skill development centre case study architecture

YWCA Skill Development Center

The YWCA's site for skill development center  was unique in that it already had lush greenery of Mango and Litchi trees and the elegance of an existing old Bungalow. Retaining the beauty and greenery was a challenge.

Context responsive creativity resulted in a structure with a specific material palette, motivating inhabitants into nature.

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Modular Principles for Flexibility of Spaces in Skill Acquisition Centres, Benue State

The design of skill centre around the country is such that they are specific to particular skill type and usually the buildings cannot be used for another activity. The need to use spaces for multiple functions has ensured that flexible spaces in skill acquisition centres are designed such that the spaces can easily be varied into smaller discrete and scalable sizes. This paper examined the interior spaces for pedagogical and didactic activities in six selected skills acquisition centres in Benue state. The issue of the rigidity of spaces occurring as product of the building design which is meant to serve a required function usually ensures that spaces are less flexible and in many cases unusable for other functions. The aim of the study is to examine the flexibility nature of skill centres with a view to determining functions that could be combined. A post occupancy evaluation was carried out using a mix method approach through the use of observation checklist and questionnaire. The issues examined include the various sizes of workshop spaces, walling materials used to enclose spaces, the degree of flexibility of both spaces and materials based on modular principles and users' perception of satisfaction of working spaces. A total of 300 copies of questionnaires were administered to staff and students. Based on the total valid responses, 70% were not satisfied with the sizes of the working space. The resultant data obtained was analysed using descriptive statistics from SPSS. It was observed that most spaces though modular were non-flexible. Users' satisfaction with the sizes of working spaces was determined. The paper concluded on the need for the flexibility of spaces in order to accommodate varying utility.

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Architects that specialize in designing cultural centers have often been accused of providing spaces that become obsolete in the coming years. This is because as technology and time changes, requirements also change, necessitating new arrangement of spaces. Very few of the spaces provided in cultural centers can however be adapted to other uses. This has affected the sustainability of those spaces. These data present the perceptions of users on the need for, and the features that enhance flexibility in cultural centers. The data were obtained from a questionnaire survey of users of the three (3) cultural centers in Nigeria. The survey was conducted between October and November 2017. The data may facilitate the evidence-based approaches to facilitate improved built environment and will be useful to built environment professionals , policy makers and design researchers.

Dr. ADEDAYO OLATUNDE

The design of office buildings and other buildings in tertiary institutions have mainly been determined by the management of the institutions with little or no input from the end users. It is expected of any building design that the building suits the needs of the users and not the users adapting to the building. The nature of work and facilities being used by the staff has also changed with the adoption of ICT facilities. The most significant change that has affected the office design is the increase in staff population in many tertiary institutions, which has increased the number of shared offices and an increase in number of staff per office. It can be observed that despite these changes in office use and capacities, there has not been any change in the design of newer offices. The problem therefore is that users of offices are finding it increasingly difficult to perform their duties conveniently due to the degree of adaptation they could adjust to within the building. The aim of this research is to examine the user satisfaction with the flexibility of offices spaces. The research method adopted is mixed method with the use of structured questionnaire and observation schedule. The data would be analysed using SPSS software and the results transferred to Microsoft Excel. The results will show that the users of offices in tertiary institutions are not satisfied with the office spaces. It will also reveal that space flexibility will improve user satisfaction with office. The paper will conclude that to achieve space flexibility in offices there is need to group functions properly.

Jurnal Arsitektur ARCADE

Ronald Justice

Abstract: Dynamic education must be able to follow the progress of the times that continue to develop. The demands of 21st century skills have an impact on improving the quality of vocational education through innovation of educational facilities and infrastructure that are in line with sustainable development goals in realizing quality education. To achieve this goal, the school seeks to improve the quality of learning through structuring the interior elements of the learning space. The purpose of this study was to describe the interior elements of Animaxx studio in terms of lighting, color, shape, and material aspects and to determine the effect of interior elements on the learning process in terms of motifs, affective, and learning achievement. Combined research methods (mix methods) were used in this study, quantitative methods were used to collect data about user perceptions of interior elements and responses to motives, affective, and learning achievement through questionnaire...

