The Contribution of Training to the Achievement of Organizational Objectives - Coursework Example

HUMAN RESOURCE DEVELOPMENT Introduction Human resource development offers support for the advancement of human capital within an organization (Venkataratnam 2004). Human resource development combines education and training to improve constantly the capabilities of individuals in an organization. Human resource development is therefore a bridge that links learning and training in organizations to help bring about individual development that eventually leads to organizational development. The contribution of training to the achievement of organizational objectives The objectives of businesses are as varied as the businesses themselves but one that cuts across all businesses is profit making (Silberman and Auerbach 2006). Many organizations spend a lot of money in training their employees this is because of the realization that it is an investment, which has significant benefits to their long-term strategies. Developing expertise in employees has been known to create competitive advantage in many companies. Training is known to increase the productivity of employees and this is great news for companies because it means they are getting a higher return on their investment. It also provides an organization with the opportunity to upgrade and maximize the effectiveness of employees to an organization, which lead to enhanced organizational values (Venkataratnam 2004). Organizations are better able to achieve higher rates of return to their investments by utilizing the resources available to it to its maximum potential. Factors to consider when planning a training event Training events are costly both in terms of time and in terms of financial resources. Planning should be undertaken so that the event is a success (Gilley 2007). Factors such as learning styles, training objectives, the duration of the course should also be put into consideration to put on board the needs of all the staff members and short-term evaluation schemes (Rothwell and Kazanas 2003). Learning styles Combining activities that work well with all members of staff is important because what may be appropriate for others (Gilley 2007). Senior staff requires fast moving discussions while the less experienced staff require a longer time for problem solving. In addition, where the number of people to be trained for a specific job is large there need to be a review of these methods if they seem not to be working well (Gilley 2007). Training objectives Making a decision on the training objectives putting in mind the needs of all the stakeholders who are participants in the training program, which may include their personal needs (Gilley 2007). Stating what the training aims to achieve and the criteria for meeting these objectives. Duration of the course It is important to enter into discussions with the relevant parties as to the timing and the length of courses. This should be done so that the amount of time employees are spared from the workplace is agreeable. The preferred length of time that a course takes should be designed to accommodate the needs of the various departments by reaching compromises that are beneficial to all. The duration of a course also depends on the availability of participants and the external tutors. Specialist tutors sometimes need to be booked six months in advance for internal training engagements and this ensures that all participants are able to clear their schedules to attend (Gilley 2007). Short-term evaluations schemes This type of arrangement fits well with courses that are designed to be repeated over a short period for a large number of people. It is implemented in pilot schemes to check whether the content is relevant, expected standards are achievable and the sequence of activities is workable (Gilley 2007). This provides an ongoing process that enables the developer receive critical useful initiatives, which will encourage staff participation. Methods of training The methods adopted for training depend on a variety of factors such as the training objectives, the number of staff members who are likely to attend the sessions, the expertise available, the resources needed, the standards required, trade union, health and safety requirements (Hargreaves and Jarvis 2000). Staff developers should therefore ensure that the methods that they use are appropriate to the needs of the participants (Landis et al., 2004). The methods of training are: Facilitative, which combines trainer created and student led methods. Didactic, which are skills giving techniques. Socratic are skills or information seeking techniques. Facilitative These method uses discussion based approaches as a way of generating solutions. These solutions and ideas are initiated by the students with facilitation from the teacher such as brainstorming (Hargreaves and Jarvis 2000). The method demands activity rather than passivity from the learners because it is a problem centred approach to learning which leaves nothing unturned because of its uncensored nature. Didactic method This method utilizes lectures, controlled discussions, demonstration, mentoring and tutorials to pass on information. This method helps in viewing a problem situation from all angles and this helps in tackling difficult situations that require critical analysis easily and generates new