Human Resources Development at JKM Company - Assignment Example

Human Resource Development Name: Lecturer: Course: Date: Table of Contents Table of Contents 2 Introduction 3 TASK 1 3 Learning styles 3 Role of learning curve and significance of transferring learning to workplace 5 Contribution of learning styles and theories 6 Task 2 7 Training needs for Staff at different levels of organisation 7 Advantages and disadvantages of training methods used in an organisation 8 Systematic approach to training and development of training event 9 TASK 3 11 Evaluation using suitable techniques 11 Evaluation of Training Event 12 Success of Evaluation methods used 13 The role of the government in training, development and lifelong learning 13 How development of competency movement has impacted the public and private sector 14 How training initiatives contribute to human resource development for an organisation 15 Conclusion 16 References 17 Introduction An ongoing debate exists in the field of human resource development on the most suitable learning styles that can enable an organisation to increase efficiency as a result doubling productivity (Sarabdeen 2013). This article examines the current approaches in practice and theory. Emphasis is placed on a case scenario indicating a need to propose and efficient skill training and to develop Workforce training requirement. Discussed include different learning styles, the role of learning curve and significance of transferring learning to workplace and the contribution of learning styles and theories when planning and designing a learning event. Also discussed include the training needs for staff at different levels of organisation, advantages and disadvantages of training methods used in an organisation, systematic approach to training and development of training event and evaluation using suitable techniques. The article also examines the role of the government in training, development and lifelong learning. TASK 1 Learning styles Learning styles consist of an individual’s approaches or ways of learning. Learning styles can also be defined as a method in which an individual retains new skills and information. Kolb’s theory of learning styles postulates that creation of knowledge is through transformation of experiences. It is based on this theory that a learning style is proposed for JKM Company (Sarabdeen 2013). Different learning styles should be used in training to improve the workforce output. This is since learners have different preferences for learning. This implies that training programs and methods should be customised to meet every employee need at JKM Company. Different approaches to effective learning styles have been proposed by researchers to classify learners based on their approaches to perception and information processing (Riding & Sadler-Smith 1997). Based on Kolb’s theory, the model of experiential learning approach is conceived, where knowledge and skills is imparted through abstract conceptualisation and concrete experience. Kolb and Fry’s Experiential Learning Cycle can be applied to meet the different learning styles. The model proposes learning as a cycle consisting of four stages, namely concrete experience, having meditative observation, having conceptualisation and tests or experimentations (Sarabdeen 2013). In the cycle, the learner must first experience something directly. Next, the learner has to meditate on an experience. The learner then compares it to what he already knows. The learner must afterwards think about his observation and develop ideas. Lastly, the learner experiments what he has observed. An effective learning will occur when the learner has moved through the four stages (Sarabdeen 2013). Figure 1: Kolb and Fry's model for Learning Example: When there is a need to teach employees on research and report writing, something that most workers at JKM Company who only have GCSE level of education have not done before, the HR department can train the employees by taking them through the learning cycle. Experience: The employees should be shown a copy of a report that has already been written. They should be allowed to read through the report. Reflect: The merits of the report are then discussed with the employees. They should be allowed to reflect on what makes a good report. Think: The employees should then be shown examples of report writing styles and the guidelines that could be used to show how it should be organised. Applying/ Experimentation: The employees should then be allowed to write the first draft of the report. The report should then be reviewed and a detailed feedback provided to the employees. Role of learning curve and significance of transferring learning to workplace The concept of learning curve depicts how a set of new skills or knowledge can be acquired fast from the outset, although subsequent learning is on the other hand much slower. The concept is significant for transfer of learning during training of employees to work towards increasing productivity, efficiency as well as in budgeting, cost-cutting and forecasting costs (Meager 2009). The assumption is that at the beginning, minimal investment occurs if resources produce substantial outcomes although the payback of continued effort is much slower. Using a visual representation of the learning curve, a steep curve shows faster and easier learning, while a flatter curve shows slow and difficult learning (Saad Mat & Awadh 2013). Contribution of learning styles and theories Learning style consists of a behavioural approach to achievement of learning. Learning styles have numerous implications to planning and designing a learning event. Learning styles contribute to making the learners to control external and internal stimuli, hence motivating the learners and strengthening the significance of their investment (Meager 2009). The HRD is able to understand the learning preferences of employees thereby helping the trainers to design learning materials and arranging the training environment to maximise effectiveness of a training program (Saad Mat & Awadh 2013). Understanding the different learning styles of employees enables the HRD to train them to be self directed learners. Self-directed learners can be active information recipients who can take responsibility to attain and sets learning outcomes (Saad Mat & Awadh 2013). It helps design the training in a way that allows workers to develop self-efficacy. It will also facilitate grouping employees according to their learning needs and preferences (Saad Mat & Awadh 2013). Task 2 Training needs for Staff at different levels of organisation Through training and learning needs assessment (TNA), the training needs for the staff at different levels in the organisation can be identified. Based on TNA model, three levels can be identified for JMK Company. These include organisational level, departmental level and individual level. The three levels are interlinked and can help ensure a balanced analysis that takes into consideration the fact that specific needs and learning preferences of the