Training & Development Some
However, I would also argue that it should not be done as a right, e.g. “we always put our staff through level 2 and then 3 if they stay with us long enough”.
C Training for all?
Training should be an aspiration of every member of an organisations team. However, it should not be a one size fits all approach. Training plans should be created by appraisal systems, and identification of the skills needed by the team and the individual, for example, it should identify gaps in skills sets of the team and how these will be addressed.
Apart for general greenkeeping knowledge, a greens department team might be seen as requiring specialised skills and knowledge in the following areas:
- irrigation - drainage
- spraying/weed, pest and disease identification etc.
- budget/supervisory/coaching
- first aid, health and safety legislation, ability to carry out risk assessment etc.
Training should not be considered just as college or training provider courses, but all aspects of training should be considered, such as seminars, trade shows and in-house training. In-house
oming from a person in charge of workbased learning at a college, you would expect me to argue that training is a necessity, and you would be right, I do.
Training cycle model
When considering training it might be a good idea to remember the training model used by educationalists.
The cycle has five stages: 1. Identifying training needs
This involves looking at an individual or team, and identifying where there are skills or knowledge missing which should be there. This might done as part of an appraisal scheme, or as part of a succession planning stage, i.e. to ensure that, if key staff leave, their skills are not lost from the team.
2. Preparation
This will mostly the responsibility of the trainer, i.e. prepare for the delivery of the training by producing learning materials etc. However, the person to be trained may also need to prepare, e.g. doing some research on the subject so when they arrive to be trained the information is more readily absorbed and understood.
3. Delivery of the training
The employer should ask how will it be delivered, and will that be suitable for me and my staff.
4. Applying the training
Once the training has taken place, the news skill or knowledge must be used so it is absorbed. A classic example of this is
thoughts on staff training
Andrew Wight, Head of Workbased Learning for Land Based Industries at Oaklands College, gives some personal views on the benefits of training, with advice to employers on how to safeguard their investment
training is often overlooked as a method of staff development, yet is the cheapest and often the most effective of all.
the employer who sends someone to do PA1 and 2 then does not ask that person to spray for six months, by which time they have forgotten most of what the learned.
5. Evaluating the training
Once the training is done, the employer should talk to the person who took the training to see how effective and well organised it was, as the skills and knowledge gained should be tested to see if training has been effective.
How do you persuade those who fund the training cost to agree to pay?
Getting people to spend money is never easy, especially when the benefits are not going to be automatically visible. However, it’s always a smart idea to have a good case:
1. The “No Brainer” scenario
This is where the reason is so clear that no one would turn it down, for example, “it’s free this year but may not be next year”. At present training for 16 to 18 year olds is free, but limited to apprenticeships. 19 plus can be free depending on qualifications held e.g. a 25 year old with no full level two qualification would be funded for their course by the government, also 19 to 25 year old without a full level three would be funded for their first level three even if they have already had a level two qualification*. (*Current situation subject to change by HM Government).
“Training should not be considered just as college or training provider courses, but all aspects of trading should be considered, such as seminars, trade shows and in-house training”
126 PC FEBRUARY/MARCH 2012
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