HR Training and Development - Article Example

HR Training and Development Affiliation with more information about affiliation, research grants, conflict of interest and how to contact HR Training and Development Training Need Analysis (TNA) is an integral part of a well designed training programme. TNA is an assessment about the skills and knowledge which the employees possess currently and the skill and knowledge they would require for achieving organizational goals. TNA is essential to design appropriate training program. It also helps to identify the kinds of knowledge, attitude and experience required by an employee to perform the task which will help them in updating their skills and knowledge according to the changes in technology and thus to optimize their performance. TNA, therefore, can be perceived as “a series of activities conducted to identify problems or other issues in the workplace and to determine whether training is an appropriate response” (Hasan, 2007, para. 1). Training objective is an important component in all training programmes. Without a specific objective, the learners do not know what they have to learn and the instructors cannot know what is to be taught? In any training, the main objective is acquiring of knowledge or skill by the trainees. The employees are expected to augment the level of their work performance and also increase the quality of their work to match with the standards of the organization. Thus, training objective can be understood as “a measurable statement that describes one of the changes that are necessary to achieve a goal” (The Anatomy of Good Goals and Objectives, 1999, para. 5). Learning brings permanent changes in one’s knowledge, skills or behaviour. Value learning incorporates permanent changes in human capabilities such as skills, knowledge, and behaviour. Learning is a continuous process and it makes adjustments in basic elements through observations. Learning motivates people to do work and discourage people from doing some work due to positive and negative actions. In social learning theory, people learn things by observing other credible and knowledgeable persons. They take individuals as a role model and learn things from them. Under need theory a trainer should identify the needs of the trainees and should provide the training that suits their needs. Active learning is “a dynamic process involving continuous adjustment and re-structuring of basic elements” (Lara, 2011, para. 3). Learning style means the approaches for learning that people adopt or the different techniques for learning things. In training, the trainees adopt different techniques for learning the work. Likewise, the trainer adopts different techniques to impart the training to trainees trainer can use pictures diagrams and visuals for teaching the trainees. Learning will also be influenced by the style adopted by the trainer “Students have different learning styles–characteristic strengths and preferences in the ways they take in and process information” (Felder, 2010, para. 1). Training should be defined according to the employees, their skills, experience and knowledge. While designing the training process, the trainer should take into consideration the experience of the employees, their skills and knowledge. The trainer should also make a close observation of the employees who need training. If necessary, he can make changes in training designs. When designing the training program, the objectives of training, period of training etc should be taken in to account. The training program can be designed as an on the job training or off the job training, based on the company. For example, if the company is a manufacturing unit, it can adopt on the job method and if it a service it can adopt off the job method. “Instructional design is the systematic process of designing education and training courses from start to finish” (JHPIEGO’s Instructional Design Process, 1995, para. 1). Training and development can reduce the risks of shortfall in performance. The training program, however, must be designed according to the need assessment. The performance shortfall in an organization can be made good through the implementation of proper training. “There are three levels of needs assessment: organizational analysis, task analysis and individual analysis” (Miller et al. 1996, p. 2). The training steps are usually four model, which start with identifying the needs for training, the designing of the training process, the execution of the training process and evaluation or feedback of the training process. The implementation of training in an organization not only enhances the business but also helps in achieving customer satisfaction because increased performance will ensure better services. Appropriate training is equal to learning which brings about a permanent change in the trainee. “The best training practices are devised from real-life learning situations, then adapted into workable formulae for use outside the original