Beruflich Dokumente
Kultur Dokumente
NICOLETA MUNTEAN
2008
TABLE OF CONTENTS
I. INTRODUCTION...........................................................................................................3
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I. INTRODUCTION
Training, development and skills are key aspects of economic life. At the levels of
the firm and the national economy training offers the hope of increased
competitiveness through raising skill levels, productivity and “value added”. For
trade unions and professional associations, training enhances members’
expertise, facilitating negotiations for pay and status. While, for individuals, given
that life chances are still heavily influenced by the job a person does and the
wages they earn, education and training can increase knowledge and
opportunities, give access to more highly rewarded work and reduce the prospect
of unemployment.
Small wonder then that consensus exists in this area that governments
encourage training through regulations or exhortation, or that employers praise
its importance in surveys.
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II. TRAINING VERSUS DEVELOPMENT
Although training is often used in conjunction with development, the terms are
not synonymous. Training typically focuses on providing employees with specific
skills or helping those correct deficiencies in their performance. For example,
new equipment may require workers to learn new ways of doing the job or worker
may have a deficient understanding of a work process. In both cases, training
can be used to correct the skill deficit. In contrast, development is an effort to
provide employees with the abilities the organization will need in the future.
Other distinction between training and development is that training can have a
negative connotation. The result is that people might appreciate an opportunity
for development but resent being scheduled for training. Why? Training often
implies that a person has a skill deficit, so employees may view their selection for
training as a negative and embarrassing message rather than an improvement
opportunity.
Changing this perception can be difficult. To help make the change, a company
can focus on the improvement potential offered through training rather than
correction of skill deficit. In other words, the “training” is portrayed as
development; the two terms are often used interchangeably in practice. Given the
rapid rate of change in many workplaces, training is becoming a necessity. The
culture of organizations, then, needs to change so that the training is viewed
positively.
Fig. 1
TRAINING DEVELOPMENT
FOCUS Current job Current and future jobs
SCOPE Individual employees Work group or organization
TIME FRAME Immediate Long term
GOAL Fix current skill deficit Prepare for future work demands
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III. CHALLENGES IN TRAINING
The training process brings with it a number of questions that managers must
answer. These are:
Is training the solution to the problem?
Are the goals of training clear and realistic?
Is training a good investment?
Will the training work?
To be successful, a training program must have clearly stated and realistic goals.
These goals will guide the program’s content and determine the criteria by which
its effectiveness will be judged. For example, management cannot realistically
expect that one training session will make everyone a computer expert. Such an
expectation guarantees failure because the goal is unattainable.
Unless the goals are clearly articulated before training programs are set up, the
organization is likely to find itself training employees for the wrong reasons and
toward the wrong ends. For example, if the goal is to improve specific skills, the
training needs to be targeted to those skills areas.
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It isn’t really cost, per se, that should be the important issue as much as the
effectiveness of the investment.
If participants’ managers do not endorse the content and purpose of the training,
it is unlikely that the training program will have any influence on work processes.
Finally, training will not work unless it is related to organizational goals. A well-
designed training program flows from the company’s strategic goals; a poorly
designed one has no relationship to-or even worse, is at cross-purposes with-
those goals. It is manager’s responsibility to ensure that training is linked with
organizational goals.
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IV. MANAGING THE TRAINING PROCESS
Poor, inappropriate, or inadequate training can be a source of frustration for
everyone involved. To maximize the benefits of training, managers must closely
monitor the training process.
The training process consists of three phases: (1) needs assessment, (2)
development and conduct of training, and (3) evaluation.
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Task Analysis is an examination of the job to be performed. A recent and carefully
conducted job analysis should provide all the information needed to understand
job requirements. These duties and tasks are used to identify the knowledge,
skills, and abilities (KSAs) required performing the job adequately. Then the
KSAs are used to determine the kinds of training needed for the job.
Person Analysis determines which employees need training by examining how
well employees are carrying out the tasks that make up their jobs. Training is
often necessary when there is a discrepancy between a worker’s performance
and the organization’s expectations or standards. Often a person analysis entails
examining worker performance ratings and then identifying individual workers or
groups of workers who are weak in certain skills. The source of most
performance ratings is the supervisor, but a more complete picture of workers’
strengths and weakness may be obtained by including other sources of
appraisal.
