Transitioning From Colonialism To An Independent

Published Date: 02 Nov 2017

Table of Contents

INTRODUCTION

According to J. Werner and R. DeSimone (2009) learning is a relatively permanent change in behaviour, cognition, or affect that occurs as a result of one’s interaction with the environment. The Trinidad and Tobago Coast Guard’s strategy to facilitate work place learning starts from the orientation stage (basic recruit training) and follows right throughout the career life of the ratings including an exit strategy from the organization. This strategy includes: a basic knowledge of military discipline founded on drill, seamanship and weaponry. After basic training the next phase is professional training which is an enhancement of the basic training, further to this, the interventions takes a more strategic approach in the form of In-service training; this form of training focuses on the trade skills and other competencies within the various departments of the Coast Guard, which includes: Electricians, Mechanics, Shipwright (Carpenters), Cooks, Stewards, Writers (clerks), Tailors and Seamen.

The purpose of this paper is to identify and analyse the strategies and interventions of learning within the Trinidad and Tobago Coast Guard utilizing the Kirkpatrick model. This is geared towards measuring the effectiveness of the interventions to determine if it is aligned to the organisation’s strategic intent. Additionally, it will aid in providing if necessary, recommendations to enhance the intervention’s effectiveness in a structured manner.

BACKGROUND

In transitioning from colonialism to an independent nation, one of the mandatory prerequisites in which Trinidad and Tobago were required to fulfil, was the establishment and maintenance of a military force in the form of the Trinidad and Tobago Defence Force; consisting of a unit of land force and a maritime force. Sighted under the Defence Act of 1962, the maritime force was established as the Trinidad and Tobago Coast Guard effective 1st June 1962.

The Coast Guard is divided into three branches, the Administration Branch, Operations Branch and Port Security Branch. The organization has two main groups which are the Officers and the Ratings. The ratings consist of senior ratings and junior ratings. Officers are the policy and decision formulators while senior ratings perform as middle managers; further to this, they assist the officers by acting as a medium by which information is passed from the officers to the junior ratings and vice versa. Ratings are grouped under predetermined departments according to speciality (trade) hence those in any giving group are well dexterous in their given proficiency.

MISSION OF THE COAST GUARD

"To defend the sovereign good of the republic of Trinidad and Tobago and to provide on a continuous basis quality service for security and safety within the maritime boundaries and in any other area of responsibility agreed to by the state to fulfil its international obligations"

MOTTO: the motto of the coast guard is "service before self"

STRATEGIC INTENT

The strategic intent of the Coast Guard is to achieve operational excellence utilizing the resource based approach.

PRIMARY RESPONSIBILITY

Search and Rescue

Drug Interdiction

Coastal Patrol and Surveillance

Assist Civil Police

The Training Department of the Trinidad and Tobago Coast Guard is responsible for the training and development of the Officers and Ratings in four categories:

Basic Recruit Training

Professional Training

In-service Training, and

Resettlement Training

Basic recruit training is a programme designed to transform the mind-set of the new recruits from that of a civilian to military focus minded individuals; the intent is to engender a high level of discipline that epitomizes the characteristics of which the military is built upon.

Professional training is designed to prepare officers and ratings to perform both effectively and efficiently at the next higher rank; each module of the professional training programme is examinable and promotion is dependent on passing all the modules.

In-service trainings are outsourced at various institutions based on the area of speciality (Seaman, Electrician, Mechanic, etc…) and it is geared towards improving the competencies of the organisation for present and future organisational needs.

Resettlement training is also outsourced at accredited institutions based on the choice of the individual to prepare them for civilian life after retirement. For the purpose of this paper, we would not be focusing on this area.

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

For organizations to remain relevant and become competitive in this current tumultuous economic environment there is a need for them to invest in their employees by creating a workplace that underpins learning. Workplace learning is construed as a rich environment in which learning may take place (NCVER) 1998.

Organisations that are more competitive and seek to gain market share to dominate their industry will take definite actions; which will assists in achieving their strategic intent. (Kotter 1994). The constant need to change and readapt to their environment (Finger and Brand, 1999) has been enhanced by the recent globalisations trend (Beck). For organisations to ensure their survival they will seek to attain the maximum benefit from their resources including human ability and organisational capacity. Consequentially, the greater inclusiveness and availability of information and ideas has resulted in an accelerated rate at which knowledge deteriorates leading to higher knowledge turnover and greater need for organisations to seek new learning.

