Effects of Training on Performance

 Effects of Training on performance

In order to effectively implement any company, it can provide individuals with ideas, materials, supplies, equipment, products or services, and finally, the person in charge of human resources is provided with the human resources to run the company. Proper management of working people, Human resource management has become a major activity in many organizations and is a widespread discussion of the nature of contemporary business relationships. A key component of the coordination and management of human resource management in an organization (Shen, 2004). Some studies have proceeded by looking at performance in terms of employee performance in particular Purcell et al. (2003) while others have extended to a general outlook of organizational performance (Guest, 1997; Swart et al., 2005). In one way or another, the performance of employees can be defined as a task of organizational performance. In relation to the above, Wright and Geroy (2001) note that employee competencies change through effective training programs. Therefore, not only to achieve the overall performance of employees, but also to enhance the knowledge, skills and skills of the workers required for the future, thereby contributing to excellent organizational performance.

Mc.Dowall and Sauders (2010) argues, as employee investor development is increasingly emphasized, the recognition of the importance of retrospective training will be intensified by the intensification of competition and the relative achievement. As well as, innovative improvements and hierarchical changes have been progressively implemented, and a number of businesses are working to understand that their businesses depend on the skills and capabilities to represent a significant and sustained investment in training and development.

Beardwell and Holden (1993) viewed that Human Resource Management concept, for example, the concept of Human Resource Management has helped the organization to understand the responsibility and quality of development, senior management teams, training, employee development and long-term education. Not only is this a concept of a careful planning, but more emphasis on employee development.

As an example, the organization which I work for human resources, they are using training and development programmes for employees to build their skills and knowledge. The organization is conducting many training programmes as knowledge wise and the skills wise. Basically, supervisor and subordinate combination is more important to identify training needs. A supervisor’s role does not simply consist of only performing work by the supervisor alone, but also to ensure working conditions for his or her subordinates which allows them to accomplish their work, brings out to abilities and motivation of subordinates, and realize the goals of the organisation having subordinates accomplish their work. It is said that supervisors are primarily evaluated on the good results of the work done by subordinate. This means that a supervisor is responsible for developing subordinate and improving their ability to perform and achieve on the job. In our organization, the supervisors also need to give concrete consideration to the training policy of the organization, including the workplace with respect to the training of his or her own subordinates.

 Each subordinate is in charge of a different job. Moreover, the knowledge, skills, talents, attitudes as well as ways of thinking of individual subordinate vary from person to person. As result, there will also be differences in what and how much training will be needed by each subordinate. For these reasons, the manager will be unable to train and develop subordinates effectively if he or she does not have a clear understanding of the specific areas which will need to be developed for each individual subordinate.

In order to have a true grasp of the present skills and abilities of each subordinate, it is necessary for the supervisor to know the knowledge of the job based on what is accomplished, the skills and abilities, the attitude, the way of thinking and the like of each respective subordinate through daily contract. Once the supervisor has a clear understanding of what the required qualification for a given job and the present skills and abilities of the subordinate are, he or she is then ready to take the next step of determining what specific areas will require further training and development. The difference between what the present level of skill and ability of the subordinate is with respect to the qualifications required for the job which the subordinate is in charge of determines the “acknowledged areas or training” for that subordinate.

Reference

1.      Armstrong, M. (2009). Armstrong's Handbook of Human Management Practice. 11th ed.

2.      Beardwell, N. and Holden, B. (1993). Managing for success. 2nd ed. England: Prentice Hall Publisher.

3.      Chan, Y. and Lynn, B. (1991). Performance evaluation and the analytic hierarchy process. Management accounting research, 3, pp.57-87.

4.      Cole, G. (2002). Personnel and human resource management. 5th ed. Continuum London: York Publishers.

5.      Dacauza, D. and Robbins, S. (1996). Human Resource Practice. 5th ed. New York: John Wiley & Sons Inc.

6.      Gordon, B. (1992). Are Canadian firms under investing in training? 1st ed. Canada: Canadian Business Economics, pp.25-33.

7.      Guest, D. (1997). Human resource management and industrial relations. Management studies, 24(5), pp.503-521.

8.      Gungor, P. (2011). The Relationship between Reward Management System and Procedia Social and Behavioral Sciences. pp.1510-1520.

9.      Infande, A. (2015). The Four Basic Steps in the Training Process. Kindle Edition.

10.  Mc.Dowall, A. and Sauders, M. (2010). UK Manager's Conception of Training and Development. European Industrial Training, 34, pp.609-630.

11.  McNamara, C. (2008). Employee Training and Development: Reasons and Benefits. 1st ed. [Online]. Available at < http://www.managementhelp.org/index.html>. [Accessed on 16^th March 2019].

12.  Nadler, L. (1984). The Handbook of Human Resource Development. New York: John Wiley & Sons.

13.  Nunvi, G. (2006). Business Organization and Management. 3rd ed.

14.  Purcell, J., Kinnie, N., Hutchinson, S., Rayton, B. and Swart, J. (2003). Understanding the people and performance. London: CIPD.

15.  Shen, J. (2004). International Training and Management Development Theory and Reality: A Conceptual Study. Management Development, 24, pp.656-666.

16.  Swart, J., Mann, C., Brown, S. and Price, A. (2005). Human Resources Development: Strategy and Tactics. Oxford: Elsevier Butterworth-Heinemann Publications.

17.  Torrington, D., Hall, L. and Taylor, S. (2005). Human Resource Management. 6th ed. London: Prentice Hall.

18.  Weli, A. and Woodall, J. (2005). HRD in France: the corporate perspective. Journal of European Industrial Training, 29(7), pp.529-540.

19.  Wognum, A. (2001). Vertical Integration of HRD Policy within Companies Human Resource Development International. 4th ed. pp.407-421.

20.  Wright, P. and Geroy, D. (2001). Changing the mindset: the training myth and the need for word-class performance. International journal of human resource management, 12(4), pp.586-600.