"Values" statements


 

PLAR "VALUES" STATEMENTS

Big Business

Roger Hudson
April 1998

Under the following headings, PLAR allows for:

COURSE DESIGN AND OFFERINGS

"Credit-ability" to in-house courses when the are recognized: 

  • "Credentialed" training brings credibility to the learning; 
  • Encourages a return to learning.
In-house training design:
  • Training design based on required skill and abilities for the particular function; 
  • Specific learning outcomes; 
  • Evaluation component measured against learning outcomes; 
  • Documented and available to employees.
Challenges limited thinking in training programs:
Corporate course must be reaming outcome based with an evaluation component; Past, current and fixture course are assessed by an " institutionalized assessment process" through a partnership with industry and academia; 

Potential savings on training costs:

  • Reduction in training redundancies; 
  • Reduction in per diem cost of training.
PARTNERSHIPS WITH EDUCATIONAL PROVIDERS

Opportunity for a collaborative and co-operative relationship with all labour market partners in designing a PLAR integrated process.

HR SYSTEM FOR PROPER COMPETENCY BASED JOB ANALYSIS

Reliable means of assessing and matching skills to workplace needs including: 

  • Roles and responsibilities, required skills and abilities, individual assessment process, the opportunity to develop an individualized development plan available to all employees; 
  • Framework for setting career goals and training needs; 
  • Access to a more diverse work force.
ENABLE IN CREATING A LEARNING ORGANIZATION
  • Stimulate the desire to learn and to return to learning for the employees; 
  • Increase desire to learn within the company and accessing tuition refund programs for learning outside the company.
QUALITY OF WORK LIFE
  • Enhanced self esteem and self-awareness for the employees; 
  • Greater sense of job security and increase in employability skills; 
  • Increase in company loyalty; 
  • Recognition for talking the effort to learn; 
  • More personal accountability for personal and career development.
JOB TRANSITIONS AND ADAPTABILITY
  • Smoother transition from loss of employment to employment; 
  • Companies benefit from sharing educational choices, resources and information about training and skills requirement current and fixture with their employees, this contributes to an increase in individual productivity, flexibility, adaptability and overall responsiveness of the individual and the company; 
  • Adaptability to new technology and change in the workplace; 
  • Strengthening the internal stream for job promotion; 
  • Increase in ability to thirsting critically and to problem solve; 
  • Mobility by promoting the portability and transferability of training/education credentials within the company and out the company.
PREFERRED FUTURE
 
A fully integrated PLAR process focused on the learner arid supported by all labour market partners. This process would have a minimum amount of "waste" (no redundancies in learning, full cooperation between educational providers, a clear pathway of learning from secondary - post-secondary - university....) plus an increase in the efficiency of the labour market development process by driving cooperation rather than competition and reducing duplication of education/training efforts. A catalyst for education and training reform.

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