checklist for review of the human resource development component
TRANSCRIPT
i
WHO/HTM/TB/2005.350
Checklist for review of the human resource
development component ofnational plans to control tuberculosis
Prepared by:
Karin Bergström
Stop TB Department World Health Organization
Geneva, Switzerland
With contributions from: Jeffery Glassroth, ATS*
Wanda Walton, CDC, Atlanta* Inge Pool, KNCV*
Jan Voskens, KNCV* Susan Bacheller, USAID*
* Task Force Training of the Tuberculosis Coalition for Technical Assistance
Logos of ATS, CDC, KNCV, USAID to be added
US Centers for Disease Control and Prevention
ii
This publication was partially funded by the Office of Health, Infectious Diseases and Nutrition, Bureau for Global Health, United States Agency for International Development, through the Tuberculosis Coalition for Technical Assistance, a cooperative agreement to accelerate implementation and expansion of the DOTS strategy in developing countries.
© World Health Organization 2005
All rights reserved.
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters.
All reasonable precautions have been taken by World Health Organization to verify the information contained in this publication. However, the published material is being distributed without warranty of any kind, either express or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use. The named authors alone are responsible for the views expressed in this publication.
iii
Contents
1. Introduction............................................................................................................1 2. Human resource (HR) development in the national TB control
programme (NTP) ..................................................................................................2 3. Review organizational structure to manage HR development at national
level of the NTP......................................................................................................3 4. Review overall direction of the plan for HR development for TB control ...........5 5. Review current situation ........................................................................................7 6. Review system for follow-up after training and links to overall TB control
programme supervision within NTP ..................................................................12 7. Review management and use of information for management of HR
for TB control.......................................................................................................13 8. Review short- and medium-term plans to strengthen teaching of TB control
in basic training programmes for medical doctors, nurses and othercategories of staff involved in TB control ...........................................................15
9. Review management of finances .........................................................................17 10. Review implementation and monitoring of the plan for HR development. .......18 11. Review activities to evaluate implementation of the plan for HR development,
and revise based on findings from monitoring and evaluation..........................20 12. Follow-up .............................................................................................................22
iv
1 1
1. Introduction Competent health-care providers and managers are critical to the successful implementation of the DOTS strategy to reach and sustain the targets for global tuberculosis (TB) control. The development and maintenance of a competent workforce for TB control is therefore a key component of the activities of national TB control programmes (NTPs).
For many years, NTPs have been implementing training activities for health-care workers and managers involved in TB control. However, as experience with the implementation of various training programmes has increased, so too has awareness of the need to pay additional attention to the quality of training, the need for better management of training programmes and the need for ongoing follow-up after training, staff rotation and staff turnover. The management of human resources for TB control therefore needs consolidation and strengthening.
The checklist described in this document has been developed as a tool to assist those involved in a systematic review of the human resource development component of the NTP. This component is often referred to as “training”. In this document, the term training is used in a broader context than the more traditional interpretation of the term, where training refers to organization and implementation of training courses. Training in this document is often replaced by the term “HR development” to stress the need for a broader and more long-term approach within NTPs.
The checklist is based on the content outlined in the WHO document, Training for better TB control: human resource development for TB control – A strategic approach within country support (WHO/CDS/TB/ 2002.301). It can be used in part or in total, depending on the purpose of the review. However, it is recommended that sections 2–4 are always included.
The checklist is structured in the form of questions to be answered and issues to be considered during the review process. It is strongly recommended that as much detail as possible is recorded to reflect the scope of item under review. Simple yes/no responses should be avoided. For some items, bullet points are included that cover issues to consider in guiding the user in responding. Users of the checklist with insufficient experience in HR management for TB control, including training and education, may be unable to assess all items to the level of detail indicated. If this is the case, it is recommended that a subject expert undertake an in-depth review of the HR component. However, the document can be used by a non-HR expert to identify gaps and areas for further review.
The layout of the checklist provides space for notes and observations. However, the size of this space is not an indication of the amount of information needed. The checklist should be adapted based on the purpose of the review.
If the document is used by an external consultant to the programme during a programme review or programme assessment, the person assigned the responsibilities of coordinating HR development in the NTP should be the key person answering the questions listed in the checklist. If this function is not assigned to a specific person, a key problem has already been identified at this stage in the review. The reviewer will subsequently have to obtain as much information as possible from various persons and sources.
