Staff Training
Content
ANZECC BEST PRACTICE/BENCHMARKING PROGRAM
BEST PRACTICE IN STAFF TRAINING PROCESSES May 1996
Project Leader: Prue Do !" Tra!"!"# Ma"a#er Nat!o"a$ Par%& Ser'!ce De(art)e"t o* Natura$ Re&ource& a"d E"'!ro")e"t+ ,!ctor!a David Barrington Department of Environment and Natural Re urce ! "# Bron$yn Rodden%Margaret &udlo$ National Par' and (ildlife "ervice! N"( )ay *ollin
Project Team:
Department of +r,an "ervice - Par' and *on ervation! #*T
&eon *.ic'
Department of Environment and &and Management! Ta )erry McP.er on #u tralian Nature *on ervation #gency
/nvolvement ,y: Department of Environment and 0eritage! 1ld
Department of *on ervation and &and Management! (# *on ervation *ommi ion of NT Department of *on ervation! Ne$ 2ealand
TABLE OF CONTENTS
-. 0. I"troduct!o" Deter)!"!"# e&t (ract!ce !" &ta** tra!"!"# (roce&&e& 341 Met.odology 343 Be t practice in taff training proce e E3($a"at!o" o* eac4 &te( !" t4e e&t (ract!ce )ode$ /dentification of t.e organi ation7 training need 64141 64143 64146 6414; 64145 64146 643 8 9 9 9 1< 1< 1< 11 11 13 13 16 16 1; 1; 1; -1 / 1 5 6 5
2. 641
9rgani ation7 vi ion! mi ion and 'ey performance indicator /dentification of re:uired competencie for program delivery /dentification of t.e current competence of $or'force /dentification of competency gap 1< Plan for ,ridging competency gap T.e organi ation7 training need
"trategy for re ourcing t.e training 64341 64343 64346 =inancing t.e training P.y ical re ource 0uman re ource
646
Development and delivery of t.e training 64641 64643 64646 6464; Training need Modular training frame$or' =le>i,le delivery arrangement # e ment of learning outcome
64; /.
#pplication and evaluation of training C4aracter!&t!c& o* or#a"!&at!o"& 64o (ract!ce e&t (ract!ce !" tra!"!"# (roce&&e&
CASE ST7DIES *a e "tudy 1 *a e "tudy 3 Department of Environment and Natural Re ource ! "out. #u tralia - Performance Management Program National Par' "ervice ?Department of Natural Re ource and Environment! @ictoriaA - *ompetency "urvey and Determination of Training Prioritie 4 1B #u tralian =ire #ut.oritie *ouncil National =irefig.ting *ompetency "tandard and Training =rame$or' Department of Par' ! (ildlife and 0eritage! Ta mania - Ranger *BT ?*ompetency Ba ed TrainingA Project 16
*a e "tudy 6
3< 31 00
*a e "tudy ;
Crede"t!a$& o* t4e Project Leader
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INTROD7CTION
People performance i a critical ena,ling factor t.at influence t.e potential of an organi ation to ac.ieve it o,jective 4 "ucce ful organi ation en ure t.at t.ey maintain an environment $.ic. ena,le t.e full potential of t.eir people to ,e reali ed4 T.ey al o en ure t.at t.ey align t.eir taff management o,jective $it. t.e organi ation7 o,jective 4 Training i an important activity underta'en to en ure employee at all level .ave t.e nece ary 'ill to carry out t.eir role effectively and to en ure t.e ac.ievement of t.e organi ation o,jective 4 9f fundamental importance i t.e identification of t.e value t.at training add to t.e performance of t.e organi ation4 "pecifically t.i relate to .o$ t.e organi ation decide $.at training i needed ,y it taff! .o$ t.e training i carried out! .o$ t.e organi ation evaluate t.e effectivene of it education and training activitie and $.at proce e are put in place to improve t.e delivery and effectivene of education and training program 4 T.e management of t.e organi ation $ant to 'no$: • $.at training i re:uired • .o$ training .ould ,e delivered4 • .o$ t.e training improve t.e performance of t.e organi ation "taff e>pect: • targeted and jo, related training ?for no$ and t.e futureA to e:uip t.em to meet t.e e>pectation of t.e organi ation • defined outcome a a re ult of training • :uality a urance of training material and delivery tec.ni:ue • value for time pent in training #t t.e time of t.e $riting of t.i paper! fe$ organi ation in t.e par' indu try: • .ad a :uantifia,le mean of mea uring organi ational performance outcome • .ad mea ured t.e current competence of employee • .ad agreed arrangement in place to meet all t.eir taff training need 4 • .ad a formal trategy for addre ing taff training o t.at ma>imum co t ,enefit are attained from training • .ad a :uantifia,le mean of a e ing t.e on-ground outcome of taff training • are innovative $it. regard to met.od of ma'ing training delivery more efficient • u e training y tem and e>perti e availa,le in t.e $ider training indu try • .ad accurate co ting relating to training ? alary! training delivery etcA 9ver t.e pa t 5 year t.ere .ave ,een dramatic c.ange in t.e training arena4 Many companie $.o once conducted t.eir o$n training no$ recogni e t.at training i not t.eir core ,u ine and utiliDe t.e ervice of t.e fa t developing training indu try4 T.i move i in 'eeping $it. t.e =ederal Covernment Training Reform #genda! aimed at increa ing t.e competitivene of #u tralian indu try on t.e international mar'et4 T.e main outcome from t.i agenda .ave ,een t.e development of National competency tandard and a ociated training curriculum for a num,er of indu try group 4 Be t practice in training taff for par' management i re:uired ,ecau e ,ot. =ederal and "tate Covernment no$ re:uire par' management agencie to: • focu on t.eir core ,u ine • identify 'ey performance indicator and a ociated priority outcome
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• • • • • • •
,e accounta,le for t.e delivery of priority outcome and direct e>penditure accordingly apply ound ,u ine planning principle to program planning and ,udgeting evaluate alternative mean of ervice delivery ? uc. a out ourcingA en.ance t.e u taina,le management of t.e natural and cultural re ource of par' provide a .ig. tandard of cu tomer ervice and facilitie continually improve performance ?,ot. financial performance and ervice deliveryA .ave competent and effective taff4
Par' cu tomer re:uire par' agencie to: • manage t.e natural and cultural re ource of t.e par' u ing t.e ,e t po i,le tec.ni:ue • provide e>cellent cu tomer ervice • provide a range of recreational opportunitie • manage financial re ource effectively and efficiently • .ave competent and efficient taff T.i paper $ill di cu and e>plore: 14 Be t practice in taff training proce e for Epar' agencie F 34 T.e u e of ,enc.mar'ing a a tool in e ta,li .ing ,e t practice4 Relevant term are defined a : "taff training: “the process of developing the skills of employees” *ompetence: “the ability to deliver a service to a prescribed minimum standard”
0. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES
0.Met4odo$o#8
/n 1995! #N2E** commenced t.e National Benc.mar'ing and Be t Practice Program aimed at five 'ey area 4 T.e ?t.enA Department of *on ervation and Natural Re ource ! @ictoria too' t.e lead re pon i,ility for determining t.e ,e t practice frame$or' for taff training4 T.e o,jective of t.e project $a to determine current ,e t practice in training proce e to a i t agenice to develop training program to meet t.eir need 4 T.e project cope covered: an e>amination of guideline and procedure to guide $or'place performance an e>amination of tandard of performance ?competency tandard A training and development program trategic frame$or' for program development indu trial conte>t ?relation .ip of training to pay%promotion etcA identification of learning outcome ! a e ment criteria and delivery tandard delivery arrangement ?in-.ou e or e>ternalA a e ment practice relation .ip to formal training tructure ?"tate or NationalA monitoring of training outcome ?improved performance! co t-,enefit analy i etc4 T.e project $a to re ult in a report $.ic. could ,e u ed ,y mem,er agencie of #N2E** to introduce ,e t practice training proce e and to facilitate t.e development of :uality tandard ?and common competencie A for training of taff involved in t.e management of National Par' and Protected area 4 T.e report $a al o to contri,ute to t.e development of national training tandard t.roug. N*RM/RC4
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T.e met.odology u ed $a to: 14 *onduct initial re earc. into training proce e to produce an appropriate urvey in trument4 34 *ommunicate $it.! vi it $it. or arrange joint meeting $it. mem,er agencie of #N2E** to: apply t.e urvey o, erve training initiative and proce 64 *ommunicate $it. or vi it e>ternal organi ation $it. a record of innovation in delivering training program ;4 Prepare a ,e t practice report in con ultation $it. participating agencie 4 T.ere $ere everal project limitation 4 T.e project ,rief did not include a compari on of t.e content of training program ?a t.i .a already ,een done ,y t.e Natural and *ultural Re ource Management /ndu try Reference Croup in it *urriculum Revie$A ,ut rat.er re:uired t.e e>amination of taff training proce e from a trategic vie$point4 T.e project leader7 time $a limited to appro>imately one $ee' and t.e report $a limited to 'ey point 4 Nine mem,er agencie of #N2E** $ere approac.ed to participate in t.e project ,ut only i> accepted t.e offer4 "urvey $ere conducted $it. t.e follo$ing organi ation : F!#ure Locat!o" Ade$a!de S8d"e8 Me$ our"e Locat!o" o* !"ter'!e6& Or#a"!&at!o"
P4o"e &ur'e8
"out. #u tralian Department of Environment and Natural Re ource Ne$ "out. (ale National Par' and (ildlife "ervice Ta manian Department of Environment and &and Management @ictorian Department of *on ervation and Natural Re ource ?name at t.e time of intervie$A #u tralian =ire #ut.oritie *ouncil 1ueen land Department of Environment and 0eritage #*T Department of +r,an "ervice - Par' and *on ervation4
0.0
Be&t Pract!ce !" Sta** Tra!"!"# Proce&&e&
/nitial re earc. $a conducted into finding of previou ,enc.mar'ing project on taff training and into current concept of ,e t practice in taff training4 /t revealed t.at mo t organi ation mea ure and a e training input rat.er t.an training output ?or .o$ t.e training $a conducted rat.er t.an t.e ,enefit gained t.roug. trainingA4 No par' agencie and very fe$ ot.er organi ation maintain t.oroug. accounting record of taff training and are a,le to conduct a compre.en ive co t ,enefit analy i of training effectivene ?alt.oug. ome agencie .ave conducted a co t-,enefit analy i of individual cour e 4 *o t ,enefit analy i i underta'en in t.e tertiary education ector ,ut t.e proce u ed i not valid for mea uring taff training in organi ation for $.om training i not core ,u ine 4 Be t practice i t.e ,e t practice at a point in time4 #t t.e time of t.e $riting of t.i document! t.e ,e t practice frame$or' for taff training proce e $a a illu trated in =ig 34 F!#ure 0 Be&t (ract!ce )ode$ *or tra!"!"# (ract!ce&
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Ide"t!*!cat!o" o* t4e or#a"!&at!o"9& tra!"!"# "eed& 9rgani ation7 vi ion! mi ion! and 'ey performance indicator ?corporate planA4 /dentification of competencie re:uired for program delivery ?current and futureA /dentification of current competence of taff /dentification of competency gap Plan for ,ridging competency gap ?$or'force management planA 9rgani ation7 training need Mo"!tor!"# Proce&& Strate#8 *or re&ourc!"# t4e tra!"!"# e# Fu"d!"# t4e tra!"!"# P48&!ca$ re&ource& Hu)a" re&ource&
De'e$o()e"t a"d de$!'er8 o* t4e tra!"!"#
A(($!cat!o" o* "e6 co)(ete"c!e& o" t4e jo
Eac. tep i de cri,ed in more detail ,elo$4 T.e interrelation .ip $it. ot.er corporate proce e uc. a ,u ine planning and $or'force management .ave ,een e ta,li .ed a it i recogni ed t.at t.e taff training proce i not a tand alone proce ,ut add value to t.e total ,u ine proce 4 T.i approac. i in 'eeping $it. current =ederal and "tate re:uirement for t.e pu,lic ector to follo$ t.e economic imperative of t.e private ector ?a detailed in previou lyA4
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2.-
E:PLANATION OF EACH STEP IN THE BEST PRACTICE MODEL
IDENTIFICATION OF THE ORGANISATION9S TRAINING NEEDS
T.e organi ation7 training need are ,e t identified u ing t.e follo$ing model4 F!#ure 2 Mode$ *or t4e !de"t!*!cat!o" o* t4e or#a"!&at!o"9& tra!"!"# "eed&
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Or#a"!&at!o"9& '!&!o"+ )!&&!o" a"d %e8 (er*or)a"ce !"d!cator&
Ide"t!*!cat!o" o* co)(ete"c!e& re;u!red *or (ro#ra) de$!'er8 ?current and futureA
Ide"t!*!cat!o" o* curre"t co)(ete"ce o* &ta** eg performance revie$! a e ment of current competence
Ide"t!*!cat!o" o* co)(ete"c8 #a(
P$a" *or r!d#!"# co)(ete"c8 #a( eg4 recruitment! out ourcing! jo,-rede ign or training
Or#a"!&at!o"9& tra!"!"# "eed&
2.-.-
Or#a"!&at!o"9& '!&!o"+ )!&&!o" a"d %e8 (er*or)a"ce !"d!cator&.
