Finishing Bookstore Staff Training and Development Program - Example

ASSESSMENT: 2 ASSESSMENT TITLE: A SHORT REPORT ON FINNISH BOOKSTORE STAFF TRAINING AND DEVELOPMENT PROGRAM SUBJECT NAME: HRMT19013 NAME: HE MINTING STUDENT NUMBER: S0214758 ASSIGNMENT DUE DATE: 10-MAY-12 THURSDAY 12:00 PM Executive Summary This short report reviews the important contribution made by staff training and development to an organization. This report assesses the development needs of the Finnish Bookstore staff as well as learning strategies suitable for the bookstore. The report begins by examining the various ways of assessing staff development needs and then examines the various learning interventions that can be engaged to achieve specified performance outcomes. The last section of the report has reviewed the strategies that can be used to evaluate the effectiveness of a learning intervention. The report finds that staff development and training helps employees develop skills and competencies necessary to achieve strategic corporate objectives. It is, therefore, important for development and training needs to be carefully evaluated and addressed through training. The provision of reason and criteria for the learning program is a key aspect in ensuring improved performance. Structured and unstructured planning processes and strategies also play a role in improving staff development needs. Examination of performance rates of employees will also ensure that improvement of the performance. Table of Content Page 1 Executive Summary 2 Table of Content Page 3 1.0Introduction 4 2.0 Ways of Assessing an Organization’s Staff Development Needs 5 2.1 Systematic Review of Employee Development Needs 5 2.2 Performance Review Analysis 5 2.3 Examination of Performance Ratings 5 2.4 Organizational Analysis 6 2.5 Task Analysis 6 3.0 Strategies for Effecting Specific Learning and Development Needs 7 3.1 Promotion of the Culture of Learning among Employees 7 3.7 Human Resource Development Needs Investigation (HRDNI) 10 3.8 Strategic Alliances 10 3.9 On-site and Off-site learning 11 3.10 Andragogy 11 4.0 How to Evaluate the Effectiveness of Learning Strategies/ Interventions 11 4.2 Learning Programs 12 4.3 Controlled Experimentation 12 4.4 Behavior Analysis 12 4.5 Result Analysis 12 5.0 Conclusion 13 Reference List 14 1.0 Introduction Staff training and development is necessary to the continuing achievement of any business. The process assists articulate people assets with firm’s core planned objectives and mission, which in turn adds up to competitive advantages. Staff development is a crucial part of modern human resource management and presents a structure for employees to improve their organizational and personal skills, capability and knowledge. In his book, Kuchinke (2010) has explained that the key focus of staff development is to foster the most advanced workforce, which can assist a business achieve its employment goals in the most proficient way. This consideration has become a primary purpose of instituting staff development programs in modern business organizations. It is important to note that the structured, semi-structured and unstructured learning strategies play a key role of effecting specific learning strategies for developments and needs. HRDNI is human resource aspect that stands for human resource development needs investigation. It plays a key role of identifying gaps between current events and what should be taking place. It links HRD to strategic plan. It also identifies whether staff have enough skills and knowledge while minimizing resources wastage such as staff time. It also maximizes potential benefits of the learning interventions. This report will analyze the use of HRDNI interventions in solving the problems within Finnish Bookstore. Finnish Bookstore needs to process their training program immediately they have their plans in order. They should ensure that the staffs are trained after every 5months. 2.0 Ways of Assessing an Organization’s Staff Development Needs 2.1 Systematic Review of Employee Development Needs Effective organizational management requires continuous and systematic review of employee development needs. Development needs of workers should be evaluated in the perspective of an organization’s tactical goals to make sure that employee competence is in line with an organization’s mission. McDowall and Saunders (2010) have explained in his article that employee development programs can be appropriate when an organization expects to gain more benefits from the training than what is invested in the training programs. 2.2 Performance Review Analysis The process of identifying employee development needs requires careful analysis of mission objectives, production process, personnel, resource requirement and other costs. A key to determining the development needs of employees is through performance review analysis. Performance review gives opportunity for employees to identify any skills, knowledge and abilities that may need to be developed further. In this regard, it is important that human resource managers and employees work together to ensure that the right skills, knowledge and abilities are identified (Tharenou, Saks and Moore 2007). 