organization” (Training & Management Development Methods, n.d., para. 3). Proper training supports the business and also the public. From the perspective of a firm, training encourages the character growth of the organization visible through the efficiency of its business, routine enhancement which increases the routine day performance of the business etc. At the public level, training of employees in an organization increases the simplicity with which public can contact the organization and the public can experience an enjoyable service. Training has four major resources: the trainer, trainees, designer of training and the evaluator of the training programme. The training content should be meaningful and appropriate to the context of the organization. Besides, training should provide ample scope that the trainer can learn through observations. Training in different countries and different firms occurs in different styles. For example, in Australia the training process has far improved and this is because much research has been done on the importance of training process. “In Australia, as elsewhere, much research in the field of vocational education and training has focused on the supply side of the training market” (Smith & Hayton, 1999, para. 1). For example: In an automobile firm the firm proposes to increase its sales. Therefore, it needs to impart training to its marketing personnel. Learning objectives for the trainees are varied and range from how they should welcome a walk-in client to how they can create customers. “Goal-based and systems-based approaches are predominantly used in the evaluation of training” (Eseryel, 2002, para. 8). A number of trainings procedures can be adopted like E-training, Tele training, Class room coaching etc. The most appropriate training method should be incorporated. “Training need analysis is a must for enabling them to provide quality services to the customers both inside and outside” (Vasuki, 2007, p. 1). E training is referred to as delivering the information in a system by the use of internet where the virtual classroom plays an important role. The training provided to the sales personnel also calls for training on handling body language which a sales personnel should follow while in communication with a customer. “Australian workers are receiving more and better training from their employers now than in the past” (smith, 2011, para. 1). The trainee should be motivated in the training process and should be capable of retaining the learning that has been acquired in the training process. Training evaluation is necessary to analyse the training program and to “get a macro picture across all the training programs” (Indira, 2008, p. 141). Training evaluation helps to understand the amount of knowledge, skill and attitude that the trainee has been able to secure in the training process. Reference List Eseryel, D. (2002). Approaches to Evaluation of Training: Theory & Amp; Practice. Educational Technology & Society. ISSN 1436-4522. Retrieved Aug. 25, 2011, from http://www.ifets.info/journals/5_2/eseryel.html Felder, R. M. (2010). Learning Styles: Matters of Styles. English Articles. Retrieved Aug. 25, 2011, from Hasan. (2007). How to Conduct a Training Needs Analysis. Directory Journal. Retrieved Aug. 25, 2011, from http://www.dirjournal.com/guides/how-to-conduct-a-training-needs-analysis/ Indira, A. (2008). Evaluation of Training Programs for Rural Development. Journal od Applied Quantitative Methods. Vol. 3. Retrieved Aug. 25, 2011, from http://jaqm.ro/issues/volume-3,issue-2/pdfs/indira.pdf JHPIEGO’s Instructional Design Process, (1995). JHPIEGO Corporation. Retrieved Aug. 25, 2011, from http://www.reproline.jhu.edu/english/6read/6training/process/3ids.htm Lara, V. (2011). Professional Development Module: Learning Theory and the Adult Learner. Texas Collaborative for Teaching Excellence. Retrieved Aug. 25, 2011, from http://www.texascollaborative.org/Learning_Theory.htm Miller, et al. (1996). Training Needs Assessment. www.ispi.or. Retrieved Aug. 25, 2011, from http://www.ispi.org/pdf/suggestedReading/Miller_Osinski.pdf Smith, A & Hayton, G. (1999). What Drives Enterprise Training? Evidence From Australia. Taylor & Francis Online. Retrieved Aug. 25, 2011, from http://www.tandfonline.com/doi/abs/10.1080/095851999340549 Smith, A. (2011). Recent Trends in Australian Training and Development. SAGE Journals. Australian Human Resources Institute. Retrieved Aug. 25, 2011, from http://apj.sagepub.com/content/41/2/231 The Anatomy of Good Goals and Objectives, (1999). WebAim. Retrieved Aug. 25, 2011, from http://webaim.org/articles/training/goals/ Training & Management Development Methods, (n.d). Emerald Group Publishing Limited. Retrieved Aug. 25, 2011, from http://www.emeraldinsight.com/products/journals/journals.htm?id=tmdm Vasuki, H. V. (2007). Training Need Analysis. Science Tech Entrepreneur. Retrieved Aug. 25, 2011, from http://www.techno-preneur.net/information-desk/sciencetech-magazine/2007/feb07/Training.pdf Read More