Organisations’ vying in a competitive arena will be limited internally by the potential of its resources and by the opportunities in the external environment (Senge, 2005). Professional initiatives to expand this potential will have to confront the interpersonal and cultural values that restrain these organizations from advancing. To facilitate meaningful discussions, firms should be open to new concepts and are willing to self-reflect and analyze their internal issues.

A key determinant of organizational competitiveness is its ability to harness the potential of it human resources. (who) In a technology driven society, organisational capacity is a key driver of organisation effectiveness and success therefore organisation must take actions to ensure they maintain the skills, knowledge and abilities (SKA) of its employees. According to the Resource Based View (Hamel, Prahalad, 1994) the SKA of employees deteriorate and lose value over time. The employees SKA therefore needs to be assessed for correctness, relevance and effectiveness. The key to enhance the skills and capabilities of employees which is directly linked to organisational objectives is learning. Learning is defined as-

1) The modification of behaviour by experience – Webster dictionary.

2) That process that manifest itself by adaptive changes in individual behaviour as a result of experience. Who said this?

The both definitions identify experience and behaviour change as part of learning however the second definition highlights that learning is not a singular event but is a continuous experience which is part of an ongoing process.

Although the economic benefits of organisational learning is recognized, ‘templates or ideal forms’ which practicing organisation could employ to achieve this benefit is lacking (Easterby-Smith, Araujo, 1992). The attainment of a perfect model for learning is more of an ideal than a practical achievement. Organisations have to evolve as they migrate to an organisation learning model which is deemed appropriate for their specific objectives.

Workplace is defined as- The site of both learning associated with enhancing the development of the enterprise through contributing to production, effectiveness and innovation; and to the development of individuals through the contribution of knowledge, skills and the capacity to further their own learning with respect to their roles as employees and citizens in the wider society. This definition links the goals of individuals to that of their organisation, through the synergies of their actions whereby they both achieve increased capacity that can be beneficial to themselves and to the wider society.

The varied literature on ‘workplace learning’ reveals the linkage between the workplace and the individual. To advance this link and to facilitate the understanding of workplace learning on a firmer foundation, the following statement is used. ‘Individual learning does not guarantee organisational learning. But without it no organisational learning occurs’ (Senge 1990: 139).

The interdisciplinary nature of workforce learning initially focused on individual learning needs (Ashton, 2004) however, in recent times the literature seems to be focused more on the identification and analysis of the processes involved both in individual learning and collective learning of organisations. The expansion of the unit of analysis to the organisation level looked at organisational structure and workplace context. Organisational structure affects the learning process (Ashton, 2004). Ashton seeks to provide an explanation why employees under similar conditions would attain higher levels compared to their peers.

It was proposed that there are elements in the workplace which will ‘afford’ learning opportunities to employees (Billette, 2001), which can be used as a measurement of the value of workplace learning. Billet questioned the effectiveness of workplace learning processes. The willingness and the ability of the organisation to create instances where open and fair employee participation can be facilitated is a measure for effectiveness and equity.

"Establishing a workplace training system, without understanding the basis of participation, such as the workplace’s readiness and the support of the participation, may lead to disappointment for both workers and enterprise" (Billett, 2001).

While the limiting factors of learning includes; undesirable knowledge, access to activities, reluctance of experts, absence of expertise opaque knowledge and instructional media, it is considered that none of these factor need to be directly addressed for effectiveness nor is there any ranking to prioritizing the ordered to be addressed.

Organisations are not isolated from their environment therefore workplace learning was also investigated to ascertain linkages to the variables of the greater society. The changing external environment impacts upon and influences the nature of work, knowledge and learning combines to form workplace learning (Fuller, Unwin 2003/4).

Learning styles should also be considered as employees with varied background responds differently (Kolb, 1984). The acquisition and implementation of new information and skills is dependent on the cognitive standing of the trainee and their ability to interact with the information in a favourable manner. The use of various teaching method apart from the traditional classroom teacher would cater for those employees preferred learning style. Demographics factors such as age, language skills and numeric ability can have an impact on the learning curve.

FRAMEWORK

The seminal enduring work on evaluation model begins with a framework which has four criteria (Kirkpatrick, 1967): reaction, learning, job behavior and results.

Reaction - How well did the learners like the learning process?