T.e organi ation7 vi ion! mi ion and 'ey performance indicator are determined and program to meet t.e e o,jective are planned4 T.e period over $.ic. t.e e apply varie $it. individual organi ation 4 # common factor i t.at t.ey are revie$ed annually a a part of t.e ,u ine %,udget planning proce 4 # t.e performance of taff i a major influence on organi ational performance! it i important t.at t.e training proce i clo ely lin'ed $it. t.e ,u ine planning proce 4 2.-.0 Ide"t!*!cat!o" o* re;u!red co)(ete"c!e& *or (ro#ra) de$!'er8
T.e organi ation7 'ey performance indicator ?or critical ucce factor A et a tandard again t $.ic. t.e performance of t.e organi ation i mea ured4 Program to meet t.e e tandard are developed4 T.e organi ation mu t .ave acce to pecific competencie to effectively deliver t.e re:uired program and t.e e are determined4 Routine competencie re:uired ,y individual taff are included4 &oo'ing a.ead to t.e long term ac.ievement of t.e organi ation7 vi ion and mi ion! competencie re:uired to deliver anticipated $or' program in t.e future are al o identified 2.-.2 Ide"t!*!cat!o" o* curre"t co)(ete"ce o* 6or%*orce
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0aving determined t.e competencie re:uired to meet it o,jective ! t.e organi ation t.en determine t.e competencie t.at e>i t $it.in it $or'force4 T.e e are o,tained t.roug. t$o mean - t.roug. an analy i of t.e current performance of taff ?annual performance revie$A and t.roug. t.e identification of t.e current 'ill level taff4 Curre"t (er*or)a"ce o* &ta** Mo t organi ation no$ .ave a performance revie$ proce t.roug. $.ic. t.e current performance of taff i a e ed4 /ndividual taff and $or'group are no$ re:uired to deliver defined outcome 4 #c.ievement of ati factory outcome u ually ?,ut not al$ay A indicate a ati factory level of competence in t.e ta '4 T.e non-ac.ievement of outcome may ,e attri,uted to a num,er of factor 4 &ac' of competence i one factor ?among t ot.er A $.ic. may .ave cau ed poor performance4 # u ual part of t.e performance revie$ proce i t.e identification ?,y t.e taff mem,er or t.eir upervi orA of competencie yet to ,e attained and a plan for t.eir attainment4 A&&e&&)e"t o* curre"t co)(ete"ce. =or t.e organi ation to effectively manage t.e deployment of t.eir .uman re ource ! it i nece ary to a e t.e current competencie .eld ,y taff4 "tored on a data ,a e! t.i information i t.en readily availa,le for u e $.en a igning ta ' 4 T.e ,e t mean of maintaining t.i data ,a e i to utiliDe t.e type of y tem recommended t.roug. t.e National Training Reform #genda! $.ere competencie are defined! taff a e ed again t t.e e and t.e information i recorded on a data ,a e # e ment of current competence i only effective if t.e defined competencie .ave a E tandard of performanceF again t $.ic. t.e capa,ilitie of t.e taff can ,e a e ed4 T.i type of a e ment i Ecriterion ,a edF $.ere t.e u,jectivity of t.e a e ment proce i reduced4 T.e proce mu t ,e $ell managed and t.e data ,a e 'ept current4 T.e maintenance and u e of uc. a data ,a e .a t$o purpo e 4 /f t.e current competence of taff i a certained prior to delivery of program ! t.e li'eli.ood of poor performance in program delivery! a a re ult of lac' of competence! i reduced4 /n addition! t.e a igning of taff to ta ' for $.ic. t.ey are not competent may .ave legal ramification ?for e>ample! 9ccupational 0ealt. and "afety ,reac.e A at a later tage4 2.-./ Ide"t!*!cat!o" o* co)(ete"c8 #a(.
9nce t.e competencie .eld ,y t.e $or'force are determined! t.ey are mea ured again t t.o e re:uired ,y t.e organi ation4 # gap i identified ,et$een t.e re:uired competencie of t.e organi ation and t.e e>i ting competencie of it $or'force4 Traditionally t.i $a con idered to ,e t.e organi ation7 Etraining need F4 No$aday a $ider range of option for clo ing t.i gap are con idered4 2.-.1 P$a" *or r!d#!"# co)(ete"c8 #a(
T.e organi ation identifie t.e mean ,y $.ic. it intend to o,tain t.e competencie identified ,y t.e gap ,et$een t.e re:uired organi ational competencie and t.o e .eld in t.e e>i ting $or'force4 T.i i u ually called a $or'force management plan4 9ption for o,taining t.e re:uired competencie include out ourcing! jo, rede ign or redi tri,ution! recruitment or t.e training and development of e>i ting taff4 =actor influencing t.e election of t.e appropriate option are t.e co t-,enefit analy i ! current
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management con traint and t.e current Covernment direction $it. regard to $or'force management4 T.e organi ation al o need to loo' ,eyond t.e current ,udget%,u ine planning cycle to t.e long term ac.ievement of it vi ion and mi ion4 /t need to plan to .ave t.e nece ary competencie ?eit.er $it.in or out ide t.e current $or'forceA for t.e delivery of future program ? ucce ion planningA4 T.i information i invalua,le to taff $.en ma'ing per onal development%career c.oice 2.-.< Or#a"!&at!o"9& tra!"!"# "eed&
T.e organi ation7 training need are derived from t.e a,ove proce 4 T.ey are t.e re:uired competencie of t.e organi ation! not .eld ,y t.e current taff! for $.ic. t.e training of current taff .a ,een determined a t.e ,e t mean of o,taining t.em4 Training need are identified and prioritie determined a a part of t.e organi ation7 normal ,u ine planning proce and a uc. are revie$ed annually4 2.0 STRATEG= FOR RESO7RCING THE TRAINING
=or t.e organi ation7 training need to ,e met efficiently and effectively! t.ere need to ,e a clear trategy $.ic. addre e t.e allocation of re ource to provide t.e training4 T.i trategy indicate t.e level of commitment of t.e organi ation to meet it training need 4 (it.out t.i tatement and a commitment from enior management! t.e i ue of re ourcing often ari e to ,ecome t.e major impediment to t.e organi ation ati factorily meeting it training need 4 Training re ource can ,e categori ed into financial re ource ! p.y ical re ource and .uman re ource 4 2.0.F!"a"c!"# t4e tra!"!"#
Determining E$.o pay F for t.e training development and delivery i important and clarification of t.i i ue Eup-frontF $ill reduce t.e incidence of later i ue ari ing4 (.en preparing ,u ine plan %,udget ! t.e re pon i,ility for t.e delivery of t.e organi ation7 program i allocated to a particular part of t.e organi ation4 T.i part of t.e organi ation .ould al o en ure t.at t.e re:uired training for t.e delivery of t.e organi ation7 program i determined and funding for training allocated appropriately4 T.e continuing de,ate $it.in a num,er of t.e #N2E** agencie relating to EcorporateF ver u Etec.nicalF training can ,e re olved ,y t.e application of t.i model4 (.ere t.e training need i one identified ,y an individual or t.eir upervi or! and it relate to a routine part of t.e per on7 jo,! t.en t.e funding for training .ould ,e ,uilt into t.e ,udget for t.at jo,4 (.ere t.e training need i identified ,y management and i one $.ic. i aimed to impart a c.ange acro t.e organi ation! uc. a t.e need to train people follo$ing t.e introduction of ne$ tec.nology or a cultural c.ange! t.en t.e funding for training .ould ,e ,uilt into t.e ,udget for introducing t.e c.ange4 Budget i ue can ari e $.en corporate c.ange training program are impo ed $it.out ma'ing t.e appropriate funding arrangement 4 2.0.0 P48&!ca$ re&ource&
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P.y ical re ource re:uired for training include t.e training material ?curriculum! le on plan ! video ! elf paced pac'age etcA and t.e p.y ical environment for t.e delivery of formal training4 /t mu t ,e recogni ed t.at training i not t.e core ,u ine of mo t organi ation and u, tantial inve tment in t.e development of training material and training facilitie i not con idered a $i e inve tment4 =ortunately! in recent year ! training .a ,ecome an e ta,li .ed gro$t. indu try of it o$n4 /n mo t ituation it i no$ not nece ary for t.e organi ation to inve t in t.e development of training material or training facilitie a t.ere i a $ide range of re ource availa,le t.roug. organi ation for $.om training /" core ,u ine 4 T.e e include ot.er li'e organi ation ! T#=E college ! univer itie ! local c.ool ! local community training organi ation and t.e increa ing num,er of regi tered and non-regi tered private training provider and con ultant 4 T.e ,e t $ay of o,taining t.e nece ary p.y ical re ource ?material ! facilitie etcA for training i to o,tain t.em on a need ,a i 4 By integrating t.e organi ation7 training re:uirement $it. t.o e of t.e $ider training community! training ,ecome more efficient and duplication of effort i reduced4
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2.0.2
Hu)a" re&ource&
