Training Programs, Processes, Policies, and Practices (2006) / Chapter Skim
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Pages 7-20
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From page 7... ...
The training program must also understand its linkage and relationship to other components of the agency's human capital program, including recruitment, retention, succession planning, and performance management. The organization's strategic goals and outcomes must drive the training and development program.
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From page 8... ...
In addition, they focus on the need for training and development programs to demonstrate a value added contribution to the organization's strategic goals and objectives, and on the need to continually improve customer service with the quality, quantity, and timeliness of training and development programs and events. TRENDS TRANSFORMING WORKFORCE AND WORKPLACE To understand the challenges facing training programs in state DOTs it is important to first understand both workplace and employment trends that will be in operation in the United States over the next several decades.
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From page 9... ...
It is no longer sufficient for those with highly technical skills -- engineers, scientists, IT professionals, accountants, engineering technicians, and construction trades -- to rely solely on their technical skills. They must also have the human interaction skills required by the current and future workplace.
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Any state DOT thinking about developing competencies should first review the substantial body of literature that already exists and can most likely find an excellent point of departure for identifying specific state DOT competencies. In its discussion of competencies, the New York State Civil Service Commission says: Competencies are a critical tool in workforce and succession planning.
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11 the organization. Organizational competencies have significant impact on organizational results and are worth identifying, if not developing.
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Essential elements of a succession planning program are: • Identify the positions for which the organization wants to ensure a readily available supply of well-trained candidates. • Identify the mission-critical competencies needed to perform successfully in each position.
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Technical training was the responsibility of the Chief Engineer or a similar position. Centralized Versus Decentralized Another question that frequently arises when organization structure is considered is: Should the training function be
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is based on interviews with "approximately 350 North American and global training organizations. Our goal was to understand what drives the effectiveness and efficiency of corporate training." The study defined measurement elements effectiveness and efficiency as follows: Effectiveness -- The ability of the learning organization to meet the needs of the line of business managers.
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From page 15... ...
and electronic formats (e-mail, websites, and electronic newsletters) so that employees can participate in the decisions about their professional development.
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Sixth, all must be cemented with a communications strategy and plan that is designed to address the various audiences within and outside the organization. Most organizations have at least six internal audiences -- executives, managers, supervisors, subject matter experts in the particular program area, employees, and employees with special needs such as the hearing or sight impaired.
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From page 17... ...
The new vision of human capital management enunciated by the authors has as its basic assumption a "value imperative." The products that organizations produce, whether public or private, must add value and must contribute to achieving the organization's programmatic strategic goals and objectives. Between 1991 and 1998 when this book was published, private-sector "HR budgets declined by 40% and staffing levels shrunk by nearly 25%." The public sector experienced a similar decline.
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From page 18... ...
E-Learning According to recent research completed by Bersin and Associates, a learning research organization, over the last five years, the training industry has been deluged with technology -- learning management systems, development tools, blended learning, simulations, and much more. Our estimates show that as much as 20% to 30% of all training, by student hour, is delivered by e-learning in many organizations, a massive shift in delivery approaches in only the last few years.
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From page 19... ...
Of those responding to the survey, more than 70% reported that their training staffs "had received development on how to produce and support e-learning initiatives." As is usually the case with the introduction of technology as a tool to support a program, we are still several years away from e-learning tools and programs being well-developed, totally integrated components of training and development programs. For most organizations, it takes 3 to 5 or more years to analyze the need; decide on and purchase the hardware and software; train subject matter experts, managers, leaders, and employees; develop, pilot, and revise the first programs; and then finally have the use of e-learning as an accepted component of the training and development program.
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From page 20... ...
WHAT IS THE VALUE ADDED? When assessing any of the components of the training program -- organization structure, succession planning, strategic training and development approach, program evaluation methodologies, staff competencies, e-learning, or other issues, the final questions to be answered are: What is the value proposition?
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