Increasing the Productivity of Public-Sector Training

Wooldridge, Blue

doi:10.2307/3380133

Cited by 6 publications

(5 citation statements)

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“…It has been estimated that the federal government alone spends at least $633 million each year (Wooldridge, 1988) and that American industries spend up to $100 billion on training and development activities (Baldwin and Ford, 1988). Figures like these inevitably lead some to question whether this money is being well spent.…”

Section: Education and Trainingmentioning

confidence: 99%

Trainee Satisfaction and Training Impact: Issues in Training Evaluation

Faerman¹,

Ban²

1993

Public Productivity & Management Review

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Section: Education and Trainingmentioning

confidence: 99%

Trainee Satisfaction and Training Impact: Issues in Training Evaluation

Faerman¹,

Ban²

1993

Public Productivity & Management Review

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“…In Wooldridge (1988) words: "Training for public employees has long been considered a mayor strategy for improving the productivity of public organizations […] Increasingly, questions are being raised about the efficiency and effectiveness of training. "…”

Section: Education and Trainingmentioning

confidence: 99%

Keeping public officials fit. Does Mexico’s access to information and data protection state level regulator authorities provide the right training?

Silva-Robles

Dutton-Treviño

2022

Teaching Public Administration

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The purpose of this work is to provide empirical evidence as to how state level Freedom of Information or Access to Information and data protection regulator bodies in Mexico carry out their training tasks. We use different theoretical assumptions, particularly those that refer to the idea of “training in the public sector” regarding two aspects that allow to account, at least in part, about the referred training practices: first, the pedagogical model they declared to use; and second, the evaluations regarding trained public officials. FOI/ATI and regulator bodies in Mexico have a legal obligation to train and carry out professional development for public officials. This responsibility associated, with performance management—along with other purposes—and to guarantee the human right to information and data privacy for individuals, is in the hands of public officials that must have not only knowledge and skills but also values and attitudes regarding this fundamental right. These public authorities have several challenges to comply with ATI and data privacy laws; some relate to responding public information requests—that is, in a timely and adequate manner—or publishing the information mandate by law. ATI regulator bodies mitigate these multi-casual issues through training or development courses. Currently, public officials are trained to comply with the law and its implementation in the best possible way. Our main finding is that the local regulator bodies overall comply with their legal training mandate. That is, they do have and carry out training programs, although in an unprofessional and potentially deficient manner.

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“…This approach suggests that the specific design and delivery of a learning experience effective in achieving the strategic mission and objectives of the client organization should be contingent on the specific learning objectives to be achieved and the anticipated learning styles of the participants. The strategic component of my definition stresses that the learning objectives of the training must be related to the strategic mission of the organization from which the training participants come; and the contingency component that there is 'no one best way' -transposed, of course, from the organizational theory literature -stresses that the design of an effective training experience (including the choice of trainers, the instructional methods/strategies employed, and the exercises and assessment methods used) must be contingent (depend) on the learning objectives to be achieved and the anticipated learning styles of the training participants (Wooldridge, 1978(Wooldridge, , 1988Wooldridge and Bracey, 1999). Some of the steps in this strategic-contingency approach will be discussed in the following sections.…”

Section: Definitions Of Management Trainingmentioning

confidence: 99%

Preparing Public Administrators for an Era of Globalization and Decentralization: a Strategic-Contingency Approach

Wooldridge

2004

International Review of Administrative Sciences

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For public sector management development professionals to be given the recognition and resources that we deserve, we must be seen to contribute to the organization’s ‘bottom-line’, which is to prepare employees to perform at the level needed to achieve the organization’s strategic mission and objectives. Governments can only respond effectively to the challenges of increased globalization and decentralization if we, as instructors in schools and institutes of administration, prepare adequate learning experiences for public administrators. The objectives of this article are to describe the steps in my strategic-contingency approach to management development, an instructional design approach which links the strategic mission of the organizations in which our clients work to the instruction that we prepare. I believe that following the steps of my strategic-contingency approach to management development will produce a curriculum that is more responsive to the needs of the client organization and to the participants. Such instruction will not only benefit the organizations we serve but will also enhance our professional reputations.

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Increasing the Productivity of Public-Sector Training

Cited by 6 publications

References 0 publications

Trainee Satisfaction and Training Impact: Issues in Training Evaluation

Trainee Satisfaction and Training Impact: Issues in Training Evaluation

Keeping public officials fit. Does Mexico’s access to information and data protection state level regulator authorities provide the right training?

Preparing Public Administrators for an Era of Globalization and Decentralization: a Strategic-Contingency Approach

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