3.ILO-Institutional Capacity Development

ITC-ILO Curriculum on
“Building modern and effective labour inspection systems”
MODULE
Institutional capacity
12 development
12. Institutional capacity development
What this Module is about
This module gives an overview of the challenges of a coherent

institutional capacity development approach, coherent with the
adopted national policy on the labour inspection system.
Emphasis is given to adult learning methods and competency-
based approaches in learning.
Objectives
The aim of this module is to provide tools for labour inspection

systems for strengthening their institutional capacity in terms of the
training of their staff at different levels. It provides a professional
approach for training/learning policy, design, implementation and
evaluation.
At the end of this module, which is the last of the training package,
participants will be able to:
ü Review their training system and identify if some
improvements are needed.
ü Define training profiles.
ü Detect training needs.
ü Design curricula by applying a system approach.
ü Use adult-learning methodologies.
ü Communicate better.
ü Evaluate training activities.
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ITC-ILO Curriculum on “Building modern and effective labour inspection systems”
TABLE OF CONTENTS
1. Background: The concept of capacity development 5
2. The importance of qualified human resources 8
3. The policy framework 9

3.1. Defining a Labour Inspection institutional capacity development policy 10
3.2. Involving the social partners 12
3.3. Adopting a system approach 12
4. The situation analysis 15

4.1. Conditions and constraints 15
4.2. Target groups 16
4.3. Training needs analysis 17
The general inspectors 17
The trainers 19
The mentors 20
The managers 20
4.4. Strengthening social skills 20
5. Curriculum design and development 21

5.1. Define goals and objectives 21
5.2. Selecting and structuring the content 22
5.3. Selecting the appropriate learning methods 23
5.4. Organize the training content and learning methods in units 24
5.5. Develop the training outline 25
5.6. Preparing the training material 27
6. Evaluation 29
6.1. Design 29
6.2. Participants’ satisfaction 30
6.3. Evaluating learning 31
6.4. Evaluating the transfer and application of learning 31
6.5. Impact evaluation 31
Summary 33
Exercises 35
! Exercise 1: Analysing the recruitment policy 37
! Exercise 2: Defining the target population 38
! Exercise 3: Using and adapting the existing training modules 42
2 n
Bibliography and additional readings 45
Annexes 47
Annex 1: UNDP’s default principles for capacity development 49
Annex 2: End-of-course questionnaire from the ITC-ILO 50
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1. BACKGROUND: THE CONCEPT OF CAPACITY

DEVELOPMENT
Capacity development is seen as complementary to other ideas that

dominated development thinking over the past four decades - such as
institution building, institutional development, human resource development,
development management/administration and institutional strengthening.
All these concepts related to development work (organizational
development, community development, integrated rural development and
sustainable development) have been subsumed under the wider and more
comprehensive concept of Capacity Development which can be seen as an
umbrella concept that links previously isolated approaches to a coherent
strategy with a long-term perspective and a vision of social change.1
Very often both terms, capacity development and capacity building, are
used as synonymous; however, in recent debates and literature, the term
“capacity development” is used in preference to the term “capacity building”,
as it is considered that “building” suggests the image of a construction
process starting from a plain empty surface, while development refers to
strengthening existing capacity.
In the field of development the term capacity development is relatively new
(1980s); it largely emerged in reaction to widely acknowledged
shortcomings in development assistance over the last decades, in particular
the dominant role of donor-led projects, inadequate attention to long-term
‘capacity’ issues. It became the central purpose of donors’ aid starting from
the 1990s (UNDP, 1996) and it was at the heart of the 2005 Paris
Declaration.2
There are numerous definitions of capacity development, giving emphasis
to particular issues or orientation. Some describe capacity development
focus on approach or process, others on development objectives. In general
terms, capacity development includes various approaches, strategies and
methodologies aiming at improving performance at different levels.
Capacity development is a fundamental ingredient of any process of change
and transformation, be it individual, organizational, or societal.
1
See:Capacity Development: Definitions, Issues and Implications for Planning, Monitoring and
Evaluation, Charles Lusthaus, Marie-Hélène Adrien, Mark Perstinger, Universalia Occasional
Paper No. 35, September 1999.
2
Paris Declaration on Aid Effectiveness Ownership, Harmonisation, Alignment, Results and
Mutual Accountability, 2005: http://www.oecd.org/dataoecd/11/41/34428351.pdf
n 5
Definitions3
1. Capacity building is the ability of individuals, groups, institutions and organizations

to identify and solve development problems over time (Peter Morgan, 1996).
2. Capacity development is a concept which is broader the organizational

development since it includes an emphasis on the overall system, environment or
context within which individuals, organizations and societies operate and interact
(and not simply a single organization) (UNDP, 1998).
3. Capacity development is … any system, effort or process… which includes among

it’s major objectives strengthening the capability of elected chief executive officers,
chief administrative officers, department and agency heads and programme
managers in general purpose government to plan, implement, manage or evaluate
policies, strategies or programs designed to impact on social conditions in the
community (Cohen, 1993).
4. Capacity is the combination of people, institutions and practices that permits

countries to reach their development goals … Capacity building is... investment in
human capital, institutions and practices (World Bank, 1998).
5. Capacity building is any support that strengthens an institution's ability to

effectively and efficiently design, implement and evaluate development activities
according to its mission (UNICEF Namibia,1996).
6. Capacity building is a process by which individuals, groups, institutions,

organizations and societies enhance their abilities to identify and meet development
challenges in a sustainable manner (CIDA,1996).
7. Capacity development: The process by which individuals groups, organizations,

institutions and societies increase their abilities: to perform functions solve problems
and achieve objectives; to understand and deal with their development need in a
broader context and in a sustainable.
8 Capacity strengthening is an ongoing process by which people and systems,

operating within dynamic contexts, enhance their abilities to develop and implement
strategies in pursuit of their objectives for increased performance in a sustainable
way (Lusthaus et al., IDRC, 1995).
3
Ibid.
6 n
Some key elements shape the concept of capacity development:
Ownership
Capacity development should necessarily be an endogenous process,
strongly led from within a country, with donors playing a supporting role.
Country capacity is the key to development performance and thus to efforts
to accelerate economic growth, reduces poverty and promotes social
justice. This applies to both generic capacities (e.g. the ability to plan and
manage organizational changes and service improvements) and specific
capacities in critical fields. Insufficient capacity in the public sector is a key
bottleneck; among other reasons because of the way it affects the enabling
environment for private enterprise and private sector capacity development,
labour democracy and good governance.
The process should focus on valorise, enhance and strengthen existing
capacities, avoiding the temptation of building new institutions based on
supposedly universal models taken from industrialized countries.
Political commitment, management and coordination

According to this vision, political leadership and the prevailing political and
governance system are critical factors in creating opportunities and setting
limits for capacity development efforts. Genuine commitment at the highest
level is a precondition for the process, jointly with a strong management
team having a clear vision and well defined mission. Coordination is vital in
order to avoid launching parallel initiatives that tend to overlap, generate
contradictions, fragment efforts and divert critical resources. Poorly
conceived policies, high levels of corruption, or lack of legitimacy have
negative consequences for development initiatives. On the other hand,
sound policies, high levels of commitment, participatory decision-making,
effective coordination, and a stable economic environment can be important
contributors to an enabling environment which can greatly increase
prospects for success.
System Approach
This approach requires consideration of all contextual elements as well as
the linkages between them. The systems approach to capacity development
is a multidimensional idea; here, capacity development is an all-inclusive
strategy involving different levels (national, regional and municipal), bodies,
organizations and institutions, as well as the civil society, private or public
organizations, and individuals.
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Participatory
There is a growing concern that unless capacity development is a
participatory, empowering partnership for which those involved feel a high
degree of ownership, intended results cannot be achieved. In particular, on
labour-related matter, the full involvement of representatives of workers and
employers and their organizations is a key ingredient for ensuring the
sustainability of the overall process.
Status
Reform of pay policies in the public service is in many countries one of the
key requirements for capacity development. Without appropriate status and
remuneration, the individual motivation to develop competencies will be
limited and the overall capacity development process undermined.
Strengthening public sector capacity is an important dimension of state
formation and a means of improving governance. In order to help countries
to design their own capacity development strategy, in particular concerning
Public Sector reform, UNDP elaborated a set of Principles for Capacity
Development (see Annex 1).
For the purpose of this Module, “Capacity” is defined as including abilities,
skills, understandings, attitudes, values, relationships, behaviours,
motivations, resources and conditions that enable individuals, organization
and the broader system to carry out functions and achieve their
development objectives over time.4
2. THE IMPORTANCE OF QUALIFIED HUMAN

