Important Aspects of Training,
Development and Educating Employees in Organization
By:
Mukhlis, SE.
Introduction
The
notion of the importance of training and development programs for employees has
become the major concern of organizations worldwide. This occurs due to the
contribution of training and development programs for the improvement of
oganizational performance. Kramar, McGraw, and Schuler (1997) assert that such
programs have positive impacts for the individual and organization. For
individual, training program will likely increase earning and opportunities
open to people, while for organisation it brings about the better performance
and competitiveness. Nankervis, Compton, and Baird (2005) reveal similar
perspective. They contend that although some employees have some basic of
knowledge and skills in undertaking their jobs they will apparently need some
sorts of training and development programs. This is aiming at maintaining an
effective level of job performance so that the employees are ready to
contribute much for the organization
(Nankervis et al., 2005). Training and development programs will also increase
employee job satisfaction which leads to better performance of workplace
(Graham & Bennet, 1991). Indeed, when employees have job satisfaction due
to training the acquired the performance of the organization will improve (Kiedrowski,
2006). This paper aims
at exploring the practices in training and development programs for employees
in organizations. The paper will present definitions, scope and types of
training and development program, its benefits and drawbacks, trends in
training and the extent of the organization responsibility in determining the
training needs of employees.
Defining
training and development
The
field of training and development has not only become confused by the number of
terms which describe aspects of the activity but also overlap to a considerable
extent. The terms ‘training’, ‘development’, and ‘education’ are used almost
interchangeably in discussions of training and development. Some writers define
the terms separately as for example John (1990) who asserts that training is
change in skills; education is change in knowledge; and development is change
in attitudes or values. This paper, however, looks only at the terms ‘training’
and ‘development’. Nankervis et al.
(2005) define ‘training’ as “any procedure initiated by an organization to
foster learning among organizational members”.
Knoke and Ishio (1998) advocate similar definition; that is any program
that is planned in advance provided for employees to improve their skills. These two definitions
depict clear contents of training, but appear to be insufficient comparing to
other definitions. Noe, Hollenbeck, Gerhart, and Wright (2003), for example,
proposes that training is planned effort to facilitate the learning of
job-related knowledge, skills, and behavior by employees. While all
competencies in performing job are covered in this definition Kramar et. al.
(1997) limit the scope with “ … a current job”.
‘Development’
on the other hand is more general than training. Nankervis, Compton, and Baird
(2002) state that ‘development’ goes beyond educating workers for a particular
position whether at present or future. This indicates that development programs
prepare employees with learning where they acquire knowledge, skills, and
behavior that improve their ability in facing challenges of existing jobs or
future occupation (Noe et al., 2003).
Scope of training and development programs
According to Nankervis et
al. (2005) and McCarty and Stone (1987) there are certain stages for conducting
training for the employees. At the starting point of employment, a worker
should have satisfactory level of competency in undertaking his job. At this
step the result of training may enable the employee to perform effectively. The
next stage, training should be provided for employee opportunities in acquiring
new knowledge and skills so that he may be then perform better on his duty and
may qualify for higher position in the organization.
Training and development methods
In improving the employees quality,
organizations spend a huge amount of money each year to train their core human
resources. It is estimated that organizations spend about $200 billion annually on their
workforce training (Awoniyi, Griego, & Morgan, 2002). Employees
usually are to undertake various kinds of training programs. In this section,
it will be elaborated two forms of training regardless to location; on-the-job training and off-the-job training.
On-the-job training (OJT)
According to Samson and Daft (2003) the most common method of
training is on-the-job training
(OJT). In OJT, training is delivered within the normal work condition (Graham
& Bennet, 1991) where experienced
worker is asked to show new recruit workmate how to perform job duties
(Rothwell & Kazanas, 1990). This sort of training includes induction and
orientation, job rotation, and
mentoring.
Induction
and orientation
In recent years, organizations worldwide
have put induction and orientation as the main form of training for employees.
This type of training is the first step to get employee started the right path
of his job (Nankervis et al., 2005). It is a formal process aiming at
introducing new workers with the organization, their responsibility, and work
unit (Nankervis et al., 2005; Gilbertson
& Atson, 1977), learning the culture of organization and getting to know
workmates (Stone, 2005; Compton & Nankervis, 1991), learning formal knowledge, regulations, principles
to actual tasks, and procedures (Berman, Bowman, West, & Wart, 2006), or
acquiring standards and goals of the organization (Samson & Daft, 2003).
