Importance of Training and Development in Human Resources Management

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As it was mentioned in the previous entry, we will now begin to explore the importance and process that entails the successful implementation of training and development (T&D) programs in the public sector.  Berman et al. (2013) acknowledge that T&D is an essential component of human resources management (HRM), especially now in this twenty-first century when organizations are experiencing downsizing and relying more on technology, and therefore depending on their current pool of employees to perform multiple tasks and understand how to use complex software programs.  A website that offers tutorials on numerous career topics, the Management Study Guide on T&D reiterates the information expressed by Berman et al. (2013) and adds that T&D has become a great job motivator for employees who seek to develop themselves both professionally and personally, and therefore, has the power to positively or negatively influence employee job performance (Training and Development, n.d.2).  

As the main unit within the majority of organizations that manages the human aspect of the workforce, the responsibility for overseeing the creation or implementation of T&D practices falls on human resources department staff members.  It is important for them to understand how the organization's human capital, in other words, the employees, can impact the fulfillment of its mission, vision, and goals (Training and Development, n.d.2; Selden, 2009).  Of course, this does not mean or suggest that HRM personnel take charge and create T&D programs at an impulse, but instead think it through carefully by following a strategic process.  

While the process for determining if an organization needs and should invest in T&D programs slightly varies among scholars and studies, the majority propose a similar 4-5 step framework:

1. Needs Analysis/Assessment- A review of the literature on T&D shows that most agree that a careful analysis and study must first be made to identify and determine if the organization needs their employees to improve or develop new knowledge, skills, or abilities (KSAs) in order to be able to perform at their optimum and complete their current job or a new one in the future (Tannenbaum & Yukl, 1992; Anguinis & Kraiger, 2009; Selden, 2009).  Moreover, three levels of analysis are proposed:

• Organizational Analysis- it must be determined whether employees possess or lack adequate KSAs that are required for full function of the organization, and therefore, address the issues accordingly by connecting the necessary employees' KSAs that will help achieve the organization's overall mission and goals
• Job/Occupational/Task Analysis- one must identify the KSAs necessary for an employee to be able to do certain tasks and determine if there are any deficiencies that must be addressed  
• Employee/Individual/Person Analysis- an examination on how well an employee is performing on the job must be made to consequently determine if and which employees may need T&D in order to complete their assignments more successfully

 2.  Design/Development- If it has been determined that T&D programs are necessary for the employees and the proper measures have been taken to identify the objectives the organization wishes to accomplish, the design of an appropriate T&D program that will meet those needs should be developed (Tannenbaum & Yukl, 1992; Anguinis & Kraiger, 2009; Selden, 2009).  Sims and Sims (1991) describe certain characteristics that should be considered when designing a T&D program:

• Learning styles- Each individual has their own personal or preferred style of learning.  Sims and Sims make mention of three different learning styles: dependent, collaborative, and independent.
• Training styles- Different training styles are used by trainers depending on the situation or need of their trainee.  Sims and Sims make reference to lectures, projects, and games as just some of the few training strategies available.

However, the recommendation they propose to organizations in the public sector is that when designing a T&D program, it would be more effective to match employee learning styles with training styles available.  Using Kolb's Grasha-Reichmann Learning Styles Questionnaire, they mention the best classification for matching these styles: 

Dependent- Lecture

Collaborative- Discussion, projects

Independent- Active participation

          Of course, it is almost impossible to accommodate to all the employees' learning styles.  Moreover, all training styles have both their strengths and weaknesses.  Therefore, an evaluation of each should still be made to determine which combination of styles would best work for most employees (Sims & Sims, 1991).

     3. Delivery/Implementation- By stage three, studies begin to diverge as to which is the exact step to take next.  Nevertheless, most agree that once needs have been assessed and appropriate T&D programs have been designed to meet those needs, it is time to put the T&D program into action (Anguinis & Kraiger, 2009; Systems View of Training, n.d.).

     4. Evaluation- Most scholars suggest that once the T&D program has been conducted, the last and most important step is to evaluate the program’s effectiveness for meeting the employees' needs and the organization's objectives.  The most popular training evaluation model that is used was created in 1959 by Donald Kirkpatrick, a former professor at the University of Wisconsin.  The Management Study Guide gives the following description of the Kirkpatrick Training Evaluation Model:

• "Reaction of the Trainee - thoughts and feelings of the participants about the training
• Learning - the increase in knowledge or understanding as a result of the training
• Behavior - extent of change in behavior, attitude or capability
• Results - the effect on the bottom line of the company as a result of the training."  

