Training & Development at Maddox - Term Paper Example

Training & Development Table of Contents Organizational Context 4 1.Identification of the Problems 4 2.Training Needs Analysis (TNA) 4 2.Training Program 5 2.1.Focus Group 5 2.2.TNA Survey 6 2.2.1.Explanation of TNA 6 2.2.2.Necessity for TNA 6 2.2.3.Beneficial Outcomes 7 2.2.4.Training Programs 8 3.Choice of Training Program 8 3.1.Outlining the Program into Sessions 8 3.2.Explanation of Each Outline Point 9 3.3.Development of Agenda 9 3.4.Development of Sustainability Plan 10 3.5.Post-Delivery Survey 10 4.Conclusion 11 References 13 Bibliography 14 1. Organizational Context 1.1. Identification of the Problems The problems faced by Maddox Corporation (Maddox) pertain largely to the skill-gaps among its employees as well as the resource-gaps of the organization itself. It has been observed that the employees lack a proper knowledge of computers and the fundamental tools associated with their usage in the business context. Survey has revealed that Maddox lags behind considerably as it does not have the necessary resources to support employee development. 1.2. Training Needs Analysis (TNA) TNA may be defined as “the process of analyzing training requirements as a basis for preparing relevant training programs” (Armstrong, 2006, “Identifying Training Needs”). In the context of Maddox, it is necessary to conduct a TNA to define the training gap(s) that are preventing the organization from achieving its desired goals. Figure 1: The Training Gap (Source: Armstrong, 2006, “Identifying Training Needs”) By correlating the survey findings with the figure appended above it may be observed that Maddox has training gaps in terms of corporate/functional results owing to the fact that it lacks necessary technological resources related to computers (hardware, software, Internet connection, etc.); knowledge, skills and abilities (KSAs) of employees, mainly because they do not have significant exposure to such technology; and performance of the employees. Moreover the employees are not acquainted with paper-less program, thereby affecting time-processing and hence customer satisfaction, sales, etc. The overall training gap has been observed to be with respect to technology; however, it is worth mentioning that “as jobs have become more technical and organization specific, there are fewer candidates whose qualifications meet such requirements” (McConnell, 2003, “Introduction”). 2. Training Program 2.1. Focus Group It has been observed that “formal training and most organizational processes mandate that every training program have stated objectives and evaluation” (Carliner, 2002, “Adapting Design Techniques for Informal Learning”). In the context of Maddox, the training program has to be formalized and the first step will be to form a focus group consisting of representatives from the management, administration, HR department, maintenance department, and operational and functional associates. A comprehensive agenda that covers the vital areas of development/implementation, training guidelines, time-frame, mode of training, etc. will be designed. The training initiatives will be augmented through training brochures, best practices, troubleshooting and there shall also be testing/evaluation, analysis of performance as well as operational effectiveness. The entire process will be supported by information technology (IT) to ensure no communication-gaps exist. 2.2. TNA Survey 2.2.1. Explanation of TNA According to the observations of the Cabinet Office (1988), training needs are said to arise “when a learning need cannot be met within the normal day-to-day processes or when meeting a learning need in this way will take too long, involve too high a risk/cost, not result in the required standard of performance, and when training is the most cost-effective way of meeting the need” (Wilson, 1999, “The Identification of Organizational and Individual Training and Development Needs”). It is necessary for the person/group that undertakes TNA to have sufficient access to relevant as well as the most precise information pertaining to the present performance, problem areas and future plans of the organization, and in this context Kenney and Reid (1986) has propounded that “the quality of the training can be no better than the quality of the analysis permits” (Wilson, 1999, “The Identification of Organizational and Individual Training and Development Needs”). 