Learning – This level seeks to determine the extent to which knowledge skills and abilities were attained. Prior evaluation and post evaluation must be done to link any change directly to the training.

Job performance – This level measures whether SKA gained was able to be translated to the job.

Results - What are the tangible results of the learning process in terms of reduced cost, improved quality, increased production, efficiency, etc

Kirkpatrick’s 4 levels have attracted much criticism and tweaking was suggested for appropriateness. It was proposed that if a learner motivation was in-sync with the goals of the intervention there is less attention paid to the actual training (Markus, Ruvolo, 1990) and this low task engagement may result in lesser degrees of achievement.

To increase the interest and relevance to the learner the learning methods should include ‘hooks’ example slick design and humor. However if hooks are required to be employed the purpose of the learning process may be deficient. Kirkpatrick level 3 do not measure the capability of the learner to perform the newly learned skills while on the job and does not suggest any means to accomplish this. On performance, organisations are generally more concerned with the end results achieved i.e. performance, and less with behaviour of employees (Gilbert, 1998).

In line with organisation main concern or performance it is suggested that the sequencing of the model is inverted (Chyung, 2008).

Revised Evaluation Model

Description: Revised model of Kirkpatrick's four levels of evaluation

In this revised model the focus has been shifted from the individual level to the organisational level. It place organisational performance at the top signifying that all other processes and interventions of a firm should be geared to the attainmnet of this greatest desired value. A further benefit of the model is that can be used as a ‘trouble-shooting process’ assisting evaluation by identifying what the issue is (planning half of model) and the problematic area is in the model itself (evaluation half of model). This results in an evaluation tool that gives a difinite goal to be achieved for organisational effectiveness.

The Return on Investment (ROI) Methodology Phillips (1996) gives a measurement tool which builds on the work of Kirkpatrick and seeks to give numerical content to address accountability and data evaluation. Not-for-profit organisations whose focus is on the welfare of the greater society may find this methodology unsuitable for their purposes. The cost of an intervention is considered secondary to the societal gains that it produces.

Organisations are complex multi-levelled entities encompassing a vast array of permutations and possibilities. The specific units may be implementing initiative’s which are distant from the main organisation’s strategic intent however, it will have an impact on the achievement of the main goal. Systems theory seeks to provide a basis for examining the interrelationship between different organisational units and in a coherent manner to address the pertinent issues from an integrated overall stand point.

It is proposed that simple remedies are applied to complex issues since the general focus is on that which is known and familiar and the dynamic nature of organisations are overlooked (Senge, 1990). Four disciplines which should be mastered and implemented to re-energise organisations (Senge, 1990) that are learning are:

Personal mastery – This includes competence and the unsatisfied need for further enlightenment.

Mental models - These are ‘deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action’ (Senge 1990). For workplace learning to be effective it is required that organisations identify those that are: dominant, supportive and restrictive.

Building shared vision- A vision which is internalised and adopted will more likely result in actions which support its attainment

Team learning – The interaction of people as they plan and learn together will result in faster decision making and higher levels of achievement.

It is posited that organisations apply fixes to issues that are short term and bring the quickest available change. They overlook or ignore the more difficult to identify root cause of the issue. In addition, ‘Feedback loop’ where issues and potential remedies are re-assessed is another tool to assist in focusing on strategy rather than tactics.

METHODOLOGY

The research design was descriptive in its approach, the methodology for collecting and garnering the primary data was an extensive structured interview with the Training Officer. Additionally, the secondary data was obtained from examining the following documents - Training Plan, Recruit Training Syllabus and the Professional Training Syllabus.

ANALYSIS OF BASIC RECRUIT TRAINING INTERVENTION

For the purpose of this project the elements of the HRD Model will be superimposed in bringing clarity and substance to the analysis.

ASSESSMENT:

A manpower audit was conducted by the Coast Guard which revealed that the organisation was below the approved strength by one hundred and nine Ratings as a result there was a need to recruit new sailors to augment the deficit. This need for new recruits resulted in the need for basic recruit training.

DESIGN

DEFINED OBJECTIVE

The objective of basic recruit training is to transform the recruit intake from a civilian mentality to military way if life and proved them with the basic skill set to perform as ordinary Seamen on successful completion of basic training.

DEVELOP LESSON PLAN

The basic recruit training intervention consists of nine core modules: Foot and Rifle Drill, Weapon Training (skill at arms), Rigging (rope work), Fire Fighting. Damage Control (vessel repairs), Anchors and Cables, Compass and Helm, Etiquette and Organisation (review of Organization structure).