RESOURCES
Some industrialized countries have comprehensive training and in-service

training programmes for labour inspectors, but in most other countries they
are rudimentary and sporadic or, more likely, not available at all. There may
be some training on new regulations and procedures, but no on-going
programme or entitlement. Inspectors, therefore, tend to develop their own
way of coping with work and with the pressures for increased efficiency and
productivity. Bureaucratic practices may discourage innovation and the
questioning of established responses and procedures.
In the 2006 ILO debate on “Strategies and practice for labour inspection” the
issue was raised that labour inspection services in many countries are not
able to carry out their roles and functions. They are often understaffed,
under-equipped, under-trained and underpaid. Small transport and travel
4
Capacity Deveopment: Why, What and How, Joe Bolger, CIDA Policy Branch, Capacity
Development, Occasional Series, Vol.1, No.1, May 2000
8 n
budgets and inadequate means of communication and record keeping also

hinder their capacity to perform inspections and take the necessary follow-
up action. The squeeze on labour inspection resources can also put severe
strain on the professionalism, independence and impartiality of inspectors
(Section 12).
In particular, it was underlined that, in many developing countries, labour
inspection officers receive only limited initial training and have little
opportunity to receive any in-service training. This leads to a decline in the
quality of the inspections undertaken (Section 15). The ILO Conference
Committee discussed the need for modernizing inspection services and
improving efficiency; a pillar of modernization is the strengthening of the
institutional capacity of labour inspection.
Some examples
Among many examples: Turkey has recently trained 108 inspectors to fight
child labour; Greece has conducted training for 81 newly recruited inspectors;
France has launched the new Plan Larcher, which foresees an ambitious
reform to tackle the organizational crisis in labour inspection, improving the
quality of inspections and the recruitment of 700 new inspectors by 2010.
3. THE POLICY FRAMEWORK
As part of Government administration, the main purpose of labour

inspectorates is to promote compliance with relevant labour legislation
through inspection, providing information and advice and, where necessary,
taking enforcement action.
Within this overall mandate, the precise functions of national labour
inspectorates differ from one country to another, as do their specific
responsibilities.
ILO is promoting a coordinated approach to labour inspection as a means of
increasing inspection standards at national level. A coordinated labour
inspection system is a “holistic, coherent and flexible concept that contains
elements such as: administrative, procedural and technical integration
(multi-disciplinarily)”. Such an approach, which is increasingly used in many
countries, aims to concentrate existing resources, providing better services,
and increasing the presence of inspectors at the workplace. This can be
achieved by inspectors’ visits, backed by specialist advice when needed.
A coordinated approach would need a revision of the general policy of
labour inspectorate, including its training policy, in order to provide the new
system with the required profiles and competences.
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Bulgaria
In 1999, with the support of Germany and the technical assistance of ILO,
Bulgaria started a process of revision and reform of its labour laws and
inspection system. It was decided to integrate within the labour inspectorate
the functions of enforcement and advice, occupational health, occupational
safety and working conditions, so that they would all form part of the
responsibilities of each inspector – the principle of “one inspector(ate) - one
enterprise”.
To meet the associated training needs, a 3-year “train-the-trainer” programme
was developed, through which 300 inspectors were trained to plan and carry
out their visits in a more comprehensive manner, focusing on prevention.
Based on this new approach, the number of inspection visits related to
occupational safety and health and other issues increased markedly between
1998 and 2003, and in the same period the number of complaints investigated
was doubled. When the EU Senior Labour Inspectors Committee
subsequently evaluated the newly integrated labour inspectorate, it was
considered that Bulgaria now meets all criteria for EU accession in the field of
labour inspection – a further indication of the success of the project.
For modern inspection systems to be effective and efficient, inspectors must

receive systematic and continuous training so as to maintain a high
standard of professional competence including skills and knowledge of
employer-worker relations and to prepare them for an increasingly global
world of work.
South Africa
For example in South Africa a major drive, involving the recruitment of over
100 new inspectors, was recently launched to reduce multiple inspections,
each of limited scope with a more consolidated and less time-consuming
approach. This strategy eliminates the need for several officers visiting the
same enterprise, one after the other, often unaware of each other’s activities,
sometimes even giving conflicting advice. Its implementation requires close
collaboration with employers and trade unions and new training strategies for
the new profile of the inspectors.
3.1. Defining institutional capacity development policy

First of all, all the capacity building exercise should be functional to the
chosen model of labour inspection, its strategy, and main functions. Vision
and mission of the Labour Inspection System should be clearly defined.
If a coordinated Labour Inspection Model is adopted, it does not mean that
all inspectors need to be experts in all of their given topics. Organizations
can be grouped into ‘generalists’ and ‘specialists’, so that generalists have a
10 n
broad range of understanding of each topic within their range of

responsibility, to be backed up by the advice of specialists where needed.
Many inspectorates already successfully operate in this way.
Training should therefore meet these particular needs, so that well trained
generalist inspectors are competent to identify matters of concern and to
make preliminary assessments, to give advice and to take decisions about
what to do next. If they are unable to solve issues because of a lack of
expertise, they may ask for specialist help on order to take action based on
sound advice.
DEFINITION OF
THE MISSION
OF LABOUR FUNCTIONS AND DUTIES
INSPECTORATE
Core collective competences
Individual competences
GAP to be filled in
CAPACITY DEVELOPMENT
STRATEGY AND TRAINING PLAN
Inspectorate managers must be convinced that training is essential for

efficiency and effectiveness. The management of the labour inspectorate
has the overall responsibility for policy development, labour inspection and
training, while the management of regional/local inspectorates is, amongst
other tasks, responsible for assessing performance, qualification and the
training needs of their inspectors. Human resource management is
responsible for training and should collect and assess all necessary
information on qualifications and training, draft the training policy, carry out
an overall training needs analysis and training plans, organize appropriate
training measures and the respective curricula, allocate resources and
evaluate efficiency and effectiveness of all these activities.
Besides organizing seminars and courses, the training department of the
inspectorate is responsible for regularly carrying out training needs
analyses, keeping curricula updated and evaluating all steps of the training
process. The training department should provide management with all the
information and data needed to take appropriate decisions for the future
development of the labour inspectorate as an organization. To achieve this
goal, it is necessary to define as part of the training policy the minimum
input of the various parts of the training system and to constantly provide
the appropriate resources in working-time, manpower and budgets.
n 11
New developments in legislation, new trends in technology and other

developments need to be reflected in inspector training programmes.
FRANCE
Decree concerning training modalities, evaluation and education of new labour Inspectors
The Decree (2010) defines the recruitment criteria for labour inspectors and the
modalities for their training, once recruited, before becoming operational. The training
has a duration of 18 months, and follows a dual approach; 15 months of vocational
training, in order to acquire core competencies related to the general duties of labour
inspectors and 3 months directly related to the specific tasks of their first assignment.
The Decree establishes the main areas concerning the theoretical training as well as the
modalities for the on-the-job training. It also defines the competences that should be
assessed at the end of the 18-month training and the way in which this evaluation should
take place. The organization designated for implementing the process is the INTFP
(Institut National du Travail et de la Formation Professionnelle, National Institute for
Labour and Vocational Training).
3.2. Involving the social partners

It may therefore be useful to establish a training council that oversees
training needs in the inspectorate. Collaboration with social partners is
necessary at all levels of the inspectorate activity, and it may well be
appropriate to involve them in this training council, giving them a share in
training policy and programmes that should eventually benefit all social
partners at the enterprise level. Employers and workers’ organizations
should also be encouraged to participate actively in inspector training
activities, so demonstrating the commitment of all social partners to
achieving decent work in practice.
3.3. Adopting a system approach

