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Training Vectors

Initial Plan

An integral part of the DAWN project was the plan to introduce a method of applying a standard theoretical framework via four training options/vectors:

Bridging activities focus on having the worker achieve a skill level that meets a workplace standard through a compilation process involving acknowledgement of existing skills and the acquisition of new skills.  For recent immigrants, this may include training such as; English as an Additional Language, English for Specific Purposes, Workplace Culture, Canadian Labour Standards, and Volunteering to gain Canadian work experience.

These activities look at unique measures or training interventions related to specific needs and/or opportunities irrespective of the workplace standard.  This practice relates to situations where the employer determines for social, business, or personal reasons that they will incur costs not in keeping with standard practice to acquire new staff.  This may include such things as creating a new position to gain the skill set of a specific individual; i.e. interpreting or mentoring.

Integrating involves activities that maintain workplace standards through the inclusion of new staff into existing structures.  This practice is often considered the cost of doing business.   The tendency is to consider this practice the most cost effective – “just keep on doing what we have been doing”.  This is, however, the training option with the largest potential loss.  For example, in Canada, with an ongoing skill shortage, it is impractical to maintain only traditional recruiting, hiring, and training practices, as both the labour market and workplace expectations are changing.  Integrating includes activities such as recruiting, hiring, orientation and loss of production/income due to skills training, health and safety procedures, new training processes, developing PLAR job descriptions, portfolios, and HR training.

This involves changing the workplace standard by establishing common measures related to specific needs and/or opportunities.  Workplaces are constantly upgrading and/or moving in new directions.  Costs related to this activity are common to all, and include such activities such as:  Essential Skills training, health and safety procedures, new training processes, developing PLAR job descriptions, portfolios, and HR training.

Challenges/Learnings

In the process of “selling” the concept of workplace training to area employers, it quickly became apparent that using and explaining complicated terminology, such as the vectors described above, was not meaningful to employers.  In order to be considered useful to the business community, the theoretical framework needed to be stated in a practical and easily understandable way.
The business community is most responsive when addressed regarding ways in which company productivity and profits can be improved.
In terms of creating a framework for a training model regarding workplace training, what interested employers most were the answers to the following questions:

Best Practices

The training vectors were an integral part of the DAWN proposal, and the project had committed to tracking training costs according to the vectors.  This was therefore incorporated into the training plans of workers, and recorded in the DAWN database. 
Costs of training initiatives were allocated by vector in the following way:

Bridging:              Costs associated with acquiring new skills and new workplace cultures, including technical writing skills, and the technology associated with these skills. i.e. Word processing, spread sheets, presentation skills.
Diverging:           Costs associated with assessments of workers, and compensation for management and supervisors in the organizing of training and mentorship of trainees.
Integrating:        Costs associated with the usual, routine, and ongoing training needed by all workers on health and safety, including safe work procedures.
Converging:       Costs associated with worker time spent in training directed at acquiring new skills as methods and technology change in the manufacturing industries.  This included worker wages, and trainer expenses, including preparation for training.    

In an effort to make the cost tracking and reimbursement process more meaningful to employers, the costs were also tracked in a way that responded to the expressed concerns of the employers.  The following categories for allocation of training expenses were developed:

Worker Time:  This tracked the number of hours the trainee spent in training initiatives that took them away from their regular duties.  This included pre and post assessment time (generally 1 to 3 hours).  The employer was reimbursed for the employee’s wages (plus MERCS) while engaged in training and assessment activities. 

Management Time Costs:  Hours spent by management in the planning and monitoring of the training process were tracked.  In most cases, this was the HR manager of the company, who worked directly with the DAWN Skills Developer.  The hours allocated for this were negotiated, and pre-determined, on the basis of “best guess”, and prior experience.

Job Mentoring Time:  In some cases, costs were allocated to cover the cost of wages of a supervising employee who was providing on the job mentoring for the trainee, in addition to the training activities.  Mentoring usually consisted of allocating 1 hour/week for supervisors for debriefing their workers.

Training Costs:  This was the cost related to the delivery of training.  These costs included;

Costs were determined according to the planned implementation of the individual training plans.  In developing the contract with the employers, however, it was meaningful for the employers to view the overall costs according to the above mentioned categories.

 

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