Leading, Managing and Developing People in the Workplace - Essay Example

CONTENT Introduction The need for learning, training and development The cycle of learning Berries to learning Elements of an effective training Conclusion References Abstract This paper will analyse how leading, training and management of people resources in the organisation can contribute to organisational success. The paper will begin by identifying the importance of training and developing and proceed to outline the employee learning process including the use of various learning theories. The paper will also cover the essential elements of effective training. The paper will give a case study of ABB Company which is an engineering company with more than 145,000 employees and operations that are spread in over 100 countries. Introduction The current competitive global economy requires companies to train and develop its employees of risk losing market share. Although there are high costs involved in training and developing the employees, the benefits of training will ultimately outweigh the associated costs. Several management practitioners have pointed out that training and development ensures that the organisation as the right mix of skills at all management levels. For instance, ABB Company will be capable of attaining a competitive edge in the modern business environment through continuous training and developing the workforce especially on emerging engineering technologies. According to Cho et all (2009, p 263), the attainment of the mission and vision of the organisation is dependent of the skills level of the employees. In addition, training and development will motivate the workforce thus leading to higher job satisfaction and productivity. 1. The need for learning, training and development Organisations rely on knowledge management to attain a competitive advantage in the industry (Grey 2003). Easterby-Smith (1997), asserts that access to knowledge helps the organisation to efficiently utilise the other resources of the organisation. Friedman, Lipshitz and Popper (2005) assert competitive edge of an organisation has shifted to the ability to acquire and organise knowledge rather than the traditional possession of abundant factors of production. Competitive companies will engage in strategic planning through the use of acquired knowledge in order to meet the objectives and mission of the company (Bee 1994). Accordingly, the human capital of the organisation can be viewed as a key success factor thus organisations must strive to train and retain the workforce (Gary and French 2010). Companies that commit resources to training and development ultimately enjoy an expanded market share, loyal employees and increased profitability thus facilitating the attainment of the organisational mission. Some companies are committed to spending a certain percentage of their revenues towards employee training and development in order to meet the modern business challenges. In addition, the companies require the staff to dedicate a number of working hours towards improving their skills and attitudes through training and development. These companies will be in a position to attract qualified workforce, due to the good reputation associated with training and development of employees (Boydell & Leary 2006). The six ‘Es” of training Engage: - Training and development enables the employees to understand and appreciate the policies of the organisation. For instance, the employees of the company can be able to understand how new working methods will contribute to improvement in product quality. Accordingly, training and development is essential in embracing new organisational culture since the employees are able to enhance team work in the organisation. Educate: - The main purpose of training is to acquire knowledge that is essential in understanding work expectations and responsibilities. Since ABB employees may be moved from one country to the other, the companies must ensure that employees understand the business legal framework, the impact on business operations on the ecological environment and product quality standards in order to adhere with the external environment requirements. Enhance: - Training contributes to better skills and employee competencies thus enhancing employee productivity in the organisation. Accordingly, this will improve working efficiency thus contributing to higher profitability. Since ABB operates in a technology related industry, the current advances in new technologies will require continuous employee training on new skills, competencies and capabilities in order to match the changes in the external technology environment. Empower: - Training and development enables employees to take more accountability and responsibility for the outcomes of their work. Generally, training will enhance decision making skills thus minimising the time wasted in getting the approval to make a particular decision. Energize: - employee participation in training and development is considered as a source of inspiration and motivation. This allows the employees to take time off from their normal duties and reflect on how they can contribute towards the success of the organisation. Enlighten: - training helps employees consider alternative and different approaches to employment issues. It enables employees make an effective conclusions on job matters. 2. The cycle of learning Theories on how people learn There are three dominant learning theories that offer differing perspectives of the learning process. These theories include the following: Behaviourism- This learning theory asserts that learners must engage in new behaviours in order to effectively learn (Ormrod, 1999). Permanent change in behaviour occurs through practice. According to this theory, effectiveness of learning is evidenced by the attitudes and behaviours of employees in their duties. Cognitive – according to this theory, employees have the cognitive capabilities to perceive and interpret stimuli in the environment. . Learning will occur after the cognitive information synthesis. The min aim of learning is to acquire creative thinking skills and improve decision making skills. Constructivism – Learning depends on learner’s construction of his unique learning experience. The main assumption of this theory is that learners have the capability to interpret information, reflect, synthesis, construct and draw meaningful conclusions from the information. Ideally, the learner will learn at his own pace and according to his or her construction of the learning experience. The learners actively seek to interpret the new knowledge. Below are some interesting principles that outline how individuals learn. According to Driscoll (2002), learning process is guided by the following core principles: Learning is active and reflective- According to Kolb (1994), the learner must be accorded an opportunity to express and evaluate his or her own thinking according to the learning cycle theory. The learner must see the connection of the new knowledge with the previously acquired knowledge. Learning occurs in context- learning may not succeed without appropriate learning goals and enabling setting. Learning is social- the learning occurs in a social environment that involves peers, tutors and management experts thus learners must be able to share the acquired knowledge with peers. Maryland University (2003) outlines different learning styles that include entail audio, visual and kinesthetic learning. Auditory learners prefer hearing and listening while the kinesthetic learners learn through practice. In addition, visual learners prefer observation as the best learning style. At this point, it is important for the organisations to identify the learning barriers that hinder employee from learning and developing. 