Although HRD deals with many issues this report’s focal point will be training need analysis.
Reynold and Sloman (2004:1; 2005:2 in Watson (2007:308)) clarify training as a set of activities focusing on developing individual and organisational potential and building capabilities for the future.
Goldstein (1993:29) points out the goals and objectives as the key steps while determing a training environment, and states that there is no other way to measure success unless they are specified.
Amos (2001:60) defines a training need as a shortfall in performance that training could correct.
IV. 1. TRAINING CYCLE
The main four stages to the training cycle are:
(Hargreaves and Jarvis (2000:87)): (see appendix 1)
- Identification of organisational and staff development needs;
- Decision-making with regard to a core curriculum, training objectives and design of programmes;
- Implementation and delivery of staff development programmes;
- Evaluation of the total staff development activity;
IV. 2. NEEDS ANALYSIS
According to Hargreaves and Jarvis (2000:89) there are three main sources from which training needs arise:
- organisational needs- meeting long term strategies, developing new products, new technology and retraining staff in order to improve health and safety; improve productivity, quality, creativity, marketing techniques and reduce absenteeism;
- skills required for jobs or tasks- usually it is done by line managers who determine the skills needed by staff and informs the staff developers;
- individual needs- usually they are ongoing and are arranged via line managers and either they are outlined by staff or by line managers during performance appraisals;
While some consider analysing training needs in three levels Mc Goldrick, Stewart and Watson (2002), cited in Watson (2007:313) consider more levels:
- Extra-organisational level;
- Inter-organisational level;
- Intra-organisational level;
- Organisational level;
- Departmental level;
- Group level;
- Individual level;
Watson (2007:313) suggests that the purpose of analysing training needs is to understand how development and learning strategies and activities can bridge the gap between where the organisation is at the moment and where it needs to be to achieve its strategic objectives.
IV. 3. THE RECRUIT
Taylor and Thornton (1995:23) note that each recruit needs to receive appropriate training as part of their induction period. In addition to it they state that there should be a standard programme as well as additional modules depending on which job the worker is doing. Domino’s Pizza ensures that all staff receives the training which is necessary to enable them to carry out their jobs. It is usually as part of their conduct induction (NTO) and probationary period. Taylor and Thornton (1995:23) describe it as initial training and link it to the needs of the job description.
The manager of the store refers to a profile comparison approach while identifying the training needs of recruits. According to Torrington et al (2002:428) this is the most useful approach for identifying the training needs of beginners. This is how are matched the individuals competency profile with that for the job they are filling. The next step which the manager does is to phrase the required needs in terms of learning objectives. Goldstein (1993:38) suggests that the goals and the objectives are likely to be very clear when new employees are hired and needs to be trained.
Because Domino’s Pizza believes that its team member’s image leaves lasting impression that could determine whether its customers will return or not, it provides an approved uniform. As part of the induction every recruit receives an uniform and key guidelines which must be followed as well as a New Team Member Orientation book. In addition each novice is introduced to the team member appearance standards and the personal conduct standards. All beginners are notified of the safety and security procedures. Domino’s Pizza encourages all its members to be security conscious. It provides rules in its New Team Member Orientation book which reduce any chances of being robbed.
The next step is identifying the job description. According to the job position which the recruit has applied for, the manager points out their training needs.
According to Goldstein (1993:55) task analysis is a description of the job and starts as a task description, followed by a specification of tasks, and deciding whether they are critical, frequent or just an occurrence. The task description performs as a summary of the job and defines its main duties.
Each team member is provided with a Team Member Training Record. It contains all training tasks required by the available five job positions. The manager is responsible for completion of the training record. This record consists the core curriculum of the organisation and makes it easy to divide the learning into small components which will aid the learning process .There are notified the name of the trainee and the starting day of the training as well as the seven main training tasks related to the chosen job position. Each of them consists several other tasks.
Goldstein (1993:61) states that the purpose of a needs assessment test is to obtain information about the task required to perform on the job and the knowledge, skills and abilities (KSA) needed to perform the task and defines knowledge (K) as a foundation where skills and abilities are built. Skills (S) are performance standard which is usually required to operate the job effectively. And Ability (A) is a capability necessary to perform the job.