          (Kirkpatrick's Model, n.d.).

Often overlooked, this step is crucial for determining if the T&D program implemented will actually have a positive effect in achieving overall employee and organization goals in both the present and in the future.  The U.S. Office of Personnel Management (OPM) clearly understands the importance of T&D evaluation given that they have created a Training Evaluation Guide for their agencies to use as they are required to assess their own T&D program each year.  A copy of the OPM's 2011 Training Evaluation Field Guide is available at http://www.opm.gov/policydata-oversight/trainingand-development/referencematerials/training_evaluation.pdf.

For visual learners, a graph of the T&D process is provided as well as a graph of the Training Evaluation Model:

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For those who prefer lectures, a video is provided on the T&D steps:

http://www.youtube.com/watch?v=85RVEas4AXs

Finally, Selden (2009), Anguinis and Kraiger (2009), Bashir and Jehanzeb (2013) concur that T&D, when correctly conducted, can produce numerous benefits for both the employees being trained and the organization providing the training.  Among the benefits for employees is the attainment and development of new KSAs, increased moral and motivation, as well as greater job performance and satisfaction.  Moreover, organization's benefit from increased productivity and employee retention, effective organization, and positive reputation.  The following is a graph provided by Bashir and Jehanzeb (2013):

While the T&D process can be a lengthy and arduous undertaking, it is a must if the organization is considering investing hundreds or thousands of dollars in adopting T&D programs because if the activities are not effective for properly connecting employee KSAs with the organization's goals, the gaps will remain (Training and Development, n.d.1).

References

Anguinis, H., & Kraiger, K.  (2009).  Benefits of Training and Development for Individuals and Teams, Organizations, and Society.  The Annual Review of Psychology.  Retrieved April 12, 2013, from

http://www.owlnet.rice.edu/~ajv2/courses/12a_psyc630001/Aguinis%20&%20Kraiger%20(2009)%20ARP.pdf.

Bashir, N., & Jehanzeb, K.  (2013).  Training and Development Program and its Benefit to Employee and Organization: A Conceptual Study.  European Journal of Business and Management.  Retrieved April 13, 2013, from https://docs.google.com/a/fiu.edu/viewer?a=v&q=cache:nQ6uYpJTo88J:www.iiste.org/Journals/index.php/EJBM/article/download/3947/4005+&hl=en&gl=us&pid=bl&srcid=ADGEESjArAHPqFqAFL0kN2Wu1H29vChUyeJ2z1Pnp_p_fh34T0DeFh0OtBjgYuZJvFINVC0YR4HluDnlthOuK0E5gcSQtdc5uSjWBm52qCmyzJAkFXSM5HZpYU2XZ7wJYQFDcPGVVdib&sig=AHIEtbTEWvmXGT0SzMpD_rzH7ONWvZgzoQ.

Berman, E., Bowman, J., West, J., & Van Wart, M.  (2013).  Human Resources Management in Public Service: Paradoxes, Processes, and Problems.  Thousand Oaks, California: SAGE Publications, Inc. 4th Ed.

Kirkpatrick's Model of Training Evaluation.  (n.d.).  Management Study Guide: Pave Your Way to Success.  Retrieved April 14, 2013, from http://www.managementstudyguide.com/kirkpatrick-model-of-training-evaluation.htm.

Selden, S.  (2009).   Human Capital: Tools and Strategies for the Public Sector.  Washington, D.C.: Congressional Quarterly Inc.

Sims, R., & Sims, S.  (1991).  Improving Training in the Public Sector.  Public Personnel Management.  Academic OneFile- FIU.  Retrieved April 13, 2013, from http://go.galegroup.com.ezproxy.fiu.edu/ps/i.do?id=GALE%7CA10614882&v=2.1&u=flstuniv&it=r&p=AONE&sw=w.

Tannenbaum, S., & Yukl, G.  (1992).  Training and Development in Work Organizations.  The Annual Review of Psychology.  Annual Reviews Cimplete A-Z- List- FIU.  Retrieved April 14, 2013, from http://www.annualreviews.org.ezproxy.fiu.edu/doi/pdf/10.1146/annurev.ps.43.020192.002151.

Training and Development- A Key HR Function.  (n.d.1).  Management Study Guide: Pave Your Way to Success.  Retrieved April 14, 2013, from http://www.managementstudyguide.com/training-development-hr-function.htm.

Training and Development- Meaning, Its Need and Importance.  (n.d.2).  Management Study Guide: Pave Your Way to Success.  Retrieved April 14, 2013, from http://www.managementstudyguide.com/training-and-development.htm.