Training And Development Analysis Essay Example for Free

reading And Development Analysis EssayTraining and study kick in been increasingly conceived as contributing to the quality and productivity of work and thus the profitability of the organic law. When good employees ar hired, the organization is realizeed by investing in their attainment ripening. The instruct and development of the employees serve many purposes, apart from quality and productivity improvement. The organization becomes ready to adopt advanced technologies and is also able to find replacements when staff office move up the organization or leave it (ZeroMillion, 2002). Employees become more efficient and motivated and the organization also has enough human resources for its expansion plans. In earlier times, people were selected and developed as managers based on knowledge of their work and understanding of the organizations requirements. Workers were told on the requirements and expectations of the focussing, and the workers delivered it. There were no classs direct at c atomic number 18r counseling and performance reviews. The unavoidableness for stress counseling, inter ain skills improvement, career advancement, recognition and rewarding was not felt. However in the 1950s to 1980s, the management began focusing on the need to train on core functioning areas like planning, finance, sales and accounting etc.Participants deeply involved themselves on a topic and then moved to an other(a) topic. Most management schools did not emphasize on an integrated curriculum of tout ensemble topics. These managers could hardly solve problems as problems were integrated and the approach to solving them was however restricted to the topic relevant. A manager after part solve problems effectively by integrating his knowledge and expertise across discordant domains. With wider recognition of human relations aspect in managing organizations, cooking programs were developed to improve efficiency and productivity through bearinging, mot ivation, career development etc. (McNamara, 1997) Today management schools review diverse management topics, analyze them, and put one across that understanding to workplace requirement.Training and development play a vital role in an organizations attempt of total quality (TQ). Training workshops facilitate stimulation of the attendees interest and knowledge, which would drive them towards TQ realization. When discipline workshops fail to kick upstairs the attendees towards TQ realization, then such workshops have very little or no bearing. Many management personnel believe that interest in TQ would be mechanically inculcated when employees mingle and share with for each one other. olibanum, they anticipate great positive changes with every develop session. However, many people in the managerial and supervisory roles would see the impending changes as a threat to their position and authority, and therefore indulge in tactics to avoid the performance of changes. Training can bring about changes and wonders when be after and implemented properly. It should be noted here that formulation is not considered necessary by all companies, as most teach events and sessions cannot be directly attributed to outcomes. wherefore some managers tend to perceive training as a luxury of larger companies who can afford to absorb the costs. Training initiatives need to be tie in to specific outcomes (Atkinson, 1998). By appropriate planning, the trainer is focused to deliver positive and tangible outcomes. When training is managed properly, the required changes or outcomes are successfully realized. However generalize training using inappropriate material, video presentations and irrelevant case studies are more directed towards the self interest of the trainer rather than the organization.Along with proficient innovation and, research and development, training and development is also one of the most important investments a company can make for its progress. The q uality of the employees is determined by their experiences and exposure within the organization. When these experiences are restricted in terms of time or opportunity for development, then the employees cannot be expected to solve bigger problems. The employees only when tend to keep improving their expertise within the scope of their narrow field. Training in management is similar to athletic training in some(prenominal) ways. In athletics, the successful coachers are those who have undergone similar experiences like those of their trainees.The coach here understands how skills are acquired and how mental blocks like attitudes, hinder effective training. The athletic coach wouldnt straight away plan a training strategy to make the athlete competitive for the Olympics. The coachers learn the past performances of the athletes, their ups and d takes and appropriately material body training strategies. Similarly in management training too, the earlier experience and performance of t he managers, their strengths and weaknesses are looked into, while planning their training. Past experiences and its associated success and failures, would expect in predicting in store(predicate) behavior with and without training.Sometimes training can create problems by fueling hostility from mangers, mainly because of previous disappointments and sustained ill repute, rendering the training a waste of time and resources. However, determined policy makers can convert hostility into meaningful partnerships. Effective partnering can be developed by trainers crediting success and achievements to the managers. Historically, disappointments associated with training are less intense and take longer time to surface. This is because of the strategy adopted by trainers to play safe by ensuring their programs look successful. The trainers incorporate only standard, mild designs and methods to avoid slipping on the outcomes and attempt