The manager marks the employee’s knowledge, skills and abilities (KSA) in their Team Member Training Record. After identifying the training needs the manager plans the training. Usually it is himself who becomes a coach and uses several training methods.
Hargreaves and Jarvis (2000:126) define three different methods of training:
- Didactic- trainer-led information or skills giving techniques method;
- Socratic- trainer-led information seeking method;
- Facilitative- trainer-created, student-led methods;
Examples for didactic methods are providing a lecture or lecturette; or demonstration followed by discussion. Socratic methods usually involve questioning techniques while facilitative methods include assignments and projects.
In addition these methods are:
- Teacher-centred methods- discussion, demonstration, lecture, mentoring;
- Student-centred methods- brainstorming, case study, debate, group discussion, project, role play, workshops;
- Individual student- centred methods- assignments, personal tutorial, projects;
The Domino’s Pizza manager practices many didactic/teacher-centred methods. The National Employers Survey (LSC, (2004), in Watson (2007:317)) divides training into off-the-job training and on-the-job training. At this level in the organisation the manager of Domino’s Pizza Berkhamsted store practices on-the-job training. Watson (2007:318) states that this type of learning is popular because this method is job-specific and relevant, immediate and flexible. However it has both negative and positive behaviours.
Demonstration is one of the most popular methods which the manager uses. This method is considered to be very effective for basic skills training. In this case the manager shows the recruit how to do something, for example how to prepare pizza dough, put topping or cut pizzas. He becomes a coach and the recruit a coachee. A coach is someone who must speak and act in a way that others learn and perform at their best (Downey, 2003, in Watson (2007:319)). Advantage of the demonstration method is that the trainee is involved and is engaged with several senses: seeing, feeling, hearing and touching. Disadvantage of the method is that requires planning and preparation by the trainer and there is need of adequate space for the demonstration. If the trainer is not good at their job may exhibit inefficient job practicing. The trainer called also a role model is expected to be highly experienced as others will learn by watching him/her. This type of on-the-job method is called Sitting by Nellie.
The manager also assesses training times and constructs a timetable for the training. It is essential to make sure that there is no recruit on training during the rush hours because every minute during the rush is critical.
The last part in the training cycle is evaluation. It is a form of research. Hargreaves and Jarvis (2000:139) consider evaluation as qualitative rather than quantitative and state that it is important to know why, what and how to evaluate. It is advisable to be planned in advance.
Evaluation can be:
- Formative evaluation- it can be formal or informal and is considered as useful at the early stage of the course;
- Summative evaluation- questionnaires or interviews at the end of a session;
- Impact evaluation- after the course has finished, by interview or questionnaire;
Evaluation can be done by tests, examinations, case studies and discussion. Watson (2007:324) notes that evaluation can be undertaken by combining these approaches in order to receive a broader picture of the learning of the employees and the extent to which they have applied their learning in the workplace. Giving feedback is considered to be very useful for teachers, trainers and learners. Another way to provide information on the evaluation is benchmarking. It is believed to be set of activities. (Watson, 2007:328). There are three types of benchmarking:
- Competitive;
- Functional;
- Internal- induction and appraisal;
Domino’s Pizza manager maintains a weekly report to the Operations Department. He is responsible for appraising the team members. The methods which undertakes while evaluating are observing and workplace based tests. There are three Checks:
- Knowledge check- “Check your progress”;
- Practice check- “Action assignment”;
- Skills check- “Manager checks”;
To pass the checks the recruit must answer at least 80% correctly. At the end of the week the manager observes and signs off on completion every check. The manager countersigns and completes the team member training record card and comes back to the recruit with an appraisal and the future objectives are targeted.
IV. 4. THE MANAGER IN TRAINING
Domino’s Pizza’s Operations Department is responsible for identifying the manager in training’s training needs. This department has a full web access to every store. It is the quickest way to check the progress and identify any existing problems. By the web access they perceive every single action. They are automatically informed about any late delivery and customer complaints. They are concerned with the product (quality of food), customer service and marketing. The weekly report which is prepared and backed up by the store manager is a key indicator. This department provides every manager with an appraisal every three months as well as a store inspection every month in order to observe and find out whether there are problems and what they are. This is known as a problem- centred approach which focuses on any existing performance problems and finds out whether this is because of lack of skills and if so which. (Torrington, Hall and Taylor, 2002:428).