Be t practice organi ation .ave a culture of continuou learning and are clear a,out t.e level of taff involvement e>pected in t.e training proce 4 Rat.er t.an ,eing t.e re pon i,ility of a de ignated training department! training i Eevery,ody7 re pon i,ilityF4 # primary motivator for individual to accept t.i re pon i,ility i EneedF4 T.roug. t.e competency a e ment! t.e individual .a identified a need for training in t.e routine a pect of t.eir $or' and i more li'ely to accept t.e re pon i,ility for organi ing or participating in training to meet t.at need4 =or corporate c.ange training! t.e individual7 need .a not ,een identified and it .ould ,e remem,ered t.at t.at per on i t.erefore le li'ely to ,e motivated to organi e or participate in t.e re:uired training4 /n t.i ca e it i unreali tic to e>pect taff to drive t.eir o$n involvement4 Be t practice organi ation e ta,li . a culture $.ere t.e individual i re pon i,le to a large e>tent for identifying t.eir o$n training need and organi ing%enrolling in t.e appropriate training4 "uc. a culture re:uire t.e upport of a relevant y tem4 T.e em,odiment of Elearning organi ationF culture doe not negate t.e need for training role and re pon i,ilitie to ,e clearly defined4 =or t.e organi ation7 training need to ,e accurately identified and t.e training re ource availa,le in t.e $ider training indu try to ,e effectively integrated! an appropriate training peciali t or peciali t team i re:uired to EmanageF training4 T.e training peciali t%team $ill ,e a,le to provide taff $it. ade:uate y tem and information for t.em to ,e a,le to: integrate training $it. t.e organi ation7 ,u ine planning%,udget development proce identify t.eir o$n training need and t.o e of t.eir taff acce a range of relevant training option develop individual training plan ,a ed on identified training need and career a piration 4 2.2 DE,ELOPMENT AND DELI,ER= OF THE TRAINING
Be t practice for t.e development and delivery of training .a ,een $ell documented4 T.e model ,elo$ .a $ide pread u e t.roug.out t.e training indu try and i u ed ,y t.e National Training Reform #genda4
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F!#ure /
Mode$ *or t4e de'e$o()e"t a"d de$!'er8 o* tra!"!"#.
Tra!"!"# "eed& ?competencie A
A(($!cat!o" o* "e6 co)(ete"c!e& o" t4e jo - practice ?$it. mentor or upervi orA - performance revie$
Modu$ar tra!"!"# *ra)e6or% - training pecification - provider ?accreditation if re:uiredA
A&&e&&)e"t o* $ear"!"# outco)e& - criterion referenced
F$e3! $e de$!'er8 - on-t.e-jo, component - di tance pac'age - :ualified trainer
2.2.-
Tra!"!"# "eed&
T.e identification of training need $a identified in "ection 6414 Training need are identified in term t.at are ,e.avioural ?mea ura,le or :uantifia,leA4 *ultural c.ange o,jective are al o :uantified o t.at t.eir ac.ievement can ,e mea ured4 2.2.0 Modu$ar tra!"!"# *ra)e6or%
=or eac. identified competency t.ere i a training module $.ic. $ill train taff in t.e nece ary 'ill and 'no$ledge to ,e a,le to meet t.e tandard pre cri,ed for t.at competency4 # module pecification ?t.e $ritten pecification of training outcome ! a e ment met.od and delivery mode A e>i t for eac. module to en ure t.at it i delivered to a pre cri,ed minimum tandard4 Module pecification are regularly revie$ed to en ure t.at t.ey matc. t.e training re:uirement of t.e relevant competency tandard4 T.e training i accredited! $.ere po i,le! ,y a "tate or National training aut.ority4 #ccreditation provide :uality a urance for content! delivery and a e ment4 T.e employee gain formal recognition and ot.er ,enefit for t.e training completed4 Training delivery i t.roug. appropriate provider 4 /f t.e training delivery i to ,e contracted out t.en t.e training pecification i included a a contract pecification4 Provider are regularly evaluated for effectivene and co t efficiency of delivery4
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2.2.2
F$e3! $e de$!'er8 arra"#e)e"t&
T.e training i located a clo e to t.e $or'place in order to reduce t.e amount of time pent in travel and off t.e jo,4 /t i delivered in condition a clo e a po i,le to t.e normal $or' ituation to en ure relevance of t.e training to t.e jo,4 T.e more fle>i,le mode of delivery! uc. a di tance learning pac'age ? elf pacedA! open learning c.eme and computer ,a ed training pac'age are u ed4 T.e different learning tyle and peed of individual are catered for4 T.e relevance of t.e content and delivery tandard are monitored again t t.e module pecification4 Delivery i ,y in tructor $.o are trained a trainer and are al o e>perienced in t.e u,ject matter4 2.2./ A&&e&&)e"t o* $ear"!"# outco)e&
# e ment of t.e individual7 ac.ievement of t.e learning outcome ?a pre cri,ed in t.e pecificationA i conducted during and follo$ing t.e learning proce 4 # e ment i criterion ,a ed and i applied only ,y t.o e $.o are competent in it u e and $.o are aut.ori ed ,y t.e organi ation to conduct a e ment 4 2./ APPLICATION AND E,AL7ATION OF TRAINING
T.e trainee i given t.e opportunity to practice u ing t.e ne$ 'ill on t.e jo, under upervi ion ,y t.e upervi or or an appropriate mentor4 T.e comple>ity of t.e $or' ituation $.ere t.e ne$ 'ill are to ,e applied i managed o t.at t.e application progre e from t.e imple to t.e comple>4 Pro,lem in t.e application of t.e ne$ competencie are addre ed at an early tage4 # final a e ment of t.e application of t.e ne$ competencie occur during t.e performance revie$ p.a e of program delivery $.ere t.e delivery of t.e re:uired jo, outcome ! to t.e re:uired tandard! i a e ed4 (.ere $or' doe not meet t.e agreed tandard ! t.e rea on for t.i .ortfall i oug.t4 /f lac' of competence i t.e rea on! t.e e>tent of training re:uired to ,ecome competent i determined and t.e per on eit.er referred to furt.er practice under t.e guidance of a upervi or or mentor or t.e $or'force management planning proce revi ited4 1. CHARACTERISTICS OF ORGANISATIONS >HO PRACTICE BEST PRACTICE IN TRAINING PROCESSES
9rgani ation $.o are leader in training .ave t.e follo$ing c.aracteri tic : • "enior management under tanding of and upport for t.e role training play in t.e overall ,u ine conte>t4 • # vi ion! mi ion and 'ey performance indicator 4 • # formal lin' ,et$een training and t.e ,u ine re pon i,ilityA4 planning proce ?prioritie ! funding and
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• # training peciali t employed to integrate organi ational training re:uirement $it. t.e ervice provided ,y t.e e>ternal training indu try4 • Defined competency tandard and a e ment y tem4 • # E$or'force management trategyF $.ic. addre e .o$ to ,ridge t.e Ecompetency gapF4 • + e a modular approac. to meet pecific training need ?eg National Training =rame$or'A4 • + e fle>i,le delivery met.od and mea ure learning outcome at t.e end of t.e training4 • #pprai e application of competencie on-t.e-jo, ?performance apprai al y temA4 • Evaluate t.e ,enefit training provide to ,ot. t.e individual and to t.e organi ation4
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CASE ST7DIES
T.e follo$ing are ca e tudie of t.e application of ,e t practice in training proce e and .ave ,een elected from a range of uita,le ca e tudie 4 CASE ST7D= DEPARTMENT OF EN,IRONMENT AND NAT7RAL RESO7RCES+ SO7TH A7STRALIA ? PERFORMANCE MANAGEMENT PROGRAM T.e Department of Environment and Natural Re ource ! "out. #u tralia .a introduced a Performance Management Program for all Departmental employee a a part of it overall frame$or' for organi ational c.ange4 F!#ure 1 Fra)e6or% *or or#a"!&at!o"a$ c4a"#e @DENR+ SAA "tructure
"trategic Planning
Performance Management
"taff Training ?routine and corporateA
T.e Performance Management Program aim for continuou corporate performance improvement t.roug. t.e follo$ing proce : F!#ure < Mode$ u&ed !" t4e Per*or)a"ce )a"a#e)e"t Pro#ra) @DENR+ SAA Performance planning
Revie$ and recognition
/nvolving and developing people
T.e individual7 Performance Management Program i directly lin'ed to t.e Department7 ,road trategic goal ! t.e Croup7 ?Divi ionA o,jective and t.e Di trict%Branc.7 action plan 4 Performance i a e ed at eac. level on delivery of outcome 4
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(it.in t.e Performance Management Plan ! re pon i,ility for delivery of outcome and for determining and ac:uiring $or' 'ill i clearly defined and documented4 &ine manager are re:uired to: .elp taff to identify t.e 'ill and 'no$ledge re:uired to do t.eir jo, effectively upport taff to e ta,li . and meet t.eir individual%team development plan /ndividual are re pon i,le for: identifying t.e 'ill ! 'no$ledge and upport t.ey need to do t.eir jo, effectively $or' out an individual%team development plan t.at i lin'ed to performance revie$ t.e plan regularly4 # e ment of training outcome i ,a ed on delivery of re:uired jo, outcome 4 =unding for training i program ,a ed4 CASE ST7D= 0 NATIONAL PARKS SER,ICE @DEPARTMENT OF NAT7RAL RESO7RCES AND EN,IRONMENTA+ ,ICTORIA ? COMPETENC= S7R,E= AND DETERMINATION OF TRAINING PRIORITIES FOR RO7TINE TRAINING T.e National Par' "ervice ?Department of Natural Re ource and Environment! @ictoriaA .a developed a frame$or' to deal $it. t.e routine training of all taff4 /n t.e a, ence of a et of relevant National competency tandard ! a compre.en ive et of in.ou e competency tandard .ave ,een developed covering all a pect of $or' $it.in t.e "ervice4 T.e tandard $ere developed from e>i ting Departmental procedural document $.ic. pre cri,ed t.e tandard of mo t $or' $it.in t.e ervice4 T.ey al o related to e>i ting relevant National competency tandard uc. a t.o e from t.e Touri m and 0o pitality indu try! t.e Pu,lic #dmini tration ector and t.e =ire indu try4 T.e competency tandard $ere aligned $it. t.e Department Performance and Remuneration Management ?PaRMA y tem and $it. t.e #u tralian "tandard =rame$or'4 (.ere po i,le! t.e E tandardF referred to an e>i ting NP" or NRGE procedure or guideline4 #ll taff $ere urveyed again t t.e tandard - electing t.o e t.at applied to t.eir jo, and career a piration and t.en! in conjunction $it. colleague and upervi or! compared t.eir current performance $it. t.at re:uired ,y t.e tandard 4 T.e end re ult of t.e proce $a an individual training plan li ting a range of developmental activitie t.e per on $a re:uired to ta'e re pon i,ility for plu a li t of training need re:uiring e>ternal facilitation ?ie cour e A4 T.e re ult of t.e urvey $ere entered on a pread .eet and! in con ultation $it. management! prioritie for training determined for eac. par'! local area and t.e "tate4
