Sydney Opera House

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1. Main disadvantages of separating the ETD function from other HRD functions. * The training provided by the academy does not keep pace with the changing work environment. * The line expertise of trainers deteriorated during the time they have been out of operational fields. * There is little indication of enhancing on-the-job performance or overall effectiveness of the organisation. * The academy is seldom able to provide just-in-time programmes to address unforeseen training needs, as to prioritise training that has been formally requested and scheduled (Meyer & Botha 2000:168). 2. Do the ETD practitioners in the case study have appropriate training/experience/expertise to perform effectively as learning facilitators? No, most of the trainers and training managers acquired their teaching expertise as primary or secondary school teachers. Some were line experts who completed a compulsory 2-week train-the-trainer crash course. Very few of the trainers and none of the managers have been trained specifically in the workplace learning. Less than 5% of the staff updated their ETD expertise in the last 5 years, therefore more than 90% lack of competence to align their learning practices and programmes to the new legislative requirements (Meyer & Botha 2000: 181). 3. Criteria that should be used in selecting trainers to facilitate learning in the workplace. According to Lynn (2011) one of the biggest challenges of choosing an outside trainer is identifying the true professionals with proven track records who can help you reach your goals. Though there are many effective trainers out there, some with large companies, others work as solo operators. You might need to sift through some so-called consultants who are self employed because they can not find a job. She further suggests, before you bring in an outside trainer, consider the following: * Determine exactly what you need before you begin interviewing prospective trainers. Be able to clearly articulate the results you want, not just “we need to increase sales” but “we want to increase sales by 25% “ or not just “we need better technology skills”, but “we need to effectively learn how to use these specific technology resources.” * Protect yourself and the trainer from possible misunderstandings by outlining clearly what you expect before the project begins. This spares both of you from potential unpleasantness or ineffectiveness after the project is under way. How many people need to be trained? Will the trainer come to your facility? Do you want one on one or classroom training? What sort of resources in the way of training materials and supplies do you expect the trainer to provide? * Ask for written proposals. By getting it in writing, you will be able to determine if the trainer truly understands the scope of the project and if he has the resources to meet your needs. Having written proposals makes it easy to compare when you are making you selection. A trainer who can not put together an adequate written proposal probably can not put together adequate training programme. * Check references. If the proposal looks good. Contact some of the current or former clients. Ask what sort of training they purchased, when it was done, if the results met or exceeded expectations and if they would hire the trainer again. Be sure the references are for training similar to the type you want. * Ask for work samples. If you want the trainer to create manuals or other type of training aids, take a look at the items produced in the past. If it is not what you have in mind ask he has the capability to handle something different. Your contract should provide for you to approve any training materials in advance, allowing enough time for changes to be made if necessary. Also, your contract should stipulate who any training tools for your company. * Develop a project timeline. The only way you know a trainer will meet your deadlines is to put them in a...
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