perspective on an issue, which may not have been considered because of it being well established deeply in our understanding (Hargreaves and Jarvis 2000). Socratic methods This method involves using questions to elicit information There are training methods options available for individuals, who help in facilitating individual learning in an organization for the continuous development of the employee, such as on the job training and open learning, which are made available to employee, who wish to do so (Hargreaves and Jarvis 2000). Training program evaluation Training evaluation goes beyond the individual potential, learning styles and skills but rather training is focused on the development of the individual and not on the specific qualifications and skills, which is approached in a flexible basis for delivery and testing. A vital aspect of evaluation is feedback, which provides information on the progress made and provides confidence to the learner (Edwards et al., 2003). Providing feedback forms, action plans and follow up will go along way in indicating whether progress was made in the training program. The training having been developed appropriately for the specific situation will enable the follow up activities to be easier because of people will be quick to respond (Laird et al., 2003). Evaluating the training program Evaluating a training program is important because it justifies the existence of the training department by showing its contribution to the goals and objectives of the organization, it provides useful information on how to improve future training programs and makes it easier to make a decision as to whether to continue or discontinue with training programs (Kirkpatrick and Kirkpatrick 2009). The contribution of a department to the overall profitability of an organization determines whether the employees in that department are retained or are let go. When downsizing occurs, management looks for people and departments that can be eliminated with the fewest negative results to the organization (Kirkpatrick and Kirkpatrick 2009). Training therefore becomes optional when its value to the organization cannot be proven. Programs are evaluated to determine their effectiveness and ways, which it can be improved. If the costs outweigh the benefits, the program can be modified or discontinued altogether (Kirkpatrick and Kirkpatrick 2009). Four level model for evaluating training The four levels for evaluating training are: Reaction Learning Behaviour Results Level 1: Reaction This level deals wit participant reaction, which is customer satisfaction. The evaluations are based on how much fun they had at the training session. These reactions help in gauging the success rate of the training program because they help in determining how effective the program was and the ways of improving it (Lawson 2006). Level 2: Learning This evaluation deals with learning. What the participants actually learnt in the training session. The extent to which in new knowledge and skill is acquired and how this skill and knowledge has transformed them. This is done by giving tests, interviews and observation and this gives participants the key points learnt in the program (Lawson 2006). Level 3: Behaviour This evaluation seeks to find out how training affected the participants performance on the job. Follow up forms an important aspect of a successful program and so monitoring systems are established to ask new employees on the effectiveness of the program and soliciting managers and supervisors about enhancements and improvements to the program. Surveys are used as part of the monitoring systems (Lawson 2006). Level 4: Results This level determines the impact of training on the organization. It shows whether the training has contributed marginally to the accomplishment of organizational goals and objectives, which are the business results. Conducting level evaluation, the areas of measurement must be similar to those identified in the needs assessment. Determining training on the bottom line by assessing critical success factors truthfully. The results measured include measurable items such as sales, production output, customer satisfaction, the rate of turnover, employee grievances among others (Lawson 2006). References Edwards, J.E. et al., 2003. The Human Resources Program Evaluation Handbook. New York: Sage Publishers. Gilley, J.W. 2007. Strategic Planning for HRD. Washington: American Society for Training and Development. Hargreaves, P. and Jarvis, P. 2000. The Human Resource Development Handbook. London: Kogan Page Publishers. Kirkpatrick, D.L. and Kirkpatrick J.D. 2009. Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs. San Francisco: Berrett-Koehler publishers. Laird, D et al., 2003. Approaches to Training and Development. New York: Basic books. Landis, D et al., 2004. Handbook of Intercultural Training. New York: Sage Publishers. Lawson, K. 2006. New Employee Orientation Training. Amsterdam: Elsevier. Rothwell, W.J. and Kazanas, H.C. 2003. Planning and Managing Human Resources: Strategic Planning for Human Resources Management. London: Human Resource Development. Silberman, M.L and Auerbach, C. 2006. Active Training: A Handbook of Techniques, Designs, Case examples and Tips. New York: John Wiley and sons. Venkataratnam. 2004. Personnel Management and Human Resources. New York. McGraw Hill publishers. Read More