Training and Development Issues Today
Modern business environments are characterized by intense competition among players within a given market segment. Such intense struggle for securing a definite number of consumers in a segment presents numerous internal challenges to an organization. Other players within that market may employ sophisticated marketing strategies that will give them a competitive advantage over other firms. According to Carman (2010), it means that every organization striving to capture a given market segment should roll out suitable promotional strategies that will place it at a better competing position. As a result of this indispensible need to adapt in competitive settings, companies are starting to categorize themselves as learning organizations. Currently, the term learning organization refers to a fashionable management approach where an organization subjects its workforce to a continuous learning process. This trend encourages employees to develop advanced abilities in thinking creatively, and develop responsive solutions to ongoing problems.
Components of Effective Training Programs
As a means of implementing principles of a learning organization, most firms have adopted provision of performance management systems within their workplaces. Such management systems focus heavily on training and development of workers in specific functional fields. The rapid change in technology requires a corresponding equipment of employees with cutting-edge skills. Bennet (2006) agrees that typical productions departments in modern companies need workers to possess advanced skills that will enable them to perform complex tasks in a responsive and cost-effective manner. Lack of proper training within such complex production environments means that employees will not be able to perform their duties to the standard expected in the industry. Therefore, providing the right kind of training to workers plays a significant role in making any firm a learning organization. However, managers should ensure that training programs are synchronized with their organizational strategies. According to Carman (2010), synchronizing the two areas of training and strategic management ensures that training resources within an organization are put into good use.
Prior to evaluating the process of design and implementation of a training program, we will have to acknowledge the fact that training should be rolled out only when it is necessary in furthering an organization’s goals. Just because a company categorizes itself as a learning organization does not mean they have to implement frequent training sessions without any objective reason. According to Anonymous (2009), training is only recommendable after carrying out a training needs analysis. Such analysis ascertains the kind of training required, plus individual employees who needs the training. In most cases, poor analysis of training needs results in a situation whereby managers trains employees who do not need that kind of skill-improvement sessions. This means that within any given business entity, it would be counter-productive to offer training to the wrong group of workers.
Considerations in Design of Training Programs
After completion of needs analysis, managers will embark on the process of designing customized training programs for distinct group of employees. During the design process, numerous considerations have to be integrated in order to develop an optimal program that suits the workplace context and aligns itself with the organization’s objectives. The first factor to consider involves clearly defining the final outcome of the program. Cartwright (2003) agrees that these objectives should be defined in terms of the actual skills that employees are expected to gain, the probable level of success in imparting proficiency to employees, and harmonization between organization’s policies and expected outcomes. Based on the case study of Southwood School, managers were motivated by an objective to design a popular performance management system that will cause positive feelings among the staff members. In this case, training content will serve the sole purpose of improving worker’s understanding on the new appraisal system.
Apart from objectives, other considerations during design and implementation of such formal programs include resources available during the exercise, and the right approach that will yield high outcomes from the resources committed. With respect to the training program adopted by Southwood School, managers ensured timely availability of training materials that goes well with the new performance administration system. In an effort to reduce costs, training designers opted to use generic evaluation forms in assessing the program. According to Robson (2008), the approach used was in-house, whereby employees would undergo the training within their workplace. This approach proves to be cost effective since participants will not incur travelling costs. Out-house approaches like seminars require that the organization provide daily allowances for travel and accommodation to trainees, thus increasing cost of the entire program.
Skills for Appraisees and Appraisers
In order to facilitate success of a program, both appraisers and appraisees should possess certain personal and technical skills. Skills needed by both parties can be categorized into either soft skills or hard skills. Based on Southwood School’s case study, instrumental hard skills for appraisers would include the ability to develop SMART objectives and design appropriate performance assessment forms. On the other hand, suitable soft skills that will play an influential role in determining success of the training program include good listening skills, graceful communication patterns and excellent questioning techniques. According to John & Mark (2009), appraisers should be able to elicit the right kind of response from appraisees by asking correct questions while being able to listen to the responses attentively. Good communication skills, which fosters clarity of content during lectures enhances participation of trainees throughout the program.
With respect to appraisees, essential hard skills would include a sound ability to complete worksheets and other evaluation documents. In case training programs are conducted online, appraisees will rely on their internet skills in accessing and completing online assignments. Apart from dexterity in dealing with worksheets, employees should be able to perform various practical activities, which include use of audio-visual tools in presenting course content. Soft skills needed include the level of confidence possessed by employees, and team skills used in role playing. On numerous occasions during the training program, appraisees may be required to participate in groups. In this case, individuals within any given group should employ concrete personal skills in taking up their roles within the team. According to Catalanello and Redding (1989), the level of professional confidence among individuals will enhance appraisees’ ability to present findings to appraisers.
Role of Appraisees
Performance management systems will be irrelevant and inapplicable without the role of appraisees. In this context, appraisees play a vital role during assessment and evaluation of a training program. Their vital role starts right from the design to implementation and finally appraisal of the entire system. With respect to the case study in subject, appraisees were asked to contribute in designing their training exercise. Robson (2008) insinuates that despite a 10% response level by the workers; their opinions were eventually included in designing the program. Appraisees are also indispensible during assessments. In addition, trainers will consistently require employees to fill out appraisal forms and answer questioners. At this juncture, it is undeniable that appraisees are instrumental in facilitating effectiveness of a performance management system.
Evaluating a Training Program
For every given training program, managers ought to evaluate the level of success or failure attained in order to ascertain reliability of that exercise in future endeavors. According to Alan (2011), evaluation of training programs can be effectively done through either formative approach or summative approach. Formative approach advocates for the judging of trainees while the training is ongoing. Appraisers are encouraged to hold informal talks with trainees during break times in order to obtain feedback about their progress. On the other hand, summative approach involves judging the program upon its completion. In this case, comprehensive tests, interviews and questionnaires are provided at the end of the program. The level of proficiency displayed by trainees in completed questionnaires and interviews will indicate success level of the program.
Conclusion
In conclusion, one can acknowledge the fact that training and development is essential in management of modern organizations. Learning organizations should adopt the right training approaches in enhancing the skill-set of their workforce. In addition, it is worth noting that training programs should follow certain technical requirements during design, implementation and evaluation. Strict adherence to such technical requirements increases effectiveness of a training program in analysis performance management systems.
References
Alan, P. (2011). Human Resource Management. New York: Cengage Learning Publishing.
Anonymous. (2009, May 18). Trying Training and Development to Competitive Strategy: Workforce Management, 88, 6.
Bennet, K. (2006). Setting the stage for exploration. VINE, 36, 1, PP.7-11.
Carman, M. (2010, May). Four ways to use learning and development to support Business strategy. Training and Development in Australia, 37, 3, pp.8-9.
Cartwright, R. (2003). Implementing a Training and Development Strategy: Training and Development. Indianapolis: John Wiley & Sons.
Catalanello, R. & Redding, J. (1989). Three Strategic Training. Training and Development Journal. 43, 12.
John, B. & mark, E. (2009). Organizational Learning and the Learning Organization: Developments in Theory and Practice. Washington DC: SAGE publishing.
Robson, F. (2008). Case Study: Southwood School – Training and Development. SHRM. Retrieved from http://www.shrm.org/Education/hreducation/Documens/RE-POST_Robson_Southwood_T%20and%20D_Student%20Workbook_FINAL.pdf
