Transformational Workforce Training Approaches for the Public Sector in the Twenty-First Century

Abstract

Workforce training and learning is the cornerstone in the use of human capital development tools vital for public service growth and productivity in the twenty-first century. The public sector in general, invest large sums of money into the training of the workforce, without clear accountability of the extent the applied training approaches are being helpful to match the skills deficit. Drawing on Dessler’s four-stage systematic training and development model and Phillip’s Level 3–5 model and theory of training, evaluation and return on investment, the study explored the gaps in the implementation of training and learning approaches in the case of Zimbabwe public sector, systematically establishing failure or critical success factors influencing training and development. Using qualitative data, from in-depth interviews and observations from purposively selected public sector training institutions, it was established that training and learning do not follow a systematic model. The public sector over relies on subjective traditional approaches for training needs identification. There is a lack of scientific human resources management tools to calculate actual workforce needs and skills gaps to inform training. Funding of training is currently undirected, lacks a strategy and is largely not evaluated measuring return on training investment. The adoption of scientific tools to drive evidence-based training strategies would be essential to direct training efforts. Accelerated efforts in expanding partnerships in the training of the workforce will support meeting long term public sector human capital development goals and envisaged outcomes.KeywordsWorkforce trainingLearningDevelopmentPublic sector