The training program that results from assessment should be a direct response
to an organizational problem or need. Training approaches vary by location,
presentation, and type.
Location Options
Training can be carried out either on the job or off the job. In the very common
on-the-job training (OJT) approach, the trainee works in the actual work setting,
usually under the guidance of an experienced worker, supervisor, or trainer. Job
rotation, apprenticeships, and internships are all forms of OJT.
Job rotation allows employees to gain experience in different kinds of
narrowly defined jobs in the organization. It is often used to give future
mangers a broad background.
Apprenticeships, OJT programs typically associated with skilled trades,
derive from the medieval practice of having the young learn a trade from
an experienced worker. In Europe are still on of the major ways for young
men and women to gain entry to skilled jobs.
Internships, just as apprenticeships are a route to certain skilled blue-
collar jobs, they are a route to white-collar or managerial jobs in a variety
of fields.
OJT has both benefits and drawbacks. This type of training is obviously relevant
to the job because the tasks confronted and learned are generated by the job
itself. Also spares the company the expense of taking employees out of the work
environment for training and usually the cost of hiring outside trainers, because
company employees generally are capable of doing training. On the negative
side, OJT can prove quite costly to the organization in lost business when on-the-
job trainees cause customer frustration.
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Off-the-job training is an effective alternative to OJT. Common examples of off-
the-job training are formal courses, simulations, and role-playing exercises in a
classroom setting. One advantage of this is that it gives employees extended
periods of uninterrupted study. Another is that a classroom setting may be more
conductive to learning and retention because it avoids the distractions and
interruptions that commonly occur in an OJT. The big disadvantage is that what is
learned may not transfer back to the job. After all, the classroom is not the
workplace, and the situations simulated in the training may not closely match
those encountered on the job.
Presentation Options
Slides and videotapes can be used either off-the-job or in special media rooms.
Slides and videotapes provide consistent information and, if well done, can be
interesting and thought provoking. However, these presentation media do not
allow trainees to ask questions or receive further explanation. Many companies
prefer to use slides, film, or tapes to supplement a program led by a trainer, who
can answer individuals’ questions and flesh out explanations when necessary.
Teletraining an option that can be useful when trainees are dispersed across
various physical locations. Satellites are used to beam live training broadcasts to
employees at different locations. In addition to the video reception, the satellite
link allows trainees to ask questions of the instructor during the broadcast.
Using the Internet or company intranet for training, e-learning has been
increasing in popularity for obvious reasons. A general estimate is that
companies can reduce their training costs by 50 to 70 percent by using electronic
courses rather than traditional classroom-style training. Since individuals can
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access training at any time and from any place where an Internet connection is
available, it is not surprising that e-learning is a success story at many
companies.
Simulations are devices or situations that replicate job demands at an off-the-
job site. Organizations often use simulations when the information to be
mastered is complex, the equipment used on the job is expensive, and/or the
cost of a wrong decision is high. The performance of jobs in the military, law
enforcement, and security can sometimes mean life or death. Simulations can be
particularly effective at safely training people to handle these situations. Firearms
Training Systems Inc. (FATS) provides simulation training for military
organizations around the world. The training includes simulated weapons that
realistically portray the real things, including recoil. A FATS simulation for training
police officers uses a computer and a 10-foot video screen to confront police
officers-in-training with the sights and sounds of a number of situations
commonly encountered in police work. The airline industry has also long used
simulators to train pilots.
Virtual Reality (VR) uses a number of technologies to replicate the entire real-
life working environment rather than just several aspects of it, as do simulations.
VR immerses a participant in a computer-generated virtual environment that
changes according to head and body movements. Within these three-
dimensional environments, a user can interact with and manipulate objects in
real time.
Tasks that are good candidates for VR training are those that require rehearsal
and practice, working from a remote location, or visualizing objects and
processes that are not usually accessible. VR training is also excellent for tasks
in which there is a high potential for damage to equipment or danger individuals.
Types of Training
We focus here on the types of training that are commonly used today’s
organizations: skills, retraining, cross-functional, team, creativity, literacy,
diversity, crisis, and customer service.
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those objectives. The criteria for assessing the training’s effectiveness are also
based on the objectives identified in the assessment phase.
Retraining A subset of skills training, retraining gives employees the skills they
need to keep pace with their job’s changing requirements. For instance, however
proficient garment workers may be at a traditional skill such as sewing, they will
need retraining when the company invests in computerized sewing equipment.