to camouflage this by asking for more time, staff an d resource requirements.Even when managers have a gauzy positive attitude, there exists opportunities for better collaboration. Such managers would only demand evidence of the worth of the training. The training partner should welcome this and be ready to slow proof. Managers whitethorn sometimes want trainers to design programs or modify them to address their necessarily. By appropriately creating or modifying programs, a partnership is forged and strengthened. There are other managers who support training and partner with it without any critical examination. These managers dont listen or speculate on informal concerns and go about answering, sign and scheduling the training. Such kind of cooperation and support would be sufficient for training programs that have been well established.However for training associated with change strategies, this support would not be sufficient. When managers presume ownership of training and are in charge of training, they assume a powerful role (Lynton and Pareek, 2000). They alive(p)ly participate with the trainers and explore opportunities, options and situations for effective training. movement further, managers acquire required competencies in training and join the training team. Managers have detailed understanding of the work settings and work process and their presence in the training team can be very beneficial.Preparing a training budget is an important administrative debt instrument of the training manager. An organizations concern for training is reflected by the amount sanctioned for training a spend a pennyst the requested, budgeted amount. It is important for training managers to strive hard to position training within the organization as something that would enable employees to gain what the organization wants them to acquire. Training should not be perceived by internal customers as a mere classroom program or a statement department. When, due to any finance crunches, budget cutting is required it woul d most probably come down to the training budget. However, if the organization at any later date wants to impart some training or sees a need for training, can easily bring in funds from other programs or departments. Thus erudition, if deemed necessary, would always be funded.An organization funds its training programs in several ways. Some organizations have a central training budget from where funds are efficiently transferred to the training department to take care of the organizations training needs. Sometimes the training department is allocated sufficient money to run its own affairs, like its departments salaries, supplies and over heads etc. The funds required for the conduct of the programs comes from the budgets of the departments requiring the training. The training department normally raises a charge for its services. Organizations use dissimilar terminologies for its budget like budget accounts or chart of accounts and its own terminology for budgeted items.However a typical budget for the training department includes salaries, benefits, recruitment, consulting, supplies, postage, travel, communications etc. After allocation of funds, the training department tracks its spending on the basis of the same categories. Using a spread sheet, a report is generated showing the expenses for each category in the current month, year-to-date expenses, budget amount for the year and the remainder left for the year. All organizations have their own policies and format for reporting financial data and the training manager too has to conform to this.Employees rely on training, not only to improve their expertise on their current job, but also to jockstrap them prepare for responsibilities and prospects. Each job must be designed to provide opportunities for learning and growth. The jobs must be able to enhance skill variety, incorporate project significance and also include autonomy and feedback. Job dissatisf bodily function is an obvious outcome caused b y jobs that are seemingly unrewarding in themselves. Employee resignations and ejectover is also change magnitude when people are not trained properly.Employees begin to feel that the demands made on them cannot be fully delivered without proper training. When young employees are not provided adequate training, they experience an induction crises. Learning and training programs raise existing skills and competences among employees to expected standards, while increasing their morale and confidence. Employees must be encouraged to acquire vernal skills so that they can assume bigger responsibilities and perform various tasks. Such multi-tasking would also help them to earn more under skill-competency based pay structure.Training is very important when organizations experience change. All successful change implementation efforts need to be supported by enabling structures like retention programs, rewards system of rules and outplacement programs. Retention programs are very cruci al as change implementation can turn out to be a major cause for employee turn over. Employees are generally encouraged to those aspects of work, which are rewarded and discard those aspects, which are not rewarded. Thus employees can be reallocated by appropriate training. Sometimes, change implementation may involve downsizing.However, the organization should work out to ensure minimal damage by downsizing, as downsizing can jeopardize any change implementation effort. Before laying off any employee, the manager must consider if the employee has any skills that can be deployed in another position or division of the organization. Here again the prospects of training for adapting is considered. Only when the employee looks incapable of acquiring freshlyer skills or when the employee is not very enthusiastic of training should lay off be considered. If layoff is inevitable, the organization should ensure