“Training and Career Development policy / practice“
Human Resource Management
October 26, 2005
Signed by:
Ehab Ahmed Abusbaha
Table of Contents
1- Abstract
1. Introduction
2. Explore training and Career Development policy
- - Training Policy:
- - Identification of training needs
- - Determine Training Objectives:
- - Plan the Training Provision:
- - Undertake the Training & responsible:
- - Evaluate the Training:
- - Feedback:
3. Define and describe the traditional practice:
4. Contrast the traditional, Training and Career Development practice:
5. Describe the Training and Career Development practice
6. Examine the roles of the stakeholders affected by the practice
7. Reasons and benefits of adopting Training and Career Development practice
8. Conclusion
9. Reference
10. Appendix A
Abstract
In this assignment I have done exclusive research to talking about Training and Developing policy/ practice. I’ll highlight the effectiveness of this policy which will includes contrast the traditional and describe its operation where employees are very important resources where some organizations assign huge budget to train them then I ll define and describe the traditional practice with some example to clear the picture I have includes sample policy at the end of this assignment which I used to prove some and major points and I ll show how stakeholders effected by training practice and at the end I ll be showing Reasons and benefits of adopting the Training and Developing policy /practice followed with some effective conclusion
2- Introduction:
HRM approach always views people as the source of competitive advantage, seeks to achieve competitive advantage through the strategic deployment of a highly committed and capable workforce, using an integrated array of cultural, structural and personal techniques.
HRM Effectiveness in recruiting, hiring, deploying, and retaining employees has become more important to the success or failure of organizations as the importance of knowledge in the economy has continued to grow. Even in tough times, there are significant challenges to finding the most talented individuals out of the large number of applicants.
Training and development is one of the significant tools in the organization, which can turn the organization to top successful company today if really used right by HR department.
3- Explore training and Career Development policy:
Changing nature of work today is one of the challenges we facing and the workplace environment Rapid change requires skilled, knowledgeable, workforce with employees who are adaptive, flexible, and focused on the future.
One of HR key responsibilities is to develop staff, Encourage growth and career development of employees by helping employees achieve their business goals at organization and beyond you can develop human resources by providing adequate training and encouragement of staff development, and opportunities for growth (ucsfhr, 2004).
Training and Development are closely similar related, Training activities which are directed at addressing a short-term problem will also help the employee develop skills necessary for longer-term success. Because of its shorter-term focus, training is inevitably able to operate in a more planned and structured manner. Many employers will direct their training in a way similar to that outlined in figure 1
Figure 1
As example HR policy
See appendix A
Training Policy:
When it come to training policy, the organization need to ask the basic questions like - why do we train, what purpose will training serve, who do we train, when do we train, where will the training take place. In other words, the organization is asking itself to make a commitment to training, and to ensure that it serves the purpose of developing the long-term interests of the organization
The HR training policy use to develop all employees to high quality and effective service that meets the needs of all Sections / Departments, As we can see the training Policy is designed to contribute to the organizations department overall aims to enhancing the quality of the workforce, maintaining the values set out in the Vision Statement, making the best possible use of its most important asset, ensuring that all employees have the necessary knowledge and skills to enable the HR to continually improve the quality and effectiveness of its services.
Training is regarded as an integral part of the management process, which is a benefit rather than a cost, and the HR recognizes the need to provide both financial and human investment to reinforce its commitment to this policy. As result we can say the resources required for the training and development of all employees is clearly identified.
Identification of training needs:
In order to train effectively it is necessary first to decide in some detail what specific knowledge and skills the jobs involve, what the individuals already possess, and what gaps in such knowledge and skill training can fill. (Gode 1972)
We can identifies 9 key areas where training will be needed in most organization, these are:
1. New recruits to the company
2. Transferees within the company
3. Promotions
4. New plant or equipment
5. New procedures
6. New standards, rules and practices
7. New relationships and authorities
8. The maintenance of standards
9. The maintenance of flexibility.
The actual and specific training required should be determined by application of the following formula:
Current and future organization I needs, minus Skills currently possessed by workforce equals the skills gap.
Determine Training Objectives:
The objectives of this policy are to ensure that training and development is relevant to the corporate objectives, enable all employees to take some responsibility for their own development by participating in a formal, Review and discussion, on an annual basis, of their performance and training needs, ensure that each department produces an annual Training Plan, in addition the policy help to establish clear roles and responsibilities for implementation of all aspects of the policy and ensure that all employees have equality of opportunity in access to appropriate training and development activities.
