Measles, Mumps And Rubella

Measles, Mumps And Rubella Measles, mumps and rubella are three of the most highly and commonly acquired infectious diseases in children; however, they can affect people of all ages. These viruses occur throughout the world and are highly communicable airborne pathogens which can spread by close contact with an infected person. Although still a problem in many developing countries, thanks to immunization programs around the world these viruses are much less common now. Efficient and early vaccination against measles, mumps, and rubella are highly successful at preventing the diseases and most children who receive their shots are being not only protected during childhood, but generally have a life long immunity. The measles virus (MV), a member of the Morbillivirus genus in the Paramyxovirus family, is a 100-300 nm enveloped virus that contains a single-strand, negative-sense RNA genome in a helical nucleocapsid which encodes for six structural proteins and two others which are involved in viral entry. The F (fusion) and the H (hemagglutinin) proteins are important in pathogenesis since together they facilitate receptor biding, fusion of the viral membrane, and cellular entry of into the epithelial cells in the upper respiratory tract of the host [*,*]. Measles is highly infectious and once infected an individual can experience clinical features such as fever, maculopapular rash, cough, coryza (runny nose), conjunctivitis, and the pathognomonic Koplik spots ( punctuate blue-white spots which appear in the buccal and lower labial mucosa) which generally occur 1-2 days before the rash[ ]. In some cases complications such as diarrhea, otitis media, pneumonia, encephalitis, blindness, and second ary infections by common bacteria and viruses may arise. In some extreme cases subacute sclerosing panencephalitis (SSPE), a rare degenerative disease of the brain which generally emerges six to eight years after a primary measles virus infection, may also onset. Measles is typically an infection of childhood and protective immunity is life-long, such that a second case of measles in a child or adult would be highly unusual. Before the widespread vaccination efforts against measles in the 1960s the virus had a case-fatality ratio of about 5% in children, which was higher for children and infants in developing countries, where even today a fatality rate of up to 20% can occur. A highly effective live- attenuated vaccine for measles has contributed to the low incidence levels compare to the pre-vaccine era and even some regions of the world have documented its complete eradication. Measles is commonly diagnosed based on its distinctive symptoms, hence why laboratory diagnosis is rarely use. However, given the success of the vaccination campaigns, physicians in low measles prevalence areas may become less familiar with the disease and accurate diagnoses may become challenging in the future. Mumps Virus, like measles, also belongs to the family Paramyxoviridae, but its genus is Rubulavirus. Akin to measles, mumps is a 150-200 nm enveloped spherical virus with surface spikes projecting from the envelope. Inside the envelope, a large helically arranged nucleocapsid encloses negatively stranded RNA whose genome contains about 16,000 nucleotides. Clinical Symptoms of mumps include mild fever, anorexia, malaise, headaches and acute onset of unilateral or bilateral parotitis. Parotitis tends to take place within the first couple of days of the infection and may first be expressed through earache and tenderness of the swollen parotid or salivary gland. Mumps is highly contagious, and 90% of those that are susceptible and are exposed to the infection will themselves become infected. However, 30-40% of those with the infection are actually asymptomatic (Rubin and Farber, 1994). Complications can include meningoencephalitis, orchitis in males or oophoritis in females, as well as p ancreatitis. The live-attenuated mumps vaccine is often given along with measles and rubella in the MMR vaccine. The diagnosis of mumps is usually done based on the expression of the clinical features, in particular the presence of parotitis. There are unique challenges for the laboratory diagnosis of mumps in previously immunized individuals whose immunity may have diminished either in the absence of a second booster dose of vaccine or in areas where mumps disease, and thus exposure, is minimal. However, It has been concluded that the most rapid and sensitive diagnosis of mumps can be acquire by ELISA (Enzyme- linked Immunisorbent Assay) method. Rubella virus, commonly known as German measles, belongs to the family Togavirida, genus Rubivirus. Rubella virions, although enveloped like measles and mumps, are much smaller, approximately 60-70 nm in diameter and contain approximately 10,000 nucleotides in a single-stranded, non-segmented, positive-sense RNA genome inside a semi-spherical nucleocapsid. Rubella is usually a mild disease and is characterized by a low fever and a generalized maculopapular rash. Other symptoms may include lympadenopathy, conjunctivitis, and sore throat. Symptoms of acquired rubella are often mild and in up to 50% of cases asymptomatic. Complications are not common in rubella patients, but generally occur more often in adults than in children. Arthralgia and arthritis are common complications among 70% of infected adult women. Other complications such as encephalitis and hemorrhagic manifestations can also be experience, but these are generally rare. Although a relatively mild disease rubella can be q uiet serious if acquire by pregnant women. Pathogenesis