3. Barriers to learning According to Foley (1994), ‘employees have competing demands and must create a balance between the need to learn and attend to private issues. One of the barriers is the lack of motivation to learn. Normally, many employees engage in learning if it is an executive directive or when such learning accrues benefits to the employee. There are four dimensions of learning barriers that include intrapersonal barriers, relational barriers, cultural barriers, structural and societal barriers. Intrapersonal dimension barriers Driscoll (2004), identified three factors that inhibit organisational learning. The factors include the psychological tendencies and emotional constraints. The emotional constraints include the strong negative emotions towards learning and include fear, distress and pessimism. The negative emotions arise from the pressure of grasping the learning concepts or when employment is endangered (Dovey 1997). On the other hand, psychological tendencies lead learners to think and believe in what they perceive as right and thus act defensively against threatening situations especially when been taught that their espoused theory is wrong. Individual also differ in the cognitive capabilities to learn since some learn faster while others learn slowly (Hoff et al, 2004). Relational dimension barriers The organisation acts as a place of fostering relationships, but some may not be healthy. Unhealthy relationships such as tensions between management and employee and dislike of co-workers may lead to negativities such as withholding of information and misrepresentation of the training needs. All the above unhealthy behaviour contributes to hindrance of learning (Zollo and Winter, 2002). Cultural dimension barriers Hoff et al (2004), asserts that organisations host numerous cultures, but the organisational culture must be include the diverse employee cultures. Although the organisation may promote a dominant culture, all employees do not have similar values and beliefs. For instance, a training program that is designed with Asian oriented culture may be unsuitable in Western oriented organisation. In addition, cultural predispositions assert that responsibility of training lies with the leaders (Zollo and Winter, 2002). This mental attitude creates a difference in the mental setup models of the leader and employee thus hindering the learning process especially for the employees at the lower levels. Structural dimension barriers This refers to learning barriers created by the complex organisational structures, inefficient communication channels, power systems and tall hierarchy in command. Centralized organisational structures hinder learning due to top down decision making which propagates bureaucratic practices. Another source of structural barriers is the inefficient communication channels that hinder the flow of information and make the information inaccessible by the low level employees who need it. The physical access, the level of information encoding and costs associated with information access and communication provide structural constraints that hinder the learning process. (Kontoghiorghes, Awbre and Feurig, 2005). De Holan et al (2002), asserts that the effective way of inspiring adult learners is enhancing the reasons for training and removing the learning barriers. The learning instructors must understand the desired outcomes of employees and the factors that may hinder their learning. The organisation must also ensure the intrinsic and extrinsic motivational needs of the employees are met in order to facilitate learning process (Maslow, 1943). This is attained through careful selection of training needs, design of learning materials and proper selection of the training delivery methods. 4. Elements of an effective training According to Noe, Hollenbeck, Gerhart and Wright (2007), the training process is a systematic approach that begins with identification of training needs, proper design of the learning environment and assessing the employee readiness to learn. In addition, the organisation must establish a link between the strategic direction and training needs in order to ensure that organisational objectives are finally attained. The organisation must also carry out a cost-benefit analysis to ensure that training adds value to the organisation and contributes to the ultimate profitability of the organisation. The organisation must assess the impact of the training on the customer service level, the impact of working processes efficiency and the motivation of the training on the employees. In addition, the organisation must assess the costs associated with training such as costs of hiring expert trainers and lost working hours during the training. However, proper training and development of the employees contributes to the overall success of the organisation. There are various training methods that can be utilized depending on the desired training outcomes. A careful evaluation of the organisational needs and employee capabilities should be conducted in order to ensure the organisation does not spend unnecessary finances in unnecessary training. The training methods can be classified in to either on-job training methods or off-job training methods. Some of the on-job training methods include mentoring and coaching of the employees. Some off-job training methods include classroom instructions, case studies, simulations, and computer assisted training. Implementing HRD The human resource department is charged with design of the training program and overall management of the human resource aspects in the organisation. The functions of HRD department include ensuring that the organisation has the proper mix of skills and capabilities at all the time. In addition, the HRD department carries out labor market analysis in order to identity changing trends in human resource needs. The HRD is tasked with job- analysis process that aims at identifying the skills that are important in successful performance of a particular job. The HRD is tasked with recruitment process that aims at attracting suitable and talented employees for a certain vacant job position in the organisation. The HRD motivates the employees through providing both financial and non-financial motivators. Financial motivators include better salaries and wages, bonuses and commissions