For further information on conducting a comprehensive programme review, please refer to the WHO document, Guidelines for conducting a review of a national tuberculosis programme (WHO/TB/98.240).
22
2.H
uman
res
ourc
e (H
R) d
evel
opm
ent i
n th
e na
tiona
l TB
con
trol
pro
gram
me
(NT
P)
Item
und
er r
evie
w
Obs
erva
tions
2.1
Is H
R d
evel
opm
ent,
incl
udin
g tra
inin
g an
d ed
ucat
ion
for
TB c
ontro
l, a
spec
ific
and
clea
rly d
escr
ibed
com
pone
nt in
th
e co
ntex
t of N
TP p
rogr
amm
e im
plem
enta
tion,
im
prov
emen
t and
exp
ansi
on?
Is it
des
crib
ed a
s a se
para
te c
ompo
nent
in th
e D
OTS
Ex
pans
ion
Plan
?
2.2
Are
trai
ning
and
edu
catio
nal e
ffor
ts p
lann
ed a
nd
impl
emen
ted
in c
lose
col
labo
ratio
n an
d co
ordi
natio
n w
ith
othe
r pro
gram
me
stre
ngth
enin
g ef
forts
, suc
h as
the
avai
labi
lity
of d
rugs
and
a fu
nctio
ning
labo
rato
ry n
etw
ork?
A k
ey a
spec
t of t
he ro
le o
f the
trai
ning
coo
rdin
ator
is to
pla
n tra
inin
g ac
tiviti
es to
occ
ur a
long
side
thos
e re
late
d to
dru
g su
pply
, ava
ilabi
lity
of re
gist
ers,
labo
rato
ry su
ppor
t st
ruct
ure
incl
udin
g tra
nspo
rt of
sput
um sp
ecim
ens a
nd su
perv
isor
s tra
ined
in D
OTS
stra
tegy
impl
emen
tatio
n, to
ena
ble
the
DO
TS st
rate
gy to
be
impl
emen
ted.
33
3.
Rev
iew
org
aniz
atio
nal s
truc
ture
to m
anag
e H
R d
evel
opm
ent a
t nat
iona
l lev
el o
f the
NT
P
Item
und
er r
evie
w
Obs
erva
tions
3.1
Is th
ere
a de
sign
ated
per
son,
with
in th
e N
TP, t
o co
ordi
nate
all
HR
dev
elop
men
t act
iviti
es?
If y
es, i
s thi
s per
son
sole
ly re
spon
sibl
e fo
r thi
s act
ivity
or
is c
oord
inat
ion
of H
R d
evel
opm
ent o
nly
one
of m
any
resp
onsi
bilit
ies?
3.2
Is th
ere
a tra
inin
g co
ordi
natio
n gr
oup
with
repr
esen
tativ
es
from
trai
ning
inst
itutio
ns, f
ield
staf
f, pr
ofes
sion
al
orga
niza
tions
and
oth
er d
isea
se c
ontro
l pro
gram
mes
such
as
HIV
/AID
S?
Whe
n re
view
ing
this
item
ass
ess w
heth
er:
•th
e gr
oup
has s
peci
fic te
rms o
f ref
eren
ce (T
OR
); •
the
grou
p is
smal
l eno
ugh
to e
nabl
e co
nstru
ctiv
e w
ork;
•
ther
e ar
e cl
ear,
rele
vant
sele
ctio
n cr
iteria
for m
embe
rs;
•th
e fu
nctio
nal a
rran
gem
ents
are
spec
ified
e.g
. mee
ting
freq
uenc
y, w
hich
will
ena
ble
the
grou
p to
fulfi
l the
TO
R.
44
Item
und
er r
evie
w
Obs
erva
tions
3.3
Are
ther
e cl
early
spec
ified
and
ass
igne
d ro
les a
nd
func
tions
for m
anag
emen
t tra
inin
g at
sub
natio
nal l
evel
s (r
egio
nal/p
rovi
ncia
l, di
stric
t) an
d ar
e as
sign
ed st
aff
train
ed fo
r the
se fu
nctio
ns?
