TRAINING AND DEVELOPING HUMAN POTENTIAL NOTES
6.0Introduction
After the employee has been recruited, selected and inducted, he or she
must next be developed to better fit the job and the organization. No
one is perfect fit at the time of hiring, and some training and
education must take place. No organization has a choice of whether to
develop employees or not; the only choice is that of method. If no
organized program exists, then development will largely be self-
development while learning on the job.
Development would include both the training to increase skill in
performing a specific job and education to increase general knowledge
and understanding of our total environment. In the future, the only
winning companies will be those that quickly to changing conditions,
increasing workforce diversity, and the critical issue of training-
related problems. Preparing employees to function in high performing
system is an important HR activity and is the focus of this lesson. The
modern HR manager must not only be flexible and adaptive in changing environment but must
also be able to develop a system approach to training. Rapidly changing
technology necessitates employees who have the skills, abilities and
knowledge to keep up with new complex production and techniques.
Training is a process that begins with the orientation of the new
employee and continues throughout an employees’ career. Therefore, it is
important that the HR manager develop labor force. Training is critical
because it provides the skills needed both now and in the future. The
underlying assumption is; if an individual employee becomes more
productive and more involved, the total organization will also be
improved. An overlooked benefit of training is when it is a continuing
process rather than occasional. It has been found that when companies
train their employees continually, not as a high level of performance,
but it also helps to eliminate a negative work place.
*6.1 Training
Training may be defined as an attempt to improve performance by the
attainment of specific skills such as typing, welding, running a
computer and so forth, to do the current job the goal of training is to
ensure that a number of job skills will be performed at prescribed
quality levels by trained employees.
*6.1.2 Development
Development is more general than training and refers to learning
opportunities designed to help employees grow this provides employees
with less detailed information but provides broader learning, which may
be utilized in a variety of settings and for future jobs. Some examples
would include learning computer programming so one could write programs,
understanding human behavior as it relates to motivation, understanding
total quality development is to broaden the employees’ comprehension of
generalized situations that may overlap into specific events. In
essence, development is macro, not micro. It results in comprehension of
processes and through this in understanding results in better job
performance.
6.1.3 Combination programs
Training programs may combine both training and development. In fact,
development is becoming merely a factor in training programs as the
business world begins to experience the serious deterioration of the
education system in grades K through 12. As global competition
increases, training programs for management are becoming more
educational in scope with instruction in such fields as ethnic and
cultural development in the world marketplace. An example of development
is the problem of technical versus managerial expertise allowing for
promotion of both and not creating dead-end jobs. One answer is to
develop dual careers paths allowing both groups promotional and
development opportunities. Many industries have used this procedure and
is now quiet common in information technology (IT) departments. By
creating two career development paths- one by the traditional route of
assuming management responsibilities and other by moving up a technical
route of assuming management responsibilities and other by moving up a
technical ladder- this helps to cut turnover while building more
efficient IT groups.
Process of Training
Without proper planning of the training process, a lot of money will end
up being wasted on unnecessary or obsolete training programs. To ensure
that training money is invested wisely requires the same logic used in
all management decisions. The manager must:
1) Identify training needs and establish specific objectives and
evaluation criteria
2) Design the appropriate training methods and conduct the training
3) Evaluate the results of the training
Step 0ne:
Identifying Training Needs
The initial step in a training program is to identify training need s,
often termed needs assessment. The needs assessment refers to a
systematic, objective identification of training needs. Training needs
can usually be determined by consulting with appropriate managerial
personnel regarding the results of assessment centers, areas of need
revealed through employee performance appraisals and determining
managers’ concerns for specific training needs to improve bottom line
performance.
Step Two;
Designing Training Programs
The second step in a training program is developing training objectives
and criteria. The instructional objectives and criteria describe the
performance in terms of training. One example of an objective would be
the attainment of a specific skill or performing a work task within a
certain frame. An example of criteria would be as specified score on
test instrument or validation of performing a specific operation
flawlessly a number of times. There are two advantages to developing
objectives. First the objective provides criteria for evaluating the
training program.
Second, the objective provides trainers with the specific topics and
contents to focus on. This ensures that training programs are focusing
on important topics and goals that have meaning to trainees. Achieving
the objectives and criteria can be accompanied through the selection of
an appropriate training approach. The basic techniques include coaching,
internship, on-the-job training,
apprenticeship, job rotation, job instruction method, mentoring, case
method, continuing education, college and correspondences courses,
lecturers, role playing, simulation programmed instruction and vestibule
training. These training methods can be used to achieve either one or a
combination of learning objectives: cognitive, non-cognitive, and
psychomotor. Cognitive learning relates to job specifics. It is
concerned with facts and method sequences. Non-cognitive is concerned
with behaviours : creating and responding to position requirement.
Psychomotor involves performing tasks requiring use of hands, feet and body.
