03). Systematic approach to training process

 

03). Systematic approach to training process

Organizations need to exercise a systematic training approach to ensure the outcome of the training. A systematic approach to training often includes identifying training needs, training design, delivery style and training evaluation (Mathis & Jackson, 2016). Careful implementation of each element of the training process determines its success. From the employee perspective, training can be effective if it is related to a high level of motivation, create better ability to perform their job, and also makes them feel positive toward their work (Balogun, 2011). Armstrong (2014) explained that training should be systematic in that it is specifically designed, planned, and implemented to meet defined needs. It is provided by people who know how to train and the impact of training is carefully evaluated.

According to Mondy and Martocchio (2016) and Mathis and Jackson (2016), a systematic training process is made up of four phases, namely, training needs assessment, training design, training delivery style and training evaluation.

 

Figure 1. Conceptual framework model.

 

01). Training needs assessment

* Since training is a need-oriented effort, determining the level, type and duration of the training is the prime importance at this stage of the process. Consequently, assessing organizational training need shows the diagnostic phase of planning training aims. As cited on Khan and Maersk (2017); Priyadarshini and Dave (2013), training needs assessment is a strategic process that involves identifying the organization, industries goals, competency gathering, and analyzing the information, determining the gaps between the present situation and the future condition. The assessment phase includes employee and employer performance issues to know if training is needed. During the assessment, it is important to consider non-training factors such as compensations, organizational structure, job design, and physical work plans.

* According to Mondy and Martocchio (2016), a systematic approach of training needs assessment activity focuses on the firm’s strategic mission, goals and corporate plans are studied, along with the results of strategic human resource planning. A training needs assessment helps companies or organizations determine whether training is necessary. Similarly, Training needs assessment is the process of analyzing the difference between what is currently occurring within a job or jobs and what is required either now or in the future-based on the organization’s operations and strategic goals (Lussier & Hendon, 2020).

02). Training design

Once the training needs assessment is identified, it is required to develop the training design that includes learning concepts and a wide range of different approaches to training (Mathis & Jackson, 2016). Researchers reported the major independent variables affecting the training. One of the factors is training design (Abeeha & Bariha, 2012). Effective training design considers the learners and instructional strategies, as well as how to maximize the transfer of training from class to the job site (Mathis & Jackson, 2016).

According to Mondy and Martocchio (2016); Noe and Hollenbeck (2019); Mathis and Jackson (2016) and Lussier and Hendon (2020) and Abu Daqar and Constantinovits, (2021), training methods as included training below .

• Instructor-led training,
• E-learning, case study,
• Behavior modeling,
• Role playing,
• Training games,
•  In-basket training,
• On-the-job training,
•  Apprenticeship training.

 

02).Training delivery style

According to Mathis and Jackson (2016), once training has been designed, the actual delivery of training can begin. It is generally agreed that the training is pilot-tested or delivered on a trial basis to ensure that the training meets the needs assessed. The delivery style is vital because it is the method of changing an employee, which is expected of the trainee. The delivery style will facilitate the type of training, many approaches and methods can be used to deliver.

According to Mondy and Martocchio (2016), the corporate training institution’s focus is on creating organizational change that involves areas such as company training, employee development, and adult learning. It aims to achieve its goals by conducting activities that foster individual and organizational learning and knowledge

According to (Carlos A.Primo Braga, 1995) Delivery style is a very important part of Training and Development, Employees are very conscious about the delivery style ( Armstrong, 2000) If someone is not delivering the training in an impressive style and he is not capturing the attention of the audience it is means he is wasting the time (Mark A .Griffin et al, 2000). It is very necessary for a trainer to engage its audience during the training session (Philip seamen et al.,, 2005) .Delivery style means so much in the Training and Development.

