Sydney Opera House
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
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
References: LESSLEY, P. 1998. Developing a Learning Organisation. 2nd ed. London: Kogan page Limited. LYNN, J. 2011. How to select a trainer for the workplace. United Kingdom: TCS media. MANKIND, D. 2009. Human Resource Development. New York: Oxford University Press. MEYER, M, ORPEN, M. 2007. Occupationally directed education: training and development practices. Cape Town: LexisNexis. SRINVASAN, S.T. 2007. Managing and Evaluation of ETD practices. South Africa: SAMDI.