Training Methods
Training of managers is very essential for the success of an organization since it ensures a strong management team. There are various ways to conduct training for managers to ensure short-term and long-term benefits for the organization. On the job training is the most commonly used mode of training where employees undergo training while undertaking their usual duties. Many studies support this form of training since the individual learns practically and can be able to apply the knowledge in their work (Gruicic & Benton, 2015). Pederson, Dresdow & Benson (2013) indicate the importance of conducting training as the managers develop their skills. They, therefore, require to be in a work environment for the training to be effective. However
Frost & Wallingford disagree with the traditional form of training by recognizing that knowledge is not necessarily transferred to the trainees during the process. According to the study, training requires serious planning and consideration for effectiveness to occur. Regardless of the approach taken, training is essential for an organization to develop skills and competencies of managers to improve their performance.
Interpersonal Nature
The relationship between managers and employees requires a high level of interpersonal skills due to its intimate nature. Gruicic & Benton (2015) stresses on the need to view managers as people dealing with other people on a daily basis. This eliminates the complexities of management and reduces it to a form of relationship. Mind-body training is the proposed training for managers that aims at developing emotional competencies in an organization setting. The training seeks to develop qualities like self-awareness, self-compassion, and empathy among others. The managers should improve these qualities while at the same time improving their performance and productivity since the training occurs as managers continue with their normal duties. Pederson, Dresdow & Benson (2013) explore the training of job-shop supervisors who are identified as having a difficult job in doing their work. It is important for the supervisors to understand the required tasks to enable them to handle their jobs comfortably. Training should, therefore, begin with definition of tasks to understand what the job entails. However, the intimate and informal nature of work relationships in job shops makes it difficult to separate interpersonal and operational tasks. Conflict management and motivational skills become some of the most important skills for supervisors to learn. They are essential for supervisors to handle customers, assign tasks to employees, and address arising issues at the workplace (Granvold, 1978 p.41).
The Value of Skills
Competitive advantage is attained by an organization that has a wider pool of skilled employees than its competitors. Skilled employees are productive and ensure quality output for the organization while saving on the time required to perform tasks. Productivity is the identifying factor which leads to profitability and eventually translates into the growth of the organization. Frost & Wallingford (2013) insists on the need of equipping managers with skills to enhance their performance. Acquisition of skills is the main goal of training, and its absence renders the training process ineffective. This knowledge transfer will determine whether managers are in the same position as before the training process began. (Mahlangu & Govender, 2015) explore the transition process from a technician to a supervisor. For the transition to take place, the technician must acquire skills that his peers do not have in order to stay ahead of them. Acquiring relevant skills elevates him from the position of a mere technician to that of a supervisor. Gaining skills that others do not becomes an asset in gaining an advantage over others. For one to become the supervisor, their skills and expertise must exceed that of the employees that they supervise.
Development
Development is paramount to training since it is the reason why training takes place in organizations (Boyan & Copeland, 1974). Frost & Wallingford (2013) focus on the concept of development and suggest that employers should make this their major focus rather than focusing solely on training. This begins with separating the concept of development from that of training. Just because training occurs for a group of managers, there is no guarantee that transfer of knowledge took place. This necessitates that proper and careful planning of training programs to ensure they do not waste the organization’s resources but rather improve the skill level of employees. Mahlangu & Govender (2015) identify that it is through development that one can gain promotion to a position of more responsibilities. For a technician to gain the position of a supervisor, he must acquire relevant knowledge and apply it in his work. This would indicate that the training process was successful and that the training program realized its training goals.
Pederson, Dresdow & Benson (2013) explore the need to conduct a needs assessment before beginning the training process to ensure that the training offers what the managers need. Performance is a way through which one can assess the effectiveness of the training process. Without development, training is ineffective and may incur more costs than benefits. There is a need for a systematic development needs assessment before the training process begins to ensure effectiveness (Frost & Wallingford, 2013). A cost-benefit analysis is, therefore, a necessity when designing a training program to ensure cost effectiveness.
Annotated Bibliography
Gruicic D., Benton S. (2015). Development of managers’ emotional competencies: mind-body
training Implication. European Journal of Training and Development. Vol. 39 Iss 9 pp. 798 – 814.
In this research, the researchers assess the interpersonal nature of management and explore the usefulness of mind-body training in developing the emotional competencies of managers. It uses the quasi-experimental design to assess the implication of employing the mind-body training. The findings indicate that mind-body training is effective in improving the management of emotions.
Frost D. E., Wallingford V., (2013),"Experiential learning for developing managers: a practical
model", Journal of Management Development, Vol. 32 Iss 7 pp. 756 – 767
In this paper, the researchers create a system of assessing development needs of managers while still undertaking their usual tasks. The model used connects previous competencies of managers to opportunities of development. Self-assessment instruments are used to check competencies against provided ratings. It provides a development approach to training by identifying training needs and fulfilling them.
Mahlangu (Kubheka), S.R., & Govender, C. (2015). Management competencies required in the
transition from a technician to a supervisor. SA Journal of Human Resource Management 13(1).
This research paper aims at identifying and verifying competencies required for a technician to attain the position of supervisor. It also seeks to identify gaps in training interventions necessary to facilitate the transition from a technician to a supervisor. The research utilized both qualitative and quantitative methods of data collection. The researchers used a large sample in their study hence the findings were representative of a large population.
Pederson L. S., Dresdow S., Benson J., (2013),"Significant tasks in training of job-shop
supervisors", Journal of Workplace Learning, Vol. 25 Iss 1 pp. 23 – 36
In this study, the authors identify the need for effective training for first-line supervisors. The study suggests that the first step to effective training is identifying job needs. This involves understanding the job of a supervisor and required tasks in their performance. The study uses Delphi survey process in data collection and analysis.
Boyan, N., & Copeland, W. (1974). A Training Program for Supervisors: Anatomy of an
Educational Development. The Journal of Educational Research, 68(3), 100-116.
This article features the training of supervisors through using an educational approach to ensure knowledge absorption. It leans towards educating supervisors on their responsibilities and ensuring they can use the knowledge to improve their performance. It uses an anatomy model to illustrate the outcomes of training at every stage.
Granvold, D. (1978). Training Social Work Supervisors to Meet Organizational and Worker
Objectives. Journal of Education for Social Work, 14(2), 38-45.
The article explores the interpersonal nature of the supervisory position and the need for the supervisor to balance obligation to the organization as well as to the workers. It suggests that supervisors must strike a balance between meeting organizational goals and maintaining healthy work relationships at the workplace.