All aspects of socializing with the environment of organization are the primary
knowledge and skills prior to work for new
employees. Experts on organizational management have pointed out some
reasons on the importance of conducting induction and orientation. Nankervis et
al. (2005), for example, claim that conducting induction is beneficial both for
organization and employee. They contend that
such activity brings about high productivity of the organization,
improves employee morale and enhances learning process. Whereas Stone (2005)
claims that induction program will likely reduce employee anxieties and can
minimize labour turnover. Hence, it is seen that induction program leads to
short-term and long-term benefits. However, Stone (2005) reminds HR manager to
plan, conduct, and evaluate such program carefully. In this concern, he refers
Starcke’s point of view that:
“…orientation is likely to be more
successful if it is done over a period of time so the new employee is not
overloaded with information, it involves a combination of learning styles and
it begins immediately” (Starcke, 1996 in Stone, 2005, p. 351).
In addition to Stone,
Nankervis et al. (2002) suggest that careful planning in running induction
program should emphasize on program goals, topics to be delivered, and methods
comprehensively. Regardless to this perspective, McCarthy and Stone (1987)
propose to those who plan induction program to use a check list, focus on
what’s important, develop an induction packet, set up program, and evaluate the
program.
Job
rotation
Job
rotation refers to activity which is
used to train and expose workers to
various job positions and decision making situations (Kramar et al. 1997);
where the trainee is given several jobs in succession, to gain experience of a
wide range of activities (tutorme2, 2007). In some organizations job rotation
is considered important because it leads to positive contribution to the
organization. Nankervis et al. (2005) point out that employees movement from
one department to the other broaden
their knowledge and understanding of all the part of the business. In addition,
Dessler, Griffits, and Lloyd-Walker (2004) state:
In addition to providing an excellent
opportunity for trainees to identify their strengths and weaknesses and to make
informed career decisions, the movement of trainees around the organization
ensures that new ideas are introduced into all areas. Movement of staff around
the organization can improve interdepartmental cooperation; managers become
more understanding of each other’s problems, while rotation also widens the
trainees’ acquaintances among management. It also helps potential managers deal
with ambiguity as they move into different divisions, facing different
scenarios and dealing with different political situations ( Dessler et al.,
2004, p. 316).
While
the benefits of job rotation are true, however, Kramar et al. (1997) argued
that the extent of training and long-run benefits it provides may be
overstated. The employees are not in a single position for a long enough period
to learn very much and are not motivated to learn because they know that they
will move on in the near future. In perceiving this reality Kramar et al. (1997), therefore, propose the
organization and its managers to avoid job rotation dealing with the personal
career development strategy instead opt for job assignments that are more fixed but that provide greater
challenge. Stone (1998) also reveal the drawbacks of job rotation but it more
concern about the cost which is expensive. He further claims that job rotation
may fail if supervisors are not prepared and lack interest.
Mentoring
The practices of mentoring refers to the creation of learning
relationship between an older, more experienced employee, who acts as a coach
and a role model, and younger member of the organization (Kramar et al., 1997;
Stone, 2005). The primary aim of such relationship is to develop and help the protégé
to advance in his or her career. In this particular concern, Kramar, et al.
(1997) advocate that mentors’ role and responsibility is not only to teach the
protege how to advance in organization but also actively promote their career.
Mentoring has positive impacts. Anonymous (2002), for instance, argue that organisation might choose to
arrange after-hours meeting to pass knowledge on. This indicates that mentoring
program is flexible concerning with time. Apart from saving the cost of
training courses, the salary and project cost normally associated with offsite
training is also saved (Anonymous, 2002).
However,
mentoring program cannot be all good for all situations. Berman, et al. (2006)
claim that although mentors often assist in dealing with long term goals,
complex skill development and professional socialization, a principal barrier
is the failure of employees to cultivate relationships with more experienced
managers. In this condition, individuals need to identify prospective mentors
rather than waiting for mentor to appear.