Asian Online Journal Publishing Group

This paper investigates how teaching space facilities were being utilized at Sunyani Polytechnic in the Brong Ahafo Region of Ghana. The essence was to ascertain information on the factors that militate against efficient utilization of teaching space facilities at Sunyani Polytechnic. Descriptive survey research design was adopted for the study. Lottery method of simple random sampling as well as purposive sampling were used in the selection of the sample size of 89 made up of 60 academic staff, 20 senior administrative staff and 9 technicians. Two sets of questionnaire and an interview guide were used for the data collection. The methods used in analyzing the data were frequencies, percentages and cumulative frequencies presented in tables. The key factors identified as constraints to efficient utilization of the teaching space facilities at the Polytechnic were departmentalized time tabling, inadequacy of computer laboratory and small size of instructional rooms. The major recommendations offered include the following: there should be centralized timetabling and computerization of the space allocation, provision of more general computer laboratories and provision of few large instructional rooms for very large class sizes.

American Journal of Art and Design

Kasra Mirpadyab

oyedele olabode

Asmaa Elantary

The classroom seating arrangement is just as important as the syllabus. Teachers should have a suitable configuration that fits the teaching style, students, and classroom space. Six classroom configurations were examined to stand on the students' preferences and which layout can fit their needs in theoretical and practical courses. Students tend to choose the common arrangement, which keeps them in the comfort zone, rather than taking the challenge to experience a new change. In addition, the class physical environment in previous studies was not focusing on the students’ involvement in taking decisions in designing educational spaces. The research tried to extend students' participation in designing their own spaces and to put their opinion into consideration. These results will enhance the learning inside classrooms and will increase the learning quality and students' experience through their teaching process.

Godfrey Udo

Rozilah Kasim

ABSTRACT This paper investigates space utilization for teaching and learning facilities at the higher education institutions (HEIs) in Malaysia. It explores the space utilization rate (U%), space frequency rate (F%) and space occupancy rate (O%) of teaching and learning facilities provisions which lead to the space requirements and improvement. The paper applies a qualitative research approach with interviews and document reviews as main source of data collection techniques. A G3 Building was chosen as a main case study for this research work as the building is a centralized teaching and learning facilities comprises of main lecture theatre, lecture rooms and tutorial rooms at Universiti Tun Hussein Onn Malaysia (UTHM). Rigorous data analysis using qualitative data analysis software was employed. Findings from the case study revealed that level of space utilization rate for teaching and learning at G3 Building, UTHM at a 'satisfied' level. This paper generates new knowledge about level of space utilizations for teaching and learning facilities provisions at HEIs in Malaysia. It can also lead to provide guidelines for future physical and infrastructure improvement and development in providing for teaching and learning facilities at HEIs in Malaysia.

New Trends and Issues Proceedings on Humanities and Social Sciences

New Trends and Issues Proceedings on Humanities and Social Sciences (PROSOC)

Facilities management is an integral part of the overall management of the school. The actualisation of the goals and objectives of education requires the provision, maximum utilisation and appropriate management of the facilities. The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behaviour through critical thinking. These processes do not take place in a vacuum but rather in an environment structured to facilitate learning. As stated in the conference objective, the match between an individual's characteristics with the learning environment together with the management of those learning environment is also important. Learning facilities management is a process that ensures that buildings and other technical systems support the operation of an organisation. This will improve the quality of teaching and learning facilities. A direct relationship exists between the quality of learning facilities provided and the quality of the products of the school. The physical environment of a school is a major determining factor in the attainment of its objectives. This paper describes the concept, nature, types of learning facilities, the need for learning facilities in the school and facility management methodologist. It recommended among others that school managers and teachers who constantly use learning facilities be given orientation on the maintenance of such facilities.

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SKILL DEVELOPMENT CENTRE

Mksss’s bnca skill development center – sdc.

