Public Policy and Public Administration:Investing in Human Resources Development - Training

1. Investing in Human Resource
Development
Group Presentation for
Public Policy and Administration

2. • WHAT
• WHY
• HOW
• Developed VS Developing
Countries
• Case Study (USA)
Investing in
HDR
• Definition
• General Benefits
• Systematic Approach
• Proposed Training System
(Draft)
• Training Evaluation
TRAINING
Content
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3. Healthy Educated
Skilled
Labor
Force
Investing in HRD – Human Capital
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4. • HRs are the principal asset of every country and
required by all business enterprises
• But without investment in developing the capacity to
acquire skills, build knowledge and innovate, the
potential for HRs to attract business investment is
limited
• More broadly, HRD contributes to civil liberties,
political stability, improved population health and
reduced crime and corruption, advancing economic
development and further attracting inward FDI
Investing in HRD – WHY?
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5. • Start with the basics
• Increase participation in basic schooling (P & LS)
• Ensure appropriate economic incentives to acquire a
higher formal education
• To invest in human capital sufficient to encourage
individuals to continue higher education (HS & T)
• Increase total resources for higher and tertiary
education
• Raise the quality and efficiency of tertiary
education
• Training helps business to stay competitive
Investing in HRD – HOW?
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6. • Developed countries also have more resources than do
developing countries to invest in basic and vocational
education, training programs, and higher education.
• As a result, workers and managers in developed
economies typically receive more education and
training
• In 1998, for example, educational expenditures relative
to the gross domestic product (the value of all goods
and services produced within a nation's borders) were
5.6 percent in developed countries and 4.1 percent in
developing countries
Developed VS Developing Countries
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7. Case Study: U.S.A (2003 data)
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8. • Exercise (n.)
• Drill/ Working out/ Keeping fit/ Physical activity
• Preparation (n.)
• Teaching/ Guidance/ Education/ Schooling/
Instruction/ Tuition
• Acquiring of Skill:
• the process of teaching or learning
a skill or job
TRAINING – Definition
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9. • Training is one obvious means for correcting
inadequate performance
• It can defines training as "a planned, prepared, and
coordinated program, course, curriculum, subject,
system, or routine of instruction or education.“
• Training can cover any number of subjects that will
aid individual and organizational performance and
help accomplish a department's mission and goals
TRAINING – Definition
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10. • Increased job satisfaction and morale among
employees
• Increased employee motivation
• Increased efficiencies in processes, resulting in
financial gain
• Increased capacity to adopt new technologies and
methods
• Increased innovation in strategies and products
• Reduced employee turnover
• Enhanced organization image
• Risk management
General Benefits
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11. • Analyze the organization's needs and identify training
goals which, when reached, will equip learner's with
knowledge and skills to meet the organization's needs.
Usually this phase also includes identifying when
training should occur and who should attend as
learners.
• Design a training system that learners and trainers can
implement to meet the learning goals; typically
includes identifying learning objectives (which
culminate in reaching the learning goals), needed
facilities, necessary funding, course content, lessons
and sequence of lessons
Overview of Systematic Approach
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12. • Develop a training "package" of resources and
materials, including, e.g., developing audio-visuals,
graphics, manuals, etc.
• Implement the training package, including delivering
the training, support group feedback, clarifying
training materials, administering tests and conducting
the final evaluation. This phase can include
administrative activities, such as copying, scheduling
facilities, taking attendance data, billing learners, etc.
• Evaluate training, including before, during and after
implementation of training.
Overview of Systematic Approach
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13. I. The Policy Foundation for Employment and
Performance
II. Basic Training Policy
III. Roles and Responsibilities of members of HRD
IV.Training Administration and Operations
Proposed Training System (Draft)
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14. • The foundation principle upon the principle of merit
means that hiring, retention, and promotion should be
based upon an employee's qualifications and
performance, not on his or her political affiliation
• Employees should receive training and education
when training will lead to improved individual and
organizational performance
• Employment should be a function of acceptable
performance while "inadequate performance
should be corrected, and employees should be
separated who cannot or will not improve their
performance to meet required standards."
I. Merit : Policy Foundation
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15. • Require a specific foundational policy for training
employees
• E.g. Government Employees Training Act (GETA)
• It is necessary and desirable in the public interest
that self-education, self-improvement, and self-
training be supplemented and extended by
Government-sponsored programs for the training
of such employees in the performance of official
duties and for the development of skills,
knowledge, and abilities which will best qualify
them for performance of official duties
II. Basic Training Policy
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16. • E.g. Government Employees Training Act (GETA)
• ... such programs shall be designed to lead to:
a) improved public service
b) money savings
c) the building and retention of a permanent
d) lower turnover of personnel
e) reasonably uniform administration of training,
consistent with the missions of the Government
departments and agencies, and
f) fair and equitable treatment of Government
employees with respect to training
II. Basic Training Policy
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17. • Given the size and scope of training for the workforce,
a number of different actors are involved, including
1. The Office of Personal Management (OPM)
2. Department and Agency Heads
3. Training Vendors and Employees
4. Rights and Responsibility of Trainees
• Each actor’s roles, duties and prerogatives are defined
through various policy statements
III. Roles and Responsibilities
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18. 1. The Office of Personal Management (OPM)
III. Roles and Responsibilities
• To make sure that employees are recruited, selected,
developed, and promoted based on merit
• To make issue, and enforce policies for training
employees
• To promote and coordinate training programs
• To assist agencies in planning, programming,
budgeting, operating, and evaluating training
programs
• To identify areas for interagency training cooperation
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19. 1. The Office of Personal Management (OPM)
III. Roles and Responsibilities
• To provide training services either directly or by
contracting with external suppliers
• To identify and disseminate findings on HRD
technology research
• To maintain an information system for keeping track
of training data needed to execute its duties, and the
agency is also charged with keeping records of the
training it provides to employees, such as leadership
and management development programs, career
development programs, academic degree programs,
and certain soft skills and technical training 19