Institutional capacity building needs a system approach, which should be
articulated in different steps and components: the definition of a clear policy,
vision and mission of Labour Inspection; the definition of the different
profiles required for the system to be efficient and fully operational; the
range of competences (core and specific) required for each profile; the
capacity building policy to be adopted; the capacity development plan. Most
industrialized countries have structured systems for training labour
inspectors.
An ILO study conducted in 2004 in 12 industrialized countries5 detected
that the main criteria for recruitment of inspectors quite similar:
appropriate qualifications; communication skills; team working skills;
5
Australia, Belgium, Denmark, Finland, France, Germany, Japan, Netherlands, New Zealand,
Norway, Portugal, Sweden.
12 n
professional skills (including sound judgement, able to perform an

authority role, etc.) and work experience.
Concerning the Training provided to the inspectors, in all the countries
involved in the study Training of a newly recruited inspector is a mixture of
practical and theory. It involves both off the job training courses and on
the job experience with joint and solo visits. Typically the formal training
period lasts up to one year although the inspector will remain classified as
a trainee until deemed competent. Those countries with competency
based recruitment and training have set formal training periods. Those
that have qualification based recruitment and training have a set period
for training courses but then the inspector will not be deemed competent
until after a period of work following training. The shortest training period
for inspectors is 3–6 months, with the longest being in excess of 24
months.
Generally, in these 12 countries, the formal training courses cover the
following areas:
§ Legislation.
§ Powers and duties of inspectors.
§ Inspection techniques, investigations, compliance and
prosecutions.
§ Principles of occupational health including hazardous
substances, stress, ergonomics, etc.
§ Principles of occupational safety including agriculture, forklifts,
machine guarding, etc.
Some countries (Germany, Australia and New Zealand) have a formal
academic qualification as part of their training programme; in particular,
Germany has an in-house diploma.
In addition to the induction training for newly recruited inspectors, many

countries provide lifelong-learning schemes for senior inspectors, as well as
ad hoc training initiatives on specific matters, often targeting also social
partners.
For example the INTEFP (France), in addition to the regular induction
training (18 months) and the permanent training, it also organizes yearly
national tripartite learning sessions involving managers from private
enterprises, representatives of trade unions, managers from public
administration.
n 13
Why is a system approach to capacity development important?

Mainly because it enables to analyse the situation with a holistic perspective in
opposition to a fragmented way and from a linear to a more iterative and
interactive perspective.
The main phases of a system approach to the learning cycle can be synthesised
as follows:
ASSESS
(SITUATION
ANALYSIS)
DESIGN
DEVELOP
IMPLEMENT
EVALUATE
14 n
4. THE SITUATION ANALYSIS
In this phase, also called “assessment”, several elements of a different

nature should be taken into consideration.
4.1. Conditions and constraints

As previously mentioned, the first step, in the framework of a general policy
and strategy on Labour in a given country, is to define clear vision and
mission of the Labour Administration System, and of the Labour Inspection
within it. The mission will provide the reference for defining roles and
functions. An audit of the present Labour Inspection System can provide the
analysis of the situation, present strengths and weaknesses. In particular, it
will detect shortfalls (problems and gaps) to be addressed. Not all the
problems detected can be solved through capacity development; this should
be clear from the beginning in order to avoid embarking on an ambitious
training program which will not be able to solve the problem. For this reason
the training needs assessment should be part of the general audit.
In re-shaping a modern Labour Inspection System, organizational problems
will be detected, as well as gaps and needs. The analysis will be done at
different levels; macro (the overall system), meso (the different units,
bodies, etc.,) and individual (the profiles of the different jobs). The training
problem will be a key element of this strategy, in order to adjust the people
to the required duties. A needs analysis is crucial for many reasons; (a) it
provides a systemic perspective for decision makers; (b) it provides
elements for decision making, in order to adopt the right solution to a given
problem; (c) it allows for interdisciplinary solutions for complex problems; (d)
it identifies and shrinks the gap between existing and desired competencies
(knowledge, skills and attitudes); (e) it identifies and matches individual
needs with organizational needs and it is scalable for any size project, time
frame, or budget.
Before entering the design process, constraints (in terms of financial,
material and human resources) should be clearly considered; they should
include the financial resources available, the facilities, the internal expertise,
the accessible external network of experts, time, possibility of benefiting
from the support of international cooperation, etc. Training is time-
consuming and costly, but this should be seen as a sound investment for
the future, needing adequate time and resources. The return on this
investment will directly contribute to the success of the organization as a
whole.
Before starting a capacity building policy and programme, full institutional
support should be assessed and formalized. A training strategy is not an ad
hoc short-term initiative; it needs a long-term perspective, and should be
institutionalized in order not to be too influenced by political changes.
n 15
4.2. Target groups

The target groups should be clearly defined, by taking into consideration that each
group will need a specific curriculum, based on their training needs. For example,
the following groups could be targeted for training activities:
n General inspectors; this group could be subdivided into operational
inspectors and newly appointed inspectors.
n Trainers and mentors.
n Managers.
Policy makers could also be considered for short, high-level learning events,
based on experience sharing, recent trends, and exchange of good practices.
In developing this training package, the following groups were considered in
relation to specific modules: policy makers (including representatives of workers’
and employers’ organizations, managers of labour inspectorates, trainers on
labour inspection, mentors/coaches, senior labour inspectors and newly
recruited labour inspectors. Not all modules will be relevant for all target groups.
For that reasons, for each target group, some modules (dark grey) are
considered relevant, other less relevant (pale grey) or not relevant at all (white).
Newly -
Senior
recruited
MODULES Policy Manager 7 Labour
Trainers Labour
makers s Inspector
Inspector
s
s
1.General Framework;
Labour Administration and
its key functions
2.Introduction to the
Labour Inspection
3.Policy and procedures
4.Strategies of
compliance
5.Cooperation and
partnership
6.Inspection of working
conditions
7.Inspection of
employment relationships
8.Inspection of
occupational safety and
health
9.Vulnerable groups
10.Labour Inspection Visit
11.Tools of the labour

inspectorate
7
Together with training methodology and training on the use of the modules.
16 n
12.Institutional Capacity
Development
4.3. Training needs analysis

For each of the target group identified, the first step is to define their ideal
profile, namely the competencies necessary to effectively implement their
tasks and duties in the framework of a clear, comprehensive, considered,
coherent and consistent8 inspection and monitoring policy, with enforcement
at its core.
These profiles should then be compared with the competencies available in
the inspectorate.
The gap or difference between the skills, knowledge and attitudes
possessed by the target group (entry profile) and those required for perform
the expected activities (exit profile), in other words between available and
required competency levels in the labour inspectorate is the area to be
considered for designing the appropriate training strategy and plan.
The general inspectors
In broad terms, the core functions of labour inspectors – according to
Convention No. 81 - can be summarized as:
n To advise employers, workers and other duty-holders on good practice and
specifically on how to comply with relevant legislation.
n To investigate complaints, accidents and cases of ill health.
n To work with social partners in educational/promotional activities.
n To enforce relevant legislation.
n To report to superiors on their activities and about particular matters as required,

including ‘defects or abuses not specifically covered by existing legal provisions’.
In order to perform their different duties and functions, the inspectors should
have different authorities or powers that can be defined as: position
authority, technical authority, personal authority and attitudinal authority.
n Inspectors’ position authority is conferred by the labour law and regulations, giving
them rights to enter workplaces, carry out examinations, tests and enquiries,
interview employers and workers, and take steps to remedy defects which they
have reasonable cause to believe are a threat to workers' safety and health. Such
powers are important but are not sufficient in them to ensure compliance with the
law.
n Technical authority derives from the inspectors’ detailed knowledge of the law and
regulations and their ability to advise employers on how to comply with them, their
technical knowledge in specialized areas, and their ability to analyse work
processes and identify problems. Besides knowing the measures that have to be
taken to protect workers in general and special categories in particular (migrants,
8
The five “Cs” of Labour inspection policy.
n 17
women, children,) they must be able to maintain records, collect statistics, analyse
data and write reports.
n Personal authority includes the ability to relate to other people, to motivate and
persuade people, to gain the confidence and cooperation of others and to avoid
and resolve conflict situations. It derives from the inspector's personality and ability
to use his/her position and knowledge persuasively and from their knowledge of
human relations.
n Attitudinal authority involves achieving a suitable balance between position
authority, technical authority and personal authority, and then having the
determination and commitment to carry out the job. It means addressing all the
parties concerned with an equal degree of empathy and understanding, but
remaining independent and impartial and, ultimately, being decisive and confident.
In all these areas an effective labour inspector should have the essential
competences to make full use of the authority he/she needs.
The ILO-ILITS (Integrated Labour Inspection Training System) suggests the
following grouping of core professional and personal qualifications a labour
inspector should have:
PERSONAL QUALITIES PROFESSIONAL KNOWLEDGE
ü Ability to work on one’s own. ü Appropriate higher education.

