8 Responses

1. Training
   Claire

   You need to do a structured training needs analysis to see what skills exist for individuals first then you can decide who goes on the various training initiatives.

   Kind regards
   Sandra Beale

2. management standards
   have a look at the management standards via the ICM and compare the levels your staff operate on.

3. Ask your staff what they want.
   Imagine how much training money and training time would be wasted if someone went on a course because they felt that it was expected of them.

   And imagine how powerful that same training could be if the trainee asked if they could do it.

   Instead of seeking arbitrary rules to apply to individuals try asking the individuals what they want to do.

   Two people who have the same qualifications and hold the same positions in the organisations will have a hugely different response to the offer of training.

   If each individual is not treated as an individual then you run the risk of wasting your training budget on trying to implement a blanket training policy.

   The quick and easy way to assess their suitability for further training is to explain the options and ask what they want to do for themselves.

4. Staff appraisal?
   Another approach is to identify individual development needs as part of the staff appraisal or individual performance review process. What training and qualifications does the individual need in order to achieve their agreed objectives in the year ahead? These objectives will normally underpin the wider business strategy.

5. ILM Qualifications
   Hi Claire

   The qualifications are “vocational”, so suitability will depend upon the role carried out by the individuals.

   As a guide, each qualification has a description (Team Leader/First Line Manager/Middle Manager)of the role to help you decide on the appropriateness.

   In essence, the qualifications ask individuals to carry out specific assignments – so it does help if their operating environment allows them to carry out the tasks (or assignment) appropriate to the qualification level.

   The assignments can be done as part of their normal work OR as projects for the business if their normal “role” does not have the scope to do a specific task (e.g a first line manager will not necessarily get involved with budgets so an assignment at Diploma level may need to involve a work based project to demonstrate competency).

   If you need to talk this one through, don’t hesitate to ring on me 07976763699.

   All the best

   Annette

6. Ask Them
   Hi Claire. I have to agree with Peter Hunter’s comments. Ask them. Ask who believes they would benefit, and as a consequence the team / organisation, by completing these qualifications?

   You may find the same people volunteering again and again, and interestingly, it also seems to be these indivduals who “get ahead” in an organisation and actively contribute to its growth and sustainability.

   As a point of courtesy, however, it has been my experience that senior managers / line managers, even if not opting to do the course, are supported in understanding not only what is going on but the language of the course / qualification. A perfectly competent manager can be left feeling doubt-filled of their competency simply because they do not know the jargon associated with a particular field of endeavour. This can lead to unnecessary friction.

   It is not always necessary nor advisable to ask employees who would like to do a course; sometimes it is critical that everyone (from top down) takes part. However, it is easy to slip into an exercise of “appointing” delegates, which can lead to misunderstandings within an organisation.

   Besides, asking individual employees to consider their own suitability / benefits from the course leads to greater self-reflection and self-responsibility. Isn’t that a worthy goal?

   Best wishes
   Catherine

7. ILM qualifications
   Hi Claire

   As an ILM centre manager and an EV for the awards, I would concur with the advice offered regarding using the candidate role descriptions offered within the programme specifications as a starting point for the identification of appropriate courses. I would also suggest using the over view of the segments covered within the programme to ask prospective candidates to do a self audit on the grounds of’do I do or know about this!’ The ILM have something based on the NVQ levels that could prove a start point for you on this.
   All the assessments require ability to apply the learning and so this may also assist in the decision of appropriate level.
   Give me a call if I can offer further assistance 07973 682591

8. Ask each tier to create a matrix
   Another technique I’ve used is to ask each tier in the organisation to create a matrix.

   The way we’ve structured it here at BCHT is to have two levels, the appropriate level for the current job role and then a next step, linked to the ‘next logical career step’.

   This helps us to objectively identify who gets funding for any vocational training course… and avoids “I like X, so, let’s develop them” attitudes from middle managers.

   Critically if you are Unionised they seem to like this approach as it ensures equality of opportunity and access.

   To manage expectation you could ensure the budget holder has the final say, giving them a prioritised list of who is asking for what.