2.3 Examination of Performance Ratings Another important mechanism for assessing development needs of employees is the examination of performance ratings. It is important that supervisors and employees evaluate ratings about performance to identify those areas whose achievement is below expectations. It is also important for the supervisors and employees to focus on those areas whose achievement is satisfactory but would benefit from additional development and enhancement. Examination of performance ratings can help the Finnish Bookstore management decide which tasks created more difficulties and what steps should be taken to rectify the situation. Human resource heads can also access staff development needs by discussing performance weaknesses with employees. In this case, it is important for the employees and the supervisors to reach agreement on which areas are most important to develop and the resource requirements for effecting the development (Yeung and Bob 1997). 2.4 Organizational Analysis Organizational analysis is another means of assessing organizational development needs. This method examines the organization as a whole and includes investigation of such factors and issues as mission and objectives, organizational structure and culture, internal and external environments, market trends, management policies and production procedures. All these aspects have a bearing on employee performance. Organizational analysis helps determine ways of aligning employee competencies with the need requirements of each of these factors and issues. According to Tharenou, Saks and Moore (2007) the competence needs of a particular organizational factor will hardly be the same as that of another. Therefore, the most successful development program should be based around competencies and needs development customized for a particular organizational aspect. 2.5 Task Analysis Human resource managers can also use task analysis to assess staff development need. Task analysis involves identifying the required competencies and how they relate to specific job outcomes. Task analysis requires job description and actual observation of the work being done. In many cases, the actual work being done may change over time and the procedures and systems for executing the work may become inefficient. Task analysis helps identify changing job and system requirements and the correct development needs that should be instituted. When conducted properly, task analysis is a wise investment for an organization. It helps save time, efforts and resources by working on only the staff development problem that impacts on employee performance. According to Simons and Antonio (1998) task analysis helps provide essential information that can be used to develop solutions that focus on areas of greatest interest. 3.0 Strategies for Effecting Specific Learning and Development Needs 3.1 Promotion of the Culture of Learning among Employees Successful training and development of employees in an organization requires engagement of various strategies. The best training strategies will require vision, focus and direction of the organization’s leadership and should be able to improve employee interpersonal, teamwork and leadership skills. McDowall and Saunders (2010) have defined learning strategies as mechanisms which help establish the competencies that an organization requires and the means to achieve them. Ideally, learning is essential to the successful participation of employees in organizational performance. One of the most vital learning strategies that can be used to address employee development needs is the promotion of the culture of learning among employees. According to Kuchinke (2010) an organization’s goals cannot be realized if its employees are not equipped with information about latest business practices and strategies. This consideration can only be met by encouraging consistent learning and by consistently providing relevant learning resources. In the modern business world of cutthroat competition, continued learning and training is necessary to keep employees at the lead and face development challenges (McIlvaine 1998). 3.2 Culture of Learning, Orientation, and Induction Kuchinke (2010) has noted that the culture of learning should be inculcated alongside employee orientation and induction with regard to the need for learning. Orientation and induction give employees, especially newly hired ones and those that have been transferred to new functional areas an impression of the learning mechanism and the quality of the relationship that will prevail during their interaction with the supervisors. Empirical researches (Gregory 2002) have shown that one of the biggest reasons that learning programs fail to achieve desired goals is because of poor induction and orientation as well as poor relationships between employees and supervisors. 3.3 Alignment of Learning Program with Company Strategic Goals and Mission Another strategy is to align learning programs with the company’s strategic goals and mission and the desire learning outcomes. Hamlin and Stewart (2011) have explained that clear communication of organizational goals and mission gives employees a sense of direction regarding what ought to be done to realize the goals. Human resources managers are aware of the fact that learning programs are linked with the idea that the company’s goals are re-emphasized continuously. Therefore, they should create opportunities for employees to align their performance objectives with the direction where the company is headed to. As Gregory (2002) notes, no organization can succeed if employees are learning without a clear purpose and direction. 