employees are met (NCVO n.d.). At the organisational level, the training needs begin with a review of the JKM’s strategic and operational plans. Unlike the other two levels, a SWOT analysis of the company is conducted to examine the strengths, weaknesses, opportunities and strengths its faces. Like the other levels, more employees should be involved in determining the date for SWOT analysis to determine the organisation’s performance and future direction and the skills required in line with the findings (NCVO n.d.). At Departmental level- analysis for the learning needs should also be taken at the departmental level. Unlike organisational level, it involves a review of the skills need in the department. Like the organisational level, it involves consideration of the individual skills needs required to determine a suitable training. In addition, the tool needed at this level is for performance appraisal. SMART tools may in this respect be used for JKM. For instance, the learning needs for managers may involve working with staff in a way that motivates staff (NCVO n.d.). At Individual level- it involves the additional skills and learning needed to improve an individual worker. Unlike departmental and organisational level, it involves taking into consideration individual employees’ personal development objectives and career ambitions. At this level, assessment tools such as 360-degree feedback systems can be used to determine an individual’s performance and the impacts he/she makes on other levels in the organisation. Advantages and disadvantages of training methods used in an organisation There are a range of training methods that can be used at JKM Company, each depending on the number of people to be trained and the budget. In-house training- Since the company needs to train many workers; in-house training can be used to customise its training modules to accommodate the needs of the company, such as organising refresher causes. They are cost-efficient methods for training many workers. A major disadvantage however is that they can become stale unless materials and methods for training are updated regularly (Meager 2009). External training courses- external training courses can be essential for JKM managers, it has the advantage of allowing trainees to network and learn from people from different organisations. Its major disadvantage is that it can be expensive and hence not appropriate for training many employees. Conferences and events - Conferences and seminars are essential for getting up to date with the networking and learning from others. The disadvantage is that training is generic and not necessarily customised to organisational or staff needs (NCVO n.d.). Videos- Training videos are often available for training for training companies. They are cost-effective ways of offering training since a video set can be used for many classes. Their main disadvantage is that they do not offer interaction opportunities. Coaching- Coaching involves instituting a series of structured one-to-one meetings with specific employees to improve their skills and performance. It is usually time consuming and cannot cater for many employees. Online- Online training is convenient as workers can access the training modules any time. A key disadvantage however is that it tends to be impersonal and may not be effective for employees who easily lose focus. Systematic approach to training and development of training event The systematic approach training based on a step-by-step process is proposed to train JKM employees in the event that the new recruits and old employees have to be trained on skill improvement. It applies for long-term training for the organisation. The figure below indicates the process (Aro 1998). Figure 2: Step-by-step training process Step 1- Role analysis The role and function of the participant is to determine what the employees at JKM Company should be trained for. It also involves determining the job description to determine the focus of training (Aro 1998). Step 2- Identifying learning needs The required knowledge, attitudes and skills are listed based on the date from the role analysis. Key skills could include for the managers to be able to lead a team, for the workers to know how to handle customers or to improve communication skills (Aro 1998). Step 3- defining aims The general statement of the training is made based on the trainer’s perspective. For instance, it may involve improving employee motivation and efficiency. Other aims include ensuring reduction of errors made in processing customer orders, increase in customer satisfaction, increased sale from revenues and reduced cycle duration in fulfilling orders. Step 4- Outcome (objectives) A precise statement that indicates what the trainees are expected to be able to do at the end of the training program should be made at this stage. For instance, employees should be able to handle all forms of communication with the management. Step 5- Defining the contents At this stage, items to be included in the training such as the course syllabus or training schedules are identified and obtained. Step 6- Selecting training methods On account of each item required in the contents of the course, the relevant methods are selected. For JKM, in-house training method can be selected. Step 7- Program The implementation should begin with the needs and the designs required in the activity using the resources available. Step 8- Evaluation After implementing the program, an evaluation should be conducted to determine the extent to which the objectives or outcomes (step 4) have been achieved (Aro 1998). TASK 3 Evaluation using suitable techniques There will be a need to evaluate the training event to check whether it attained its intended purpose. Evaluation ensures that the employees who have undergone training can apply their skills to the regular workplace routines. In the case of JKM Company, the evaluation will be goal-based. In particular, it will follow Kirkpatrick’s model that suggests four evaluation criteria, namely reaction, behaviour, learning and results. The techniques of evaluation include questionnaires, observation, interviews and self diaries. For the case of JKM Company, use of questionnaire and observation technique is the most suitable in evaluating the effectiveness of the training. Basing on Kirkpatrick’s model, the issues to be focused in designing questions and checklist for the training will focus on reaction of the learner, such as what they thought about the training (Eseryel 2002). Second will be learning, such as whether they gained any knowledge or capability. Third will be behaviour, which includes the extent if behaviour change and capability and results, which will include the effect of training on the organisation (Brinkerhoff & Dressler 2003. Evaluation of Training Event Observation The HRD department and the departmental heads will be involved in the observation technique 3 weeks after the event. They will observe the interaction among the participants and the presenters. They will afterwards write the level of