for excellent job performance. The non-monetary motivators include training, recognition, job rotation and promotions. The HRD also trains and develops employees in order to ensure high job satisfaction, higher work productivity and high employee retention in the organisation. The HRD also engages in other emerging issues such as collective bargaining with trade unions and counseling the employees in times of conflicts in the organisation. Noe et all (2007) states that the HRD links the training programs with the needs of the organisation through the instructional design process. The process entails six steps: Assess the training needs in order to determine the required training. Ensure that employees are well motivated in order for them to master the training content. Assess whether the training session needs some necessary factors in order for the learning to occur. Ensure that the trainees utilize the content of training in their jobs. Select the appropriate training method depending on training needs. Conduct a training evaluation in order to assess whether the training has achieved the desired financial objectives and learning outcomes. Know what is needed The development of any training program starts with the initial assessment of training needs. In this process, the organisation will determine whether the training is required. The training needs analysis entails a thorough analysis of organisational needs, individual employee needs and finally the task requirements. Organisational need analysis entails determining if the training is in line with the current organisational business strategy and whether available resources are adequate for the training. In addition, individual employee analysis identifies the current skills of the employee, the needed skills, the readiness for training and impact of training on the employee. Tasks analysis identifies the knowledge, skills, capabilities and attitudes that are essential for effective performance of the particular task (Noe et al 2007). Employee appraisal The next step in the instructional design model entails evaluating the readiness of the employees to learn new knowledge, skills and capabilities. Readiness of employee is linked with his unique attitudes, motivation, beliefs and abilities which are necessary for the job. In addition, the readiness is associated with the prevailing work environment which is necessary in facilitating learning and fostering high employee performance (Condrey, 2006). Comparison of the widely use training method In presentation method of training, the employees are passive recipients of information. Such methods include audiovisual learning techniques, distance learning and classroom based instructions. These methods are useful in presenting new information, statistical facts and alternative methods of problem solving or new work processes. On the other hand, hands-on methods of employee training require the employee to actively participate in the training process. The hands-on methods mainly include the on-job training methods that include simulations, case studies, interactive video learning and behavioural modeling. The hand-on methods are preferred when learning conflict resolution skills and dealing with interpersonal issues. In addition, hands-on methods facilitate the development of special skills and behaviours that contribute to the overall productivity of the organisation. Group building training methods assists the trainees in forming team identity, sharing work experiences and understanding the organisational dynamics. Group building methods helps trainees build interpersonal skills and understand individual unique strengths and weaknesses in a group set up. However, presentation skills suffer a weakness since the learners are provided with too much learning content in a single lesson. Hand-on learning methods are ideal since they provide the learners an opportunity to apply the necessary knowledge, skills and experience as they learn. Group building methods may improve the individual interpersonal skills, but may also result to negligence claims. In summary, effective training requires a combination of the three learning methods (Noe et al, 2007; Riccucci, 2006). Evaluating training programs The last part of employee training and development entails evaluating the effectiveness of the training programs in order to understand whether the desired outcomes have been attained. Some of the training outcomes include affective outcomes, cognitive outcomes, skills-based outcomes, cognitive outcomes and return on training investment. Cognitive training outcomes assess the ability to comprehend facts and information while skills-based outcomes measure the level of acquired skills and their utilization on the job. Affective learning outcomes are geared at ensuring employees are inspired and display right attitudes in the work place. Reaction training outcomes encompass the employee perceptions on the trainers, the content and facilities used in training. The return of investment outcomes evaluates the significance of training by comparing the monetary benefits such as increased profitability with the costs incurred in training. The results of training evaluation will be useful in determining the training payoff in the company (Riccucci, 2006). 5. Conclusion Knowledge is the most critical organisational asset. Knowledge rests in the minds of employees thus organisations should learn, train and develop the employees in order to attain competitive advantage. However, knowledge acquisition and intense training programs are not the only factors that are responsible for organisational success. For instance, ill-fated Rover automobile company maximised individual employee learning, but ultimately failed. On the other hand, Rogan, Gratton and Ghoshal (2004), claims that Chaparral Steel and BP succeeded due to learning of the employees. The main difference was that Rover outsourced much of the workforce unlike Chaparral and BP who developed the workforce including the top management. The strategic importance of employee training and development is ensuring that employees enhance their innovation, creativity and ability to provide organisation with unique ideas. Development ensures that organisations remain competitive and efficient. Organisations must continuous train the employees new skills and competencies in order to attain a competitive edge in the industry. Although some organisations perceive training as unnecessary expense, today’s business economy demands that organisations perceive employees as a major strategic asset for long term success. Employees refine, deliver and manage the products and services of the organisation thus their contribution in the organisation cannot be underestimated. Organisations must follow the instruction design model that entail determining the training needs, evaluating of the alternative training methods, and evaluating the training outcomes in order to understand the impact of training on the organisation business strategy. 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