Training for Human Resource Development - Essay Example

? Human Resource Development Contents Introduction 3 What is Training? 3 Training Needs at Different Levels of an Organization 4 Advantages and Disadvantages of Different Training Methods 5 Planning Development and Training Design 7 Training Need Assessment 7 Training Event 8 Training Evaluation 11 Evaluation of a Training Program 13 Conclusion 15 References 17 Introduction In this article we will discuss different aspects of training which involves planning and designing and developing it. These elements are integral to the human resources department or the HRD. HRD is of consequential importance to an organization and has a vital role in the management of human resources. Its part in the success of the organization is not only circumscribed to the recruitment and selection of employees but also in their promotion, training and professional advancement. With respect to training, the HRD collects and organizes the materials needed for skill training, coordinates the training endeavors, carries out or helps to put into effect on-the-job training and channels the input and expertise needed for the development of the organization (Mathis & Jackson 2008). What is Training? Before we delve into technical details of training and development, we need to understand what actually training is. What is the difference between learning and training? Training can be defined as a process of learning which is designed specifically for target audience keeping certain objectives in view. It is planned in nature and aims to affect the attitudes, knowledge and skill behavior through the process of learning so that maximum efficiency can be obtained from the employees’ performance. The identification of training needs of the employees is an integral element in the success of an organization. Training also serves to fulfill the current and potential manpower needs of an organization. The process of identifying training needs encompasses teaching people the required education and imparting skills so that the gap between the level of performance the employee has and the required level of competence can be filled. In many situations, training programs should be comprehensive enough to equip the employees with the skills needed to function effectively not only inside the organization but also be able to comprehend the external environment (Huque & Vyas 2004). Training Needs at Different Levels of an Organization When identify training needs it is important to consider the responsibilities that the employee holds. Two people on different levels of the hierarchies have different tasks and responsibilities as well as varying stages of career progression. This mandates that the training provided to employees should not be the same and should be based on their career progression and responsibilities in the organization. Training needs will be different of people at the junior level are going to be different from those of the senior employees. For example, induction training is an effective tool for junior employees, helping them in building their base and providing them with the knowledge and skills needed to work in an efficient way. On the other hand, in-service training can prove to be more effective for employees higher up in the hierarchy. Public service training is aligned with the needs of the employees and it is important that training programs take into account the various functional areas that employees are engaged in different stages of their career. It has been stressed that theoretical input in the training programs is very important and there should be a balance between the training needs of the employees and the academic information imparted to them. Training requirements for different employees are different and can be exemplified by looking at the different levels of an organization. The type of training that would be provided to top managers would be strategic in nature and should focus on their functional areas such as drafting investment plans and deciding upon the long term plans of the organization. Middle management requires tactical training and includes heads of departments, store managers and budget team leaders. Middle management is also responsible for establishing and working for short to medium turn goals, and their training should be adequately focused on the development skills and expertise for the achievement of these goals effectively. Line supervisors need appraisal since it conforms ideally to their task of planning daily activities of the organization. One way of identifying the needs of the employees is by conducting a job analysis. The job analysis proves that the training needs vary from one employee to another and is instrumental in developing performance appraisal forms. Job analysis appraisal forms are a much more effective way of getting information and conveying it to the HRD regarding performance expectations. Moreover it also provides a strong base for taking HR decisions and evaluating the feedback (Job Analysis 2011). Advantages and Disadvantages of Different Training Methods In the recent years, training has come to focus more on active, student-centered, problem-focused learning methods in contrast to didactic methods of teaching. There are a number of training methods that can be used for an effective, outcomes-oriented training. The choice of which training method should be adopted depends on the training objectives, the resources at disposal, the competency of the participant as well as his or her career progression, and the environment. Ideally, most training programs require a combination of theoretical input, role-playing, practical experience and onsite training and supervision (World Health Organization 2005). The methods employed should be brought in an alignment with the objective behind the training program. There are both advantages and disadvantages associated with various training programs and