MKSSS’s BNCA department would like to introduce advanced skill and employment opportunities for the young minds and workforce in construction industry. The short term professional courses with training ensure that the students will have the knowledge and practical skills to make count in respective field of the industry. The courses conducted will facilitate training and up-gradation in skilling, up-skilling and re-skilling of growing workforce. This will fulfill requirement and needs of the society by providing a platform where individuals are trained towards skills needed in industry. This course will achieve scalable skilling with quality and higher productivity, particularly in the unorganized or informal sector of construction industry.

The program for one and two year diploma course Certification are not only recognizing their skills but also provide education and training as a made that suits their economic compulsion

Also, we will invite students and young minds to find their own calling in multitude of fields including RCC technology, Surveying, Valuation of property, Electrical and Plumbing services along with advanced knowledge of Renewable energy and beyond.

Details of Program

The details of the programs catering to local needs could be explained in the following manner:

1. Name of the proposed Program(s) – One and Two year Diploma course in Quantity Estimation

• Brief about the program (need for the program, objectives of the program) – The course objective is to prepare material estimates for various Civil Engineering works namely; buildings, irrigation works, public health works and roads etc. In addition, basic knowledge regarding analysis of rates, contracting principles of valuation is incorporated
• Introduction and phasing of program (methodology of implementation) – Basic principles, case studies, site visits, workshops for demonstration interaction, application in building projects, lectures by expert from industry, etc.
• Enrollment Targets – 20 Students per year
• Awareness Plans (Target areas, Activities Planned) – Local city and nearby rural areas, to target the candidates covering the age from 18 to 30 years to enable them to learn employable skills in order to get gainful employment We announce partnership with some of the biggest corporate firms where we intend to help the companies acquire talent with dedicated training to better productivity and cost of human resource acquisition
• Possible Impact on Society – The program for one and two year diploma course in various fields related to construction industry can provide salaried employment and or self-employment opportunities which will eventually lead to better living standards.

2. Name of the proposed Program(s) – One and Two year Diploma course in Surveying

• Brief about the program (need for the program, objectives of the program) – The objective of course is that students would be able to use survey instruments, take linear and angular measurements, prepare layouts and maps, use Theodolite, Plane table and total station, compute area and volume

3. Name of the proposed Program(s) – One and Two year Diploma course in Engineering and Architectural drawing and graphics

• Brief about the program (need for the program, objectives of the program) – The course objective is that students would be able to Read, interpret and draw the building drawings, prepare submission drawings for the buildings, prepare working drawings for the building, apply the building rules, regulations and byelaws
• Possible Impact on Society – The program for one and two year diploma course in various fields related to construction industry can provide salaried employment and or self-employment opportunities which will eventually lead to better living standards

4. Name of the proposed Program(s) – One and Two year Diploma course in Project Planning and Management

• Brief about the program (need for the program, objectives of the program) – The objective of this program is to ensure that certified professionals have achieved sufficient understanding of Project Management and project management software to be able to apply it in projects as per specific requirements and changing circumstances or business environments. As part of this program, participants can opt for a Diploma in Project Planning and Management using any one of the three widely used Project Management software applications, Primvera, Asta Power project or Microsoft Project.

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A Step-by-Step Guide to Building a Business Case for Learning and Development

Tl;dr: how to deliver an effective business case for learning.

• Research: Start by researching the main business challenges and strategic initiatives to identify where training can have the greatest impact.
• Form Alliances:  Form partnerships with key stakeholders, like department leaders, to formulate plans that tie back to tangible work in the organizations.
• Compile Options:  Gather all your material to formalize good, better, and best options that you'll present to senior leadership.
• Predict ROI:  With plans all but complete, estimate the potential ROI for your solutions. Weigh the costs against the risks and benefits.
• Present: Present your solutions to stakeholders, senior leadership, employees, and anyone else who stands to benefit from learning programs. Winning your case helps position the organization for growth.

Anyone who's dealt with budget cuts knows the frustration and stress of making do with less. Unfortunately, learning and development dollars seem to be one of the first cost-cutting areas when times are tough.

Tech executives who participated in Skillsoft's annual IT Skills and Salary survey say budget and resource constraints are the greatest challenge they face this year, followed by workload and talent retention. The first challenge, tight budgets, also impacts the latter two, creating a vicious cycle of divestment that hurts business and operations.