Measles, mumps, and rubella are highly contagious viral illnesses that can be transmitted by aerosol generated when an infected person expels saliva through coughing or sneezing, or by direct contact with respiratory secretions. Following infection of a vulnerable host, all three pathogens begin replication in the respiratory tract where they initially target the respiratory ephatelium of the nasopharynx and continue onto the regional lymph nodes. This localized replication phase is followed by a viremia in which the viruses spread onto multiple other organs. In the case of measles, a primary viremia where the virus moves onto other lymphoid tissue takes place 2-3 days after infection. Around days 5-7, the virus spreads to multiple other organs such as the kidney, liver, and skin through a secondary viremia. In mumps, after 12 to 25 days of exposure a viremia arises which lasts from 3 to 5 days. This viremia allows the virus to spread to multiple tissues which include the meninges, a nd glands such as the salivary, pancreas, testes, and ovaries. Inflammation of the infected tissues causes the hallmark symptoms of the disease, parotitis and aseptic meningitis. Akin to the mumps and measles, rubella after 5-7 days of replication in the nasopharynx area follows a viremia which spreads to the lymphatic system and establishes a systematic infection. Clinical signs and symptoms for measles, mumps, and rubella occur after an incubation period of about 10-12, 14-18, and 12-23 days respectively. For measles, a prodromal period of 2-4 days marks the beginning of the clinical stage of the infection. Here, thin epithelial cells of the respiratory tract and the conjunctive began to be broken down by the virus leading to an inflammatory reaction, also a characteristic symptom of the disease. Thicker mucosal surfaces of the buccal cavity are then affected given rise to the Kopliks spots. The appearance of the spots marks the start to a delayed-type hypersensitive reaction (DTH) which gives rise to the rash. The primary antiviral immune responses to MV coincides with the appearance of the rash, and is here when the presence of IgM antibodies and of CD4+Â  and CD8+Â  T cells in areas of MV-infected epithelial cells takes place. Following this, neutralizing IgG antibodies are also introduced and in conjunction all four immune responses are completely effective in controlling viral replication and concluding the infectious process. Viral antigen is absent from skin lesions and the virus is not shed from this surface, however shedding of the virus occurs from the nasopharynx from the beginning of the prodrome until 3-4 days after the rash emerges. As mentioned, measles is a typical self-limiting infection, and can be resolved by an efficient immune response; however patients with T-cells deficiencies, unable to develop a rash, commonly experience complications such as SSPE. Several months following an acute MV infection, a prolonged state of immunosuppression, which frequently predisposes patients to many secondary bacterial, viral, and parasitic infections, ensues. Mumps virus (MuV), similar to measles, causes non-specific prodromal symptoms such as mild fever and malaise during its incubation period. Upon viral entry, replication primarily takes place in the nasal mucosa and the epithelial layer of the upper respiratory track, which progressively moves on to penetrating the draining lymph nodes. From here, the viremia spreads the virus onto the parotid glands, kidney, pancreas, and central nervous system (CNS). Infection in the salivary glands produces parotitis-inflammation of the parotid glands-the most common clinical manifestation of mumps. Inflammation and swelling of the glands, visible during the first two days of infection in 30-40% of patients, is due to tissue damage and a subsequent immune response prompted by viral replication. Additionally, propagation into the kidneys can extend the infection and cause viruria. Potentially infectious virus is excreted in the urine for a period of two weeks following onset of the disease. Nonethel ess 1/3 of infections are subclinical, this being more common among adults than children. About eleven days after exposure, humoral immune response is established and the presence of neutralizing antibodies such as IgG (immunoglobulin G), IgM and IgA emerges. These antibodies help terminate the viremia and in the case of IgA it stops secretion of infectious mumps virus in the saliva. Virus shedding into the saliva begins a couple of days before the onset of clinical parotitis and ends about 8 days later. Parotid swelling culminated after 4-7 days. Although the most common expression of mumps leads to parotitis, it is important to note that the clinical course of mumps is extremely variable. Diseases such as meningitis and orchitis, commonly regarded as complications, could instead be seen as systemic manifestations of mumps. Meningitis is a common course of mumps and is characterized by inflammatory cells in the cerebrospinal fluid of the patient. This development is common in 15% of the patients and normally resolves within 3-10 days without secondary consequence. Orchitis-testicular inflammation-is the most common complication among post-pubertal male patients occurring in as many as 50% of cases. Ochitis usually follows parotitis, with an abrupt onset of testicular swelling, tenderness, nausea, and fever; pain and swelling generally only last 1 week, although tenderness may last longer. The rubella virus (RV), like mumps and measles, replicates around the epithelium of the buccal mucosa and the nasopharyngeal lymphoid tissue. Contrary to Mv