The Role of Training in Employee Performance Improvement - Essay Example

The Role of Training in Employee Performance Improvement Table of Contents Introduction 3 Elements of Effective Training and Development Programs 4 Determining Employee Training Readiness 5 Function of Training Needs Assessments 6 Alternative Learning Milieu 8 Experiential Learning in the Workplace 10 Conclusion 11 Bibliography 12 Introduction Many organizations recognize the value of training their employees to meet the challenges of today's business environment. Companies are willing to invest a substantial amount of money to enhance the performance of their employees. Employees on the other hand benefit from such training. Noe and Colquitte (2002) wrote that trainings not only promote learning in organization, it also improved employee retention, quality of company culture and incentive driven to reward good performance (p.53). Traditional learning theories have been used in most organizations. Some were focused on the developmental aspect of learning while other theorists suggest learning in the behavioural context. In the constructivist view of learning, there are two important developments beyond the notion of an 'accumulation'. First, there is a flexibility in cognitive structure that allows change but without the influence of a third party to facilitate learning. Second, new materials are digested through the assimilation and selection processes.of learning (Moon 2004, p.17). Pavlovian conditioning theory asserts that learning is achieved if appropriate stimulus is given. Piaget has made major contributions to our understandings of the learning process, in particular through his emphasis on human beings as "active meaning-makers rather than passive 'recipients' of knowledge" (Moore 2000,p.30). Bloom presented the three domains of learning as cognitive (intellectual capability), affective (emotions) and psychomotor (skills). Bloom espoused the importance of progressive learning. As the student progresses and completes a level, the next level also increases in the degree of difficulty (Chapman 2005). Recent developments in learning techniques are introduced in the attempt to bridge the gap between theory and practice. But these are not new theories as explained by Moon (2004). For Dewey (1933), reflection is thinking about the self, his function as an individual. Reflective qualities focused on the strengths and weakness "typifies the holistic aspirations behind Personal Development Programmes. Kolb's (1984) "cycle of experiential learning" is a familiar concept. (Reflection n.d.) Elements of Effective Training and Development Programs Noe and Colquitte (2002) have four criteria so training and development programs are considered effective. The trainees must: a) be ready to learn; b) be motivated; c) learn the content of the training program; and d) transfer their training when back on the job. When organizations implement training and development programs, they must inform their employees about the purpose of the program and how it will help them perform their jobs better. The organization must also make it clear to the employees that the training program is meant to improve performance and not nitpick areas where they are deficient. The company can use technology like web-based applications to facilitate training so that it gives participants some degrees of freedom and flexibility. Finally, some testimonial from previous participants will encourage employees to join the training sessions. Determining Employee Training Readiness To determine training readiness of employees, the Human Resource Department will conduct an organizational meeting where parties involved are invited to participate in the discussion. Representative from various departments of the organization can aid in the discussion and analysis of the learning goals and processes. Important inputs must be gleaned about various operational procedures. Participants must maintain a broad perspective on the activity and avoid presumptions that would otherwise contaminate the results (Freeman 1993, p.32). Next, the Human Resource Department must have gathered relevant information regarding the gaps in employee skills and knowledge. This can be done by conducting a survey among the employees and interviews with managers in key positions within the company. The information generated during this data gathering phase will be used to determine the training requirements of the employees. A second source of assessment information can be derived from performance evaluation data. The purpose of evaluation is to facilitate and improve those areas that are weak. Often the task falls on the responsibility of supervisors and managers. However, they are not the best resource persons when evaluation employee performance (Swist n.d.). A Training Needs Assessment is prepared. The assessment summarizes the training requirements of the employees. Finally, a plan of action should be in place. The plan of action must include the implementation of the training program, budget allocation and training schedule. The results are then shared with the management and the employees. Function of Training Needs Assessments The primary purpose of the training needs assessment - analysis process is "to