Not
e: T
his q
uest
ion
refe
rs to
the
resp
onsi
bilit
ies a
t di
stric
t/reg
iona
l/sta
te le
vel f
or th
e or
gani
zatio
n of
trai
ning
ac
tiviti
es; f
ollo
w-u
p af
ter t
rain
ing
and
iden
tific
atio
n of
ne
w st
aff t
hat n
eed
train
ing
as a
resu
lt of
staf
f tur
nove
r. Q
uest
ions
rela
ted
to ro
les a
nd fu
nctio
ns o
f ser
vice
de
liver
y st
aff a
re a
ddre
ssed
in q
uest
ion
5.1
belo
w.
Whe
n re
view
ing
this
item
ass
ess:
•jo
b de
scrip
tions
for m
anag
emen
t tra
inin
g;
•ho
w fu
nctio
ns h
ave
been
ass
igne
d;
•ho
w a
ssig
ned
staf
f hav
e be
en tr
aine
d to
per
form
thes
e fu
nctio
ns;
•w
heth
er n
atio
nal/r
egio
nal t
rain
ing
inst
itutio
ns a
re
activ
ely
invo
lved
.
55
4.
Rev
iew
ove
rall
dire
ctio
n of
the
plan
for
HR
dev
elop
men
t for
TB
con
trol
Item
und
er r
evie
w
Obs
erva
tions
4.1.
Are
ther
e cl
ear m
ediu
m- a
nd lo
ng-te
rm g
oals
for n
atio
nal
HR
dev
elop
men
t for
TB
con
trol?
Con
side
r the
follo
win
g as
a b
asis
for t
he re
view
of i
tem
4.1
:
The
long
-term
goa
l for
HR
dev
elop
men
t for
TB
con
trol i
s to
reac
h an
d su
stai
n a
situ
atio
n w
here
by:
Staf
f at d
iffer
ent l
evel
s of t
he h
ealth
syst
em h
ave
the
skill
s, kn
owle
dge
and
attit
udes
(i.e
. com
pete
ncie
s) n
eces
sary
to su
cces
sful
ly im
plem
ent a
nd
sust
ain
TB c
ontr
ol a
ctiv
ities
, inc
ludi
ng th
e im
plem
enta
tion
of n
ew a
nd re
vise
d st
rate
gies
and
tool
s, an
d in
rela
tion
to H
IV m
anag
emen
t, an
d th
at
ther
e ar
e su
ffici
ent n
umbe
rs o
f sta
ff of
all
cate
gori
es fo
r pro
gram
me
impl
emen
tatio
n.
66
Item
und
er r
evie
w
Obs
erva
tions
4.2
Are
ther
e cl
ear,
com
preh
ensi
ve st
rate
gies
to re
ach
the
goal
s as d
escr
ibed
in it
em 4
.1 a
bove
?
Con
side
r the
follo
win
g as
a b
asis
for t
he re
view
of i
tem
4.2
:
The
stra
tegy
, des
crib
ing
how
to re
ach
the
goal
, sho
uld
incl
ude
at le
ast t
he fo
llow
ing
com
pone
nts:
�
esta
blis
h/im
prov
e ex
istin
g in
-ser
vice
trai
ning
pro
gram
mes
for T
B c
ontro
l; �
esta
blis
h/im
prov
e ex
istin
g sy
stem
s and
stru
ctur
es to
iden
tify
perf
orm
ance
def
icie
ncie
s rel
ated
to la
ck o
f ski
lls a
nd to
ena
ble
staf
f to
acqu
ire th
e ne
cess
ary
com
pete
ncie
s for
TB
con
trol a
ctiv
ities
thro
ugh
form
al o
r on-
the-
job
train
ing
(sup
ervi
sion
and
follo
w-u
p);
�es
tabl
ish/
impr
ove
exis
ting
syst
ems t
o, o
n an
ong
oing
bas
is, i
dent
ify n
ew st
aff w
orki
ng in
TB
con
trol a
nd e
nabl
e th
em to
par
ticip
ate
in th
e ap
prop
riate
tra
inin
g pr
ogra
mm
es a
s soo
n as
they
take
up
a ne
w p
ositi
on (s
taff
rota
tion)
; �
revi
ew a
nd re
vise
as n
eces
sary
bas
ic tr
aini
ng p
rogr
amm
es fo
r med
ical
doc
tors
, nur
ses a
nd o
ther
hea
lth-c
are
wor
kers
invo
lved
in th
e im
plem
enta
tion
of T
B c
ontro
l act
iviti
es, t
o en
sure
that
new
gra
duat
es a
re fu
lly p
repa
red
for w
ork
in T
B c
ontro
l; �
coor
dina
te tr
aini
ng re
late
d to
TB
con
trol w
ith tr
aini
ng fo
r oth
er d
isea
se c
ontro
l int
erve
ntio
ns su
ch a
s for
HIV
/AID
S pr
even
tion
and
cont
rol;
�co
ordi
nate
with
rele
vant
dep
artm
ents
to e
nsur
e ad
equa
te d
eplo
ymen
t and
rete
ntio
n of
staf
f.