F!#ure B
7"!t& o* co)(ete"c8 @NRCE+ ,!cA
7NITS OF COMPETENC=
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Se$ect t4e (er&o"a$ &%!$$&+ ($a""!"# a"d u&!"e&& &%!$$& a"d NPS act!'!t!e& t4at a(($8 to 8our curre"t jo or career ($a". A &u))ar8 o* t4e co"te"t o* eac4 o* t4e 7"!t& !& $!&ted o" (a#e& 2 to 1. GENERIC PERSONAL SKILLS @a(($8 to a ra"#e o* act!'!t!e&A 14 Profe ional "elf Management 34 /nterper onal *ommunication 64 (ritten *ommunication "'ill %Report ;4 *lient "ervice 54 0uman Re ource #dmini tration 64 "upervi ion of "taff and Monitoring of *ontractor B4 Training and Pre entation 84 + e of =ield E:uipment 94 + e of 9ffice E:uipment GENERIC PLANNING AND B7SINESS SKILLS @a(($8 to a ra"#e o* act!'!t!e&A 1<4 Planning 114 Project Management 134 Budget Management 164 (or' Program Management 1;4 Bu ine Management NPS ACTI,ITIES
164 Natural 0eritage Protection 1B4 0i torical and *ultural "ite Protection 184 @i itor =acilitie 194 Touri m and Promotion 3<4 Education and /nterpretative Program 314 Pe t Plant and #nimal *ontrol 334 Di tur,ed "ite Re.a,ilitation 364 =ire "uppre ion 3;4 Pre cri,ed =ire Management 354 Roading 364 Enforcement 3B4 Emergency /ncident Re pon e ?non-fireA
154 Re earc. and Monitoring
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1B
F!#ure 5
Mode$ *or deter)!"!"# tra!"!"# "eed& @NRCE ,!cA NP" *ompetency "tandard *.oo e t.o e re:uired for jo, or career plan "elf a e ment *ompetent Not yet competent Training or development re:uired
No training re:uired
He
*an training ,e conducted in local $or'centreI No
9rgani e it / t.ere a cour e currently availa,leI ?in-.ou e or e>ternalA He /ndividual to organi e o$n enrolment ?$it. permi ion of upervi or No NP" training need to ,e prioriti ed and cour e developed
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CASE ST7D= 2 A7STRALIAN FIRE A7THORITIES CO7NCIL ? NATIONAL FIREFIGHTING COMPETENC= STANDARDS AND TRAINING CO7RSES T.e development of t.e #u tralian =ire #ut.oritie *ouncil ?#=#*A .ave! ince 1993! ,een at t.e forefront of training development re ulting from t.e National Training Reform #genda4 #=#* .a developed a compre.en ive et of generic competency tandard $.ic. apply to all $or' conducted $it.in t.e fire agencie of #u tralia! including metropolitan! rural volunteer and land management agencie uc. a t.e mem,er agencie of #N2E**4 T.e competency tandard are arranged in i> level ranging from recruit level to e>ecutive level and align $it. level 3 to B of t.e #u tralian "tandard =rame$or'4 /ndividual agencie determine t.e election of competency tandard $.ic. apply to t.eir per onnel! recogni ing t.at t.e need of individual $it.in eac. organi ation vary according to t.eir geograp.ic location and jo, re:uirement 4 #ligned $it. five level of t.e competency tandard are five Nationally accredited cour e ranging from *ertificate // to #dvanced Diploma level 4 T.e cour e can ,e delivered in t.eir entirety or ,y individual module ! of $.ic. t.ere are over 3<<4 E>ten ive documentation i availa,le for eac. module! outlining t.e relation .ip to t.e competency tandard ! t.e learning outcome and a e ment criteria! and include detail on t.e re:uired delivery arrangement 4 Training can only ,e delivered ,y regi tered provider and eac. fire agency eit.er gained regi tration! formed a partner .ip $it. a T#=E college or arranged to contract in an appropriate provider4 /n tructor mu t .ave completed an in tructor module or e:uivalent and .ave met t.e re:uirement of t.e relevant module4 Recogni ing t.at t.e outcome of training! rat.er t.an t.e input! are mo t important! a compre.en ive National a e or program $a e ta,li .ed to en ure t.at a e ment practice ,ot. $it.in and acro agencie $ere compara,le4 T.e a e ment proce include ERecognition of Prior &earningF or RP& $.ere a per on $.o can demon trate current e>perti e in t.e content of a module may ,e granted credit for t.at module4 9ne of t.e mo t ignificant part of t.e program i t.e development of di tance learning pac'age for a range of module 4 T.e e pac'age mean t.at t.e training can ,e delivered in t.e $or'place $it.out added co t for travel! accommodation and time lo t from $or'4 T.e cour e $ere developed $it. a u, tantial con ultation proce for relevance4 and are regularly revie$ed
T.e development of t.e competency tandard ! accredited cour e and t.e di tance pac'age ,ring ignificant ,enefit to t.e fire indu try4 =irefig.ter from a range of agencie are no$ clo er to u ing imilar language and tec.ni:ue and t.eir :ualification are porta,le acro agencie 4 T.e material i fle>i,le in de ign and i intended to ,e u ed on a need ,a i ,y individual fire agencie 4 CASE ST7D= /
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DEPARTMENT OF PARKS+ >ILDLIFE AND HERITAGE+ TASMANIA ? PARK RANGER CBT PILOT PRODECT T.e Department of Par' ! (ildlife and 0eritage in Ta mania .a ,een involved in t.e development of a competency-,a ed cour e of training for par' ranger 4 T.e project $a conducted ,y t.e Department of /ndu trial Relation and Training and funded ,y t.e *ommon$ealt.4 T.e purpo e of t.e project $a to revie$ e>i ting training and develop an indu try ,a ed on- and off-t.e-jo, training program t.at could ,e implemented on a elf paced ,a i 4 T.e project outcome $ere a follo$ : • an occupational analy i • development of a et of tatement of competence validated ,y indu try • development of performance criteria and a e ment tatement for eac. tatement of competence • allocation training re pon i,ilitie ,et$een on- and off-t.e-jo, provider • development a "tate accredited curriculum ?# ociate Diploma of #pplied "cience:Par' ManagementA • articulation of t.e cour e t.roug. ot.er cour e • recognition of credential inter tate • development of a et of learning re ource to facilitate t.e delivery of training on a elf paced ,a i T.e follo$ing pac'age $ere developed: *ommunication *omputing #u tralian =lora #u tralian =auna Ba ic Par' 9peration Eart. "cience /ntegrated *on ervation management and Planning =inancial *ontrol &egal "y tem #nt.ropology /nterpretation #pplied Ecology #u tralian 0eritage "ite De ign and Re.a,ilitation Recreation Planning =ire Management 0uman /mpact Marine Re ource Management Par' Project Management Team Building%Negotiation "'ill Re ource Management Planning *ultural Re ource Management *on ervation Management
CREDENTIALS OF THE PRODECT LEADER
Prue Do,,in ?B4#4 0on 4! Crad4 Dip4 in Education! # oc4 Dip4 of Bu ine ManagementA i currently Training Manager for t.e National Par' "ervice! Department of *on ervation and Natural Re ource ! @ictoria4 9riginally a econdary teac.er and t.en t.e =ire Training
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Manager for t.e Department! .e played a lead role in t.e development and revie$ of t.e National firefig.ting competency tandard and training curriculum4
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BEST PRACTICE IN STAFF TRAINING PROCESSES May 1996
Project Leader: Prue Do !" Tra!"!"# Ma"a#er Nat!o"a$ Par%& Ser'!ce De(art)e"t o* Natura$ Re&ource& a"d E"'!ro")e"t+ ,!ctor!a David Barrington Department of Environment and Natural Re urce ! "# Bron$yn Rodden%Margaret &udlo$ National Par' and (ildlife "ervice! N"( )ay *ollin
Project Team:
Department of +r,an "ervice - Par' and *on ervation! #*T
&eon *.ic'
Department of Environment and &and Management! Ta )erry McP.er on #u tralian Nature *on ervation #gency
/nvolvement ,y: Department of Environment and 0eritage! 1ld
Department of *on ervation and &and Management! (# *on ervation *ommi ion of NT Department of *on ervation! Ne$ 2ealand
TABLE OF CONTENTS
-. 0. I"troduct!o" Deter)!"!"# e&t (ract!ce !" &ta** tra!"!"# (roce&&e& 341 Met.odology 343 Be t practice in taff training proce e E3($a"at!o" o* eac4 &te( !" t4e e&t (ract!ce )ode$ /dentification of t.e organi ation7 training need 64141 64143 64146 6414; 64145 64146 643 8 9 9 9 1< 1< 1< 11 11 13 13 16 16 1; 1; 1; -1 / 1 5 6 5
2. 641
9rgani ation7 vi ion! mi ion and 'ey performance indicator /dentification of re:uired competencie for program delivery /dentification of t.e current competence of $or'force /dentification of competency gap 1< Plan for ,ridging competency gap T.e organi ation7 training need
"trategy for re ourcing t.e training 64341 64343 64346 =inancing t.e training P.y ical re ource 0uman re ource
646
Development and delivery of t.e training 64641 64643 64646 6464; Training need Modular training frame$or' =le>i,le delivery arrangement # e ment of learning outcome
64; /.
