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{{Short description|Improving the effectiveness of organizations and the individuals and teams within them}}
{{Use dmy dates|date=October 2013}}
'''Training and development'''
Skills training has taken on varying organizational forms across industrialized economies.<ref name=":8">{{Cite book |last=Thelen |first=Kathleen |url=https://books.google.com/books?id=I0afDJGPczwC |title=How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan |date=2004 |publisher=Cambridge University Press |isbn=978-0-521-54674-4 |language=en}}</ref> Germany has an elaborate [[Vocational education|vocational training]] system, whereas the United States and the United Kingdom are considered to generally have weak vocational training
==History==
Aspects of training and development have been linked to ancient civilizations around the globe.<ref>{{Cite journal|last1=Alagaraja|first1=Meera|last2=Dooley|first2=Larry M.|date=March 2003|title=Origins and Historical Influences on Human Resource Development: A Global Perspective|url=http://journals.sagepub.com/doi/10.1177/1534484303251170|journal=Human Resource Development Review|language=en|volume=2|issue=1|pages=82–96|doi=10.1177/1534484303251170|s2cid=143353567 |issn=1534-4843}}</ref> Early training-related articles appeared in journals marketed to enslavers in the
By the 1960s and 70s, the field began developing theories and conducting theory-based research IThe 1980s marked a shift to focus on how employees were receiving and implementing training programs, and encouraged the collection of data for evaluation purposes, particularly management training programs.<ref>{{Cite journal|last1=Burke|first1=Michael J.|last2=Day|first2=Russell R.|date=1986|title=A cumulative study of the effectiveness of managerial training.|journal=Journal of Applied Psychology|volume=71|issue=2|pages=232–245|doi=10.1037/0021-9010.71.2.232|issn=0021-9010}}</ref> The development piece of training and development became increasingly popular in the The 21st century had brought more research in topics such as team-training; for example cross-training, which emphasizes training in coworkers' responsibilities.<ref name=":4">{{Cite journal |last1=Marks |first1=Michelle A. |last2=Sabella |first2=Mark J. |last3=Burke |first3=C. Shawn |last4=Zaccaro |first4=Stephen J. |date=2002 |title=The impact of cross-training on team effectiveness. |journal=Journal of Applied Psychology |volume=87 |issue=1 |pages=3–13 |doi=10.1037/0021-9010.87.1.3 |issn=0021-9010 |pmid=11916213}}</ref>
▲Skills training has taken on varying organizational forms across industrialized economies.<ref name=":8">{{Cite book |last=Thelen |first=Kathleen |url=https://books.google.com/books?id=I0afDJGPczwC |title=How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan |date=2004 |publisher=Cambridge University Press |isbn=978-0-521-54674-4 |language=en}}</ref> Germany has an elaborate [[Vocational education|vocational training]] system whereas the United States and the United Kingdom have weak vocational training system.<ref name=":8" />
==Training practice and methods==
Training and development
The "stakeholders" in training and development are categorized into several classes. The sponsors of training and development are senior managers
# Needs assessment
'''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>▼
# Program design
# Program development
# Training delivery/implementation
# Evaluation of training
▲'''
'''Design -''' learning intervention/implementation outline and mapped, mapping evaluation methods.<ref name="digitalhrtech.com"/>▼
▲'''
'''
'''
'''Evaluation -''' Formal evaluation; including the evaluation of learning and potential points of improvement.<ref name="digitalhrtech.com" />
Many different training methods 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:▼
▲Many different training methods exist today, including both on- and off-the-job methods. On-the-job training methods happen within the organization, and include methods 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}}
'''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>▼
'''
▲'''
'''Classroom instruction:''' information can be presented in lectures, demonstrations, films, and videotapes or through computer instruction. (This includes vestibule training where trainees are instructed in the operation of equipment.)<ref name=":12" />▼
▲'''Classroom instruction
'''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>▼
▲'''Self-
'''
'''Simulation -''' Used when it is not practical or safe to train people on the actual equipment or within the actual work environment.<ref name=":13" />
[[File:Training Seminar.jpg|center|thumb|418x418px|Seminar Training Method]]
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== Benefits ==
The benefits of the training and development of employees include:
* Increased productivity and job performance <ref name=":1" />▼
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" />▼
* Uniformity of work processes
* Skills and team development<ref name=":1" /><ref>{{Citation |last1=Kozlowski |first1=Steve W. J. |title=Work Groups and Teams in Organizations |date=2003-04-15 |work=Handbook of Psychology |url=https://digitalcommons.ilr.cornell.edu/articles/389 |publisher=John Wiley & Sons, Inc. |doi=10.1002/0471264385.wei1214 |isbn=0471264385 |hdl=1813/75229 |s2cid=28847722 |last2=Bell |first2=Bradford S. |hdl-access=free}}</ref><ref name=":15">{{Cite book |last1=Salas |first1=Eduardo |title=Improving patient safety through teamwork and team training |last2=Frush |first2=Karen |date=24 August 2012 |others=Salas, Eduardo, Frush, Karen |isbn=9780199875542 |___location=New York |oclc=811142213}}</ref>
* Reduced supervision and wastage
* Decrease in safety-related accidents<ref name=":15" />
* Improved organizational structure, designs and morale
* Better knowledge of policies and organization's goals
* Improved customer valuation<ref name=":14" />
▲However,
== Barriers and access to training ==
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