 

03).Evaluation of training

Human resource development is an investment in people. The major reason for investing in the training program is to help employees to perform better in the achievement of organizational objectives. Hence, evaluation is a means to assess the cost/benefit of the training program to the organization. However, evaluation is like brushing teeth after every meal. Even though everyone advocates evaluation, only a few do it. Evaluation is an integral feature of training activities. Evaluation compares the change after training with the set objectives of training (Armstrong, 2014). Mondy and Martocchio (2016) explained the possible metrics for evaluating training. These include participants’ opinions, the extent of learning, behavioral change, the accomplishment of training objectives, return of investment from training and benchmarking.

Evaluation is the final phase of the training program. It is a means to verify the success of the program, i.e. whether employees in the program do their jobs effectively for which they have been trained. As Balogun (2011) noted, the concept of evaluation is most commonly interpreted in determining the effectiveness of a program to its objectives. Mathis and Jackson (2016), also reported that training evaluation compares post-training results to the pre-training objectives of managers, trainers, and trainees.

 

04). Employee performance

Employee performance is achieving and accomplishing specific and well-determined tasks in the organization, these tasks will be measured with well-planned and predefined goals, objectives (Safitri & Lathifah, 2019). Armstrong (2020), stated that Employee Performance management is the continuous process of improving performance by setting individual and team goals that are aligned to the strategic goals of the organization, planning performance to achieve the goals, reviewing and assessing progress, and developing the knowledge, skills, and abilities of people (Armstrong, 2020). Some of the main performance measurements are productivity, efficiency, effectiveness, quality and profitability (Aidan, 2013; Armstrong, 2020). Employee performance demonstrated the improvement in production by perfect use of new technology with the help of highly aggravated employees (Al-Omari et al., 2020). Manger used to set high standards for individual in order to measure the performance of employees for the betterment of organization (Buchanan. & Badham, 2020).

References

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2.     Abu Daqar, M., & Constantinovits, M. G. (2021). The impact of training on banks employee performance. Hungarian Agricultural Engineering, (39), 22–28. https://doi.org/10.17676/hae.2021.39.22 [Crossref], 

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Why Need High Impact Employee Training & Development.

 

02).Why Need High Impact Employee Training & Development.

 

Good training and development programs help the company retain the right people and grow profits. As the battle to hire top talent becomes more competitive, employee training and development programs are becoming more important than ever.

Hiring top talent takes time and money, and how the company engages and transforms that talent from the time they are first onboarded impacts the company’s retention and business growth.

·         Training, as defined in the present study “is the planned intervention that is designed to enhance the determinants of individual job performance” (Chiaburu &Teklab, 2005). Training is related to the skills an employee must acquire to improve the probability of achieving the organization’s overall business and academic goals and objectives. Positive training offered to employees may assist with reduction of anxiety or frustration, which most employees have experienced on more than one occasion during their

.

·         According to Tsai, Yen, Huang, and Huang (2007), employees who are committed to learning showed a higher level of job satisfaction that has a positive effect on their performance. Moreover, Locke defined job satisfaction as a pleasurable or positive emotional state resulting from a positive appraisal of the job or job experiences (Locke, 1976). The literature suggests that commitment results from adequate training and development for successful job completion and an increase in job performance (Tsai et al., 2007).

 

·         Whatever , poor performance reviews due to inadequate job training can produce employee dissatisfaction and conflict. Although there is no direct link in the literature between training and job satisfaction, Rowden and Shamsuddin (2000) and Rowden and Conine (2005) argue that the most thoroughly trained employees will better satisfy the needs of their customers and employees.

 

References

Chiaburu D. S., Teklab A. G. (2005). Individual and contextual influences on multiple dimensions of training effectiveness. Journal of European Industrial Training, 20, 282-290. Retrieved from http://www.jstor.org

Tsai P., Yen C. Y., Huang L., Huang I. (2007). A study on motivating employees’ learning commitment in the post-downsizing era: Job satisfaction perspective. Journal of World Business, 42, 157-169.