2.2.2. Necessity for TNA TNA plays a pivotal role in the entire training and development (T&D) process and hence is a vital organizational function. It is necessary because it “promotes a process view of training” (Schneier et al., 1994, “A Practical Approach to Conducting and Using the Training Needs Assessment”) while enhancing every facet of training and facilitating the implementation of cost-effective measures for employee development. TNA also provides a comprehensive database that in turn supports as well as enhances other human resource functions such as targeted recruitment, compensation, etc. Finally, it provides a practical measure for human resource operations. The significance of TNA as a vital component of the human resource activities can be comprehended from the figure appended below. Figure 2: Significance of TNA in Human Resource Activities (Source: Schneier et al., 1994, “A Practical Approach to Conducting and Using the Training Needs Assessment”) 2.2.3. Beneficial Outcomes TNA has immense benefits in the organizational context. It has been observed that “conducting a needs assessment protects the assets of an organization and assures that resources set aside to address training issues are conserved and used only for that purpose”, and it can also “help determine whether training is the appropriate solution to a performance deficiency” (Barbazette, 2006, “What is Needs Assessment?”). Hence, a TNA that is successfully carried out helps the management identify the gaps in terms of the organizational KSA inventory, ensures that the funds allocated for T&D activities are optimally utilized, and aims at tailoring the T&D process to the specific needs of the organization so that their outcomes are healthy enough to enhance the performance and profitability of the organization. 2.2.4. Training Programs It has been observed that the major areas within Maddox that require training interventions are associate development, improvement in terms of time processing and fulfillment of company requirements. In the light of this finding, the training programs that may be recommended are on-the-job training (OJT), vestibule schools, conference training, apprenticeship training, classroom training, programmed instructions, simulators and computer-based training (CBT) (McKenzie & Traynor, 2001, “Training and Development”). However, the choice of training program in the context of Maddox may to confined to OJT as this method “has been promoted as a means for organizations to deal with the shortage of applicants who possess the skills needed to perform many current jobs, and as a means for organizations to deal with accelerating market cycles” (Werner & DeSimone, 2008, “Training Methods and Techniques”). 3. Choice of Training Program 3.1. Outlining the Program into Sessions The associate development program will consist of sessions on the general introduction of computers along with its past as well as its importance in the present business scenario, computer systems covering the latest technology and system knowledge that takes care of the support needs. The training module aimed at improving the time processing will focus on creating awareness of as well as inclination towards organization-wide computerization. As Maddox has been suggested to implement OJT, the sessions will be conducted hand-in-hand with the daily activities of the associates. However, third-party intervention might be required given that the internal technological resource is significantly low. 3.2. Explanation of Each Outline Point The management will be necessitated to explain each of the outline points to the trainees in order to ensure their wholehearted participation in the training program. The self-paced training environment coupled with unconstrained access to training and evaluation will provide the trainees with an opportunity to bridge their KSA gaps and reach the desired mastery-level in Microsoft Office, e-mail and groupware. They will also be enriched in terms of Internet skills, computing fundamentals, and business and reporting tools. 3.3. Development of Agenda An agenda should be developed in such a way that the OJT does not disrupt the regular activities of the associates. The training program has to be split over a specified number of working days depending upon the number of trainees. The trainees should be clustered into small groups in order to facilitate group learning process, interpersonal communication and hence, enhanced sharing of knowledge. Figure 3: Template for a Training Agenda It is extremely important to allocate certain length of time for discussions so that the trainees may interact with their peers in order to get their doubts clarified. Following this, there must be another interactive session for questions and answers between the trainees and the supervisors. 