ü Ability to handle and resolve conflicts. ü Broad general education.
ü Capability to communicate and to ü Acquiring a more detailed knowledge.
persuade.
ü Capacity to express fair and open
criticism in an open manner.
ü Willingness for continuous training.
ü Perseverance and a commitment to
seeing tasks through.
COMPETENCIES
Ability to:
ü Discern and solve problems. ü Apply theoretical knowledge in
practice.
ü Make sound judgments.
ü Perform effective inspections.
ü Plan one’s own work.
ü Assess risks in practice.
ü Work in team.
ü Make presentations
ü Work by objectives.
ü Cooperate with social partners.
ü Use resources economically.
18 n
ü Impart knowledge.
Of course, many of these competencies need to be assessed during the

initial selection phase, before appointment.
If the gap between the required profile and the existent one is too big, the
subsequent training will never make the potential inspector sufficiently
competent. In this case, non-training measures should be adopted such as,
for example, revising recruitment policies.
In addressing general inspectors, two different target groups should be
considered:
n The newly recruited inspectors.
n The in-service inspectors.
For both, an accurate training needs analysis should be done, for filling the
gap in their competences. For newly recruited inspectors, the theoretical
training should be combined with a solid component of on-the-job training
and coaching by senior inspectors. For in-service inspectors, lifelong
learning approach, including permanent up dating on relevant issues,
opportunities for peer review and experience sharing, should be considered
(see learning methods).
The trainers
Very often the training of labour inspectors is done outside the labour
inspection, by professional trainers.
If possible, according to the dimension and the human resources available
in the labour inspection, a core group of experienced and qualified labour
inspectors should be selected to become trainers. They should clearly
express their interest for performing this new role and be highly motivated in
entering a learning process for acquiring the necessary competences, as
the process to convert experts and practitioners into trainers is quite
demanding.
The TOT (training of trainers) should be designed, as usual, starting by the
training needs analysis and the assessment of the already available
competences.
Probably, it would be needed to:
n Further strengthen and update their technical knowledge and skills.
n Develop pedagogical skills, including curriculum design, training

delivery and evaluation, as although the participants are highly
qualified labour inspectors, they have no experience as trainers.
Particular attention should be given to train trainers in active adult
learning methods.
n 19
The ILO and its International Training Centre, through international

cooperation, could assist labour inspectorates in developing their own TOT
programmes.
The Mentors
The practical training of labour inspectors, carried out during the probation
period in parallel with the theoretical one, is a substantial part of the whole
learning process.
This type of training is generally delivered to the new recruits as an “on-the-
job” training and is coached by experienced inspector-mentors.
To make the practical on-the-job learning more effective, mentors need
some specific training. Upon completion of the training process, the mentors
should be able of guiding the practical training of newly appointed
inspectors in accordance with internal training procedures. Thus, through
strengthening the mentors’ methods and skills, an improvement is expected
in the inspectors’ overall qualifications and competences, and should be
translated into improvements in the performance of the newly appointed
inspectors.
The Managers
Effective labour inspection and an efficient Labour Inspectorate in a rapidly
changing economic and social environment need managers capable of
applying new methods of management. Since the success and
effectiveness of an organization depend largely on the specific skills of its
managerial staff, the development of their competences should be a key
pillar of an institutional capacity building strategy. Here again, a specific
training needs analysis will provide the elements for designing an
appropriate learning programme.
According to the needs detected, the training could combine different areas,
including managerial skills, policy-related matters, and international
exchange of good practices.
4.4. Strengthening social skills

A modern labour inspection system needs a new profile of labour inspector,
one that is equipped with multiple competences, including the range of
different skills called “social skills” or “communication skills”. Social skills
refer to the development of specific personal qualities of inspectors such as
the ability:
n To relate to other people and communicate effectively with them.
n To motivate and persuade people.

n To gain confidence and cooperation of others.
20 n
n To prevent and resolve conflicts.
n To control emotions.
Labour inspectors very often need to strengthen their personal
performance, in particular their communication skills, including their ability
to: make effective presentations; active listening; paraphrasing (including
“cleaning language”); helping people save face; dealing with anger and ego;
control and use body language; be assertive; managing meetings
effectively; use rhetorical skills; negotiate; prevent and manage conflicts.
NB: A specific module on Communication Skills for Labour Inspectors in
under development.
5. CURRICULUM DESIGN AND DEVELOPMENT
The design of a training curriculum includes objectives, content, learning

methods and materials so as to enable participants to achieve the defined
learning objectives.
Once the general capacity development policy is defined together with the
broad plan for its implementation, the training curricula can be designed.
Including definition of learning objectives, contents and methods for adult
learning; the preparation, organization and implementation of the training;
the feedback, monitoring and evaluation which will provide input for the re-
design and fine tuning of the curricula. A training outline is often used as a
check on the coherence, cohesiveness, and interrelatedness of the overall
design.
When a curriculum is designed, a revision is needed before proceeding with
the preparation of the learning activities and the comprehensive
development of all materials.
The curriculum will be composed of training/learning sessions.
5.1. Define goals and objectives

Formulating clear objectives is a key step in designing a training
programme, as objectives will drive the action of the trainer, the selection of
the contents, the definition of the learning strategy, definition of the
prerequisites, the orientation of the learners and the assessment of the
learning process.
The training objectives are used to identify the training content or subject
matter, which participants must know in order to achieve the defined
objectives. In tailoring training content to the specific participant’s profiles,
n 21
only that subject matter which will help participants accomplishes their
learning tasks is considered.
In formulating an objective, the subject should be the learner and not the
trainer and the statement should describe:
n What a learner should be able to perform at the end of the training.
n What new skills, knowledge and attitude the learner will be able to put
into practice in observable, measurable terms.
Emphasis should be given on the expected outcomes and not on the
process or the activities.
Objectives should be clearly defined for each training activity, and for each
learning unit or module. They should be formulated in an assessable way,
using verbs that refer to a concrete competence that should be evaluated
(such as to analyse, to identify, to describe, to detect, to justify, to compare,
to list, to solve, to apply, etc.), avoiding verbs open to many interpretations
and that do not indicate measurable performances (such as to know, to
understand, to believe, etc.).
For each training activity it is useful to define both, a general objective and a
set of specific objectives. The general objective is related to a complex
activity that the learner should be able to do after the process. The specific
objectives refer to a set of activities that enable the achievement of the
general objective.
Training objectives are classified according to 3 learning domains:
In preparing a training programme for labour inspectors, all the three

learning domains should be carefully considered. The cognitive domain,
related to the acquisition of knowledge is very important but it’s not
sufficient. Many inspectorates require that new inspector recruits already
possess a university degree or similar qualification, and additional
theoretical courses are usually provided. But in order to be able to perform
all the duties required, a labour inspector should also develop the
appropriate attitudes and skills.
5.2. Selecting and structuring the content
Training content is the subject matter, which learners must know to
accomplish the objectives. Some key general principles should drive the
selection of learning content.
22 n
The content should be:

n Directly relevant to the objectives.
n If the subject matter will not help participants accomplish the
objectives, it should be omitted.
n Appropriate to the experience levels of the audience.
n Technically solid.
In designing a training curriculum, the content should be structured in a

progressive way, unit by unit, combined with learning activities and
exercises which can facilitate the understanding, the link with concrete
direct experiences of participants and also the training delivery. Like in
building a wall, the content presented for each learning task builds on what
participants have learned already. Fully understanding the contents of a
learning unit enables participants to successfully perform the learning tasks.
Any new concept, knowledge, skill or technique should be related to the real
context of the task in which it is most likely to be used.
At the end of a group of learning units, cumulative exercises can be
introduced, covering different contents, for learning assessment.
The present training package provides solid information to develop and
structure the content on several crucial areas for a modern labour
inspection system.
5.3. Selecting the appropriate learning methods

