Effectiveness of Employee Training in
paper discusses in detail the research proposal on the importance of employee
training. In particular, the research will focus on the employee training
program in Clarks Shoes. In this research proposal, the background, context and
theme of the study are presented; the objectives of the study and the research
statements are formulated. Here, vital concepts, questions and assumptions are
stated. Finally, the scope and limitation of the study, methodology to be used
and the significance of the research are discussed.
author’s belief that employees are the backbone of any business and
organization. The author has worked at Clarks Shoes for
six years and has witnessed many training sessions take place. Moreover, the
author finds that the training in the company is not effective because it
happens once a year, or when the company is doing badly in terms of sales.
Thus, the author proposes a study that examines training program, particularly
the structured on the job training program and its benefits to the company.
Purpose of the Study
Generally, the purpose of the
research is to conduct a descriptive study on the effectiveness of employee
training at Clarks Shoes. The research will specifically compare the employee
training program in the company with the Structured On the Job Training Program
(SOJT). This proposed study will also detail the steps involved in establishing
a structured system of on-the-job training for all employees. It begins with an
introduction and overview of current the employee training practices
implemented at Clarks Shoes.
other authors regarding structured on-the-job trainings (SOJT). Such
discussions will be based initially on the studies made by Jacobs (1999),
Jacobs & Jones (1995), Rothwell & Kazanas (1994), Jacobs, & Osmani
(1998), and Rothwell & Kazanis (1990). The predominant contention of these
authors has been fundamentally inclined positively towards SOJT.
The focus
of this problem statement is to analyse the training program at Clarks Shoes.
There is currently no formal system of employee training; hence, once they
arrive on board, they automatically follow an unstructured plan of job
shadowing. Moreover, the training
happens once a year because the company lacks funds. The company boasts its
being one of the world's largest casual footwear retailers. However, it seems
that the company does not prioritise employee training.
It is clear, as the author has experienced, that the training program at
Clarks Shoes is not effective in terms of employee satisfaction and
productivity. Literature shows that an effective training program is a
well-structured on the job training program (SOJT). Thus this study will
discuss the steps required in establishing a structured system of staff
training, and will be comprehensive and focused on employee training at Clarks
Shoes. More importantly, this training
will have a beneficial impact on the Company’s environment, as well as improve
the lives of the employees. Thus the study shall test the validity of the null
hypothesis, “A Structured On-the-Job Training (SOJT) program has a significant
effect at Clarks Shoes overall efficiency.”
Objectives of the Study
objectives of this study are:
1.
Clarks Shoes.
2.
programs.
3.
relation to employee training.
4.
training program at Clarks Shoes.
5.
program at Clarks Shoes with a structured on the job training program.
This study will be a
significant endeavor in promoting effective employee training to the service
industry in the
especially to the popular companies such as Clarks Shoes. This study will be
helpful to business practitioners for this will be a guide for them when they
employ the effective employee training program to their businesses. Moreover,
this research provides recommendations on how to value employees as they are
taking a large part in the overall performance of the company.
METHODOLOGY
For this study, descriptive research method will
be utilized. In this method, it is possible that the study will be cheap and
quick. It can also suggest unanticipated hypotheses. Nonetheless, this method
will be very hard to rule out alternative explanations and especially infer
causations. This descriptive type of research utilizes observations in the
study. To illustrate the descriptive
type of research, Creswell (1994) states that the descriptive method of
research is to gather information about the present existing condition.
employing this method is to describe the nature of a situation, as it exists at
the time of the study and to explore the cause/s of particular phenomena. The
researcher opts to use this kind of research considering the desire of the researcher
to obtain first hand data from the respondents so as to formulate rational and
sound conclusions and recommendations for the study.
credible recommendations, this study utilizes two sources of research: primary
and secondary. Primary research data was
obtained through this new research study. Questionnaire survey and in-depth
interview will be conducted. On the other hand, the secondary research data
will obtained from previous studies on the same topic.
through quantitative
iterative approach. During data gathering the choice and design of methods will
be constantly modified, based on ongoing analysis. This will allow
investigation of important new issues about employee training and questions as
they arise, and allow the researcher to drop unproductive areas of research
from the original research plan.