3.4. Development of Sustainability Plan An organization-wide training process entails significant allocation of funds. In order to make sure that the training expenses are not wasted, TNA is undertaken prior to initiating the actual process of T&D, and hence, it is necessary that a sustainability plan is chalked out by the management in association with the trainers/supervisors. Since training is inherently associated with enhanced performance, and in turn with compensation and benefits. Thus, a training program should also integrate the facets of performance appraisal, awards and rewards, to manifest sustainability. However, in order to assess its effectiveness, the training program should be evaluated through check posts that comprise four levels, viz. reaction, learning, behavior and results (Kirkpatrick, 1998, “The Four Levels: An Overview”). 3.5. Post-Delivery Survey Once the training program is concluded, a post-delivery survey should be conducted among the trained incumbents as well as their peers and supervisors to evaluate the extent to which they have been benefitted by the program. Simultaneously, their post-training performance should be documented and analyzed to check for positive improvements. If the results are not satisfactory, the training program should be re-implemented after making necessary changes to it. However, the implementation of sustainability plan checks for the efficiency of the program at each step and thus the process can be modified as and when required. Figure 4: The Training Cycle (Source: Jenkins, 2002, “The Training Cycle”) From the figure appended above, it is clear that the process of training follows a cyclical pattern that is not terminated until the objectives of the process are realized. 4. Conclusion During the research it has been apparent that the central problem at Maddox is its KSA gaps in terms of technical resources – both at the organizational as well as the associate level. The employees lack relevant knowledge as to how computers and the technologies associated with them should be operated. Moreover, the company does not possess necessary resources such as hardware, software, Internet connection, etc. The net outcome is that the employees do not have the idea of ‘paper-less program’ and its role in improving time-processing. It goes beyond saying that it is a serious drawback against the backdrop of a technology-intensive, fast-paced and globalized business environment. The company should design and implement a sustainable training program – preferably an OJT – to bridge the KSA gaps and develop its associates into competent professionals that have high levels of Internet skills, computing fundamentals, and business and reporting tools; and are adept at using Microsoft Office, e-mail and groupware. In conclusion of the report it may be said that the training program, if successful, will enhance the competency of Maddox and help it attain higher levels of customer satisfaction, sales volume and business growth. References Armstrong, M. A Handbook of Management Techniques: A Comprehensive Guide to Achieving Managerial Excellence and Improved Decision Making. 3rd ed. Kogan Page Publishers. 2006. Barbazette, J. Training Needs Assessment: Methods, Tools, and Techniques. John Wiley and Sons. 2006. Carliner, S. Designing E-Learning. American Society for Training and Development. 2002. Jenkins, D. Planning Training and Development Super Series. 4th ed. Elsevier. 2002. Kirkpatrick, L. D. Evaluating Training Programs: The Four Levels. 2nd ed. Berrett-Koehler Publishers. 1998. McConnell, H. J. How To Identify Your Organizations Training Needs: A Practical Guide To Needs Analysis. AMACOM. 2003. McKenzie, S. J. & Traynor, J. W. Opportunities in Human Resource Management Careers. McGraw-Hill Professional. 2001. Schneier, E. C., Russell, J. C., Beatty, W. R. & Baird, S. L. (Eds.). The Training and Development Sourcebook. 2nd ed. HRD Press. 1994. Werner, M. J. & DeSimone, L. R. Human Resource Development. 5th ed. Cengage Learning. 2008. Wilson, P. J. (Ed.). Human Resource Development: Learning & Training for Individuals & Organizations. Kogan Page Publishers. 1999. Bibliography Bassi, J. L., Russ-Eft, F. D. (Eds.). Training and Development Practices: Leadership Development, Conflict Management, Diversity Training, Technology Training, Behavioral Modeling. American Society for Training and Development. 1997. Jerling, K. Education, Training, and Development in Organisation. Pearson South Africa. 1996. Kubr, M. & Prokopenko, J. Diagnosing Management Training and Development Needs: Concepts and Techniques. 3rd ed. Management Development Series. No. 27. International Labour Organization. 1989. Landale, A. Gower Handbook of Training and Development. 3rd ed. Gower Publishing, Ltd. 1999. Rae, L. Effective Planning in Training and Development. Kogan Page Publishers. 2000. Silberman, L. M. & Auerbach, C. Active Training: A Handbook of Techniques, Designs, Case Examples, and Tips. 3rd ed. John Wiley and Sons. 2006. Sims, R. R. Reinventing Training and Development. Greenwood Publishing Group. 1998. Read More