In designing a training programme, the selection of the appropriate content,
coherent with the objectives and the target population is only a step; the
selection of the appropriate method for each training activity, using
participatory learning methods is crucial, as far as possible avoiding formal
lectures and tedious discussions of laws and regulations. Interest-grabbing
learning techniques can draw the learners toward seeing problems from
different angles and discovering a range of alternative solutions.
Participatory experiential training methods

Learning can be meaningful if it is directly experienced rather with the
trainers acting as facilitator of the learning process, and the learner as the
centre of the process. The learners are not mere bystanders in the learning
process, but they determine how much they will get out of it. They own what
they learn when they make discoveries in the course of the activities.
Experiential learning enables learners to build such commitment and take
ownership of the learning process.
Experiential training methods can include, among others: working in pairs,
group work, coaching and mentoring, focus groups, role plays, case study,
n 23
photo or video exhibits on specific labour inspection issues, experience

sharing, brainstorming, field-study visits, forum.
Basic principles for selecting methods and media:

n Learning objectives are the primary determinant of best type of media
to be used.
n A method suitable in one situation may not be appropriate in another.
n The value of a method depends on how it is applied.

n Methods and media must complement one another.
n Cost factors often dictate the choice of methods and media.
5.4. Organize the training content and learning methods in

units
The trainer has already established a basic curriculum structure by selecting

content and activities consistent with the training objectives. The existing
structure can be reinforced by structuring the curriculum into relatively self-
contained units with objectives that are accomplished within every unit. The
modular approach enables participants to acquire a "whole" unit of learning
by completing each curriculum session. Formatting the curriculum into units
by objectives also provides the trainer with clearly defined benchmarks for
assessing participant learning step by step.
Establish continuity among the curriculum units.

Even though the curriculum units are self-contained, it is important to
establish continuity among them. One unit should lead to the next with no
abrupt conclusions or surprise beginnings. Both trainer and participant
should know where they have been and where they are going at the end of
each unit. Techniques for creating continuity include: summarizing each unit
before beginning the next; summarizing previous material when introducing
a new unit; and establishing bridges or transitions by demonstrating clearly
the relationships among the modules and between the module content and
the training objectives. Visual aids, such as prepared newsprint or projected
transparencies, can be used to clarify and reinforce these transitions.
Establish time allocation for the learning activities and pace the
delivery
Sequencing the training content and learning methods defines the order in
which the curriculum will be presented. Pacing and scheduling entail
determining how much time will be spent on each learning unit.
24 n
Setting time limits for each unit prevents the trainer from having to rush
through activities or from running out of time before the training has been
completely delivered. An unfinished training event means that neither
training objectives nor goals have been achieved. In addition to short-
circuiting the learning process, this can severely decrease learners'
motivation to participate in future training events and can frustrate
managers who invested money and staff resources to make the training
available for employees.
Create a learning environment

In structuring the learning units, it should be considered that participants'
readiness to learn does not remain constant throughout the day, an
appropriate learning climate must be created to motivate them to actively
participate. Once the learning climate has been established, activities
should be scheduled so that they have a positive, energizing effect on
participants throughout the learning event. The most critical time of the day
during which participants' energy levels tend to be low is immediately after
lunch. Typically, interactive activities, such as role plays and group
discussions can increase participants' energy levels, whereas relatively
passive activities, such as traditional lectures can have an “anaesthetizing”
effect on the training group. Some exercises, usually physical in nature,
often called "energizers” can provide a refreshing change of pace in the
training activities and re-motivate the group.
5.5. Develop the training outline
Based on the elements illustrated in the previous chapters, it would be

useful to develop a training outline. It can include:
n The selection and sequencing of content.
n The selection and pacing of learning activities.
n The documents and visual aids to be used.

n The allocation of time among activities.
The format of the training outline and the level of detail required depends on
several factors, such as the length of time allotted for the training
programme, how often it will be delivered, the complexity of the curriculum,
and the number of people involved in materials development.
If the activity is supposed to be replicated also by other trainers, the
development of a more structured trainers’ guide can be foreseen.
n 25
Trainers’ guide
The trainers’ guide is a collection of lesson plans for each session in the
training programme. It contains details to course delivery, the presentation
of content and the learning activities that make up the curriculum.
The trainers’ guide serves several purposes. In addition to guiding the
trainer during delivery, it facilitates final planning and preparation for the
actual delivery, provides a frame of reference for making last minute
changes, is the starting point for making revisions based on evaluation data,
and provides consistency from one delivery to the next and when more than
one trainer is delivering the same course.
If the trainers’ guide is to accomplish the purposes listed above, it must
contain certain information. The following list is a sample of items which
could be included in a trainer guide:
n Session objectives.
n Key points and contents.
n Time allocated for each learning unit and activity.
n Methods.
n Instructions for learning activities.

n List of materials to be handed out to participants.
n Documents or visual aids to be used by the trainer.

n Further readings for the trainer, for preparing the session
n Key issues to be raised in the discussion.
n A review or summary of central concepts.

n List of the equipment needed.
n Notes on specific room arrangement.
There are several formats of trainer guides; any format that is easy to read
and convenient to handle will suffice. It is easy to organize the information in
columns, dividing sessions, content, activities, reference to documents and
visual aids, time allocated.
26 n
Example of training outline
Module N. 7 : INSPECTION OF EMPLOYMENT RELATIONSHIP Total time: 6 hours
Unit N. 2: The ILO International Instruments Time: 90’
What to do Time Method Ref.Trainer Ref.Participants
1 Introduce the chapter and its specific 30’ Presentation Module N. 7, Module N. 7,
objectives Chapter 2 Chapter 2
Mention the main ILS related to Copy R.198

employment relationship
Power point
Illustrate the main aspects of (7.2)
Recommendation N. 198
2 Present the exercise and facilitate the 30’ Group work Exercise N.1 Exercise N.1
group work
Copy of R.198
3 Ask reporters to present the findings 20’ GW

of the group work, using a flip chart presentation
with flip
chart
4 Provide feed back and summarize the 10’ Presentation

session, with emphasis on the key and
points discussion
5.6. Preparing the training material
The participant materials are all the written materials that participants
receive to support their learning of the content.
The types of materials that are developed depend on the nature of the
training, participant needs, and trainer preferences. They can include:
n Documents that explain the key contents of the training.
n Materials that provide background information include articles, lecture

outlines or summaries, glossaries, appendices, references for
additional readings.
n Materials that provide support for learning activities and include
instructions for exercises.
n Evaluation questionnaires.
n Practical tools, such as checklists, worksheets, and resource lists are
examples of participants' materials for on-the-job reference.
n 27
Materials should support the purpose of the learning methods and the
sequence in which they occur. The amount of materials developed should
be limited. Too many documents can distract the participants, who tend to
begin reading the aids as soon as they receive them. Additional documents
and references can be provided later, preferably on electronic format.
Making use of existing curricula and training material

In designing a training curriculum and developing training materials,
countries should take advantage of the existing materials and tools, in
particular those that have been developed by the ILO and by the IALI.
In addition to the present one, which covers the main areas of labour
inspection, a wide range of training materials has been realized in recent
years focusing on specific areas. Some of them are mentioned in the box
below.
Examples of training materials
ü A Tool Kit for Labour Inspectors: A Model Enforcement Policy,