and MuV, after its incubation period and the subsequent viremia, rubella symptoms abruptly appear in children with the emergence of a rash. Prodromal symptoms are only mildly observed in adults 1-5 days before the appearance of the rash. This rash may last up to three days, starting as distinct pink maculopapules on the face, moving onto the truck and following to the extremities. Patients are most infectious immediately prior to the rash and throughout its duration. Viremia ends with the onset of rubella-specific and IgM antibodies shortly after the rash phase, which is about 2-3 week after initial exposure. Chronic enlargement of lymph nodes-Lymphadenopathy-may also take place up to a week before the emergence of the rash and last up to 10-14 days after it. Cervical and occipital lymph are frequently affected. Rubella is usuall y mild in childhood and early adulthood, with up to 50% of cases being asymptomatic, however rubella presents a bigger threat when acquired during pregnancy, especially if infection is in the first few weeks of pregnancy. Congenital acquire rubella virus infections in pregnant women during the first trimester of pregnancy can result in severe congenital abnormalities in the children (Congenital rubella syndrome, CRS) including deafness, cataracts, glaucoma, cardiovascular abnormalities, and mental retardation. Other outcomes of congenital rubella can lead to premature delivery and even fetal death. In 85% of cases of pregnant women who were infected during their first trimester, the babies were prematurely harmed. It is suggested that the rubella virus enter the fetus through the mothers blood stream. Since the developing fetus is especially vulnerable to illness because its immune system is not yet strong enough to permanently fight off infection, the virus remains in the body, and can leads to CRS. Concisely, while all three infections have a similar infection patterns, only measles and rubella virus are viral infections which affect the respiratory tract, whereas mumps is a viral infection of the salivary glands that causes swelling. Also all three diseases are relatively mild and in many cases asymptomatic. Nonetheless rubella, although a milder infection of the respiratory tract than measles when developed by a pregnant woman, it may lead to birth defects in the infant which the other two dont generally cause. Therapeutic strategies Currently there is no cure or treatment for measles, mumps, and rubella, efforts are generally focused on relieving symptoms until the bodys immune system manages to fight off the infection. However preventive measures such as attenuated live vaccines have been developed for all three pathogens and are currently being administered to children and adults around the world in a trivalent form known as the Measles-mumps-rubella vaccine or MMR. Measles, mumps, and rubella vaccine is used to protect children, as well as adults from acquiring the disease. The administration of the vaccine provides with lifelong immunity to all three diseases and has a 95% efficacy. It is highly recommended that children should get 2 doses of MMR vaccine, the first being administered between 12-15 months of age and the second at ages 4-6, commonly right before the child begins kindergarten or first grade. The vaccine is also recommended for adults who have not been previously immunized against any of the thr ee viruses or are at a higher risk of exposure such as health care providers, international traveler, and university students. It is important to note that there are also contraindications to the vaccine and some people should no use it. Those who have preciously experience severe allergic reactions to one or more of the vaccine components or to a prior dose of MMR should not be vaccinated. Pregnant women should not be administered MMR or any of its components. Additionally, women attempting to become pregnant should avoid pregnancy for at least 30 days after vaccination with measles or mumps vaccines and for 3 months after administration of MMR or other rubella-containing vaccine because the risk to the fetus from the administration of these live virus vaccines cannot be excluded. Following the publication of a paper by British researcher Andrew Wakerfield in the medical journal The Lancet in 1998, huge controversy surrounded the idea of whether or not the MMR vaccine might cause autism. In his paper Wakerfield reported that MMR vaccine caused intestinal inflammation that led to translocation of nonpermeable peptides to the bloodstream and, subsequently, to the brain, where they affected development. In his report, the cases of eight children who developed autism and intestinal problems after receiving the MMR vaccine were discussed. However, to determined if these suspicions were correct, researchers preformed a series of studies in which they compared hundreds of children who had received the MMR vaccine with hundreds who had never received the vaccine. They found that the risk of autism was the same in both groups, thus agreeing that the MMR vaccine does not cause autism. Some parents wary of the safety of the MMR vaccine stopped getting their children immu nized although no data supporting an association between MMR vaccine and autism existed and a plausible biological mechanism is lacking which has cause immunization rates to dropped, particularly in the United Kingdom and the United States, given way to the outbreaks of measles and mumps led to hospitalizations and deaths that could have been prevented. Rubin and Farber, 1994. Pathology. J. B. Lippincott Company. 227 East Washington Square, Philadelphia, Pennsylvania.