77
5.
Rev
iew
cur
rent
situ
atio
n
Item
und
er r
evie
w
Obs
erva
tions
5.1
Are
job
desc
riptio
ns fo
r sta
ff in
volv
ed in
TB
con
trol u
p to
dat
e to
cor
resp
ond
with
cur
rent
pol
icie
s and
re
com
men
datio
ns fo
r TB
con
trol,
dist
ribut
ed a
nd k
now
n to
all
staf
f con
cern
ed?
List
the
cate
gorie
s of s
taff
invo
lved
and
revi
ew
sepa
rate
ly.
88
Item
und
er r
evie
w
Obs
erva
tions
5.2
Rev
iew
cur
rent
trai
ning
pro
gram
mes
for d
iffer
ent
cate
gorie
s of h
ealth
-car
e st
aff i
nvol
ved
in th
e TB
pr
ogra
mm
e ac
cord
ing
to th
eir f
unct
ions
. Det
erm
ine
whe
ther
the
train
ing
prog
ram
mes
pro
vide
par
ticip
ants
w
ith th
e ne
cess
ary
know
ledg
e, sk
ills a
nd a
ttitu
des
rela
ted
to th
eir f
unct
ions
in T
B c
ontro
l.
List
the
train
ing
prog
ram
mes
/cou
rses
and
revi
ew/a
sses
s se
para
tely
:•
the
over
all o
bjec
tive
of th
e co
urse
; •
are
the
cour
se o
bjec
tives
dire
ctly
rela
ted
to jo
b de
scrip
tions
?•
are
ther
e sp
ecifi
c m
easu
rabl
e le
arni
ng o
bjec
tives
for
the
cour
se a
nd a
re th
ey d
irect
ly re
late
d to
job
desc
riptio
ns?
•do
trai
ning
met
hodo
logi
es a
nd te
chni
ques
ena
ble
the
parti
cipa
nts t
o de
velo
p th
e sk
ills b
ased
on
the
lear
ning
obj
ectiv
es?
•is
ther
e en
ough
tim
e al
loca
ted
to d
iffer
ent p
arts
of
the
cour
se to
mee
t the
lear
ning
obj
ectiv
es?
•is
eva
luat
ion
of c
ours
e pa
rtici
pant
s (re
actio
n an
d le
arni
ng e
valu
atio
n) in
clud
ed?
•pa
ss/fa
il –
is th
ere
a sy
stem
to su
ppor
t par
ticip
ants
w
ho d
o no
t mee
t min
imum
stan
dard
s?
99
Item
und
er r
evie
w
Obs
erva
tions
5.3
Rev
iew
trai
ning
mat
eria
l for
all
cate
gorie
s of s
taff
tra
inin
g. L
ist a
ll m
ater
ial a
nd re
view
sepa
rate
ly.
Det
erm
ine
whe
ther
the
NTP
trai
ning
mat
eria
l use
d is
up
to d
ate,
bas
ed o
n pa
rtici
pato
ry te
achi
ng m
etho
dolo
gies
, co
rres
pond
s to
the
lear
ning
obj
ectiv
es a
nd is
bas
ed o
n sk
ills d
evel
opm
ent.
List
the
train
ing
prog
ram
mes
/cou
rses
and
revi
ew/a
sses
s se
para
tely
:•
is th
e N
TP u
sing
gen
eric
trai
ning
mat
eria
l? If
yes
, ha
s the
mat
eria
l bee
n ad
apte
d?
•if
the
mat
eria
l has
bee
n de
velo
ped
loca
lly, i
s it
deve
lope
d ba
sed
on a
task
ana
lysi
s for
the
spec
ific
job?