A Training Manual and a Code of Ethical Behaviour (2006).
ü Combating Child Labour, A Handbook for Labour Inspectors (2002).
ü HIV/AIDS and Work: A Handbook on HIV/AIDS for labour and factory
inspectors (2006).
ü Tackling hazardous child labour in agriculture: Guidance on policy
and practice (5 guidebooks and a user guide, 2006).
ü Training resource pack on elimination of hazardous child labour in
agriculture (2005).
Tailoring and adapting to national context

Of course, the existing training material has been developed at
“international” level, based on the analysis done by the ILO (in collaboration
with IALI) on international trends and situations in labour inspection; the
audits and assessments of national labour inspections done; the capacity
building needs expressed by the member states.
More and more the training materials developed by ILO and ITC adopt a
modular approach, very flexible, that enables national authorities to use the
material – partially or totally - as reference, adapt it, develop their own
curricula, best suited to their needs.
The adaptation of a training package includes different aspects.
Translation in users’ language is only a first step, to make the material
accessible. National trainers and experts should select the units /modules
28 n
which are relevant for their specific training purposes, according to the
training needs detected and the learning objectives defined.
These units/modules should then be revised according to:

n The participants’ profiles, present and foreseen, according to the
available and required competences.
n The specific context: case studies, examples, learning activities,
exercises should be revised in order to be relevant for the specific
country and consistent with the mandate of the national labour
inspection.
n The time: the length and organization of the training should be
compatible with the time available. The modular approach of many of
the ILO training packages allow for flexible use; a set of short training
workshops – perhaps alternated with practical works, tests or distance
tutoring - could replace longer courses.
6. EVALUATION
Evaluation is vital at all stages of the training cycle. Even before starting a
training programme, the design of the curriculum can be pre-evaluated and
finalized according to the received feedback.
Evaluation is a decision enabling process. It helps to decide whether or not
to continue an existing programme, modify it or terminate it (See the graph
in Chapter 5). This chapter illustrates different levels and areas for
evaluation, concerning the satisfaction of the participants, the learning, the
transfer and application of learning and the impact. Before entering to the
different levels of evaluation, the validation of the design of the programme
is also considered.
6.1. Design
After designing the curriculum, before moving to the organization of the
training activities, a revision of the design should be done, using methods
like peer review.
The main issues that can be analysed and discussed are:
n Target population; coherence of the curriculum with the training needs of the target
population.
n The consistence of the objectives.
n The structure and its main components.
n 29
n The relevance of the contents.
n The coherence of the contents in relation to the objectives.

n The coherence of the learning methods with the learning objectives and the profile of
the participants
n Time allocation.
After the preparation of the training material and all the learning tools, an evaluation is
needed before their utilization in real training activities.
This evaluation can take place in different forms:
n Feed-back from experts, on the main contents as well as the relevance of the
material in relation with the curricular elements above mentioned.
n Validation in pilot-testing workshops.
The feed back received will give the inputs to finalize the curriculum, the
course outline, the leaning methods, the training materials, etc.
6.2. Participants’ satisfaction

Did the participants like the training programme?
This kind of evaluation concerns the participants’ satisfaction about the
activity. The evaluation can be done informally, or – as usually happens –
using a questionnaire, distributed at the end of the training programme. The
questionnaire can cover different aspects, including, for example:
n Learning objectives.
n Learning contents.
n Learning methods and media.
n Learning material.
n Learning assessment strategy.
n Time allocation.
n Trainers’ performance (technical and pedagogical).

n Working relationships.
n Overall organization of the training activity.
Questionnaires that utilize close-ended questions are easier tabulated and

summarized. However, a limited space for open questions will give
participants the chance to freely express concerns and suggestions for
improvement.9
9
See, as an example, the ITC end-of-course questionnaire in Annex 2.
30 n
6.3. Evaluating learning

Did the participants achieve the learning objectives of the training
programme?
Several methods can be applied during and at the end of the learning
process. The use of participative adult learning method allows permanent
monitoring of the learning process. The trainer-facilitator can have
immediate feedback from participants on any learning session and take the
appropriate measures if needed to facilitate the comprehension of the
different issues, and the acquisition of competences and skills.
A large set of methods can be used for this evaluation, according to the
different kind of learning to be assessed (knowledge or practical skills)
including:
n Specific tests and examinations, formal or informal, at the beginning
and at the end of the training programme
n Self-assessment, were participants themselves, can check their new
knowledge and skills and take remedial actions if needed
n Exercises throughout the programme
n Simulations and competency demonstrations, watched by skilled
observers, who provide immediate feedback.
6.4. Evaluating the transfer and application of learning

Is the participant using competences on the job?
This evaluation requires that a period of time elapse between conclusion of

the programme and gathering of information for follow up. It should be done
by observing participants as they perform skills or gather data from people
who can observe them.
6.5. Impact evaluation

In using the competences on the job, what has been the impact on the
Organization?
This type of evaluation is more complex, in particular when the training
deals with changes in attitudes and behaviour that cannot change in a short
time. However, impact evaluation is vital to be sure that the investment
done in designing new curricula, training trainers, developing and
implementing ambitious training programmes have achieved not only the
specific immediate learning objectives but the more articulated changes.
The impact evaluation need a period of time in order to give the possibility of
participants to experience, in their daily work, the new knowledge, skills and
abilities acquired. It requires that the competences are fully mastered and
being automatically used. Several methods can be used for this kind of
n 31
evaluation, which involve not only the participants themselves, but also their
supervisors, managers and stakeholders. They may be combined with a
new general audit of the Labour Inspection System, in order to compare the
situation before and after the overall capacity development programme.
32 n
SUMMARY
Capacity development is a broad concept that includes an emphasis on

the overall system, environment, or context within which individuals,
organizations, and societies operate and interact.
In order to be able to perform all the functions mentioned in the modules of
this training package, Labour Inspection should be equipped with capable
staff possessing the appropriate status, competences, and behaviours.
Selection and recruitment policies and criteria are the first step for
equipping labour inspection with competent staff. But even a highly
qualified person needs further learning exposure in order to be able to
cope with the main challenges a labour inspector is facing.
Institutional capacity development needs a system approach, articulated in
different steps and components: the definition of a clear policy, vision, and
mission of Labour Inspection: the definition of the different profiles required
for the system to be efficient and fully operational; the range of
competences (core and specific,) required for each profile; the capacity
building policy to be adopted; the learning-training modalities; the design
of the curricula, including contents and methods for adult learning; as well
as feedback, monitoring and evaluation that will provide inputs for the re-
design and fine tuning of the curricula.
Labour inspectors should have a sound technical background in the
different areas they are supposed to operate according to the mandate of
their labour inspectorate. In addition to that, they should be familiar, as part
of their core competence, with all the main communication skills and able
to select and use them according to the different specific purposes (inform,
advise, prevent, interview, investigate, sanctioning, etc.). They should
know the policies, procedures, guidelines, checklists and tools of their
labour inspectorate and able to use them in their daily work. They should
be able to identify problems, detect causes, rapidly take decisions on the
actions to be taken, but always independently of external influences. Their
behaviours should reflect their commitment and the key role they are
playing as guardians and advocators of workers’ rights.
Part of these competences will be assessed at the entry point, during the
recruiting phase, but a large part will be acquired and increased later,
through different modalities of learning.
Designing a coherent capacity development system, which is able to
provide learning opportunities for all the main players – from the top
management, to the newly-recruited inspectors – is a vital element for a
sustainable and efficient Labour Inspection.
n 33
EXERCISES
n 35
Exercise 1 !
TITLE Analysing the recruitment policy
AIM The aim of the exercise is to help participants to

analyse and discuss the way in which the recruitment
of new labour inspectors is done in the participating
countries.
TASK The group should elect a spokesperson to report back

with its views.
Participants should:
ü Identify how labour inspectors are recruited the
participating country
ü What are the strengthens and the weaknesses of
the present recruitment system
ü Analyse in which way the recruitment could be
improved
ü List on a flip chart three measures that could be
adopted in the short term and three for the medium
term to improve the recruitment policy
ü Please take note of the conclusions.
TIME ü 30 minutes for group work; 5 minutes to report back

the conclusions of your group.
n 37
Exercise 2 !
TITLE Defining the target population and analysing its

training needs
OBJECTIVES ü Analyse the characteristics of your target

population.
ü Identify and describe the training needs of the
selected target population.
ü Measure the gap of each target group to determine
the type of training activity to be designed.
(sensitisation, familiarization, mastery, expertise).
TASK A general training needs assessment at the international

level has already been conducted for establishing a
general curriculum for the different profiles related to
building modern and effective labour and inspection
systems. However, inspection systems vary from country
to country. At the national country level and on the basis of
your national system and structure, you will have to
determine the priority needs and targets of your training
programme.
This exercise consists of 3 parts: a, b and c:

a. Analyse the characteristics of your target population
b. Assess the training needs
c. Measuring the gap to determine the type of training
activity to be designed
Attached you will find appropriate tables and tools to

undertake the activity. As reference, use the table with the
list of modules and the foreseen target groups (Module 0).
TIME 60 minutes
38 n
Exercise 2 Part a !
Analysis of the characteristics of your target group
1. Tick the box related to your target group
Policy and decision makers

