Developing Training Capabilities - Coursework Example

Developing Training Capabilities Name University Instructor Course Date Developing Training Capabilities Abstract: There job training debate seems to have no clear conclusion as to whether it is necessary or it is often one of the most misused training strategy. Some human resource development practitioners feel that job training helps in improving employee and organizational performance. Others feel that organizations often misuse job training by ignoring other crucial factors superseding employee knowledge and skills. This paper seeks to present the two sides of the debate through experience and research findings. Although the paper does not provide a clear cut direction regarding the debate, it concludes by pointing on ways to ensure successful and effective job training programs. Introduction: Training and development, also known as human resource development (HRD), is a section of human resource management (HRM) whose role involves improving the performance of workers in an organization. Gilley and Gilley (2003) summarizes that the role of human resource department in an organization involves improving the organization including its effectiveness. The HRD achieves these exceedingly crucial roles through developing the employee’s careers in order to improve the performance of the employees and that of the entire organization. The process of human resource development involves three principle activities: educating, training and developing the skills, experiences and competencies of workers (Bekerman, Burbules, and Silberman, 2007, p. 1). Training involves providing workers with the necessary knowledge, skills and competencies through teaching them the practical and/or vocational knowledge and skills. Job training, therefore, is training conducted to the employees about their work and in their normal working conditions (Wilson, 2005, p. 7).According to Montana and Charnov (2000), training involves evaluating and enhancing the skill and competencies of an individual based on the job that the person currently holds. Therefore, job training involves giving employees the skills, experiences and competencies necessary for their specific jobs. Also, job training involves improving the skills and competencies of the workers in order to improve their work efficiency (Baker, 2007). Accordingly, trainers use tools, materials, equipments and documents, which employees use or will use after they complete the training (Baker, 2007). How job training is conducted: There are various methods of conducting job training: coaching, mentoring, structured training, Electronic learning, and organizational learning among others. Baker (2007) indicates that there are two main approaches that organizations may use to conduct job training to their employees: formal/informal and self/other directed training. An organization may decide to conduct a self-directed or other-directed job training either formally or informally. The choice of strategy to employ depends on the financial capability of the organization, available time, complexity and specificity of the required skills and knowledge, and motivation and capacity of the employees to be trained (Baker). For instance, Baker (2007) indicates that other directed, formal job training is the most expensive approach of all approaches and combinations. This approach involves the use of a professional to conduct the job training. In other-directed approach, the learner (in most cases the employees) has no role in deciding the skills or competencies required and the training procedure to be used. Somebody other than the learner, for example, the human resource manager or a professional trainer, makes such decisions. Since it is formally conducted, it involves a systematic approach including the establishment of the required skills and competencies, goals to be achieved, time, procedure, tools, equipments and materials (logistics) to be used and the means to evaluate whether the objectives were achieved. However, this approach is considered the most effective way of conducting job training since it facilitates a speedy acquaintance of the required skills and competencies by the learners (Baker, 2007). On the other hand, self-directed, informal job training is usually low cost. However, it requires a high level motivation and capability by the learners since it requires them to conduct their own training (Baker, 2007). In self-directed approach of conducting job training, the learners (employees) make decisions regarding the training requirements and decisions (Baker, 2007). Accordingly, the learners devise the means of evaluating the effectiveness of the job training by evaluating whether the training objectives were met. Since this approach is conducted informally, there may not be extensive arrangements including set out objectives and the means of evaluating whether the job training achieved them. In fact, there may not be clear guidelines for conducting the job training. This approach (informally conducted self-directed job training) requires extensive time before the learners gain the required skills and competencies (Tannenbaum, Mcnall and Salas, 2010, p. 19). Therefore, this approach is best used when financial resources are