LEVEL 4 – ORGANISATION – Epilepsy Action Nationwide
LEVEL 3 – GROUP – Epilepsy Action Regional Services Teams,
LEVEL 2 – TEAM – Epilepsy Action Local Branches
LEVEL 1 – INDIVIDUAL - Epilepsy Action Branch Volunteers
Each level requires separate detailed assessment of needs in order to maintain and improve services provided, and all levels are interdependent.
The aims of an organisation reflect the needs of its service users and are the guiding force for its staff development policy. They demonstrate the purpose and ultimate benefits of staff development to the organisation, its staff and service users. Constructive views from service users involved in an organisation must be taken into consideration during analysis and when reviewing the current policy. As new ideas emerge, relevant staff development strategies need to be adapted. Input from service users regarding the development of staff within an organisation they use must be acted upon. Likewise the views of people who could benefit from the services provided but refuse to do so are just as important when constructing staff development strategies. Questions should be asked to find out why they are not accessing the services, what would make the organisation more user friendly and what specific needs they feel the organisation is failing to meet. By evaluating first the needs of service users, it is possible to see whether needs are being met successfully, unsuccessfully or not at all. Development packages can then be improved and new ones devised to ensure satisfactory service improvement.
In order to be productive, organisations must continue to attract and provide good quality staff for its service users. Identifying the training that all staff must complete in order to fulfil the organisation’s current and future professional development needs is the first stage to a training and development policy as they provide a solid foundation. Such training can change attitudes and inculcate the culture of the organisation in all staff. These ‘foundations’ may change slightly, or even dramatically, as the services provided by the organisation, funding and legal requirements and the skills of its workforce change, so must be reassessed at regular intervals. Determining mandatory areas of training and development essential to the whole organisation provides all staff with clear guidelines relating to the organisation ethos and mission statement. All other training should reflect the aims and objectives of the organisation. Training and development must use methods which focus on delivering value to the workers. Unless it is perceived that staff training and development offers both personal and professional value, increased participation is unlikely. Maintaining this focus on delivering value will assist staff development programmes and strategies to respond to changing needs for information and skills over time. A well planned essential training package will enthuse individuals to work constructively and welcome future training and development programmes designed specifically for their departmental, task and individual needs. Smaller organisations with few management levels may prefer to offer all their staff the same training opportunities, with the manager / managers obtaining supervision and further training from external sources. The staff policy will reflect this. As the organisation grows, the staff development policy should be adapted.
The ways of analysing the staff training and development needs are varied and some methods may be more beneficial than others. It is also the role of the organisation to identify and provide selected and targeted development activities which support the requirements of workers and the organisation and include relevant existing and future legislation. For example, technological change which creates the need for new equipment and processes may necessitate the provision of new skills and updating of existing skills. Restructuring within the organisation also calls for further training for staff affected, in particular individuals preparing to take on different roles or promotion. Recent changes within the South West region of Epilepsy Action have meant restructuring of posts which will necessitate training for both new workers and workers whose responsibilities have altered. In an innovative move, two long standing town branches in Cornwall have amalgamated to become the South Cornwall Epilepsy Action Branch. With the branch covering a much larger area, funding should be easier to obtain and support and information provided to many more people in South Cornwall than would previously have been possible. A committee has been elected consisting of new and old members. All committee members will require the mandatory training provided by Epilepsy Action along with further training regarding working with people in rural areas. Individuals may also feel that specific training relevant to their role would be beneficial. This need will be assessed and decided by the chairperson (line manager) and regional branch manager (head of department).
The analysis of organisational needs is concerned with issues such as the long and short term organisational goals and their implications for training, available training resources, and the general climate for training (that is, the workers and supervisors commitment to participation in the training program.). It also considers training needs that are the result of internal and external factors affecting the organisation. Surveys / questionnaires may be used to determine employees’ opinions regarding the need for training. Determining whether managers’ expectations regarding organisational training needs are consistent with organisational goals is important.