Managers of Labour Inspectors
Senior Labour Inspectors
Newly recruited Labour Inspectors
Social partners
Other groups (mention)
2. Insert the number of foreseen participants and the % of men and women
Number of participants in your training

programme/activity
% men and women
3. Find out the characteristics of the participants of your training programme:
Educational background
 Primary school  Secondary school  University  Master’s Degree  PhD
Work experience
 from 1 to 3 years  from 3 to 10 y.  from 10 to 20 y.  more than 20 y.
Motivation level
 High  Medium  Low
4. List frequent bias and most common attitudes (such as, for example: rejection
towards working in a team, incapability to listen and to accept other opinions,
hierarchical bias, gender discrimination)
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
n 39
Exercise 2 Part b !
Training needs analysis
What are the existing competencies of your selected target and what are the
competencies that your participants should master after the training?
Rank them from 1 to 12. The scale 1 to 12 has been designed in order to enable
you to determine what type of training activities you should organize as follows:
Gap
0-3 Basic need Sensitisation
4-6 Moderate needs Familiarization
7-9 Needs at the mastery level Mastery
10-12 Needs at the expertise level Expertise
EXISTING COMPETENCES DESIRED
1 2 3 4 5 6 7 8 9 10 11 12 Be able to make reference to national labour 1 2 3 4 5 6 7 8 9 10 11 12

code
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
40 n
Exercise 2 Part c !
Training needs assessment: measuring the gap
You can use this table to analyse the gap in the competences you have
detected in part B of this exercise.
COMPETENCES TYPE 10 Present Desired GAP

situation situation
Be able to make reference to K 6/7 11/12 5 or 6
the national Labour Code
Analyse and compare the collected information.

The comparison will highlight what the training needs are and what should be
the focus of your training programme design.11 What is the gap?
Select a spokesperson amongst your group to present the outcome of your

group work in plenary.
10
K = Knowledge; S=Skills; A=Attitudes
n 41
Exercise 3 !
TITLE Using and adapting the existing training

modules
OBJECTIVE Plan the adaptation of the existing training package to your

specific situation.
TASK Part A) In pair or in a small group, preferably by country:

select one training module and one target group (policy
makers, managers, newly recruited labour inspectors,
senior labour inspectors, trainers, or the social partners);
then analyse the selected module and discuss about the
way it should be adapted to your context, using the
attached adaptation form.
Part B) Using the planning form, plan the work and the
resources needed for the adaptation.
Present the outcomes of your group work in plenary.
TIME 60 - 75 minutes.
42 n
Exercise 3 Part a !
ADAPTATION FORM
TITLE OF THE MODULE: ………………………………………………………………………………………………….
TARGET GROUP: …………………………………………………………………………………………………
DURATION OF THE TRAINING ACTIVITY BASED ON THIS MODULE: ………………
ISSUES NOTES ON THE ADAPTATION NEEDED

( REF . TO CHAPTERS AND PAGES )
REVIEW TABLE OF CONTENTS (ADD,
REMOVE, RE-ORGANIZE SEQUENCE)
REVIEW LEARNING OBECTIVES
ADDING RELEVANT CONTENT TO

ADDRESS THE SPECIFIC NATIONAL
CONTEXT AND NEEDS OF
PARTICIPANTS
ADD/CHANGE CASE STUDIES
ADD/CHANGE EXAMPLES
REVIEW EXERCISES AND LEARNING

ACTIVITIES
REVIEW BIBLIOGRAPHY AND KEY

REFERENCES
REVIEW ADDITIONAL READINGS
REVIEW SLIDES PRESENTATIONS
OTHER ISSUES
n 43
Exercise 3 Part b !
PLANNING FORM
ISSUES WHO DEADLINE $

REVIEW TABLE OF CONTENTS (ADD,
REMOVE, RE-ORGANIZE SEQUENCE)
REVIEW LEARNING OBECTIVES
ADDING RELEVANT CONTENT TO

ADDRESS THE SPECIFIC NATIONAL
CONTEXT AND NEEDS OF
PARTICIPANTS
ADD/CHANGE CASE STUDIES
ADD/CHANGE EXAMPLES
REVIEW EXERCISES AND

LEARNING ACTIVITIES
REVIEW BIBLIOGRAPHY AND KEY
REFERENCES
REVIEW ADDITIONAL READINGS
REVIEW SLIDES PRESENTATIONS
OTHER ISSUES
FINAL CONTROL
REPRODUCTION
BLACK AND WHITE / COLOR
PACKAGING
44 n
BIBLIOGRAPHY AND ADDITIONAL READINGS
Albracht, G.; Brückner, B.; Martin Daza, F. 2006. Integrated Labour

Inspection Training System, ILITS (ILO, Geneva).
http://www.ilo.org/public/english/protection/safework/li_suppliers/download/inspection/ilits.
pdf
A Global Alliance against Forced Labour. 2005. Global Report under the
Follow-up to the Declaration on Fundamental Principles and Rights at
Work (ILO, Geneva).
http://www.ilo.org/public/english/standards/relm/ilc/ilc93/pdf/rep-i-b.pdf
A Tool Kit for Labour Inspectors: A Model Enforcement Policy, A Training

Manual and a Code of Ethical Behaviour (ILO, Geneva).
http://www.ilo.org/public/english/protection/safework/li_suppliers/download/inspection/tool
kit_for_labour_inspectors_budapest.pdf
Combating Child Labour. 2002. A Handbook for Labour Inspectors (ILO,

Geneva).
http://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---
lab_admin/documents/resourcelist/wcms_113980.pdf
Fair Globalization – Safe Workplace. 2005. Policies, Strategies and

Practices for Sustainable Development, Conference Report (ILO, Geneva).
http://www.ilo.org/public/english/protection/safework/labinsp/dussconf/index.htm
Global Strategy on Occupational Safety and Health. 2003. (ILO).

http://www.ilo.org/public/english/protection/safework/globstrat_e.pdf
Guidelines for Labour Inspection in Forestry. 2005. (ILO, Geneva).

http://www.ilo.org/public/english/dialogue/sector/techmeet/melif05/guidelines.pdf
Hazardous Child Labour. 2005. A Law and Practice Report on the Health
and Safety Aspects of ILO Convention No. 182 in Preparation for an ILO
Tripartite Meeting of Experts on Hazardous Child Labour.
HIV/AIDS and Work: A Handbook on HIV/AIDS for labour and factory
inspectors.
http://www.ilo.org/public/libdoc/ilo/2005/105B09_146_engl.pdf
Health and Safety Culture. Sustainable Development through Responsible

Corporate Citizenship / CSR. 2003. Conference Report, (ILO, Geneva).
http://www.ilo.org/public/english/protection/safework/labinsp/globcomp1.pdf
Integrating Labour Inspection: Functions, Effectiveness and Training,

Conference Report, ILO, Geneva, 2003, ISBN 92-2-115757-1.
http://www.ilo.org/public/english/protection/safework/labinsp/bulgann2.pdf
Labour Inspection: A Guide to the Profession, ILO 2002, ISBN 92-2-

