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I wanted to update the Training and Development page to include barriers to training and development access and how these could be overcome. I decided to focus on minority access to training and development, which specific reference to gender. I decided to include this under the Benefits section of the Wikipedia page, as it is important to note that not everyone has access to the benefits of an organisation’s training and development programmes. I have used academic journals in updating thi |
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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, some believe training wastes 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]]
== Principles ==
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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}}</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 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" />
'''Barriers and access to training'''
Training and development are crucial to organisational performance, employee career advancement and engagement.<ref>{{cite journal |last1=Hassett |first1=MP |title=The Effect of Access to Training and Development Opportunities, on Rate of Work Engagement Within the U.S. Federal Workforce |journal=Public Personal Management |date=2022 |pages=380-404 |url=https://journals.sagepub.com/doi/10.1177/00910260221098189}}</ref> Despite advancements in workplace equality, some people will continue to face significant barriers to training opportunities. These barriers may disproportionately affect people based on their minority status, such as gender or cultural identification.
To address these disparities, organisations can implement diversity policies, provide bias training, and establish mentorship programs to support underrepresented groups. By adopting these policies and fostering supportive networks, organisations can ensure they are providing diverse work forces with equal access to training opportunities.
This disparity is caused by several factors:
# 1. '''Historical inequities and systemic biases''' are barriers to access to professional development. Structural factors, such as historical exclusion of women and minorities from certain roles, create a legacy of unequal access to training resources. For instance, women and minorities often have less access to senior mentors and role models, which can limit their visibility and opportunities for advancement.
# 2. '''Societal norms and cultural biases''' significantly impact the distribution of training opportunities. Stereotypes and implicit biases can undermine the confidence and performance of minority groups to seek out training, affecting their career development.<ref>{{cite journal |last1=Lee |first1=HH |title=Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination |journal=Review of Public and Personnel Administration |date=2021 |pages=274-293 |url=https://journals.sagepub.com/doi/10.1177/0734371X19880578}}</ref> For example, cultural expectations, sexual harassment or other discrimination may dissuade women from pursuing leadership roles, thereby limiting their access to formal training or mentoring programs.
# 3. '''Organisational practices''' can perpetuate disparities in training access. Biased recruitment and selection processes, unequal distribution of resources, and a lack of targeted support for underrepresented groups contribute to this issue. For instance, training programs often fail to address the specific needs of minority groups, leading to a mismatch between available opportunities and the actual development needs of these employees. For example, some leadership programs might fail to address cultural differences in leadership, promoting instead traditional hierarchical systems that are not followed in some minority cultures.
The impact of excluding or limited a person’s access to training and development opportunities can affect both the individual and the organisation.
# 1. '''Individual''' - disparities in training opportunities can adversely affect individuals from underrepresented groups, leading to slower career progression, reduced employee engagement, and limited professional growth.<ref>{{cite journal |last1=Hassett |first1=MP |title=The Effect of Access to Training and Development Opportunities, on Rate of Work Engagement Within the U.S. Federal Workforce |journal=Public Personal Management |date=2022 |pages=380-404 |url=https://journals.sagepub.com/doi/10.1177/00910260221098189}}</ref> Individuals may experience lower self-esteem and decreased motivation due to perceived or actual access to development opportunities. For example, if a leadership training programme does not have minority representation, individuals may lack the confidence to “break the glass ceiling” and seek out the opportunity for themselves.<ref>{{cite journal |last1=Eddy |first1=S |last2=Ng |first2=AG |title=The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management. |journal=Human Resource Management Journal |date=2017 |pages=133-151 |url=https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12135 |ref=}}</ref>
# 2.''' Organisation''' - when training opportunities are not equitably distributed, organisations may have reduced diversity in leadership and decision-making. This can stifle innovation and hinder organisational performance. Failure to address these disparities can lead to higher turnover rates and lower employee morale.<ref>{{cite journal |last1=Chen |first1=CA |title=Can Training Enhance Public Employees’ Public Service Motivation? A Pretest–Posttest Design |journal=American Society for Public Administration |pages=194-215 |url=https://journals.sagepub.com/doi/10.1177/0734371X19872244}}</ref> Organisations may also face legal challenges related to discrimination claims.
