Aspects of Development Theory - Literature review Example

Human Development Contents Contents 2 Introduction 3 Significance 3 Review of Previous Literature 4 Conceptual Framework 5 Motivation 5 Self-efficacy6 Organisation Membership 6 Employee’s personal characteristics 6 Learning Style 7 Perceived Benefits 7 Conclusion 7 References 9 9 Introduction Training is a very crucial issue of human resources in an organisation. The organisation is regarded as effective means of human resources development. The effective of human resources development is depends on the degree of employees participants, and it reflects the intended outcomes of business. In adult education system, the employees are participated in HRD and receive very less attention among the researches. Currently the need of researches for training is low because of e-learning in the industry. According to the report given by ASTD & the masie centre (2001) only 69% of the employees have participated in the e-learning whereas only 32% of employees are in voluntary training. It also says that more than 70% employees who are in e-learning do not complete the online training program schedule, which refers to embarrassing situation in the corporate learning. There are some clear views that the technologies which are developing online learning training program have faced lots of challenges for attracting the participants to participate and to complete it. The challenges make it necessary for conducting depth-research on this concept with the objective of finding the appropriate theory that can provide a insight for providing the practice of the manager to imply an effective strategy to improve the employees participation and for the e-learning intervention program.( Long, 2012 pp- 75-76) Significance The objective of building a well convinced theory of in training and development need some of comments. A good convinced theory will provide organisation with some important approaches to human capital investment. The pattern and factors that determing the learning participants to enable organisations development policies and strategy for motivation and to increase the employee participants, and on other hand the drop-out rates will brought to the minimum. Kirkpatrick, describe four level of learning evaluation, whereas the other theories are based on their assumption that on completion of training is not a serious issue. Some of the empirical studies have linked the employees in training program with some of the outcomes. Hick and Klinoski (1987) conducted a study that examines the relation between the choices of the employees in the form of receiving information, when a training program is being selected. The group of employees found themselves in having a high level of freedom in participating training which are reported to have some favourable training reaction and a clear view for achieving the than those who have been compelled of having little freedom of their own choice (Saad, Mat and Awadh, 2013). This research has been conducted through field research; Baldwin et al (1991) use some of the similar experience to design and to investigate the effect of training and development outcome. The study also points the important role of providing choices of the participants for motivating of doing the training. Similarly the study also finds out some that if employees do not receives the training that they have choose it will than lead to poor motivation and the outcomes of learning will be very poor. Review of Previous Literature This section tells the review and how the analyses have been done in previous studies on the human resources development the education for the adult to establish ground for building a learning participation building for the human resource development program. Learning participation theories are linked with motivational theories because to motivate learning to come first in training. An investigation of this theory in adult learning was invented by Houle (1961), through interview technique of the study that adult education is indentified in three categories of learning motivation; those are goal oriented, activity oriented, and learning oriented. Many researches such as Sheffield (1964), Burgress (1971) and Boshire (1971) did a exclusive study on the subject of leaning motivation. Learning motivation can be expanded into six motivational factors in which it can be explained the concept of learning participants for the adult education. In this it include social relationship, external expectation, social welfares, professional advancement, stimulation and cognitive interest (Kozlowski and Salas, 2009, pp.156-158). In the recent years, the evaluation of the training program was conducted for examining the relationship between interest and participants in the voluntary training program, there are almost three groups that construct the including of perceiving, environment, perceiving of incentive and the outcome are the personal variables. The study says that all the individual have their own personal features which are accounted for the variation of training participants and that includes of career insight, skill development, self efficacy and job involvement. Employee training and development orientation (ELDO) model is the first theoretical explanation of training and development and it awes proposed by Maurer (2002). ELDO has examines the personal disposition to training and it can be relevant to the employees career (Laird, Holton and Naquin, 2003, pp. 47-49). Conceptual Framework Motivation In managerial function any organisation has to motivate employees, this is because motivation is very much connected to the employee’s