3.4 Provision of Reason and Criteria for the Learning Program Another effective learning strategy for addressing employee learning needs is the provision of reason and criteria for the learning program. Ideally, learning programs should not just be implemented out of hasty decisions. The programs should be implemented with a strategic purpose and with a clear target for the organization’s performance (McIlvaine 1998). For instance, if a company is suffering from low morale among employees, it is recommendable to choose a learning program that will enliven the employees, redeem their respect and delineate their attitudes to the success of the company. In a similar manner, if the company is suffering from issues of company values, the learning program should be able to address the issues. It is imperative that clarity is taken into consideration while addressing employee learning needs. This means that the supervisors or the persons responsible for implementing learning strategies should be clear about learning expectation and competence standards to be achieved. 3.5 Involvement of Organizational Leadership It is equally important to involve an organization’s leadership in the designed implementation of learning program strategies. According to Cohn, Khurana and Reeves (2005) an organization’s leadership and management should typically be aligned to any project in order for objectives to be achieved. Involvement of leadership in learning programs adds value by controlling resource allocation and giving directions on time commitment. In addition, leadership makes the learning process more effective by providing appropriate learning tools and guidance regarding assessment criteria. Indirectly, the participation of an organization’s leadership in learning programs influences the extent to which the employees are prepared to participate and learn. 3.6 Structured, semi-structured and Unstructured Strategies of Learning Structured learning strategies involves the situation whereby HR developer makes all the decisions on the learning objectives, how the content will be learned, and the evidence to be presented to prove that learning objectives has been achieved (Delahaye 2011). The structured learning strategies involve skill session, theory session, and lecture. Skill session is mainly used for teaching a procedural skills that is based on show, show and tell, check of understanding, and practice. Theory session is mainly used to impart programmed knowledge and involves 3 steps that include explanation, activity and summary (Delahaye 2011). Lecture can be viewed as a modified theory session involving explanation and summary. Unstructured learning strategies on the other hand involve the learner making all decisions. The learning responsibility rests with the learner with the HR developer managing the process (Delahaye 2011). Some of the unstructured learning strategies that can be in place at the Finnish Bookstore Staff include action learning, mentoring, E-learning, change interventions, blended learning, contract learning, and problem-based learning. HR developer plays a key role in implementing unstructured learning strategies within an organization. This is mainly achieved through providing a supportive atmosphere whereby the learner can be able to explore the unknown. The HR developer also encourages learners to evaluate their own learning as well as exhibiting patience qualities. It is important to put in place unstructured learning strategies as a way of developing and improving the organizations. This is because of their well-stipulated assumptions as it has free and informed choices, keeps testing the validity of the choices, cares about the way others feel and think, are open to alternative point of view, free from coercion and has equal opportunities to participate (Delahaye 2011). Semi-structured learning on the other hand involves discussion, case study, role play, and experiential learning. At this point, HR developer acts as a facilitator who encourages learners to contribute knowledge and information to assist group achieve the desired objectives. It is important to combine both structured and unstructured learning in the organization as a way of enhancing efficiency and achieve desired training strategies. 3.7 Human Resource Development Needs Investigation (HRDNI) This can be viewed as a process that recognizes gaps between what is happening and what should be taking place. Its categories include a performance deficiency, a diagnostic audit, a democratic preference and a pro-active analysis. HRDNI identifies goals of an organization and its effectiveness. It also identifies the discrepancies between skills of employees and needed skills. It identifies discrepancies between current and future skills. HRDNI is able to identify conditions under which the HRD activity will take place. HRDNI is a dynamic and continuous process. It is an investment of resources to increase efficiency and effectiveness. It also decreases the risk of in appropriate action (Oribabor, 2000). Nevertheless, HRDNI is difficult and time consuming process with fads appearing to be a more attractive option. Generally, it is perceived as costly process. Therefore, it can be used as a strategy for effecting specific learning and development needs at Finnish Bookstore. 3.8 Strategic Alliances As a way of enhancing training, Finnish bookstore need to form alliances strategies with firms like digital solution providers. This will result to increased revenues and their internet services. 