HR Training Needs

  HR Training Needs

According to Wognum (2001) training and development needs can be arranged in three organizational levels.

They are:

Strategic level - Requirements Determining the organizational goals, mission, strategy, and issues are addressed by higher management and resolved or stabilized.

Tactical level - Needs to be decided with the needs of the management depending on the development needs of the Coordination and Development Unit.

Operational level - Determines the need to consider employee and subject areas individually with low-level executive management and other employees. Formal and informal HR training and development programs and programs as well as to organize an organization to organize human resource training and development objectives in order to create a workforce for efficiency and competitiveness. 

The first problem is identifying the goals of the organization. According to (Wognum 2001; Torrington, Hall and Taylor, 2005), there are three categories of identifying training and development needs. These include: Resolving problems, this focuses on the performance and improving working practices. Performance-related issues may be different based on innovation or strategy based on improvement, regardless of performance change or modification of the status of the organization regardless of performance issues.

In identifying training needs, design, development, maintenance and improvement of necessary methods so that people with the requisite skills can obtain the company goals. Moreover, training programs should be prepared for various needs. Further, the training program, the content and the trainees are selected based on the training program chosen (Milkovic and Bordereau, 2003).

 A number of approaches have been highlighted in previous literature to identify needs (Edmond and Noon, 2001; Torrington, Hall and Taylor, 2005). This problem-centered (performance gap) and profile comparison (variation and skills) approach. Similarly, previous studies have identified a number of approaches to analyze training needs based on new or existing employees. There are two more traditional approaches to problem-centered approach and approach to reconciliation. The focus-focused approach focuses on any performance hurdles. If problems arise due to problems, the Corporation analyzes the problems. If that problem is solved it should be developed. On the other hand, the comparison of facsimile focuses on matching skills with a job. Some changes to strategy and technology may be required for new or additional skills (Torrington, Hall and Taylor, 2005).

Every training needs analysis with the need, and analysis of needs is the first step in the training process. There are four steps available to managers to determine the training needs of employees of their organizations. They are, (Infande, 2015).

Ø  Job requirements analysis: Skills and knowledge are tracked in a suitable job description. Employees who lack skills are candidates for a training program.

Ø  Organizational analysis: The effectiveness and success of an organization are credible and are analyzed where the differences are. For example, departmental members with high turn-out or low performance may require additional training.

Ø  Performance appraisals: Each employee's work is measured based on the assigned goals.

Ø  Human resource survey: Both managers and non-managers plan to describe the problems they faced in their work places. Therefore, immediate training needs have been identified and an appropriate training effort has to be launched by the Human Resource Division to close the gap between expected and practical results. This may also be the case with such situations; Preparing a training plan, creating a training lesson, selecting the coach and preparing coaches.

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.