The Role of Training in Generating Innovation - Essay Example

HUMАN RЕSОURСЕ-ТRАINING АND INNОVАTIОN By Name Course Instructor Institution City/State Date Human Resource-Training and Innovation Introduction Ever since the Industrial Revolution, tremendous innovations have been experienced in the world of business. Foremost it was neoclassical economics intended to steer a demand and supply economy, then according to Lu et al. (2008, p.364) was followed by Lean production which took place between 1980s and 1990s to bring about productivity as well as development. In modern's marketplace, such paradigms no longer offer the competitive advantage they formerly offered, and thus, the third key business paradigm will steer innovation onward. Presently, human resources are the priceless as well as matchless assets of companies for expanding competitive advantage in modern’s demanding markets. Organizations that have the ability to recruit as well as retain experienced workers with the enviable know-how can be successful these days (Elenkov & Manev, 2005, p.391). For this reason, HRM practices are vital for competent worker’s selection and retention. Vaccaro et al. (2012, p.33) posit that designing such HRM practices and functions tactically and in accordance with the desires of workers can assist business organizations to draw and retain such employees. HRM undertakings as well play a crucial part in bracing innovation in firms. For instance, practices like development and training activities, taking part in management process as well as empowerment can brace workers’ innovative ideas plus hearten them to continue being active in innovation process. The study seeks to provide insight about the role of training in generating innovation, if training improves organizations’ innovation performance, and training programs that improve innovation performance. Discussion Developing an organisation culture that promotes innovation, Jiang et al. (2012, p.4031) suggest that HRM managers should make teams that are assorted in skills, hire for innovation talent, as well as position workers to their correct role to steer success. After placing workers to their right roles, HR management should offer the appropriate on-boarding and training proportionate to innovation and must train supervisors for skills required for steering innovative talent. Undoubtedly, HRM departments are the vital elements needed in the innovation system structure, and importantly, the organisation of information flow along with that of learning process affects the company’s innovative talent (McNamara et al., 2012, p.1232; Li et al., 2013, p.897). Particularly, the connection amongst the organization’s research, production, and sales as well as development (R&D) units is a crucial facet of the innovation development. According to Perdomo-Ortiz et al. (2009, p.1197), such connection can be attained from innovative persons who enthusiastically and passionately brace novel initiatives, develop support, triumph over opposition, and ensure implementation of innovations. For that reason, companies must support the development as well as training of its workers to widen their skills and expertise, re-orient their values and culture, as well as support persons to develop into idea champions (Lu et al., 2008, p.371). Human resource development (training) is by and large perceived as a set of entity practices and managerial practices that are intended to improve the possible input of human resources to the company. For decades, the role of training has evolved owing to a number of factors such as the introduction of novel technology, globalization, drawing and captivating talents, employees’ diversity, value prominence, leadership desire, the augmented essence directed on knowledge, as well as the work systems’ high performance paradigm. Likewise, Lorenz and Valeyre (2005, p.441) had for this reason asserted that the role of training has diversified from its conventional focus on knowledge as well as education skills, to connecting training to the needs of the organisation, and to making use of training in generating and sharing expertise. This proves that for organizations to be more competitive than their rivals, they must build intellectual resources/capital. In this regard, the workforce training is an element of a system premeditated to generate intellectual resources, which not only entails learning fundamental prospects required to carry out the existing jobs, but as well arousing innovation and creativity and plus encouraging workers to gain and use knowledge (Erickson & Jacoby, 2003, p.219). Organizations are at the moment concentrating on unremitting learning cycles to make the most out of their organizational talent to attain unrelenting higher performance. Human resource development (training) is a very important strategy in HRM, given that studies have established that training is part of innovation stimulating factors, which, as a result, guide the organization to achieve a competitive advantage. The organization’s HR department can managed to balance both the long- and short-term organizational desires after training its workforce (Walsworth & Verma, 2007, p.229). Importantly, training creates a program that handles basic capability needs, whilst taking into account the suppleness of the program in order to handle ongoing knowledge requisites and prepares workers for upcoming competencies needed by the company. Presently, there are scores of training programs offered to the workers, and these programs are derived from the training needs evaluation of entity worker, which are based on their department performance, capability needs, worker response, and results of performance appraisal. According to McNamara et al. (2012, p.1231) the program design or training is concluded prior to the programs delivery. The two extensively utilized training programs are technical and behavioral training which are often utilized to arouse innovation as well as creativity in the organisation. Exclusively, behavioral training is intended to improve the employees’ psychological, emotional, and social skills, whereas technical training is intended to enhance the technical and theoretical skills of the employees plus allow them to successfully and competently carry out their allocated duties and tasks. Training Programs examples that encourage Innovation Technical Behavioral Environmental scanning Strategic leadership Advanced brand management Total quality management Project management Personal effectiveness Product designing Team building Information technology Culture building Resource maximization Transformational management Creative selling Culture building Conclusion Conclusively, organizations can get competitive advantage by analytically developing the functions of their HRM as well as encouraging their workers to be innovative through training. Additionally, to improve their innovative performance organizations should have functional metrics such as benchmarking paraphernalia that are rooted in the organization culture. Undoubtedly, such metrics enable business organisation to contrast themselves to the most excellent companies. Importantly, organizations should have an engagement program for their employees. High workforce engagement levels without doubt link to enhanced idea invention, more idea sharing, more resourcefulness, and enhanced business results based on efficiency and productivity. References Elenkov, D.S. & Manev, I.M., 2005. Top Management Leadership and Influence on Innovation: The Role of Sociocultural Context. Journal of Management, vol. 31, no. 3, pp.381-402. Erickson, C.L. & Jacoby, S.M., 2003. The Effect of Employer Networks on Workplace Innovation and Training. Industrial and Labor Relations Review, vol. 56, no. 2, pp.203-23. Jiang, J., Wang, S. & Zhao, S., 2012. Does HRM facilitate employee creativity and organizational innovation? A study of Chinese firms. The International Journal of Human Resource Management, vol. 23, no. 19, pp.4025-47. Li, Q. et al., 2013. Top management attention to innovation: The role of search selection and intensity in new product introductions. Academy of Management Journal,vol. 56, no. 3, pp.893-916. Lorenz, E. & Valeyre, A., 2005. 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