limited, and there is enough time to conduct the job training. However, the workers (to be trained) must be highly motivated to undergo training through this approach. In general, other directed training is best used when the impact of the training is needed right away, and the organization has sufficient funds to pay for the job training. Self-directed approach is best used when funds are a major limitation, but the trainees are highly motivated and capable of undergoing the training. Ample time must be given for this approach. Informal job training is rather incidental and casually conducted (Baker, 2007). In informal job training, there are usually no goals to be achieved. Similarly, there are no strategies to evaluate whether the training achieved its goals. In most cases, informal job training occurs naturally as is the case when employees discuss a certain issue. In such a situation, employees improve their skills and competencies through discussing with their colleagues. Formal job training involves a systematic approach to improving the skills and competencies of the employees (Pankhurst, 2009, p. 137). Accordingly, this form of job training may (and usually) involve setting up some training objectives. In most cases, this involves establishing the extent of skills, knowledge and/or abilities that a learner will achieve after the job training has been conducted. In most cases, goals are set up after an assessment is conducted on skills, abilities and/or knowledge required by employees to make them suitable for a particular job. This may result from an appraisal procedure that enables employees to indicate the skill, abilities and/or competencies they require or when a new system is being introduced, which requires that the employees gain specific knowledge, skills or competencies. This is immediately followed by the establishment of a training strategy, which includes job training tools, equipments and procedures among others. In addition, formal job training usually involves employing various training methods and strategies in order to achieve the already set up goals and objectives. Finally, the human resource department/management (HRD/HRM) evaluates the job training in order to determine its effectiveness. Self-directed, formal training is considered the most ideal in an organization setup (Baker, 2007). This is because self-directed formal training programs accommodate the objectives and learning styles of the employees. In addition, self-directed training programs, in general, save on training and development costs since learners assist each other (and themselves) with timely and practical materials. Finally, self-directed training programs help employees to increase their effectiveness since they train them to always learn from their work experiences and apply such lessons to their work (Baker, 2007). The Job Training debate: Arguments in Support of Job Training: Job training programs can have positive impacts for both employees and the organization. Similarly, lack of job training programs in an organization, or presence of training programs that do not satisfy employee needs can have negative consequences for employees and the organization alike. As a human resource development practitioner, I have worked in a number of organizations’ human resource department, developing, implementing and evaluating human resource development programs. All along, I have experienced the importance of job training in improving employee and organization performance. For instance, I have experienced that properly conducted job training programs incite positive employee attitudes, which result into improved organization performance. In addition, properly conducted job training programs improve employee commitment, in other words, it makes employees be proud of their organization, and would like to be associated with the organization. I have also experienced the potential of job training in improving employee job satisfaction, as well as maximizing the working potential of employees. Conclusively, I have experienced that job training improves employee effectiveness, which ultimately results into improved employee and organizational performance. This is explained using the story below, and supported by evidence from research studies. In one of the organizations I have worked for, the human resource department decided to subject all the steam boiler operators to a one week workshop on the principles of steam boiler operation. This was initiated by the fact that the boilers were being under-operated. In addition, it was found out that the organization kept on employing new boiler operators as they kept leaving after serving for a short time. A study was conducted to determine why boiler operators were always leaving their job for new jobs, which came out with the following results. First, it was found out that the steam boiler operators were never satisfied with their work. They had a negative perception of their work as steam boiler operators, which resulted into a negative perception about the organization. They felt that they were being misused by the organization, which did not value them. In fact, some o them indicated they would consider working in another organization instead of working in the same organization, even