Basic Technique in Training
1. Orientation Training
Orientation training may be defined as training that introduces new
employees to the organization and learning the ropes and familiarize
them with the rules procedures, tasks and values of the organization. In
general, the orientation process accomplishes the socializing of the new
employee. Socializing refers to a new employee learning the norms,
values, goals, work procedures and patterns of behaviour that are
expected by the organization.
2. In-house Coaching
Coaching requires a person who has the necessary knowledge to instruct
other individuals on one-to-one or small group basis. The coast most
often is a supervisor, but may be a coworker. Coaching is most often
associated with team sports, such as baseball and football, where
individual and team skills are developed through practice and critique.
Although knowledge of the task is important, an effective coast must
also possess the ability to communicate the information to the
individual in an efficient manner. The coach and the one being coached
must develop a mutual trusting relationship, if this method is to be
successful.
3. Internships
Interns usually follow a formalized training program. An internship
program usually consists of a series of job assignments over specific
time periods designed to prepare person for better job responsibilities.
To ensure interns make the necessary progress in their job assignments,
daily log of their activities is kept and/or written reports are
reviewed by appropriate supervisors. These jobs are usually channeled
through the internship coordinator who oversees the progress and
functions as the administrators of the internship program.
4. On-the-Job Training
In on-one-job training, the employee is placed in the work situation and
the supervisor instructs the employee in how the job is done directly at
the workstation. On-the-job training has several advantages. First, it
is cost efficient. Workers actually produce while they learn. Second it
builds motivation and involves a feedback situation. Finally, it
minimizes problems of transfers of training. When employees learn in the
actual job situation, the skills learned are the ones needed. Although
on-the-job training is usually low cost and practical, it does have some
disadvantages. Because training is conducted at the normal production
point, trainees may damage equipments, cause excessive waste materials,
and involve significantly higher accident rates. Another major
disadvantage of on-the-job training centers on the trainer. In the
majority of cases, the instructors are either supervisors or experienced
line workers. In either case, the trainer may not have the training
skills, interest or tie necessary to properly train the new employee.
These conditions could produce improperly trained employees who, through
no fault of their own, are not performing the job at a high level of
productivity and safety.
5. Apprenticeship Training
Among the oldest types of on-job-training is apprenticeship training.
This training is commonly used by industries including metalworking,
construction, and out repair, where the apprentices are trainee who
spent a set of period of time (usually 2 to 3 years) working with an
experienced journeyman. When used properly and apprenticeship programs
allows the worker to earn wages
while learning in both on-the-job situations. The major disadvantages to
apprenticeship training seems the set time period placed on all enrolled
in the programs. People have different abilities and learning rates, but
all must serve predetermined training period.
In the changing technological environment of the 200s, apprenticeship
programs also face new challenges. A trainee may spend several years
learning a specific job skill, and then find upon completion of the
apprenticeship that these job skills are no longer needed.
6. Job Rotation
Job rotation training involves moving trainees around among different
jobs within the organization. This system is often used for management
level training and self managed work team programs. Job rotation allows
the employee to learn several job skills and a wide range of operations
within an organization. Cross-trained personnel also provide greater
flexibility for organizations. Cross-trained personnel also provide
greater flexibility for organizations when unexpected transfers,
absence, promotions, or other replacements may become necessary. Ob
rotation usually takes place at the same pay rate. It often occurs when
the job is temporally
vacant due to a vacation, illness or termination. The employee benefits
from learning a variety of skills. The company benefits from having a
group of experienced candidates from whom to choose when vacancies occur.
7. The Job Instruction Method
The Job Instruction Method (JIM) is formalized on-the-job training
method where the employee follows as series of written instructions to
complete a procedure or to operate machinery. These written instructions
may be provided by the manufacturer of the equipment or by skilled
company employees. The JIM is effective for repetitive situations.
Programmed Instruction (PI) provides the employee with short segments of
information who then respond to selected questions. If the answer is
correct, the employee moves on to newer, more complicate segments of
information. If the answer is wrong, the employee returns to the
previous short segments of information and tries again. Because this
approach is self-correcting, it is fast, and, for some individuals, is
more effective learning tool.
8. Computer Assisted Instruction
One popular method of training is programmed instruction or
computer-assisted instruction. This involves a self-taught, self-paced
learning system, usually using computers, which eliminates the need for
an instructor. Material is presented to trainees in written form, or by
computer programs through a series of self-paced steps. Each step
consists of factual material to be mastered, which
is directly followed by a question. The trainees’ responses are
immediately verified after each question. If the replies are correct the
trainees proceed to the next item. If the
responses are incorrect, the question is repeated. Computer aided
instruction offers the advantage of individualized training. Trainees
progress at their own pace, receive immediate feedback, and are active,
as opposed to passive learners. The potential of computer-aided
instruction is limited only by the amount of training needs, and is
becoming one of the most popular training methods.
