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Training- Developing People - Essay Example

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Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different to conventional skills training, which let's face it most employees regard as a pain in the neck…
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DEVELOPMENT AND TRAINING training- developing people Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different to conventional skills training, which let's face it most employees regard as a pain in the neck. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies.
Organisations are facing great pressure to change these days - to facilitate and encourage whole-person development and fulfilment - beyond traditional training.
You might not immediately be able to put great new emphasis on 'whole-person development'. Being realistic, corporate attitudes and expectations about what 'training' is and does cannot be changed overnight, and most organisations still see 'training' as being limited to work skills, classrooms and powerpoint presentations. However, if you start imagining and thinking and and talking about concepts and expressions such as:
'enabling learning'
'facilitating meaningful personal development'
'helping people to identify and achieve their own personal potential'
then you will surely begin to help the organisation to see and accept these newer ideas about what types of 'learning and development' really work best, in terms of developing employees.
There are many different training and development methods. On-the-job training, informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills training, product training, technical training, behavioural development training, role-playing and role-play games and exercises, attitudinal training and development, accredited training and learning, distance learning - all part of the training menu, available to use and apply according to individual training needs and organisational training needs.
Development isn't restricted to training - it's anything that helps a person to grow, in ability, skills, confidence, tolerance, commitment, initiative, inter-personal skills, understanding, self-control, motivation and more. If you consider the attributes of really effective people, be they leaders, managers, operators, technicians; any role at all, the important qualities which make good performers special are likely to be attitudinal. Skills and knowledge, and the processes available to people, are no great advantage. What makes people effective and valuable to any organization is their attitude.
Attitude includes qualities that require different training and learning methods. Attitude stems from a person's mind-set, belief system, emotional maturity, self-confidence, and experience. These are the greatest training and development challenges faced, and there are better ways of achieving this sort of change and development than putting people in a classroom, or indeed by delivering most sorts of conventional business or skills training, which people see as a chore.
This is why training and learning must extend far beyond conventional classroom training courses. Be creative, innovative, and open-minded, and you will discover learning in virtually every new experience, whether for yourself, your team, or your organization. If you want to make a difference, think about what really helps people to change.
All supervisors and managers should enable and provide training and development for their people - training develops people, it improves performance, raises morale; training and developing people increases the health and effectiveness of the organization, and the productivity of the business.
The leader's ethics and behaviour set the standard for their people's, which determines how productively they use their skills and knowledge. Training is nothing without the motivation to apply it effectively. A strong capability to plan and manage skills training, the acquisition of knowledge, and the development of motivation and attitude, largely determines how well people perform in their jobs.
Training - and also enabling learning and personal development - is essential for the organisation. It helps improve quality, customer satisfaction, productivity, morale, management succession, business development and profitability. It's vital you understand the other person's style and personality too - how they prefer to learn - do they like to read and absorb a lot of detail, do they prefer to be shown, to experience themselves by trial and error Knowing the other person's preferred learning style helps you deliver the training in the most relevant and helpful way. It helps you design activities and tasks that the other person will be more be more comfortable doing, which ensures a better result, quicker.
developing people and capabilities
Many organizations face the challenge of developing greater confidence, initiative, solutions-finding, and problem-solving capabilities among their people. People's efforts produce bigger results. It's what all organizations strive to achieve. When people develop confidence, integrity, emotionally, they automatically become more proactive, solutions-focused, responsive, etc., which across a whole team has a cumulative effect. So many people at work are simply 'going through the motions', acting in a 'conforming' state, often because they feel insecure, lack confidence to do what they think is right, or are nervous about being bold, whereas boldness is absolutely required for self-sufficiency, initiative, greater responsibility; in fact all of the behaviours that organizations strive to encourage.
You can't 'teach' boldness - people have to experience things which enable them to feel bolder, to take risks, and to want to take risks. This means the rewards must be there too, or people have no reason to stick their necks out. And not just the prospect of financial reward. More importantly the Herzberg-type motivators - real extra responsibility, recognition, and involvement in new successful and interesting projects. This is the fuel of people's growth and change.
Conclusion
In the fast-changing circumstances which all the Leading Edge organizations face, the effective management of human capital is vital in order to secure competitive advantage and to provide combination of fit and flexible approach to management. If there is a large disjunction between the aims of the organization and the interpretations of those aims by employees, this may have negative consequences, suggesting that something is amiss with the communication processes and belief formation processes in general. In order to improve organizational learning and unlearn old habits, some degree of freedom is required for managers to be creative and to stretch the boundaries of customary thinking. Among the Leading Edge companies, building in space for employee discretion is now virtually a norm and the encouragement of risk-taking behaviour is increasingly important. Sometimes, the mismatch between the blueprint and the finished article may illustrate constructive differences, differences which can add to learning and the encouragement of greater exploration.
In the reflections we presented they saw the hopes and concerns of employees, the challenges which managers faced, and the true state of policies and systems. In their courage they were prepared not only to face up to reality, but also to share that reality with others. I hope that this spirit of openness and sharing will mark a new step along the development of our understanding of human resource management, that it will lead to a more realistic view of organizational life, and a clearer understanding of the complexities of organizations and the challenges they face.








References

ADLER, W. J., and JELINEK, M. (1986). "'Is Organizational Culture Culture-Bound'",
Human Resource Management, 25/1
Amazing HR Management. Penbook Publishing House, April 2006, New Delhi. 2006.

BOYAZTIS, R. (1982). The Competent Manager. A Model for Effective Performance.
New York: John Wiley & Sons.

DEVANNA, M. A., FOMBRUN, C. J., TICHY, N. M., and WARREN, L. (1982). "'Strategic Planning and Human Resource Management'", Human Resource Management

HENDRY, C., and PETTIGREW, A. (1986). "'The Practice of Strategic Human Resource
Management'", Personnel Review

"Management Review" Eastern Book Publishing Company, Lucknow. 2006 Read More
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