ensure that there is a need for training and to identify the nature of the content of the training program" (Swist n.d.). Training needs assessments aid training programme developers to design the appropriate training modules with "specific training and development needs for employees and then to prioritize the training investment based on those needs" (Jackson 2003,p.G3). Training needs assessments assists in identifying gaps in employee skill and knowledge. They also produce relevant information to assist the management in determining employee needs. Training needs assessments achieve a balance between the needs for employee's skill augmentation and the company's resources (Jackson 2003, p.G3). Training needs assessment also provide an opportunity for consultation within the organization. Valuable insights can be gathered from if the employees were the main resource persons. Often, candid discussions about work and its processes can yield relevant information about the employees' feelings, thoughts and suggestions on how to improve performance. Interviews, observations, focus groups, performance data, questionnaires or tests are only some of the information that can "clarify issues and provide a focus on performance" (Swist n.d.). Evaluating Training Methods Some examples of training methods are competence-based training and on-the-job training. These are two of the common methods of training employees to augment knowledge and skills. The demands of business and marketing are great on the employees that companies require their employees to be increase competency in areas where they are needed. For example, the best training for a salesperson is actually experiencing the job nuances. Therefore, on-the-job training is a crucial training methodology appropriate for neophyte sales executives. The primary and overriding objectives of the evaluation of training initiatives should be to a venue to collate data that would serve as a benchmark to make the training system a valid tool for improving performance quality and sustaining quality (Sims 1998, p.119). Donald Kirkpatrick's (1979) model suggested four levels: "reaction, learning, behaviour and results" (cf: Boverie, Mulcahy and Zondlo1994, p.___). Reaction evaluates how participants liked the training program. Learning constitutes the second level of the model. Kirkpatrick defined learning as the "principles, facts and techniques that were understood and absorbed by the participants" (cf: Boverie, Mulcahy and Zondlo1994, p.___) Transfer of learning and behavioural change evaluations are conducted before and after the training. The fourth and final phase evaluates the result of the training and what is its impact on the organization. Effective training evaluation requires that training personnel pay attention to the following points: Integrate the plan of training evaluation into the overall design of the training effort. Training evaluation should never be treated as a last minute "add on." A training evaluation design essential elements include both: a) pre- and post-training measurements b) a control group (Sims 1998, p.125). Sims (1998) reiterated the significance of these elements. They should be taken together or it would invalidate training evaluation results (Sims 1998, p.125). For evaluation of training to become effective, constraints and resources must be considered beforehand. The evaluation plan should be developed through selective process taking into consideration existing conditions and resource constraints of the company (Sims 1998, p.121). Constraints include funding, time, human resources, data availability, details of the training action plan, audience, technical ability and ethical concerns. Alternative Learning Milieu David Kolb's Experiential Learning Theory model illustrates how he perceives people's way of learning through experience. Some people are given the opportunity to acquire and apply knowledge at a given milieu. Learning experiences are no longer confined in the classroom. In today's global setting, opportunities abound where a life-long learner can acquire knowledge outside the classroom setting. The development of the web has made learning more accessible but principles of experiential learning may be more appropriate. Experiential learning thus involves an actual application of the experience and not merely contemplating on what to do about it. The learner processes the information and actively applying the learning experience on actual situations (Experiential Learning n.d.).Another typology of experiential learning involves the student's direct participation in the learning milieu. In this situation, the learning experience is informal and student learning is done independent of acceptable scholastic norms. This is how most people acquire knowledge. Knowledge is gained through observing and reflecting on everyday experiences. Kolb finds that there are "two dimensions to the learning process: grasping and transforming experience. We grasp experience by feeling/doing (concrete experience) and by thinking/theorizing (abstract conceptualization). We transform experience by watching/reflecting (observation/reflection) and by doing/applying (active experimentation)". (The Kolb Model n.d.) Kolb and Fry proposed four learning