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Part F Recruiting and developing effective employees ~ 17: Training and development 395

Training objectives link the identification of training needs with the content, methods and technology of

training. Some examples of translating training needs into learning objectives are given in Personnel

Management, A New Approach by Torrington and Hall.

Training needs Learning objectives

To know more about the Data

Protection Act

The employee will be able to answer four out of every five queries

about the Data Protection Act without having to search for details.

To establish a better rapport with

customers

The employee will immediately attend to a customer unless

already engaged with another customers.

The employee will greet each customer using the customer's

name where known.

The employee will apologise to every customer who has had to

wait to be attended to.

To assemble clocks more quickly The employee will be able to assemble each clock correctly within

thirty minutes.

Having identified training needs and objectives, the manager will have to decide on the best way to

approach training: there are a number of approaches and techniques, which we will discuss below.

3.5 Incorporating training needs into an individual development

programme

Individuals can incorporate training and development objectives into a personal development plan.

A personal development plan is a clear developmental action plan for an individual which incorporates a

wide set of developmental opportunities, including formal training.

The purposes of a personal development plan include:

x Improving performance in the existing job

x Developing skills for future career moves within and outside the organisation

3.5.1 Steps in personal development planning

Personal development planning includes the following basic steps.

Step 1 Analyse the current position. You could do a personal SWOT (strengths, weaknesses,

opportunities, threats) analysis, or a skills analysis (as depicted in the following diagram).

Performance

High Low

High

Like and do well Like but don't do well

Liking of skills

Low

Dislike but do well Dislike and don't do well

The aim is to try to incorporate more of the employees' interests into their actual roles.

Step 2 Set goals to cover performance in the existing job, future changes in the current role,

moving elsewhere in the organisation, developing specialist expertise. Such goals should

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396 17: Training and development ~ Part F Recruiting and developing effective employees

have the characteristic of SMART objectives (specific, measurable, achievable, relevant and

time-bounded).

Step 3 Draw up an action plan to achieve the goals, including:

x The objective

x Methods you will use to develop the identified skills (including learning experiences,

opportunities to try and practise new behaviours and so on)

x Timescales for review of progress

x Methods of monitoring and reviewing progress and achievement of the objective

4 Training methods

There are a variety of training methods. These include:

x Off-the-job education and training

x On-the-job training

4.1 Off the job training

Off the job training minimises risk but does not always support transfer of learning to the job.

Off the job training is formal training conducted outside the context of the job itself in special training

rooms or off-site facilities.

(a) Courses may be run by the organisation's training department or may be provided by external

suppliers. These may be:

(i) Day release: the employee works in the organisation and on one day per week attends a

local college or training centre for theoretical learning.

(ii) Distance learning, evening classes and correspondence courses, which make demands

on the individual's time outside work.

(iii) Revision courses for examinations of professional bodies.

(iv) Block release courses which may involve four weeks at a college or training centre followed

by a period back at work.

(v) Sandwich courses, which usually involve six months at college then six months at work, in

rotation, for two or three years.

(vi) A sponsored full-time course at a university for one or two years.

(b) Computer-based training involves interactive training via PC. The typing program Mavis Beacon is

a good example.

(c) E-learning

E-learning is computer-based learning through a network of computers or the Internet (rather than

stand-alone CD-Rom or software). Learning support is available from online tutors, moderators

and discussion groups.

(d) Techniques used on the course might include lectures and seminars (theory and information) or

role plays, case studies and in-tray exercises (to simulate work activities).

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Part F Recruiting and developing effective employees ~ 17: Training and development 397

4.1.1 Evaluation of off-the-job training

The advantages and disadvantages of off-the-job training may be summarised as follows.

Advantages Disadvantages

Allows exploration/experimentation without the risk

of consequences for actual performance

May not be directly relevant or transferable to the

job and/or job content

Allows focus on learning, away from distractions

and pressures of work

May be perceived as a waste of working time

Allows standardisation of training

Suits a variety of learning styles (depending on the

method used)

Immediate and relevant feedback may not be

available (eg if performance is assessed by exam)

May confer status, implying promotability Tends to be more theoretical: does not suit 'hands

on' learning styles

May represent a threat, implying inadequacy

4.2 On the job training

On the job training maximises transfer of learning by incorporating it into ‘real’ work.

On the job training utilises real work tasks as learning experiences. Methods of on the job training include

the following.

(a) Demonstration/instruction: show the trainee how to do the job and let them get on with it. It

should combine telling a person what to do and showing them how, using appropriate media. The

trainee imitates the instructor, and asks questions.

(b) Job rotation: the trainee is given several jobs in succession, to gain experience of a wide range of

activities. (Even experienced managers may rotate their jobs, to gain wider experience; this

philosophy of job education is commonly applied in the Civil Service, where an employee may

expect to move on to another job after a few years.)

(c) Temporary promotion: an individual is promoted into his/her superior's position whilst the

superior is absent. This gives the individual a chance to experience the demands of a more senior

position.

