Understanding training and development processes to achieve organizational goals with individuals and teams

Training refers to activities that helps to acquire new knowledge, skills and abilities which will be applied in the near term or immediately whilst development refers to acquiring knowledge, skills and abilities that has no immediate application (Borman et al., 2003). As Khan et.al, (2011), states the goal of training and development is to integrate organizational interests with the workforce. Training and development is important in Human Resources practices as it enhances efficiency and organizational effectiveness. Organizational performance is dependent on employee performance. Training and development increases employee performance. The role and perceived value of training have tremendously changed the way how HR professionals look at training and development and companies are vastly investing in training and developing their workforce.

According to Tharenou (2001), Training is now viewed as a learning process. Learning during training is influenced by job/career attitudes prior to during the training. He further states the employees will be motivated if they believe that the training is relevant and will lead to personal growth. There are two main types of training. They are on the job training and off the job training. In, on the job training learner is transferred skills and knowledge while performing a specific job. On the job training methods include job rotation, coaching, job instructions and internships. Off the job training is provided away from the workplace. The methods include case study, incidents, role play, business games, grid training, lectures, simulations and so on.

Training and development process

Training and development process involves five steps. They are needs assessment, setting objectives, designing, implementation and evaluation as illustrated in Figure 01, and explained in Table 01.

Figure 01: Training and development process

Source: Abdullah,2009

Table 01: Analysis on the training and development process

Process	Description
Needs Assessment	At the first step, needs assessment, the need for training is identified through understanding the current and future challenges and the gap in performance. According to Campbell (1988), need analysis is viewed from three dimensions. They are organizational analysis, task analysis and person analysis (Tannenbaum, 1992). The organizational analysis provides information on when and where the training is required in an organization. Task analysis is performed out to understand the nature of tasks to be performed and the expected knowledge, skills and abilities (KSAs) required to carry out those tasks. Person analysis is conducted to identify who should be trained and the training required by an individual.
Setting objectives	Based on the need analysis conducted, learning objectives are formulated to meet specific learning requirements along with options. With reference to Ndindeng (2019), training method options are demonstrated with quantifiable training activities that create interest among learners to participate in training exercises. There are various training methods in practice in modern organizations which have proven to be highly effective: simulation and games, high technology methods, and behavior modeling. Simulation and games is an experiential learning method that takes learners to an environment where they would be exposed to real job related challenges that necessitate them to apply knowledge, skills and abilities to solve the problems outcomes and execute their assigned role that leads to accomplishment of objectives (Gredler, 2013). High technology methods are interactive learning environments including computer aided instructions, video instructions, social learning and online learning platforms (Mindmarker, 2021). Behavior modeling is a training method that is built on the premise that learners learn on the grounds when exposed to hands-on experience. Therefore, they are demonstrated the standard modeled behavior such as operating a computer equipment (MBA Skool, 2020). It allows learners to practice through role playing and providing feedback.
Designing	Once needs assessment is successfully conducted and objectives have been set, training is designed. When a training is being designed, consideration has to be given to learning objectives, traits of trainee, current state of knowledge about learning processes, learning outcomes, challenges and costs. According to Campbell (1998), five guidelines assist in designing effective training (Tannenbaum, 1992). The first guideline is that, the instructions should be designed in a consistent manner that it assists the learners to grasp the content and store it in their memories. The second guideline is that the training should consist of activities that induces the learners to recall the information or apply the theory into practice. The third guideline is that; the training should include all available feedback. The fourth guideline is that, the training should enhance learners’ self-efficacy and their expectations that the training will successfully lead them to accomplish the outcomes that are valued by the organization. Therefore, training should begin with developing less complex skills to complex skills. The final guideline is that, when choosing training methods, variance in trainee aptitude, capabilities, learning styles and current state of knowledge have to be taken into consideration.
Implementation	At the implementation stage, trainer delivers the planned activities in accordance with the approved design by defining the training groups, scheduling courses, preparing necessary equipment, materials and trainers to deliver what has been planned. Implementation is the stage that training comes to live. The companies need to decide whether the training should be delivered on-the-job or off-the-job (Tannenbaum, 1992).
Evaluation	Evaluation of training program helps to review the effectiveness of the training programs that were conducted. For this purpose, performance prior to training, and post training are assessed along with learner rating on the training session. These data are used to improve future training sessions. The first step to evaluating a training program is to understand what needs to be measured whether it is the new skill or knowledge, learning experience, employee satisfaction, cultural impact, efficiency impact, financial impact, etc.  Based on what needs to be evaluated tools such as observation, interviews, tests, surveys, interviews, focus groups, performance records and many more could be used to evaluate the effectiveness of the training programs (Andriotis, 2019).

 

Evaluation of the training and development process at Seylan Bank PLC

At Seyaln Bank PLC, continuous training and development is provided. Seylan Bank invested 67,898 training hours on 3,251 employees (Seylan, 2020). The training methods used include internal-classroom, internal-online, external-local, foreign, and E-learning. Whilst several E-learning programmes remain mandatory to upskill every bank employee to the latest developments in the banking sector, the bank relies on the mid-year evaluations to design tailored training programmes. It is apparent that the bank fails to identify individual training needs to achieve self-actualization in line with Maslow’s hierarchy of needs. The company should conduct needs assessments and follow the processes as outlined in Figure 01 and Table 01 to identify individual training needs.

References

Ndindeng, A. (2019). Learning, Training and Development in Google. University of Liverpool. Retrieved on May 1, 2021 from https://www.researchgate.net/publication/337255713_Training_and_Development_in_Google

Borman, W., C. Ilgen, D., R. & Kilmoski, R., J. (2003). Handbook of Psychology. John Wiley & Sons, Inc.

Gredler, M., E. (2013). Games and Simulations and their relationships to learning. Semantic Scholar. Retrieved on April 28, 2021 from https://www.semanticscholar.org/paper/Games-and-Simulations-and-Their-Relationships-to-Gredler/cf8edf0a650d26771fa09d4a82b44d8ab5a10f49

Khan, R., A., G. Khan, F., A. & Khan, M., A. (2011). Impact of Training and Development on Organizational Performance. Global Journal of Management and Business Research. Vol. 11(7). Retrieved on April 30, 2021 from http://journalofbusiness.org/index.php/GJMBR/article/download/546/487

MBA Skool. (2020). Behavior Modeling. MBA Skool. Retrieved on April 27, 2021 from https://www.mbaskool.com/business-concepts/human-resources-hr-terms/15104-behavior-modeling.html

Mindmarker. (2021). Why Investing in Training Reinforcement Leads to Largest ROI. Mindmarker. Retrieved on May 01, 2021 from https://blog.mindmarker.com/full-blog-posts/why-investing-in-training-reinforcement-leads-to-largest-roi

Tannenbaum. S., I. & Yukl, G. (1992). Training and Development in Work Organizations. Annual Review of Psychology. Vol. 43. Retrieved on April 29, 2021 from https://www.annualreviews.org/doi/pdf/10.1146/annurev.ps.43.020192.002151

Tharenou, P. (2001). The relationship of training motivation to participation in training and development. Academy of Management Proceedings. Retrieved on April 29, 2021 from https://journals.aom.org/doi/pdf/10.5465/apbpp.2001.6133171

Seylan. (2020). Annual report. Seylan. Retrieved on May 06, 2021 from https://www.seylan.lk/uploads/3BdAqsoAMIYoAOSxbhKwIxTk52oJ__Seylan%20Bank%20AR%202020.pdf