styles namely: converger, assimilator, diverger and accommodator. The converger is strong in abstract conceptualization and active experimentation. The individual characterized as a converger learner is strong in application of ideas and focuses on hypo-deductive reasoning to solve a particular problem. The assimilator grasps ideas by thinking and watching, He transform experience by watching and reflecting. The diverger combines concrete experience with reflective observation. The accommodator combines concrete experience with active experimentation. It is important to note that experience alone is incomplete. Experiential learning should be coupled with the germination of thoughts or ideas that is the product of the experience. Experiential learning takes place when an individual recalls and analyses a previous experience and apply relevant information into another activity (The Kolb Model n.d.). David Kolb proposed that experiential learning is composed of four elements namely: Concrete Experience (CE); Reflective Observation (RO); Abstract Conceptualization (AC); and Active Experimentation (AE). The learning process commences once an individual initiates an action that produces an outcome. After seeing the results, the individual would reflect and understand the outcome. The individual would present a conjecture whether such an action will create a similar effect in other situations. The individual then decides to experiment and apply what he observed in other situations. Experiential Learning in the Workplace Learning by Doing is John Dewey's philosophy on how individuals may acquire knowledge and skill. Experiential learning is important specially when dealing with skill acquisition. Skills cannot be taught solely relying on textbook and theories. They are best learned when skills are practiced and activities are supplemented with experiential learning. Companies and learning institutions are gradually recognizing the benefits of experiential learning. Experiential learning when combined with formal learning strategies may produce promising results. In many fields that require skills acquisition, it is appropriate to combine the two learning milieu so that the learning outcomes will be more meaningful and stronger. This strategy is valuable for the employee performance improvements. It also enhances adult learning. Experiential learning is an alternative and ideal for life-long learners. When combined with the formal setting, more progress can be achieved in the learner's capacity to improve their learning skills. Not everyone is predisposed to successfully learn a skill purely on an experiential basis. Some may find it difficult to be self-taught. This is where the formal milieu can supplement the deficiency. Conclusion Employee performance improvement is a critical aspect of business. With the dizzying pace of technological development, the company needs to keep abreast with the trends to survive the highly competitive business environment. Experiential learning is the most ideal mode for adult learners. Classroom type training initiatives will no longer suffice. The responsibility of training employees falls under the human resource department. Sometimes, a company may create a separate group solely focused on the learning agenda of the organization. The company may also opt to hire consultants that will design the appropriate curriculum. However, it is more cost-effective if the training department is part of the organization's structure. Bibliography Boverie, P., Mulcahy, D.S., and Zondlo, J.A. 1994 "Evaluating the Effectiveness of Training Programs" in The 1994 Annual: Developing Human Resources by J.W. Pfeiffer (ed.).Pfeiffer & Company, San Diego, CA. Chapman, A. 2005. Blooms Taxonomy - Learning Domains [Online] Available at: http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm [Accessed 10 January 2007] Experiential Learning n.d. [Online] Available at: http://www.infed.org/support/handouts/experiential_learning.htm [Accessed 10 January 2007] Freeman, J. 1993 "Human Resources Planning - Training Needs Analysis." Management Quarterly. Volume: 34. Issue: 3. National Rural Electric Cooperative Association. pp. 32+. Kolb, D.A. n.d. David A. Kolb on Experiential Learning, [Online] Available at: http://www.infed.org/biblio/b-explrn.htm [Accessed 10 January 2007] Moon, J. 2004. A Handbook of Reflective and Experiential Learning: Theory and Practice. New York. Routledge. Moore, A. 2000. Teaching and Learning: Pedagogy, Curriculum, and Culture. London. Routledge. Noe, R. and Colquitte. J. 2002. Chapter 3 - Planning for training impact: Principles of training effectiveness. In Eduardo Salas (ed) Creating, implementing, and managing effective training and development: State-of-the-art lessons for practice. San Francisco , Jossey-Bass, 53-78. Reflection n.d. [Online] Available at: http://www.economicsnetwork.ac.uk/handbook/pdp/31.htm [Accessed 10 January 2007] Sims, R. 1998. Reinventing Training and Development. Quorum Books. Westport, CT. Swist, J. n.d. Conducting a training needs assessment [Online] Available at: http://www.amxi.com/amx_mi30.htm [Accessed 10 January 2007] The Kolb Model n.d. [Online] Available at: http://academic.regis.edu/ed202/subsequent/kolb2.htm [Accessed 10 January 2007] Read More