#pplication and evaluation of training C4aracter!&t!c& o* or#a"!&at!o"& 64o (ract!ce e&t (ract!ce !" tra!"!"# (roce&&e&
CASE ST7DIES *a e "tudy 1 *a e "tudy 3 Department of Environment and Natural Re ource ! "out. #u tralia - Performance Management Program National Par' "ervice ?Department of Natural Re ource and Environment! @ictoriaA - *ompetency "urvey and Determination of Training Prioritie 4 1B #u tralian =ire #ut.oritie *ouncil National =irefig.ting *ompetency "tandard and Training =rame$or' Department of Par' ! (ildlife and 0eritage! Ta mania - Ranger *BT ?*ompetency Ba ed TrainingA Project 16
*a e "tudy 6
3< 31 00
*a e "tudy ;
Crede"t!a$& o* t4e Project Leader
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-.
INTROD7CTION
People performance i a critical ena,ling factor t.at influence t.e potential of an organi ation to ac.ieve it o,jective 4 "ucce ful organi ation en ure t.at t.ey maintain an environment $.ic. ena,le t.e full potential of t.eir people to ,e reali ed4 T.ey al o en ure t.at t.ey align t.eir taff management o,jective $it. t.e organi ation7 o,jective 4 Training i an important activity underta'en to en ure employee at all level .ave t.e nece ary 'ill to carry out t.eir role effectively and to en ure t.e ac.ievement of t.e organi ation o,jective 4 9f fundamental importance i t.e identification of t.e value t.at training add to t.e performance of t.e organi ation4 "pecifically t.i relate to .o$ t.e organi ation decide $.at training i needed ,y it taff! .o$ t.e training i carried out! .o$ t.e organi ation evaluate t.e effectivene of it education and training activitie and $.at proce e are put in place to improve t.e delivery and effectivene of education and training program 4 T.e management of t.e organi ation $ant to 'no$: • $.at training i re:uired • .o$ training .ould ,e delivered4 • .o$ t.e training improve t.e performance of t.e organi ation "taff e>pect: • targeted and jo, related training ?for no$ and t.e futureA to e:uip t.em to meet t.e e>pectation of t.e organi ation • defined outcome a a re ult of training • :uality a urance of training material and delivery tec.ni:ue • value for time pent in training #t t.e time of t.e $riting of t.i paper! fe$ organi ation in t.e par' indu try: • .ad a :uantifia,le mean of mea uring organi ational performance outcome • .ad mea ured t.e current competence of employee • .ad agreed arrangement in place to meet all t.eir taff training need 4 • .ad a formal trategy for addre ing taff training o t.at ma>imum co t ,enefit are attained from training • .ad a :uantifia,le mean of a e ing t.e on-ground outcome of taff training • are innovative $it. regard to met.od of ma'ing training delivery more efficient • u e training y tem and e>perti e availa,le in t.e $ider training indu try • .ad accurate co ting relating to training ? alary! training delivery etcA 9ver t.e pa t 5 year t.ere .ave ,een dramatic c.ange in t.e training arena4 Many companie $.o once conducted t.eir o$n training no$ recogni e t.at training i not t.eir core ,u ine and utiliDe t.e ervice of t.e fa t developing training indu try4 T.i move i in 'eeping $it. t.e =ederal Covernment Training Reform #genda! aimed at increa ing t.e competitivene of #u tralian indu try on t.e international mar'et4 T.e main outcome from t.i agenda .ave ,een t.e development of National competency tandard and a ociated training curriculum for a num,er of indu try group 4 Be t practice in training taff for par' management i re:uired ,ecau e ,ot. =ederal and "tate Covernment no$ re:uire par' management agencie to: • focu on t.eir core ,u ine • identify 'ey performance indicator and a ociated priority outcome
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• • • • • • •
,e accounta,le for t.e delivery of priority outcome and direct e>penditure accordingly apply ound ,u ine planning principle to program planning and ,udgeting evaluate alternative mean of ervice delivery ? uc. a out ourcingA en.ance t.e u taina,le management of t.e natural and cultural re ource of par' provide a .ig. tandard of cu tomer ervice and facilitie continually improve performance ?,ot. financial performance and ervice deliveryA .ave competent and effective taff4
Par' cu tomer re:uire par' agencie to: • manage t.e natural and cultural re ource of t.e par' u ing t.e ,e t po i,le tec.ni:ue • provide e>cellent cu tomer ervice • provide a range of recreational opportunitie • manage financial re ource effectively and efficiently • .ave competent and efficient taff T.i paper $ill di cu and e>plore: 14 Be t practice in taff training proce e for Epar' agencie F 34 T.e u e of ,enc.mar'ing a a tool in e ta,li .ing ,e t practice4 Relevant term are defined a : "taff training: “the process of developing the skills of employees” *ompetence: “the ability to deliver a service to a prescribed minimum standard”
0. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES
0.Met4odo$o#8
/n 1995! #N2E** commenced t.e National Benc.mar'ing and Be t Practice Program aimed at five 'ey area 4 T.e ?t.enA Department of *on ervation and Natural Re ource ! @ictoria too' t.e lead re pon i,ility for determining t.e ,e t practice frame$or' for taff training4 T.e o,jective of t.e project $a to determine current ,e t practice in training proce e to a i t agenice to develop training program to meet t.eir need 4 T.e project cope covered: an e>amination of guideline and procedure to guide $or'place performance an e>amination of tandard of performance ?competency tandard A training and development program trategic frame$or' for program development indu trial conte>t ?relation .ip of training to pay%promotion etcA identification of learning outcome ! a e ment criteria and delivery tandard delivery arrangement ?in-.ou e or e>ternalA a e ment practice relation .ip to formal training tructure ?"tate or NationalA monitoring of training outcome ?improved performance! co t-,enefit analy i etc4 T.e project $a to re ult in a report $.ic. could ,e u ed ,y mem,er agencie of #N2E** to introduce ,e t practice training proce e and to facilitate t.e development of :uality tandard ?and common competencie A for training of taff involved in t.e management of National Par' and Protected area 4 T.e report $a al o to contri,ute to t.e development of national training tandard t.roug. N*RM/RC4
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T.e met.odology u ed $a to: 14 *onduct initial re earc. into training proce e to produce an appropriate urvey in trument4 34 *ommunicate $it.! vi it $it. or arrange joint meeting $it. mem,er agencie of #N2E** to: apply t.e urvey o, erve training initiative and proce 64 *ommunicate $it. or vi it e>ternal organi ation $it. a record of innovation in delivering training program ;4 Prepare a ,e t practice report in con ultation $it. participating agencie 4 T.ere $ere everal project limitation 4 T.e project ,rief did not include a compari on of t.e content of training program ?a t.i .a already ,een done ,y t.e Natural and *ultural Re ource Management /ndu try Reference Croup in it *urriculum Revie$A ,ut rat.er re:uired t.e e>amination of taff training proce e from a trategic vie$point4 T.e project leader7 time $a limited to appro>imately one $ee' and t.e report $a limited to 'ey point 4 Nine mem,er agencie of #N2E** $ere approac.ed to participate in t.e project ,ut only i> accepted t.e offer4 "urvey $ere conducted $it. t.e follo$ing organi ation : F!#ure Locat!o" Ade$a!de S8d"e8 Me$ our"e Locat!o" o* !"ter'!e6& Or#a"!&at!o"
P4o"e &ur'e8
"out. #u tralian Department of Environment and Natural Re ource Ne$ "out. (ale National Par' and (ildlife "ervice Ta manian Department of Environment and &and Management @ictorian Department of *on ervation and Natural Re ource ?name at t.e time of intervie$A #u tralian =ire #ut.oritie *ouncil 1ueen land Department of Environment and 0eritage #*T Department of +r,an "ervice - Par' and *on ervation4
0.0
Be&t Pract!ce !" Sta** Tra!"!"# Proce&&e&
/nitial re earc. $a conducted into finding of previou ,enc.mar'ing project on taff training and into current concept of ,e t practice in taff training4 /t revealed t.at mo t organi ation mea ure and a e training input rat.er t.an training output ?or .o$ t.e training $a conducted rat.er t.an t.e ,enefit gained t.roug. trainingA4 No par' agencie and very fe$ ot.er organi ation maintain t.oroug. accounting record of taff training and are a,le to conduct a compre.en ive co t ,enefit analy i of training effectivene ?alt.oug. ome agencie .ave conducted a co t-,enefit analy i of individual cour e 4 *o t ,enefit analy i i underta'en in t.e tertiary education ector ,ut t.e proce u ed i not valid for mea uring taff training in organi ation for $.om training i not core ,u ine 4 Be t practice i t.e ,e t practice at a point in time4 #t t.e time of t.e $riting of t.i document! t.e ,e t practice frame$or' for taff training proce e $a a illu trated in =ig 34 F!#ure 0 Be&t (ract!ce )ode$ *or tra!"!"# (ract!ce&
BE"T PR#*T/*E /N "T#== TR#/N/NC PR9*E""E" ?P4Do,,in 1996A
5
Ide"t!*!cat!o" o* t4e or#a"!&at!o"9& tra!"!"# "eed& 9rgani ation7 vi ion! mi ion! and 'ey performance indicator ?corporate planA4 /dentification of competencie re:uired for program delivery ?current and futureA /dentification of current competence of taff /dentification of competency gap Plan for ,ridging competency gap ?$or'force management planA 9rgani ation7 training need Mo"!tor!"# Proce&& Strate#8 *or re&ourc!"# t4e tra!"!"# e# Fu"d!"# t4e tra!"!"# P48&!ca$ re&ource& Hu)a" re&ource&
De'e$o()e"t a"d de$!'er8 o* t4e tra!"!"#
A(($!cat!o" o* "e6 co)(ete"c!e& o" t4e jo
Eac. tep i de cri,ed in more detail ,elo$4 T.e interrelation .ip $it. ot.er corporate proce e uc. a ,u ine planning and $or'force management .ave ,een e ta,li .ed a it i recogni ed t.at t.e taff training proce i not a tand alone proce ,ut add value to t.e total ,u ine proce 4 T.i approac. i in 'eeping $it. current =ederal and "tate re:uirement for t.e pu,lic ector to follo$ t.e economic imperative of t.e private ector ?a detailed in previou lyA4
2
2.-
E:PLANATION OF EACH STEP IN THE BEST PRACTICE MODEL
IDENTIFICATION OF THE ORGANISATION9S TRAINING NEEDS
T.e organi ation7 training need are ,e t identified u ing t.e follo$ing model4 F!#ure 2 Mode$ *or t4e !de"t!*!cat!o" o* t4e or#a"!&at!o"9& tra!"!"# "eed&
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Or#a"!&at!o"9& '!&!o"+ )!&&!o" a"d %e8 (er*or)a"ce !"d!cator&
Ide"t!*!cat!o" o* co)(ete"c!e& re;u!red *or (ro#ra) de$!'er8 ?current and futureA
Ide"t!*!cat!o" o* curre"t co)(ete"ce o* &ta** eg performance revie$! a e ment of current competence
Ide"t!*!cat!o" o* co)(ete"c8 #a(
P$a" *or r!d#!"# co)(ete"c8 #a( eg4 recruitment! out ourcing! jo,-rede ign or training
Or#a"!&at!o"9& tra!"!"# "eed&
2.-.-
Or#a"!&at!o"9& '!&!o"+ )!&&!o" a"d %e8 (er*or)a"ce !"d!cator&.
