Foundation Degree in Accounting & Finance
Foundation Degree in Accounting & Finance
Subject: Human Resource Management
Tutor: Chris Stafford
Title: Motorpro
Submission Date: W/C 14/03/2005
Name: Daisy So
Contents
How training contributes to the achievement of business objectives 3
Programmes involved in training and development 4
For the job 4
For the individual 5
Training Methods 6
On-the-job training 6
Off-the-job training 6
Evaluation and monitoring of training 7
Possible training/personal development plan for employee 8
On-the-job training 8
Off-the-job training 8
Reference 10
Bibliography 11
How training contributes to the achievement of business objectives
In order for the organisation to benefit from successful training, there must be a planned and systematic approach to effect management of training. R Harrison (1989:48) defined systematic approach as "...in order to determine as precisely as possible what are the minimum resources the organisation should invest for the development of its workforce, an accurate assessment should be made of known and agreed training needs at all levels. A training plan can then be formulated which can guide the organisation in its investment of resources, in the operation of training and development, and in their evaluation."
A plan for training and development can guide top management to make the following decisions:
* Decision about the investment of resources through time.
* Decision about the agreed corporate goals and strategy for employee development.
* Decision about the key roles necessary to ensure effective implementation of strategy.
Within the individual manager's department, there should be the same agreement on what overall needs exist, however they may be defined and over whatever time length they are to be met. The manager can then put forward a reasoned case for the resources to meet those needs.
L Mullins (2002:694) cited that "The purpose of training is to improve knowledge and skills, and to change attitudes. It is one of the most important potential motivators. This can lead to many possible benefits for both individuals and the organisation." L Mullins (2002) suggested that training can make an impact on the organisation:
* Increase the confident, motivation and commitment of staff.
* Provide recognition, enhanced responsibility and the possibility of increased pay and promotion.
* Give a feeling of personal satisfaction and achieve, and broaden opportunities for career progression.
* Help to improve the availability and quality of staff.
Therefore we can see that training is an essential element of improving organisational performance. The intention of training is to generate a greater measure of positive commitment, a reduction of workplace alienation and enhanced quality of output.
D Torrington et al (2002) suggested that objectives should give employees a clear idea of performance expectations and enable them to focus on the priorities when they have to make choices about what they do. Performance expectations need to be understood and where possible to involve a contribution from the employees. Performance of individual contributions toward the organisational objectives therefore any organisation should provide training to ensure their staff is capable or perform well in their job.
When business strategy is being formulated, the organisation should consider how to develop existing employees, rather than necessarily recruiting talented new people. Not only can training contribute to the organisation's ability to achieve its objectives, but it can transform the lives and prospects of the individuals who benefit from it. Many prospective employees will judge whether to work for an organisation partly on the opportunities for advancement it affords them. A significant proportion of those opportunities are provided by training and development.
Programmes involved in training and development
Training needs to be assessed, for training to be effective it is necessary to understand not only the training needs of the individual and the group, but also how their needs fit the overall organisational objectives. R Harrison (1992:263) defined job training analysis as "Job training analysis is the process of identifying the purpose of a job and its component parts, and specifying what must be learnt in order for there to be effective work performance." There are many different types of analysis which need to carry out before identifying the ...
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Programmes involved in training and development
Training needs to be assessed, for training to be effective it is necessary to understand not only the training needs of the individual and the group, but also how their needs fit the overall organisational objectives. R Harrison (1992:263) defined job training analysis as "Job training analysis is the process of identifying the purpose of a job and its component parts, and specifying what must be learnt in order for there to be effective work performance." There are many different types of analysis which need to carry out before identifying the training and development needs. Mainly we need to look at the needs for the job itself and for the individual. It includes a variety of analysis which is closely related and produces accurate information.
For the job
* Job description - All employees have job description, they are usually hired to take on specific tasks within the organisation, but they may have to take on other responsibilities in times of emergency to enhance organisational efficiency. Therefore job descriptions are necessary in order to give employees a sense of purpose, and to enable their immediate supervisor to appraise their performance, but a culture must influence that enables employees to deal with problems that may be outside their work duties.
* Job analysis - L Mullins (2002) suggested that job analysis is the central to a planned and systematic approach. Job analysis includes a variety of research such as the job descriptions and performance objectives. It is a very useful method of evaluating job functions and is often used to measure the levels of skill necessary to do a job, primarily for the purpose of creating a pay structure.
* Interviews - A well structured interview can be carried out with the employees to review his/her duties and functions. Alternatively, the supervisor or the manager can be interviewed to find out whether current employees need training to reach the organisational objectives.
* Performance objectives - Quality of work/production will increase by setting performance objectives. Assessment can take place as to whether current employees need training to reach these objectives.