"When there isn't as much of an emphasis on learning and development, you certainly see a higher turnover rate and that attrition comes at a very high cost," said Bill Anderson, digital services training specialist at Corewell Health. "So, in essence, it has the opposite effect of what you're really trying to accomplish. That investment in learning and development will certainly pay back in lower attrition."

There are steps department heads can take to help prevent budget cuts because ultimately learning and development helps close gaps but also anticipates what skills the organization will need to remain competitive long term. For those leading these departments, the objective is to both educate and persuade executives that talent development can help more than hurt during lean times.

This win-win scenario unfolded at Corewell Health after a significant merge that  created Michigan's largest hospital system . Editor's note:  Corewell Health is a Skillsoft customer.

With the merge came a complex consolidation effort to cut costs, reduce duplicative efforts, and unify the two organizations. Virtually every aspect of the organization was under consideration, including technical training.

According to Anderson, the learning and development team managed to protect its training investments by building and presenting  an effective business case to leadership . It was a win for the learning team, but also a win for an organization focused on delivering modern, technology-powered experiences for employees and patients.

Here's how they did it:

Step 1: Research Strategic Priorities and Business Challenges

Building a compelling business case for learning starts with research. You want to have a thorough understanding of what the organization is going through and how that impacts goals. For this first step, ask questions and dig deep. You want to connect the top-level challenges to outcomes — good and bad.

For example:

Consider how  onboarding new technology without training could cause a ripple effect throughout the organization.

⬇️ The IT department onboards a new vendor. 

⬇️ Without training, employees don't know how to use it. 

⬇️ Adoption suffers, and some employees buy different solutions.

❌ IT doesn't see the ROI or meet its goal; organization takes on more risk.

In the scenario above, training could help in a big way. Telling the inverse of this story would show a clear need for learning programs that ultimately benefit different areas of the organization.

Where to Focus Your Research

By understanding the broader landscape and best practices, professionals can understand where training can have the greatest impact and tell why. Getting intel on what's listed below will help identify the organization's specific needs and demonstrate how targeted training can effectively address these areas. And remember, drill down.

Internal research:

• Current business challenges
• Current and future strategic initiatives
• New deployments
• Employee performance
• Retention rates
• Existing gaps in current skills
• Desired future skills or certifications

External research:

• Industry benchmarks
• Competitor training initiatives
• Published studies on the benefits of training

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Step 2: formulate a solution with stakeholders.

After gathering data and doing your research, it's time to visit with other department leaders who will likely benefit the most from training.

Department leaders across the business serve as both your stakeholders and your supporters when making the case to executive leadership. In essence, you must form a partnership with these leaders to ensure alignment between their department initiatives and the training that you will deliver. Doing so helps measure the readiness of the department against its intended goal and lends more tangibility to your case for learning.

You want to understand: 

• What their challenges and needs are
• Their expectations for training programs
• Impressions of third parties and vendors
• What skills or certifications they're focused on
• What vacancies they have on their teams

...And more. The more you know, the better.

Along the way, take notes and compile your evidence. Documenting your findings ensures all insights, data, and analyses are ready to share with others. When working with department leaders, thorough documentation can also demonstrate transparency and facilitate collaboration.

Step 2.1: Assemble a Team of Skill Champions

Through meticulous research, professionals can compile a data-driven, persuasive case that aligns organizational goals with training and demonstrates the value of L&D initiatives.

But what's it all for if adoption is low or employees don't see the value in it?

It's worth reiterating the importance of connecting with stakeholders early in this process and assembling a cohort of champions who not only see the value of training but also spread the word.

"We were fortunate enough to have a portion of our business that had already been using Skillsoft Percipio for learning and development," Anderson said. "So that word of mouth from those team members already using Skillsoft was very helpful when we went to extend training to our entire IT team."

Step 3: Form Your Argument with Good, Better, Best Options

By this step, you've done your internal and external research, met with department leaders, and you have a clear understanding of the organization's strategic priorities and key challenges.

Now, it's time to prescribe training as a solution in support of the organization. And it helps to offer options that illustrate the impact training investments can have at varying levels.