if they were given better work than being boiler operators. Following the findings (especially the fact that steam boilers were being under-operated) from the study, we (human resource department) decided to train the boiler operators in order to improve their skills and knowledge about boiler operation. This would make them more effective in their work. Accordingly, a professional trainer (a boiler expert) was hired to train the operators, who underwent a three weeks workshop on the same. After the training, it was found that the operators became more effective than they were before the training. This was evident by the fact that there was increased boiler utilization. This resulted into improved organization performance in terms of higher production and reduced boiler expenses. It was also found out that the boiler operators became satisfied with their work, and were committed to not only their work but in all other activities of the organization. The negative perception that the operators had about their work disappeared after the training was conducted. Bartlett (2001, p. 335-352) notes that employee altitudes are essential outcomes of job training in organizations. Properly conducted job training, according to Bartlett (2001, p. 335-352) induces positive employee attitudes and impressions. Employees carry such altitudes and impressions to their workplaces, which have an ultimate positive impact on organizations. This is especially the case when an organization conducts job training to new employees. Employee commitment is a crucial element that ensures organizational success. Employee commitment is the extent to which an employee is involved with the activities of an organization or wants to be identified with an organization. Research indicates that job training has a significant impact on employee commitment (Tansky and Cohen, 2001, p. 285-300; Bartlett, 2001, p. 335-352 & Lowry, Simon and Kimberley, 2002, p. 53-69). This is based on the idea that employees perceive job training as a reward, which aims at developing them (Tansky and Coohen, 2001, p. 285-300). Accordingly, employees feel proud and free to participate in all organizational activities. Organizations that provide higher levels of job training (mentoring and coaching) to their employees increase employee job satisfaction (Ellinger, Keller and Ellinger, 2003, p. 447). Accordingly, such employees would readily accept any assignment given to them that would make them continue working for the organizations (Ellinger, Keller and Ellinger, 2003, p. 447). This implies that the negative is the case: when organization fail to have job training programs, employees feel that organizations are selfish and would not like to be associated with such organizations. Job satisfaction is another crucial outcome of job training, which determines the success of an organization. Job satisfaction implies that employees are satisfied with their jobs and would not consider switching jobs or organizations in search of new and better jobs. This implies that satisfied employees will be ready to do work in a poor paying organization that offers job training than a highly paying organization that does not provide job training. Job satisfaction is closely related or results into employee commitment. Several research studies indicate that job training has a significant impact on employee job satisfaction (Schmidt, 2007, p. 481-498 & Lowry, Simon and Kimberley, 2002, p. 53-69). The opportunity to get new knowledge and skills is a very crucial factor of job satisfaction. This implies that employees who are given an opportunity to develop their careers become satisfied with their jobs. Considering that job training is aimed at impacting new knowledge and skills to employees, it becomes evident that job training is an exceedingly crucial activity of the human resource development in organizations. Lowry, Simon and Kimberley (2002, p. 53-69), in their research study, found out that job training maximizes the working potential of employees. This finding agrees well with the general idea that job training is meant to improve employee efficiency and effectiveness. For example, when an employee gain new knowledge and skills about a system in an organization, say a machine, his operating capacity is increased. This is exceedingly crucial in ensuring that employees are effective in their work, which improves the performance of an organization. A research study conducted by Hamil-Lucker (2005, p. 1261) indicates that job training is an effective mechanism enhancing promotion in an organization. In addition, Hamil-Lucker (2005, p. 1261) indicated that job training is an effective method of minimizing the wage gap arising from employee education. For instance, job training enables people without high University degree to gain the necessary skills and have high returns after undergoing through job training. Indeed, Hamil-Lucker (2005, p. 1261) reported that workers without degrees, but who undergo job training usually experience high returns to the training. Accordingly, this aids in “…reducing the initial education-based wage gap.” Arguments against Job Training: It is usually argued that a coin has two sides. The same case applies to job training. Some practitioners and researchers