Plan the Training Provision:
Trainers must consider the methods available for delivering the training required. For many areas training can be delivered in a number of ways, and these may be either on or off the job. As a general rule in deciding the best way to deliver, the trainer should bear in mind not only speed, cost and effectiveness but also the axiom that the further away training occurs from the workplace the more acute the problem of transference to the workplace will be.
In planning the training provision the priority to be given to any particular area of training should be considered. The training needs analysis should identify the urgency with which the training areas should be addressed. However, because needs are quite likely to exceed the budget to support training, it is likely that some difficult decisions will need to be made either about provision, timing or method of training selected (Bolton, 1997)
Undertake the Training & responsible:
See appendix A policy for more details
The Senior Administrators and directors responsible for:
Supporting the implementation of the Policy, providing advice and encouragement as necessary.
Human Resources responsible for:
Collating the training plans submitted by departments to compile an annual corporate training plan.
Establishing the criteria for monitoring and evaluating the operation of the policy across all departments, providing support and assistance in implementation. Advising on the training available to assist managers and employees to comply with the policy, ensuring that training and development resources are fairly allocated and individual records maintained for all employees (Governing Council, 1995).
Department/Division Heads are responsible for:
Ensuring that the policy is adopted, promoted. Monitoring and reviewing the effectiveness of the policy. Documented review and discussion, on an annual basis, of their performance and training needs. Ensuring that employees are aware of their contribution to the achievement of organization objectives and encouraged to develop within the context of their role. Encouraging employees to accept responsibility for their own development. Ensuring equality of opportunity in access to training and development.
Staff Members have responsibility to:
Contribute to their own development through effective preparation for and participation in the annual review, process and the identification of training needs. Assist as appropriate in the development of other employees. Participate in the evaluation of work related training and development activities (Governing Council , 1995).
.
Evaluate the Training:
All trainers, managers and writers about training are agreed on the importance of evaluating training. Where there is less agreement, is how this can and should be done. (Hamblin 1974) has defined the process of evaluating training as:
Any attempt to gain information (feedback) on the effects of a training programme, and to assess the value of the training in the light of that information
Feedback:
On the basis of the short, medium and long-term evaluation undertaken the training manager will need to decide:
a. To what extent the training programme(s) has met it objectives.
b. Which, if any, training objectives remain to be satisfied.
c. How the training provision should be revised, improved or replaced.
4- Define and describe the traditional practice:
planned process designed to modify attitude, knowledge or skill behavior. Development, on the other hand, takes a longer-term view, and although still based on behavioral change or learning, adopts a far longer timescale. It encompasses such areas as life-long learning, the learning organization and organizational development - all of which, except in the most general sense. Development focuses on the longer-term needs of the employer and the employee .and here is some practices in which can be help to enhance the work and developments :
recognizes the impact of social, economic and cultural factors on the career and subject choices of workers; strategic planning processes; considers careers education as an integral aspect of wider learning; provides information and resources to workers at all year levels with the aim of encouraging girls to consider exploring non-traditional options; provides opportunities for all workers to explore a range of training options through the provision of accessible information resources and support in a positive and non-judgmental environment (NESB,2005).
provides an open and accessible training room in which workers are encouraged to explore resources at their own pace; provides regular careers information through forums, newsletters or bulletins.
5- Contrast the traditional, Training and Career Development practice:
Traditional training is less and less effective for today's than training and development used today. Most Traditional training is still done in lecture format, Lectures are not appropriate for adult learners today an new technology used today by human recourse, employee are more likely to forget lecture material than material gained through experience used by Traditional training. Training should be headed in new directions such as Personal experience, group support, and mentoring are preferred over lectures, Group experiences are useful, in that they allow learners to assist each other in understanding material Learners want to know how what they learn will be applied to workplace which mean using of the latest computerized technology in addition to the audio and video technology.
When we compare local (UAE) Training and Career Development and Western HRM practices we see that in USA we have open career systems where individuals are given considerable freedom to manage their own careers. In such settings we find a chance to bid on jobs and training opportunities (Towers 1996, p. 31). However, Japanese companies operating in USA and UK Job Training is typically provided internally, though at least in the early stages of operations there has been a tendency to buy-in managerial talent (Towers 1996, p. 55). On the other hand, In European companies there is an “increase in training at all levels”. Training and development is increasingly seen as a critical part of an organization’s HR strategy (Towers 1996, p. 83). For example, in UK it is estimated that business spends ₤16 billion on training and developing their employees each year.