Departmental analysis will focus on the aims and objectives of the department within an agreed timescale using the organisational guidelines. Training deemed necessary to maintain and improve department services must be identified. Within this, the individual skills required for the department to succeed are approached. Job and task analysis ensures that relevant training and development can be provided. This analysis, usually undertaken by the manager, identifies underlying attributes and core requirements such as the need for autonomy, team working and flexibility. It provides objective and detailed insight into any issues and problems that may be hindering performance. It is better to solve problems on the basis of data and evidence rather than on speculation or by reliance solely on things that have worked in the past. The more specific and concrete the criteria are, the better the assessment will be. It is the responsibility of departmental managers to ensure that all new members of staff have a thorough induction into their working environment and to identify staff development needs for individual members of staff and their department as a whole. Managers provide formal and informal feedback on performance and by using such techniques as coaching and mentoring to encourage performance improvement they can identify any training gaps.
The Epilepsy Action staff development policy is theoretically designed to give the same training and development to all branches nationwide. However, it is my opinion that inadequate analysis has been undertaken into the varied needs of local branches. Rurally isolated branches may need training in outreach services due to the lack of public transport whereas an urban branch may need training in order to provide services to the large numbers of people in its catchment area. These needs are not currently being met as detailed analysis has not yet been done. The recent changes to Epilepsy Action Branches in Cornwall (formally Camborne and Truro Branches, now known as the South Cornwall Epilepsy Action Branch) demonstrate the importance of detailed analysis in all areas of an organisation. These changes came as a result of local people speaking up about the lack of suitable local support services for people with epilepsy. It was realised that the branches had become very insular and unreceptive to new members. Adequate services were not available and there was no support at all for young people in Cornwall. However, no data had been collated showing these failings and so in reviews, no training gaps were uncovered until disillusioned members and non-members brought the problem to Epilepsy Action’s attention. As a result, volunteers at the South Cornwall Epilepsy Action Branch will soon receive specific training in rural issues and epilepsy awareness for young people. Branches in the South West region have been assured that there will be improved monitoring and evaluation of their needs from now on.
The process of training and development is most effective when each individual takes responsibility for his or her own learning. This includes taking an active role in planning one's own personal development, undertaking agreed development activities, and evaluating the effectiveness of these. Self assessments of training needs help build employee commitment to the training programme. Workers’ training needs will be examined by individuals and their line manager. Together they must analyse the worker’s capabilities and decide whether the requirements of his / her specific position is currently being met and what training and development opportunities would enable him / her to work more effectively. The knowledge, skills, and abilities and other characteristics that a worker needs to perform a specific job effectively are closely examined. The information is obtained from a detailed job description then translated into basic components of knowledge and skill that can be incorporated into a training programme. Individuals should be encouraged to be proactive in identifying their own development needs and in seeking help and support to achieve these. This will in turn improve the quality of the training they receive.
There is a need to address the range of performance issues that can arise at various stages of a member of staff's working life within the organisation e.g. induction, probation and later stages. Support is required both for the individual member of staff and at a higher level for the manager / leader. It is important to remember that individuals at all levels throughout the organisation need developmental support. Managers should be given appropriate levels of support when undertaking a management / leadership role. 'People Management Skills' are required in order to ensure realisation of all staff and organisational performances. Those at the head of the organisation may find it necessary to receive outside supervision and training.
Effective staff development policies embrace all aspects of personal and professional development and training for its workers. Staff development should enhance the ability of individuals and teams within the organisation and enable staff to develop skills beneficial to their current and future roles. Support and promotion of training and development for all staff, paid and unpaid, is essential and improves the quality of services provided by the organisation. The policy should be constructed with input from all staff members and service users. It should also act as a conduit to discussions and subsequent decisions about future staff development opportunities.
Formalised and systematic appraisal schemes enable a regular assessment of the individual’s performance, highlights problems and identifies training and development needs. The basic objective of performance appraisal is to improve the performance of individuals leading to improvement in the performance of the organisation as a whole. (Mullins, 2002). It is important to remember that staff development policies should benefit the individual as well as the organisation. If this is the case, commitment to the training will be greater than if the individual sees no development, either career or personal, for themselves. Training needs identified during an appraisal or assessment of an employee’s work are essential when analysing a staff development policy and are a way of development for the member of staff and the department. Individuals within an organisation will normally find training opportunities encouraging and essential to their personal and professional growth. Nicholson and West (1988) describe how important it is for individuals to update their personal and professional skills in a society where the aims of organisations are constantly changing. ‘There is a constant pressure to update skills and knowledge…How can one be sure that ones lifetime accumulated skills will be needed tomorrow as they are today?’ It is a significant point which confirms the importance of evaluation and reassessment in organisations.