Unfortunately, even though retraining is much sited in the media as an item at the
top of the corporate agenda, many companies rush to upgrade their equipment
without taking comparable steps to upgrade their employees’ skills. They
erroneously believe that automation means a lower-skilled workforce when, in
fact, it often requires a more highly skilled one.
Team training can be divided into two areas based on the two basic team
operations: content tasks, and group processes. Content tasks directly relate to
team’s goals-for example, cost control and problem solving. Group processes
pertain to the way members function as a team-for example, how team members
behave toward one another, how they resolve conflicts, and how extensively they
participate. Unlike traditional individual training, team training goes beyond the
content skills and includes group processes.
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Creativity Training is based on the assumption that creativity can be learned.
There are several approaches to teaching creativity, all of which attempt to help
people solve problems in new ways. One common approach is the use of
brainstorming, in which participants are given the opportunity to generate ideas
as wild as they can come up with, without fear of judgement. Only after a good
number of ideas have been generated are they individually submitted to rational
judgement in terms of their cost and feasibility. Creativity is generally viewed as
having two phases: imaginative and practical. Brainstorming followed by rational
consideration of the options it produces satisfies both phases.
Literacy Training The abilities to write, speak, and work well with others is
critical in today’s business environment.
The term literacy is generally used to mean the mastery of basic skills-that is,
the subjects normally taught in public schools (reading, writing, arithmetic, and
their uses in problem solving). It is important to distinguish between general
literacy and functional literacy. Generally literacy is person’s general skill level,
whereas functional literacy is a person’s skill level in a particular content area. An
employee is functionally literate if he or she can read and write well enough to
perform important job duties (reading instructions manuals, understanding safety
messages).
Functional literacy training programs focus on the basic skills required to perform
a job adequately and capitalize on most workers’ motivation to get help or
advance in a particular job. For example, unlike a reading comprehension course
(which teaches general reading skills), functional training teaches employees to
comprehend manuals and other reading materials they must use on the job.
Crisis Training Unfortunately, accidents, disasters, and violence are part of life.
Events such as plane crushes, chemical spills, and workplace violence can
wreak havoc on organization. In addition to after-the-fact crisis management,
crisis training can focus on prevention. For example, organizations are becoming
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increasingly aware of the possibility of workplace violence, such as attacks by
disgruntled former employees or violence against spouses. Prevention training
often includes seminars on stress management, conflict resolution, and team
building.
Ethics Training The topic of ethics has become a priority for many
organizations, and ethics training is seen as a key tool to maintain and improve
the level of ethics in an organization.
In the evaluation phase of the training process, the effectiveness of the training
program is assessed. Companies can measure effectiveness in monetary or
nonmonetary terms. Whatever terms, the training should be judged on how well it
addressed the needs it was designed to meet. For example, a business may
evaluate a training program designed to increase workers’ efficiency by
assessing its effects on productivity or costs, but not in terms of employee
satisfaction.
All too often the evaluation phase of the training process is neglected. This is
tantamount to making an investment without ever determining whether you’re
receiving an adequate (or any) return on it. Calculating a return on investment
can require a study of the costs and benefits of training, and funding such a study
can be difficult if funding for the training was barely adequate to begin with.
Granted, collecting the necessary data and finding the time to analyse training
results may be difficult. But at the very least companies should estimate the costs
and benefits of a training program, even if these cannot be directly measured.
Without such information, training’s financial value cannot be demonstrated, and
upper management may feel there is no compelling reason to continue the
training effort.
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with a skill exercise. Level 3 refers to the trainees’ behaviour, and it may be
measured by observers of the work operation. Level 4 refers to the results, which
are generally assessed through the financial measure of return on investment
(ROI). Results, the highest level of measurement, seem to be the most desirable
way of assessing the success of a training program. However, other levels of
measurement, particularly level 3, behaviour, can also be important.
