INTRODUCTION
Training
and development is an essential element of Human Resource Administration and
Management (Yahaya 2007 cited in Ampomah 2016). Training has become the most
significant part in current business world because training improves the
efficiency and the effectiveness of both employees and the organization (RAG
Khan, FA, Khan & MA, Khan 2011). This blog provides literature reviews from
year 2000 and on, whilst critically evaluating the theory on, Effectiveness of Training and Development.
DEFINITIONS OF TRAINING AND DEVELOPMENT
Training
Armstrong
(2001) defines training as a methodical improvement of the knowledge, expertise
and attitudes required by an individual to perform effectively a given task or a
job (Ganesh & Indradevi 2015). Training is one of the most persistent
techniques for improving the productivity of individuals and communicating company
objectives to new personnel (Jr, et al.
2003). Hasseling (1971) also defines training as a series of practices or
opportunities planned to transform behaviour in order to achieve a given goal
(Kulkarni 2013).
Development
Development
is the methodical attempt to influence individuals’ knowledge or abilities for
purposes of individual growth or future jobs and / or roles (Aguinisi &
Kraiger 2009). Gansberghe (2003) defined development as a long-standing
procedure planned to improve potential and effectiveness. Development also
defined as the expansion and understanding of an individual’s ability, through
learning frequently from designed study and experience (Masadeh 2012).
DISTINCTION BETWEEN TRAINING AND
DEVELOPMENT
Training is given to an
individual when it is required; whereas development is an unending process.
Training is mainly targeted on getting the employee to gain knowledge in the
modern technology or modern developments in his / her regular working schedule;
whereas development is done for the improvement of the individual qualities of
an employee (Ahmed & Yohanna 2014).
EFFECTIVENESS
Effectiveness
is described as the capacity of delivering an anticipated result. Effectiveness
of training and development can be estimated by normal time taken to identify an
issue, achievement rate of a customer engineer, overall efficiency of
employees, ROI (Return on Investment), and client fulfillment (Devi & Shaik
2012).
EVALUATION OF TRAINING - KIRKPATRICK’S MODEL
Phillips
(1997) has stated that there are numerous paradigms and designs developed to
measure Human Resource Development and training effectiveness, but the most
recognized paradigm
is developed by Kirkpatrick. Kirkpatrick (1998) recommended that there are four
levels of measurement, which can be used to evaluate the effectiveness of a training
programme, and they are: emotional
reaction, achievement of objectives, behavioural changes and impact on
organization (AlYahya &
Mat 2013).
Emotional
Reaction :
This level measures how the
participant of the training programme responded to the training and is
imperative to gauge response, since it helps to recognize how well the training
was received by the participant. Furthermore, it helps to enhance the training
for future participants, including recognizing essential areas or subjects that
are omitted from the training (Ikramina & Gustomo 2014).
Achievement
of Objectives (Learning) :
The
knowledge gained as a result of attending the training programme is measured in
this level. This level measures the results of learning; however it does not measure
the result of job performance. The technique for measuring this level’s
viability is through “paper pencil-test”. It is not the pre-imperative criteria
for behavioural efficiency or change. The response of training assesses at
first whether the objective of the training was met by identifying the: knowledge gained after training or how much of
learning has actually occurred, how adequately the knowledge is being utilized
after a training programme, back support for utilization of knowledge,
pertinent substance of the training, participant’s desire from training
programme, outcome of overall programme. This level of training assessment of
Kirkpatrick paradigm is carried out after three months of training (Rafiq
2015).
Behavioural Changes :
Behavioural evaluation is focused on
monitoring the transformation of employee behaviour after the training at
workplace. The assessment criteria for this level is the change in disposition
when the employee has been through a training and apply the skills acquired
thereof. Hence behavioural evaluation is external in nature (Badu 2013).
Impact on Organization (Results) :
The final level of
assessment is to monitor the impact on the Organization or Results (level-4),
this alludes to the advantages from the organization’s viewpoint and
Kirkpatrick (1994) identified this as the “final results that occurred because
the participant attended the training programme’’. The final outcomes are
related to cost effectiveness of training or return on investment and include
enhanced level of production, improved quality, diminished costs, decreased
frequency and / or severity of mishaps, enhanced sales, decreased labour turnover
and higher profits. Normally these results are the reason behind attending the
training programme. As per Kirkpatrick, when moving from level to level, the
assessment procedure turns out to be more troublesome and time consuming,
however it gives more vital information (O’Neil, Wainess & Baker 2005).
Methods of Training
and Development
On the Job Training Method:
The reason for on-the-job training programme is to furnish employees with task specific skills and abilities necessary for their work territory. The learning and abilities presented during on-the-job training is directed at specific work necessities. Job instruction, Job rotation, Coaching and Apprenticeship training are the general forms of on-the-job training methods. Completely on-the-job training hypothetically does not include any off-the-job training. Job instruction: is a structured approach to training, which needs participants to continue through a sequence of steps in sequential model. Job rotation: is the methodical movement of employees from task to task or from one assignment to another within the company, as a path to obtain a variety of different skills and objectives like; simply staffing jobs, orienting new employees, stopping job monotony and exhaustion, gratifying employees, enhance job improvement, exposing employees to different environments. Coaching: is the procedure of one to one supervision and coaching of advance knowledge, abilities and job performance. Apprenticeship: is one of the oldest methods of training, where by a master of a craft instill planned, practical instruction on his apprentice over a significant time span (Alipour, Salehi & Shahnavaz 2009).