T.e organi ation7 vi ion! mi ion and 'ey performance indicator are determined and program to meet t.e e o,jective are planned4 T.e period over $.ic. t.e e apply varie $it. individual organi ation 4 # common factor i t.at t.ey are revie$ed annually a a part of t.e ,u ine %,udget planning proce 4 # t.e performance of taff i a major influence on organi ational performance! it i important t.at t.e training proce i clo ely lin'ed $it. t.e ,u ine planning proce 4 2.-.0 Ide"t!*!cat!o" o* re;u!red co)(ete"c!e& *or (ro#ra) de$!'er8
T.e organi ation7 'ey performance indicator ?or critical ucce factor A et a tandard again t $.ic. t.e performance of t.e organi ation i mea ured4 Program to meet t.e e tandard are developed4 T.e organi ation mu t .ave acce to pecific competencie to effectively deliver t.e re:uired program and t.e e are determined4 Routine competencie re:uired ,y individual taff are included4 &oo'ing a.ead to t.e long term ac.ievement of t.e organi ation7 vi ion and mi ion! competencie re:uired to deliver anticipated $or' program in t.e future are al o identified 2.-.2 Ide"t!*!cat!o" o* curre"t co)(ete"ce o* 6or%*orce
BE"T PR#*T/*E /N "T#== TR#/N/NC PR9*E""E" ?P4Do,,in 1996A
B
0aving determined t.e competencie re:uired to meet it o,jective ! t.e organi ation t.en determine t.e competencie t.at e>i t $it.in it $or'force4 T.e e are o,tained t.roug. t$o mean - t.roug. an analy i of t.e current performance of taff ?annual performance revie$A and t.roug. t.e identification of t.e current 'ill level taff4 Curre"t (er*or)a"ce o* &ta** Mo t organi ation no$ .ave a performance revie$ proce t.roug. $.ic. t.e current performance of taff i a e ed4 /ndividual taff and $or'group are no$ re:uired to deliver defined outcome 4 #c.ievement of ati factory outcome u ually ?,ut not al$ay A indicate a ati factory level of competence in t.e ta '4 T.e non-ac.ievement of outcome may ,e attri,uted to a num,er of factor 4 &ac' of competence i one factor ?among t ot.er A $.ic. may .ave cau ed poor performance4 # u ual part of t.e performance revie$ proce i t.e identification ?,y t.e taff mem,er or t.eir upervi orA of competencie yet to ,e attained and a plan for t.eir attainment4 A&&e&&)e"t o* curre"t co)(ete"ce. =or t.e organi ation to effectively manage t.e deployment of t.eir .uman re ource ! it i nece ary to a e t.e current competencie .eld ,y taff4 "tored on a data ,a e! t.i information i t.en readily availa,le for u e $.en a igning ta ' 4 T.e ,e t mean of maintaining t.i data ,a e i to utiliDe t.e type of y tem recommended t.roug. t.e National Training Reform #genda! $.ere competencie are defined! taff a e ed again t t.e e and t.e information i recorded on a data ,a e # e ment of current competence i only effective if t.e defined competencie .ave a E tandard of performanceF again t $.ic. t.e capa,ilitie of t.e taff can ,e a e ed4 T.i type of a e ment i Ecriterion ,a edF $.ere t.e u,jectivity of t.e a e ment proce i reduced4 T.e proce mu t ,e $ell managed and t.e data ,a e 'ept current4 T.e maintenance and u e of uc. a data ,a e .a t$o purpo e 4 /f t.e current competence of taff i a certained prior to delivery of program ! t.e li'eli.ood of poor performance in program delivery! a a re ult of lac' of competence! i reduced4 /n addition! t.e a igning of taff to ta ' for $.ic. t.ey are not competent may .ave legal ramification ?for e>ample! 9ccupational 0ealt. and "afety ,reac.e A at a later tage4 2.-./ Ide"t!*!cat!o" o* co)(ete"c8 #a(.
9nce t.e competencie .eld ,y t.e $or'force are determined! t.ey are mea ured again t t.o e re:uired ,y t.e organi ation4 # gap i identified ,et$een t.e re:uired competencie of t.e organi ation and t.e e>i ting competencie of it $or'force4 Traditionally t.i $a con idered to ,e t.e organi ation7 Etraining need F4 No$aday a $ider range of option for clo ing t.i gap are con idered4 2.-.1 P$a" *or r!d#!"# co)(ete"c8 #a(
T.e organi ation identifie t.e mean ,y $.ic. it intend to o,tain t.e competencie identified ,y t.e gap ,et$een t.e re:uired organi ational competencie and t.o e .eld in t.e e>i ting $or'force4 T.i i u ually called a $or'force management plan4 9ption for o,taining t.e re:uired competencie include out ourcing! jo, rede ign or redi tri,ution! recruitment or t.e training and development of e>i ting taff4 =actor influencing t.e election of t.e appropriate option are t.e co t-,enefit analy i ! current
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8
management con traint and t.e current Covernment direction $it. regard to $or'force management4 T.e organi ation al o need to loo' ,eyond t.e current ,udget%,u ine planning cycle to t.e long term ac.ievement of it vi ion and mi ion4 /t need to plan to .ave t.e nece ary competencie ?eit.er $it.in or out ide t.e current $or'forceA for t.e delivery of future program ? ucce ion planningA4 T.i information i invalua,le to taff $.en ma'ing per onal development%career c.oice 2.-.< Or#a"!&at!o"9& tra!"!"# "eed&
T.e organi ation7 training need are derived from t.e a,ove proce 4 T.ey are t.e re:uired competencie of t.e organi ation! not .eld ,y t.e current taff! for $.ic. t.e training of current taff .a ,een determined a t.e ,e t mean of o,taining t.em4 Training need are identified and prioritie determined a a part of t.e organi ation7 normal ,u ine planning proce and a uc. are revie$ed annually4 2.0 STRATEG= FOR RESO7RCING THE TRAINING
=or t.e organi ation7 training need to ,e met efficiently and effectively! t.ere need to ,e a clear trategy $.ic. addre e t.e allocation of re ource to provide t.e training4 T.i trategy indicate t.e level of commitment of t.e organi ation to meet it training need 4 (it.out t.i tatement and a commitment from enior management! t.e i ue of re ourcing often ari e to ,ecome t.e major impediment to t.e organi ation ati factorily meeting it training need 4 Training re ource can ,e categori ed into financial re ource ! p.y ical re ource and .uman re ource 4 2.0.F!"a"c!"# t4e tra!"!"#
Determining E$.o pay F for t.e training development and delivery i important and clarification of t.i i ue Eup-frontF $ill reduce t.e incidence of later i ue ari ing4 (.en preparing ,u ine plan %,udget ! t.e re pon i,ility for t.e delivery of t.e organi ation7 program i allocated to a particular part of t.e organi ation4 T.i part of t.e organi ation .ould al o en ure t.at t.e re:uired training for t.e delivery of t.e organi ation7 program i determined and funding for training allocated appropriately4 T.e continuing de,ate $it.in a num,er of t.e #N2E** agencie relating to EcorporateF ver u Etec.nicalF training can ,e re olved ,y t.e application of t.i model4 (.ere t.e training need i one identified ,y an individual or t.eir upervi or! and it relate to a routine part of t.e per on7 jo,! t.en t.e funding for training .ould ,e ,uilt into t.e ,udget for t.at jo,4 (.ere t.e training need i identified ,y management and i one $.ic. i aimed to impart a c.ange acro t.e organi ation! uc. a t.e need to train people follo$ing t.e introduction of ne$ tec.nology or a cultural c.ange! t.en t.e funding for training .ould ,e ,uilt into t.e ,udget for introducing t.e c.ange4 Budget i ue can ari e $.en corporate c.ange training program are impo ed $it.out ma'ing t.e appropriate funding arrangement 4 2.0.0 P48&!ca$ re&ource&
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P.y ical re ource re:uired for training include t.e training material ?curriculum! le on plan ! video ! elf paced pac'age etcA and t.e p.y ical environment for t.e delivery of formal training4 /t mu t ,e recogni ed t.at training i not t.e core ,u ine of mo t organi ation and u, tantial inve tment in t.e development of training material and training facilitie i not con idered a $i e inve tment4 =ortunately! in recent year ! training .a ,ecome an e ta,li .ed gro$t. indu try of it o$n4 /n mo t ituation it i no$ not nece ary for t.e organi ation to inve t in t.e development of training material or training facilitie a t.ere i a $ide range of re ource availa,le t.roug. organi ation for $.om training /" core ,u ine 4 T.e e include ot.er li'e organi ation ! T#=E college ! univer itie ! local c.ool ! local community training organi ation and t.e increa ing num,er of regi tered and non-regi tered private training provider and con ultant 4 T.e ,e t $ay of o,taining t.e nece ary p.y ical re ource ?material ! facilitie etcA for training i to o,tain t.em on a need ,a i 4 By integrating t.e organi ation7 training re:uirement $it. t.o e of t.e $ider training community! training ,ecome more efficient and duplication of effort i reduced4
BE"T PR#*T/*E /N "T#== TR#/N/NC PR9*E""E" ?P4Do,,in 1996A
1<
2.0.2
Hu)a" re&ource&