Graduation Speech: Take Off Your Masks :: Graduation Speech, Commencement Address

What an honor to be standing here tonight as a representative of the Class of 2012! It's truly remarkable. We have all worked very hard to complete this part of our journey. I want to thank my kids Laddie, and Mate. And especially Ron, my loving companion. Without the support of our families, friends, fellow-classmates, instructors and staff, we wouldn't have made it this far! Let's show 'em our appreciation. These three certificates I'm receiving tonight represent a lot more to me than achievement of success. They are the keys that unlocked the door to a whole new world of possibility that I never new existed. I'd like to begin with an Arabian proverb: Strange how much you've got to know, before you know how little you know. Two years ago, I was a single mother of four, with a learning disability and 15 years of sobriety. I began experiencing anxiety attacks so I ceased operation of a non-profit organization I founded and ran for 10 years called the Family Support Network. Even though I had received a number of prestigious awards and been recognized nationally for my work, I resigned myself to being a clerical assistant for the rest of my life. Though I had dreamed of going to college, it was simply out of the question. It was at this juncture in my life that something happened that I initially perceived as a tragic event, but it turned out to be a turning point in my life. The mask I wore for so many years that covered my fears and insecurities about myself was removed, and I finally had an explanation for my quirky behaviors. One day I collapsed on the job and was hospitalized - not in a regular hospital but in a psychiatric hospital. The doctors diagnosed my symptoms as post traumatic stress disorder. In addition, I was also diagnosed with a mood and anxiety disorder. My self-esteem and outlook on life was at an all time low. It was at this point I hit bottom - and to my surprise this became the beginning of my journey to fulfill my destiny. My doctor in her infinite wisdom suggested I supplement my therapy by taking classes in mental health and chemical dependency here at the college. I'm sure by now you are wondering why I am sharing such intimate details about myself. My intent is to inspire and challenge you at the same time.

