Training is an activity that we are all familiar with, either as the person carrying out the training and/or the person being trained. We will start this chapter by looking at a definition of training, before considering the various types of training that an individual may encounter. The next i&pdrts'&n
examination of how people learn, and the different learning styles that we all have.
The reasons why organizations carry out training will then be considered, followed by a description of a systematic approach organizations may tike to training. The chapter concludes by considering the different levels of training evaluation that maybe used by organizations.
Pratt and Bennett (1970) defined training as:
“The systematic development of knowledge, skills and attitudes required by an individual to perform a given task or job”
There are various types of training:
Induction training
This is the training that is given to individuals when they join an rsanization. Normally there will be both generic and specific elements to this induction training. The generic elements are suitable for anyone who joins the organization and will cover topics such as the : riranization’s mission and values, the reward systems, performance ~ inagement, health and safety, etc. Many businesses will run this training with participants drawn from a range of business units. What the participants have in common is that :hey are new to the organization. Indeed, some organizations tailor their recruitment process to ensure that new entrants to the business start
164 Human Resource Management and Organizational Bensw* (
The Approach to Learning and Learning Styles
this type of training on their first day, before going to their units. Thereafter, the induction training will be specific to the unit and role to which the new entrant has been recruited.
Technical Training
This is the training that an individual receives to provide thr- the skills and knowledge that they need in order to perform ~ role. This training will almost certainly occur as part of an in induction training, but it will also happen throughout the ' time with the organization. For example, it may be that for a role, the volume of this training is too great to be carried ota one course; therefore a staged approach is taken whereby the broken down into smaller chunks or steps.
At the end of each stage of the training, the trainee’s perfo be assessed by the trainer or some other assessor, for exarr.r-r leader or a trainer. Once the trainee is deemed to be compe:=“ area, they then go to the workplace to deal with this type of so build up their proficiency. Once they are deemed to be . in this area, they then move on to the next step in the training before putting these new skills into practice, and so on.
Professional Training
This is training for an individual on the “softer” skills that ire for them to be successful in either their current or fut__r example, this could be on
communication skills, in:e etc. Professional training is also helpful in developing le managerial skills in the employees.
Learning is a concept applicable to all behavior and is c acquiring knowledge, attitudes, values and responses. It b have some knowledge of how people learn to provide e ~
There are several different approaches that attempt to people learn, but all involve the idea that there are differed* that comprise the learning process. One approach - cognitive learning - says the process of important
and consists of two components:
■ Much learning involves understanding or thinking being learned
Learning can also occur when knowledge is stored from experience and then integrated so that the individual can adapt to new situations and achieve personal goals.
What we are looking at here can also be called “experiential learning”. This is the way that we have learned throughout our lives — from learning how to walk to mastering how to operate a pc effectively! In order to engage with experiential learning, those being trained need to
have some form of activities or exercises to experience within a training environment.
Concrete experience
In training we need to provide participants with an opportunity to practice the skills that we are introducing them to. Primarily we are giving the participants a forum to have some sort of hands-on experience of the skills that have been introduced by the training.
Reflection on the experience
Moving on to the next stage of the cycle, participants in the experience will reflect primarily on what happened at this stage. Likely questions they will ask of themselves in a banking context, for example, include:
■ Did I balance the cash and process vouchers correctly?
■ Did the team achieve its goals?
* How did the team perform in comparison with the other teams?
■ Did I manage to prepare and print the document correctly?
■ Did I close on the sale at terms beneficial to the bank and the customer? As can be seen from the above, all we are looking at here is a factual reflection on what actually happened. A more in-depth analysis will rbllow in the next stage.
166 Human Resource Management and Organizational Behs> s \
■
Formation of modification concepts
This is the stage where we begin to consider why the points raisei previous section happened; for example:
■ Why did I not manage to balance the cash?
■ Why did our team end up in disarray?
■ Why did/did I not manage to prepare and print the correctly?
■ Why did I close the sale but not obtain a suitable arrange Testing
under new conditions
Now, having considered the points made thus far, we decide will do differently the next time we carry out this exercise, forward to do so. Examples here include:
■ Giving clearer instructions to a team at the start of an ensure that they are clear about the objective of the exercac
■ Processing vouchers differently next time.
The stages and personality types associated with each staac of are:
Activists
Involve themselves fully in any new experience. They live for moment and their thinking is dominated by immediate They are o'pen-minded people who are not usually skerrJji result they tend to be enthusiasts. Their outlook in life is * try anything once. They tend to react to situations first. a_a of the consequences. They will fill their days with activity. - on brainstorming. They are gregarious people who set f with others, but by being like this, they seek to be the cer.:rr
Reflectors
Like to sit back and consider experiences, looking at thers different perspectives. They lay great store in the c from disparate sources and consequently, they can decisions for a long time. Caution is their outlook in i it. they tend to be quiet, taking a back seat during disc listen to others points of view before coming in with tfc will usually have a low profile, with a slightly distant and them. When they do commit to action, it is part of a >.dl plan based on the past as well as on other people's they add to their own thoughts.
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■%y Training Should Be Carried Out
Theorists - are keen to adapt and integrate what they see into complex but logically sound theories. They like to think theories through in a step-by-step logical way. They are skilled at pulling disparate facts into coherent theories. They are often perfectionists who will not be satisfied until everything is tidy and in their rational scheme of things. They are keen on questioning basic, underpinning assumptions. Questions that they will frequently ask are “Does this make sense?” ’’How does this fit with that?”“What are the basic assumptions?”
Pragmatists
Want to try out learning to see how well they will work in practice. They will actively seek new ideas, and experiment with their application. They are the type who will return from a course full of ideas and can’t wait to try them out. Pragmatists like to get on with things sooner rather than later and will quickly get impatient with prolonged discussion.