Be t practice organi ation .ave a culture of continuou learning and are clear a,out t.e level of taff involvement e>pected in t.e training proce 4 Rat.er t.an ,eing t.e re pon i,ility of a de ignated training department! training i Eevery,ody7 re pon i,ilityF4 # primary motivator for individual to accept t.i re pon i,ility i EneedF4 T.roug. t.e competency a e ment! t.e individual .a identified a need for training in t.e routine a pect of t.eir $or' and i more li'ely to accept t.e re pon i,ility for organi ing or participating in training to meet t.at need4 =or corporate c.ange training! t.e individual7 need .a not ,een identified and it .ould ,e remem,ered t.at t.at per on i t.erefore le li'ely to ,e motivated to organi e or participate in t.e re:uired training4 /n t.i ca e it i unreali tic to e>pect taff to drive t.eir o$n involvement4 Be t practice organi ation e ta,li . a culture $.ere t.e individual i re pon i,le to a large e>tent for identifying t.eir o$n training need and organi ing%enrolling in t.e appropriate training4 "uc. a culture re:uire t.e upport of a relevant y tem4 T.e em,odiment of Elearning organi ationF culture doe not negate t.e need for training role and re pon i,ilitie to ,e clearly defined4 =or t.e organi ation7 training need to ,e accurately identified and t.e training re ource availa,le in t.e $ider training indu try to ,e effectively integrated! an appropriate training peciali t or peciali t team i re:uired to EmanageF training4 T.e training peciali t%team $ill ,e a,le to provide taff $it. ade:uate y tem and information for t.em to ,e a,le to: integrate training $it. t.e organi ation7 ,u ine planning%,udget development proce identify t.eir o$n training need and t.o e of t.eir taff acce a range of relevant training option develop individual training plan ,a ed on identified training need and career a piration 4 2.2 DE,ELOPMENT AND DELI,ER= OF THE TRAINING
Be t practice for t.e development and delivery of training .a ,een $ell documented4 T.e model ,elo$ .a $ide pread u e t.roug.out t.e training indu try and i u ed ,y t.e National Training Reform #genda4
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F!#ure /
Mode$ *or t4e de'e$o()e"t a"d de$!'er8 o* tra!"!"#.
Tra!"!"# "eed& ?competencie A
A(($!cat!o" o* "e6 co)(ete"c!e& o" t4e jo - practice ?$it. mentor or upervi orA - performance revie$
Modu$ar tra!"!"# *ra)e6or% - training pecification - provider ?accreditation if re:uiredA
A&&e&&)e"t o* $ear"!"# outco)e& - criterion referenced
F$e3! $e de$!'er8 - on-t.e-jo, component - di tance pac'age - :ualified trainer
2.2.-
Tra!"!"# "eed&
T.e identification of training need $a identified in "ection 6414 Training need are identified in term t.at are ,e.avioural ?mea ura,le or :uantifia,leA4 *ultural c.ange o,jective are al o :uantified o t.at t.eir ac.ievement can ,e mea ured4 2.2.0 Modu$ar tra!"!"# *ra)e6or%
=or eac. identified competency t.ere i a training module $.ic. $ill train taff in t.e nece ary 'ill and 'no$ledge to ,e a,le to meet t.e tandard pre cri,ed for t.at competency4 # module pecification ?t.e $ritten pecification of training outcome ! a e ment met.od and delivery mode A e>i t for eac. module to en ure t.at it i delivered to a pre cri,ed minimum tandard4 Module pecification are regularly revie$ed to en ure t.at t.ey matc. t.e training re:uirement of t.e relevant competency tandard4 T.e training i accredited! $.ere po i,le! ,y a "tate or National training aut.ority4 #ccreditation provide :uality a urance for content! delivery and a e ment4 T.e employee gain formal recognition and ot.er ,enefit for t.e training completed4 Training delivery i t.roug. appropriate provider 4 /f t.e training delivery i to ,e contracted out t.en t.e training pecification i included a a contract pecification4 Provider are regularly evaluated for effectivene and co t efficiency of delivery4
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2.2.2
F$e3! $e de$!'er8 arra"#e)e"t&
T.e training i located a clo e to t.e $or'place in order to reduce t.e amount of time pent in travel and off t.e jo,4 /t i delivered in condition a clo e a po i,le to t.e normal $or' ituation to en ure relevance of t.e training to t.e jo,4 T.e more fle>i,le mode of delivery! uc. a di tance learning pac'age ? elf pacedA! open learning c.eme and computer ,a ed training pac'age are u ed4 T.e different learning tyle and peed of individual are catered for4 T.e relevance of t.e content and delivery tandard are monitored again t t.e module pecification4 Delivery i ,y in tructor $.o are trained a trainer and are al o e>perienced in t.e u,ject matter4 2.2./ A&&e&&)e"t o* $ear"!"# outco)e&
# e ment of t.e individual7 ac.ievement of t.e learning outcome ?a pre cri,ed in t.e pecificationA i conducted during and follo$ing t.e learning proce 4 # e ment i criterion ,a ed and i applied only ,y t.o e $.o are competent in it u e and $.o are aut.ori ed ,y t.e organi ation to conduct a e ment 4 2./ APPLICATION AND E,AL7ATION OF TRAINING
T.e trainee i given t.e opportunity to practice u ing t.e ne$ 'ill on t.e jo, under upervi ion ,y t.e upervi or or an appropriate mentor4 T.e comple>ity of t.e $or' ituation $.ere t.e ne$ 'ill are to ,e applied i managed o t.at t.e application progre e from t.e imple to t.e comple>4 Pro,lem in t.e application of t.e ne$ competencie are addre ed at an early tage4 # final a e ment of t.e application of t.e ne$ competencie occur during t.e performance revie$ p.a e of program delivery $.ere t.e delivery of t.e re:uired jo, outcome ! to t.e re:uired tandard! i a e ed4 (.ere $or' doe not meet t.e agreed tandard ! t.e rea on for t.i .ortfall i oug.t4 /f lac' of competence i t.e rea on! t.e e>tent of training re:uired to ,ecome competent i determined and t.e per on eit.er referred to furt.er practice under t.e guidance of a upervi or or mentor or t.e $or'force management planning proce revi ited4 1. CHARACTERISTICS OF ORGANISATIONS >HO PRACTICE BEST PRACTICE IN TRAINING PROCESSES
9rgani ation $.o are leader in training .ave t.e follo$ing c.aracteri tic : • "enior management under tanding of and upport for t.e role training play in t.e overall ,u ine conte>t4 • # vi ion! mi ion and 'ey performance indicator 4 • # formal lin' ,et$een training and t.e ,u ine re pon i,ilityA4 planning proce ?prioritie ! funding and
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• # training peciali t employed to integrate organi ational training re:uirement $it. t.e ervice provided ,y t.e e>ternal training indu try4 • Defined competency tandard and a e ment y tem4 • # E$or'force management trategyF $.ic. addre e .o$ to ,ridge t.e Ecompetency gapF4 • + e a modular approac. to meet pecific training need ?eg National Training =rame$or'A4 • + e fle>i,le delivery met.od and mea ure learning outcome at t.e end of t.e training4 • #pprai e application of competencie on-t.e-jo, ?performance apprai al y temA4 • Evaluate t.e ,enefit training provide to ,ot. t.e individual and to t.e organi ation4
BE"T PR#*T/*E /N "T#== TR#/N/NC PR9*E""E" ?P4Do,,in 1996A
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CASE ST7DIES
T.e follo$ing are ca e tudie of t.e application of ,e t practice in training proce e and .ave ,een elected from a range of uita,le ca e tudie 4 CASE ST7D= DEPARTMENT OF EN,IRONMENT AND NAT7RAL RESO7RCES+ SO7TH A7STRALIA ? PERFORMANCE MANAGEMENT PROGRAM T.e Department of Environment and Natural Re ource ! "out. #u tralia .a introduced a Performance Management Program for all Departmental employee a a part of it overall frame$or' for organi ational c.ange4 F!#ure 1 Fra)e6or% *or or#a"!&at!o"a$ c4a"#e @DENR+ SAA "tructure
"trategic Planning
Performance Management
"taff Training ?routine and corporateA
T.e Performance Management Program aim for continuou corporate performance improvement t.roug. t.e follo$ing proce : F!#ure < Mode$ u&ed !" t4e Per*or)a"ce )a"a#e)e"t Pro#ra) @DENR+ SAA Performance planning
Revie$ and recognition
/nvolving and developing people
T.e individual7 Performance Management Program i directly lin'ed to t.e Department7 ,road trategic goal ! t.e Croup7 ?Divi ionA o,jective and t.e Di trict%Branc.7 action plan 4 Performance i a e ed at eac. level on delivery of outcome 4
