Evaluate training and development methods that may assist organisations in meeting their strategic objectives essay part 2
Researchers (Harrison & Kessels 2004: 120) distinguish two types of organisational training benchmarking systems, which are external and internal. The external training benchmarking system implies the training that involves the interaction between organisations operating within the similar or alternative industries. In terms of the external training benchmarking the training is conducted by outsiders, for instance, coaches from other companies or educators from educational institutions. External training involves the use of such training methods as coaching, when coaches are hired by the organisation from outside to train employees respectively to the target training program offered by the coach to the organisation.
The internal training benchmarking system implies that the training that involves organisational divisions and units. In case of the internal training benchmarking, the training is conducted by insiders, i.e. professionals working within the organisation. One of the methods that can be applied in terms of the internal training benchmarking system is the delegation. The delegation involves the delegation of functions of employees to each other, when employees replace each other and perform their tasks. In such a way, they learn to work at different positions expanding their professional skills and experience and understanding better how their colleagues work and how the entire organisation functions since employees learn how they work at different positions in one and the same organisation.
Another method that may be applied in terms of the internal training benchmarking system is knowledge sharing management. Today, the knowledge sharing management is very popular because it is cost-efficient and allows keeping the knowledge within the organisation without sharing it with outsiders. The knowledge sharing management implies the training of employees, who can then share the acquired knowledge with other employees. In fact, the knowledge sharing management can facilitate the integration of new employees, when newcomers work along with experienced employees, who share their knowledge and experience with them. This training and development method is cheap and effective because employees take a proactive position and learn through action.
In addition, it is possible to distinguish the on-the-job training, including project-based learning and job-shadowing teams (Guest, 2003: 182). In fact, knowledge management and delegation are methods of the on-the-job training. On-the-job training is cost efficient. Moreover, it saves not only money but also time because employees can keep working and training at the same time. Project-based learning and job-shadowing teams are also effective methods of on-the-job training that allow employees to develop their professional skills, while working in teams and learning from each other.
Another strategic approach to the training and development process is the in-house training schemes, such as computer-based training; virtual reality; simulations; projects; lecture sessions; developmental programmes; professional development; and apprenticeship training (Kamoche 1996: 228). Such training methods are effective for free lancers and employees, who work at home. For instance, many IT companies use distance job to save costs and to create comfortable conditions for the work of their employees. As a result, they increase the effectiveness of their employees’ performance and save costs. At the same time, they naturally prefer the in-house training schemes to keep the costs of training low and maintain the workplace environment, which employees are accustomed to.
Also, it is worth mentioning external courses, including HE/FE; private training providers; and professional standards (McLean & McLean 2001: 314). External methods of training are essential, when organisations lack knowledge or do not have sufficient internal resources to develop the target skills and competencies in their employees. In such a situation, they have to hire outsiders, who can reach training and development goals of organisations.
In addition, there is self-managed learning, which includes study groups; voluntary participation in distance learning; drawing on mentoring schemes; and personal development logs (Purcell 1995: 72). Self-managed learning is quite a controversial method of training and development. On the one hand, self-learning is efficient because employees are self-motivated and are aware of the importance of training. On the other hand, there is always a risk that employees can lose motivation and fail in the training process.
Furthermore, researchers (Guest 2004: 172) distinguish the planned experiential training, which includes action learning sets; outdoor developmental programmes; apprenticeship; technical training schemes; open forums; video-conferencing; and brainstorming. The planned experiential training is effective, when organisations have a clear, long-run plan of their development. However, this method is not always efficient in the highly changing business environment, when training priorities may change unexpectedly changing plans of organisations.
In the course of the implementation of either training and development method, organisations should take into consideration the major training costs of the particular method to determine whether they are capable to implement this training and development method successfully or not. In this regard, human resources costs are particularly important and include the following costs: salaries of trainers/instructors; management/supervisor salaries; external training provider fees; loss of production costs; subsistence costs; trainers/trainees (Reddington 2005: 175). Human resources comprise the core of the training process and organisation invests substantial funds into the training and development of their human resources.
In addition, organisations should take into consideration the equipment costs, which they will have to spend on training, including training equipment & aids; depreciation of training/equipment/procedures/processes (Keep & Mayhew 1999: 144). Today, equipment comprises an important part of training costs because organisations work in a highly technological environment that requires using the up-to-date technologies and equipment in the training process. The use of such equipment naturally increases costs of the training and development process.
Also organisations will have to cover administrative costs, while conducting their training, including wages/salaries of administrative staff; systems & procedures; training facilities; electronic equipment; general administrative costs (Huselid & Becker 1996: 35). Administrative costs increase respectively to the organisational structure and hierarchy. The more complex the organisational hierarchy is the higher are administrative costs.
Furthermore, material costs comprise a large part of training and development costs, including distance learning packages; materials used for technical; practical learning; educational resources; protective clothing; Health & Safety and regulation procedures (McCracken & Martin 2005: 289). Material costs comprise an integral part of the contemporary training and development process because organisations use various material resources for the training of their employees and they have to cover their costs.
Thus, the training and development process is very important for the successful organisational development. However, there is no universal training method that will be equally effective for all organisations. Instead, organisations should determine their training and development needs first and then through negotiation and collaboration with key stakeholders, including managers and employees, elaborate the training and development method and strategy that meet needs and expectations of the organisation. In such a way, they can develop the effective training and development program that will function in a long-run perspective.
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