Training Management

Training Management Adv diploma HRTM

Terms of Reference

This report has been produced as evidence for Training Management - as part of a Vocational Advance Diploma in Management Studies.

Introduction

This report has been written in order to show how successfully the organisation is in running its training department in order to meet its business objectives. The report has been divided into four parts to ensure a comprehensive coverage of the organization has been researched and also to give the report a main structure of the training departments.

Part 1: what is training?

Part 2: Why adopt training and development?

Part 3: different types of training and its benefits.

Part 4 conclusions

This unit provides an insight into how businesses recruit and manage their training programs. It shows that if businesses are to achieve their objectives, they must plan their training function so that they have the right employees with the appropriate qualifications and training to meet the needs of the business.

Successful training management requires that a business takes account of changes in the labour market and employment legislation to keep its employees motivated, to monitor their performance and to help them continuously develop through additional training.

What is training?

Training includes all forms of planned learning experiences and activities designed to make positive changes to performance and other behaviour. Learning is generally defined as a 'relatively permanent change to behaviour that occurs as a result of practice or experience'.

Why adopt training and development?

Boots organise training and development programmes for many reasons. For example, training and development programmes may be introduced to:

Motivate employees and increase job satisfaction, thereby reducing absenteeism and labour turnover Reduce wastage and accident rates by creating a consistent performance across the workforce Develop the skills of existing employees to cope with labour shortages

Establish the most effective and efficient working methods in order to maximise productivity and remain competitive Reduce employee's resistance to change, perhaps deriving from the introduction of new equipment and the application of new technology.

The resources devoted ...

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Why adopt training and development?

Boots organise training and development programmes for many reasons. For example, training and development programmes may be introduced to:

The resources devoted to the organisation training can create substantial costs. It is important that training needs are correctly identified and the desired standard of skill is established. The training programme needs to be administered efficiently and evaluated - the results achieved by the organisation employees that have received training should be compared with the standard of performance it was hoped to achieve.

Employees of the organisation are encouraged to make the best possible use of opportunities for training and development, which may arise at work, in training activities and in further education. The organisations encourage movement across business and functional boundaries within the company, to develop breadth and depth of experience, and offer opportunities for career development.

Different types of training and its benefits

Below show the different types of training:

Traditional training.

Training to promote learning of specific facts and content, which enable improvements in job performance, such as technical skills training.

Education.

The act or process of acquiring knowledge, skills and understanding, usually in school, college or university.

Vocational education.

Somewhere between educational training and traditional training (e.g. apprentice training).

Management training.

Activities designed to improve managerial competence.

Organisational development.

Activities designed to change the way in which individuals operate within an organisation (e.g. to help them to work better with the changing culture of the organisation, perhaps through teamwork development).

Induction training

An induction programme was introduced to the business many years ago when it realised that around 15% of employees who had just began working there decided to leave after the first few weeks because they felt that the job wasn't for them. This induction programme enables the organisation to introduce new employees to the business and take an insight into the many establishments and procedures it has produced over the years. The induction programme is supposed to make the new employee feel more aware of the different functions of the business as a whole instead of the specific job he/she has to take on in the future. The induction usually contains information about:

The organisation's policies and objectives Future career opportunities Pay, training and fringe benefits Health and safety
The organisational structure and layout
The requirements of the job colleagues and managers.

Good induction programmes successfully balance the amount of information that needs to be conveyed with the length of time employees can sustain their concentration. The organisation makes the vast amount of information it needs to convey more digestible by varying the means by which it is communicated. It can develop an imaginative programme by using a combination of videos, OHPs, face-to-face discussions and printed matter such as company handbooks.

Mentoring

Mentoring involves a trainee being 'paired' with a more experienced employee. The trainee carries out the job but uses the 'mentor' to discuss problems that may occur and how best to solve them.

This approach is used in many lines of work. For example, it is common practice for trainee teachers to work with a mentor who is responsible for their early training and development. The student teacher will watch the mentor teach before starting his/her own teaching. The mentor will then give an ongoing guidance to the student teacher on how best to improve his/her performance. The menthe will take any problems and difficulties he/she is facing to the mentor to seek advice.

Coaching

Coaching involves providing individuals with personal coaches in the workplace. The person who is going to take on the coaching role will need, first, to develop coaching skills and will also need to have the time slots for the coaching to take place. The coach and the individual being coached will need to identify development opportunities they can work on together - ways of tackling jobs, ways of improving performance etc. The coach will provide continuous feedback on performance and how this is progressing

Apprenticeships

One of the great strengths of the British industrial system was the existence of a range of apprenticeship schemes, many of which no longer exist. With the apprenticeship scheme, the apprenticeship learnt by working for a more skilled craftsperson. They learnt on the job by learning from their 'master' or 'master craftsperson'. The apprentices have to work for a number of years to master the trades.

Conclusion

Work to these three ends lies at the core of the training function – whether that is carried out by one person or a thousand, in one department or many. That it must be carried out by someone is beyond dispute. Wherever you look – in sports, the arts or at work – you can see the difference that training makes. The innate abilities of each member of the team, fostered and developed by effective coaching and focused on the achievement of a common goal, provide real competitive advantage.