After identifying the problem and the training needs it is required the needs to be phrased in terms of learning objectives.
The next process is planning and designing the training. It depends on the job position- in this case manager in training. As it is a first step to management the manager in training needs a full cross-training. There are several methods while training. Domino’s Pizza provides both on-the-job and off-the-job training. Off-the-job training is note as a training which is undertaken away from the immediate work position (LSC, 2004, in Watson (2007:317). An essential key part of the development of the manager in training is their attendance at the Domino’s Training Facility in Milton Keynes. Domino’s Pizza Certified Trainers deliver Domino’s training curriculum which is a range of programmes and materials. The core of Domino’s Training curriculum is formed by The Management Development Program (MPD). The course combines classroom learning with practical hands-on experience in the Training Centre’s on-site Retail Store. The program is delivered as a five day residential course. The course contents:
- Fundamentals of Domino’s Pizza- an orientation to the company;
- Product Quality Certification- teaches the basic of handling the company’s food;
- Customer Relation- nurturing successful customer relationship;
- Handle the rush- this section explores the various skills involved in handling “the rush”;
- Developing Your Team- includes discussion, feedback, delegation and taking corrective action;
- Increasing Sales and Profit Workshop;
- First Certificate in Food Safety;
Another familiar method is on-the-job training which includes coaching, mentoring, peer relationship and action learning. Mentoring is described as a range of “talent management” activities, which organisations try to identify, develop, engage, retain and deploy the most talented individuals. (Warren (2006), cited in Watson (2007:319)). The manager in training- the younger employee becomes a mentee and the store manager- the more senior and experienced employee becomes a mentor.
Another practised method in Domino’s Pizza is job rotation. It is used in order to reduce boredom. This is why all employees are cross trained, which means that they are able to perform all jobs- customer service, pizza maker, oven tender and router. Although it is believed to be motivating and increase productivity also is criticised of being insufficiently planned and only focused on achieving organisational outcomes. (Watson, 2007:321).
Other practised on-the-job method is instructor-led training which is delivered by Domino’s Pizza’s training professionals. Every three months they visit the store and deliver the training.
Giving feedback is very important in the process of evaluation. According to Torrington, Hall et al (2002:308) there is a principle behind the idea of 360-degree feedback. Individuals can use this information to change their behaviours and improve their performance. The best way for it is by setting and meeting development goals and an action plan. Domino’s Pizza’s management use this feedback because is thought to be more accurate.
V. MEDIUM AND LONGER TERM CAREER DEVELOPMENT
Torrington, Hall et al (2002:443) note that the word “career” is usually used to imply upward movement and advancement in work roles. They also suggest that career is no longer stand alone issue. It needs to be viewed in the context of the life and development of the whole person. Greenhaus and Callanan (1994), (in Torrington et al, 2002:444) outline five stages of career development:
- Occupational Choice- preparation for work;
- Organisational Entry;
- Early Career- establishment and achievement;
- Mid-career;
- Late Career;
Domino’s Pizza offers good career opportunities. Training is structured around four accreditation levels each containing a number of models that, can take anyone from trainee right through to Store Manager. It is believed to be a hard work but the rewards are immeasurable. Their slogan is “Careers just do not come any better!” To achieve its mission and goals Domino’s Pizza empowers its stuff, motivates it and provides refreshments. (See Appendix 2 for Motivation theories).
Both a recruit and a manager in training have the same career opportunities. After becoming an efficient Team Member the next step is a Manager in Training who has to complete level 1 and 2. Then is a Manager in Training who is at level 3 and a shift runner. The next career opportunities are becoming a Manager, Store Manager and Area Manager. It all takes about one to five years depending on the employee’s knowledge, skills, abilities and learning styles. (See Appendix 3 for learning theories). These are the medium and long term career opportunities which Domino’s Pizza provides.