the choice of the method depends on which method proves to be the most effective in a particular case. Instructor-led training entails that a lecturer gives presentations and imparts the needed knowledge in a classroom. The advantage of such a method is that the content is delivered to a large group of people at one time. Moreover instructor-led training can be revised according to the needs of the group in a short period of time, and the instructor can change the pace of the discussion depending on the audience’s response. The method also provides a face-to-face interaction. On the other hand, instructor-led training can be difficult to schedule and gives rise to travel costs for the participants. Instructor-led training can also be carried out online and through video conferencing as well as on-the-job coaching. Online group training can be made quickly and has no travel costs but there is a need for a computer and there is no face-to-face interaction. The costs for equipment could run high in the case of video conferencing and the process can also turn out to be logistically difficult (Borysowich 2007). On-the-job training has the advantage of facilitating effective communication of knowledge and face-to-face interaction with the coaching being directly relevant to the job of the employee. However it may not be economically feasible if the employee-instructor ratio is too small. Another disadvantage of this method is that there would be differences in the training given by one instructor to another. Didactic training methods also limit the practical experience the participant gets from the program and it is increasingly difficult to analyze the degree of effectiveness of the method (World Health Organization 2005). Planning Development and Training Design Now we will discuss different aspects of training. It’s planning development and design. Taking into consideration a training event, I will make use of a systematic approach to plan and develop training. The model for the training process requires that the following components are addressed (Huque & Vyas 2004): 1. Setting organizational objectives 2. Identifying the key competencies of the employees 3. Evaluating the training needs of the organization against the competencies of the staff 4. Formulating a training and development plan 5. Choosing the training method 6. Selecting the resources for implementing the plan 7. Review and evaluation of the implemented program Keeping these steps in mind, a training plan is made for a training event. However before proceeding with the development of a plan, there is a need to review the various components of the process. Training Need Assessment The first step for training is to do analysis of do we really need training? What should be the focus areas? What trainings are necessary and what are desirable? All these are part of what we call training need assessment or TNA. Training need analysis in short is basically a systematic approach of assessing training needs (Eddie Davies, 2007). It provides a model of action not only for organizing and planning training needs but designing and implementation of the survey conducted for a TNA. It also includes analysis of the survey. The analysis report and survey is then discussed with the senior management. The training needs analysis is carried out at different levels of an organization, beginning with the identification of the needs of the entire organization to narrowing the approach and focusing on individual needs (Piskurich 2003). The steps involved in the TNA are as under: Discover and collect any existing material related to training project Define goals in measurable terms Construct instructional analysis –a roadmap and direction towards goal Analyze employees’ learning and determine their skill level Learning objectives should be clearly stated. Performance appraisal equips the managers with the knowledge to monitor the selection of employees for training and development activities (Pride, Hughes & Kapoor 2009). After reviewing how to carry out a needs analysis, the next part of the paper will provide a systematic approach in the development of a training program for a training event. Training Event The purpose of the training event is to improve the efficiency of the employees and their performance so that maximum benefit can be obtained. Higher levels of performance efficiency are going to translate into greater profits for the organization. Title of Training: Training Course for Junior Level Employees Based on Performance Appraisal Objectives: To perform an appraisal and provide training to employees who have recently joined the organization or are on a junior level. A job analysis needs to be undertaken for identifying the key competencies of the staff and the organizational objectives. A comparison needs to be made between the competencies and the preset standards of the organization. The results of the performance appraisal need to be documented and presented to the employees. The subsequent training course should address the training needs identified in the appraisal. Developing a Training Program: In order to develop a training plan, the foremost thing is to evaluate the training needs of the employees. This can be done through a TNA. This helps to establish what training is required and which aspects of the performance necessitate this training. The senior managers are going to select the staff that has recently joined the organization or are placed on a junior level for the purpose of training. This stage is crucial in small organizations, where the costs of training a single employee can run high as compared to larger organizations, where training large numbers of employees divides the costs. In order to do so, the senior managers have to identify the level of performance of the employees. There are a number of methods for appraisal. The senior manager can use the Graphic Ratings method. The manager will evaluate and check