SELECT TRAINER/LEADER

The recruit training staff is led by the recruit training officer who is responsible for the coordination of the training and maintenance military standards and discipline. The staff comprises ratings from various ranks and are selected based on experience and abilities.

METHODS AND TECHNIQUE

The intervention is delivered through power point presentations, practical exercises, lectures, coaching, mentoring and videos.

SCHEDULE THE INTERVENTION

The modules are delivered over a five months period; drill and weapon training are conducted throughout the entire duration of training however the other modules are conducted over a seven day period.

IMPLEMENTATION

Basic recruit training is conducted based on attrition and when there is an increase in the strength. The number of recruits per intake is dependent on the number of vacancies left by the attrition rate.

EVALUATION

Evaluation of Training

 

Basic Recruit Training

 

Criteria

 

Purpose of Intervention.

Results/Outcomes

The objective of basic recruit training is to transform the recruit intake from a civilian mentality to a military way of life i.e. Service before self and provide them with the basic skill set to perform as ordinary Seamen on successful completion of basic training.

Results evidenced by Ratings: Following instructions with Zeal and Alacrity, Take on a new demeanor of discipline, Volunteered feedback from parents. Informal Evaluation.

Evaluation Design

 

Kirkpatrick's Model

Level 2, 3, and 4.(learning, job performance & results)

Evaluation of Programme or Intervention

Level 2 - learning. They are examined after each module to determine the understanding of the contents of the training and gained knowledge.

 

Level 3 – job performance. Ratings are assessed through performance appraisal after a period of 6 months on the job to determine if learning took place. That there has indeed been transference of knowledge on the job by changed and sustainable behaviour.

ANALYSIS OF PROFESSIONAL TRAINING INTERVENTION

(Training and HRD Process Model)

ASSESSMENT:

After the recruits complete their Basic Recruit Training which can take up to five months, they spend two years at the rank of Ordinary Seaman (OS). On completion of these two years the Ordinary Seaman is eligible to participate in a further level of training called Professional Training which is a 10 weeks course to attain the rank of Able Seaman.

DESIGN

DEFINED OBJECTIVE

To attain the necessary tools to perform effectively at the higher level and also provide the eligibility for promotions.

DEVELOP LESSON PLAN

This intervention adopts a Modular approach of 8 modules including: Damage control, Fire fighting, Rigging, Pilotage, Navigation, Rules of the road, Organization and Service Writing (secretarial).

SELECT TRAINER/LEADER

The professional training staff is led by the training officer who is responsible for the coordination of the training and maintenance military standards and discipline. The staff comprises officers and ratings from various ranks, with the Coast Guard these officers and ratings are not certified trainers from any accredited body. They are trained in house and are appointed trainers based on their knowledge and experience.

METHODS AND TECHNIQUE

The intervention is delivered through: Power Point presentations, Lecturer, Videos, Practical exercises and Experiential training.

SCHEDULE THE INTERVENTION

This modular programme is administered over a period of ten weeks. The modules are conducted sequentially with examinations in between before progressing onto the next module.

IMPLEMENTATION

At any one time there are approximately eighty eligible seamen to participate on this course. The course maximum number of participants is 40; therefore there can be at least two programmes of 10 weeks annually. As noted in the design, the deliver method is predominantly Classroom with lecturer with some practical and experiential training.

EVALUATION

Evaluation of Training

 

Professional Training

 

Criteria

 

Purpose of Intervention.

Results/Outcomes

To attain the necessary tools to perform effectively to then move on at the next higher rank and also provide the eligibility for promotions.

 

Evaluation Design

 

Kirkpatrick's Model

 Level 2,3, and 4.

 

Level 2 - learning. They are examined after each module to determine the understanding of the contents of the training, gained knowledge.

Evaluation of Programme or Intervention

Level 3 – job performance. Ratings are assessed through performance appraisal after a period of 6 months on the job to determine learning took place. That there has indeed been a transference of knowledge on the job by changed and sustainable behaviour.

ANALYSIS OF IN-SERVICE TRAINING INTERVENTION

(Training and HRD Process Model)

ASSESSMENT:

As part of the succession management system, the ratings are streamlined into career path based on their area of speciality. To facilitate continuity, each department is required to provide to the Training Officer their Ratings’ training need at the various levels annually. For example, certificates, diplomas, and associates degrees.