•is
the
mat
eria
l dev
elop
ed b
ased
on
parti
cipa
tory
te
achi
ng a
nd le
arni
ng m
etho
dolo
gies
? •
is th
e m
ater
ial u
p to
dat
e (r
efle
cts t
he im
plem
enta
tion
of th
e D
OTS
stra
tegy
) and
tech
nica
lly c
orre
ct?
1010
Item
und
er r
evie
w
Obs
erva
tions
5.4
Rev
iew
sele
ctio
n an
d tra
inin
g of
cou
rse
faci
litat
ors f
or
the
diff
eren
t tra
inin
g pr
ogra
mm
es. D
eter
min
e w
heth
er
the
curr
ent s
elec
tion
of c
ours
e fa
cilit
ator
s is o
ptim
al to
en
sure
qua
lity
and
sust
aina
bilit
y of
trai
ning
act
iviti
es.
Whe
n re
view
ing
this
item
ass
ess:
•ho
w tr
aini
ng in
stitu
tions
are
invo
lved
in in
-ser
vice
tra
inin
g;•
if th
ere
is a
poo
l of c
ours
e fa
cilit
ator
s for
diff
eren
t tra
inin
g co
urse
s;
•if/
how
the
faci
litat
ors h
ave
been
trai
ned
in
educ
atio
nal m
etho
dolo
gies
and
faci
litat
or sk
ills;
•
if/ho
w th
e fa
cilit
ator
s hav
e be
en tr
aine
d in
diff
eren
t as
pect
s of T
B p
rogr
amm
e m
anag
emen
t; •
if/ho
w th
e fa
cilit
ator
s hav
e be
en tr
aine
d in
how
to
eval
uate
cou
rse
parti
cipa
nts;
•
if/ho
w th
e fa
cilit
ator
s hav
e be
en tr
aine
d in
cou
rse
man
agem
ent.
1111
Item
und
er r
evie
w
Obs
erva
tions
5.5
Rev
iew
org
aniz
atio
n of
trai
ning
cou
rses
(sho
rt- a
nd
long
-term
pla
ns).
Det
erm
ine
whe
ther
the
curr
ent
orga
niza
tion
of c
ours
es a
ddre
sses
all
need
s for
cap
acity
bu
ildin
g fo
r TB
con
trol a
nd w
heth
er o
rgan
izat
ion
is
real
istic
.
Whe
n re
view
ing
this
item
ass
ess:
•on
goin
g in
-ser
vice
trai
ning
for s
taff
not
pre
viou
sly
invo
lved
in th
e pr
ogra
mm
e (in
new
are
as fo
r DO
TS
expa
nsio
n);
•tra
inin
g of
new
staf
f (as
a re
sult
of st
aff t
urno
ver)
; •
refr
eshe
r tra
inin
g an
d up
datin
g of
pro
gram
me
staf
f; •
train
ing
to re
med
y pe
rfor
man
ce d
efic
ienc
ies
iden
tifie
d du
ring
supe
rvis
ion;
•
train
ing
sche
dule
s – w
hen
cour
ses a
re o
rgan
ized
and
co
ordi
natio
n w
ith o
ther
pro
gram
me
activ
ities
; •
num
ber o
f cou
rses
org
aniz
ed o
ver a
def
ined
per
iod
of ti
me;
•
how
reso
urce
requ
irem
ent a
re a
sses
sed;
•
how
logi
stic
s are
arr
ange
d.
1212
6.
Rev
iew
syst
em fo
r fo
llow
-up
afte
r tr
aini
ng a
nd li
nks t
o ov
eral
l sup
ervi
sion
with
in N
TP
Item
und
er r
evie
w
Obs
erva
tions
6.1
Rev
iew
the
orga
niza
tiona
l stru
ctur
e fo
r fol
low
-up
afte
r tra
inin
g. Is
a sy
stem
in p
lace
for f
ollo
w-u
p af
ter
train
ing?
Whe
n re
view
ing
this
item
ass
ess:
•ho
w is
follo
w-u
p af
ter t
rain
ing
orga
nize
d?
•w
ho is
resp
onsi
ble?
•
how
is fo
llow
-up
cond
ucte
d?
•ho
w is
info
rmat
ion
from
follo
w-u
p co
mm
unic
ated
ba
ck in
to th
e tra
inin
g sy
stem
? •
how
is tr
aini
ng fo
llow
-up
linke
d an
d co
ordi
nate
d w
ith re
gula
r pro
gram
me
supe
rvis
ion?
