Training and development: Difference between revisions

Revision as of 00:31, 13 August 2023

Revision as of 05:53, 23 September 2023

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The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers. The clients of training and development are business planners. Line managers are responsible for coaching, resources, and performance. The participants are those who actually undergo the processes. The facilitators are human resource management staff. And the providers are specialists in the field. Each of these groups has its own agenda and motivations, which sometimes conflict with the agendas and motivations of the others.<ref name=":6">{{cite book|title=Human Resource Management|author1=Derek Torrington |author2=Laura Hall |author3=Stephen Taylor |name-list-style=amp |pages=363|publisher=Pearson Education|date=2004|isbn=9780273687139}}</ref>

Especially in the last couple decades, training has become more trainee-focused, which allows those being trained more flexibility and active learning opportunities.<ref name="Bell 2008 296–316">{{Cite journal|last1=Bell|first1=Bradford S.|last2=Kozlowski|first2=Steve W. J.|date=2008|title=Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability.|journal=Journal of Applied Psychology|volume=93|issue=2|pages=296–316|doi=10.1037/0021-9010.93.2.296|pmid=18361633|issn=1939-1854|url=https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1417&context=articles|hdl=1813/75102|hdl-access=free}}</ref> For example, these active learning techniques include exploratory/discovery learning,<ref>{{Cite journal|last1=McDaniel|first1=Mark A.|last2=Schlager|first2=Mark S.|date=June 1990|title=Discovery Learning and Transfer of Problem-Solving Skills|journal=Cognition and Instruction|volume=7|issue=2|pages=129–159|doi=10.1207/s1532690xci0702_3|issn=0737-0008}}</ref> error management training,<ref>{{Cite journal|last1=Keith|first1=Nina|last2=Frese|first2=Michael|date=2005|title=Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects.|journal=Journal of Applied Psychology|volume=90|issue=4|pages=677–691|doi=10.1037/0021-9010.90.4.677|pmid=16060786|issn=1939-1854|url=http://fox.leuphana.de/portal/de/publications/selfregulation-in-error-management-training-emotion-control-and-metacognition-as-mediators-of-performance-effects(82a4fe6d-6219-40a6-abe7-fc21f6d2bbad).html}}</ref> guided exploration,<ref>{{Cite journal|last1=Wood|first1=Robert|last2=Kakebeeke|first2=Bastiaan|last3=Debowski|first3=Shelda|last4=Frese|first4=Michael|date=April 2000|title=The Impact of Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search|journal=Applied Psychology|volume=49|issue=2|pages=263–283|doi=10.1111/1464-0597.00014|issn=0269-994X}}</ref> and mastery training.<ref name="Bell 2008 296–316"/> Typical projects in the field include executive and supervisory/management development, new-employee orientation, professional-skills training, technical/job training, customer-service training, sales-and-marketing training, and health-and-safety training. Training is particularly critical in [[High reliability organization|high-reliability organizations]], which rely on high safety standards in order to prevent catastrophic damage to employees, equipment, or the environment (e.g. nuclear power plants, operating rooms).<ref>{{Cite journal|last=Roberts|first=Karlene H.|date=July 1990|title=Managing High Reliability Organizations|journal=California Management Review|volume=32|issue=4|pages=101–113|doi=10.2307/41166631|issn=0008-1256|jstor=41166631|s2cid=154274951}}</ref>

It is important to note that all employees require different levels and types of development in order to fulfill their job roleroles in the organization. All employees need some type(s) of training and development on an ongoing basis to maintain effective performance, or to adjust to new ways or work, and to remain motivated and engaged.<ref>{{Cite book|last1=Peacock|last2=Steward|last3=Belcourt|first1=Melanie|first2=Eileen B.|first3=Monica|title=Understanding Human Resources Management|publisher=Alexis Hood|year=2020|isbn=978-0-17-679806-2|pages=185}}</ref> The instructional systems design approach (often referred to as ADDIE model) is great for designing effective learning programs {{Citation needed|date=May 2023}} and used for instructional design. Instructional design is the process of designing, developing and delivering learning content. There are 5 phases in the ADDIE model: (1) needs assessment, (2) program design, (3) program development, (4) training delivery or implementation, and (5) evaluation of training.

'''Analyze -''' problem identification, (TNA) training needs analysis, target audience determined, stakeholder's needs identified, identify the resources required.<ref name="digitalhrtech.com">{{Cite web|date=2020-11-02|title=The ADDIE Model for Instructional Design Explained|url=https://www.digitalhrtech.com/addie-model/|access-date=2020-11-29|website=AIHR Digital|language=en-US}}</ref>

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'''Evaluation -''' (integral part of each step) formal evaluation, continuous learning evaluation, evaluation of business, potential points of improvement.<ref name="digitalhrtech.com"/>

There are manyMany different training methods that exist today, including both on and off-the-job methods. On-the-job training methods happen within the organization where employees learn by working alongside co-workers in ways such as [[coaching]], [[mentorship]], internship, apprenticeship, job rotation, job instructional technique (JIT), or by being an understudy.{{citation needed|date=December 2020}} To contrast, off-the-job training methods happen outside the organization where employees attend things such as lectures, seminars, and conferences or they take part in simulation exercises like case studies and role-playing.{{citation needed|date=December 2020}} It could also include vestibule, sensitivity or transactional training activities.{{citation needed|date=December 2020}} Other training methods include:

'''Apprenticeship Training''': system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.<ref>{{Cite book|last1=Peacock|last2=Steward|last3=Belcourt|first1=Melanie|first2=Eileen B.|first3=Monica|title=Understanding Human Resources Management|publisher=Alexis Hood|year=2020|isbn=978-0-17-679806-2|pages=189}}</ref>

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'''Co-operative programs and internship programs:''' training programs that combine practical, on-the-job experience with formal education. Typically these programs are offered at colleges and universities.<ref name=":12">{{Cite book|last1=Peacock|last2=Steward|last3=Belcourt|first1=Melanie|first2=Eileen B.|first3=Monica|title=Understanding Human Resources Management|publisher=Alexis Hood|year=2020|isbn=978-0-17-679806-2|pages=190}}</ref>

'''Classroom instruction:''' information can be presented in lectures, demonstrations, films, and videotapes or through computer instruction. (This includes vestibule training where trainees are given instructioninstructed in the operation of equipment.)<ref name=":12" />

'''Self-Directed Learning:''' individuals work at their own pace during programmed instruction. Including books, manuals, or computers to break down subject-matter content into highly organized, logical sequences that demand a continuous response on the trainee's part.<ref name=":13">{{Cite book|last1=Peacock|last2=Steward|last3=Belcourt|first1=Melanie|first2=Eileen B.|first3=Monica|title=Understanding Human Resources Management|publisher=Alexis Hood|year=2020|isbn=978-0-17-679806-2|pages=191}}</ref>

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'''E-learning:''' training that uses computer and/or online resources. Such as CBT (computer-based training), videotapes, satellites and broadcast interactive TV/DVD/CD-ROM.<ref>{{Cite book|last1=Peacock|last2=Steward|last3=Belcourt|first1=Melanie|first2=Eileen B.|first3=Monica|title=Understanding Human Resources Management|publisher=Alexis Hood|year=2020|isbn=978-0-17-679806-2|pages=192}}</ref>

The benefits of training employees are increased productivity and performance in the workplace, uniformity of work processes, reduced supervision and reduced wastage, promoting employees from within, improving organizational structure and designs, boosting morale, better knowledge of policies and organization's goals, improved customer valuation and improved/updated technology.<ref>{{Cite web|title=The Importance of Training Employees: 11 Benefits|url=https://www.indeed.com/career-advice/career-development/importance-of-training|access-date=2020-11-29|website=Indeed Career Guide|language=en-us}}</ref> There is significant importance in training as it prepares employees for higher job responsibilities, shows employees they are valued, improves IT and computer processes, and tests the efficiency of new performance management systems. However, contrarily some individuals believe training is a waste ofwastes time and money because, in certain cases, real life experience may trump education, and organizations want to spend less, not more.<ref>{{Cite web|last=Say|first=My|title=Why Your Employee Training Is A Waste Of Time And Money -- And What To Do About It|url=https://www.forbes.com/sites/groupthink/2015/08/30/why-your-employee-training-is-a-waste-of-time-and-money-and-what-to-do-about-it/|access-date=2020-11-29|website=Forbes|language=en}}</ref>

[[File:Training Seminar.jpg|center|thumb|418x418px|Seminar Training Method]]

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When a company puts its employees through training programs, it must ensure that they are efficient and relevant to the employees' tasks in the organization as it is estimated that only 20-30% of training given to employees are used in the month later.<ref name="Aik 28–32">{{Cite journal|last1=Aik|first1=Chong Tek|last2=Tway|first2=Duane C.|date=March 2006|title=Elements and principles of training as a performance improvement solution|url=http://dx.doi.org/10.1002/pfi.2006.4930450307|journal=Performance Improvement|volume=45|issue=3|pages=28–32|doi=10.1002/pfi.2006.4930450307|issn=1090-8811}}</ref> To help mitigate this issue, some general principles should be followed to increase employees desire to take part in the program. These include:

* [[Self-efficacy]]: TheseThis means to increaseincreasing the learners belief that they can fully comprehend the teachings.<ref name="Aik 28–32"/>

* Attitude: An uncooperative attitude towards learning could hinder the individual's capability to grasp the knowledge being provided.<ref name="Aik 28–32"/>

* Competence: This is the skill an individual develops that enables them to make good decisions in an efficient mannerefficiently.<ref name="Aik 28–32"/>

* External motivators: These are the behaviours individuals present when a reward or extrinsic goal is given to them.<ref name="Aik 28–32"/>

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* Extrinsic factors: These are external factors to the individual, such as job security, salary, benefits, work conditions, and vacations.<ref name=":9" />

[[File:Training and Development Conference.jpg|thumb|Training and Development Conference]]

Both intrinsic and extrinsic motivators link to employee performance in the workplace. A company's techniques to motivate employees are continually changing and evolving. Finding out what motivates employees can help businesses determine why people work in specific ways and perform at varying levels.<ref name=":9" />

There are many basic training and development principles in human resource management. For instance, performance feedback is important as managers can use it to identify the employee's lack of skills in areas of the job and their approach to improving that weakness while maintaining behaviour.