* Analysis of competences - Competence is concerned with job standards and output. This provides information on whether current job holder is competence on his/her job.
For the individual
* Personal specification - This is an analysis used to identify skills and competence requirements.
* Personal profile - Such information can be obtained from organisational records, including original application form and other database. Personal profile is useful for training needs analysis, it includes information on employees' career aspirations, which may well be of significance in creating training initiatives.
* Identifying of shortages/training gaps - I Beardwell et al (2004) suggested that the most thorough was of analysing individual strengths and weaknesses are assessment centre techniques. It includes in-depth interviews and re-interviews, psychometric tests, team performance simulation exercises and other techniques, a detailed profile of employees can be constructed, which is useful for analysing training needs. Global review is another wide ranging method of training needs analysis. These are usually undertaken when dramatic changes are planned within an organisation.
* Setting objectives - Objectives need to be set at a realistic and achievable level. One of the biggest problems with appraisal on the basis of meeting objectives is that factors beyond the employee's control may make the objectives more difficult than anticipated, or even impossible.
* Appraisal - Appraisal system needs to be in place. It measures a variety of things, such as personality, behaviour, performance or achievement of goals. It can be used to improve current performance, provide feedback, increase motivation, identify training needs, identify potential, let individuals know what is expected of them, focus on career development, award salary increases and solve job problems. I Beardwell et al (2004) suggested that a good appraisal can reveal much about the strengths and weaknesses of individuals in terms of their performance. Appraisal indicates areas where training and development programmes could improve performance which is vital to both the individual and the organisation. D Torrington et al (2002) cited that an effective appraisal system should have clear performance criteria/rating instrument; good working relationships with the supervisor and the appraiser should have sufficient information on the manager's actual performance. Appraisal should not, in any circumstances, give a negative feedback from the appraiser. If objectives are not achieved, the appraiser should look for the roof of the problem rather than placing blame on the appraisee.
* 360 degree feedback - The concept of 360 degree feedback is to collect feedback and information from different groups within a work situation, groups includes colleagues, subordinates, supervisors and customers. L Mullin (2002) cited that the idea is to provide a broader appraisal covering good working relationship, teamwork, leadership, decision-making and quality of service provided.
Training Methods
A careful use of training methods can be a very cost effective investment. There are a number of ways in which skills can be developed. Not all of them involve formal training as this could be expensive and time consuming. It is impossible to cover in depth for all variety of approaches but we will look into the main types of methods which is commonly use by many organisations.
On-the-job training
* Coaching is the most common approach, the experienced staff helps trainees to develop by giving them the opportunity to perform an increasing range of task and by helping them to learn from their experiences.
* Mentoring is another method which an experience staff takes charge of the training of a new employee.
* Job rotation - encouraging members of a team to be able to work proficiently in each other's jobs, thus creating greater flexibility and skills within the team as a whole. Job rotation also helps is to appreciate just how difficult some jobs really are. The organisation can also be benefited by not recruiting additional staff for sickness and holiday coverage.
* Special assignments/projects - increasing the skills base of individuals by arranging supervised project work in preparation for greater responsibilities.
Off-the-job training
* Action learning - a group of individuals who work on their own chosen problems, but share advice and approaches to solving each other's problems. This type of training can be invaluable. Each person in turn describes to the group a work dilemma, which is causing upset in their department. The dilemma then becomes the group's problem, and each person in the group works together in an attempt to find a solution. Because the person who initiated the problem is so close to it (and cannot therefore find a way around it) the solution offered by the group might be simple, but effective.
* Perception of course - a means of conveying knowledge and skills to groups of individuals through trainers (either from within the organisation or from external providers).
* Interactive video where the trainee, rather than passively watching, will be required to respond at various points. Depending upon the response the video will follow different sequences.
* Case study includes role-play and discussion.
* Simulations using state-of-the-art software.
Evaluation and monitoring of training
Evaluation and monitoring are essential to the success of any training and development programme. They validate of the outcomes by comparing actual against intended results and analysis of information vital to future planning. Regular monitoring will be needed for intensive programme, with a final evaluation carried out by some neutral party against its original purpose and objectives. With a less intensive training, the methods and timing of monitoring progress and results can be established according to need and to resources available.
R Harrison (1989) suggested that there are four sets of factors that should be evaluated:
* Context - this is the context within which the training event has taken place. i.e. How accurately needs were initially diagnosed? Why this particular kind of learning was decided on as a solution? Examination of the organisational culture and structure is an important part of context evaluation.
* Inputs - this is the input to the training event. The resources those were available for the training, and those that were actually used. Also the training structure and culture, content, media and methods and the final cost of the training. The most important is the people who went through the training in terms of whether that membership and selection of the trainees was valid.