6.2
Are
supe
rvis
ors t
rain
ed fo
r fol
low
-up
afte
r tra
inin
g?
Whe
n re
view
ing
this
item
ass
ess:
•
the
role
s and
resp
onsi
bilit
ies o
f sta
ff c
ondu
ctin
g fo
llow
-up
afte
r tra
inin
g;
•w
heth
er sp
ecifi
c co
urse
s on
how
to d
o fo
llow
-up
afte
r tra
inin
g ar
e or
gani
zed.
1313
7.
Rev
iew
man
agem
ent a
nd u
se o
f inf
orm
atio
n fo
r m
anag
emen
t of H
R fo
r TB
con
trol
Item
und
er r
evie
w
Obs
erva
tions
7.1
Are
info
rmat
ion
need
s cle
arly
det
erm
ined
? D
eter
min
e w
heth
er in
form
atio
n is
ava
ilabl
e in
a ti
mel
y m
anne
r and
w
heth
er it
is u
sed
for d
ecis
ion-
mak
ing
rega
rdin
g tra
inin
g.
Whe
n re
view
ing
this
item
ass
ess:
•
how
are
dec
isio
ns a
nd p
riorit
ies m
ade
base
d on
es
sent
ial i
nfor
mat
ion
(fun
ctio
ns o
f per
sonn
el, w
hen
train
ed, w
hen
due
for c
ontin
ued
train
ing,
etc
., id
entif
icat
ion
of n
ew st
aff)
? •
how
is n
ew st
aff (
as a
resu
lt of
staf
f tur
nove
r)
iden
tifie
d in
dis
trict
s whe
re D
OTS
trai
ning
has
al
read
y ta
ken
plac
e?
1414
Item
und
er r
evie
w
Obs
erva
tions
7.2
Ass
ess e
xist
ing
data
man
agem
ent p
roce
dure
s. D
eter
min
e w
heth
er th
e pr
oced
ures
are
func
tioni
ng a
nd
prov
idin
g th
e es
sent
ial i
nfor
mat
ion
for o
ptim
al p
lann
ing
and
man
agem
ent o
f tra
inin
g ac
tiviti
es.
Whe
n re
view
ing
this
item
ass
ess:
•
who
is u
sing
diff
eren
t typ
es o
f inf
orm
atio
n (d
istri
ct
coor
dina
tors
, nat
iona
l man
ager
s);
•cu
rren
t for
ms a
nd p
roce
dure
s for
col
lect
ing,
re
cord
ing,
tabu
latin
g an
d an
alys
ing
data
for t
rain
ing
man
agem
ent a
nd w
heth
er th
ey m
eet t
rain
ing
man
agem
ent n
eeds
.
1515
8.
Rev
iew
shor
t- an
d m
ediu
m-te
rm p
lans
to st
reng
then
teac
hing
of T
B c
ontr
ol in
bas
ic tr
aini
ng
prog
ram
mes
for
med
ical
doc
tors
, nur
ses a
nd o
ther
cat
egor
ies o
f sta
ff in
volv
ed in
TB
con
trol
Item
und
er r
evie
w
Obs
erva
tions
8.1
Is th
ere
a w
orki
ng g
roup
for s
treng
then
ing
the
TB
cont
rol c
ompo
nent
in b
asic
trai
ning
cur
ricul
a fo
r m
edic
al d
octo
rs, n
urse
s and
oth
er c
ateg
orie
s of s
taff
in
volv
ed in
TB
con
trol?
Whe
n re
view
ing
this
item
ass
ess:
•
the
TOR
for t
he w
orki
ng g
roup
; •
the
mem
bers
of t
he w
orki
ng g
roup
; •
the
crite
ria fo
r the
sele
ctio
n of
the
mem
bers
; •
how
the
chai
rper
sons
and
secr
etar
y ar
e se
lect
ed;
•th
e fu
nctio
nal a
rran
gem
ents
(fre
quen
cy o
f mee
tings
, pr
ovis
ion
for e
xtra
ordi
nary
mee
tings
, etc
.).
1616
Item
und
er r
evie
w
Obs
erva
tions
8.2
Rev
iew
cur
rent
situ
atio
n an
d de
term
ine
whe
ther
the
curr
ent c
urric
ula
(ref
erre
d to
in it
em 8
.1 a
bove
) are
ad
dres
sing
the
need
s for
cur
ricul
um st
reng
then
ing
incl
udin
g te
achi
ng/le
arni
ng m
ater
ial a
nd a
dditi
onal
tra
inin
g of
facu
lty.
