework?
– First of it’s kind governmental food regulatory program
curriculum development process
• Goal: develop curricula that encompasses and
organizes existing professional development
– Primary focus: food regulatory inspectors with
intent of adapting to other positions in food
protection
» Food and Animal Feed Laboratory staff
» Animal Feed regulatory inspection program
Curriculum Framework
• What is the Curriculum Framework?
– Interrelationship between the various levels
• Content areas (topics or subjects)
• Professional Levels (entry, journey, technical and
leadership)
• Professional Tracks (unprocessed, manufactured,
retail)
– International attention
– Endorsed by PFP, AFDO, FDA
Curriculum Framework
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A platform/system to catalog/organize learning events
Similar to a library
Learning events are like the books with each categorized
and in sections (content areas)
Curriculum Framework
• Benefits
– Career path and professional development
– Portability
– Efficient use of resources
– Road map/standards
– Consistency in training
– Integration & Collaboration
– Preparation for Certification Exams
– Focus on competency based training
Curriculum Framework
We have built it.
Are we done?
Planning our Future: Next Steps
CURRICULUM DEVELOPMENT
Curriculum Development
• IFPTI Curriculum Framework: “back-mapping”
curriculum development process
• FDA ORA Job and Task Analysis (JTA): “forwardmapping” for body of knowledge to drive competency
and content creation
Curriculum Development
• Curriculum:
– Purposely designed program of learning events
intended to help achieve desired outcomes (acquire
desired competencies).
• Learning events include:
– Training; Education; Experience; Coaching;
Mentoring; Networking; Workshop; Conference; Job
Shadowing; Standardization; Performance Audit
CURRICULUM DEVELOPMENT PROCESS
1) Identify Audience
2) Competency Framework
3) Curriculum Framework
4) Content Area High Level Competencies
5) Content Area Subcompetencies
6) Program Design
7) Learning Event Design
8) Development
9) Quality Review
10) Placement in Curriculum
Curriculum Development
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Means to organize required KSA (and learning events) by:
– Content areas
– Professional levels
• Entry, Journey, Technical, Leadership
– Professional Tracks
• Unprocessed, manufactured, and retail
– Specific programs/commodities (e.g. milk, feed)
Curriculum Development
• Develop national curriculum standards by which
organizations develop training to meet identified
competencies by:
• Identifying and analyzing quality learning events
• Establishing appropriate assessment criteria
• Monitoring and Improving learning process
Curriculum Development
Step 4. Content Areas High Level Competencies
• Define the desired outcome for each content are for the
level of the target audience
• Retail food inspector will be able to determine if retail
food operations result in unadulterated products
Step 5. Content Area Sub competencies
• Determine the KSA’s required to perform the content
area objectives
• Retail food inspector KSAs: food prep processes; health
risks
Curriculum Development
Step 6. Program Design Requirements
• How do we get to the learning pathway?
• Sequence of learning events?
• Desired Outcomes?
Step 7. Learning Event Design
• Designers, SMEs, Peer Reviewers produce deign
documents (content material details)
Curriculum Development
Step 8. Development
• Designers, SMES, Peer Reviewers design learning event
materials based on design standards and supporting
documents
Step 9. Quality Review
• Content accurate and appropriate?
• Are materials accurate?
• Is instructional methodology accurate
Curriculum Development
Step 10. Placement in Curriculum
• Does the learning event meet the course review process?
• Does it meet the desired outcomes for the target
audience in the curriculum framework?
• Assign within the framework
• Provide appropriate learning path and learning event
catalog
• Available for delivery
Curriculum Development
What happens at the Delivery Process?
• Determine which modality
– Instructor led
– E-Learning
– Blended learning
• Deliver Training
• Conduct Evaluation and Feedback
Curriculum Development
• What are the necessary steps for proper implementation?
– Executive Committee
• Vision and Resources
– Curriculum Guidance Committee
• Oversee curriculum development process
– Curriculum teams
• Create content area and competencies
– Development Groups
• Create materials to meet desired outcomes
Challenges and Opportunities
• FSMA
• Program Alliances
• Availability of resources, e.g., funding, staffing,
travel
• Training to meet state and federal needs
• Leveraging training resources
Challenges and Opportunities
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Access to multiple Training Providers
Managing Change and Transitions
Recognition and Reciprocity
Need for continued State participation in process
Multiple programs/projects -> one goal
Collaborative Discussion
Final Message
Thank You
• IFPTI
• PFP
• AFDO
Today’s Training Panel
Patricia L. Alcock, FDA/DHRD
Ron Klein, AFDO
Dave Read, IFPTI
Tim Weigner, FDA/OP