112710-9.
http://www.ilo.org/public/english/protection/safework/labinsp/guide.pdf
Labour Inspection Brochure: Convention No. 81 and Convention No. 129,

ILO, Geneva, 2005, ISBN 92-2-117080-2.
n 45
http://www.ilo.org/public/english/protection/safework/labinsp/dussconf_07/cd/gb_ppt.pdf
Labour Inspection Survey, Report III (Part 1B). International Labour

Conference, 95th Session, ILO, Geneva, 2006, ISBN-92-2-116606-6.
http://www.ilo.org/public/english/standards/relm/ilc/ilc95/pdf/rep-iii-1b.pdf
Managing Emerging Health-Related Problems at Work (SOLVE). ILO,

Geneva, 2002. ISBN 92-2-112797-4. For further information see
www.ilo.org/safework/solve.
Partnerships in Occupational Safety and Health Inspection, Conference
Report, ILO, IALI, SAWS, China, 2006.
http://www.ilo.org/public/english/protection/safework/labinsp/iali_conf_06.pdf
Proceedings on Asbestos: European Conference 2003 BGAG, ILO, 2003,

ISBN: 3-00-013020-9.
http://www.hvbg.de/e/asbest/konfrep/konfrep/index.html
Promotional Framework for Occupational Safety and Health Convention,

and Recommendation 2006, - texts available at
www.ilo.org/public/english/standards/relm/ilc/ilc95/ pdf/pr-20a.pdf
www.ilo.org/public/english/ standards/relm/ilc/ilc95/pdf/pr-20b.pdf
Tackling hazardous child labour in agriculture: Guidance on policy and

practice. 5 guidebooks plus user guide. ILO IPEC, Geneva, 2006.
http://www.ilo.org/ipecinfo/product/download.do?type=document&id=2799
Ten Steps for Strengthening Labour Inspection, Gerd Albracht,

Conference Report on Integrated Labour Inspection Training, Geneva,
ISBN 92-2-115757-1.
http://www.ilo.org/public/english///protection/safework/labinsp/li_brochure_text.pdf
The Global Challenges of Labour Inspection: Labour Education 2005/3-4.

ILO, Bureau for Workers’ Activities, Geneva, 2006, ISBN 0378-5467.
http://www.ilo.org/public/english/protection/safework/labinsp/dussconf_07/cd/global_chall
enges_english.pdf
Training resource pack on elimination of hazardous child labour in

agriculture, ILO IPEC, 2005.
http://training.itcilo.org/ils/ils_childlabour/childlabour_materials.htm
Tripartite audit of the labour inspection system in Latvia, 3-14 October

2005, ILO, Geneva – ISBN 92-2-119111-7.
http://www.ilo.org/public/english/protection/safework/li_suppliers/download/inspection/latv
ia_final_report_audit.pdf
Unity beyond Differences: The Need for a co-ordinated Labour Inspection

System (ILIS), Proceedings and Conference Report, ILO Geneva and ITM
Luxembourg, 2005, and Final Conclusions:
www.ilo.org/public/english/protection/safework/labinsp/luxconf.pdf
46 n
ANNEXES
n 47
ANNEX 1
UNDP’S DEFAULT PRINCIPLES FOR CAPACITY

DEVELOPMENT12
1. Don’t rush. Capacity development is a long-term process. It is not amenable to

delivery pressures, quick fixes and short-term results seeking. Engagement for capacity
development needs to have a long term horizon and be reliable.
2. Respect the value systems and foster self-esteem. The imposition of alien values can
undermine confidence. Capacity development requires respect. Self-esteem is at the root
of capacity and empowerment.
3. Scan locally and globally; reinvent locally. There are no blueprints. Capacity
development means learning. Learning is a voluntary process that requires genuine
commitment and interest. Knowledge transfer is no longer seen as the relevant modality.
Knowledge needs to be acquired.
4. Challenge mindsets and power differentials. Capacity development is not power
neutral and challenging vested interest is difficult. Frank dialogue and moving from
closed curtains to a collective culture of transparency is essential to promote a positive
dynamic for overcoming them.
5. Think and act in terms of sustainable capacity outcomes. Capacity is at the core of
development. Any course of action needs to promote this end. Responsible leaders can
inspire their institutions and societies to effectively work towards capacity development.
6. Establish positive incentives. Distortions in public sector employment are major
obstacles to capacity development. Ulterior motives and perverse incentives need to be
aligned with the objective of capacity development. Governance systems respectful of
fundamental rights are a powerful incentive.
7. Integrate external inputs into national priorities, processes and systems. External
inputs need to correspond to real demand and need to be flexible to respond effectively to
national needs and possibilities. Where such systems are not strong enough they need to
be reformed and strengthened, not bypassed.
8. Build on existing capacities rather than creating new ones. This implies the use of
national expertise as prime option, resuscitation and strengthening of national institutions,
and protecting social and cultural capital.
9. Stay engaged under difficult circumstances. The weaker the capacity the greater the
need. Weak capacities are not an argument for withdrawal or for driving external
agendas. People should not be hostage to irresponsible governance.
10. Remain accountable to ultimate beneficiaries. Even where national governments
are not responding to the needs of their people external partners need to be accountable to
beneficiaries and contribute to the responsibilisation of national authorities. Sensible
approaches in concrete situations need to be openly discussed and negotiated with
national stakeholders.
12
UNDP: Ownership, Leadership and Transformation, New York, 2003, p. 13.
n 49
ANNEX 2
EXAMPLE OF END-OF-COURSE QUESTIONNAIRE
50 n
n 51

3.ILO-Institutional Capacity Development

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ITC-ILO Curriculum on

“Building modern and effective labour inspection systems”

What this Module is about

This module gives an overview of the challenges of a coherent

The aim of this module is to provide tools for labour inspection

1. Background: The concept of capacity development 5

2. The importance of qualified human resources 8

3. The policy framework 9

4. The situation analysis 15

5. Curriculum design and development 21

Bibliography and additional readings 45

1. BACKGROUND: THE CONCEPT OF CAPACITY

Capacity development is seen as complementary to other ideas that

1. Capacity building is the ability of individuals, groups, institutions and organizations

2. Capacity development is a concept which is broader the organizational

3. Capacity development is … any system, effort or process… which includes among

4. Capacity is the combination of people, institutions and practices that permits

5. Capacity building is any support that strengthens an institution's ability to

6. Capacity building is a process by which individuals, groups, institutions,

7. Capacity development: The process by which individuals groups, organizations,

8 Capacity strengthening is an ongoing process by which people and systems,

Some key elements shape the concept of capacity development:

Political commitment, management and coordination

2. THE IMPORTANCE OF QUALIFIED HUMAN

Some industrialized countries have comprehensive training and in-service

budgets and inadequate means of communication and record keeping also

3. THE POLICY FRAMEWORK

As part of Government administration, the main purpose of labour

For modern inspection systems to be effective and efficient, inspectors must

3.1. Defining institutional capacity development policy

broad range of understanding of each topic within their range of

Core collective competences

Inspectorate managers must be convinced that training is essential for

New developments in legislation, new trends in technology and other

3.2. Involving the social partners

3.3. Adopting a system approach

professional skills (including sound judgement, able to perform an

In addition to the induction training for newly recruited inspectors, many

Why is a system approach to capacity development important?

4. THE SITUATION ANALYSIS

In this phase, also called “assessment”, several elements of a different

4.1. Conditions and constraints

4.2. Target groups

10.Labour Inspection Visit

11.Tools of the labour

4.3. Training needs analysis

n To enforce relevant legislation.

n To report to superiors on their activities and about particular matters as required,

PERSONAL QUALITIES PROFESSIONAL KNOWLEDGE

ü Ability to work on one’s own. ü Appropriate higher education.

Of course, many of these competencies need to be assessed during the

n The in-service inspectors.

n Develop pedagogical skills, including curriculum design, training

The ILO and its International Training Centre, through international

4.4. Strengthening social skills

n To motivate and persuade people.

n To prevent and resolve conflicts.

5. CURRICULUM DESIGN AND DEVELOPMENT

The design of a training curriculum includes objectives, content, learning