This
study will also employ qualitative research method because it intends to find
and build theories that will explain the relationship of one variable with
another variable through qualitative elements in research. Through this method,
qualitative elements that do not have standard measures such as behavior,
attitudes, opinions, and beliefs within the Clark Shoes will be analysed.
focus, involving an interpretative, naturalistic approach to its subject
matter. This means that qualitative researchers study things in their natural
settings, attempting to make sense of, or interpret phenomena in terms of the
meanings people bring to them. Accordingly, qualitative researchers deploy a
wide range of interconnected methods, hoping always to get a better fix on the
subject matter at hand.
researcher will gather data, collate published studies from different local and
foreign universities and articles from books and journals; and will make a
content analysis of the collected documentary and verbal material. Afterwards,
the researcher will summarize all the information, make a conclusion based on
the hypotheses posited and provide insightful recommendations on employee
training.
survey and interview will be conducted. The process will include identifying
the general population for the survey, designing of the instrument
(survey-questionnaire) and validation of the instrument. After the validation,
the researcher will present the instrument to the supervisor for approval,
before administering the instrument. Finally, with the help of a statistician,
the researcher will make the statistical analysis. After gathering the results,
a preliminary analysis of the results of the survey and interview will be
conducted. Then the supervisor will check the preliminary analysis. Afterwards,
I will conduct detailed analysis of the results.
and other variables will not be considered for this study because of the
relatively short period of time allotted to finish the project. This might have
an impact on the results of the study.
RESEARCH MANAGEMENT
overall aim the researcher will first assess and evaluate the employee training
implemented at
related literature on employee training programs and employee satisfaction will
be undertaken. Afterwards, the researcher will identify main issues and
problems. The researcher will design the instrument to be used in survey and
interview; it will be validated and approved by the supervisor. After the
approval, the researcher will conduct the survey and interview with the help of
some friends. The researcher will make
sure that the information given by the respondents and interviewees will be
confidential. Finally, after the presentation and analysis of the data, the
researcher will generate significant conclusions and insightful
recommendations.
first chapter will introduce the topic and the background of the problem.
Chapter Two will discuss and review the available literature on the importance
structured on the job training and the shortcomings of other employee
training. Chapter Three will discuss the
methods that will be used. Chapter Four will be the presentation and analysis
of the results of the survey and interview. Finally, the last chapter will
provide the conclusion and recommendation.
REVIEW
Employee Training
Employees are
increasingly demanding change, choice, flexibility, and variety in their work;
suggesting that with the de-layering of organizations and empowerment of
individual employees, the future for both the organization and the individual
lies not in promotion to successively higher levels of management, but rather
in developing the value of the individual as human capital (Seidler, 1996). The
value of human capital is enhanced by acquisition of higher performance
potential such as new tasks, functions, and KSAPs (knowledge, skills,
abilities, personal attributes) (American Society for Training and Development,
n.d.).
Further, higher
performance capability usually begins with planned, structured methods to
ensure that cross-training occurs, and with constant evaluation on the basis of
application in the work place (Feigenbaum, 1988, cited in Siegel, 1996). Total
quality management (TQM) writers argue that for the process to be successful,
work groups must be "empowered" to function as a self-directed team
(Bowen & Lawler, 1990, cited in Siegel, 1996).
When reviewing the literature on
quality management, one is struck by the absence of any mention of individuals
who have problems in the workplace (Seidler, 1996).
viewed as the greatest source of improvements. Therefore, it means that workers
who are managed correctly will take responsibility for their work, be committed
to the organization, and have ownership of the service or product. Moreover,
employees involved in an effective training program manifest a love for their
work and are interested in doing their best for the organization (Seidler,
1996).
The importance of employee
training has long been recognized as a crucial issue for businesses (Ford et
al., 1997). To the extent that employee-training programs are effective,
companies are able to avoid wasteful spending and improve performance and
productivity. Thus, a key consideration for virtually all business is the
expected return provided the organization for its training investment.
As it has been suggested that
organizations are likely to increase their reliance upon and utilization of
employee training programs in years to come (Noe, 1999), the effectiveness of
training interventions in organizations is likely to become even more salient
in the future (Blanchard and Thacker, 1999).
This is illustrated by several
studies conducted by other authors regarding training. Tannenbaum at al. (1993)
provide an integrative framework for all the variables that influence the
design and delivery of training (Cannon-Bowers et al 1995). The framework
outlines in detail the pre-training and during-training conditions that may
influence learning, as well as the factors that may facilitate the transfer of
skills after training. Kozlowski & Salas (1997), drawing from
organizational theory, discussed the importance of characterizing the factors
and processes in which training interventions are implemented and transferred
in organizations.
