Monday, October 1, 2018

EFFECTIVE TRAINING AND DEVELOPMENT




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).                 

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.



REFERENCES :
Aguinis, H & Kraiger, K. (2009) Benefits of Training and Development for Individuals and Teams, Organizations,and Society. The Annual Review of Psychology,pp.451-474 [Online].Available at <https://s3.amazonaws.com / academia.edu.documents / 32283977 / benefits_of_T_D.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires= 1537213665&Signature=XnJ6ZvVPWDjI1a2m9QQkeWn8ul0%3D&response-content-disposition=inline %3B%20filename%3DBenefits_of_Training_and_Development_for.pdf>.[Accessed on 17th September 2018].

Ahmed,I & Yohanna,Y.(2014) Training and Development as a Tool For Enhancing Employee’s Productivity: A Case Study of Ashaka Cement Company, Nigeria Plc. IOSR Journal of Business and Management (IOSR-JBM),16(5),pp.17-26.

Alipour,M., Salehi,M & Shahnavaz,A.(2009) A Study of on the Job Training Effectiveness: Empirical Evidence of Iran. International Journal of Business and Management,4(11), pp.63-68.

AlYahya, MA & Mat,NB.(2013) Evaluation of Effectiveness of Training and Development:The Kirkpatrick Model. Asian Journal of Business and Management Sciences,2(11),pp.14-24.

Ampomah,P.(2016) The Effect of Training and Development on Employee Performance in a Private Tertiary Institution in Ghana (Case Study: Pentecost University College (Puc) - Ghana). Asian Journal of Social Sciences and Management Studies,3(1), pp.29-33.

Badu,SQ.(2013) The Implementation of Kirkpatrick's Evaluation Model in the Learning of Initial Value and Boundary Condition Problems. International Journal of Learning & Development,3(5),pp.74-88.

Brandix Lanka Limited (2017) Sustainability Report 2015-2017.[Online].Available at:<http://www.brandix.com/pdf/brandix-lanka-sustainability-report-2015-2017.pdf>. [Accessed on 21 September 2018].

Ganesh,M & Indradevi,R. (2015) Importance and Effectiveness of Training and Development. Mediterranean Journal of Social Sciences,6(1),pp.334-338.

Ikramina,F & Gustomo,A.(2014) ANALYSIS OF TRAINING EVALUATION PROCESS USING KIRKPATRICK’S TRAINING EVALUATION MODEL AT PT. BANK TABUNGAN NEGARA (Persero) Tbk. Journal of Business and Management,3(1),pp.102-111.

Jehanzeb,K & Bashir,NA.(2013) Training and Development Program and its Benefits to Employee and Organization: A Conceptual Study. European Journal of Business & Management,5(2),pp.243-252.

Jr,WA., Jr,WB., Edens,PS & Bell,ST. (2003) Effectiveness of Training in Organizations:A Meta-Analysis of Design and Evaluation Features. Journal of Applied Psycology,88(2),pp.234-245.

Khan, RAG., Khan, FA & Khan MA. (2011) Impact of Training and Development on Organizational Performance.Global Journal of Management and Business Research, 11(7), pp.63-68.

Kulkarni,PP. (2013) A LITERATURE REVIEW ON TRAINING & DEVELOPMENT AND QUALITY OF WORK LIFE. Researchers World-Journal of Arts, Science and Commerce, 4(2),pp.136-143.

Masadeh,M.(2012) TRAINING, EDUCATION, DEVELOPMENT AND LEARNING: WHAT IS THE DIFFERENCE?'. European Scientific Journal,8(10),pp.62-68.

Nwokocha,I.(2015) The Validity of Effectiveness of Training and Development in Organizations In Nigeria. IOSR Journal of Business and Management (IOSR-JBM),17(5), pp.01-08.

Olaniyan, DA & Ojo, LB.(2008) Staff Training and Development: A Vital Tool for Organisational Effectiveness. European Journal of Scientific Research, 24(3),pp.326-331.

O'Neil,HF.,Wainess,R & Baker,EL.(2005) Classification of learning outcomes:evidence from the computer games literature.The Curriculum Journal,16(4),pp.455-474.

Punia,BK & Kant,S.(2013) A REVIEW OF FACTORS AFFECTING TRAINING EFFECTIVENESS VIS-À-VIS MANAGERIAL IMPLICATIONS AND FUTURE RESEARCH DIRECTIONS. International Journal of Advanced Research in Management and Social Sciences,2(1),pp.151-164.

Rafiq,M.(2015) Training Evaluation in an Organization using Kirkpatrick Model: A Case Study of PIA.Journal of Entrepreneurship & Organization Management,4(3),pp.1-8.

Rama, DV & Shaik,N.(2012) Evaluating training & development effectiveness - A measurement model. Asian Journal of Management Research,2(1),pp.722-735.