Whe
n re
view
ing
this
item
ass
ess:
•
the
rele
vanc
e of
the
curr
icul
a (c
onte
nt a
nd
met
hodo
logi
es) t
o th
e ne
eds f
or D
OTS
im
plem
enta
tion;
•th
e re
leva
nce
of te
achi
ng/le
arni
ng m
ater
ial;
•th
e re
leva
nce
of th
e te
ache
r tra
inin
g;•
linka
ges t
o ov
eral
l cur
ricul
um d
evel
opm
ent
activ
ities
.
8.3
Are
ther
e sh
ort-
and
med
ium
-term
pla
ns to
stre
ngth
en
the
teac
hing
of T
B c
ontro
l in
basi
c tra
inin
g pr
ogra
mm
es
for m
edic
al d
octo
rs, n
urse
s and
oth
er c
ateg
orie
s of s
taff
in
volv
ed in
TB
con
trol?
Whe
n re
view
ing
this
item
ass
ess:
•
if ob
ject
ives
are
spec
ific,
mea
sura
ble,
atta
inab
le,
real
istic
, and
tim
e bo
und
(SM
AR
T) a
nd th
e lin
kage
s be
twee
n ob
ject
ives
and
stra
tegi
es c
lear
and
logi
cal;
•th
e sc
hedu
le o
f act
iviti
es a
nd re
sour
ce re
quire
men
ts
the
assi
gnm
ent o
f res
pons
ibili
ties.
1717
9.
Rev
iew
man
agem
ent o
f fin
ance
s
The
ques
tions
rela
ted
to m
anag
emen
t of f
inan
ces i
n th
is se
ctio
n on
ly re
pres
ent a
brie
f ove
rvie
w a
nd a
re n
ot in
tend
ed to
repl
ace
a co
mpr
ehen
sive
revi
ew o
f the
pr
ogra
mm
e’s f
inan
cial
man
agem
ent.
Item
und
er r
evie
w
Obs
erva
tions
9.1
Is th
ere
a sp
ecifi
c bu
dget
for t
he tr
aini
ng c
ompo
nent
/is
the
train
ing
com
pone
nt c
lear
ly id
entif
iabl
e in
the
over
all
NTP
bud
get?
9.2
Is th
ere
a cl
ear s
yste
m fo
r fin
anci
al m
onito
ring
and
repo
rting
use
d fo
r dec
isio
n-m
akin
g?
Whe
n re
view
ing
this
item
ass
ess:
•
the
finan
cial
pla
nnin
g an
d m
onito
ring
cycl
e;
•ex
istin
g m
echa
nism
s for
fina
ncia
l con
trol;
•th
e fin
anci
al re
porti
ng –
inst
itutio
nal a
nd d
onor
re
quire
men
ts.
1818
10.
Rev
iew
impl
emen
tatio
n an
d m
onito
ring
of t
he p
lan
for
HR
dev
elop
men
t
Item
und
er r
evie
w
Obs
erva
tions
10.1
Rev
iew
the
timel
ines
s of i
mpl
emen
tatio
n of
act
iviti
es.
Are
act
iviti
es in
the
plan
s for
HR
dev
elop
men
t im
plem
ente
d in
a ti
mel
y m
anne
r?
Whe
n re
view
ing
this
item
ass
ess:
•
the
prep
arat
ion
and
use
of a
nnua
l wor
k pl
ans;
•
the
use
of G
antt
char
ts;
•co
ordi
natio
n of
act
iviti
es.
10.2
Rev
iew
dep
loym
ent o
f HR
. Are
HR
dep
loye
d ac
cord
ing
to d
eter
min
ed n
eeds
and
are
all
man
pow
er n
eeds
met
? D
eter
min
e w
heth
er th
ere
are
suff
icie
nt st
aff a
t all
leve
ls
to im
plem
ent t
he D
OTS
stra
tegy
and
reac
h th
e gl
obal
ta
rget
s for
TB
con
trol?