satisfaction and it ensures employees work consistently well to do their jobs. Motivation is most important in industries like hospital, where employee satisfaction and competence are key determinants of the service quality. Motivation is the willingness to have high level of efforts to the objective or the goal which is assigned by the organisation. Every individual have to work in a common group to achieve the objective or the organisational goals, the willingness to do so is related with their individuals needs. Motivation plays a very important role in achieving high performance in the workplace, but it is not that if any employees is motivated than he/she will perform satisfactorily (Brown, 2007, pp. 90-92). Self-efficacy The studies have shown that self efficacy is an important determinant of participant in training, learning and development program; it can also be defined as the principle and assurance exhibit in doing a task or addressing any challenges in training. When an employee has that guarantee about training outcome there is likelihood that su7ch employee can participate effectively in the training and learning. Organisation Membership It includes work life, tenure and the organisational tenure and it has found an important relationship with those who are participating in training. Employee’s personal characteristics Among all the variables this clusters includes age, gender, educational background, ethnic group and in some cases marital status. If training program is conducted by the organisation take too much time, in that cases employees with children are likely to drop-out other than the women those who are single and without nursing children. Cultural differences may also lead to drop out the training program and it corporate in different locations (Wigfield and Eccles, 2002, pp- 101-103). Learning Style It represents factors like cognitive and affective which is the indicator of how a leaner’s can perceives and how they respond on the training environment. It can also represent a style of information process that involves a personal way of thinking and to perceive and to solve the problem. Training also need to describe two basic aspects, awareness of training and the level of agreement with the organisational training which needs assessment, employees those who perceives the training need assessment which are conducted by the organisation complete it more actively. Perceived Benefits The perceived benefits comprises of three facts those are the increase rate of participation and to complete the learning program it can be development of training motivation, which help the participant to trained in future. In quest for career development, it helps the employees for a promotion on completing the training program which is assigned by the organisation. The desire for self actualisation is to improve the ability to participate in extra activities which refer to the psychology development. The third aspect is applicable for the learning in the classroom and enhances the training program (Wong, 2000, pp-48-50). Conclusion In this study paper it has been broadly described the theory of the training and development in the human resources development program and it has also clearly shows the important of the training in the organisation. Currently the training are going on-line and there is high drop- out rate of e-learning in the industry. Training program faced with some challenges that attract participate actively to complete the training program. Training and development most important theory is motivation. It plays a very crucial role in an organisation; the organisation should motivate the employees who undergo any training program. Employees should get motivation from the mangers to do achieve the goals which have been assigned by the organisation. It is very important that the theory should build a good convinced training participate in the human resources development program. In the given topic it identifies some important variables which help the organisation in achieving the human capital investment. The theories and the models also described the adult learning system in the organisation, their applicability to human resource development has some limitations, and these are adopted for the uses of policy makers in making a commonly use of adult learning. Learning program in the organisation is done to enhance the job performance of and improve the employee’s productivity as they are required to participate in the training programs for a improvement in the job performance. The decision to participate in the training program comes from the organisation. References Brown,V., L. 2007. Psychology of Motivation, New York: Nova Publishers Kozlowski, S. W. J. and Salas E. 2009. Learning, Training, and Development in Organizations. New York: Taylor & Francis. Laird, D., Holton, E. F. And Naquin, S. S. 2003. Approaches To Training And Development: Third Edition. Cambrigde: Basic Books. Long, R., 2012, Motivation, Great Britain: Routledge. Saad, A. M., Mat, N. B. and Awadh, A. M. 2013. REVIEW OF THEORY OF HUMAN RESOURCES DEVELOPMENT TRAINING (LEARNING) PARTICIPATION. WEI International Academic Conference Proceedings. [Pdf]. Available at: http://www.westeastinstitute.com/wp-content/uploads/2013/02/ANT13-246-MOHAMMED-ALYAHYA-Norsiah-and-Alharbi.pdf. [Accessed on 18 April, 2014]. Saks, M., A, and Haccoun, R., 2010, Managing Performance Through Training and Development: New York: Cengage Learning. Wigfield, A., and Eccles, S., J, 2002, Development of Achievement Motivation, UK, Academic Press. Wong, R, 2000. Motivation: A Biobehavioural Approach, New York: Cambridge University Press. Read More