MASTER’S IN BUSINESS ADMINISTRATION
MGT 745: HUMAN RESOURCE DEVELOPMENT
TOPIC: IDENTIFYING TRAINING RESOURCES
This paper purports to outline steps needed to identify resources for training. It will illustrate the advantages and disadvantages of using different types of training drawing examples from the authors’ workplace experience.
Resource could be defined as follows,
“a source of supply, support, or aid, esp. one that can be readily drawn upon when needed.” “…The total means available to a company for increasing production or profit, including plant, labor, and raw material; assets.” http://dictionary.reference.com/browse/resources
Resources can be defined as assets available and anticipated for operations. These include people (learners, facilitators/trainers/consultants), time, infrastructure, equipment, availability of training institutions, and availability of financial resources (money/funds). The kind of resources required depend on the type of training that is to be carried out. Hence the identification of training resources is a critical component of training/ learning effectiveness that can be manifested at the individual, team, and organisation level. It is therefore important to identify training resources as this allows training to make a difference that is noticeable; training with a practical value or utility to both employees and the organization.
One key factor in employee motivation and retention is the opportunity to continue to grow and develop job and career enhancing skills. Employees need to be equipped to handle employee relations and responsibilities competently. Training in any organization needs resources to be executed or implemented effectively hence the need to draw up a budget that can be utilized. The major resource for training is financial, therefore the need for the department to have cost estimates for most of the training being investigated. For example at the Botswana Police Forensic Science Laboratory, every financial year when budget estimates are drawn for the lab, training is included in the budget. Courses that need immediate attention (as per the need of the lab or gap that exist) are listed together alongside estimated costs and length of the training. Institutions that offer the training, course content, length of training and costs are identified beforehand. This budget is then submitted to the training board of the Botswana Police Service for screening and approval. In the Department of Vocational Education and Training (DVET), short term training budget is decentralized to regional offices and the budget tends to be similar or vary slightly from the previous year whereas long term training budget is coordinated at head quarters. The implication is that short term training budget may not necessarily reconcile with any required training. The organization should also take cognizance of the fact that people learn in different ways, therefore the training has to match employee learning preferences which may help to speed up their training and reduce costs at the same time. Some considerations when identifying resources for training are:
• What areas need training to be conducted? i.e. identifying problem areas. • Who needs training and in what area?
• How complex is the training that is needed?
• How much time do learners have to learn the new knowledge and skills? • How much money is available to pay for the training, whether in-house or using a consultant? • How capable are learners to undertake the training?
• What are learner's learning preferences and styles? For example, in DVET training for the junior officers (industrial class) is normally done in Setswana. • What institutions are available for tailored or the required training? • Could training be conducted in house, on the job, outsourcing or in external institutions? And which method could suite learners? And benefit...