3.1 To accredit or not?

One big decision that you will have to take when you start any form of training provision is whether the learning outcomes - the results of the training - are to be accredited and if so by whom.

Sometimes the answer is obvious - for instance if you are providing an apprenticeship scheme then the apprentices work will be examined and accredited by the usual apprenticeship bodies - often the Chambers of Commerce. For some continuing training schemes there will also be 'built in' accreditation provide by examination bodies, chambers or trade bodies, or other accreditation schemes. If you decide to apply for external grants to cover some or all of the cost of training, those organisations making the grant may well themselves stipulate the form of accreditation. Supply chain organisations will often demand accreditation as proof that your employees are qualified and sometimes will provide the accreditation themselves. But often you will have a choice or whether or not to seek out an accredited learning programme.

There are pluses and minuses to both choices. Accreditation can help ensure a coherent learning programme, can provide a useful quality check, provide motivation for learners and, of course, provide a check of what participants have learnt. However, accredited programmes may not provide access to the learning needs you have identified for your employees, particularly if you are working in a specialist area or addressing a problem unique to your organisation. Often accredited programmes have problems in keeping up to date with latest technologies and production techniques. If you choose not to worry about accreditation it leaves you free to design and develop learning programmes closely tailored to the particular needs of your enterprise. On the other hand your employees may be far less motivated to participate in a training programme which does not, as they see it, provide any recognition of their individual learning outcomes.

But there are other arguments. Many individuals, especially those with low formal qualifications, may have had bad experiences and memories of learning at school. Taking part in training may be quite a big psychological step for them to take. The knowledge that a course is accredited and that they will have to undergo a test or examination at some point - however practical that test may be - can be a big put-off factor for some people.

3.2 What is the balance between individual versus organisational needs?

There is a difficult balance to be reached between individual employee interests and the needs of enterprises. It is not only an issue of individual accreditation. There is also the issue of whether employees should be expected to contribute towards the cost of their training. And a big issue for many small enterprises is in whose time the training should occur? Even if you decide that training is to be totally in work time, what about the individual learning time that is needed outside the course, for studying books, journals or using a personal computer. Are employees to be given time off, paid overtime, or should; this be undertaken in their own time?

Of course some or all of these issues may be the subject of national legislation or sector agreements between employers and workers representatives. They may be an issue for local agreements between social partners. But there will often be considerable leeway and choices to be made and once more there are pros and cons to what decision is taken. Employees will be far more motivated to pursue training in work time. And, if the training is in work time, you can have far more direct say in what employees attend training and in what the content of the training is. On the other hand employees may have individual learning needs - or may themselves wish to undertake a training programme - which is not so closely related to your immediate organisational needs. In this case it may be reasonable to say that the cost and time for training is shared between the company and the individual. This is especially so if the individual is to gain a certificate at the end of the training which will further their long term career aspirations.

However, this can leave you with another dilemma. Obviously you want a well-motivated and highly qualified workforce. On the other hand there is obviously a danger that if individuals work hard at getting qualified and see no opportunities for promotion or to use their newly acquired knowledge and skills in your organisation, they will look around for alternative jobs.

One factor to consider is how you will recognise learning achievement. Will employees who achieve new qualifications be given opportunities to use their newfound skills and knowledge? Will there be opportunities for promotion? What are the criteria for promotion in your organisation and what part does formal qualifications or participation in training play in those criteria. Will employees who undertake training be rewarded with higher pay? Do you have agreements or policies, which cover these issues, and if not, with whom should such agreements be made? In some organisations it will be with individuals, in others there may be collective agreements and in some countries this will be covered by regional or national schemes.

3.3 Key issues

• How important is accreditation and certification for your employees?
• Are there grant requirements for accreditation?
• In whose time will training activities take place?
• Who should be consulted regarding accreditation and certification?
• How will you recognise learning achievement?

3.4 Further resources