off the various aspects of the employee’s performance. This will help the manager identify the strengths and weaknesses of the employees and to filter out which employees need to be trained. After selection of employees, the managers need to set and communicate clear and coherent training goals across the employees. The goals should have a close link with the training needs and should target explicitly the behavior or attitude to be changed and the skill to be mastered. Therefore the goal is going to be choosing a training method which satisfies the training needs of the employees. Choosing a Training Method: The next step in the development of a training program is the selection of the training method. The training methods can be divided into on-the-job and off-the-job training. Also as discussed above, different training methods have different advantages and drawbacks. The method needs to be selected on the basis of the what and why of the training program as well as the economic feasibility of the method in the given situation (Employee Training and Development n.d.). In this particular training event, off-the-job training will not be suitable because the employees have either just joined the organization or have only been affiliated with it for a small period of time. On-the-job training would help them familiarize with the surroundings as well as gain training. Collecting the Resources for Implementation: After the plan has been made, the resources needed for its implementation need to be gathered. These include trainers and instructors and equipment such as computers. If the training program encompasses providing theoretical knowledge, presentations need to be made and other theoretical material needs to be organized in order to disseminate amongst the participants. The development of presentations can also negate the drawbacks of on-the-job training, since it is argued that in on-the-job training, the employees are not taught a uniform course. With respect to the training particulars, the classroom training can be carried out in conference rooms of the company. The timings for it can be after the lunch break, such that the training is between two working slots i.e. the morning and the afternoon. Implementation of the Plan: The senior managers have to communicate the information clearly to the employees. The duration of the training program is going to be three days per week for four weeks. Since the start of the development of plan, three weeks should be given to develop and collect the resources needed to implement it. After three weeks, the plan should be put into action. Evaluation: The last step in the training process constitutes the evaluation of the effectiveness of the plan. This is discussed in greater detail in the next section. Training Evaluation The most important step is to analyze and measure the strategic value of training. Traditional evaluation methods are not acceptable anymore in organizations. Valarie Anderson observes that in the current era, organizations are more concerned about measuring the value of training in quantitative terms (CIPD 2007). The stake holders i.e. the managers, trainees and trainers have become more aware and aim to add value and ensure that the investment made in training is directly linked to the strategic priorities of the organization. The concept of strategic human resources management comes in place which places HR as strategic business partner to organizations. It is an accepted fact now that learning is a strategic issue for any organization. A research was conducted by university of Portsmouth on behalf of CIPD to gain insight into the methods of training evaluation used by organizations. It was realized that each organization is different and hence offers a different model and approach to cater to its need. Hence the emphasis was on both qualitative and quantitative approaches. A shift from measures of return to measures of expectation was also observed. Managers employ a number of training evaluation methods. These include Common Training Evaluation Strategy, the CIPP approach, the Balance Scorecard etc. It has been emphasized repeatedly in human resources management literature that training must be carried out several times during the business process. These milestones need to be decided when the training plan is being developed. The basis for the evaluation of the employees should be a comparison between the newly-learnt skills of the employees and the goals of the training program. If there are any discrepancies in the process, they should be addressed and the training program altered to counter them. One of the commonest reasons for the failure of the training programs is because the managers did not carry out an evaluation at the right time. Therefore, timely evaluation is a crucial factor in the success of the training program (Employee Training and Development n.d.). Evaluation is the end stage in the training process, but it is only the beginning of improving training (Biech 2005). Donald Kirkpatrick came up with four levels of evaluation of the training process (Bogardus 2004): 1. Reaction: this level is concerned with the measurement of the instant reaction of the trainees in the training session. One of the most commonly used way of performing a reaction evaluation is by asking the trainees to fill a questionnaire after the session finishes. The information gained through this evaluation is helpful for the trainer in knowing the effectiveness of the program delivery. However it does not provide information regarding the long-term impact of the training. 2. Learning: this evaluation tests the knowledge the participants have acquired in the training process. It can be known if the participants acquired knowledge from the training. This method provides better evaluation than the reaction phase, however it is still not established if the job performance of the trainees improved as a result of the training. 