An additional analysis can be done at the demographic level by determining the specific training needs of various demographic groups such as employees of different age groups, men and women, and certain ethnic minorities. Access to training and development will be given to all staff members regardless of their ethnic origin, gender, sexual orientation, marital status, religion, disability, age, employment grade, part-time status or any other irrelevant factor. Staff with disabilities should be encouraged to identify any particular requirements they may have to enable them to fulfil their role and also to participate fully in all staff development events offered, such as materials in alternative formats, sign language interpreters and ergonomic seating.
The above analysis helps to accurately identify the training needs of the employees and provide information to guide the development of specific training techniques. It has been strongly argued that effective training programmes should be based on the analysis of training needs on many levels rather than simply focusing on one level. In addition the organisation must consider the impact of a proposed training programme in terms of both the potential benefits such as increased efficiency and productivity and the potential costs of the programme itself. All data collected at organisation-level, department level, and job level as well as feedback on individual performance, both from worker and supervisor, is collated into a report showing the training needs that have arisen, the extent of these needs and any other issues that have become evident.
A report analysing the organisation, its departments, individual job roles and workers needs along with evaluation of existing practices, allows a policy to be constructed which will provide effective training and development beneficial to both the organisation and its workers. It reviews any current staff development policies and their effectiveness, using the strengths and weaknesses evident to develop a framework for future staff training and development. This report is based on input from all those involved with the organisation including staff members, service users and funders, consultation with formal and informal educators and an analysis of sector needs.
The completed analysis report will give recommendations for suitable training programmes, appropriate timescale and resources required. It will also state effective means of evaluation and proposed costing. A staff development policy focusing on the current developmental requirements can then be produced. The roles and responsibilities of the organisation, its managers and of individuals will be determined, identifiable training and development needs throughout the organisation and the activities/ training programmes designed to meet these needs will be stated. Training programmes should take into account the different learning styles of workers. Managers should be able to determine which approaches will motivate and develop individuals’ skills. Following on from Kolbs work, Honey & Mumford (1986) categorised four learning styles; The Activist, Reflector, Theorist and The Pragmatist. Developmental activities using all four styles should be available and used to implement an appropriate staff development policy. The policy must be agreed by all concerned parties before being finalised. New and old employees should be given the staff development policy to read thoroughly and sign once they agree to it. Any problems arising should be reported as soon as possible, discussed and appropriate changes made to the policy. Once the policy has been agreed, the staff training and development can begin. Those implementing the policy are responsible for ensuring that training is provided at suitable times and locations and that job cover / overtime is arranged if necessary. Investing in workers by providing training and development will increase their value to the organisation, a process that in turn improves the organisation and makes it more likely to react to a changing environment. Ulrich (1996) states “Successful organisations will be those that are able to quickly turn strategy into action; to manage processes intelligently and efficiently; to maximise employees’ contribution and commitment; and to create the conditions for seamless change”.
Organisations need to have the ability both to recognise the potential of people-management practices and then to apply them within a coherent strategic framework. Education and development needs to be an essential component of an organisation’s people management strategy. There are many different types of training that contribute to an individual's personal and professional development, and workers are encouraged to consider the range of opportunities available to them. Some activities are undertaken with the specific aim of enhancing skills and/or imparting information. Examples of these include attending a seminar or training course, reading, work-shadowing and mentoring. Epilepsy Action encourages all unpaid workers to undertake the ‘Accredited Volunteer Scheme’, an in-depth training programme for Epilepsy Action volunteers. Many organisations encourage employees to study for recognised academic and vocational qualifications through part time study, correspondence courses, or open and distance learning. Alternative opportunities offering the potential for development may arise in the course of normal work activity. Examples of these include being involved in a secondment or project where the individual acquires new skills or knowledge or discussing how to deal with a particular problem with a colleague. In these situations, learning is far greater where the opportunity is identified in advance, with attention drawn to identifying the generic skills or general principles and considering how they may be applied in other similar situations. The organisation is responsible for assessing the financial implications of staff development activities, prioritising needs and allocating funds between organisational, departmental and individual training pots. For financial reasons in-house training is preferred by the majority of organisations although it is important to accept limitations and to access external training where appropriate. With all the training opportunities funding will be a consideration and finances should be allotted before training begins, taking into account the most cost-effective methods, existing procedures, resources and expertise wherever possible.