DESIGN

DEFINED OBJECTIVE

The objective of In-service training is to ensure the Ratings maintain a high level of skills and competencies for present and future needs through training from reputable institutions; which are current and in keeping with best practices.

.

DEVELOP LESSON PLAN

The In-service programmes are outsourced at various institutions both locally and foreign. The appropriateness of the content and delivery is validated to by the Training Officer before Ratings are sent on the various interventions.

SELECT TRAINER/LEADER

In-service programmes are predesigned and administered by the various institutions.

METHODS AND TECHNIQUE

The intervention is delivered through power point presentations, practical exercises, lectures, simulation, and videos based on the programme and institution.

SCHEDULE THE INTERVENTION

The duration and evaluation technique of the in-service intervention varies at different institutions.

IMPLEMENTATION

In-service training ensures the Ratings attain and maintain the level of skills and competencies required to execute their duties thereby aiding the Coast Guard in achieving its goals and objectives.

EVALUATION

Evaluation of Training

 

In Service Training

 

Criteria

 

Purpose of Intervention.

Results/Outcomes

The objective of In-service training is to ensure the Ratings maintain a high level of skills and competencies for present and future needs; through training from reputable institutions which is current and in keeping with best practices.

No Evaluation

Evaluation Design

 

Kirkpatrick's Model

Level 2,3, and 4.

Evaluation of Programme or Intervention

Level 2 - learning. Not all courses are examinable. However, some Ratings are sent for formal development e.g. at Tertiary level. No Evaluation

 

Level 3- job performance. Ratings are assessed through performance appraisal after a period of 6 months on the job to determine learning took place. That there has indeed been a transference of knowledge on the job by changed and sustainable behaviour.

DISCUSSION AND ANALYSIS

Evaluation of Training

 

 

 

Basic Recruit Training

 

 

 

Criteria

 

 

 

Purpose of Intervention.

Results/Outcomes

Gaps

Recommendation

The objective of basic recruit training is to transform the recruit intake from a civilian mentality to a military way of life i.e. Service before self and provide them with the basic skill set to perform as ordinary Seamen on successful completion of basic training.

Results are evidenced by the change of behaviour in the Ratings i.e. Following instructions with zeal and alacrity, taking on a new demeanour of discipline. Volunteered feedback from parents is also considered.

No formal or recorded evaluation is conducted

.

 

Evaluation Design

 

 

 

Kirkpatrick's Model

Level 2,3, and 4 (learning, job performance and results.

 

 

 

 

 

 

 

 

 

 

Evaluation of Programme or Intervention - Basic Recruit Training

 

 

 

 

Level 2 - learning. The Ratings are examined after each module to determine if there was understanding of the contents of the training and if knowledge was gained.

None. It is important to evaluate the learning of a student when the learning curve is still steep. This occurs within approx 6 weeks after teaching has taken place.

 

 

Level 3-job performance. Ratings/recruits are assessed through fortnightly performance appraisals on the job, this to determine if learning took place. That is if there has indeed been transference of knowledge on the job by changed and sustainable behaviour.

None. Permanent change in behaviour or at least some level of change in behaviour is considered evidence that learning has taken place. Therefore the performance appraisals of the Ratings provide ample evidence that learning has taken place if good performance is sustained.

We recommend that formal trending take place. This is to determine that the Ratings maintain an acceptable level of performance to then appreciate that the interventions have had a level of effectiveness in achieving the level of change in the behaviour required.

.

 

Level 4-results No evaluation is done

The effectiveness of interventions are measured not only at the level of the individual but also at the Org level. At the TTCG we see the absence of an evaluation method at the org level.

The objective of this intervention is measured primarily by evidence of an observable change of behaviours. We recommend that this development in enhanced behaviour be specifically recorded. Kauffman and Keller 1994 recommends adding a fifth level to Kirkpatrick in assessing the societal contribution and outcomes created by this intervention to these new recruits.

Evaluation of Training

 

 

 

Professional Training

 

 

 

Criteria

 

 

 

Purpose of Intervention.

Results/Outcomes

Gaps

Recommendation

 

 

 

 

To attain the necessary tools to perform effectively to then move on at the next higher rank and also provide the eligibility for promotions.

The basis with which to determine if the objective has been achieved is by comparing the objective to the outcome. Thus setting the criteria. There is no formal method of evaluation.