Today, some form of training is carried out at all levels within financial services. Why is this training considered to be such a necessary part of organizational life?
Enhances Performance
As outlined at the start of this chapter, training can improve the individual’s performance on a job through induction and later training. This improved personal performance will result in improved organizational performance.
*
Legislative/ Regulatory Requirements
Organizations are often required to carry out training initiatives to comply with legislation and regulation.
Maintenance and Development of Skills
Training also helps to maintain and further develop the skills of employees. Developments in technology make it essential to train and update staff on changes; for example, either the introduction of a new front end computer system or the enhancement of an existing system, say with the provision of new screens, to capture additional customer information and thus aid the sales process.
Increased Motivation
Training increases the motivation of employees by retaining their interest and giving them a wider range of skills. In addition, staff can have increased feelings of belonging to the organization due to the investment they see their employer making in their development. Motivation may also be increased due to the social contact that face-to-
Uviroau Re^QUtce Management and Organizational Behavior | 8
Of
Programme And implementation
face training events allow to happen, thus giving course participants the opportunity to network.
The Systematic Approach to Training Stage 1: Analysis of Organizational Needs
Is the organization short of particular skills or jobs? Where and in what areas are further skills required?
Analysis Of Organization al Needs * * <" * * Feedback * * Feedback *
Stage 2: Job Analysis/ Person Specification
The job analysis involves an examination of the duties, responsibi.rrkfl and skills required by the job. The person analysis will assess the abflr and skills of the individual.
Stage 3: Objective Setting
This involves setting objectives for job performance and what individual is expected to achieve.
Stage 4: Identifying Training Needs
After objectives have been set, training needs can be identified can be influenced by changes in legislation/regulation, ways of i and the activities carried out by the organization.
Job Analysis
Objectives For
Performance
training Needs >
Now identified r
Training Needs Now Identified Training Needs Nov/ identified Person Analysis Object Pei for ves for matice .
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Stage 5: Establishing Training Objectives
Good training objectives are essential if effective training is to occur. They determine what exactly should be achieved by the investment made in the training. When writing objectives, active verbs should be used to describe observable and measurable actions once the training has been completed.
Stage 6: Training Programme Design
The exact content of the programme is determined by its design and the objectives are broken down, setting out in greater detail exactly what the
-j
:nee should do to satisfy the training objectives. The training media
to reused is also established at this stage, as well as the type and placc of ' - and assessments — if appropriate.
Stege 7: Validation of The Training Program and Implementation
£ format of the training programme, whether it is a formal course, on the fob or distance learning, e-learning, etc, will have been decided at Scase 6. At Stage 7 an assessment of costs will be made which may result i~ aaiustments in training techniques as well as highlighting the need additional facilities and increased resources. Whatever forms the training takes, it has to be validated internally before implementation.
Stage 8: Training Evaluation
evaluation oftraining is the final but integrative part of any training r:- 'gramme and can occur at several different levels and stages based on tne individual’s response to the training, others’ assessment of his/her rerrormance and the individual’s contribution to the organization.
r'. aiuation is concerned with the cost benefit of training in monetary terms and the perceived value and usefulness from the point of view of the people involved and the work they do. It can occur for the employee a number of levels.
A well known four level model of training evaluation was developed r. Donald Kirkpatrick. Kirkpatrick’s model states that evaluation of ‘.'l ining should always begin with level one, and then, as time and other resources (such as budget) allows, should move sequentially through e . eis two, three, and four. Information from each prior level serves as a rase for the next level’s evaluation. Thus, each successive level represents
- more precise measure of the effectiveness of the training programme, rut at the same time requires a more rigorous and time-consuming analysis.
Level 1 Evaluation — Reaction level
If you have ever attended a training course, you will almost certainly be ramiliar with this type and level of evaluation. Level 1 evaluation seeks to measure how participants in a training event react to it immediately on
the conclusion of the course. It attempts to answer questions regarding the participants’ perceptions:
170 Human Resource Management and Organizational Behav
■ Was the material relevant to their work?
* How do they feel about the way in which the trainer delivered the material?
■ Did their manager carry out a pre-course briefing?
■ What did they feel about the training environment and support materials? Therefore, having attended a training course, you will almost certainly have completed some type of level i evaluation document and either returned it to the trainer or sent it directly to the organization’s training department.
This type of evaluation is often called a “happy sheet”. According to Kirkpatrick, every training event should at least be evaluated at this level to provide feedback for the potential improvement of a training programme. In addition, the participants’ reactions have important consequences for learning (level two). Although a positive reactier does not guarantee learning (for example, the participant may ha-.; enjoyed the event, but they do not have the opportunity to consolidate their learning by practicing the skills learned once they return to the workplace), a negative reaction almost certainly reduces its possibility.
Level 2 Evaluation — Learning
Assessing at this level moves the evaluation beyond learner satisf. and attempts to assess the extent participants have advanced in knowledge or attitude. Measurement at this level is more diffic_’t laborious than level one. Methods range from formal to informal i to team assessment and self- assessment. If possible, participants test or assessment before the training (pre test) and after train: test) to determine the amount of learning that has occurred.
Level 3 Evaluation — Transfer
This level measures the transfer that has occurred in learners due to the training event. Evaluating at this level attempts to question - are the newly acquired skills, knowledge or ate! used in the everyday working environment of the participant? this level represents the truest assessment of a program’s e.‘
However, measuring at this level is very difficult as it is to predict when the change in behavior will occur arc ascribable this change in behavior is to the training e*
requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate.
Level 4 Evaluation — Results
Frequently thought of as evaluation on the bottom line, this level measures the success of the programme in terms that managers can understand - increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment.
From a business and organizational perspective, this is the overall reason for a training event, yet level four results are not typically addressed. Determining results