1. Training, development and Education Objectives

Training is based on objectives set out in the organizational strategy that mainly conform to the set mission and vision. Training, development and education aim to reform, develop and modernize performance standard quality across all key business units. In order to have Dubai Customs assuming a high profile position and hence effectively keeping pace with local, regional and international changes, training, development and education would seek to achieve the set objectives in light of the following general rules:

• Develop manpower knowledge, skills and capacity, being the real capital, and use time, effort and money in promoting staff qualification for directly assuming their role function.
• Maintain mutual relations of understanding and confidence between the organization and its internal and external customers and provide, within the framework of the applicable laws and legislations, systematic services satisfying customers’ needs.
• Simplify, coordinate, modernize and review processes and procedures in a manner that would ensure quality, reducing time, effort and cost and optimum use of information technology and communication tools.
• Follow-up and evaluate rapid changes in customs business environment and make the appropriate arrangements for facing such changes.
• Liaise with managers, supervisors and employees over making use of their performance standards assessments and identification of training, development and education needs.
• Provide key business units with the latest information about training, development and education particularly those fit with performance needs and use such information in drawing up plans and syllabus.
• Investigate employees` views on their training, development and education needs as part of customs overall requirements.
• Compare between needs identified by managers, supervisors and employees and needs declared by employees and produce a list of actual needs based on a specific methodology and include it in a yearly training planner.
• Identify and analyze functions with performance below the required standard and design syllabus that ensuring performance improvement then select suitable training, development and education methods implement programmes and evaluate their returns.
• Reviews HR plans particularly those relating to professional development and recruitment and meet their needs by means, which may not necessarily conform to the recognized syllabus of training and education.
• Use training programmes, symposia and conferences relating to business qualities in customs environment offered by locally, regionally and internationally recognized institutions and establishments.
• Involve experienced customs employees in implementing training, development and education activities for internal and external clients.
• Identify, analyze, design, develop and evaluate specialty training, development and education programme based on the following principles:

1. Dubai Customs plan.
2. Analysis of needs and requirements.
3. Performance set competencies and objectives.
4. Programme accreditation at local, regional and international
5. Enhance and develop workflow

2. Training Methodology

The Department of Human Resources Development is responsible for:

• Analyze training needs:- Analyze employees’ performance.
  
  - Analyze the role functions.
  - Diagnose unsatisfactory performance.
  - Identify type and content of training programmes.
  - Develop training objectives.
  - Produce appraisal mechanisms and standards.
  - Implement training programmes based on selection.
  - Design and develop the final programme material.
• Implement training programmes once approved by users.
• Evaluate training returns during and at the end of training.
• Evaluate trainee’s performance standard in the aftermath of resuming his role function.
• Make arrangements for completing the process of providing the trainee with performance needs, which include knowledge, skills and capacity.

3. Training Mechanisms

Training needs analysis mechanism is the principal step adopted by training in designing, developing, testing and implementing training programmes and appraising trainee’s performance standard at the implementation phase and measuring the programme returns after the trainee assumes his role function. The object of training needs analysis is to clarify the following matters:

• Is there any performance default and what are the reasons for such deficiency?
• Is training the successful tool for addressing performance default?
• What is the suitable training in terms of syllabus and approach, to provide the employee with performance needs, which include knowledge, skills and capacity? 

Furthermore, the understanding of information about the targeted employees knowledge, skills and capacity is a step forward to identify training objectives from one hand and meet the trainee’s specific needs on the other hand. One of the training objectives is to include the design and development of training returns appraisal system into all training levels whereas a methodology dealing with short and long objectives can be produced from such appraisal. Training needs analysis methodology tests the following aspects:

• Organizational current and future plans.
• Organizational strategy.

To obtain data and information about training needs analysis methodology, the management shall use the following tools:

• Surveys.
• Interviews.
• Collective discussions.
• Job descriptions and specific competencies.
• Previous performance.
• Written documents and records.
• Observation.

Each of the aforementioned tools has a specific method for establishing its returns. In view of close links between training needs, designing and testing of programmes and their returns assessments, the management is keen to complete such job by a dedicated team based on specific measures. The next step of training needs analysis deals with preparation, design and development of training material in accordance with the findings reached by the training needs analysis methodology. Also, it deals with designing appraisals mechanisms for all programmes phases and components for the purposes of acquiring information useful in identifying performance standards, diagnosing performance default and its reasons and develop standards and mechanisms showing to what extent the programme was successful in achieving the objectives. Such phase can be completed by a team to be entrusted with preparing, designing, developing and testing training material to verify its viability and avoid any areas of default before being implemented. The team shall then; pass the training material to HRD/competent Division Director for approval and referral to trainers for implementation. The Programmed Implementation, Evaluation and Documentation Section is responsible for providing the training material and evaluate its returns at all levels to ensure that knowledge, skills and capacity acquired by trainee satisfy training needs. The education aims to achieve the following goals and objectives:

 

• Appreciate trainees` impressions about specific aspects within the programmed by making surveys at the end of the training course.
• Anticipate performance standards at the trainee’s workplace.
• Identify trainee’s capacity in applying the acquired knowledge, skills and capabilities to the specific area of business.
• Observe the employees whilst performing their role functions or interviewing them with their supervisors, counterparts or clients after 3 months from the date of joining the training course.

In light of the education results, the need for programmes aiming at addressing deficiencies and achieving objectives and appreciating calculation of training returns, would be considered.

4. Bases of Training, Education and Development Plan

Such bases are established under the following steps:

 

• Analyze employees` training, education and development needs.
• Translate the management’s needs into training, education and development needs.
• Adopt the basics of the three competencies:

                     1. Technical.
                     2. Personal.
                     3. Managerial.

• Determine employees` training, education and development priorities.
• Involve administrators and supervisors in identifying employees` needs.
• Select suitable training, development and education methods.
• Develop annual training plan.
• Implement effective training, development and education criteria, which provide for:

                        1. Employees` contribution to achieving objectives.
                        2. Competency level acquired by employees.

• Determine the required competencies prior to implementing the programmed.
  

5. Training Offers Selection Criteria

In the aftermath of identifying training needs and assessing candidates’ level, training offers shall be subject to the following criteria prior to being approved:

• Training course objectives against the organizational objectives.
• Required standards for training course users.
• Programme contents, conformity to performance competency, needs and standards.
• Training material preparation methodology.
• Programme practical applications standard and nature.
• Implementation schedule.
• Programme comparison to best specific practices.
• Trainees’ performance appraisal methods during and at the end of the programme.
• Training returns assessment and investment.
• Trainer’s professional profiles.
• Training cost.
• Clarify relationship between training course objectives and the required competencies.
• Compare between programme preparation and delivery method and trainees method of education.
• Follow-up and monitor trainers performance during the course.