Report on
Providing technical support on training
materials drafted under STED project
(Food processing and pharmaceutical
sectors)1
1
Report prepared by Mr Yasser Ali, ILO Consultant, November 2015
The ILO’s project on “Applying the G20 Training Strategy”, funded by the Russian
Federation, is active in five countries: Jordan, Viet Nam, Armenia, Kyrgyzstan and
Tajikistan. The Jordanian component of the project, Skills for Trade and Employment,
has applied the ILO’s STED methodology in two economic sectors which are Food
Processing & Beverage Sector and the Pharmaceutical Sector to identify the skills that
will need to be strengthened for future success in international trade. This has been
done in collaboration with sector-based stakeholder steering committees.
ILO contracted Orient Sky consultancy company, and Dr. Abeer Kiswani to (a) design
curricula and training materials for machine operator for the food processing sector, (b)
design occupational standards and training curricula for injectable & semi solids for
machine operators in pharmaceutical sector, and (c) conduct 10 days TOT for mastercraft persons of the food processing industry based on module for machine operators.
This intervention is expected to raise the productivity of the targeted workers and
companies.
1. Overview of the work developed by the team of experts
Development of competency profile/ occupational standard
For the food processing sector, the experts team drafted and validated the
competency profile.
ILO STED project steering committee-Food Processing submitted a list of learning
outlines that are needed to be trained in the food processing sector using training
modules covering these outlines.
It was really a challenge to develop training modules just based on such outlines. Mostly
the training materials and curricula are developed based on occupational standard after
occupational analysis (DACUM for instance) or based on competency profile validated
by practioners. Both approaches are applied for an occupation/job that is nationally
classified or at least be practiced in labour market as a job or an occupation.
The list of outlines submitted are scattered skills/competencies that could not be
classified under an occupation or a job. To solve this problem :
1) each of these outlines was classified under a related domain/theme.
2) then the competencies -that fill in the gap of these outlines- were identified .
3) a competency profile was drafted with six competency domain/field (preparation of
raw materials, main processes in food processing, cleaning and sanitizing, packaging
& storing; and quality control)
4) four training modules were agreed on to cover the six competency domains, as
following
A) Basics of Food Processing: contained three domains i) preparation of raw
materials
ii) main processes in
food manufacturing and iii) equipment
maintenance ;
B) Cleaning and Sanitizing in food processing;
C) Packaging and Storing;
D) Quality Control.
5) the draft competency profile was validated in a two day workshop attended by
experts in food processing companies. The workshop validated the competency
profile with some changes, adding, and cancelling of competencies.
For the Pharmaceutical Sector, the expert team conducted DACUM inspired sessions
for the design of the occupational standards for three modules (semi solids, liquid, and
injectable). Two workshops conducted with participation from experts in pharmaceutical
industry and facilitated by CAQA.
Based on the need came from the steering committee of ILO STED project, it was
required to develop a two training modules on semi-solid and injectable. During the
workshop it was agreed to have a third occupational standard on liquid as both semisolid and injectable could not be handled in one workshop. The decision was to develop
the occupational standard for semi-solid and liquid in one workshop, while another
workshop was conducted for the injectable occupational standard.
Training modules
Based on the validated competency profile, the team with ILO Consultant support
developed the four training modules of food processing through the following steps:
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Developing the training outcomes for each training modules based on the related
competencies.
Dividing each module into training units based on clustering the training
outcomes. This eases the training delivery and assessment compared with
addressing the whole learning outcomes together.
Preparing the main work processes under each module. Each of training
outcome was linked to a specific real work processes.
Developing the background information (underpinning knowledge).
Developing the learning situations. As the module target the training in
workplace, learning situations should be developed to integrate/embed learning
outcomes into the daily real work processes and production activities. These
learning situations are developed in a way differs from that for practical activities
developed for training in vocational schools.
Identifying learning strategies as part of the learning situations that enable
trainers/MCs to deliver training during they are performing their routine and daily
tasks.
Establishing assessment built in the learning situations that provides the trainer
with a feedback on the trainee progress and decide on transferring her/him to
next work station/task.
For Pharmaceutical, three training modules were developed on semi-solid, liquid, and
injectable. The team uses the same methodology that VTC used in developing the
training materials in Pharmaceutical Center of Excellency.
