Training Programs

Training should address:

• Succession planning
• Knowledge management
• Change management
• Skills and resource requirements.

The aim of the training programs should be to achieve a high degree of competence in Asset Management.

According to Maslow, four steps are involved in the learning process, as shown below:

A major function of the Asset Management Improvement Program will be to ensure that the organization's staff are properly trained to carry out their role in the asset management program, with all staff at Step 3 or 4.

It will:

• Raise the awareness of staff as to their role and responsibilities in the overall asset management plan
• Provide detailed training for the development of specialist skills in different areas of asset management.

It is important that the entire organization has a clear understanding of:

• Total life cycle management
• The way in which technical and financial functions need to be integrated with the community service aspects
• Inter-generational life cycle aspects of asset management.

By understanding the total picture and knowing clearly what their role is, staff will have a better approach to the part that they need to play.

This can be achieved by developing workshops and seminars around a four-step process as illustrated below:

Training should cover:

• The different roles e.g. co-coordinator, data collector etc.
• The different groups of assets and the different needs each asset group has for data and systems
• Special areas such as risk management, maintenance analysis, maintenance planning, auditing etc.

Part of an approved asset management training program should include:

• Training courses and conferences developed for the organization's own needs
• Suitable guidelines and manuals on asset management
• Working in specialized asset management
• Working in a specific functional area of asset management e.g. Maintenance analysis or life cycle strategy/analysis.

Training Methods

A number of training methods are available to achieve the desired outcomes. These include:

• Specialized "in-house" professional training programs
• Training manuals/videos
• Computer programs
• On the job training by specialists and peer groups
• Professional or industry training programs
• Educational Institutions - universities and other centers of learning.

In most cases professional training is the most suitable for both professional and paratechnical staff. The organization should keep a list of the available courses and have a policy on funding and time allocations for staff who seek qualifications.