20. 2. Department and Agency Heads
III. Roles and Responsibilities
• Departments and agencies each have their own HRD
offices to coordinate and/or provide the training
needed by their employees
• These HRD offices are under the direction of
department and agency heads
• Responsible for establishing, operating, maintaining,
and evaluating programs for training the employees of
their departments
• Should be based on identified organizational,
occupational, and individual training needs
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21. 2. Department and Agency Heads
III. Roles and Responsibilities
• For example, each head is charged with the HRD
duties of
• Reviewing periodically the agency's programs for
identifying needed training
• Planning, programming, and evaluating training for
both short- and long-range program needs
• Establishing priorities for needed training, and
providing both funds and staff in accordance with
these priorities
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22. 2. Department and Agency Heads
III. Roles and Responsibilities
• For example (II)
• Utilizing job assignments to provide work
experience that promotes employee growth and
development as a step toward better quality and
quantity of performance
• Monitoring the effectiveness with which employee
self-development is encouraged and on-the-job
training is provided at all levels
• Establishing the criteria for the selection of
employees for training opportunities
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23. 3. Training Vendors and Employees
III. Roles and Responsibilities
• Training may be supplied through a variety of sources
• OPM provided courses
• Agency training programs
• Training services offered by other government
agencies
• Private schools, colleges or universities
• Professional associations
• Competent persons or groups in or out of
government, and/or developmental work
assignments such as details, rotations, or mentoring
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24. 3. Training Vendors and Employees
III. Roles and Responsibilities
• Rights and Responsibilities of Trainees
• Employees are responsible for self-development,
for successfully completing and applying
authorized training
• They share with their agencies the responsibility to
identify training needed to improve individual and
organizational performance
• The head of each agency shall foster employee
self-development by assuring that opportunities for
training and self-study materials are reasonably
available where the employee is stationed 24

25. • To use appropriated funds or other available funds to
pay for training programs
• Financial management policies specify procedures for
procuring training products and services
• Other policies deal with issues related to employees'
compensation or training expenses
• permits departments and agencies to pay all or a
part of employees' salaries during periods of
training
• To establish and use interagency training programs to
meet common training needs whenever possible
IV. Administration and Operation
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26. • To specify how training plans and resources are to be
communicated to employees
• provided information about the process by which
employees are selected and assigned to training
• given advance notice of the purpose, expected
content, and methods of the training they could be
attending
• identify the kinds of training records that are to be
kept, to whom training information should be
reported
IV. Administration and Operation
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27. • Require to issue nondiscrimination policies for the
selection of employees into training
• To conduct periodic reviews of individual employees
training needs (done annually at a minimum)
• To evaluate training programs in terms of their short-
term and long-term effects on the achievement of
agency goals
• To offer technical advice and support in planning,
needs assessment, and program evaluation
IV. Administration and Operation
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28. • Evaluation of training compares the post-training
results to the objectives expected by administrators,
trainers, and trainees
• "any attempt to obtain information (feedback) on the
effects of a training program, and to assess the value
of the training in the light of that information”
• To improve the training program
• To provide feedback to program planners,
managers, and participants
• To justify the RESOURCES spend on training
Training Evaluation
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29. Summary
Investing in HDR
Healthy, Educated and Skilled Labor Force
principal asset of every country and business
Contributes to liberties, political stability, improved
population health and reduced crime and corruption,
advancing economic development
TRAINING: Acquiring of Skilled for correcting
inadequate performance
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30. Summary
TRAINING
Benefits with Systematic Approach
Analyze, Design, Develop, Implement, Evaluate
Proposed Training System (Draft)
Training Policy Foundation, Government Training
System Act, Roles and Responsibilities, Administration
Training Evaluation
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