* Reactions - this is the reactions to the training event by the various parties involved in it, especially in relation to the reactions that it was originally intended it should achieve.
* Outcomes - this is the outcomes of the training. The effects of that training by reference to the objectives set for it and the outcomes it has actually achieved.
There are many methods of evaluation, I Beardwell et al(2004) suggested the following:
* Questionnaires - This is also known as the feedback form, which trainees complete on the final day by answering relevant questions regarding the knowledge after the course.
* Tests or examinations - These are found more common in formal courses which provide certificate.
* Projects - This is also part of the training, but they can also provide valuable information for instructors.
* Structured exercise / case studies - Trainees can apply theories to practice.
* Tutor reports - It is important to value the opinion of the tutor/trainer as they give a valuable assessment from a different perspective.
* Interviews of trainees - This is usually carry out after the course is completed, it can be done by formally/informally, or by telephone.
Possible training/personal development plan for employee
In my opinion, I think the employee who works in the administrative department should be sent on a training course and possibly a personal development programme. Before we can identify what training needs to be provided, we need to look into the employee's job description. From the information available, in my opinion the employee's job title would be Administrative Assistant and his/her duties includes the following:
* Filing
* Photocopying
* Producing and sending letters
* Entering information on to computer systems
* Telephone answering
* Provide general administrative support
We may use the on-the-job training and off-the-job training methods to provide training and personal development to this job holder.
On-the-job training
Coaching is the most common method of training. Since the administrative department deals with all the paperwork involved with the running of the company, it will be a good idea for the employee to understand more about how each department operates. The employee can be coached by senior staff in each department, this will give the trainee an opportunity to learn different skills and this can make the job more interesting.
The supervisor can also provide coaching to the trainee for some management skills, the supervisor (trainer) can also dedicates special assignment for the trainee and keep the process monitor at all time. This will not only create a sense of motivation, but it also benefit the organisation in future when there are management roles available.
Off-the-job training
From the job description, we can see the current job holder use a great deal of the computer systems. There are many courses run by local college or software companies which provide training on the computer programmes, such as RSA Computer Literacy and Information Technology, which will help users to gain more knowledge regards word processing. Companies such as Learn Direct and ICS also have many courses available in different levels/subjects, these courses can be home study or by instructor at the organisation.
Training plan for the employee is on the next page and it is planned for the next twelve months for both on-the-job and off-the-job training.
Start Date
Training
Location
Completion Date
01/04/05
01/04/05
01/05/05
01/11/05
0/12/05
20/12/05
01/01/06
RSA Computer Literacy and Information Technology Level 1 (Evening Class)
Interview trainee to find out which department he/she is interested in working
Coaching with supervisor in department which were agreed with trainee (3 hours/week)
Coaching with Admin supervisor for management skills
Special assignment by Admin supervisor
Feedback from supervisor for special assignment
Register with Learn Direct or ICS for distant learning
Local College
-
Various Dept
Admin Dept
Admin Dept
Admin Dept
Home
01/11/05
01/04/05
On-going
08/11/05
7/12/05
20/12/05
01/09/06
Reference
Beardwell I et al (2004), Human Resource Management - A Contemporary Approach, 4th edition, Pearson Education Ltd, Harlow
Harrison R (1992), Management Studies 2 - Employee Development, 3rd edition, The Cromwell Press, Wiltshire
Harrison R (1989), Training and Development, 2nd edition, LR Printing Service Ltd, West Sussex
Mullins L (2002), Management and Organisational Behaviour, 6th edition, Pearson Education Ltd, Harlow
Torrington D et al (2002), Human Resource Management, 5th edition, Pearson Education Ltd, Harlow
Bibliography
Beardwell I et al (2004), Human Resource Management - A Contemporary Approach, 4th edition, Pearson Education Ltd, Harlow
Garratt T (1997), The Effective Delivery of Training Using NLP, Kogan Page Ltd, London
Harrison R (1992), Management Studies 2 - Employee Development, 3rd edition, The Cromwell Press, Wiltshire
Harrison R (1998), People and Organisation - Employee Development, 2nd edition, The Cromwell Press, Wiltshire
Harrison R (1989), Training and Development, 2nd edition, LR Printing Service Ltd, West Sussex
Mullins L (2002), Management and Organisational Behaviour, 6th edition, Pearson Education Ltd, Harlow
Pettinger R (2002), Introduction to Management, 3rd edition, Palgrave, Hampshire
Torrington D et al (2002), Human Resource Management, 5th edition, Pearson Education Ltd, Harlow
Daisy So FDA
Human Resource Management 1