European History Essay

A series of Congress’ and Conferences impacted the political and cultural dealings within Europe. However, it was not necessarily the meetings themselves that drew political conflict, but rather the re- charting of territories that eventually led to conflict, and which even today still garners a small amount of sectional tension. The Congress of Vienna was designed to resolve a series of set issues affecting almost all of Europe. Stemming from the previous defeat of Napoleonic France, which meant redrawing the boundary lines; however, the outcome ended up being extremely unpopular (mostly in France). Included in the Congress were Britain, Austria, Prussia, France, and Russia. These allies could not come to a major decision. While their goal was to draw the least amount of protest as possible, they were forced to bring in both Talleyrand and Spain’s Marquis of Labrador. This was later seen as the Congress’ greatest mistake. However, during the Paris Peace Conference of 1919, real change began to happen. Basically, the goal of the conference was to negotiate a series of set peace treaties that had been introduced by the Allied and by the Associated Powers and the Central Powers. All of these treaties became the groundwork for what later became known as the Versailles-Washington System. However, since the world map was revised to a certain degree during these conferences, many of those involved in the middle became somewhat hostile and embittered. This would eventually lead to World War II. The European conflicts of 1919 affect politics in Europe today, especially in regards to the former Holy Roman Empire. Many problems, resulting from boundary lines and various ethnic groups are in the Central European region. For example, while a series of German provinces existed east of the Oder-Neisse line, which were subsequently lost and annexed via the People’s Republic of Poland and later the Soviet Union, they were also ethnically cleaned from Germans through the national as well as communist forces. This is just one of many examples of the problems associated with the Central European Region. Drawing on outside sources, looking at a map of this area makes it easy to see why the political air was tumultuous after these conferences. For example, while the concept of Central Europe varies from nation to nation, most agree that it includes Austria, Germany, Hungary, Poland, and Switzerland (among others. ) It was usually seen as overwhelmingly conservative, as well as Catholic, which was a huge difference between its neighbors, who were seen as fairly liberal, being influenced by the French Revolution. However, the lines that were drawn in order to rechart territories only added to sectional tensions and conflicts. And, because all of the Central European nations were relatively small, the threat of their larger neighboring countries was all the more threatening. Through looking at maps of Europe pre and post 1919, it is easy to see how the reorganizing of Europe affected almost every major political decision made, and how it still affects decisions being made today.

Best Practice in Staff Training Processes - Free Essay Example

Sample details Pages: 15 Words: 4582 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? 1. INTRODUCTION People performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives. Don’t waste time! Our writers will create an original "Best Practice in Staff Training Processes" essay for you Create order Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation. Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the delivery and effectiveness of education and training programs. The management of the organisation want to know: what training is required how training should be delivered. how the training improves the performance of the organisation Staff expect: targeted and job related training (for now and the future) to equip them to meet the expectations of the organisation defined outcomes as a result of training quality assurance of training materials and delivery techniques value for time spent in training At the time of the writing of this paper, few organisations in the parks industry: had a quantifiable means of measuring organisational performance outcomes had measured the current competence of employees had agreed arrangements in place to meet all their staff training needs. had a formal strategy for addressing staff training so that maximum cost benefits are attained from training had a quantifiable means of assessing the on-ground outcomes of staff training are innovative with regard to methods of making training delivery more efficient use training systems and expertise available in the wider training industry had accurate costings relating to training (salary, training delivery etc) Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry. This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups. Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies to: focus on their core business identify key performance indicators and associated priority outcomes be accountable for the delivery of priority outcomes and direct expenditure accordingly apply sound business planning principles to program planning and budgeting evaluate alternative means of service delivery (such as outsourcing) enhance the sustainable management of the natural and cultural resources of parks provide a high standard of customer service and facilities continually improve performance (both financial performance and service delivery) have competent and effective staff. Park customers require parks agencies to: manage the natural and cultural resources of the park using the best possible techniques provide excellent customer service provide a range of recreational opportunities manage financial resources effectively and efficiently have competent and efficient staff This paper will discuss and explore: Best practice in staff training processes for park agencies The use of benchmarking as a tool in establishing best practice. Relevant terms are defined as: Staff training: the process of developing the skills of employees Competence:the ability to deliver a service to a prescribed minimum standard 2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES 2.1 Methodology In 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs. The project scope covered: an examination of guidelines and procedures to guide workplace performance an examination of standards of performance (competency standards) training and development programs strategic framework for program development industrial context (relationship of training to pay/promotion etc) identification of learning outcomes, assessment criteria and delivery standards delivery arrangements (in-house or external) assessment practices relationship to formal training structures (State or National) monitoring of training outcomes (improved performance, cost-benefit analysis etc. The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG. The methodology used was to: Conduct initial research into training processes to produce an appropriate survey instrument. Communicate with, visit with or arrange joint meetings with member agencies of ANZECC to: apply the survey observe training initiatives and process Communicate with or visit external organisations with a record of innovation in delivering training programs Prepare a best practice report in consultation with participating agencies There were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points. Figure 1 Location of interviews Location Organisation Adelaide South Australian Department of Environment and Natural Resources Sydney New South Wales National Parks and Wildlife Service Melbourne Tasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities Council Phone survey Queensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation. 2.2 Best Practice in Staff Training Processes Initial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business. 3.1.1 Organisations vision, mission and key performance indicators. The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process. As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process. 3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed. The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included. Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified 3.1.3 Identification of current competence of workforce Having determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff. Current performance of staff Most organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance. A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment. Assessment of current competence. For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base Assessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current. The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage. 3.1.4 Identification of competency gap. Once the competencies held by the workforce are determined, they are measured against those required by the organisation. A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered. 3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan. Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management. The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices 3.1.6 Organisations training needs The organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them. Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually. 3.2 STRATEGY FOR RESOURCING THE TRAINING For the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs. Training resources can be categorised into financial resources, physical resources and human resources. 3.2.1 Financing the training Determining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising. When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately. The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job. Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change. Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements. 3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training. It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment. Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants. The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced. 3.2.3 Human resources Best practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility. A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need. For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement. Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system. The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training. The training specialist/team will be able to provide staff with adequate systems and information for them to be able to: integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations. 3.3 DEVELOPMENT AND DELIVERY OF THE TRAINING Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda. 3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured. 3.3.2 Modular training framework For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency. A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard. The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed. Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery. 3.3.3 Flexible delivery arrangements The training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job. The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for. The relevance of the content and delivery standards are monitored against the module specification. Delivery is by instructors who are trained as trainers and are also experienced in the subject matter. 3.3.4 Assessment of learning outcomes Assessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments. 3.4 APPLICATION AND EVALUATION OF TRAINING The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage. A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed. Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited. 5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSES Organisations who are leaders in training have the following characteristics: Senior management understanding of and support for the role training plays in the overall business context. A vision, mission and key performance indicators. A formal link between training and the business planning process (priorities, funding and responsibility). A training specialist employed to integrate organisational training requirements with the services provided by the external training industry. Defined competency standards and assessment system. A workforce management strategy which addresses how to bridge the competency gap. Use a modular approach to meet specific training needs (eg National Training Framework). Use flexible delivery methods and measure learning outcomes at the end of the training. Appraise application of competencies on-the-job (performance appraisal system). Evaluate the benefit training provides to both the individual and to the organisation. CASE STUDIES The following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies. CASE STUDY 1 DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAM The Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change. The Performance Management Program aims for continuous corporate performance improvement through the following process: The individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes. Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documented Line managers are required to: help staff to identify the skill and knowledge required to do their job effectively support staff to establish and meet their individual/team development plan Individuals are responsible for: identifying the skills, knowledge and support they need to do their job effectively work out an individual/team development plan that is linked to performance review the plan regularly. Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based. CASE STUDY 2 NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAINING The National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff. In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry. The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline. All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses). The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State. CASE STUDY 3 AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSES The developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda. AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC. The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework. Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements. Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200. Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module. Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable. The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module. One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work. The courses were developed with a substantial consultation process and are regularly reviewed for relevance. The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies. CASE STUDY 4 DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECT The Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Training and funded by the Commonwealth. The purpose of the project was to review existing training and develop an industry based on- and off-the-job training program that could be implemented on a self paced basis. The project outcomes were as follows: an occupational analysis development of a set of statements of competence validated by industry development of performance criteria and assessment statements for each statement of competence allocation training responsibilities between on- and off-the-job providers development a State accredited curriculum (Associate Diploma of Applied Science:Park Management) articulation of the course through other courses recognition of credentials interstate development of a set of learning resources to facilitate the delivery of training on a self paced basis The following packages were developed: Communications Computing Australian Flora Australian Fauna Basic Park Operations Earth Science Integrated Conservation management and Planning Financial Control Legal Systems Anthropology Interpretation Applied Ecology Australian Heritage Site Design and Rehabilitation Recreation Planning Fire Management Human Impact Marine Resource Management Park Project Management Team Building/Negotiation Skills Resource Management Planning Cultural Resource Management Conservation Management CREDENTIALS OF THE PROJECT LEADER Prue Dobbin (B.A. Hons., Grad. Dip. in Education, Assoc. Dip. of Business Management) is currently Training Manager for the National Parks Service, Department of Conservation and Natural Resources, Victoria. Originally a secondary teacher and then the Fire Training Manager for the Department, she played a lead role in the development and review of the National firefighting competency standards and training curriculum.