The reason for on-the-job training programme is to furnish employees with task specific skills and abilities necessary for their work territory. The learning and abilities presented during on-the-job training is directed at specific work necessities. Job instruction, Job rotation, Coaching and Apprenticeship training are the general forms of on-the-job training methods. Completely on-the-job training hypothetically does not include any off-the-job training. Job instruction: is a structured approach to training, which needs participants to continue through a sequence of steps in sequential model. Job rotation: is the methodical movement of employees from task to task or from one assignment to another within the company, as a path to obtain a variety of different skills and objectives like; simply staffing jobs, orienting new employees, stopping job monotony and exhaustion, gratifying employees, enhance job improvement, exposing employees to different environments. Coaching: is the procedure of one to one supervision and coaching of advance knowledge, abilities and job performance. Apprenticeship: is one of the oldest methods of training, where by a master of a craft instill planned, practical instruction on his apprentice over a significant time span (Alipour, Salehi & Shahnavaz 2009).
Off the Job Training Method:
Off-the-Job-training, is a type of training session which takes place
outside the work place such as at training institutes / centres, where suitable
services are given for the participants to be involved in high performance. As per Olakunle
and Ehi (2008) the different types of Off-the-Job training methods are: Lecture method: which offers the facility of managing a large group of
employees at one time. This method gives a chance to exchange innovative
knowledge / ideas and detailed information with the employees, for the purpose of
changing their attitudes, value re-orientation and other emotional characteristics which
changes the work environment. Conference / Workshop / Seminar / Symposium: will
provide employees with interactive sessions and provokes dynamic engagement of
all the participants in discussions. Case Study: is mostly used in
managerial training. Case study will engage the listing of company issues or
the issues currently faced by the company and require suggestions of solutions. Role
playing: is a technique of using human collaboration, which involves
genuine behaviour in visualized situations. Rao (2010) stated that this
technique of training involves action, doing and practice. Programme instruction: in this
technique, the relevant matter to be learned is given in a range of cautiously
planned sequential units. Vestibule / Simulation training: is
a technique where real work situations are imitated in a class room (Nwokocha 2015).
The
Brandix Group is one of the foremost clothing manufacturers in the South Asian
region, with a vision to be “The Inspired Solution for Branded Clothing”. Brandix
is dedicated to ensuring that all their employees have entrance to learning,
development and training opportunities to achieve the knowledge and abilities
required to carry out their nominated tasks within the Group.
Constant
re-evaluations are carried out to evaluate the level of investment in staff
training and development, hence they are able to decide if satisfactory time
and resources are being invested in training and determine if the present
training and development plan is delivering the expected advantages to both
employees and organization.
The
efficiency of training programmes are assessed through post-training feedback
forms, which are utilized to record the new talents gained, their pertinence to
the specific job role and adequacy in the daily application. Brandix has widely categorized their leadership training modules as Executive and
Non-Executive.
Figure 1: Performance Outcomes (2014 – 2017)
(Brandix, 2017, p.26)
The
Executive leadership training programme is prepared as a collection of robust
training units, which allow various Executive-level employees to improve their
capability and gain practical and leadership skills. For General Executives,
the importance is to develop a set of critical abilities including, communication
and negotiation, planning and implementation, strategic thinking and decision
making, working under pressure, problem solving, team work and team management.
Staff in departments
such as IT, Engineering and Merchandising has access to leadership
development programmes in practical experience by attending conferences,
workshops, audit and technical trainings.
Non-Executive
female employees at Brandix are involved in 65-80 hour programme-based guidance on
developing their lives and improving their professional capabilities. After
completion of the life-skills programmes, employees are granted the opportunity
to take part in improved technical skill training (Brandix 2017).
DISADVANTAGE of Ineffective
Training and Development
Birdi (2005) discovered that lack of managerial help or a negative departmental
atmosphere could restrict or negatively impact the effectiveness of training by influencing the employee's ability to implement novel ideas gained from training (Punia & Kant 2013).
CONCLUSION AND RECOMMENDATIONS:
The
theoretical reviews have revealed that effective training and development plays
a major role in the development of an organization. The apparel industry is growing at a very fast pace, the requirement for qualified, technologically
savvy professionals to achieve their vision and objectives is a vital
component on the progress of this industry and therefore they invest heavily on
training and development. The training and development procedure at Brandix
Lanka (Pvt) Ltd, with specific data on the level of training provided by them
and statistical figures thereto highlight how the Company has been able to reap
the benefits of improved levels of performance after training and development. The
various types of training programmes have been of great help for the staff at
Brandix Lanka, in reinforcing their skills and knowledge. Enhance job
capability and stimulate career progression, opportunities of participating in
overseas training programmes, yearly employee awards and cash rewards for
employees who have excelled in performance, employee development, increase in
production and market growth are some of the benefits of training and
development at Brandix Lanka (Pvt) Ltd. Therefore considering these benefits, hereby conclude that effective training and development can be recommended to have a positive impact on employee motivation and organizational performance and this
will indirectly plays a major role in increasing the growth of the
organization.
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