In order to ensure all the organisations’ developmental activities are of a high quality and appropriate to departmental / individual needs, feedback from the workshops or other staff development activities should be encouraged. If a staff development need is identified as not being met within the current programme, this should be rectified as soon as possible. Evaluation is required to ensure that each course or workshop is designed to meet organisational needs and those of individual participants. It is also helpful to have follow-up contact with workers after they have attended training programmes to ensure they were relevant and of good quality.
Effective staff development strategies within a Youth and Community organisation should demonstrate a clear commitment to training and development from all involved, regardless of their position. The evaluation of these strategies should be a continuous process which evolves with the needs of its service users in order for the organisation to continue successfully. Organisations that simply plod along, giving the same staff development training year after year without re evaluating their strategies may find they are not satisfying the needs of the people they aim to assist. Establishing performance indicators against which the development of the organisation, its teams and individuals can be measured is important in order for further evaluation to take place.
An organisations staff development policy should transform over the years as changes occur within the organisation, its workforce and its users. Changes in legislation mean that organisations must provide training in areas they may have not considered before. In addition, the organisation’s own requirements may alter. Charitable organisations, for example, may have to adapt the services they provide in order to meet funding requirements, thereby demanding different skills from staff. The skills of new and existing members of staff will have changed over the years and their personal career development interests will influence this. As their roles bring new challenges, they will require appropriate training in order to work competently. An organisation which uses detailed analysis of its own organisational and departmental needs and those of all its employees, to compile an up-to-date effective staff development policy, which is then put into practice with regular reviews and evaluation should have a content and constructive workforce.
Staff development policies aim to enable individuals to acquire knowledge and skills which will allow them to fulfil current responsibilities more effectively, to work more effectively in teams and to respond to the demands placed on them by organisational change at faculty, department or division, or section level. The opportunity to develop skills and/or gain qualifications which contribute to the achievement of agreed personal and career development goals is a big motivator for both individuals and the organisation. This definition supports not only the more traditional forms of development such as briefing sessions, seminars, conferences and workshops, but also allows more progressive forms of development such as mentoring, work shadowing, individual advice sessions, secondments and self directed learning. As such it reinforces the concept of continuous professional and personal development. Staff development policies should ensure the fair and effective management of individual performance needs. Any alterations to staff development policies should be agreed by all involved and this will be key to their successful implementation.
References
- Epilepsy Action Staff development Policy, October 2005
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Honey, P., and Mumford, A., (1986) (second edition), Using Your Learning Styles, Peter Honey, UK.
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Kolb, D.A & Fry,R, (1975) Toward an applied theory of experiental learning; in C. Cooper (ed) Theories of group process, London: John Wiley, pp 35-36
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Mullins, (2002) Management & Organisational behaviour (6th ed) Pearson Educated Ltd, Essex
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Nicholson, N & West, M, (1988) Managerial job change, Cambridge, Cambridge University Press,
- Peter, L.J & Hull, R, The Peter Principle, London, Souvenir, 1994, pp 19-27
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Rashford, N.S & Coghlan D, (1987) Enhancing human involvement in Organisations – a paradigm for participation. Leadership & organisation development journel, 8 (1); 17 - 21
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Ulrich, D (1998) Human resource champions : the next agenda for adding value and delivering results, Harvard Business School Press, Boston, MA02163
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Susanna Pope 0326625
ED5119, MA Youth & Community studies, 25/05/07