Providing several scenarios allows stakeholders to compare various approaches and their implications. This comparison should include both internal solutions, like leveraging in-house expertise and resources, and external options, such as partnering with specialized training providers.

What Does Good Look Like?

With a low investment, learning and development teams can support modest training programs that help meet compliance requirements and build select skills among a cohort of employees. 

The Pros and Cons: By keeping costs low, the upfront investment doesn't burden the organization while also meeting compliance and some skilling requirements. However, the solution may not scale easily, which makes it tough to forecast future needs, and the program may only benefit a limited number of employees and stakeholders.

What Does Better Look Like?

With more investment, learning and development teams can begin to scale learning programs more easily and offer more training to more employees.

The Pros and Cons:  While the cost is higher, training programs have a wider impact on the organization and stakeholders (employees, patients, customers, etc.). Programs scale more easily, and it becomes easier to see the short- and long-term impact of training at an organizational level, including cultural and behavioral changes.

What Does Best Look Like?

With a best-case-scenario investment in training, learning and development teams can deploy and support enterprise-level programs that are measured, optimized and scaled.

The Pros and Cons:  The upfront cost of this option is the highest, creating the most burden for the organization. However, the investment will pay the organization back in time through a range of dividends, including closed skill gaps, more productive employees, faster product development and time to market, and higher employee satisfaction.

By evaluating these options, stakeholders can make informed decisions that balance costs, benefits, and risks. Presenting a range of solutions also demonstrates to stakeholders the strategic approach to delivering effective training programs that solve business challenges.

Don't be Shy About the Benefits of Learning

Especially in tech, department leaders today struggle with talent recruitment and retention, developing stronger teams, innovation and change management, workload and more. And because of skill gaps, employees feel more stress, projects slow down, and business objectives falter.

All of these challenges can be solved — at some level — with investments in learning and development.

According to  Skillsoft's IT Skills and Salary Report , tech leaders say these are the top benefits of training:

• Improves team morale
• Shortens project durations
• Improves talent retention
• Makes it easier to attract talent
• Increases revenue
• Increases ability to innovate

Step 4: Estimate Your ROI of Training Investments

In L&D, demonstrating a return on investment is often difficult. Sometimes, the metrics aren't there. Or the effort is too cumbersome. But there are ways to simplify the process and still make your case.

The team at Corewell Health created a process that helped them assign a dollar value to training, which substantially strengthened their case for learning. The learning and development team looked at the resources being consumed and assigned dollar values to them.

For example, if learners accessed a book in Skillsoft Percipio, they cross-checked what it would cost for the individual to buy it outside of the subscription. They added up all the times a person accessed that book and totaled the cost. They took the same approach to other resources, including courses, labs and so on.

It looked like this:

Cost of books + Cost of courses + Cost of Labs + Cost of Certification Prep + = Cost of Training Resources

Cost of Training Resources x Number of Accesses = Gross Training Cost

From there, you'd identify the cost savings by comparing the "gross training cost" to, in this case, the cost of the training subscription. 

"Money talks," Anderson said. "What I found in our situation was our leadership really wanted to know how much money we were saving by taking classes with Skillsoft rather than taking them at other institutions. That really ended up being a great measurement to show how our team was adopting this tool."

When they tallied up the cost savings using this method, Corewell Health saved about $150,000. Anderson said a range of metrics can work in building your case, including  skill assessments , course or journey completions, badges earned, and gamification or leaderboards to show participation.

Other ways to show cost-savings include weighing the training investment against estimated recruiting costs or that of managed services, and the cost of team vacancies.

Read Next:  Measure Mastery: How Interactivity Showcases Earned Skills - Skillsoft

Step 4.1: Anticipate Opposition and Risks

From a business perspective, senior leaders want to keep costs low and benefits high. And when costs become too much, they have difficult decisions to make. During such times, leaders might see learning programs as less critical than other areas that can have short-term or immediate impact on the bottom line, ultimately diverting money away from these programs.

Corporate training programs often require an upfront investment in both time and resources, with benefits that may not be immediately visible. Additionally, skepticism fuels opposition. Some leaders may doubt the impact of training, questioning whether it translates into measurable business outcomes. This skepticism can be reinforced by past experiences with poorly executed training programs that failed to deliver.