Management writers believe
that OJT has many advantages. Such
training method is efficient in term of spending money for the facilities,
materials or instructor fee and easy transfer of knowledge and skills (Samson &
Daft, 2003). Another positive effect is OJT provides “opportunity for the trainer to develop good relationship with new employees
(Nankervis et al., 2005). In addition, OJT
may also be used to upgrade workers’ skill when new technology or new
work methods produce on-the-job change (Rothwell & Kazanas, 1990). Apart
from the advantages as mentioned above, OJT may have some drawbacks. Graham and
Bennet (1991) claim that there are several drawbacks of OJT. Firstly, the
instructor may have lack of competency and insufficient time in giving proper
training. Secondly, if the training is
result oriented it may discourage both the trainer and the trainee from proper
learning activity. Thirdly, new
employees may be exposed to bad method. To conduct a successful OJT and to
overcome any negative impact of it, Nankervis et al. (2005) suggest the
following points: (a) develop realistic goals and measures for each OJT; (b)
plan a specific training schedule for each trainee, including setting periods
for evaluation and feedback; (c) have supervisors establish a non-threatening
atmosphere that is conducive to learning; (d) conduct periodic evaluations,
after training is completed, to prevent regression.
Off-the-job training
In addition to OJT, Nankervis et al. (2005)
and McCarthy and Stone (1987) believe on the importance of providing workers
with training away from their organization; that is called off-the-job
training. Employees need to be enhanced with various methods of training so
that they can have better knowledge and skills. Furthermore, Stone (1998) revealed that conducting
training outside will give the diversity of information and knowledge resulting
from meeting people with different backgrounds. Simulation, and e-learning are
examples of off-the-job-training.
Simulation
Mondy,
Noe and Premeaux (1996) define simulation as “a technique for experimenting
with a real-world situation through a mathematical model representing that
situation” (p. 128). In this technique,
a model is an illustration of the real
world so the participants are engaged in situations that are similar to actual
job conditions (Kramar, et al., 1997).
Although
using this technique is generally less hectic and safer than actual one
(Nankervis et al., 2005), Kramar et al. (1997) however, point out negative
consequence of this method; that is difficult to adjust simulated training
environment to the real job condition. Therefore, some organizations prefer to
do the training in real workplace. Banks, for example, would rather train their
tellers on the job than using simulation.
E-learning
According
to Bozarth (2005) e-learning is anything that is designed to improve work
performance delivered through any electronic devices. In this definition she refers computer uses such as web, CD or DVD, and any
training mechanism available electronically. A case in a point is Qantas
training modules through their intranet where staffs are given online training
(Nankervis et al., 2005). It is asserted that e-learning has advantages.
Nankervis et al. (2005) look at the flexibility concerning with time and
geography, while Bozarth (2005) at the
saving cost of delivering training using learning.
However,
Putman (1989) exposes fundamental question on this sophisticated model of
training by stating:
We know that training should be done only when it is needed and
cost-justified. We have learned a great deal about designing and implementing
training programs that use sophisticated media effectively, that incorporate modeling,
practice, and feedback in appropriate measure, and that take into account adult
learning styles. In short, we have learned a great deal about how to actually
improve specific competencies through training. It seems, however, that we are
still learning to ask ourselves a basic question: have we really created a
training solution? (Putman, 1989).
Whereas Bozarth (2005)
advises those who want to use it to consider whether or not e-learning
is appropriate for their organization.
Therefore manager should take a longer term view if they really want to
implement this kind of training (Steier, 1989).
A systematic approach to training and
development
In conducting training and
development programs for employees, organizations should take into account all important
aspects of the program itself. Stone (2005) advocates that the effectiveness of
training and development program is the major concern for organization to
undergone such program. Therefore, he suggests to have a comprehensive analysis
prior to setting up training
programs. Having this analysis will
allow HR manager to figure out how training and development program contribute
to the organization’s strategic
business. Stone (2005) then clarifies logical sequences of particular analysis
which he calls as a systematic approach
to training and development. The first stage is assessment. HR manager should identify what is needed for the
training, who will deliver the training, when and where will it be conducted.
This is aiming at obtaining clear objectives of the training. Insufficient
analysis of this process may lead to inconsistent purpose of the training with
the actual need of the organization (Stone, 2005). Indeed, in reality many
organizations do poor job of assessing training needs or do not perform such
assessing at all (Nankervis et al., 2002). The second phase is training activity. Stone (2005) asserts that this activity concerns with selecting the
training methods and learning principles to be implemented in a training
program. He adds that such particular
activity involves taking into account both the content and the process of
training. Thus HR manager are to decide location, timing and presenters in this
stage. The last phase is evaluation.
Stone (2005) claims that evaluation process is essential to find out whether or
not training and development program brings about positive impact on
organization. He further emphasizes if
training and development program conducted should “contribute to the achievement of the organisation’s objectives”
(Stone, 2005). In this notion, it is important for HR manager to compare the
intended goal of the training with measurement of actual achievement and to
analyse and explain any variables.