Management teams that are not diverse can be self-replicating as senior leaders’ demographic characteristics significantly impact the types of programs, policies and practices implemented in the organisation – i.e. there are more likely to be diversity programmes if the management team is also diverse.<ref>{{cite journal |last1=Eddy |first1=S |last2=Ng |first2=AG |title=The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management |journal=Human Resource Management Journal |date=2017 |pages=133-151 |url=https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12135}}</ref>
To address these disparities, organisations can implement diversity policies, provide bias training, and establish mentorship programs to support underrepresented groups. These may include:
# 1. '''Implementing inclusive policies for addressing disparities'''. Organisations should establish diversity and inclusion programs that specifically target training and development opportunities for underrepresented groups. These programmes should focus on opportunities for future managers at the bottom of the hierarchy, as advancement to lower-level and middle-level positions is crucial for promotion to upper-level management.<ref>{{cite journal |last1=Eddy |first1=S |last2=Ng |first2=AG |title=The glass ceiling in context: the influence of CEO gender, recruitment practices and firm internationalisation on the representation of women in management. |journal=Human Resource Management Journal |date=2017 |pages=133-151 |url=https://onlinelibrary.wiley.com/doi/10.1111/1748-8583.12135}}</ref> These policies can help ensure employees have equal access to career advancement resources and can increase the implementation of mechanisms for reporting discrimination or advancement barriers.<ref>{{cite journal |last1=Lee |first1=HH |title=Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination. |journal=Review of Public and Personnel AdministrationReview of Public and Personnel Administration |date=2021 |pages=274-293 |url=https://journals.sagepub.com/doi/10.1177/0734371X19880578}}</ref> Some efforts to support diversity and exclusion commitments in workplaces may be enshrined in law, for example the New Zealand Public Service Act 2020.<ref>{{cite web |title=New Zealand Public Service Act 2020 |url=https://legislation.govt.nz/act/public/2020/0040/latest/LMS106159.html |publisher=Legislation New Zealand |access-date=17 September 2024}}</ref>
# 2. '''Incorporating bias training into organisational practices'''. Training programs that raise awareness about unconscious biases and teach strategies for mitigating them can help create a more equitable development environment and promote discussion where minority groups have been excluded.
# 3. '''Developing mentorship and sponsorship programme'''. These can support underrepresented groups by providing them with guidance, networking opportunities, and advocacy within the organisation. Creating supportive networks for minority and gender groups can provide safe spaces for people identifying as minorities to develop programmes that are suited to them and to provide a united voice to report ongoing discrimination.<ref>{{cite journal |last1=Lee |first1=HH |title=Woman and Public Organisation: An Examination of Mentorship and Its Effect on Reporting Workplace Discrimination |journal=Review of Public and Personnel Administration |date=2021 |pages=274-293 |url=https://journals.sagepub.com/doi/10.1177/0734371X19880578}}</ref>
# 4. '''Using data to track and address disparities in training opportunities'''. Organisations should collect data on training participation and outcomes to identify and address gaps. This may include census<ref>{{cite web |title=Improving diversity and inclusion in the Public Service |url=https://www.publicservice.govt.nz/system/public-service-people/diversity-and-inclusion/improving-diversity-and-inclusion-in-the-public-service |website=Te Kawa Mataaho Public Service Commission |publisher=Te Kawa Mataaho Public Service Commission |access-date=17 September 2024}}</ref> or regular pulse surveys or records of learning that are linked to a person’s self-identified attributes. This approach helps ensure that interventions are based on empirical evidence and are targeted where they are most needed.
== Occupation ==
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