Traditional constructive feedback, also known as weakness-based feedback, can often be viewed as malicious from the employees’ perspective. When interpreted negatively, employees lose motivation on the job, which affectsaffecting their production level of production.<ref name=":10">{{Cite journal|last1=Aguinis|first1=Herman|last2=Gottfredson|first2=Ryan K.|last3=Joo|first3=Harry|date=2012-03-01|title=Delivering effective performance feedback: The strengths-based approach|url=http://www.sciencedirect.com/science/article/pii/S0007681311001509|journal=Business Horizons|language=en|volume=55|issue=2|pages=105–111|doi=10.1016/j.bushor.2011.10.004|s2cid=154034097 |issn=0007-6813}}</ref> The other kind of feedback that is more effective is known as strengths-based feedback. This feedback is more effective because it is easier to adjust the performance once the individual can separate flaws from strengths. The strengths-based feedback is positive feedback that allows the employees to recognize their strengths and further improve their performance with that knowledge.<ref name=":10" /> Using this strategy as a base for constructive feedback shows support and encouragement towards the employee, which boosts their confidence. Confidence in the workplace allows individuals to stay focused and engaged. However, the disadvantage of strengths-based feedback is failing to perform at one's full potential due to overconfidence.

Reinforcement is another critical principle of employee training and development. By positively reinforcing employees with encouragement or reward, managers can establish a desired pattern of behaviour. Studies have shown that reinforcement directly influences employee learning, which is highly correlated with performance after training. Reinforcement based training emphasizes the importance of communication between managers and trainees in the workplace. The more the training environment can be a positive, nurturing experience, the more—and faster—attendees are apt to learn.<ref name=":11">Nelson, Bob. “A Dose of Positive Reinforcement Can Go a Long Way.” ''T+D'', vol. 67, no. 3, Mar. 2013, pp. 40–44. ''EBSCOhost'', library.macewan.ca/full-record/bth/85852296.</ref>

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*Decreasing safety-related accidents <ref>{{Cite book|title=Improving patient safety through teamwork and team training|others=Salas, Eduardo, Frush, Karen|isbn=9780199875542|___location=New York|oclc=811142213|last1 = Salas|first1 = Eduardo|last2 = Frush|first2 = Karen|date = 24 August 2012}}</ref>

However, if the training and development is not strategic and pointed at specific goals, it can lead to more harm than good.<ref>{{Cite book|title=Learning and development|last=Rebecca|first=Page-Tickell|isbn=9780749469894|edition= 1st|___location=London|oclc=883248797|date = 3 July 2014}}</ref> [[Needs assessment]]s, especially when the training is being conducted on a large-scale, are frequently conducted in order to gauge what needs to be trained, how it should be trained, and how extensively.<ref>{{Cite journal|last=Brown|first=Judith|date=December 2002|title=Training Needs Assessment: A Must for Developing an Effective Training Program|journal=Public Personnel Management|volume=31|issue=4|pages=569–578|doi=10.1177/009102600203100412|s2cid=154852480|issn=0091-0260|url=https://semanticscholar.org/paper/d4523ced66f206b3e82ffe57e3245668f7170cca}}</ref> Needs assessments in the training and development context often reveal employee and management-specific skills to develop (e.g. for new employees), organizational-wide problems to address (e.g. performance issues), adaptations needed to suit changing environments (e.g. new technology), or employee development needs (e.g. career planning). The needs assessment can predict the degree of effectiveness of training and development programs can be predicted by the needs assessment and how closely the needs were met, the execution of the training (i.e. how effective the trainer was), and trainee characteristics (e.g. motivation, cognitive abilities).<ref name=":5">{{cite journal|last1=Tannenbaum|first1=S I|last2=Yukl|first2=G|date=January 1992|title=Training and Development in Work Organizations|journal=[[Annual Review of Psychology]]|volume=43|issue=1|pages=399–441|doi=10.1146/annurev.ps.43.020192.002151}}</ref> Effectiveness of training is typically done on an individual or team-level, with few studies investigating the impacts on organizations.<ref name=":1" />

== Occupation ==

The Occupational Information Network (O*NET) cites Training and Development Specialists as having a bright outlook, meaning that the occupation will grow rapidly or have several job openings in the next few years.<ref name=":7">{{Cite web|url=https://www.onetonline.org/link/summary/13-1151.00?redir=13-1073.00|title=13-1151.00 - Training and Development Specialists|website=www.onetonline.org|access-date=2019-03-01}}</ref> Related professions include training and development managers, (chief) learning officers, [[Industrial and organizational psychology|industrial-organizational psychologists]], and [[organization development]] consultants. Training and development specialists are equipped with the tools to conduct needs analyses, build training programs to suit the organization's needs of the organization by using a variety ofvarious training techniques, create training materials, and execute and guide training programs.<ref name=":7" />

== See also ==