3.9 On-site and Off-site learning On-site learning is usually the best way as it is a practice of what they should need to do every day. Some of the advantages of on-site learning include being more controllable, resource rich, familiarity with environment, and training program that is quite fixed. However, it is resource limited, more expensive, and in strange environment sometimes. On-site learning at Finnish bookstore may involve 10minutes phone service practice as well as role play. Off-site learning on the other hand is fast way to practice what one has learned as well as adapt oneself to the changing situations. It is usually more flexible, cheaper and with training be more changing. However, it has no facilitator with staff being sometimes unfamiliar with new environment as well as situations of limited resources for training. At Finnish bookstore, off-site learning may involve exchanging staff or assigning them to a different sub-bookstore to learn and practice on how to serve various types of customers with varying locations. 3.10 Andragogy This can be said to be learning strategies that focuses on adults and can be viewed as a process of engaging adult learners in the learning experience structure (Motschnig-Pitrik & Holzinger, 2002). This can be an important aspect at Finnish bookstore hence need to practice it among its staff. 4.0 How to Evaluate the Effectiveness of Learning Strategies/ Interventions 4.1 Comparison of Employee’s Performance Evaluation When a staff training program is completed, the resulting step is to evaluate the effectiveness of the training so as to ascertain whether the desired learning outcomes were realized. One of the best ways to do this is by compare an employee’s performance evaluation prior to and after the training programs (Olaniyan and Lucas 1998). If, for instance, the evaluation reveals consistently negative comments and low ratings in cooperation and teamwork prior to the training and the ratings become more positive after the training, then the learning most likely worked. 4.2 Learning Programs In the world of staff training and evaluation, excellent learning programs are designed to have a high degree of transference. This means that any knowledge, skills and abilities learnt in the training program should be able to be applied on the employee’s job and its impact should be continuously ascertainable. Oribabor (2000) has asserted that evaluation of the effectiveness of any learning programs should be a continuous process. Any discrepancies observed during each evaluation should be able to reflect the effectiveness of learning program. 4.3 Controlled Experimentation Besides comparing performance outcomes prior to and after the learning, the other method for evaluating the effectiveness of learning strategy is controlled experimentation. In this method, a training group and a control group are used. After the training, data about the quantity and quality of performance and competence levels for the two groups are assessed after the corresponding work period. This way, it is possible to evaluate the extent to which changes in performance and competence resulted from learning rather than other organizational aspects (Yeung 1996). 4.4 Behavior Analysis Behavior analysis is an equally important strategy for evaluating the effectiveness of learning interventions. According to Oribabor (2000) behavior analysis helps supervisors assess how well employee behavior and attitudes towards work change after a learning program. The goals of behavior analysis are to see how quick and well employees incorporate learned skills, principles and knowledge into their jobs. Behavior analysis can be enhanced by continuous observation for about 3-4 months after a training session. This can help give an accurate assessment of whether employees have attained permanent performance improvement in response to the training. 4.5 Result Analysis The effectiveness of training learning strategies can also be evaluated by result analysis. According to Olaniyan and Lucas (2008) a well effected learning strategy will ultimately impact on organization performance through such indicators as reduced costs, reduced grievances, increased morale, increased production, improved morale and reduced absenteeism, all of which are essential performance results. 5.0 Conclusion The challenges associated with management of modern business organizations and the changing natures of work are a real threat to performance improvement. Rapid changes require knowledgeable and skilled workforces with employees who are adaptable, future-focused and flexible. Such a workforce can be obtained through training and development of employees. The process of employee development begins with the actual assessment of development needs. This is followed by implementation of strategies for effecting the training and development process. This is in turn followed by evaluation of the effectiveness of the development program. A well implemented training and development program should be able to result in desired performance outcomes as can be indicated by increased production, improved quality, increased morale and others. All these are achieved by engaging appropriate training strategies. Reference List Cohn, J, Khurana, R and Reeves, L 2005, ‘Growing talent as if your business depended on it’, Harvard Business Review, vol.83, no.10, pp.62–70, (online SAGE). Delahaye, B 2011, Human resource development: Managing learning and knowledge capital, 3rd edn, Prahan, Tilde University Press. Gregory, C 2002, ‘Why the leadership bench never gets deeper: Ten insights about executive talent development’, HR Planning Society Journal, vol.25, no.1, pp.23-45, (online InderScience). Hamlin, B & Stewart, J 2011, ‘What is HRD? A definitional review and synthesis of the HRD domain’, Journal of European Industrial Training, vol.35, no.3, pp.199–220, (online Emerald). 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