Kirkpatrick (1994) as cited
in Stone (2005) and McMahon and Carter (1990) advocates four approaches to
measure training effectiveness. The four
approaches can be seen at the following
figure.
Figure
1: Kickpatric’s four approaches of
training evaluation
Approaches of training evaluation
|
Explanation
|
Reactions
|
These are participants
point of view regardless to training conducted. Reactions can be based on
impressions, opinions and attitudes of candidates toward the activity. The
aim of this measurement is to identify how much the participant liked the program.
This type of measurement, which usually in form of questionnaire called
“happy sheet” (see Appendix) can be
undertaken during or at the end of training activity.
|
Learning
|
This deals with the
outcomes of training process which to
used to measure how well participants have learned particular skills or
knowledge taught by instructors. This type of evaluation can also be measured
during or at the end of the training activity.
|
Behaviour
|
This measurement involves
identifying changes in job behaviour, interpersonal relationships and so on
that can be attributed to the training activity. It concerns with examining
whether or not training improves participants on-he-job performance. Evidence
can be gained through direct observation, from the comment of supervisors and
colleagues and from performance appraisals.
|
Results
|
This measures the effects
of training on the achievement of the organization’s objectives. Reports on
productivity, sales, quality, absenteeism costs, and so on before and after
training are used to determine the bottom-line impact of the training activity.
|
Despite the importance of
training evaluation, many HR managers do not include the phase as part of
training and development program within their organizations (Kumar, 1999). Such
reality appears as HR practitioners are not trained in assessment and research
methodologies and are thus inclined to use ‘happy sheet’ (Stone, 2005).
Therefore, it is recommended for organizations to ensure that their HR managers
are well-trained in conducting evaluation program.
The following figure
depicts a complete systematic training and development model that have been
discussed in this part of the essay.
Figure
2. A systematic training and development
model
|
|
|
 |
(Adapted from Stone, 2005, p. 338)
Trends in training
Because of the rapid
changes in technology and the growth of organization into large, complex
operations, training and development programs has emerged into new trends.
Polson (1994 as cited in Nankervis et al., 2005) outlines several
new trends concerning with this phenomenon.
He states that training and development programs will be more emphasis
on ‘action learning’, much greater use of CD-ROM, diversity in training
delivery, and downsizing of large training department. According to Stone
(2005) action learning is a learning
experience based and differs from traditional management training in several
aspects. While traditional model of training uses books or written cases as the
main sources of training, action learning’s material is real organizational
problems. The method in delivering training is “based on the straight forward
pedagogical notion that people learn most effectively when working on real time
problems occurring in their own work setting” (Raelin, 1997). Similar to Polson, Berge, de Verneil, Berge,
Davis and Smith (2002) assert that
training program for employees will be more focus on improving workers
competency in computer use, greater need to provide training on teamwork and
system thinking, and shift from providing ‘training’ to ‘learning’.
Employer
responsibility in training and development employees
Hyman (1996) has
pointed out that the process of training and development program is undertaken
with organizational needs as the primary concern. This indicates that any
training conducted will, for the most part, benefit organization. However,
employer should also think of the necessity of employees who, in the long run,
need to have satisfying careers (Nankervis, et al., 2005). In perceiving this
notion, Nankervis et al. suggest organizations to offer and undergo career
development programs for their employees.
Nankervis et al.
believe that such program will give considerable commitment and loyalty of the
employees towards organization and will retain key employees (2005). In addition, Hall (1976 as cited in Nankervis et
al., 2005) asserted that a career development programs would benefit the whole
elements of organizations. However, employees should not rely career
development merely on employers. The ultimate responsibility for personal
growth still rests with the workers themselves (Nankervis, et al., 2005).
Indeed, employers’ role and responsibility is just to help them to achieve
their career objectives.
Conclusion
We have seen that
training and development program for employees is important for the success of
organization. This program should be carried out continuously, from the
beginning when the employees are just being recruited. Methods available for training and development program, such as OJT which
includes induction and orientation, job rotation and mentoring and off-the-job
training which includes simulation and e-learning, have both benefits and
drawbacks.
Therefore, in
designing any form of training and development program, HR manager should
follow a systematic approach which involves three phases: the assessment phase,
the training and development phase, and the evaluation phase. Organisation
should also adjust their training format with the new trends in training, for
example in using CD ROM or other electronic devices. Employer should also
responsible in helping employees in obtaining their personal career. However,
the workers should also aware that their personal growth is their primary responsibility.
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