that a comprehensive outplacement services are offered to him, so that the emp loyee holds the organization in high esteem in his further association with the industry (Harvard, 2005).When organizations cite technological changes, the work processes are changed and training is required to help employees to perform their new responsibilities with ease and confidence. The machine and its human hustler are two complementary color units of the work process, and none can replace the other. Science-driven changes are fast and multidirectional. The impact of technology and its bearing on competition is very vast. Different technologies have change impact on management systems.Technologies used in their work processing in banking, insurance, production line etc., require system plan and new operator skills. In steel and power generation plants, the central control is carried out by electronic technology. Genetic, bioengineering and instrumentation technology backed procedures require goodish amount of decentralization and cooperation at operator levels. Thus chan ge of technology or introduction of new technology into the work cycle, create certain demands to redesign the work process and work environment, for which training is necessary (Saini and Khan).While training programs are mainly proposed at the employer levels, work gists can also play a crucial role in training and development. The achievements of British trade unions is a standing example of what it can achieve for its members when its focused on training and learning. During the last few years, the British trade unions have adopted training and learning as an important element of their agenda. The role of unions in establishing learning agreements with employers, creating union learning representative (ULR) and several union learning programs are seen as success stories associated with unions.Unions have also been provided a stakeholder role in the vocational education and training system (VET). Today, most of the important institutional bodies include a formal representation o f unions. Unions are represented in the learning skills council (LSC) and the sector skills council (SSC). tonic sector skills agreements and regional skills agreements have been formed in sectors where unions are present. The Trade Union Congress (TUC) has a formal representation on the National Skills conjunction to advice government on the implementation and progress of skills strategy.Although unions have very limited role at the policy formulation level, they have a larger new role in improving workplace learning. The establishment of the union learning representative is perceived as an innovation of the central union. The role of the representative is to support and motivate workers in taking up workplace learning. The success of workplace learning is evident from the associated facts and figures. As of December 2006, the TUC claims to have trained over 13,000 ULRs. more(prenominal) than 3000 workplaces have been covered with over 450 union learning projects, while over 67, 000 learners benefit from these courses each year.There have also been many cases where unions have been in partnership with employers to develop learning and skills acquirement. It is important to note here that employers and employees perceive training and training success in different ways. Employers prefer to develop-specific skills that directly help their business. Union and employees on the other hand, would want to develop broad transferable skills, which can help in an respective(prenominal)s employment and career.Such programs are very valuable to the employees and sometimes be a life changing experience for many. It helps them to advance their career, while also encouraging them to become more active in the union. A unionlearn random postal survey has highlighted an enormous latent demand for learning (Unionlearn, 2007) Over 96% of respondents concord or strongly agreed that it is important to always be learning. People also wanted to take to learning for various reason s. About 81% of people wanted to study for their personal development or as a leisure time activity, while 56% wanted to learn, to benefit at their work.Sometimes workplace training is imparted remotely too through e-learning. The benefits of technology in learning is not just restricted to classroom learning alone, but also to workplace learning. The workplace trainer here needs to have appropriate teaching skills to help the understanding of remote students. The remote workplace trainer requires technology-based instructing skills, comparable to that of an academic teacher.In the glide path years, probably all teachers, academic or workplace, would be trained to handle remote teaching, given the trend of e-learning. Successful e-learning for the American workforce calls for combined action by the public and private sectors. Quality issues, assessment and certification, and access to e-learning opportunities are vital areas that need to be focused to make e-learning more beneficia l. Business houses need to realize the potential of e-learning and integrate e-learning into their strategies and operations.A training program is designed based on the assessed needs or requirement of the members. The learning needs are separated into groups and the groups connected in a logical manner. Each group is then associated with goals or outcomes to be realized at the end of the training program. The goals are split into learning objectives, which are specific requirements that a trainee must know or be capable of, once the program is completed. For instance, if an organizations needs are assessed and found that its supervisors should learn more on performance management, then the training program should have the following outcomes1) Supervisors should know the company policy on performance management.2) Supervisors should manage employee performance only according