3. Behavior: behavior evaluation is carried out six weeks and six months after the training to find out whether the knowledge and skills acquired are being utilized in the job or not. This evaluation is carried out through observation of the employees, interviews with the trainees or by carrying out tests or surveys. This stage provides information whether the training has translated into increased productivity. 4. Results: this level of evaluation is concerned with the impact training had on the business. While it may be the most effective means of evaluating the training program, it is often difficult to establish the effects of training on business output because of the involvement of a range of other factors. Evaluation of a Training Program Title of Evaluation: Performing Evaluation of Training Program of Junior Level Employees Objective: To perform an evaluation of the training program by using the four levels model proposed by Donald Kirkpatrick. Carrying out the Evaluation: Reaction Identifying evaluation questions. These include: was the content of the workshop up to my expectations, was I well-informed about the aim of the training, were the workshop activities conducive to learning, was the classroom atmosphere favorable, was the pace of the course suitable, was the course very difficult, was the instructor helpful and well-prepared, will I be able to apply the knowledge that I gained? (Enhancing Education 2002). Designing of a questionnaire for the trainees to fill. Keep the forms anonymous to get honest replies. By rating on a scale of ‘Yes’. ‘No’ and ‘Don’t Know’ employees could be asked their response regarding the training course through the questions mentioned above. Permitting trainees to write extra comments Learning Giving a pretest before the training Giving a posttest after the training Carrying out an item analysis for correct answers in the pretest and incorrect ones in the posttest. The pretest and posttest must be identical to each other. Although different tests, they must assess the same abilities (Basarab & Root 1992). Behavior Mailing questionnaires to trainees Creating on-the-job action plans and reviewing them later Interviewing trainees, managers, peers, subordinates etc Observation of the trainees during their job Results Using the Rating Scale in the Training Program as a standard for finding out whether the weaknesses of the employees have been overcome. Comparing company profits before and after the training Using control and experimental groups to compare any improvements Determining return-on-investment through cost savings, improvement in the work output and quality changes (Basarab & Root 1992) Reviewing the Successes of the Evaluation Methods Used: The successes of the evaluation methods used depends on the response of the employees. The objective total of the questionnaires and learning tests helps to critically appraise the effect of the training program. Proceeding to the next level of evaluation requires that a positive response has been achieved from the previous level. The areas in which the trainees did not fare well can be strengthened by altering the training program to focus more on the weaknesses. In order to make the training successful, a timely post-training evaluation must be carried out; too soon or too late can both turn out to be fruitless. Evaluations carried out when the trainees are anxious to leave and not willing to spend time writing their feedback cannot be very useful to the trainers and managers (Atwood 2007). The success of the evaluation methods need to be judged against their usefulness to the trainers (Astd 2008). The first level is one of the most common methods used for evaluation; however it is not very reliable because the answers of the trainees can be influenced by the comfort of the place, the facilities provided etc (Downs 2008). Conclusion Human resource development practitioners believe that for any organization to succeed they need to emphasize on proper training. This task can be achieved by proper planning and management of training programs on regular basis. Training involves direct cost as well as indirect cost in terms of time lost. For this purpose training needs to be planned carefully. Training must be designed keeping in view the allocated budget. References Astd 2008, Training Programs: A Compliation of Basic Workplace Learning Programs, Astd, Massachusetts, MA. Atwood, CG 2007, Presentation Skills Training, American Society for Training and Development, Alexandria, VA. Basarab, DJ & Root, DK 1992, The training evaluation process: a practical approach to evaluating corporate training programs, Springer. Biech, E 2005, Training for dummies, For Dummies, New Jersey, NJ. Bogardus, AM 2004, Human resources jumpstart, John Wiley and Sons, California, CA. Borysowich, C 2007, Observations from a Tech Architect: Enterprise Implementation Issues & Solutions, Toolbox.com, retrieved 16 February 2011, CIPD 2007, The value of learning: from return on investment to return on expectation, CIPD, retrieved 16 February 2011, Downs, LJ 2008, Listening Skills Training, American Society for Training and Development,Danvers, MA. Employee Training and Development n.d., Bizmove.com, retrieved 16 February 2011, Enhancing Education 2002, Sample Workshop Evaluation Questionnaire, Corporation for Public Broadcasting, retrieved 19 February 2011, Huque, AS & Vyas, L 2004, Public service in a globalized world: central training institutes in India and Hong Kong, Ashgate Publishing, Ltd., Hants. Job Analysis 2011, Advameg, Inc., retrieved 16 February 2011, Mathis, RL & Jackson, JH 2008, Human resource management, Cengage Learning, Ohio. Piskurich, GM 2003, Trainer Basics, American Society for Training and Development, Alexandria, VA. Pride, WM, Hughes, RJ & Kapoor, JR 2009, Business, Cengage Learning, Mason, OH. World Health Organization 2005, Human resources and training in mental health, World Health Organization, Geneva. Read More