indicate that job training is exceedingly essential in improving the performance of an organization. On the other hand, other practitioners and researchers indicate that job training is not necessary. As a human resource development practitioner, I can attest that job training as an exceeding abused training strategy in organizations. This implies that job training is often misused, making it ineffective in achieving the common goal attached to it by many organizations, that of improving employee and organizational performance. It is often argued that job training is usually purposed to improve the skills and knowledge of employees in order to improve their effectiveness in the respective jobs. This leads to the implication that reduced employee effectiveness is as a result of little or no knowledge and skills about a job. During my life as a human resource development practitioner, I have experienced a number of organizations making this assumption that reduced employee effectiveness results from lack (or little) knowledge and skills. I have also been involved in making the same assumption. Human resource development practitioners often rush for job training as a remedy for the reduced employee effectiveness. Taking into consideration that job training, especially formal, other directed training, these organizations end up spending a lot of money and time, but do not achieve their goals, that of improving employee effectiveness. This is simply because they fail to address other factors that contribute to reduce employee effectiveness. For instance, poor access (or no access at all) to resources and improper selection of employees for specific jobs are among the factors that contribute to skill and knowledge deficiencies (and thus reduced employee effectiveness). These are two key factors that I have seen many organizations fail to address but consider conducting job training to their employees to make them more effective in their work. For example, I worked as a HRD practitioner in an organization that had a poor selection and recruitment procedure. The organization was a public organization, and considerable corruption was often experienced especially during employee selection and recruitment process. This implies that the organization often did not get the best employees for its various jobs. Accordingly, several of employees were ineffective in their work, simply because they did not have the necessary skills and knowledge to perform their roles effectively. The organization’s human resource management decided to subject employees in the engineering department to job training, aiming at improving their effectiveness. They underwent a three weeks workshop on various issues regarding their work. After training, the human resource management realized that employee effectiveness did not improve as was expected, simply because a majority of the employees were not fit for the positions they held. Researchers on job training issues argue that there are other factors that supersede knowledge and skills deficiencies, which human resource departments should address, instead of conducting job training (Stolovitch and Keeps, 2002, p. 164). This is coupled by the fact that job training is usually an expensive undertaking, which organization should consider as the last resort when addressing skills and knowledge deficiencies. Others argue that job training is often not properly practiced by human resource development practitioners. For instance, some argue that job training is not aimed at improving the performance of employees and organizations. Instead, it aims at fixing the weaknesses found in employees (Gilley and Gilley, 2003, p. 13). It is clear that job training helps organizations to improve performance in the workplace since it enhances the development of knowledge and skills of employees. Although building the knowledge and skills of employees is worthwhile, Stolovitch and Keeps (2002, p. 164) indicates that there are several factors that supersede knowledge and skills deficiencies. Such factors include lack of clear employee expectations; poor access to resources, information, consequences and/or incentives; lack of adequate feedback systems; and selection of inappropriate employees for various tasks. Shipton (2005, p 51) also indicates that poor communication within an organization has a significant contribution towards knowledge and skills deficiencies among employees. Therefore, conducting job training in order to improve employee performance, without addressing all the other factors of poor performance, is wastage of time and resources. Stolovitch and Keeps (2002, p. 164) concludes that if workers perform well during job training, they have the capacity of performing well while carrying out their respective tasks. If that is not the case, there is no need to conduct job training. The impact of job training is affected to a great extent by what happens before job training is done. For instance, if people selected to undergo job training are not capable (or have little capability) of applying what they learn into their jobs, job training will be meaningless. In addition, it is essential to prepare learners, who are considered capable of transferring the training outcomes to their jobs, prior to the job