Implementation of the TOT & Coaching
It is planned to conduct TOT with 20 craft persons from the food processing &
beverage sector for 10 days (2 groups). Those craft masters who will become the future
trainers will also benefit from 4 coaching sessions by the experts. These sessions will
also allow for monitoring of the workers’ improvements, with key performance indicators
agreed with companies prior to the start of the ToT. Tests will be implemented at the end
and certificates awarded accordingly by the Sector organization.
The aim of this training is to :
- train MCs/trainers in food processing companies on the appropriate training strategies
that integrate learning in daily work activities.
- train MCs/trainers in food processing companies to develop real training situations
based on the real work processes in the company and production/service activities.
- validate the training modules from the practioners point of view.
- enrich the training modules with suitable learning situations from real work cases that
cover variety of food processing fields.
For pharmaceutical, 10 coaching sessions will be conducted for master crafspersons
on the material developed (semi solids, liquid, and injectable).
2. Main comments on the materials developed by the team of
experts
DACUM and occupational standards workshops
The following comments are noticed on the DACUM and occupational standard
workshops for pharmaceutical:
- Participants: six experts/practioners from five pharmaceutical companies participated.
Eight to ten experts are recommended to such workshops. Most of observers have no
direct relation or hands-on experience in occupational analysis.
- Occupational analysis: it is noticed that the profiles are full of the single-step tasks,
and narrow-scoped tasks. Using such profiles for curricula development or skill test item
development is a challenge. Occupational analysis should have a stand alone duties and
tasks –and not single steps- that provide curricula and test developers real picture about
the main components in the targeted occupation. For occupation like machine operator
in pharmaceutical industry, that have several similar work processes across the
occupation, I think it is more efficient to develop the occupational standard based on the
occupation not a job. By this we could avoid duplication/repetition of duties/tasks in each
jobs.
-Competencies: linking the tasks to competency domains was not clear in many
situations. It could not be understood the real relation/articulation between these tasks
and the corresponding competency field.
Training modules
As mentioned above, machine operator jobs in pharmaceutical industry should be
tackled together as many common duties/tasks are there. Developing training module for
machine operator in semi-solid for example, means that many learning outcomes will be
repeated in module on solid, liquid, injectable, etc. Therefore, it is recommended to
develop the modules based on the common processes in pharmaceutical industry, to
be used in addition to the modules developed specific to the job.
Another point related to this industry in Jordan arises during the work with the expert.
Most manufacturing processes related to specific product produced only by one
company in Jordan. This makes these companies to put a very detailed work process
steps to be followed exactly by the machine operator. It is illegal and some times a top
secret to use these standard operating procedures. This narrows the scope of
developing the practical activities. In addition to that, these very strict operating
procedures limit the use of higher critical thinking skills in such industry as this is not
required (all what needed are to follow exactly the procedure like a robot !!)
These limitation affected producing the training modules and shifted them to more
theoretical and background information book.
It is worth mentioning that I engaged in this assignment where the team was in the
middle of development process. At that time the team was developing the content as a
bulk in the first time. I coached them through several sessions to a) put the content in an
agreed structure b) develop learning activities c) develop theoretical and practice
assessment.
The approach of developing training materials for food processing differs from that for
pharmaceutical based on the readerships and nature of the industry as explained above.
For food processing, the team coached on developing training material through the
following steps:
1) Establishing the learning outcomes as following:
Steering commitee agreed on
learning outlines
draft competency profile based
on learning outlines
(what should be learned?)
Validated competency profile by
stakeholder expert workshop
Learning outcomes (cognitive,
perfomance, attitude)
established for the competncies
(How lerning should be?)
2) Defining the main work processes.
3) Mapping each work process with the related learning outcomes.
4) Addressing each work process - together with its learning outcomes- in one
training unit/part (training session).
5) For each process, defining the underpinning knowledge, particularly the related
cognitive learning outcomes.
6) For each process, developing the appropriate learning situations to achieve the
envisaged learning outcome.
7) For each learning situation, defining the suitable learning strategies.
8) Developing the assessment forms that cover all items of the learning situations.
The team then worked on these steps and produced the draft training modules
(attached). Most of above steps have followed, however some comments still
there:
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As this is a material for MCs in food processing companies/factories, it was a
challenge to cover all aspects in the related modules. Food processing industry is
a very wide and has a variety of fields that is difficult to be addressed in one
training module. In addition to that, trainers/MCs is in need for training on training
pedagogies/strategies more than training on the job/tasks they are doing daily.