(d) 'Assistant to' positions (or work shadowing): an employee may be appointed as assistant to a

more senior or experienced person, to gain experience of a new or more demanding role.

(e) Action learning: managers are brought together as a problem-solving group to discuss a real work

issue. An 'advisor' facilitates, and helps members of the group to identify how their interpersonal

and problem-solving skills are effecting the process.

(f) Committees: trainees might be included in the membership of committees, in order to obtain an

understanding of inter-departmental relationships.

(g) Project work: work on a project with other people can expose the trainee to other parts of the

organisation.

4.2.1 Evaluation of on-the-job training

The advantages and disadvantages of on-the-job training may be summarised as follows.

Advantages Disadvantages

Takes account of job context: high relevance and

transfer of learning

Undesirable aspects of job context (group norms,

corner-cutting) also learned

Suits 'hands on' learning styles: offers 'learning by

doing'

Doesn't suit 'hands off' learning styles

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398 17: Training and development ~ Part F Recruiting and developing effective employees

Advantages Disadvantages

No adjustment barriers (eg anti-climax after

training) to application of learning on the job

Trial and error may be threatening (if the

organisation has low tolerance of error!)

Develops working relationships as well as skills Risks of throwing people in at the deep end with

real consequences of mistakes

Distractions and pressures of the workplace may

hamper learning focus

Question Training methods

Suggest a suitable training method for each of the following situations.

(a) A worker is transferred onto a new machine and needs to learn its operation.

(b) An accounts clerk wishes to work towards becoming qualified with the relevant professional body.

(c) An organisation decides that its supervisors would benefit from ideas on participative management

and democratic leadership.

(d) A new member of staff is about to join the organisation.

Answer

Training methods for the various workers indicated are as follows.

(a) Worker on a new machine: on-the-job training, coaching

(b) Accounts clerk working for professional qualification: external course – evening class or day￾release

(c) Supervisors wishing to benefit from participative management and democratic leadership: internal

or external course. However, it is important that monitoring and evaluation takes place to ensure

that the results of the course are subsequently applied in practice

(d) New staff: induction training

4.3 Induction training

Induction is the process whereby a person is formally introduced and integrated into an organisation or

system.

4.3.1 The purposes of induction

The purposes of induction are:

(a) To help new recruits to find their bearings

(b) To begin to socialise new recruits into the culture and norms of the team/organisation

(c) To support recruits in beginning performance

(d) To identify on-going training and development needs

(e) To avoid initial problems at the 'induction crisis' stage of the employment lifecycle, when

frustration, disorientation and disappointment may otherwise cause new recruits to leave the

organisation prematurely

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Part F Recruiting and developing effective employees ~ 17: Training and development 399

4.3.2 The process of induction

The immediate superior should commence the on-going process of induction.

Step 1 Pinpoint the areas that the recruit will have to learn about in order to start the job. Some

things (such as detailed technical knowledge) may be identified as areas for later study or

training.

Step 2 Introduce the recruit to the work premises and facilities, so (s)he can get his or her

bearings.

Step 3 Briefing by the HR Manager on relevant policies and procedures: conditions of employment,

sickness and holiday absences, health and safety and so on.

Step 4 Introduce the recruit to key people in the office: co-workers, health and safety officers, etc.

One particular colleague may be assigned to recruits as a mentor, to keep an eye on them,

answer routine queries, 'show them the ropes'.

Step 5 Introduce work procedures.

(a) Explain the nature of the job, and the goals of each task.

(b) Explain hours of work.

(c) Explain the structure of the department: to whom the recruit will report, to whom (s)he

can go with complaints or queries and so on.

Step 6 Plan and implement an appropriate training programme for whatever technical or practical

knowledge is required. Again, the programme should have a clear schedule and set of goals

so that the recruit has a sense of purpose, and so that the programme can be efficiently

organised to fit in with the activities of the department.

Step 7 Monitor initial progress, as demonstrated by performance, as reported by the recruit's

mentor, and as perceived by the recruit him or herself. This is the beginning of an on-going

cycle of feedback, review, problem-solving and development planning.

Note that induction is an on-going process, embracing mentoring, coaching, training, monitoring and so

on. It is not just a first day affair! After three months, six months or one year the performance of a new

recruit should be formally appraised and discussed. Indeed, when the process of induction has been

finished, a recruit should continue to receive periodic appraisals, just like every other employee in the

organisation.

5 Responsibility for training and development

Increasingly, responsibility for training and development is being devolved to the individual learner, in

collaboration with line managers and training providers.

5.1 The trainee

Many people now believe that the ultimate responsibility for training and development lies, not with the

employer, but with the individual. People should seek to develop their own skills and improve their own

careers, rather than wait for the organisation to impose training upon them. Why?

(a) Delayering means there are fewer automatic promotion pathways: individuals need to seek non-

'vertical' paths to greater interest and challenge in the job.

(b) Technological change means that new skills are always needed, and people who can learn new

skills will be more employable.

5.2 The human resources (HR) department or training department

The human resources department is centrally concerned with developing people. Larger organisations

often have extensive learning and career planning programmes, managing the progression of individuals

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