Convincing senior leadership to overcome these reservations requires presenting a thorough argument that clearly demonstrates the success and ROI of well-implemented training programs and how the team helps anticipate future business needs. By preemptively acknowledging these concerns and providing compelling evidence to counter them, L&D leaders can build a stronger, more persuasive case for investing in learning.

Step 5: Present Your Case for Learning to... Everyone

Arguably the most important part of undertaking this effort is spreading the word throughout your organization because training can (and does) have a tremendous impact on developing new leaders, securing coveted skills, and fostering a  vibrant company culture . As you present your case, it's important to consider your audiences and what they care about.

"Understanding your audience and communicating value effectively can significantly enhance the impact of your business case," writes Cathy Hoy, CEO of CLO100.

Hoy recommends  presenting your case for learning  using a flow like this:

• Executive Summary  — Condense the presentation and list key takeaways.
• The Business Challenge — Call out what hurts the business today.
• The Benefits   — Answer what the organization gains by implementing the solution.
• The Risks — Get in front of the risks or concerns people may have and refute them.
• The Costs — Address what the investment costs the organization and why. Include the estimated ROI.
• The Timeline  — Communicate what people should expect and when.
• The Call-to-Action  — Articulate what you need from your stakeholders and ask for it directly.

As you embark on the campaign trail, tailor your messages to the respective audience. Pro tip:  Constantly ask yourself, "what's in it for them?"

Your Message to Executives — Communicate how training aligns with strategic business goals both now and in the future, highlighting the financial benefits and ROI over time. Their buy-in secures funding and protects your investments.

Your Message to Department Leaders — Show how training can lead to outcomes they care about, like improved team performance, while supporting the organization's overarching mission. Their buy-in ensures smoother implementation and ongoing support.

Your Message to All Employees — Educating the broader workforce about the value of ongoing learning fosters a culture of continuous improvement. When employees see how training will benefit them — career advancement, improving performance, etc. — they are more likely to participate. Their buy-in ensures the adoption of training programs, the closure of skill gaps, and more systemic outcomes, like higher morale, lower attrition, and more.

An Effective Business Case Protects Investments, Secures Budget

When done well, an effective business case for learning can protect hard-won learning programs and demonstrate to leadership the impact training can have on powerful outcomes, like customer and employee satisfaction, productivity, and more.

However, it takes time to build a thorough case — especially alone. Doing so with support from other areas of the business will strengthen the argument for learning while also decentralizing the planning and execution process. This will help while building a case, but also when the case has been won.

If you're building a case for your programs, consider reviewing Skillsoft's Total Economic Impact Studies, commissioned through Forrester Consulting. Each of these studies shows the potential return on investment a composite organization would realize by investing in Skillsoft training.

• Total Economic Impact of Skillsoft Technology and Developer Solutions
• Total Economic Impact of Skillsoft Compliance Solutions
• Total Economic Impact of Skillsoft Leadership and Business Solutions

Further, this year's  Lean Into Learning Report and  IT Skills and Salary Report dive deep into training data and industry trends to help inform L&D strategy. Use resources like these to bolster your argument in favor of training.

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Chambers of commerce and the business of skills

• Industry, business and entrepreneurship
• Local employment and economic development
• Local employment and skills
• Skills strategies

Cite this content as:

In today's rapidly evolving economy, businesses are facing growing challenges in recruiting workers with the right skills. Chambers of commerce can play an important role in helping communities tackle these pressing issues and building skills systems that are fit for the future. This paper draws on a 2024 survey undertaken by the OECD in collaboration with Eurochambres and the International Chamber of Commerce, covering chambers from 65 countries and transnational regions. It explores the role chambers play in shaping and implementing skills policies at local, regional and national levels. Common approaches include supporting strategy development at both national and regional/local levels; serving as an intermediary between businesses and skills programmes; and, at least to some degree, being a direct provider of training themselves. As demands for agile and inclusive skills systems grow, this paper serves as a first step to explore how chambers can further support skills agendas.

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