In UAE where business is growing very fast and we have huge number of skilful expatriates’ workers. Excluding enterprise companies, medium and small size companies don’t have training and development strategy. As a result substitution of workers isn’t difficult in case they need more competent people. In addition they’re in no voice of employees in the training strategy. May be because we don’t have labor unions that present this voice as in USA or Europe. Also UAE labor doesn’t have rules to force organizations to do so. The unions and government were united in seeing the need to promote learning to improve competitiveness, but also in recognizing the role of lifelong learning as a citizenship issue (Marchington & Wilkinson 2002, p.365).
6- Describe the Training and Career Development practice:
Training is traditionally described as falling into one of two categories
- On-the job
- Off-the-job
On-the job training takes place when the trainee is not removed from the workplace when the trainee is not removed from the workplace
Training undertaken in this way has the advantage of being immediately transferable to work situation and is generally considered to be cheap and cost effective. However, it can also appear to be random and haphazard in its rigour and application. At the other extreme is off-the-job training, which occurs when the trainee is removed from the workplace to (for instance) attend a training course. While the content of off-the-job training can be more certain, the degree to which it can be applied back to the workplace is not. Examples of the range of locations for training is considered
in table 1
Table 1
Training Methods can summarize as the following:
Action learning, Appraisal (performance management), Assignments, Case studies, Coaching, College/university-based courses, Computer-based learning, Delegation, Training room instruction, Demonstration, Developing teams, job rotation, Open/distance learning, Role playing, Simulation.
7- Examine the roles of the stakeholders affected by the practice:
To shed light on issues relevant to this area, we can examine ways in which selected training and development have been affected by and have responded to past efficiency improvement initiatives such as infrastructure. Stakeholders can help facilitate the process of change for training and development that serve organization which effecting all of stakeholders. From a policy perspective, system-level stakeholders with purview over multiple training and development providers, sponsors, and customers are important because of their ability to look across sites and identify goals and objectives that address broad, high-level issues.
8- Reasons and benefits of adopting Training and Career Development practice:
If we come to the reasons of training we have to know why do firms train workers? We follow an approach that economists call Human Capital Theory, in which the simple answer is, Firms train workers and pay for the training if doing so enhances the firms profits. The firm, in deciding whether to invest in the human capital of an employee, computes three (expected) net present values (NPV)
Using NPV the organization can find if the training is worth to the organization or not and due to the limit on this assignment am going to stop here.
When we come to the benefits there is 3 factors can be described: the length of time the employee can be expected to work with the firm; the skills that the employee has before undergoing training; and the extent to which the skills provided by the training complement other skills the employee already may have. Perhaps less obvious are the gift-exchange aspects of the training and the impact of training on recruitment efforts. Least obvious are the external effects of the training: signals to other employees; signals to customers and suppliers; and general reinforcement of the organizational culture (Baron kreps, 1991).
In addition benefits that organizations might expect from training and development can be greater productivity and better quality. Greater versatility from the workforce, better job satisfaction (as evidenced by lower absenteeism and lower turnover) and greater motivation, reduced need for supervision, Greater understanding of and adherence to employer values, Reduced accident rates, Less scrap and fewer mistakes.
9- Conclusion
Training and development is one of the significant tools in the organization, which can turn the organization to top successful company today if really used right by HR department, Setup a policy such as training and development in the organization is so crucial element. In my opinion local (UAE) HR Department is doing great efforts in Planning, accomplishing and evaluating training and developing policy. HR is commitment to support development of its people and encourage them to learn.
Harrison (2000, ix) states that ‘People hold the key to more productive and efficient organization. The way in which people are managed and developed at work has major effects upon quality, customer service, organizational flexibility and costs’.
By providing a framework for training and developing employees, HR Department as a training and development is contributing in the strategy of the company by training employees and maintaining the quality of training.
Word count : 2487 word
10- Reference:
1. Dessler, G., 2003, “Human Resource Management” 9th edn., Pearson Education Inc., New Jersey.
2. Stone, J., 2002, “Human Resource Management” 4th edn., John Wiley & Sons Australia Ltd., Milton.
3. Schuler, R., Dowling, P., Smart, J., and Huber, V., “Human Resource Management in Australia” 2nd edn., Harper Educational Publishers., Australia.