Whe
n re
view
ing
this
item
ass
ess:
•
the
staf
fing
at c
entra
l lev
el;
•th
e st
affin
g at
pro
vinc
ial a
nd d
istri
ct le
vel;
•th
e st
affin
g at
per
iphe
ral l
evel
; •
coor
dina
tion
with
HR
dep
artm
ent o
f min
istry
of
heal
th to
solv
e pr
oble
ms w
ith st
aff v
acan
cies
and
lo
ng-te
rm n
eeds
for a
dditi
onal
staf
f.
1919
Item
und
er r
evie
w
Obs
erva
tions
10.3
Rev
iew
tim
elin
ess o
f allo
catio
n of
reso
urce
s (ex
clud
ing
HR
; see
item
10.
2). A
re re
sour
ces a
lloca
ted
in a
tim
ely
man
ner a
ccor
ding
to p
lans
?
Whe
n re
view
ing
this
item
ass
ess:
•
cash
flow
s;•
dist
ribut
ion
of tr
aini
ng/le
arni
ng m
ater
ials
.
10.4
Rev
iew
regu
lar s
uper
visi
on a
nd fo
llow
-up
afte
r tra
inin
g.
Are
act
iviti
es im
plem
ente
d ac
cord
ing
to p
lans
?
Whe
n re
view
ing
this
item
ass
ess:
•
follo
w-u
p af
ter t
rain
ing
vers
us re
gula
r pro
gram
me
supe
rvis
ion.
2020
11.
Rev
iew
act
iviti
es to
eva
luat
e im
plem
enta
tion
of th
e pl
an fo
r H
R d
evel
opm
ent,
and
revi
se b
ased
on
find
ings
from
mon
itori
ng a
nd e
valu
atio
n
Item
und
er r
evie
w
Obs
erva
tions
11.1
Is th
e tra
inin
g an
d ed
ucat
ion
plan
eva
luat
ed o
n a
regu
lar
basi
s? (T
his s
ectio
n re
late
s to
the
qual
ity o
f the
pla
n.)
Whe
n re
view
ing
this
item
ass
ess:
•
whe
ther
the
goal
s and
obj
ectiv
es o
f the
pla
n ar
e ap
prop
riate
;•
whe
ther
the
plan
ned
activ
ities
wer
e th
e m
ost
appr
opria
te re
late
d to
nee
ds.
11.2
Is th
e tra
inin
g pr
oces
s eva
luat
ed o
n a
regu
lar b
asis
?
Whe
n re
view
ing
this
item
ass
ess:
•
whe
ther
act
iviti
es w
ere
impl
emen
ted
as p
lann
ed;
•th
e pr
oces
s of t
rain
ing
and
educ
atio
n, w
heth
er th
e tra
inin
g cu
rric
ula
wer
e im
plem
ente
d as
pla
nned
us
ing
the
plan
ned
teac
hing
met
hodo
logi
es, m
ater
ials
an
d ev
alua
tion
met
hods
.
2121
Item
und
er r
evie
w
Obs
erva
tions
11.3
Are
trai
ning
pro
duct
s (co
urse
par
ticip
ants
) eva
luat
ed?
Whe
n re
view
ing
this
item
ass
ess:
•
the
eval
uatio
n m
etho
ds c
hose
n ar
e ap
prop
riate
in
rela
tion
to th
e m
easu
rabl
e le
arni
ng o
bjec
tives
; •
perf
orm
ance
test
ing
met
hods
incl
udin
g th
e us
e of
pa
ss/fa
il cr
iteria
.
11.4
A
re tr
aini
ng p
lans
revi
sed
acco
rdin
g to
find
ings
fr
om m
onito
ring
and
eval
uatio
n?
Whe
n re
view
ing
this
item
ass
ess:
•
whe
n an
d on
wha
t bas
is p
lans
are
revi
sed;
•
the
proc
ess o
f rev
isio
n;
•w
hen,
on
wha
t bas
is a
nd h
ow m
etho
ds fo
r stu
dent
ev
alua
tion
are
mod
ified
.
2222
12. Follow-up
The final stage of the review is follow-up. It is important that this stage is carefully planned and that deadlines are set for the implementation of follow-up activities.
The review report should be finalized and recommendations approved for the relevant authorities. The NTP manager and the TB Training Coordinator are subsequently responsible for implementation of the recommendations. This process should be viewed as an event in the dynamic process of change. The plan for HR development for TB control should be periodically reviewed and updated based on needs and experiences in implementation. The cycle of this dynamic process is planning, implementation, monitoring, evaluation and replanning.