Moreover, Kozlowski and et al.
(2000) consider organizational system factors and training design issues that
influence the effectiveness of vertical transfer processes. Likewise,
researchers have begun to understand the barriers and myths that exist in
organizations as they implement training (Salas et al 1999). In other work,
Kraiger et al (1993) provided new conceptualizations of learning and evaluation
theory, approaches, and measurement.
evolving and is rising skill requirements (Bowers & Swaim, 1994). The shift
in the mix of qualifying skills toward those learned in school or formal
company programs suggests that demands shifted toward more general and
cognitive skills. More educated workers are much more likely to hold jobs
requiring qualifications than are less educated workers. In large part, this
result merely reflects the importance of educational credentials for
professions and other occupations requiring college degrees. But the link
between schooling and job qualifications is more pervasive. Workers with a high
school diploma or college are more likely than less educated workers to learn qualifying
skills through enterprise-based training after leaving school (Bowers &
Swaim, 1994).
systematic process of training consists of planned programs designed to improve
competence and performance at the individual, group, and/or organizational
levels. The scope of training
initiatives vary and include operator, technical, sales, customer service, and
various levels of leadership training (Sims, 1998).
The
success of training may depend on the reasons behind it (Stewart, 2003).
Conducting training for the wrong reasons may lead to bad training while having
the right reasons for it may lead to the improvement, which the organization
aims to attain. Some of the valid
reasons for training would be to improve performance, to improve employees’
skills, to promote job competency, to solve problems, or to orient new
employees (Stewart, 2003).
Benefits
of an effective employee training include improved profitability and more
positive attitudes toward profit orientation; enhanced employees’ job knowledge
and skills; high morale of the work force. As for the individual, training
helps the individual in making better decisions and effective problem solving;
it enables him or her to internalize and operationalize motivational variables
of recognition, achievement, growth, responsibility and advancement; and it
aids in encouraging and achieving self-development and self-confidence.
Furthermore,
training improves communication between groups and individuals; aids in
orientation for new employees and those taking new jobs through transfer or
promotion; provides information on equal opportunity and affirmative action;
provides information on other governmental laws and administrative policies;
and improves interpersonal skills.
between training and good performance but the direction is difficult to
identify. However, what is known for sure is that the training and development
of staff is relevant in better performing companies. The difficulty in
identifying the correlation between training and performance is attributed to
the determination of changes in performance. Measuring knowledge acquired is
easy to determine. But to measure skills and attitude development is something
else. (Craven, 1997). This evaluation needs to be done over a long time period
and needs to be carried out by those working with the candidate, to evaluate
how the delegate performed before and then after the training process.
on the Job Training
Numerous authors and
researchers have reported on training and education for the workplace and
recommended improvements. All recognize the inadequacy of current training
practices and outcomesIt is thus not unusual for authors to recognize the need
of having a well planned OJT program. Such program is labeled as structured
on-the-job training (SOJT).
Basically, SOJT is OJT
with a carefully planned structure, procedures, outcomes and budgets.
skills and knowledge (Jacobs, 1999; Jacobs & Jones, 1995; Rothwell &
Kazanas, 1994). The program is
characterized with the fact that learning takes place at the work site.
it immediately. The experienced worker
provides specific feedback on task execution. Moreover, there are detailed
training plans with tasks and subtasks sequenced according to how the job is
done. In the program, a trained SOJT instructor – one recognized as a master
performer – guides novice workers. Similarly, support materials to which the
novice can refer at any time anchor required skills and knowledge. And finally,
the entire effort is integrated, orderly, yet includes opportunities for trial
and error with corrective feedback loops.
It is a complete, unified system.
In addition, the
environment must be appropriate and prepared for SOJT implementation. Numerous
authors have detailed the benefits of SOJT (e.g. Jacobs, 1999; Jacobs, &
Osmani, 1998). Such studies states that
the program furnishes reduced overall learning time, reduced overall training
costs, flexibility/adaptability to individual worker-learners, positive
relationship building between novices and experienced workers/superiors, higher
transfer rate than those cited for classroom and other formal training,
heightened new-worker job confidence, work/learning efficiency due to little to
no time away from the job, high learning success on job task tests, less
learning of undesirable ways to do a job, and a positive organizational climate
due to healthy interactions among workers in a learning-working context.
commitment by the training staff to the training process (Brechin, Lacoste,
& Sullivan 1999), students will be able to do the work at their own pace
and will be motivated to progress through the training outline. In the SOJT,
students are expected to participate and work systematically.