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V. CONCLUSIONS
It has frequently been argued that training is the “litmus test” of human
resource management. The pivotal element of a system designed to harness the
talents of those it employs (through well-designed jobs, team working, employee
involvement and other human resource practices) is ensuring that employees are
developed for their roles. However, the reverse also applies and human resource
practices are the test of training. There is little point in training and developing
employees if the jobs they are to undertake are tightly controlled with no trust or
discretion given. Skill is an aspect of jobs as well as a part of individuals and a
highly skilled individual put in a job where they have little control, discretion or
responsibility and which they have little power to change is likely to become
frustrated. This means that, just as many excellent analyses of human resource
management have queried the extent to which its ambitious rhetoric has been
matched by its lived reality so training needs to be subjected to the same
scrutiny. Good training and development has the capacity to significantly change
lives. It can equip people for more interesting, better paid and more demanding
work; help to mitigate the discrimination in the labour market experienced by
women and members of minority groups and provide an effective route out of
poverty for people working in unskilled and low-paid jobs. However, just because
some forms of training can do this does not mean that all can. Training and
development is not straightforwardedly a “good thing”-not all training is integrated
into work. Before according our approval we really do need to examine what is
involved in particular training systems, the effect it has on individuals and the way
it is integreated into work. If this is not the case then there is a danger that effort
and resources will be put into systems which simply reinforce disadvantages and
equip people only for minimum wage employment or horizontal movement
between a range of low-skilled jobs.
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VI. STUDY CASE
Leading with One Voice: Training in a Global Organization
BP is a global energy company that doubled its size in four years through a
series of mergers and acquisitions. Although BP has one name, it is actually
comprised of a multitude of nationalities and corporate cultures. It had 35
different leadership development programs taking place around the world. The
sheer number of these training programs pointed out a major problem: There
was no common understanding, or model, of what it meant to be leader at BP.
How could people have a common understanding and work together toward
shared goals without a common approach to how to lead?
The team that developed the training realized that it did not have measures with
which to demonstrate the value of the training program. The satisfaction surveys
given at the end of each course wouldn’t answer what the team viewed as the
critical issue: What happened when people got back to their jobs after the
training was completed? Was the training applied in the workplace?
In order to address whether the training was being transferred back to the job,
the team identified behavioural changes that should be evident in leaders who
completed the program. These behavioural changes were divided into six
categories:
Organizational awareness. Understanding the BP organization and
being able to network it
Communication skills. Ability to listen and take into account other’s
viewpoints
Confidence and self-awareness. Ability to be objective and remain calm
under pressure
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Management skills. Problem-solving, prioritizing, delegation, and time-
management ability
Leadership skills. Ability to develop and maintain an effective team,
generate commitment and overcome obstacles
Team performance. Effective team leadership to achieve results.
Using the behaviour measures, BP surveyed managers and direct reports of first-
level leaders in the fist year after the program. Performance on each of the six
measures was significantly better for first-level leaders who had taken the
training. Another survey the next year again found the same positive results for
the training program.
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VII. REFRENCES
1. Tom Redman & Adrian Wilkinson, Contemporary Human
Resource Management Text and Cases, Prentice Hall Financial
Times, Second Edition, 2006
2. Luis R. Gomez-Mejia, David B. Balkin, Robert L. Cardy,
Managing Human resources, Fifth Edition, Pearson Prentice Hall
2007
3. Fitzgerald, W. (1992), Training & Development
4. Bartz, D. E., Schwandt, D. R., and Hillman, L.W. (1989),
Differences between “T” and “D”
5. By Robert L. Craig, The ASTD Training and Development
Handbook: A Guide to Human Resource Management
6. Shalo, s. (2005 May), What does it take to be a global leader in
training? Pharmaceutical Executive
7. Nowack, K. M. (1991), A true training needs analysis, Philips,
J.J. (1983 May), Training Programs: A resulted-oriented model
for managing the development of human resources, Personnel
8. Brown, M. V. , and Galli, A. L. (2005), E-learning goes
mainstream, Power
9. Hays, S. (1999), Basic Skills training 101, Workforce
10. Edwards, M.R (1999), Measurement as a catalyst for learning,
HR Focus
11. Callaghan, G. and Thompson, P. (2002), We recruit attitude: the
selection and shaping of routine call center labour, Journal of
Management Studies, Vol. 39, No.2
12. Keep, E. and Rainbird, H. (2000), Towards the learning
organization?, Personnel Management: A Comprehensive Guide
Theory and practice (3rd Edn), Oxford
13. Spilsbury, M. (2001), Learning and Training at Work 2000, DfES
Research Report No. 269, Nottingham
14. Bensimon, H.F. (1994), Crisis and disaster management:
Violence in the workplace, Training & development
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