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(it.in t.e Performance Management Plan ! re pon i,ility for delivery of outcome and for determining and ac:uiring $or' 'ill i clearly defined and documented4 &ine manager are re:uired to: .elp taff to identify t.e 'ill and 'no$ledge re:uired to do t.eir jo, effectively upport taff to e ta,li . and meet t.eir individual%team development plan /ndividual are re pon i,le for: identifying t.e 'ill ! 'no$ledge and upport t.ey need to do t.eir jo, effectively $or' out an individual%team development plan t.at i lin'ed to performance revie$ t.e plan regularly4 # e ment of training outcome i ,a ed on delivery of re:uired jo, outcome 4 =unding for training i program ,a ed4 CASE ST7D= 0 NATIONAL PARKS SER,ICE @DEPARTMENT OF NAT7RAL RESO7RCES AND EN,IRONMENTA+ ,ICTORIA ? COMPETENC= S7R,E= AND DETERMINATION OF TRAINING PRIORITIES FOR RO7TINE TRAINING T.e National Par' "ervice ?Department of Natural Re ource and Environment! @ictoriaA .a developed a frame$or' to deal $it. t.e routine training of all taff4 /n t.e a, ence of a et of relevant National competency tandard ! a compre.en ive et of in.ou e competency tandard .ave ,een developed covering all a pect of $or' $it.in t.e "ervice4 T.e tandard $ere developed from e>i ting Departmental procedural document $.ic. pre cri,ed t.e tandard of mo t $or' $it.in t.e ervice4 T.ey al o related to e>i ting relevant National competency tandard uc. a t.o e from t.e Touri m and 0o pitality indu try! t.e Pu,lic #dmini tration ector and t.e =ire indu try4 T.e competency tandard $ere aligned $it. t.e Department Performance and Remuneration Management ?PaRMA y tem and $it. t.e #u tralian "tandard =rame$or'4 (.ere po i,le! t.e E tandardF referred to an e>i ting NP" or NRGE procedure or guideline4 #ll taff $ere urveyed again t t.e tandard - electing t.o e t.at applied to t.eir jo, and career a piration and t.en! in conjunction $it. colleague and upervi or! compared t.eir current performance $it. t.at re:uired ,y t.e tandard 4 T.e end re ult of t.e proce $a an individual training plan li ting a range of developmental activitie t.e per on $a re:uired to ta'e re pon i,ility for plu a li t of training need re:uiring e>ternal facilitation ?ie cour e A4 T.e re ult of t.e urvey $ere entered on a pread .eet and! in con ultation $it. management! prioritie for training determined for eac. par'! local area and t.e "tate4
F!#ure B
7"!t& o* co)(ete"c8 @NRCE+ ,!cA
7NITS OF COMPETENC=
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Se$ect t4e (er&o"a$ &%!$$&+ ($a""!"# a"d u&!"e&& &%!$$& a"d NPS act!'!t!e& t4at a(($8 to 8our curre"t jo or career ($a". A &u))ar8 o* t4e co"te"t o* eac4 o* t4e 7"!t& !& $!&ted o" (a#e& 2 to 1. GENERIC PERSONAL SKILLS @a(($8 to a ra"#e o* act!'!t!e&A 14 Profe ional "elf Management 34 /nterper onal *ommunication 64 (ritten *ommunication "'ill %Report ;4 *lient "ervice 54 0uman Re ource #dmini tration 64 "upervi ion of "taff and Monitoring of *ontractor B4 Training and Pre entation 84 + e of =ield E:uipment 94 + e of 9ffice E:uipment GENERIC PLANNING AND B7SINESS SKILLS @a(($8 to a ra"#e o* act!'!t!e&A 1<4 Planning 114 Project Management 134 Budget Management 164 (or' Program Management 1;4 Bu ine Management NPS ACTI,ITIES
164 Natural 0eritage Protection 1B4 0i torical and *ultural "ite Protection 184 @i itor =acilitie 194 Touri m and Promotion 3<4 Education and /nterpretative Program 314 Pe t Plant and #nimal *ontrol 334 Di tur,ed "ite Re.a,ilitation 364 =ire "uppre ion 3;4 Pre cri,ed =ire Management 354 Roading 364 Enforcement 3B4 Emergency /ncident Re pon e ?non-fireA
154 Re earc. and Monitoring
BE"T PR#*T/*E /N "T#== TR#/N/NC PR9*E""E" ?P4Do,,in 1996A
1B
F!#ure 5
Mode$ *or deter)!"!"# tra!"!"# "eed& @NRCE ,!cA NP" *ompetency "tandard *.oo e t.o e re:uired for jo, or career plan "elf a e ment *ompetent Not yet competent Training or development re:uired
No training re:uired
He
*an training ,e conducted in local $or'centreI No
9rgani e it / t.ere a cour e currently availa,leI ?in-.ou e or e>ternalA He /ndividual to organi e o$n enrolment ?$it. permi ion of upervi or No NP" training need to ,e prioriti ed and cour e developed
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CASE ST7D= 2 A7STRALIAN FIRE A7THORITIES CO7NCIL ? NATIONAL FIREFIGHTING COMPETENC= STANDARDS AND TRAINING CO7RSES T.e development of t.e #u tralian =ire #ut.oritie *ouncil ?#=#*A .ave! ince 1993! ,een at t.e forefront of training development re ulting from t.e National Training Reform #genda4 #=#* .a developed a compre.en ive et of generic competency tandard $.ic. apply to all $or' conducted $it.in t.e fire agencie of #u tralia! including metropolitan! rural volunteer and land management agencie uc. a t.e mem,er agencie of #N2E**4 T.e competency tandard are arranged in i> level ranging from recruit level to e>ecutive level and align $it. level 3 to B of t.e #u tralian "tandard =rame$or'4 /ndividual agencie determine t.e election of competency tandard $.ic. apply to t.eir per onnel! recogni ing t.at t.e need of individual $it.in eac. organi ation vary according to t.eir geograp.ic location and jo, re:uirement 4 #ligned $it. five level of t.e competency tandard are five Nationally accredited cour e ranging from *ertificate // to #dvanced Diploma level 4 T.e cour e can ,e delivered in t.eir entirety or ,y individual module ! of $.ic. t.ere are over 3<<4 E>ten ive documentation i availa,le for eac. module! outlining t.e relation .ip to t.e competency tandard ! t.e learning outcome and a e ment criteria! and include detail on t.e re:uired delivery arrangement 4 Training can only ,e delivered ,y regi tered provider and eac. fire agency eit.er gained regi tration! formed a partner .ip $it. a T#=E college or arranged to contract in an appropriate provider4 /n tructor mu t .ave completed an in tructor module or e:uivalent and .ave met t.e re:uirement of t.e relevant module4 Recogni ing t.at t.e outcome of training! rat.er t.an t.e input! are mo t important! a compre.en ive National a e or program $a e ta,li .ed to en ure t.at a e ment practice ,ot. $it.in and acro agencie $ere compara,le4 T.e a e ment proce include ERecognition of Prior &earningF or RP& $.ere a per on $.o can demon trate current e>perti e in t.e content of a module may ,e granted credit for t.at module4 9ne of t.e mo t ignificant part of t.e program i t.e development of di tance learning pac'age for a range of module 4 T.e e pac'age mean t.at t.e training can ,e delivered in t.e $or'place $it.out added co t for travel! accommodation and time lo t from $or'4 T.e cour e $ere developed $it. a u, tantial con ultation proce for relevance4 and are regularly revie$ed
T.e development of t.e competency tandard ! accredited cour e and t.e di tance pac'age ,ring ignificant ,enefit to t.e fire indu try4 =irefig.ter from a range of agencie are no$ clo er to u ing imilar language and tec.ni:ue and t.eir :ualification are porta,le acro agencie 4 T.e material i fle>i,le in de ign and i intended to ,e u ed on a need ,a i ,y individual fire agencie 4 CASE ST7D= /
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DEPARTMENT OF PARKS+ >ILDLIFE AND HERITAGE+ TASMANIA ? PARK RANGER CBT PILOT PRODECT T.e Department of Par' ! (ildlife and 0eritage in Ta mania .a ,een involved in t.e development of a competency-,a ed cour e of training for par' ranger 4 T.e project $a conducted ,y t.e Department of /ndu trial Relation and Training and funded ,y t.e *ommon$ealt.4 T.e purpo e of t.e project $a to revie$ e>i ting training and develop an indu try ,a ed on- and off-t.e-jo, training program t.at could ,e implemented on a elf paced ,a i 4 T.e project outcome $ere a follo$ : • an occupational analy i • development of a et of tatement of competence validated ,y indu try • development of performance criteria and a e ment tatement for eac. tatement of competence • allocation training re pon i,ilitie ,et$een on- and off-t.e-jo, provider • development a "tate accredited curriculum ?# ociate Diploma of #pplied "cience:Par' ManagementA • articulation of t.e cour e t.roug. ot.er cour e • recognition of credential inter tate • development of a et of learning re ource to facilitate t.e delivery of training on a elf paced ,a i T.e follo$ing pac'age $ere developed: *ommunication *omputing #u tralian =lora #u tralian =auna Ba ic Par' 9peration Eart. "cience /ntegrated *on ervation management and Planning =inancial *ontrol &egal "y tem #nt.ropology /nterpretation #pplied Ecology #u tralian 0eritage "ite De ign and Re.a,ilitation Recreation Planning =ire Management 0uman /mpact Marine Re ource Management Par' Project Management Team Building%Negotiation "'ill Re ource Management Planning *ultural Re ource Management *on ervation Management
CREDENTIALS OF THE PRODECT LEADER
Prue Do,,in ?B4#4 0on 4! Crad4 Dip4 in Education! # oc4 Dip4 of Bu ine ManagementA i currently Training Manager for t.e National Par' "ervice! Department of *on ervation and Natural Re ource ! @ictoria4 9riginally a econdary teac.er and t.en t.e =ire Training
BE"T PR#*T/*E /N "T#== TR#/N/NC PR9*E""E" ?P4Do,,in 1996A
3<
Manager for t.e Department! .e played a lead role in t.e development and revie$ of t.e National firefig.ting competency tandard and training curriculum4
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