The Process

The task of training 1017 Senior Treatment Supervisors (STS) across the state demanded a well-coordinated and strategic approach from STDC Agra. To meet this challenge, the team developed a robust and comprehensive plan that laid the groundwork for successful implementation. This roadmap focused on gathering detailed trainee data, scheduling training batches, and ensuring timely communication and resource allocation. The planning phase set the stage for a seamless execution of the training program, ensuring every STS received the necessary knowledge, skills and support to contribute to the programme.

1. Planning

For ensuring uniform training of 1017 STS in the state, STDC Agra resorted to robust planning.

The first step was to create a comprehensive roadmap inclusive of following steps:
•Collection of Trainee information: The team meticulously crafted a detailed list of all STS personnel across the state, categorized by district. This was done based on the training planning tool prepared by Central TB Division (https://ntep.in/node/3614/BookPage/25-planning-tool) in collaboration with USAID supported The Union led iDEFEAT TB Project. This served as the denominator.
•Create Batches as per the resources available: Based on the infrastructure, dates and resource persons available, STDC Agra created batches for imparting the trainings.
•Assign Trainees to the various Batches: They assigned trainees to the various batches. Each training batch was scheduled perfectly to ensure the participation of every STS. Batches were created keeping in mind that the work on the ground is not to be affected. At the same time, STDC team ensured that no one was left behind. 
•Communication/ Invitation to Trainees: Requisite and timely communication was sent out to the trainees allowing sufficient time to be prepared for taking the batches. 
•Identification of the resources required for training:  Medical Officers of the STDCs and WHO-consultants served as the resource persons for these training sessions. Resource persons were meticulously mapped against each batches to ensure their availability. Funds for the trainings were budgeted in Program Implementation Plan (PIP) .
•Localized Learning: Course for STS on NTEP approved by Central TB Division was a 40-hour curriculum including 11 modules and 43 chapters (https://ntep.in/node/3408). To enhance the understanding, STDC translated training materials into Hindi, making the content accessible for participants from diverse educational backgrounds.

2. Operationalizing:

STDC organized 32 training sessions for covering 1017 STS over two years, from August 2022 to April 2024. Out of these, 8 batches were undertaken using the modernized training system. The Modernized Training system entailed use of blended mode of classroom training such that the training was imparted using virtual technological mechanisms.

•Role of Training Co-ordinator: A dedicated training coordinator was appointed to oversee the entire process from start to finish. Their responsibilities included meticulously planning the training schedules in close collaboration with the State TB Cell and STDC, selecting and assigning facilitators, and ensuring the necessary resources—such as training venues—were in place. Additionally, the coordinator was tasked with organizing training batches, scheduling courses within the Learning Management Information System, monitoring the progress of the trainings, and keeping all key stakeholders regularly updated. This comprehensive role ensured smooth and efficient execution of the training program.
•Practical learning: The training was highly practical and immersive, featuring six-day induction sessions complemented by two-day refresher courses. Emphasis was placed on real-world applications, allowing participants to actively engage with the material. This hands-on approach not only deepened their understanding but also boosted their confidence in effectively applying newly acquired skills within their respective districts.
•Continuous Monitoring: The STDC assessed the effectiveness of the training by conducting pre- and post-tests through the Learning Management System (LMS), allowing for data-driven insights. Feedback was actively incorporated, enabling session adjustments to ensure continuous improvement and enhanced learning outcomes.
•Inclusivity at Its Core:  The STDC created an accessible and supportive training environment by providing accommodations, meals, and logistical assistance for all participants, including individuals with disabilities. These efforts ensured an inclusive atmosphere, allowing everyone to fully engage in the learning experience
•Collaboration:  The trainings were undertaken in collaboration with WHO NTEP Technical Support Network and The Union led iDEFEAT TB Project. 
•Team Work: Under the chairpersonship of Director, STDC staff coordinated and implemented the training activities with a clear roles and responsibilities.