SDL activities should be seen as a set of interrelated initiatives, cutting across different areas and functions and reflecting the needs of individual and organizational development.  In this context, SDL offers a range of ongoing programs that focus on the development and staff in ways that connect directly to workplace performance.

These programs run in partnership with internal staff as well as with the assistance of other UN and Specialized agencies, and training organizations.

1.      Global Activities

2.      In-house training

3.      Learning areas

4.      Briefing/debriefing Activity

5.      Monitoring & Evaluation

6.      Overview of SDL Programmes [PDF 43 KB]

1.      Global Activities

     Induction & Orientation

     Security Management Learning Programme

     Global Induction & Orientation Programme – e-learning tool

     Management Development

     Professional Administrative Learning Progarmme

     WHO Management Development Programme

     Performance Management and Staff Development

     Performance Management and Development

     Promoting Innovation & Organisational Learning

     Core Competencies

     Negotiation Training for WHO

     Writing effectively for WHO

     Communications for Health

     Global Distance Language Training

     Enablers of Technical Work

     Skills Development Programme for HR Professionals

     WHO Guidelines Development & Methodology

     Research Ethics Training Programme

     MS-Office On-Line Computer Base Training

     Electronic Library for IT software

     International Public Sector Accounting Standards (IPSAS) Training

     In-depth searching for systematic reviews

     Library induction course

     Introduction to WHO collaborating centres: policy and Procedures

     National Health Strategies Learning Programme

2.      In-house training

In-house Training – Strengthening organizational capacity

The best training is usually administered by the organization’s own practitioners.  Trainers who are themselves staff enjoy greater credibility with colleagues since they know institutional conditions first hand, and any changes made are recognized as affecting trainers and trainees alike. Such credibility effectively encourages acceptance and application of the training, and also promotes transparency in the training assessment process.  The Regional Director recommends that external trainer use be limited to assisting ‘training of trainers’ and consultancies.

A major benefit of in-house training is the opportunity to customize course contents to specific staff and institutional needs.  Programmes and workshops can be tailored in alignment with policies, processes and systems so that staff can readily relate the learning points to their actual work. In addition, in-house training programmes can be designed that encourage team efforts for handling ‘cross-cutting issues’ that contribute to specific organizational objectives and or project activities.

SDL will work with staff trainers to develop programmes that enhance the capabilities and performance of individuals and teams.

3.      Learning areas

The identification of learning areas for some courses indicates that the course provides staff development in the knowledge or skill indicated. The learning areas correspond to those specified by the Global Learning Committee.  These priority learning areas are:

1.     Management and Leadership

Learning opportunities which focus on building the behaviours in the management and leadership competencies, leading to an impact on the overall performance of the Organization.

2.     Building Core Competencies

Opportunities for all staff to acquire the effective behaviours in the WHO Competency Model identified as core competencies.

3.     Technical Skills Development

The need to maintain and extend the technical competence of professional staff is a vital contributor to the ability of WHO to provide sound technical advice and build capacity.

4.     Managerial and Administrative skills

This learning priority area refers to the administrative processes of WHO, which will effect every staff member

5.     Induction

How we introduce new staff to the work of the organization can have a lasting impact on their working life as well as ensuring they are productive much more quickly; all staff new to the organization need to have a good grasp on the key messages about WHO work from the global, regional and country perspective and be able to know where to find key information to help them in their work

6.     Learning Excellence

This is the area which focuses on improving the quality of the learning enterprise across WHO.  This is home to activities that enhance learning generally, and can be applied over and over again.

4.     Briefing/debriefing Activity

     All new staff members must, on arrival in SEARO, report to PER.

     The responsible officer should ensure that the new staff member receives his/her terms of reference before starting his/her work regardless of the duty station and briefing at SEARO.

     Briefing in SEARO is arranged in consultation with the responsible officer concerned, as soon as recruitment formalities have been completed and approximate date of arrival is known.

     A staff member, who reports directly to the duty station, receives a complete briefing from the WR.

General Service Staff:

On joining duty, general service staff is provided with relevant post descriptions.  General briefing for GS staff members is coordinated by PER.  This includes completion of administrative formalities, familiarization with the organizational structure, channels of communication, physical location of office, document reproduction facilities etc.  The unit concerned briefs new staff on the duties described in the post description and introduces him/her to the staff in the Unit/Division.  Structural group briefing for newly appointed GS staff are organized by PER.

Debriefing:

On completion of assignment/reassigned, staff members, when necessary, visit SEARO (normally for 2-3 working days in case of long term staff; and for 1-2 working days for short-term staffs) to undergo debriefing, if required, and to discuss their final assignment report, technical and administrative aspects of the project, etc. The debriefing is coordinated by SDL.

Documents required for briefing/debriefing programme, at least two weeks before the date(s) of briefing:

     Short CV in the prescribed format for the purpose along with photograph [MS Word 53 KB]

     Terms of Reference.

     Check-list of Departments/units with whom briefing needs to be arranged [MS Word 55 KB]

     Briefing process