Then the aim of the background information is to have known context to train
MCs on theses pedagogies, and on the know how to apply these strategies in
their real work situations.
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Work processes need to be refined as to reflect only real work processes more
than injection knowledge from MC to trainee. knowledge should be flowed
through training while doing/producing the work/product/service.
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Learning situation concept is new to the team. This is clear when we look at
some of learning situations that focus on how MC orienting trainee on work
concepts more than performing the tasks of the work process
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The same for learning strategies used with the learning situations that focus on
the first two stages of cognitive learning in workplace: the modeling and
coaching. Non or few learning situations used other higher stages that MC might
use to assist their new employee/trainee in mastering the tasks of work
processes ( scaffolding, articulation, reflection, and exploration).
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The above mentioned points affected the assessment. The assessment of real
work processes and tasks informs the MC on the progress of the trainee. I think
assessment items (derived from learning situations) could not help in this regard.
However I am fully understand that these concepts are new even for the team of
experts. Because of that, I think the content of draft materials could be improved through
the training workshop of the MCs. My suggestion here is to use for training only the
good learning situations or the one we could improve before training. During the
workshop, the participant could work on developing learning situations that might be
used in the training modules after some retuning by the developing team.
The approach of developing pharmaceutical training module is actually a challenge. It
is still not clear for me to whom this product : to Vocational Training Corporation (VTC)
or to MCs. I do not think that it should fit both VTC and MCs as the approaches,
structure, and readership are different (MCs or trainee). But it could be developed for
one purpose (MC for example) but could be a benefit for other (VTC).
First of Nov. 2015, I met with VTC to clear this point but it seems this was not
coordinated well. Since this meeting I have no feedback on the questions I raised
particularly which methodology the expert should follow in preparing the material.
As no response received on this point from the project manager, the expert worked to
develop the material in a way similar to what VTC done on their pharmaceutical training
materials. This approach makes the training material to be shifted towed a knowledge
book more than a training module for trainees. Mostly the training modules lack :
- Practical training activities
- Consistency between learning outcomes and theoretical content.
- Assessment, both theoretical and practical
For all modules in the two industries, they need designing and formatting to have them in
printed form. This is of course will be done after the final draft validated in training and
coaching.
3. General comments and recommendations
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Developing training modules should be built on occupational standard or list of
related competencies. Developing training materials for scattered training
outlines was a challenge.
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DACUM and developing occupational standard should avoid common mistakes
in developing profiles, such as producing single step tasks, narrow-scoped tasks,
vague tasks, excessive number of tasks per duty, forgotten tasks, tasks not
related to occupation, etc. DACUM rules related to the participants, observers,
number of participants, etc should be followed.
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Developing training materials targeting trainers or master crafspersons in
workplace differs than that develops for vocational and technical training.
Integrating/embedding training into real work processes should be reflected on
designing learning situations, learning strategies, and assessment that ensure
including learning activities in daily work and production activities. In the same
time, less theoretical information is needed to the contrast of that in vocational
schools. MCs are in a need for a pedagogical training more than training on
tasks that there are qualified in and performing as a daily routine work.
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Occupational standard for machine operator jobs in pharmaceutical industry
should be developed on occupation (Machine Operator) basis and not on Job
(solid, liquid, injectable, etc) basis. This will help in avoiding duplication and/or
repetitions of many duties and tasks.
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The nature of pharmaceutical industry in Jordan affects the methodology of
developing training and curricula for such sector:
a) most products are related to a company (each company has specific
products that only produced in this company). This makes training in
vocational schools -to cope with the market- a real challenge.
b) companies have a confidential and very detailed operation procedures that
the operator should follow strictly. This limits the scope of developing
practical activities in vocational schools ( to use examples of few products
not related to the companies, for instance). Also the very detailed procedures
limit enhancing the critical thinking skills in vocational schools as the market
need application skills and no more.
c) This shifts developing training materials for vocational schools to more
theoretical aspects that might lead to be a knowledge book with few practical
activities of common processes.
d) Based on above, I think institution training approach is less effective in such
industry, and it is more feasible to use workplace-based training that
customized to the company needs and processes.