 

 

 

 

 

 

Evaluation Design

 

 

 

 

 

 

 

Kirkpatrick's Model

Level 2,3, and 4.

 

 

 

 

 

 

 

 

 

 

Evaluation of Programme or Intervention - Professional Training

 

 

 

 

Level 2.They are examined after each module to determine the understanding of the contents of the training and knowledge gained.

None. Kirkpatrick's level 2 says that an important criterion to determine an effective HRD intervention, is to examine the learner soonest after the teaching has taken place

Well done

 

Level 3. Ratings are assessed through performance appraisals after a period of 6mths on the job to determine if learning took place. Assessing if there has indeed been a transference of knowledge on the job evidenced by changed and sustainable behaviour.

Kirkpatrick posits that if learning does not transfer on the job there has been no impact on the organizational effectiveness. Regularly assessing the performance of the Ratings would indicate if they have transferred new learnings in their sustained behaviour.

Though performance appraisals are done regularly every 6 mths., there is no trending to determine if there has been an upward progression of performance as a whole resulting from the intervention. Therefore we recommend trending of performance levels of the Ratings.

 

Level 4. No Evaluation done

There is no measure to determine if the organization has experienced a lift in its effectiveness through this intervention.

Metrics is recommended to record the number of officers who have completed the required modules successfully. This would determine the effectiveness of the intervention on the Ratings and at the Organization level e.g the success rate, a % pass rate and the number of ratings who were actually eligible for promotion.

Evaluation of Training

 

 

 

In Service Training

 

 

 

Criteria

 

 

 

Purpose of Intervention.

Results/Outcomes

Gaps

Recommendation

 

 

 

 

The objective of In-service training is to ensure the Ratings maintain a high level of skills and competencies for present and future needs; through training from reputable institutions which is current and in keeping with best practices.

No formal or recorded evaluation is conducted.

There is no measure in place to confirm that this objective has been met.

 

Evaluation Design

 

 

 

Kirkpatrick's Model

Level 2,3, and 4.

 

 

Evaluation of Programme or Intervention

 

 

 

 

Level 2. Not all courses are examinable. However, some Ratings are sent for formal development including at Tertiary level on an exception/need to basis e.g paramedics would do nursing. No Evaluation

There is no measure in place to confirm that learning has taken place.

 

 

Level 3. Ratings are assessed through performance appraisal after a period of 6mths on the job to determine learning took place. That there has indeed been a transference of knowledge on the job by changed and sustainable behaviour.

 

 

 

Level 4 - results. No evaluation is done at this level.

While Ratings are trained in enhancing the level of training they received previously, there is no measure to determine that the rating has learnt to a level where it would effectively impact TTCG

We recommend that the use of metrics be implemented. The use of metrics would track the performance level of the Ratings having completed their courses. E.g. sending the cooks to training in culinary skills, surveys would be conducted periodically among the sailors to determine satisfaction levels. Consistent checks on stock levels for which they are responsible, would also be suggested. Keeping records of results to be reviewed at intervals.

CONCLUSION

The T & T Coast Guard has a structured approach to training in its support to their overall strategic intent of "achieving operational excellence utilizing the resource based approach".

They have three training interventions which are focused on the development of their human capital to support the skills and competencies required to facilitate their operations becoming self-sufficient.

Their need of interventions is determined by the filling of predetermined numbers of trade skills within each specialty. Vacancies are filled rapidly by new recruits as the upper ranks have been filled by the former recruits. There is a good focus on succession planning.

However, having taken an overview of the strategic approach of the T & T Coast Guard to their interventions used to facilitate workplace learning, we have concluded that there is no focus on evaluating; how effective these structured and enhanced interventions are in developing the learners or confirming that learning has taken place. Consequently, there is no specific measure to determine if the interventions have effectively impacted on the ‘operational excellence’ of the T & T Coast Guard.

RECOMMENDATIONS

Having concluded that the TTCG has a good structure approach to its interventions, we did note that there is an absence of an appreciation to evaluate the intervention’s impact on the Organization.

We have commented on the gaps and made recommendations which in summary says that there is opportunity for the Organization to consider trending the performance of their sailors i.e. Ratings, to reflect the performance and subsequently interpreting the learning levels of the force. Trending would enable the T & T CG to use metrics in measuring the success of their interventions as it relates to the effective support of the overall strategic intent of "achieving operational excellence".