Shoes
mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA'>[1]
Clarks Shoes is one of the world's largest casual footwear retailers. In
the
it operates 670 stores and employs more than 10,000 staff. In 2002, its head of
retail HR, Jill Youlds was awarded as the award recognises an individual
HR manager who can demonstrates outstanding leadership.
To address the need of the company to develop and execute an HR strategy
that fully supports the firm's UK retail strategy and trading plan, the HR team
at Clarks Shoes formed close strategic ties with operations team to help
implement retail strategy. Moreover, HR policies were given a central role in
the company retail strategy. The company gave HR function new roles,
competencies and performance indicators. Further, Clarks Shoes made HR
performance management process to dovetail with strategic planning.
strategy had significantly contributed to the 58 percent increase in operating
profit to March 2002. According to May 2002 employee survey, in terms of
employee satisfaction, 91 percent of employees reported that they are satisfied
with their jobs while 82 percent are motivated. Likewise, in an internal
customer survey in the same year, 95 per cent agree that the retail HR team
makes an effective contribution to the retail business; 100 per cent agree that
training and development is innovative. Further, a survey of HR team in 2002
reveals that 100 per cent are satisfied with leadership while 94 per cent feel
strong loyalty towards their team.
On-the-Job Training in
Policies Branch Publications.
training: Systems, strategies, and practices.
Prentice-Hall.
Quality-Oriented Human Resources Management. Business Week, Carr, General
Dynamics, Lareau, Schmidt and Finnigan, Carter. Organizational Dynamic
p. 29-41, in Siegel, G. B. (1996). Job analysis in the TQM environment.
Job Training. Contemporary Economic Policy, Vol. XII.
Brechin S., Lacoste, M. & Sullivan, R. (1999).
Structured on-the-job training: Innovations in international health training.
Linking HRD Programs with Organizational Strategy. American Society for
training and Development. Pp. 155-179.
JE. (1995). Toward theoretically-based principles of trainee effectiveness: a
model and initial empirical investigation. Mil. Psychol. 7:141-64
of Management. Available at [www.tmag.co.uk]. Accessed [13/08/03.]
and quantitative approaches.
Oaks
Sage
V. (1988). Total Quality Developments
into the 1990s - An International Perspective. Total Quality Management - An
IFS Executive Briefing: 3-9, in Siegel, G. B. (1996).
the TQM environment. Public Personnel
Management, Vol. 25, pp 485+.
Ford JK, Kozlowski S, Kraiger K, Salas E,
Teachout M, eds. 1997. Improving Training Effectiveness in Work Organizations.
Erlbaum. 393 pp.
Edge HR Manager of the Year Award (2002)
[22/10/03].
Getting Your Money’s Worth:
The Benefits of Structured OJT.
On-the-Job Training.
Workplace.
Berret-Koehler Publishing.
Kozlowski SWJ, Brown K, Weissbein D,
Cannon-Bowers J, Salas E. (2000). A multilevel approach to training
effectiveness: enhancing horizontal and vertical transfer. In Multilevel Theory,
Research and Methods in Organization, ed. K Klein, SWJ Kozlowski.
Jossey-Bass
organizational systems approach for the implementation and transfer of
training. See Ford et al 1997, pp. 247-87
JK, Salas E. (1993). Application of
cognitive, skill-based, and affective theories of learning outcomes to new
methods of training evaluation. J. Appl. Psychol. 78:311-28
1999. Employee Training and Development.
C. 1999. Does CRM training improve teamwork skills in the cockpit?: two
evaluation studies. Hum. Factors 41:326-43
TQM environment. Public Personal Management, Vol. 25, pp. 529+.
Rothwell,
W.J. and Kazanas, H.C. (1994).
OJT Program.
Jossey-Bass.
(1998). Reinventing Training
and Development.
Books
training system at Potomac
Job Corps
Center
Dissertation.
Cannon-Bowers JA, Mathieu JE. 1993. Factors
That Influence Training Effectiveness: A Conceptual Model and Longitudinal
Analysis. Rep. 93-011, Naval Train. Syst. Cent.,
article: Personnel Today
2002. Available at [http://www.personneltoday.com]. Accessed 22/10/03].
No comments:
Post a Comment