Rowden R. W., Conine C. T. (2005). The impact of workplace learning on job satisfaction in small US commercial banks. Journal of Workplace Learning, 17, 216-230.

EMPLOYEE TRAINING & DEVELOPMENT

 25^th November 2022

 

 

 

01). EMPLOYEE TRAINING & DEVELOPMENT

Employee training and development refers to the continued efforts of a company to boost the performance of its employees. Companies aim for on-the-job training by using educational methods and programs. Employees are a company’s biggest asset, and investing in talent is vital to sustainable business growth and success. Many businesses go through lengthy processes to recruit and hire qualified and suitable candidates, but often the emphasis on caring about employees stops there. A company that’s time engaged in on-the-job training saw sales increase and profits double compared to the company likely has to workgroups that didn’t engage at all. Dedicated training and development foster employee engagement and engagement are critical to your company’s financial performance.

According to (Debra L.Truitt, 2011)  Any institution of higher learning or business whose goals are to survive and prosper in this present day diverse and regressed economy has found it imperative to invest in ongoing training and development to improve proficiencies in production as well as to acquire the greatest return in investment of human capital (Knoke & Kalleberg, 1994). Although this area of training effectiveness seems paramount, and although training is an integral part of the employer–employee relationship, Knoke and Kalleberg (1994) suggest direct evidence about company training practices based on representative samples of diverse employing organizations is almost non-existent. Furthermore, several authors have suggested that training is most extensive only in establishments which operate in complex market environments (Rowden & Conine, 2005; Sahinidis & Bouris, 2008). In addition, Rowden and Conine (2005) indicate that there is limited research on human resource development in small and midsized businesses. According to these authors, most people believe that small businesses do little, if any, development of their workers. Moreover, Rowden and Conine cite Training Magazine, which annually conducts research on the training industry in the United States, as not even attempting to contact businesses with fewer than 100 employees.

                                                                                                                               

* According to Tsai, Yen, Huang, and Huang (2007), employees who are committed to learning showed a higher level of job satisfaction that has a positive effect on their performance. Moreover, Locke defined job satisfaction as a pleasurable or positive emotional state resulting from a positive appraisal of the job or job experiences (Locke, 1976). 

* The literature suggests that commitment results from adequate training and development for successful job completion and an increase in job performance (Tsai et al., 2007).

* In addition, the larger the gap between the skills required to perform a task and the actual skills available for performing a task, the greater the lack of job satisfaction and the greater the increase in employee turnover within the organization. Conversely then, not having the skills to perform a job correctly can set up employees for failure and put the business at a less-than-competitive disadvantage. The resulting high turnover would predict the need for even more training that would then have a direct impact on the bottom line of any business.

* Moreover, poor performance reviews due to inadequate job training can produce employee dissatisfaction and conflict. Although there is no direct link in the literature between training and job satisfaction, Rowden and Shamsuddin (2000) and Rowden and Conine (2005) argue that the most thoroughly trained employees will better satisfy the needs of their customers and employees.

 

Referances

Rowden R. W., Conine C. T. (2005). The impact of workplace learning on job satisfaction in small US commercial banks. Journal of Workplace Learning, 17, 216-230.

 

Knoke D., Kalleberg A. L. (1994). Job training in U.S. organizations. American Sociological Review, 59, 537-546.

 

Sahinidis A. G., Bouris J. (2008). Employee perceived training effectiveness relationship to employee attitudes. Journal of European Industrial Training, 32, 63-76.

 

Tsai P., Yen C. Y., Huang L., Huang I. (2007). A study on motivating employees’ learning commitment in the post-downsizing era: Job satisfaction perspective. Journal of World Business, 42, 157-169.

 

Cheng E. W. L., Ho D. C. K. (2001). The influence of job and career attitudes on learning motivation and transfer. Career Development International,6, 20-27.

 

Holton E. F., Baldwin T. T. (2000). Making transfer happen: An action perspective on learning transfer systems. Advances in Developing Human Resources, 8, 1-6.