4. Russo, G., Rietveld, P., Nijkamp, P. and Gorter, C., 1995”Issues in training Strategies: an economic perspective” International Journal of Career Management, Vol.7, No.3, pp.3-13. (Emerald Insight)
5. Engleman, D., 1998,”Effective Employment Screening Practices”, Career Development International, Vol.3, No.4, pp.164-168. (Emerald Insight)
6. Harrison R. 1992,” Employee Development”, IPD, London.
7. Marchington M. & Wilkinson A. 2003, 2nd Edition, People
8. Kowalski, K. M. and C. Vaught. 2002. “Principles of adult learning: Application for mine trainers” NIOSH Information Circular 9463, pp. 3-8
9. ‘Employee Development & Training’ (online). Available: http://ucsfhr.ucsf.edu/pubs/managingHR/?x=671 (Accessed: 22 Oct, 2005)
10. ‘Training and Career Development Policy’ (online). Available: http://www.utoronto.ca/govcncl/pap/policies/training.html (Accessed: 22 Oct, 2005)
11. ‘CAREERS EDUCATION FOR GIRLS: A GOOD PRACTICE REVIEW’ (online). Available: http://home.vicnet.net.au/~atec/cefg.htm (Accessed: 22 Oct, 2005)
11- Appendix A
Training and Career Development Policy
Contents :
Policy
Definition
Responsibilities
Senior Administrators
Department/Division Heads
Supervisors
Staff Members
Human Resources
Programs and Resources
Policy
The investment that the University makes in partnership with staff members in their continuing career development allows it to achieve maximum flexibility in meeting its current and future skills requirements. Therefore, the University is committed to creating and fostering an environment that facilitates and enhances the skills training and career development of its staff. Staff will be provided with opportunities and time away from the job so that they may maintain and develop their skills, adapt to changing workplace needs and fulfil their employment potential within the University. Career development of staff is a primary means for the achievement of the University's employment equity goals and objectives.
Definition
For purposes of this policy "training and career development" includes formal training, work experiences, job networking or formal courses of study to update and enhance the skills/knowledge necessary to make a continuing contribution to the work of the University, in current and future roles.
Responsibilities
Senior Administrators
Create and foster an environment that facilitates and enhances the skills training and career development of staff by:
Considering staff development initiatives in annually reviewing performance of division/department heads.
Providing resources for staff training and development to ensure that skill levels of administrative staff are strong, broad and well-suited to the pursuit of the University's objectives.
Department/Division Heads
Create and foster an environment that facilitates and enhances the skills training and career development of staff by:
In their annual plans, in consultation with staff, identifying as clearly and realistically as possible their staffing requirements, as well as needs for staff training and development initiatives, based on agreed upon objectives.
Assessing supervisors in their annual performance reviews on their efforts to develop their staff and, where appropriate, providing opportunities for development of supervisory skills.
Supervisors
Create and foster an environment that facilitates and enhances the skills training and career development of staff by:
Discussing with staff development needs in relation to the work of the unit.
Providing opportunities for the discussion of individual goals on at least an annual basis and for the development of a mutually agreed on plan for training and career development.
Recognizing developmental achievements during the year.
Based on the operational requirements of the unit, providing job-specific training to enable staff members to acquire skills and knowledge necessary to the work of the unit based on identified needs, for example by participating in training seminars, job network meetings and temporary assignments.
To the extent that operational requirements allow, providing staff members with appropriate opportunities to acquire skills or experience which would enhance the staff member's ability to make a continuing contribution to the work of the University, for example by participating in training seminars, job network meetings and second[] ments.
Supervisory approval for time away from the job for purposes of training and career development will be based on the following criteria and shall not be unreasonably denied:
operational requirements of the work unit in relation to duration and timing of the development activity
benefit of the development activity to the work of the University
benefit of the development activity to the achievement of the staff member's career goals within the University.
Staff Members
Take the primary responsibility for managing their own careers by:
Examining current skills and identifying areas for further development.
Seeking opportunities for ongoing skills enhancement.
Taking advantage of relevant training.
Keeping skills and knowledge up to date to meet changing workplace needs.
Contributing to the department/division's annual planning process.
Human Resources
Provide support to administrators and staff in carrying out their career development responsibilities by:
Administering and reporting on central funding support for staff training and development.
Conducting training needs assessments and developing programs in consultation with the University community.
Supporting individual career development through the provision of counselling, workshops and publication of career information.
Posting job vacancies which represent career opportunities for staff in accordance with Staffing policy.
Providing information and consultation to managers on implementing staff planning and career development processes within their departments/divisions.
Providing training in management and supervisory skills.
Programs and Resources
Educational Assistance
Secondments
University Training Courses
Professional Development
Job Sharing
Job Shadowing
Cross-Training
Career Counselling
Lateral Transfers
Intern/Extern programs
Apprenticeship programs
Resume Writing and Interview Skills workshops
Career Catalogue
Annual Education Fairs
The University is committed to a Career Development Program that may include but is not restricted to the above components.
(signed)
Michael G. Finlayson
Vice-President, Administration and Human Resources
Ehab Ahmed AbuSabha