to the rules and procedures of the company.3) Supervisors must conduct themselves with the legal limits when addressing performance management issues.When a training program is to designed, it is essential that all departments are involved in it with the training department (OConnor, Bronner and Delaney, 2003). A wider representation and involvement is necessary as the training outcomes would virtually affect everyone in the organization. The design team should also be represented by members from HR and Legal Departments. Based on the identified needs and the training outcomes, the duration of the training program and the modules are planned. The training professional must ensure that the program activity incorporate good instructional and adult learning principles.The program should have various activities giving priority to group work and interaction than individual readings or lectures. The programs should reflect the organizational culture while being focused on individual learning. The design of the training program should have relevance to the experience and knowledge existing alread y with the participants. The program should stop once the required learning has been accomplished. Segmenting a designed program helps the training team and the participants to focus on packets of contents, one at a time, for more clarity. The program content may be shared out into days, with each day divided into units and each unit divided into modules.The effectiveness of a training session can be evaluated by several parameters. The training can be said to be efficient and effective when it has achieved its objectives. The rigor of the training is determined by ascertaining whether the training has been able to solve problems associated with output, service and outflow. The validity of the training program is also seen from the perspective of the participants, whether it has met their needs. The training program is evaluated by mensuration the overall cost benefit of the program while validation is the savvy of objectives achievement. Using a series of tests and assessments, internal validation can be carried out to ascertain whether the participants have acquired knowledge, skills or experienced attitude modification.Common measuring instruments are the opinion of the attendees, opinion of trainers, opinion of managers and opinion of peers and colleagues. The knowledge gained by training can also assessed through oral, written, objective or practical tests. The skills acquired can be assessed by asking the trainee to demonstrate the skills with a checklist and without a checklist, before judges (Ramaswami, 1992).The checklist must reflect the actions or procedures required to be performed. The attitudes of trainees are deliberate by actual observation of behavior, by judges, or by an attitude scale for reference. Apart from the training imparted, it has been perceived that certain attributes of the trainer itself can break to the influence of the participants. When the trainer is prepared and confident, the participants are convinced and feel at eas e. When the trainer is enthusiastic and purpose-oriented, the trainees become interested and get a clear objective.The responsibility and involvement in enhancing productivity has gradually shifted from the management level executives to the capable and knowledgeable workers. The management facilitates and encourages workers to work independently and determine ways of doing things in a better way. This approach is significantly different from its earlier approach of controlling and instructing workers. The management also wants its employees to share their knowledge and expertise with others so that the organization benefits from the new knowledge. With more work being automated, workers have to think of ways and techniques appropriate to the speed and requirements of the automated facility.Learning is necessary to realize and understand better, the ways to doing things that would benefit the customer. Learning is very different from training, which is imparting of skills required f or a particular task or work requirement. Learning is an ongoing process, which doesnt require easy lay sessions or classes and is perhaps the heart of productive activity (Thite, 2004). Given the globalization and intense competition in the market place, a suitable idea from anyone is comprehended as long as it contributes to process improvement. Ideas even help transform organizations by breaking new grounds. People are encouraged to think of solutions and apply them to their daily work. Organizations need to realize the power of learning and benefit from it to successfully face global competition.REFERENCESUnionlearn.(2007) The role of trade unions in the formation and distribution of learning and skills, Electronic Version downloaded on 12th May, 2008 from http//www.unionlearn.org.uk/policy/learn-2042-f0.pdfZeroMillion (2002). Employee training and Development Electronic Version downloaded on thirteenth May, 2008 from4. Employee Training and DevelopmentMcNamara C. (1997) Brief History of Management training and Development. Electronic Version downloaded on 13th May, 2008 from http//www.managementhelp.org/mgmt_dev/history/history.htmAtkinson P., (1998) Creating Culture Change Strategies for Success, Jaico Publishing HouseOConnor, Bronner and Delaney (2003) Training for Organizations, Thomson Learning, SingaporeRamaswami N, (1992) A Handbook of Training Development, T.R. PublicationsLynton R.P, Pareek U., (2000) Training for Organizational Transformation discerning PublicationsHarvard (2005), The Essentials of Managing Change and Transition. publishing firm Harvard Business School Press.Thite M., (2004). Managing People in the New Economy. Response Books. Sage PublicationSaini D.S, Khan S.A., (2000), (Eds) Human Resource Management. Perspectives for the New Era, Publisher Response Books, Year of publication 2000.