training process (Shipton, 2005, p. 52). Unfortunately, research studies indicate that, in most cases, employees are usually subjected to job training without a clear explanation and understanding of the training, as well as what are expected of them at the end of the training (Stolovitch and Keeps, 2002, p. 164). It is like sending the employees for a bath where they take a bath in the new knowledge and skills, and dress back in their usual old clothes. Finally, they return to their usual, unprepared working environment with the same smell they had before leaving for a bath. Gilley and Gilley (2003, p. 13) points out that a majority of job training programs in organizations are only meant to fix the weaknesses of employees in an organization instead of developing their careers. In addition, a majority of human resource development practitioners understand their work as that of evaluating employees and fixing the weaknesses found in them. Accordingly, many of the activities they plan, including job training, is meant to fix their weaknesses. Doing so implies that employees undergo such trainings with a negative perception and attitude. They feel that they are considered poor performing employees and the training is more of a punishment than a reward (Gilley and Gilley, 2003, p. 13). This limits the transfer of the new skills and knowledge learnt into the working environments. Accordingly, job training fails to achieve the single most crucial objective, improving organizational performance through increasing employee effectiveness. Conclusions: There job training debate seems to have no clear conclusion as to whether it is necessary or it is often one of the most misused training strategy. Nevertheless, it is essential to consider that job training helps organizations to improve employee performance, and thus the performance of the entire organization. However, it is important to consider that there are there are several other factors that supersede knowledge and skills deficiencies. Such factors include lack of clear employee expectations; poor access to resources, information, consequences and/or incentives; lack of adequate feedback systems; and selection of inappropriate employees for various tasks. Therefore, it is important to address such factors before seeking job training as a remedy for skills and knowledge deficiency. This is crucial taking into consideration that job training is often an expensive undertaking. Employees should understand what the training is all about, and what is expected of them after the training. This is exceedingly crucial in ensuring that job training programs achieve the objectives set before there are conducted. References Baker, H., (2007). Employee Training. Global Media. Bartlett, R., (2001). The Relationship between Training and Organizational Commitment: A Study in the Health Care Field. Human Resource Development Quarterly. 12(4), 335–352. Bekerman, Z., Burbules, C. N., and Silberman-Keller, D., (2007). Learning in Places: The Informal Education Reader. New York: Peter Lang Publishing, Inc. p. 1 Ellinger, D. A., Keller, B. S., and Ellinger, E. A., (2003). Supervisory Coaching Behavior: Is There a Payoff? In Lynham, A. S., and Egan, M. T. (Ed). AHRD 2003 Conference Proceedings 443–450. Minneapolis. Gilley, J. W., and Gilley M. A., (2003). Strategically Integrated HRD: Six Transformational Roles in Creating Results-Driven Programs, Second Edition. Cambridge: Perseus. Hamil-Luker, J., (2005). Women’s Wages: Cohort Differences in Returns to Education and Training over Time. Social Science Quarterly. 86(5), 1261–78. Lowry, S. D., Simon, A., and Kimberley, N., (2002). Toward Improved Employment Relations Practices of Casual Employees in the New South Wales Registered Clubs Industry. Human Resource Development Quarterly. 13(1), 53–69. Montana, P. J., and Charnov, B. H., (2000). Training and Development. Management. Barron's Educational Series. 224. Pankhurst, K. V. Elements of an Integrated Theory of Work and learning. In Livingstone, D. W., (Ed) (2009). Education & Jobs: Exploring the Gaps. Ontario: University of Toronto Press. Schmidt, W. S., (2007). The Relationship between Job Training Satisfaction and Overall Job Satisfaction. Human Resource Development Quarterly. 18 (4), 481–98. Shipton, J., Human Resource Management. In Wilson, J. P., (2005) (Ed). Human Resource Development: Learning and Training for Individuals & Organizations, second edition. London: Kogan Page Limited. p 51-52. Stolovitch, D. H., and Keeps, E. J., (2004). Telling Ain’t Training. American Society for Training & Development. P. 164. Tannenbaum, S. I., Beard, R. L., McNall, L. A., and Salas, E., (2010). Informal Learning and Development in Organizations. In, Kozlowski, W. J., and Salas E., (Ed). (2010). Learning Training and Development in Organizations: A publication of the Society for Industrial and Organizational Psychology. New York: Taylor & Francis Group. P. 19 Tansky, W. J., and Cohen, J. D., (2001). The Relationship between Organizational Support, Employee Development, and Organizational Commitment: An Empirical Study. Human Resource Development Quarterly. 12(3), 285–300. Wilson, J. P., Human Resource Development. In Wilson, J. P., (2005) (Ed). 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