engagement of the participants, response of participants and involvement of all participants in the training. They will also be asked to comment whether the participants apply their training to the work (Johnson 2008). Questionnaire Written questionnaires will be handed out to participants that will be distributed five to six weeks after the event. The questionnaires will ask about expectations and whether they were met. Participants will be asked to select from a scale that ranges from extremely useful to useful. To assess learning, participants will be asked to rate how much they learned (Carr 2002). Success of Evaluation methods used Questionnaires – The questionnaires designed should be able to offer qualitative and quantitative information about employees’ reactions to the training. Answers to this end will indicate that a questionnaire was effective. The questionnaires should also be able to focus on the content of training and the delivery method used. For the training content, the questionnaire should be reviewed to check that it targets questions that determine whether the training methods provided useful information that can assist in performing certain tasks that formed an objective of the training (Johnson 2008). Observation- Observation technique should also be able to provide information concerning the reactions of employees to the training. The observation done by the HR department and other departmental heads should be able to observe the level of employee interaction, the level in which participants engage in the work and how they respond to the training content (Johnson 2008). The role of the government in training, development and lifelong learning Training and development refer to part-time and full time education and training on work-related issues. Lifelong learning in the UK is generally referred as learning that occurs after an individual has completed education and formal training (Keogh 2009). The UK government has in the recent years come up with training and lifelong learning, hence giving priority to vocational education. Hence, the UK Commission for Employment and Skills (UKCES) was established to provide an integrated approach to skill development and employment policies. The priorities set in England include World Class Skills, which aim at developing knowledge and skills to ensure productive workforce. It targets at promoting innovative thinking, creativity and enterprise to increase participation in learning. In Wales, the government came up with a strategy document called the “The Learning Country”, to outline the strategies for training, development and lifelong learning (Keogh 2009). How development of competency movement has impacted the public and private sector The competency movement has taken hold in UK, US, Australia and Belgium. It is associated with efforts by companies to increase competitive advantage, effectiveness and innovation. Competency movement has had various implications on the private and public sector (Keogh 2009). They have helped both sectors to identify the skills, behaviours, knowledge and capabilities required to meet current and future employee recruitment and selection needs. Many government and private organisations have also been able to come up with competency models to address employee developments and performance improvement. Competency movement has increased international competitiveness as well as the need to have managers who are more efficient and effective. The transfer of such ideas in the private and public sector has in return facilitated the spread of new public management. It has also become a vital vehicle for organisational cultural change (Siugzdiniene 2006). Competency movements have come up with regulatory requirements and competency standards that give managers professional standing as well as enables them to be competent in their areas of practice (Keogh 2009). They have also enabled broader organisational reforms in some countries. For instance, in the Dutch civil service as well as within the Flemish administration, it led to introduction of competency management to transform the inflexible bureaucratic culture. In the Belgian administration, it helped accelerate broader organisational change in the private sector as well as transform rigid bureaucracies in the public sector (Siugzdiniene 2006). How training initiatives contribute to human resource development for an organisation Over the last decade, the UK government has been running initiatives that contribute to human resource development in the organisation. Most have been focused on lifelong learning to improve employee competency and efficiency at workplace. The Learning Skills Council (LSC) is a program that plans and funds post-education training. Among the initiatives run by LSC include supports Modern Apprenticeships initiative, which works at community level to improve the efficiency of working in local organisations (Lee 2004). Another such initiative includes the National Apprenticeship Service, which funds and coordinates apprenticeships in England with the aim of improving worker competence in UK organisations. Other initiative includes National Vocation Qualifications (NVQs) and Investors in People, both of which impact the development of workforce to make them motivated and productive in the organisations. Another initiative include the University Rating Systems program, which is run by the Higher Education Funding Council for England aimed at standardising the provision of qualifications using rating of research as well as teaching in learning organisation, such as the university (Lee 2004). The initiative sets competency standards for those teaching at the universities. Conclusion Learning style consists of a behavioural approach to achievement of learning. Learning styles have numerous implications to planning and designing a learning event. Learning styles contribute to making the learners to control external and internal stimuli, hence motivating the learners and strengthening the significance of their investment. Based on Kolb’s theory, the model of experiential learning approach is proposed for HKM Company, where knowledge and skills will be imparted through abstract conceptualisation and concrete experience. Kolb and Fry’s Experiential Learning Cycle can further be applied to meet the different learning styles. The model proposes learning as a cycle consisting of four stages, namely concrete experience, having meditative observation, having conceptualisation and tests or experimentations. Learning curve is significant for transfer of learning during training of employees to work towards increasing productivity, efficiency as well as in budgeting, cost-cutting and forecasting costs. Through training and learning needs assessment (TNA), the training needs for the staff at different levels in the organisation can be identified. Based on TNA model, three levels can be identified for JMK Company. These include organisational level, departmental level and individual level. 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