9. Mentoring
Mentoring establishes a formal relationship between junior and senior
colleagues or between a person with superior knowledge and a less
experienced employee. It is similar to a parent-child relationship in
that one provides guidance and tutorship in the ways of career success,
including sponsorship, coaching, and protection of the colleague,
exposure to important contacts and assignments of challenging work. A
mentor can be an important aid in the development of the junior person,
and may also be valuable for improving the job involvement and
satisfaction of the mentor. The mentor begins by determining the
employee’s job and the direction of the subsequent career path.
Together, the mentor and the employee should develop career goals based
on abilities and company
promotional opportunities. One approach is both parties to maintain a
diary of events both feedback and agreement of the progress attained. An
evaluation format should be established at the start of the mentoring
program. This can be as simple as both parties discussing progress or
evaluation by other managers of the employee, or more formal committee
reviews at various points in the program.
10. The Case Method
The case method is as useful tool in classroom training sessions.
Because the case is usually a generalized version of an actual job
situation, it provides authentic data and the opportunity to suggest
appropriate corrective action. Each trainee reads a case report which
describes an organizational situation, then, in a term, they discuss
problems, and present differing viewpoints and a plan of action.
11. Off-the-Job Training
Aside from initial orientation and on-the-job apprenticeship most other
industry training probably occurs away from the actual job location.
These programs may be taught by staff professional trainers and
consultants, or university faculty. Off-the job training provides a
variety of training, which would not otherwise be available to smaller
companies. Programs can be designed to meet training needs without being
restricted by the lack of organization resources. Typically, off-the-job
training creates an environment for
learning. Employers not only need to know the training needs of their
employees, but also need to understand their learning preferences. Once
the training program is completed, if the employee can continue
self-directed learning, then it becomes cost-effective to teach and
demonstrate learning style theory. One approach to transfer of training
is to provide a mentor in the workplace to reinforce what has been
learned. This way, the learning experience continues in the workplace.
Continuing Education
Continuing education courses may be offered by colleges or professional
organizations. They are usually of short duration and take place away
from the organization. Topics range from self improvement and learning
particular skills to maintaining a desired level of professionalism
(such as in nursing or accounting). College and correspondence courses
include educational, vocational and technical. As a result of their
broad range, they provide a valuable supplement to a company’s training
program. From the company’s viewpoint, problems that occur include the
course content many not satisfy the organizations specific needs and
employees progress is difficult to monitor.
Step Three: The Evaluating Of Training
Evaluating involves gathering information on whether trainees were
satisfied with and learned from the training. The evaluation considers
several areas: was the designated need or objective met and the
specified criteria satisfied? Was the teaching method selected effective
for the individual to learn? And finally, will the evaluation assist the
instructor to be more effective in
the teaching role?
The answer to the first area of concern – whether the designated needs
were met and the specific criteria satisfied – involves both the trainee
and the trainee’s supervisor. Some type of test will often measure the
trainee’s accumulating of knowledge. However, the key area is whether
the training received by the employee
translates back of the job to
increase effectiveness. This knowledge is possessed by the supervisor
who should be surveyed through some form of written appraisal after the
trainee has trainee has returned to the job for an appropriate time
period. Whether the selected teaching method was effective will be the
result of summating the trainee’s
test scores and the supervisors rating of whether the employee is now
more effective on the job.
The final area of concern is the effectiveness of the instructor. The
same evaluation data used in the previous appraisals can be used here
also, although the analysis will be somewhat different. The student test
scores and the supervisor’s evaluating need to be reviewed for possible
areas of course weakness and curriculum deficiencies. After determining
these effects, these effects, the instructor can determine the
appropriate changes at the teaching level to increase effectiveness. In
conclusion, for an organization or a company to maintain success, it
must employ a systematic approach to training and developing employees.
The purpose of training includes:
- Orienting new employees
- Improving productivity
- Developing employee skill levels
- Enhancing job competency
- Solving organizational problems.
- Developing promotable employee from within the organization
In any organization, commitment to training must start at the top,
customer service is the key to success, and all employees are trained to
focus on customer satisfaction. The true key to successful change is
employee involvement and commitment. Other employee training resources
include interactive web-based training and the virtual university.
SUMMARY
In the past decade, training has become increasingly popular as an HR
technique for improving employee and managerial performance in
organizations. It has been suggested that most organizations provide
some type of formal training and spend millions of money in the effort.
An effective training program depends upon systematic approach including
a careful need assessment, program design and evaluation of results. In this lesson, we examined the major organization training and orientation programs. Training and development includes the orientation of new employees as their job requirements change. Encouraging the development and growth of employees and managers is another aspect.
You will have the opportunity to assess a training problem and to
develop a set of strategies and techniques for an organization training
program. Clearly, a new employee’s initial experience on the job can
have a major affect on a later career, just as a student entering a new
class. In evaluating learning in class, we measure changes in learning
skills, behaviour and results. The impact on the performance of the
organization provides the bottom line.