VI. CONCLUSION
The purpose of the report was to identify the training needs of the two chosen employees and to analyse these needs as well as to point out the employees’ medium and long term career development. Undertaking training need analysis has proved to be very useful while comparing the position of the chosen organisation with the place where it has to be in order to achieve its strategy, goals and objectives. Many of the practised methods have made a big contribution to it. As Domino’s Pizza place a big importance on its customer satisfaction, quality of food and punctuality this is an organisation which is gathering pace towards achieving its objectives and is giving excellent medium and long term career opportunities.
B I B L I O G R A P H Y
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Hargreaves, P. & Jarvis, P. (2002), The Human Resources Development Handbook, Biddles Ltd, UK
Maxwell, G. A. & Watson, S. (2006), “Perspectives on Line Managers in Human Resources Management: Hilton International UK Hotels”, International Journal of Human Resource Management 17 (6) 1152-1170
Reid, M. A. & Barrington, H. (1994). (4th edn), Training Interventions, The Cromwell Press, Wiltshire
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Torrington, D; Hall, L. & Taylor, S. (2002). (5th edn), Human Resource Management, FT/Prentice Hall, Essex
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Appendix 1
Appendix 2
Motivation
Maslow’s Hierarchy of Needs
In 1954 Abraham Maslow published his theory which he called hierarchy of needs. He divided human needs into separate categories.
Maslow believed psychological needs of human were the basic needs. To achieve this level a person should have the ability to obtain food, drink, shelter and rest. Once they are achieved then the person or people will try to achieve the next level and so on.
Safety level consists of the freedom from physical or other harm, security and routine. Job security is one of the safety needs.
If people are working with supportive colleagues and feel a part of a team then the person has achieved the needs of love and belonging.
Esteem needs are achieved when people feel recognised for their efforts and are being praised.
The top level of the hierarchy is the self-actualisation needs. That is the need to achieve individual’s full potential.
Herxberg’s Theory of Two-factor
Herzberg analysed the factors that give workers most satisfaction and dissatisfaction.
Motivators give job satisfaction. Praising and rewarding workers for good work raises their self esteem and encourages them to work harder.
Hygiene factors cause dissatisfaction. They include poor facilities, bad- working conditions, lack of comfort and many others. If those dissatisfaction factors were to be removed this would not result in motivation.
McGregor’s Theory of X and Y
There were the X and Y workers
The X workers:
- Are lazy
- Avoid responsibility
- Require constant supervision
- Resist change
- Are unconcerned about the organisation’s objectives
- Solely motivated by money
- The Y workers:
- Enjoy work
- Seek responsibility
- Want to develop as individuals and are self-motivated
- Are adaptable and flexible
- Are motivated by a range of factors
Goal setting theory
Goal directed effort is influenced by:
- The difficulty of the goals -how challenging and demanding are they?
- Goal specificity - goals should be clearly identified and explained
- Goal acceptance - they will be accepted if they are appropriate and legitimate
- Goal commitment - need to have an interest in the task.
Performance is influenced by:
- Support from the organisation - are there resources available?
- Ability and training - the employee needs to have the skills to achieve the goal
Instinct rewards & Extrinsic Rewards are important
Satisfaction - will be achieved if the goals are fair.
Appendix 3
Some learning theories are as follows:
- Structuralist theory – which relates to reflexive learning.
- Behaviourist theory – which relates to conscious learning.
- Cognitive theory – which relates to the role of mind and instructions.
- Social learning theory – which relates the role of the environment.
- Experimental theory – which relates to the individual learning styles that include Kolb’s learning cycle and Honey and Mumford’s learning styles.
Honey and Mumford’s learning styles (1992)
- Activist – involves in new experiences; wants excitement and contact with people; prefers learning by doing and group based learning;
- Reflector – collects new data, reflects on it and then comes to a conclusion; wants objective data and chance to reflect and analyse; prefers distance learning and private study;
- Theorist – adapts and applies observations in the form of logical theories; wants models, theories, perfection and rationality; prefers e-learning, models, simulations and coaching;
- Pragmatist – keen on trying new ideas to find out whether they work; wants chance to experiment; new ideas, theories and techniques; prefers personal coaching, planning and controlled experience;