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CRITICAL FACTORS FOR SUCCESS

To maximize the effectiveness of this training program, certain factors must be given attention. These critical factors for success eventually determine the outcome of training and the memorability of program learnings in the long term.

1. Audience analysis and participant profile - A thorough analysis of the targeted participants must be made way in advance of the program. Data such as age; number of years in government service, the Department, and/or the labor inspectorate; training programs attended; work-related, community and social involvements; work experience; academic preparation; and other personal information are important tools in determining the training approaches that will have the most impact and interest for the training group.

Whenever possible, it would also be useful to determine relationships within the learning group. Crucial to training effectiveness is not only what and how people learn, but also with whom they learn. Interpersonal and intergroup dynamics greatly influence the successful outcome of training interventions and it would be well to take note of them.

2. Participants' willingness to explore new ways of looking at old things - It has been observed that labor inspectors, having been in the same job for many years, have woven their own comfort tracks in terms of thinking and doing things. To have inspectors change what they are used to is to ask them to abandon the comfort and security of predictable outcomes. Child labor approaches, developmental in contrast with their usual regulatory approaches, can cause discomfiture and therefore resistance. The program must be able to bring participants to a point where they can at least see that trying out new ways of looking at old things is worth their consideration.

3. Ability of participants to assess their own knowledge, attitudes, and skills in the light of new learnings - Also critical to program effectiveness is the capacity for self-critique. Unless participants are willing to question their own values, analyze their current practices (both personal as individual labor inspectors, and collective as an inspectorate) and confront their weaknesses as challenges to be met, little forward movement can be made in the way of change and commitment.

4. Situating child advocacy in labor inspection work - Participants must be made to see that child advocacy can easily blend into the normal, day-to-day work that they do. In the strictest sense, it is, in fact, a part of their job. Their unique vantage point as inspectors must be appreciated vis-à-vis what it requires, which must appear small in the face of the meaningful contribution they can make.

5. Institutional changes and support - The work environment within which labor inspectors must do their child advocacy must be able to change to accommodate the requirements of new roles and behaviors. Appropriate changes in inspectors' performance targets, assessment of contribution, and performance appraisal must be made, reflecting more accurately the value given to the child labor component of the labor inspectors' work.

6. After-training mechanism for follow-up - A mechanism after training must be carefully designed and set up so that the learnings gained from the training will not go to waste. This may require institutional changes, and must include an expression of desire and intention from the Department to pursue action lines necessary to sustain interest and commitment even after training has ended.

7. Periodic re-training of participants - After a given period of time, labor inspectors must be recalled for re-training, reinforcement, and upgrading of skills. The opportunity to come together again as a class to share successes and failures in child advocacy has its usefulness in terms of sustaining whatever gains have resulted from the training.

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