Managerial implications
| RQ1 and RQ2 themes | Recommendations |
|---|---|
| Unfavourable reactions | |
| Intensive schedule | Avoid shortening coffee and lunch breaks Vent the classroom in Kalkku to get fresh air Implement break exercises during in-class sessions to prevent tiredness |
| Cash transfer session in 2016 | Should be more advances than the pre-reading assignment |
| Presentation slides during in-class sessions | Prepare presentation slides well, avoid using long texts and use more pictures and figures to make the presentation easier to digest |
| Deployment simulation exercise too short | Explain the main goal of the deployment simulation exercise and give clear instructions before starting the exercise The exercise should be longer as this would enable applying the learned content more broadly |
| Cultural and gender issues | Could be worth to have some other evening activities |
| Transfer failure | |
| Warehouse document use | Implement more practical exercises involving warehouse document use |
| Procurement | During the procurement session, explain how procurement is done in the first rotation, when there is no time to do three bids Explain who is responsible for procurement and how strictly you need to follow Federation policies |
| Logic | Implement as much as possible of exercise involving the use of Logic Make sure an experienced Logic-user is available to support a first-timer in the field |
| Factors influencing training transfer | |
| Experience | Even if the respondents had experience that supported their learning, some did not have any previous experience in logistics. Hence, it would be worth considering that people should have at least some basic knowledge in logistics when accepting trainees to the course, since it is more challenging to match course content with the learning needs of trainees with such various backgrounds |
| Training content aligned with the actual job task | Since each operation is so different it would be important to bring as much as possible of these real-life examples to the course Like the transfer failure theme, procurement session should cover how to do procurement in an emergency Bring more real-life examples about what usually happens during the different rotations; honest examples about when it has not been possible to apply Federation policies in challenging situations Consider the teaching of cooperation skills and leadership skills Support from more experienced delegates is essential in the field To be able to operate with confidence as an SCA delegate, it would be good to additionally complete trainings such as Finance and Admin course as well as the Relief course. The warehouse session could include an exercise in a real warehouse tent/warehouse, where actual goods would be stored and moved together with the warehouse documents |
| Error management | Give adequate feedback/error management during and after the deployment simulation exercise, so that trainees will know how they have performed |
| Development discussion | Worth considering to implement the development discussion before the actual training, since then trainees would know their future placement and would possibly be more motivated and concentrated during sessions that concern their delegate role. If possible, the development discussion could be a bit longer |
| Training evaluation | To get more legitimate and brisk feedback from trainees about the effectiveness of the Logistics ERU Foundation course, it would be worth to place each training day’s evaluation to the next morning and/or place a final evaluation at the end of the course |
| Intensive days | Same as intensive schedule |
| Aged computer software (Logic) | Encourage IFRC to update Logic to an online version |
| Lack of personal feedback | Even if it might be challenging to implement personal feedback due to limited resources, trainees could be provided more feedback during group exercises by having for example an ‘observer’ who would intervene whenever needed Feedback could also be provided through an evaluation of the participant’s performance during the course |
| Context in the country of operation | Like the earlier factor -training content aligned with the actual job task- it is important to bring forth examples during the training about unexpected situations in the field, such as situations when local authorities have caused challenges |
| Time between training and mission | As it can take a long time before delegates go on logistics ERU operations after the training intervention, rehearsal of the learned training content is fundamental. Therefore, it is essential that FRC provides its delegates with adequate briefing material before operations as well as reminds its delegates about coming booster trainings (Logistics ERU Refresher training) |
| RQ1 and RQ2 themes | Recommendations |
|---|---|
| Intensive schedule | Avoid shortening coffee and lunch breaks |
| Cash transfer session in 2016 | Should be more advances than the pre-reading assignment |
| Presentation slides during in-class sessions | Prepare presentation slides well, avoid using long texts and use more pictures and figures to make the presentation easier to digest |
| Deployment simulation exercise too short | Explain the main goal of the deployment simulation exercise and give clear instructions before starting the exercise |
| Cultural and gender issues | Could be worth to have some other evening activities |
| Warehouse document use | Implement more practical exercises involving warehouse document use |
| Procurement | During the procurement session, explain how procurement is done in the first rotation, when there is no time to do three bids |
| Logic | Implement as much as possible of exercise involving the use of Logic |
| Experience | Even if the respondents had experience that supported their learning, some did not have any previous experience in logistics. Hence, it would be worth considering that people should have at least some basic knowledge in logistics when accepting trainees to the course, since it is more challenging to match course content with the learning needs of trainees with such various backgrounds |
| Training content aligned with the actual job task | Since each operation is so different it would be important to bring as much as possible of these real-life examples to the course |
| Error management | Give adequate feedback/error management during and after the deployment simulation exercise, so that trainees will know how they have performed |
| Development discussion | Worth considering to implement the development discussion before the actual training, since then trainees would know their future placement and would possibly be more motivated and concentrated during sessions that concern their delegate role. |
| Training evaluation | To get more legitimate and brisk feedback from trainees about the effectiveness of the Logistics ERU Foundation course, it would be worth to place each training day’s evaluation to the next morning and/or place a final evaluation at the end of the course |
| Intensive days | Same as intensive schedule |
| Aged computer software (Logic) | Encourage IFRC to update Logic to an online version |
| Lack of personal feedback | Even if it might be challenging to implement personal feedback due to limited resources, trainees could be provided more feedback during group exercises by having for example an ‘observer’ who would intervene whenever needed |
| Context in the country of operation | Like the earlier factor -training content aligned with the actual job task- it is important to bring forth examples during the training about unexpected situations in the field, such as situations when local authorities have caused challenges |
| Time between training and mission | As it can take a long time before delegates go on logistics ERU operations after the training intervention, rehearsal of the learned training content is fundamental. Therefore, it is essential that FRC provides its delegates with adequate briefing material before operations as well as reminds its delegates about coming booster trainings (Logistics ERU Refresher training) |
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